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ALICIA KUNKEL

Reformation Lesson Plan
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Reformation Debate                                                            Alicia Kunkel

Standards:

National:

V.  Individuals, Groups. & Institutions

e.  describe and examine beleif systems basic to specific traditions and laws in contemporary and historical movements.

VI.  Power, Authority and Governance

i.  evaluate the extent to which governments achieve thier stated ideals and policies at home and abroad.

Minnesota:

            III.  World History

                        F.         Emergence of a Global Age, 1450 AD- 1800 AD

The student will demonstrate knowledge of development leading to the Renaissance and Reformation in Europe in terms or its impact on Western civilization.

 

Content:

  • Reformation
  • Holy Roman Empire
  • Short and long term effects of the Reformation
  • Thirty years war
  • Peace at Westphalia
  • Martin Luther, John Calvin etc.
  • Questions:

1.      What are the short and long-term effects of the religious, political, and economic differences that emerged during the Reformation?

 

Learning Outcomes:

The students will:

1.                  show knowledge of the debate between protestant princes and Catholic emperors by engaging in a debate.

2.                  have an in-depth knowledge of the short and long-term effects of the religious, political, and economic differences that emerged during the Reformation by taking notes on the lecture and completing a take home essay exam.

3.                  understand the importance of people like Martin Luther and John Calvin during the Reformation.

 

Materials and Resources:

  • Map
  • Copy of Luther’s Theses
  • Primary documents
  • Textbook
  • Assignment handout

 

Procedures:

Grouping/ Location:

Day 1-3 rows and taking notes individually

Day 4-7 the teacher will divide the class into three groups and then move the groups into their “home” location for the next 4 days.  They will also go to the computer lab for part of each day after they have met with their group members and made a to-do list.

Day 8 “Debate or hearing”—students will be in their group’s “home” location and present their argument from there.

Introduction/ Set:  Time:   Day 1  5 minutes

                                                Day 4  10 minutes

                                                Day 8  10 minutes

 

Activity: 

Time needed for each step

What the teacher will do

What the student will do

Monitoring, Checking for understanding, Assessment

3 class periods

1.  give a lecture on the Reformation, including key players, effects and impacts.

2.  give a lecture on the short and long-term effects of the religious, political, and economic differences that emerged during the Reformation?

 

1.  take notes in notebook individually on the Reformation.

2.  take notes and begin working on their take home essay exam.

1.  Ask questions to the students.

2.  Answer any questions that might arise.

3. Take home essay exam

Day 4:

15 minutes

1.  explain the assignment and what is expected of the students.

2.  split the students into groups and move them to their “home” location

1.  Listen to the teacher and ask any clarifying questions.

2.  move to your group’s “home” location and begin work on your project.

1.  answer questions

2.  walk around and make sure that they are in the appropriate group.

30 minutes

3.  walk around and answer any questions and help the groups get started

3.  work in their groups and divide the work amongst themselves. (pay attention to checklist)

3.  answer questions and make sure that the groups are on track and working well with one another.

Day 5- 7

5 minutes

 

5 minutes

 

 

 

 

 

5 minutes

 

 

 

 

5 minutes

 

 

30 minutes

1.  direct the students in to their groups.

2.  Walk around and monitor their progress and answer any questions.

3.  look over the groups, daily to-do list and okay so they can go to the computer lab and work on it.

1.  move in to their group “home” locations

2.  look over their checklist and see what they have completed and what they need to complete.

3.  assign the different projects to the different group members.

4.  raise your hand and get teacher’s approval to go to the computer lab.

5.  work on the projects that need to get done.

1.  Make sure they are moving to their groups.

2.  Make sure that they do not have any questions about the assignment.

 

Day 8:  Debate!!

10 minutes

 

 

 

3 groups @ 3 minutes each =9- 10 minutes

 

3 groups @ 2( 2 minute counter)= +/-15 minutes

 

 

3 groups @ 3 min. response= +/- 10 min.

3 groups @ 4 min. closing= 12 minutes

1.  answer any last minute questions

 

 

2.  moderate debate and evaluate the group’s performance

1.  get into groups and do any last minute preparations for debate.

2.  Give opening argument, when not presenting listen and take notes.

3.  give counter arguments to each group on their opening arguments.

4.  respond to the counter arguments

5.  present any closing arguments

1.  go to each and every group and ask if they are ready to go.

 

2.  Evaluate the performance.

 

 

 

 

 

 

 

Day 9:  Reflection day

15 minutes

 

10 minutes

 

25 minutes

1.  Hand back and go over exams.

2.  Hand back teacher eval. for ind. and group

3.  Ask questions to open the room up for reflection on debate.

1.  ask any question that you might have.

2.  fill out peer evaluations

 

3.  reflect on the previous day’s debate

1.  answer questions about exam.

2.  go over evals and answer any questions.

 

Closure:  Reflection

 

Differentiation/ Learning Styles

            This lesson involves and lot of action and teamwork.  The first couple of days there is seatwork and notetaking but after that the students have an opportunist to work with their peers and be active within the classroom.  There is a mixture of writing, listening, group work,  and individual work to meet all students needs.

 

Evaluation:

  • Take home essay exam
  • Teacher and peer evaluation
  • Group and individual evaluation.
  • Debate

 

References:

  • Textbook
  • Book-- Modern Germany
  • Internet sources
  • Primary sources

 

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