THE PROTESTANT REFORMATION WORLD HISTORY GRADE 9

KYLE T. GARBELY EDUC 343-01 UNIT PLAN THE PROTESTANT REFORMATION WORLD HISTORY GRADE 9 STAGE 1 DESIRED RESULTS ESTABLISHED GOALS: New Jersey State Standard(s): 6.2.12.D.2.b: Determine the factors that led to the Reformation and the impact on European politics. UNDERSTANDINGS: Students will understand that The Protestant Reformation did not occur simply by chance, but was actually the culmination of over a century of religious unrest in the Catholic Church. The Protestant Reformation has had lasting effects throughout world history, even to this day. ESSENTIAL QUESTIONS: What were the factors that led to the Protestant Reformation? Why is Christianity so divided (i.e., so many denominations) in today s world? STUDENTS WILL KNOW: What the factors were that led up to the eventual beginning of the Reformation, such as the invention of the printing press and the increasing corruption of the Church Who the major, important figures are in the Reformation The lasting political and social effects of the Reformation STUDENTS WILL BE ABLE TO: See a historical issue from the point of view of someone who lived through it, and defend that point of view, regardless of one s own beliefs. Analyze multiple seemingly unrelated factors and how they can combine to cause major historical events. STAGE 2 ASSESSMENT EVIDENCE PERFORMANCE TASK: Student Debate: one side will role-play as Luther, while the other side will role-play as Johann Eck and will debate the two opposing sides. SELF-ASSESSMENT: OTHER EVIDENCES: Timeline of the Catholic Church and the Protestant Reformation Worksheet 95 Theses Worksheet The Protestant Reformation Essay Assignment The students will be given the opportunity to view their own understandings of the Reformation in light of the debate and the research they will put into the debate. STAGE 3 LEARNING PLAN LEARNING ACTIVITIES: W: Use a K-W-L to determine what the students know already and want to know about the Protestant Reformation and why it happened. H: In order to hook the students, they will be asked to individually guess how many Christian denominations there are in the world today. E: Students will complete the timeline worksheet and 95 Theses worksheet. R: Give students one class period preceding the debate to discuss with one another in groups the major arguments of their respective sides and allow them to iron out the kinks in each other s understandings. E: The students will engage in the debate, which will allow them to see how the information that they have gathered plays out in practice. T: Students will have the opportunity to work individually, in small groups, and as two large groups, as well as be assessed on their reading comprehension / writing skills and on their debating capabilities. O: The unit will be organized in a semi-chronological way, starting with the pre-reformation events, working up to the Reformation itself, and then discussing the effects of the Reformation. 1

KYLE T. GARBELY EDUC 343-01 UNIT PLAN DAY 1 MONDAY Lesson Activities: 1. Hook question: How many Christian denominations are there in the world today? 2. K-W-L on causes and effects of the Protestant Reformation 3. Hand out the homework worksheet Materials Needed: Timeline homework worksheets DAY 2 TUESDAY Lesson Activities: 1. Review the timeline homework worksheet with the students 2. Lecture with a PowerPoint on the basics of the Protestant Reformation and Luther s background, etc. 3. Hand out the instructions for Thursday s in-class debate, break the class into its two groups and explain that the students will have Wednesday to prepare for the debate. Also explain that, on Friday, the students will be responding to an essay question that will assess what they learned throughout the week 4. Hand out the 95 Theses homework worksheet Materials Needed: 95 Theses homework worksheet Instructions for the debate project PowerPoint presentation for lecture DAY 3 WEDNESDAY Lesson Activities: 1. Review the 95 Theses homework worksheet in much the same way as the previous homework was reviewed 2. The students will split into the two large groups in order to decide who will be the spokesperson (Martin Luther and Johann Eck) for each side (Protestant and Catholic), respectively. During this time, the teacher will circulate throughout the room to help the students come up with good arguments. Students will have laptops in order to research what their side believes. Materials Needed: Laptops for research Extra copies of the instruction sheet for students who lost their copies Where Hook Equip/Explore Rethink Evaluate Where Hook Equip/Explore Rethink Evaluate Where Hook Equip/Explore Rethink Evaluate Rigor Relevance Relationships Rigor Relevance Relationships Rigor Relevance Relationships DAY 4 THURSDAY Lesson Activities: 1. The students will break into their two groups, with each respective spokesperson/debater sitting in front of the room. The teacher will act as the moderator for the debate and ask the two debaters the questions based on the information that they learned previously during the week. 2. During the last five minutes of class, the teacher will tally the count of questions that each side won and decide who the overall winner of the debate was. The winning team will get three (3) extra points added onto the final grade on tomorrow (Friday s) essay assignment. Materials Needed: List of questions to ask the two debaters Where Hook Equip/Explore Rethink Evaluate Rigor Relevance Relationships DAY 5 FRIDAY Lesson Activities: 1. Students will be handed the essay assignment sheet and the instructions will be read aloud to the class, and the students will be instructed to begin writing the essay. 2. Students will work on the essay for the entire period Materials Needed: Protestant Reformation Essay Assignment Handouts Where Hook Equip/Explore Rethink Evaluate Rigor Relevance Relationships 2

