Day 5: Problems with the Church
Rita Wahba World History, 9th Grade Period 3, 50 minutes
Subject of lesson: Protestant Reformation – What were Martin Luther’s problems Church? 2 Periods
OVERVIEW / RATIONALE
This lesson will explain how the new attitude of reform extended into religion. Students will be able to make a connection between the two types of change.
ENDURING UNDERSTANDINGS/ ESSENTIAL QUESTIONS
How did the Renaissance attitude extend to religious reformations?
What were Martin Luther’s complaints against the Catholic Church?
Why did Martin Luther have problems with the Catholic Church?
GOALS/OBJECTIVES
Students will be able to write and perform a skit that accurately portrays Martin Luther’s problems with the Catholic Church.
Students will be able to analyze excerpts from Luther’s 95 Theses and incorporate this information into their skits.
STANDARDS
8.1.9 B - Analyze and interpret historical sources.
8.4.12 A - Evaluate the significance of individuals and groups who made major political and cultural contributions to world history since 1450.
8.4.12 B - Evaluate historical documents, material artifacts and historic sites important to world history since 1450.
8.4.12 C - Evaluate how continuity and change throughout history has impacted belief systems and religions, commerce and industry, innovations, settlement patterns, social organization, transportation and roles of women since 1450.
MATERIALS
PowerPoint Slides
Promethean Board and Pen
Related Videos
Excerpts from 95 Theses
Dictionaries
Rubric
OPENER
Day #1
Do Now: What role did the Catholic Church play in European life during the Middle Ages? (3 minutes)
Students will write down an answer to the question.
Review the Do Now (3 minutes)
Students will share their answers with the class. Teacher will guide them to remember how problems existed with the Church during the Middle Ages and that these problems likely continued into the 16th century.
Day #2
Break up into your groups and continue working on your skits/projects.
BODY OF THE LESSON
Teacher will explain that during this time period, conflicts related to the Church were increasing. Teacher will ask students how they think this played out. Students will offer responses.
Teacher will then tell the students that there were conflicts over the papacy and that people began thinking that the Church should have less political involvement.
One of the major Church reformers during this time was Martin Luther.
Who was Martin Luther
http://www.youtube.com/watch?v=j89_BAh2Q3M (until 1:20)
What were his problems with the Church? He wrote a book title 95 Theses that described his opinions on the Church.
Students will learn about abuses of the Church and Martin Luther’s problem.
Students will be broken up into groups and given an excerpt from Luther’s 95 Theses. Since I will be focusing on student autonomy for my final proposal, students will be allowed to choose their own groups or decide how they want to be split up. I will give them the option of being broken up by different skill levels. If they choose this method, students can place themselves into one category – reader, writer, creator/artist. I will then break them up so that each group will have at least one type of student. Alternatively, the students can come up with another method of splitting up into groups.
Once the students are broken up, they will be given an excerpt from the 95 Theses that describes a problem with the Church during the 1500s. They will read through the excerpt and summarize the main points. The students will then have to come up with a creative way to express their information – a picture, PowerPoint slideshow, short skit or something else that they come up with. Students will have the rest of the class and the next day to prepare. I will assess how much time they need and see how things are moving. They will present by the end of the next day or the beginning of the third day. (For the purposes of this unit plan assignment, I will assume that the students will be ready to present by the end of the 2nd day. This will allow me to teach about the reaction to Luther on the next day.)
Excerpt #1 - Repentance
1. When our Lord and Master, Jesus Christ, said "Repent", He called for the entire life of believers to be one of repentance.
2. The word cannot be properly understood as referring to the sacrament of penance, i.e. confession and satisfaction, as administered by the clergy.
3. Yet its meaning is not restricted to repentance in one's heart; for such repentance is null unless it produces outward signs in various mortifications of the flesh.
4. As long as hatred of self abides (i.e. true inward repentance) the penalty of sin abides, viz., until we enter the kingdom of heaven.
Excerpt #2 – Sale of Indulgences
42. Christians should be taught that the pope does not at all intend that the purchase of indulgences should be understood as at all comparable with the works of mercy.
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, but only incurs the wrath of God.
46. Christians should be taught that, unless they have more than they need, they are bound to retain what is only necessary for the upkeep of their home, and should in no way squander it on indulgences.
47. Christians should be taught that they purchase indulgences voluntarily, and are not under obligation to do so.
Excerpt #3 - Purgatory
26. The pope does excellently when he grants remission to the souls in purgatory on account of intercessions made on their behalf, and not by the power of the keys (which he cannot exercise for them).
27. There is no divine authority for preaching that the soul flies out of the purgatory immediately the money clinks in the bottom of the chest.
28. It is certainly possible that when the money clinks in the bottom of the chest avarice and greed increase; but when the church offers intercession, all depends in the will of God.
