Goals and Objectives
Students will show how the beliefs and notions of key figures during the Reformation effected Europe and shaped modern religions and governments.
California State Content Standards
7.9 Students analyze the historical developments of the Reformation.
7.9.1. List the causes for the internal turmoil in and weakening of the Catholic church (e.g., tax policies, selling of indulgences).
7.9.2. Describe the theological, political, and economic ideas of the major figures during the Reformation (e.g., Desiderius Erasmus, Martin Luther, John Calvin, William Tyndale).
7.9.3. Explain Protestants’ new practices of church self-government and the influence of those practices on the development of democratic practices and ideas of federalism.
7.9.4. Identify and locate the European regions that remained Catholic and those that became Protestant and explain how the division affected the distribution of religions in the New World.
7.9.5. Analyze how the Counter-Reformation revitalized the Catholic church and the forces that fostered the movement (e.g., St. Ignatius of Loyola and the Jesuits, the Council of Trent).
7.9.1. List the causes for the internal turmoil in and weakening of the Catholic church (e.g., tax policies, selling of indulgences).
7.9.2. Describe the theological, political, and economic ideas of the major figures during the Reformation (e.g., Desiderius Erasmus, Martin Luther, John Calvin, William Tyndale).
7.9.3. Explain Protestants’ new practices of church self-government and the influence of those practices on the development of democratic practices and ideas of federalism.
7.9.4. Identify and locate the European regions that remained Catholic and those that became Protestant and explain how the division affected the distribution of religions in the New World.
7.9.5. Analyze how the Counter-Reformation revitalized the Catholic church and the forces that fostered the movement (e.g., St. Ignatius of Loyola and the Jesuits, the Council of Trent).
Lesson Introduction
The teacher will allow the students five (5) minutes to create a KWL chart on their assigned key figure from the Reformation. Once finished, the teacher will use name cards to randomly call on students to share what they wrote in class discussion.
Vocabulary
Students will be given a vocabulary checklist in which they will examine and choose at least five (5) key terms to include into their questions/answers for their live Talk Show Presentation.
-Absolution
-Annulled
-Charles Borromeo
-Council of Trent
-Counter-Reformation
-Desiderius Erasmus
-Elizabeth I
-Francis of Sales
-Henry VIII
-Humanist
-Ignatius of Loyola
-Indulgences
-Jesuits
-John Calvin
-Martin Luther
-Ninety-Five Theses
-Predestination
-Printing Press
-Protestant Reformation
-Teresa of Avila
-Theocracy
-William Tyndale
-Absolution
-Annulled
-Charles Borromeo
-Council of Trent
-Counter-Reformation
-Desiderius Erasmus
-Elizabeth I
-Francis of Sales
-Henry VIII
-Humanist
-Ignatius of Loyola
-Indulgences
-Jesuits
-John Calvin
-Martin Luther
-Ninety-Five Theses
-Predestination
-Printing Press
-Protestant Reformation
-Teresa of Avila
-Theocracy
-William Tyndale
Content Delivery (Project)
The teacher will pair students together to form teams of two. Each partnered team will select a key figure from the Reformation. The teacher will distribute a handout with guideliness explaining to the students that each team will be responsible for producing a short 3-5 minute talk show.
Student Engagement
Students will be teamed up with a partner and produce a live Talk Show presentation on their assigned key figure from the Reformation Era. Students will use class time to complete the Team Duties Worksheet, conduct their research, work on their visual aids, and work on their ten (10) questions and ten (10) answers to their questions.
Lesson Closure
The class will fill in the section on what they learned on their KWL chart. The teacher will use name cards to randomly pick students to share with the class, what they learned, in class discussion.
Assessment
Entry Level
-The teacher will use the KWL chart to assess students prior knowledge on the content, as well as, what they learned from the content.
-Class discussion will demonstrate the students' understanding of the content.
-The teacher will progress monitor the team work during group collaboration.
Formative
-The teacher will collect and examine the teams' questions and answers for their live Talk Show Presentation.
Summative
-The teacher will use a rubric to grade the live Talk Show Presentation
-The teacher will use the KWL chart to assess students prior knowledge on the content, as well as, what they learned from the content.
-Class discussion will demonstrate the students' understanding of the content.
-The teacher will progress monitor the team work during group collaboration.
Formative
-The teacher will collect and examine the teams' questions and answers for their live Talk Show Presentation.
Summative
-The teacher will use a rubric to grade the live Talk Show Presentation
Accommodations for English Learners, Striving Readers and Students with Special Needs
-A list of the key terms and definitions will be provided to the students.
-Graphic organizers will guide students on the process of the project.
-Class discussion will serve as a verbal aid in a social environment.
-The teacher may fill out the team's Duties Worksheet.
-The teacher can provide the team with selected sources for their presentation.
-Graphic organizers will guide students on the process of the project.
-Class discussion will serve as a verbal aid in a social environment.
-The teacher may fill out the team's Duties Worksheet.
-The teacher can provide the team with selected sources for their presentation.
Lesson Resources
http://www.bie.org/diy/planning_and_preparing/assessment_in_pbl
http://joyseed.net/category/the-reversed-classroom/
http://joyseed.net/category/the-reversed-classroom/