KYLE T. GARBELY EDUC 343-01 UNIT PLAN LESSON PLAN #1 MONDAY OBJECTIVE SWBAT: Identify the historical factors that led to the Protestant Reformation STRATEGIES 1. Ask the students, How many Christian denominations do you think there are in the world today? Have them write it down in their notebooks individually. (Purposely vague question designed to get them thinking) [Answer: ~ 41,000] 2. Explain that before the Reformation, there was, generally speaking, only one church, the Catholic Church, and that the Reformation led to the eventual formation of all of these denominations of Christianity. 3. K-W-L in order to determine what the students know already about the causes and effects of the Protestant Reformation 4. Review K-W-L results with the students; have the students work together as a class in order to make one compiled K-W-L for the entire class based on the individual ones 5. Assign the homework worksheet and hand it out and review the directions and that it is due tomorrow ASSESSMENT The K-W-L will act as an assessment of the students prior knowledge, and act as the basis off of which the rest of the unit s assessments will be based The timeline worksheet will assess the students understanding/comprehension of the historical factors that led to the Protestant Reformation HOMEWORK Timeline of the Catholic Church and the Protestant Reformation worksheet (due tomorrow) STANDARD 6.2.12.D.2.b: Determine the factors that led to the Reformation and the impact on European politics. 3

KYLE T. GARBELY EDUC 343-01 UNIT PLAN LESSON PLAN #2 TUESDAY OBJECTIVE STRATEGIES ASSESSMENT HOMEWORK SWBAT: Understand the core of Martin Luther s grievances with the Roman Catholic Church and how he attempted to bring about religious reform. 1. Review the timeline homework worksheet as a class; have the students read and answer the questions aloud 2. Lecture with a PowerPoint on the basics of the Protestant Reformation and Luther s background, etc. 3. Hand out the instructions for Thursday s in-class debate, break the class into its two groups, and explain that the students will have Wednesday to prepare for the debate. Also explain that, on Friday, the students will be responding to an essay question that will assess what they learned throughout the week 4. Hand out the 95 Theses homework worksheet The 95 Theses worksheet will assess the students comprehension of the core of Martin Luther s grievances with the Catholic Church Excerpts from the Ninety-Five Theses by Martin Luther worksheet (due tomorrow) Start thinking about the debate and your side s arguments (Catholic or Lutheran, respectively) STANDARD 6.2.12.D.2.b: Determine the factors that led to the Reformation and the impact on European politics. 4