Excerpt #4 – Power of Indulgences
35. It is not in accordance with Christian doctrines to preach and teach that those who buy off souls, or purchase confessional licenses, have no need to repent of their own sins.
36. Any Christian whatsoever, who is truly repentant, enjoys plenary remission from penalty and guilt, and this is given him without letters of indulgence.
37. Any true Christian whatsoever, living or dead, participates in all the benefits of Christ and the Church; and this participation is granted to him by God without letters of indulgence.
75. It is foolish to think that papal indulgences have so much power that they can absolve a man even if he has done the impossible and violated the mother of God.
76. We assert the contrary, and say that the pope's pardons are not able to remove the least venial of sins as far as their guilt is concerned.
Excerpt #5 – Selling indulgences to finance the building of St. Peter’s Church
50. Christians should be taught that, if the pope knew the exactions of the indulgence-preachers, he would rather the church of St. Peter were reduced to ashes than be built with the skin, flesh, and bones of the sheep.
51. Christians should be taught that the pope would be willing, as he ought if necessity should arise, to sell the church of St. Peter, and give, too, his own money to many of those from whom the pardon-merchants conjure money.
52. Why does not the pope liberate everyone from purgatory for the sake of love (a most holy thing) and because of the supreme necessity of their souls? This would be morally the best of all reasons. Meanwhile he redeems innumerable souls for money, a most perishable thing, with which to build St. Peter's church, a very minor purpose.
Groups will have 5 minutes to present. See attached rubric for grading procedures. Students will be given the rubric before they prepare their projects so that they know how to plan and execute their ideas. While groups present, other students will be listening, taking notes, and will have the chance to ask questions at the end.
After the presentations, we will review Luther’s issues with indulgences, as well as other problems that he had, including the fact that clergy were often incorrectly appointed. To do this, students will share ideas that they learned from the presentations. I will then have a slide that discusses the issue of incorrectly appointed clergy and will briefly describe the problem to the students.
Instead, Luther believed that you could only achieve salvation through faith alone.
Teacher will ask students what this means and have a discussion about how people can achieve salvation and forgiveness.
CLOSURE
Do any of these problems relate to the problem that you described in your opening class? Do you think that publishing a book would help your cause?
Students will write down their thoughts on the same page as their topic proposal.
ASSESSMENT/EVALUATION
Students will analyze the excerpts from Luther’s 95 Theses and work as a group to summarize the main problem with the Church. Students will also create and perform a skit to demonstrate that they understand the excerpt.
Subject of lesson: Protestant Reformation – What were Martin Luther’s problems Church? 2 Periods
OVERVIEW / RATIONALE
This lesson will explain how the new attitude of reform extended into religion. Students will be able to make a connection between the two types of change.
ENDURING UNDERSTANDINGS/ ESSENTIAL QUESTIONS
How did the Renaissance attitude extend to religious reformations?
What were Martin Luther’s complaints against the Catholic Church?
Why did Martin Luther have problems with the Catholic Church?
GOALS/OBJECTIVES
Students will be able to write and perform a skit that accurately portrays Martin Luther’s problems with the Catholic Church.
Students will be able to analyze excerpts from Luther’s 95 Theses and incorporate this information into their skits.
STANDARDS
8.1.9 B - Analyze and interpret historical sources.
8.4.12 A - Evaluate the significance of individuals and groups who made major political and cultural contributions to world history since 1450.
8.4.12 B - Evaluate historical documents, material artifacts and historic sites important to world history since 1450.
8.4.12 C - Evaluate how continuity and change throughout history has impacted belief systems and religions, commerce and industry, innovations, settlement patterns, social organization, transportation and roles of women since 1450.
MATERIALS
PowerPoint Slides
Promethean Board and Pen
Related Videos
Excerpts from 95 Theses
Dictionaries
Rubric
OPENER
Day #1
Do Now: What role did the Catholic Church play in European life during the Middle Ages? (3 minutes)
Students will write down an answer to the question.
Review the Do Now (3 minutes)
Students will share their answers with the class. Teacher will guide them to remember how problems existed with the Church during the Middle Ages and that these problems likely continued into the 16th century.
Day #2
Break up into your groups and continue working on your skits/projects.
BODY OF THE LESSON
Teacher will explain that during this time period, conflicts related to the Church were increasing. Teacher will ask students how they think this played out. Students will offer responses.
Teacher will then tell the students that there were conflicts over the papacy and that people began thinking that the Church should have less political involvement.
One of the major Church reformers during this time was Martin Luther.
Who was Martin Luther
http://www.youtube.com/watch?v=j89_BAh2Q3M (until 1:20)
What were his problems with the Church? He wrote a book title 95 Theses that described his opinions on the Church.
Students will learn about abuses of the Church and Martin Luther’s problem.
