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Protestant Reformation Unit Plan
Transcript of Protestant Reformation Unit Plan
After class discussions and independent readings concerning the Protestant Reformation (1300-1570), students will be able to illustrate Europe's political, social, and religious structures during Reformation and examine Shakespeare usage of literary themes in "The Merchant of Venice" through a group research project with 85% accuracy. Protestant Reformation Unit Plan 9th Grade World History
Time Frame: 3 Weeks
Unit includes: English Reformation and the Counter-Reformation "Lesson 2 Scenario": After a PowerPoint Presentation and activities illustrating the interrelatedness of Enlightenment thought, the Roman Catholic Church's grievances, and Martin Luther's decision to separate, students will be able to explain Martin Luther's reasons for separating from the church and achieve 85% accuracy on a short answer quiz. "Lesson 10 Scenario"
After watching a movie clip and taking notes during a teacher directed PowerPoint Presentation, students will be able to identify the effects of the Protestant Reformation on community life, specifically the religious wars and anti-Semitism and respond in groups to a Discussion Web about Barbara Tovey's interpretation of the Merchant of Venice with ninety percent accuracy Additional Common Core Aspects:
Independent Silent Reading: Week 2 of Unit- students can read a text of their choosing for the last ten minutes of class time.
Students have homework in which they must read Graphic Novel of "The Merchant of Venice" by Gareth Hinds
Interdisciplinary: 9th Grade English- The Merchant of Venice (classic play by Shakespeare) and Unit Final Collaboration- Group Project "Fact or Fiction" By Cassandra Smith Protestant Reformation Unit Plan Key Concepts:
Conflict (Use and Abuse of Power Essential Questions:
How did religious reform lead to conflict?
What were the ramifications of the separation of "The Church" and state?
To what extent did the idea of questioning authority lead to the weakness of the Roman Catholic Church and Christianity as a whole? NYS Standards:
Standard 2: World History:
use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives
Standard 3: Geography
use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live—local, national, and global—including the distribution of people, places, and environments over the Earth’s surface. Common Core State Standards for Literacy in Social Studies (Lesson 2)
Research to Build and Present Knowledge
drawing evidence from informational texts to support analysis, reflection, and research
Production and Distribution of Writing
Produce clear and coherent writing in which development, organization, and style are appropriate to task, purpose, and audience
Key Ideas and Details
Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information
Craft and Structure
Compare the point of view of two or more authors for how they treat the same or similiar topics, including which details they include and emphasize in their respective accounts "Why was Church Reform Necessary?" PowerPoint Presentation: "Luther Challenges the Church"- Teacher Directed Lecture and Questioning Students will work in groups and examine excerpts from the writings of Thomas More, Martin Luther, Desiderius Erasmus, and Pope Pius Students will have short Answer quiz- Ticket Out asking them to list Five Reasons for Luther's Call for Reform Closure: PowerPoint Presentation: Legacy of Reformation (Part One)