KYLE T. GARBELY EDUC 343-01 UNIT PLAN LESSON PLAN #3 WEDNESDAY OBJECTIVE SWBAT: Formulate arguments in order to defend an assigned side of a debate, regardless of their own personal viewpoints on the debated topic STRATEGIES 1. Review the 95 Theses homework worksheet in much the same way as the previous homework was reviewed 2. The students will split into the two large groups in order to decide who will be the spokesperson (Martin Luther and Johann Eck) for each side (Protestant and Catholic), respectively. During this time, the teacher will circulate throughout the room to help the students come up with good arguments. Students will have laptops in order to research what their side believes. ASSESSMENT The assessment of whether the students were successful in their research will come tomorrow (Thursday) during the debate. HOMEWORK Review the arguments for your side and finish preparing whatever is necessary for tomorrow s debate STANDARD 6.2.12.D.2.b: Determine the factors that led to the Reformation and the impact on European politics. 5

KYLE T. GARBELY EDUC 343-01 UNIT PLAN LESSON PLAN #4 THURSDAY OBJECTIVE SWBAT: Debate from the point of view of a historical figure and see issues from his/her viewpoint, regardless of one s personal beliefs. STRATEGIES 1. The students will break into their two groups, with each respective spokesperson/debater sitting in front of the room. The teacher will act as the moderator for the debate and ask the two debaters the questions based on the information that they learned previously during the week. 2. During the last five minutes of class, the teacher will tally the count of questions that each side won and decide who the overall winner of the debate was. The winning team will get three (3) extra points added onto the final grade on tomorrow (Friday s) essay assignment. ASSESSMENT The debate will act as the assessment of both Wednesday and Thursday s objectives HOMEWORK No homework STANDARD 6.2.12.D.2.b: Determine the factors that led to the Reformation and the impact on European politics. 6

KYLE T. GARBELY EDUC 343-01 UNIT PLAN LESSON PLAN #5 FRIDAY OBJECTIVE SWBAT: Construct well-thought arguments supporting what they think are the most crucial factors that contributed to the Protestant Reformation, based on evidence that they acquired throughout the week STRATEGIES 1. Students will be handed the essay assignment sheet and the instructions will be read aloud to the class, and the students will be instructed to begin writing the essay. 2. Students will work on the essay for the entire period ASSESSMENT The essay will act as the summative assessment for the entire unit and will assess the above-stated objective for this particular period. HOMEWORK No homework STANDARD 6.2.12.D.2.b: Determine the factors that led to the Reformation and the impact on European politics. 7

Name Date Timeline of the Catholic Church and the Protestant Reformation Historical Context: The time period when Europeans rebelled against the Catholic Church is called the Protestant Reformation. The short-term causes happened in the 1500s, but the long-term causes began during the Middle Ages. In order to understand the Reformation and how other events like the Crusades, the Black Death, and the Renaissance encouraged it, you need to look farther back in history. Your task: Read the timeline below and annotate one question or comment underneath each event. On the lines at the end, write a response about whether you think the Protestant Reformation was inevitable OR if you think it could have been avoided. Timeline 400s-600s: After Germanic tribes invaded the Roman Empire, their leaders converted to the Roman Catholic Church to gain the support of the Roman citizens they conquered. 600s-1100s: During the Middle Ages, the Roman Catholic Church was the most powerful institution. All kings, princes, lords, knights and peasants obeyed the orders of the Pope, his bishops, and their priests, because they were afraid of God and the devil. 1096-1294: After Muslim empires (Arab Caliphates and Ottoman Turks) conquered most of the Byzantine Empire, the Pope asked European Christians to fight in Crusades to conquer Jerusalem for the Christians. He offered them indulgences (forgiveness for their sins) if they fought. Because of the money gained from the Crusades, the Catholic Church, Pope, and kings, princes, lords, and knights gained more wealth. 1100s-1400s: The Commercial Revolution. After the Crusades, European merchants increased trade with Muslim Empires. Kings taxed the trade to get wealth, but they were still frustrated with the Catholic Church s wealth and power over their subjects. 1347-1351: The Black Death (the spread of the Bubonic Plague) killed 1/3 of Europe, and some people lost faith in the Catholic Church, because prayer had not saved lives. People became more secular. 1200s-1500s: The Catholic Church started selling indulgences (forgiveness for a person or their relatives sins). The Church believed that some parts of the Bible gave the Pope the right to sell indulgences. 1400-1600: In the Renaissance, literacy rates rose, but the Catholic Church printed the Bible in Latin (a language only priests and scholars could read), and since most common people would learn to read in their common vernaculars like English, French, Spanish, Italian, German, Portuguese, etc., most people could not read the Bible.