Students will be broken up into groups and given an excerpt from Luther’s 95 Theses. Since I will be focusing on student autonomy for my final proposal, students will be allowed to choose their own groups or decide how they want to be split up. I will give them the option of being broken up by different skill levels. If they choose this method, students can place themselves into one category – reader, writer, creator/artist. I will then break them up so that each group will have at least one type of student. Alternatively, the students can come up with another method of splitting up into groups.
Once the students are broken up, they will be given an excerpt from the 95 Theses that describes a problem with the Church during the 1500s. They will read through the excerpt and summarize the main points. The students will then have to come up with a creative way to express their information – a picture, PowerPoint slideshow, short skit or something else that they come up with. Students will have the rest of the class and the next day to prepare. I will assess how much time they need and see how things are moving. They will present by the end of the next day or the beginning of the third day. (For the purposes of this unit plan assignment, I will assume that the students will be ready to present by the end of the 2nd day. This will allow me to teach about the reaction to Luther on the next day.)
Excerpt #1 - Repentance
1. When our Lord and Master, Jesus Christ, said "Repent", He called for the entire life of believers to be one of repentance.
2. The word cannot be properly understood as referring to the sacrament of penance, i.e. confession and satisfaction, as administered by the clergy.
3. Yet its meaning is not restricted to repentance in one's heart; for such repentance is null unless it produces outward signs in various mortifications of the flesh.
4. As long as hatred of self abides (i.e. true inward repentance) the penalty of sin abides, viz., until we enter the kingdom of heaven.
Excerpt #2 – Sale of Indulgences
42. Christians should be taught that the pope does not at all intend that the purchase of indulgences should be understood as at all comparable with the works of mercy.
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, but only incurs the wrath of God.
46. Christians should be taught that, unless they have more than they need, they are bound to retain what is only necessary for the upkeep of their home, and should in no way squander it on indulgences.
47. Christians should be taught that they purchase indulgences voluntarily, and are not under obligation to do so.
Excerpt #3 - Purgatory
26. The pope does excellently when he grants remission to the souls in purgatory on account of intercessions made on their behalf, and not by the power of the keys (which he cannot exercise for them).
27. There is no divine authority for preaching that the soul flies out of the purgatory immediately the money clinks in the bottom of the chest.
28. It is certainly possible that when the money clinks in the bottom of the chest avarice and greed increase; but when the church offers intercession, all depends in the will of God.
Excerpt #4 – Power of Indulgences
35. It is not in accordance with Christian doctrines to preach and teach that those who buy off souls, or purchase confessional licenses, have no need to repent of their own sins.
36. Any Christian whatsoever, who is truly repentant, enjoys plenary remission from penalty and guilt, and this is given him without letters of indulgence.
37. Any true Christian whatsoever, living or dead, participates in all the benefits of Christ and the Church; and this participation is granted to him by God without letters of indulgence.
75. It is foolish to think that papal indulgences have so much power that they can absolve a man even if he has done the impossible and violated the mother of God.
76. We assert the contrary, and say that the pope's pardons are not able to remove the least venial of sins as far as their guilt is concerned.
Excerpt #5 – Selling indulgences to finance the building of St. Peter’s Church
50. Christians should be taught that, if the pope knew the exactions of the indulgence-preachers, he would rather the church of St. Peter were reduced to ashes than be built with the skin, flesh, and bones of the sheep.
51. Christians should be taught that the pope would be willing, as he ought if necessity should arise, to sell the church of St. Peter, and give, too, his own money to many of those from whom the pardon-merchants conjure money.
52. Why does not the pope liberate everyone from purgatory for the sake of love (a most holy thing) and because of the supreme necessity of their souls? This would be morally the best of all reasons. Meanwhile he redeems innumerable souls for money, a most perishable thing, with which to build St. Peter's church, a very minor purpose.
Groups will have 5 minutes to present. See attached rubric for grading procedures. Students will be given the rubric before they prepare their projects so that they know how to plan and execute their ideas. While groups present, other students will be listening, taking notes, and will have the chance to ask questions at the end.
After the presentations, we will review Luther’s issues with indulgences, as well as other problems that he had, including the fact that clergy were often incorrectly appointed. To do this, students will share ideas that they learned from the presentations. I will then have a slide that discusses the issue of incorrectly appointed clergy and will briefly describe the problem to the students.
Instead, Luther believed that you could only achieve salvation through faith alone.
Teacher will ask students what this means and have a discussion about how people can achieve salvation and forgiveness.
CLOSURE
Do any of these problems relate to the problem that you described in your opening class? Do you think that publishing a book would help your cause?
Students will write down their thoughts on the same page as their topic proposal.
ASSESSMENT/EVALUATION
Students will analyze the excerpts from Luther’s 95 Theses and work as a group to summarize the main problem with the Church. Students will also create and perform a skit to demonstrate that they understand the excerpt.