ToleranceLessonPlan Topic:TheSpreadofChristianitytoCentralandSouthAmerica GroupMemberNames:Jonathan,Samantha,Hunter TitleofLesson TopicorMainIdea Objectives: WhatdoIwantthe studentstolearn? StandardsUsed ReligiousTolerancetowardstheSpreadofChristianity TheSpreadofChristianitytoCentralandSouthAmerica Thestudentswillbeableto....Explainhow,why,andwhen ChristianityspreadtoCentralandSouthAmerica.

WHGERA5WorldReligionsUsehistoricalandmodernmapsto analyzemajorterritorialtransformationsandmovementsofworld religionsincludingtheexpulsionofMuslimsandJewsfromSpain, ChristianitytotheAmericas,andIslamtoSoutheastAsia,andevaluate theimpactofthesetransformations/movementsontherespective humansystems.(See4.1.2)(NationalGeographyStandard9d,p.202)

MaterialsNeeded

paper,banana,wookie(deadoralive),dog(Preferablyalive), crossbow,crowbar,bagofchips,redbull,bicycle,3lbsraw Plutonium,Atubeofpuremercury,rubberduckie,spear,towel, boat,clogs,electricalsocket,AAAbattery,Adeloreantimemachine (thatswhyweneedtheplutonium),astickofpuregraphite. Studentswillperformasmallskitbasedonthespreadofchristianity insouthamerica. Smallquizzesorbenchmarksalongtheway,andaunittestatthe end. 1)HowdidthespreadtoCentralandSouthAmericastart? 2)HowwerethenativesconvertedtoCatholicism? Whatdoyouthinkitwouldbeliketohavesomeonecomeintoyour countryandtellyouyourwaysoflifewerewrongandthatyouhadto adopttheirreligionandlifestyle? Doyouthinkmissionariesstilldothingslikethisstilltoday?

ActivityOutline Assessment

DiscussionQuestions

AdditionalResources Historystandardsused
WHGERA5WorldReligionsUsehistoricalandmodernmapstoanalyze majorterritorialtransformationsandmovementsofworldreligionsincluding theexpulsionofMuslimsandJewsfromSpain,ChristianitytotheAmericas, andIslamtoSoutheastAsia,andevaluatetheimpactofthese transformations/movementsontherespectivehumansystems.(See4.1.2) (NationalGeographyStandard9d,p.202)

Readingstandards used

RangeofReadingandLevelofTextComplexity: CCSS.ELALITERACY.RL.910.10 Bytheendofgrade9,readandcomprehendliterature,including stories,dramas,andpoems,inthegrades910textcomplexity bandproficiently,withscaffoldingasneededatthehighendofthe range.

Writingstandardsused

CCSS.ELALITERACY.W.910.9

Drawevidencefromliteraryorinformationaltextstosupport analysis,reflection,andresearch.
Teacherontheopeningdayfulloutdressedupassomeonefrom thetimes! 50017016/ http://www.sharemylesson.com/teachingresource/USHistory1Sp aniardsandNatives50017007/ Benchmark1: Discussion(reflection)onthe: Basicsofthespread who?natives,missionaries,spanishconquistadors,andQueen IsabellaofSpain what?governmentofSpainatthetime where?CentralandSouthAmerica,Spain,Portugalwhen?15th and16thcentury whybeliefofthemissionariesthattheyhadtosavethesoulsofthe natives Modernimpact?todayinCentralAmerica90100%ofpeoplethere areCatholic,andinSouthAmerica6070%ofthepeopleare Catholic. Simulation: OnhowchristianityspreadthroughCentralandSouthAmerica.A wholeclassskitwherethestudentsactouttheSpanish conquistadorscomingtoCentralandSouthAmericahandingout Biblesandforcingtheindigenouspeopletoconvert. Teacher:Fullondressedupleadingthesimulation

WhataretheStudents goingtodo?

Student:DressedupasaSpaniard 1:HeadPriest 2:Nuns 3:Natives 4:Soldiers ThentheytrytalkthenativesintoconvertingtoCatholicism. Theydontcooperateandthentheyarethreatenedbythesoldiers, afterthepriestgetsfrustrated. **Makesuretoinclude: maps oldliteraturefromthetime talkofthegovernmentofSpainandPortugalandhowtheywere awardedtheAmericas Assessment: GoogleForm