1517: Martin Luther, a Catholic monk and professor, wrote the 95 Theses in Germany. It was a letter to the Archbishop, dedicated to Pope Leo X explaining his problems with the Catholic Church s selling of indulgences and religious relics. This was an act of protest, but Luther just wanted the Church to reform. Therefore, we call this movement of people opposing the Catholic Church the Protestant Reformation. 1517-1520: People made copies of the 95 Theses using printing presses. Luther s ideas gained support from some European monarchs because these kings wanted more power over their subjects (instead of the Church having power over their subjects). 1520-34: Luther translated the Bible into German. After that, other people translated the Bible into Spanish, French, English, Portuguese, Dutch, Italian, and other languages. 1500s: Luther and others started Protestant churches, ending religious unity in Europe. Examples of these churches were Baptist, Episcopal, Methodist, Lutheran, Presbyterian, Puritan, and Anglican. Luther s ideas also gained support with regular peasants who could now read the Bible in their own vernacular. 1534: England joined the Protestant Reformation when King Henry VIII left the Roman Catholic Church and created the Anglican Church. Other monarchs in Northern Europe did the same, and the Catholic Church tried a Counter-Reformation to get people to go against Martin Luther and the Protestant Reformation. It doesn t really work. 1524-1648: Catholic kings in Western Europe started wars against Protestant Kings. These wars killed millions of people and lasted until 1648 when the Treaty of Westphalia ended the wars and agreed on the Protestant and Catholic areas of Europe.

Name Date Excerpts from the Ninety-Five Theses by Martin Luther Directions: Underneath each of the selected theses from the 95 Theses, rephrase it in your own words to summarize what Martin Luther is saying. This will probably be tough at first, but if you re-read a thesis over and over, break it up into bits and try to understand each bit, and use the footnotes, you will probably be able to figure out what they mean. Then, answer the two questions on the back. 27. There is no divine 1 authority 2 for preaching that the soul flies out of the purgatory 3 immediately the money clinks in the bottom of the chest. 32. All those who believe themselves certain of their own salvation 4 by means of letters of indulgence, will be eternally damned 5, together with their teachers 6. 43. Christians should be taught that one who gives to the poor, or lends to the needy, does a better action than if he purchases indulgences. 44. Because by works of love, love grows and a man becomes a better man; whereas, by indulgences, he does not become a better man, but only escapes certain penalties. 45. Christians should be taught that he who sees a needy person, but passes him by although he gives money for indulgences, gains no benefit from the Pope's pardon 7, but only incurs 8 the wrath 9 of God. 47. Christians should be taught that they purchase indulgences voluntarily, and are not under obligation to do so. 62. The true treasure of the church is the Holy gospel 10 of the glory and the grace of God. 66. The treasures of the indulgences are the nets which today they use to fish for the wealth of men. 94. Christians should be taught to be zealous 11 to follow Christ through penalties, deaths, and hells. 1 Godly 2 power 3 Christians believe that purgatory is the place where souls wait to be judged before they go to heaven or hell 4 Salvation means being saved, like when God saves your soul from hell and sends it to heaven 5 Evil 6 Those people who teach that indulgences are ok 7 Excusing someone from punishment 8 When you bring something on yourself 9 Anger 10 The Bible 11 Extremely passionate and devoted

1) What are Luther s arguments for why indulgences are bad for Christians? (don t just write what he thinks Christians should do instead of buying an indulgence, explain why he dislikes indulgences) 2) Do you agree? Or do you think that someone can buy an indulgence and also be a good Christian? Explain your answer.

