Established Goals: - Students will describe the beliefs, customs, traditions, and influence of the Christian religion, since its existence.

Transcription

1 Stage 1 10 th Grade World History II The Catholic Church and the Protestant Reformation Established Goals: - Students will describe the beliefs, customs, traditions, and influence of the Christian religion, since its existence. - Students will identify the effects of other theological interpretations of the Christian faith- Lutheranism. What understandings are desired? - Students will understand that Western Christianity was once a unified religion with a hierarchal structure. - Students will understand the dominate power the Church had in terms of economic and political spheres. - Students will understand that protesting or challenging the institution was highly unacceptable, but eventually happened. What essential questions will be considered? - What were the problems and reasons for the Protestant Reformation to occur? - What were the impacts of the Protestant Reformation within Europe and the Catholic Church? Students will know - Students will know the corrupt practices of the Christian Church during the 16 th century. - Students will know who and what Martin Luther did. - Students will know what Luther s Ninety five Theses entailed. Students will be able to - Students will be able to explain the characteristics and factors that lead to the Protestant Reformation. - Students will be able to compare and contrast concepts dealing with religion and other social spheres. - Students will be able to read and interpret primary and secondary sources and texts to better understand material.

2 SOL Standard: WHII.3a: The student will demonstrate knowledge of the Reformation in terms of its impact on Western civilization by a) explaining the effects of the theological, political, and economic differences that emerged, including the views and actions of Martin Luther theses, birth of the Protestant Church i. For centuries, the Roman Catholic Church had little competition in religious thought and action. The resistance of the church to change led to the Protestant Reformation, which resulted in the birth of new political and economic institutions.

3 Catholic Church Stage 2- Assessment Informal Checks: 1) Students will create a basic flowchart of the Catholic Church s hierarchal structure during the 15 th century, which include the pope, bishop, priests, deacons, and parishioners a. These will be based on the teachers previous chart and description given to students 2) After further class discussions, students at the end of class will have 2-3 minuets to explain the basic beliefs, customs, and traditions within Catholicism highlighting key elements like: monotheism, the Eucharist, daily prayer, mass, sacraments, hierarchal structure, etc. a. The teacher will look at these responses to determine if more teaching is needed for students to comprehend this area of the lesson, but is not graded. Quiz: 1) Give students a brief 10 question quiz, (free response) to explain what they know and have learned. a. The quiz will include topics dealing with: the structure of the Church, its basic beliefs and customs, and its authority over society and believers. Protestant Reformation Informal Checks: 1) At the end of class, have students fill out an exit slip, which answers this question In what ways did the Catholic Church became corrupt? a. The teacher will be looking for responses like: indulgences, greed, and the selling and buying of Church offices. This would be graded for completion 2) Give students a handout of Martin Luther s work (The Ninety Five Theses) and description of who he was. Some of the questions on the handout may include: a. Who was Martin Luther? b. What was his position on indulgences and other corrupt practices of the Church? c. What did his Ninety Five Theses hope to do and what did it entail? d. What kind of impact do you think this had on the Catholic Church? i. After students fill this out, allow students to break up in groups and go over their responses. Then come together as a class highlighting the key facts and common themes of student s responses. Test and Exam/ End of Unit: 1) Test students on the whole lesson. The exam will include key aspects dealing with the units knowledgeable skills students should have gained in covering this material. The format for this exam will be: fill in the blank, multiple choices, and a brief essay (of their choice) dealing with a specific topic within the unit.

4 Monday: Stage 3- Timeline of Activities - Begin with an entry question (What is the largest single religion in the world?) to hook students in beginning to thinking about religion. H o Answer: Approximately 33% of the world is Christian (2.1 Billion) - Introduce to students the desired goals for the unit and essential guiding questions. W - Examine what students may already know and want to learn about religion, but in this lesson they should try to direct it to the Christian faith (KWL chart). W - Present students with a handout of key vocabulary terms relative to the Catholic faith like: pope, bishop, priest, deacon, and parishioners, monotheistic, Eucharist, etc. E. - Students will make a flowchart of how this system makes a hierarchy of power and how it continues to this day. E, O Tuesday: - Give students a brief quiz covering the structure of the Church, its believers, and its authority over society. E - Review with students how a religion (the Catholic Church) could have become so corrupt while trying to address the question: If Christianity is mainly concerned for the salvation for its believers, how could their be a price tag to their final destination? (Indulgences) R - Have students fill out an exit- slip, which has them try to explain why the Catholic Church began to loose its hold on society. E-2. Wednesday: - Working in groups, have students share their thoughts and rational to their individual responses displayed on the exit slip. E-2, T - Show video clip that allows students to better understand the beginnings of the Protestant Reformation in Europe, which spring-boards the lesson to Martin Luther. E, R. - Hand out passages of Luther s Ninety Five Theses and have students use the SCIM- C method that they already learned to interoperate its importance. E Thursday:

5 - Allow students to create their own depiction of what it might have looked like when Martin Luther posted his Ninety Five Theses to the church (picture, cartoon, and letter). E, T - Give students the chance to create their own timeline of key events that took place during these early years of the Protestant Reformation, including Luther s published work and the Catholic Church s involvement. E, T, O Friday: - After the Pope s recent visit to the United States and after learning about Martin Luther and the beginnings of the Protestant Reformation, have students examine and write a detailed essay answering these questions: o Now that we are in the Twenty- First century (nearly 500 years removed from the time of Luther) does religion still play an important role in people s lives? If so, how? Does the Catholic Church still have a leading role in the world, or are other religions supreme? E, R, E-2.