Summary
In this lesson, students examine the causes of the Protestant Reformation. Students reflect on the diversity of the churches in their community and consider how the Protestant Reformation affected what their community looks like today. Students investigate key figures in the Reformation, read about important events of the time period, and connect ideas from the Reformation to present day.
Essential Question(s)
How do theological movements influence history?
Snapshot
Engage
Students create a list of which types of churches they see in their communities.
Explore
Students explore the meaning of the Protestant Reformation and listen to a brief explanation of by a historian.
Explain
Students read articles about the events of the Protestant Reformation and discuss the articles with their classmates.
Extend
Students assume the roles of key Protestant Reformation figures and discuss their roles with classmates.
Evaluate
Students participate in a group discussion about the key members of the Protestant Reformation and complete a graphic organizer.
Materials
Lesson Slides (attached)
Reformation Documents Packet (attached; one per five students)
Jigsaw Graphic Organizer handout (attached; one per student)
Historical Mingle Activity Cards (attached; one copy per eight students)
Historical Mingle Graphic Organizer handout (attached; one per student)
Pens or pencils
Highlighters
Chart paper, chalkboard, or whiteboard
Engage
10 Minute(s)
Use the attached Lesson Slides to guide the lesson.
Display slide 2 and invite students to participate in a Collective Brain Dump. Ask students to respond to the first question on the slide: “How many churches do you see in your community?”
Then, invite students to respond to the next question on the slide: “What types of churches do you see in your community?” As students respond, record their responses on a chalkboard, whiteboard, or piece of paper.
Then, ask students to consider the final question on the slide: “Which churches might you have seen in European communities 500 years ago?” Ask students to consider this question and the others on the slide in relation to the Protestant Reformation as they participate in the lesson.
Display slide 3 and introduce the title of the lesson. Then, display slides 4–5 to share the essential question and learning objectives.
Explore
20 Minute(s)
Write the words “Protestant Reformation” on a chalkboard, whiteboard, or chart paper.
Ask students to identify any words they can see within the two words. Then, ask students to hypothesize what happened during the Protestant Reformation based on the words they see. As they share, record their responses.
Share that students should now watch a video related to the significance of the Protestant Reformation and the influence of early reformers. Tell students that the video features an interview with a theology professor who describes the work that history and theology professors do and what preparation is necessary to become a professor in those areas.
Encourage students to reflect on their hypotheses as they watch the video. Display slide 6 and play the video on the slide, K20 ICAP - Professor of History - We Want a Reformation.
At the end of the video, ask students to share their thoughts. Ask students if their hypotheses were accurate and allow them time to respond. Explain that students should keep Professor Koeplin’s explanations in mind as they learn more about the Protestant Reformation.
Explain
60 Minute(s)
Give each student one document from the Reformation Documents Packet and one highlighter. Tell students that each document in the packet is about a specific person or event that is integral to understanding the Reformation. Explain that students will be responsible for becoming experts on their assigned articles.
Display slide 7 and introduce the Why-Lighting strategy for text annotation. Share that students should highlight important facts in their assigned texts then explain why they chose to highlight that information in the margins. Allow ample time for students to individually read and annotate their documents.
Then, organize students into groups of five so that each student in a group has read a different document. You should likely have 3–4 groups depending on your class size.
Display slide 8 and give each student one copy of the attached Jigsaw Graphic Organizer handout. Introduce the Jigsaw strategy. Share that each person should share information from their assigned document with others in their group, acting as an expert on the document. Tell students to take notes about each document on their handouts as each group member shares.
Extend
20 Minute(s)
Give each student one of the prepared Historical Mingle Activity Cards. Display slide 9 and introduce the Historical Mingle strategy.
Ask students to carefully read the description on their cards and consider how they can assume the role of their given character. Encourage students to reflect on what they learned during the Jigsaw activity to help them. Start the 3-minute timer on the slide and allow students time to read.
Display slide 10. Invite students to stand and tell them to now mingle in their roles. Have them find another character in the class, introduce themselves, and ask questions of their partners. Start the 3-minute timer on the slide and allow students time to mingle.
When time is up, display slide 11. Have students find a new partner and repeat the process. Use the 3-minute timer on the slide. Repeat this process with slides 12–13, which both include a 2-minute timer.
Once students have mingled with multiple other historical figures, have them return to their seats.
Evaluate
20 Minute(s)
Distribute one copy of the attached Historical Mingle Graphic Organizer handout to each student.
Guide students in a discussion of the Historical Mingle. Display slide 14 and invite students who assumed the role of Martin Luther to respond to the questions. As they respond, have the rest of the class add notes to their graphic organizers. Repeat this process with slides 15–20, inviting students who played each historical figure to respond to the questions.
Consider having students turn in the Historical Mingle Graphic Organizer, Jigsaw Graphic Organizer, or Six-Word Memoir, if completed, for formative assessment.
Resources
K20 Center. (n.d.). Collective brain dump. Strategies. https://learn.k20center.ou.edu/strategy/111
K20 Center. (n.d.). Historical mingle. Strategies. https://learn.k20center.ou.edu/strategy/184
K20 Center. (n.d.). Jigsaw. Strategies. https://learn.k20center.ou.edu/strategy/179
K20 Center. (n.d.). Six-word Memoir. Strategies. https://learn.k20center.ou.edu/strategy/75
K20 Center. (n.d.). Why-lighting. Strategies. https://learn.k20center.ou.edu/strategy/128
K20 Center. (2021, March 21). K20 ICAP - Professor of history - We want a reformation [Video]. YouTube. https://youtu.be/6dutuZj765A?si=mvRLHDXAeGN4aPSN
K20 Center. (2021, September 21). K20 Center 3 minute timer [Video]. YouTube. https://youtu.be/iISP02KPau0?si=wznvGKHPcfYcdu_v
K20 Center. (2021, September 21). K20 Center 2 minute timer [Video]. YouTube. https://youtu.be/HcEEAnwOt2c?si=fAprml7tjhzWfPtu