Name: Date: Protestant Reformation Essay Assignment Directions: Based on what you have learned over the past week about the Protestant Reformation (including the homework, your notes, and the in-class debate), write a five-paragraph essay explaining what three (3) factors most contributed to the start of the Protestant Reformation. Defend your choices; explain why these factors are most influential in your opinion. You have the entire class period to complete this. (Note: Avoid using I or me, etc. in this essay; do not say In my opinion, rather, just state what your opinion is!) 1

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PROTESTANT REFORMATION ESSAY ASSIGNMENT RUBRIC * DESCRIPTION (5) EXCEPTIONAL (4) SKILLED (3) PROFICIENT (2) DEVELOPING (1) INADEQUATE CLAIM: The text introduces a clear, arguable claim that can be supported by reasons and evidence. DEVELOPMENT: The text provides sufficient data and evidence to back up the claim as well as a conclusion that supports the argument. AUDIENCE: The text anticipates the audience s knowledge level and concerns about the claim. The text addresses the specific audience s needs. COHESION: The text uses words, phrases and clauses to link the major sections of the text, creates cohesion and clarifies the relationships between the claim and reasons, between reasons and evidence, and between claims and counterclaims. STYLE & CONVENTIONS: The text presents a formal, objective tone that demonstrates standard English conventions of usage and mechanics. The text introduces a compelling claim that is clearly arguable and takes a purposeful position on an issue. The text has a structure and organization that is carefully crafted to support the claim. The text provides convincing and relevant evidence to back up the claim and effectively addresses counterclaims. The conclusion strengthens the claim and evidence. The text consistently addresses the audience s knowledge level and concerns about the claim. The text addresses the specific needs of the audience. The text strategically uses words, phrases and clauses to link the major sections of the text. The text explains the relationships between the claim and reasons as well as the evidence. The text strategically links the counterclaims to the claim. The text presents an engaging, formal and objective tone. The text intentionally uses standard English conventions of usage and mechanics. The text introduces a precise claim that is clearly arguable and takes an identifiable position on an issue. The text has an effective structure and organization that is aligned with the claim. The text provides sufficient and relevant data and evidence to back up the claim and addresses counterclaims fairly. The conclusion effectively reinforces the claim and evidence The text anticipates the audience s knowledge level and concerns about the claim. The text addresses the specific needs of the audience. The text skillfully uses words, phrases and clauses to link the major sections of the text. The text identifies the relationship between the claim and reasons as well as the evidence. The text effectively links the counterclaims to the claim. The text presents an appropriate and formal, objective tone. The text demonstrates standard English conventions of usage and mechanics. The text introduces a claim that is arguable and takes a position. The text has a structure and organization that is aligned with the claim. The text provides sufficient data and evidence to back up the claim and addresses counterclaims. The conclusion ties to the claim and evidence. The text considers the audience s knowledge level and concerns about the claim. The text addresses the needs of the audience. The text uses words, phrases and clauses to link the major sections of the text. The text connects the claim and reasons. The text links the counterclaims to the claim. The text presents a formal, objective tone. The text demonstrates standard English conventions of usage and mechanics. The text contains an unclear or emerging claim that suggests a vague position. The text attempts a structure and organization to support the position. The text provides data and evidence that attempts to back up the claim and unclearly addresses counterclaims or lacks counterclaims. The conclusion merely restates the position. The text illustrates an inconsistent awareness of the audience s knowledge level and needs. The text contains limited words, phrases and clauses to link the major sections of the text. The text attempts to connect the claim and reasons. The text illustrates a limited awareness of formal tone. The text demonstrates some accuracy in standard English conventions of usage and mechanics. The text contains an unidentifiable claim or vague position. The text has limited structure and organization. The text contains limited data and evidence related to the claim and counterclaims or lacks counterclaims. The text may fail to conclude the argument or position. The text lacks an awareness of the audience s knowledge level and needs. The text contains few, if any, words, phrases and clauses to link the major sections of the text. The text does not connect the claims and reasons. The text illustrates a limited awareness or inconsistent tone. The text illustrates inaccuracy in standard English conventions of usage and mechanics. Name: Grade: * Final grade is calculated by adding the total earned points (max. 25) together and multiplying the result by 4 (max. 100). The student will then have a normal percentage grade.