2 The German Reformation AS Level History for OCR A teaching and Please note: are included as suggestions and not as a comprehensive guide to works available. Much will depend on the books in a department, but Heinemann AS OCR History A: The German Reformation is assumed to be the main text (referred to as the in this suggested scheme of work). What was the Medieval Church like? The challenge of humanism, the Renaissance and other reformers. Skills audit at start. Worksheets 2.1a and 2.1b: provided for audit. Diagram on structure of Catholic Church in early sixteenth century from the. Worksheet 2.2 Sixteenth-Century criticism of the Papacy : Contains a couple of pictures to discuss. Students should then carry out research on Late Medieval Popes. Could create a virtual gallery with painting and woodcuts of Late Medieval Popes (such as those on Worksheet 2.2), and then put together guide which refers to the problems in the Church. Alternatively students could research each of the late fifteenth and early sixteenth-century popes and produce an illustrated PowerPoint of each pope. Worksheet 2.6 provides a picture from a Surrey church of heaven/hell/ purgatory. True/false exercise on the main Catholic beliefs of the sixteenth century. Chapter 1. Skills audit will encourage focus on source and make students aware that they have some of the needed. Remind students of covered at GCSE. Skills audit should be repeated later in the course to show progression. Teacher could draw up a separate sheet for the students listing the mentioned in the first column of 2.1b and get each student to comment on their confidence or perceived ability in that skill. Ensure that students start to construct a glossary of key terms as many will never have studied this topic before. The presentation would introduce some of the criticisms of the papacy that Luther would later make. From woodcuts/painting make a list of the abuses that are highlighted, as these can be compared with Luther s complaints. Who was Luther? Timeline of Luther s life to provide overview. 16 17. Internet research. Students could create a strip cartoon to illustrate his life, and this would Encourage the more able to read a 72 Pearson Education Ltd 2008
AS Level History for OCR A 2 The German Reformation teaching and What was Luther s view about the Papacy and what criticisms did he make of it? What was Luther s view about the Church in Germany? require them to decide which were the most important events. Research to find other woodcuts of the Papacy and compare the criticisms they make with Luther. Can also compare criticisms raised in introductory PowerPoint presentation and see if they agree with Luther s views. Worksheet 2.3 and Worksheet 2.4: contrasting views of the Papacy. Write a report by Luther on the condition of the church in Germany in 1517. biography of Luther. There is a fairly new biography Out of the Storm: The life and legacy of Martin Luther by D. Wilson, Pimlico, 2008 or there is the standard Here I Stand: A Life of Martin Luther by R. Bainton, Penguin Classic Biography, 2002. Woodcuts available on the Papacy. BBC film on Luther extract that attacks Papacy Martin Luther, Heretic, 1983. There are collections of sources from the key pamphlets written by Luther that can be issued to develop the ideas or there are complete editions, which the more able could be encouraged to dip into, e.g. Three Treatises. Extract from Martin Luther, Heretic, BBC, 1983. The use of different coloured pens is a very useful tool when getting students to assess, interpret and evaluate sources, and the concept is best introduced at an early stage. When comparing PowerPoints with Luther s views students should think about why the two might agree and what that tells us, and if Luther is more damning, why is that the case? In order to write the report students could be told that they have to find a number of extracts from Luther s writings to illustrate their views this would help encourage them to read the sources. It is important that they base their report on sources as this is a source paper and this will help to reinforce the idea. Pearson Education Ltd 2008 73
2 The German Reformation AS Level History for OCR A teaching and What did Luther think was wrong with current religious practices and beliefs? How did Luther believe people could achieve salvation? How did Luther s ideas develop and change in this period? Worksheet 2.5: contains some of Luther s Ninety Five Theses. Newspaper activity on impact of the Ninety-Five Theses. In order to show that they have a clear understanding of this key concept they could write a letter from Luther to his spiritual advisor where they outline their views on salvation, or they could produce a lesson plan as a teacher on how Luther could teach this to students. PowerPoint presentations on: Justification by Faith Priesthood of all Believers Role of the clergy Sacraments At the end students should produce summary of Luther s main ideas. BBC Film (see above) has extract that shows Luther s attack on relics at Wittenberg. 20 24 develops this. Medieval wall paintings to illustrate idea of purgatory. page 18. The BBC film (see above) has an extract where Luther discusses his ideas with students. From the internet find other wall paintings to illustrate the centrality of the reality of heaven/hell. 26 9. Worksheet 2.5 should be done before the Newspaper activity. It is important that students are aware that Luther s Ninety-Five Theses were meant for academic debate and not to start a Reformation. It is important that students do have some theological understanding. Simple diagrams and the use of the video extract may help. Link back to the wall paintings to discuss why the issue of salvation was so important at this time. If students see just how widespread the illustrations were they should start to understand just how revolutionary Luther s ideas were. More able students could be encouraged to read at least parts of Luther s writings. Ensure that glossary is developed as many key concepts are introduced at this time. PowerPoints could be done either in groups or as teacher presentation. 74 Pearson Education Ltd 2008
AS Level History for OCR A 2 The German Reformation teaching and What developments within Germany allowed his message to spread in the years 1517 1520? The role of the Printing Press. Display on the Holy Roman Empire in the early sixteenth century. Clash of Empires: Europe 1498 1560, Martin D.W. Jones, Cambridge University Press, 2000. pages 42 45. Students will need some background knowledge about the structure of the Holy Roman Empire, the social and economic situation in Germany and the position of Charles V. The weakness of the Emperor. Which groups were initially attracted by his ideas and why? The importance of Elector Frederick. Analysis of importance of factors. Written work examining reasons why Frederick protected Luther, weighing up factors this could be linked to the required for the Period Studies paper. 31 32. Students should be aware of the crucial role of Frederick. His capture allowed Lutheranism to survive, gain popular appeal and make it virtually impossible for Charles to destroy it. Students should consider why Frederick protected Luther. How much support was there for Luther in the years 1517 1520? This should be a summary of the position of Lutheranism by 1520. Analysis. Pearson Education Ltd 2008 75
2 The German Reformation AS Level History for OCR A KEY ISSUE 4: WHY DID LUTHERANISM SURVIVE IN GERMANY BETWEEN 1530 AND 1555? outline and teaching and How important was Luther s leadership in the establishment and survival of the Lutheran Church? Prioritisation of factors and testing sources against contextual knowledge. As an introduction to this Key Issue provide a religious map of Germany c1530 and 1555, students to identify changes, explain that the focus of this Key Issue is to explain why these changes came about. Students to ensure they understand the importance of Speyer 1529 and Augsburg 1530 could produce presentation on each. Students given collection of sources that consider the role of Luther, they should be able to sort and group these. Research work of other reformers within Germany such as Melanchthon. Student Book pages 49 50. Sources available in M. Jones, Clash of Empires (see above). Recap situation in 1530 before continuing so students have firm basis. This is covered well in pages 49 50. Sources must be balanced to show arguments for and against Luther s importance. More able students could be asked to cross reference sources. The testing of sources against contextual knowledge will have been developed studying the last Key Issue, but it is a difficult skill and further consolidation in this section will be of benefit. How important were the Princes in the survival of Lutheranism? Prioritisation of factors. Evaluation of a statement. Grouping sources and comparison. Worksheet 2.9: Luther and the reaction of the Princes could be the starting point here. Students given name cards of the Prince and have to find out when they adopted Lutheranism. Report back and produce timeline and should also be plotted on map. Discussion on the relative importance of the major princes. Balloon debate. Students could produce an essay assessing the importance of the Princes in the spread of Lutheranism. Their importance post 1530 should be compared with pre 1530 They may also consider whether towns or princes were more important debate. Past papers could be used to practice grouping sources and recap of comparison. Variety of sources on why Princes adopt Lutheranism. Profile of Philip of Hesse in Years of Renewal: European History 1470 1600, John Lotherington eds. Hodder Murry, 1999. OCR Past papers available on the Princes and the German Reformation. By re-using the worksheet students will gain confidence. Case studies of the more important princes will provide valuable contextual knowledge. Students will see geographical spread by plotting support of the Princes on a map. Students need to be aware that princes adopted Lutheranism for a variety of reasons and that some were Catholic in their own beliefs. Links with the required for the Period Studies paper could also be made. At this stage recap of earlier is important, if students realise they have many of the then the final development will seem less of a hurdle. 76 Pearson Education Ltd 2008
AS Level History for OCR A 2 The German Reformation KEY ISSUE 4: WHY DID LUTHERANISM SURVIVE IN GERMANY BETWEEN 1530 AND 1555? outline and teaching and How important was the Schmalkaldic War of 1547 in determining the survival of Lutheranism? Using sources and contextual knowledge to reach a balanced conclusion. Students could write a report to Charles explaining why he should go to war. Map comparison of religious situation c1530 with situation c1547. Structured worksheet 2.11. Discuss sources before completion. Write up question having completed worksheet. pages 55 57. At this stage students will have enough contextual knowledge and source to tackle the final examination type question. Why was there a princely revolt in 1552? What was its impact? Assessing the importance of events. Test interpretations against contextual knowledge. Map comparison c1530, 1547, 1552. Research the role and importance of Maurice. Debate on whether 1552 was a turning point in the development of Lutheranism. Done in groups where groups present alternatives. Students could be given a variety of summaries by different historians on the importance of particular events. page 58. Students do not need detailed knowledge, but should be aware of Passau. Maurice is important as he illustrates clearly the importance of politics and power in the development of Lutheranism. Although not directly a source skill, candidates will have to weigh up the relative importance of factors when looking at sources, and the use of different historians views can also be tested against their own knowledge, so applying similar source. Why was the Peace of Augsburg signed in 1555? What was its importance? Assessment of an event. Presentation on main terms. Discussion on its importance. Comparison of maps now add 1555. Compare Augsburg with other attempts at settlement summary chart showing main terms of each. pages 58 60. Sources on terms of main settlements. At same time as teaching this content, recap source by using Worksheet 2.9 and doing the full question. If further practice is needed it can also be done for the questions in Worksheet 2.1a. Assess which are most/least favourable to Lutheranism and why. Pearson Education Ltd 2008 77