Learning Event Plan

Steps Activity
Standard  California HSS Standard
 7.9 Students analyze the historical developments of the Reformation.
Unpack the Standard  List the causes for the internal turmoil in and weakening of the Catholic church (e.g.,
tax policies, selling of indulgences).
 Describe the theological, political, and economic ideas of the major figures during
the Reformation (e.g., Desiderius Erasmus, Martin Luther, John Calvin, William
Tyndale).
 Explain Protestants’ new practices of church self-government and the influence of
those practices on the development of democratic practices and ideas of federalism.
 Identify and locate the European regions that remained Catholic and those that be-
came Protestant and explain how the division affected the distribution of religions in
the New World.
 Analyze how the Counter-Reformation revitalized the Catholic church and the forces
that fostered the movement (e.g., St. Ignatius of Loyola and the Jesuits, the Council
of Trent).
 Understand the institution and impact of missionaries on Christianity and the diffu-
sion of Christianity from Europe to other parts of the world in the medieval and
early modern periods; locate missions on a world map.
 Describe the Golden Age of cooperation between Jews and Muslims in medieval
Spain that promoted creativity in art, literature, and science, including how that
cooperation was terminated by the religious persecution of individuals and groups
(e.g., the Spanish Inquisition and the expulsion of Jews and Muslims from Spain in
1492).
Content Organization  English Language Learners- These students will be provided with vocabulary to help
them with newly introduced terms and phrases. Students will also be provided with
copies of information in their native language to assist with learning the content.

Planning Teaching Assessment

 Learning Event Plan
Steps Activity
 High performing students- These students will be asked to take learning to the next
level to challenge them within this unit. Students in this category will be asked to
respond in deeper DOK levels and make connections. High performing students will
also be asked to ask questions about impact and importance of the Protestant
impact.
 Struggling students- These students will receive certain accommodations to ensure
that their learning is not overwhelming but does still allow them to develop within
the content. These adaptions can include vocabulary lists, flash cards, and modified
directions and readings in a lower grade level.
 Average performing students- These students will have the challenge of engaging in
new content. When necessary, students will receive additional supports and
challenges when appropriate. These challenges would include being asked to
respond to prompts in a deeper DOK level and to go a step further and make
connections. Whether connections to other texts or current events it will be helpful
to these students when learning new content to see the importance of the
information they are studying.
 Special Needs students- Students with special needs will receive appropriate
accommodations depending on their ability and their needs. Students with special
needs will receive modified one on one instruction and modified directions when
needed. Students will also receive readings and documents at an appropriate
reading level and length. This will ensure that those who need it will receive the
information without becoming overwhelmed with length or content level.
Scope & Sequence  This lesson sets the stage for learning about Globalization and changing viewpoints
on religion in Europe. Understanding the structure of the civilizations will help
students to see the long-term impact of the corruptions in the Catholic Church. This
information builds on the information that students have on feudalism in Europe

Planning Teaching Assessment

 Learning Event Plan
Steps Activity
and the growing expansion of European countries.
Learner Outcome/Objective  By the end of this lesson, students will be able to explain key details of the
Reformation and Martin Luther.
Pre-Assessment  I will provide students with the question “what is the long term impact of the
(Formative Assessment) corruptions in the Catholic Church on Europeans?” Students will begin the lesson by
making predictions on how they think finding information will help them answer the
question. Students can also begin to make predictions on specific details of
conquered people using their knowledge of previous civilizations.
Warm Up/Motivation/Make  The lesson will begin with a recap of the six major corruptions of the Catholic Church
Student Connection with (focusing specifically on the corruptions that Martin Luther became frustrated with).
Content With the video, students will need to answer questions regarding main ideas on
Martin Luther. Following the showing, students will have the chance to collaborate
with their team about what they learned during the film and what they are excited
to learn more about. Students will be asked to make predictions and think about
what information that they will need to collect in order to achieve the standard and
learning targets.
Teaching Strategy  As the instructor, I will be monitoring students as they engage with the new content.
I will be moving throughout the room to provide assistance when it is needed.
 Following the warm up, I will be guiding students through an Internet scavenger
hunt that will provide students with a wide variety of information on the intricacies
of the Reformation and Counter-Reformation.
 At the conclusion of the lesson, I will wrap up the class meeting by answering
questions of students and previewing content of the following lessons.
Learning Activity  Students throughout the class will be researching through interactive websites to
gather information on the details leading up to the Reformation, the charges that
Luther made against the Catholic Church, and the impact that Luther’s theses made

Planning Teaching Assessment


Steps
Ongoing Assessment/Check
for Understanding
Post-Assessment/Closure
Learning Event Plan
Activity
on the Church. They are tasked with finding as much information as possible on
social changes and the growing religious viewpoints.
 Checks for Understanding: questions throughout lessons provided to guide students
 Tickets out the door: daily summative prompts that require students to reflect on
the lesson and activities
 One on one instruction and small group discussions will allow for me to engage the
students on a more personal dimension
 Students will need to combine their findings and research with that of the other
team members to produce a coherent presentation of all information.
 Following the rubric, this information should include at least four sources cited
appropriately. It should also include graphics such as images, videos, or graphs.
Students should produce their findings in a way that answers the question of “what
is the long term impact of the corruptions in the Catholic Church on Europeans?”
 Students will present in their teams to the class following the research and creation
of their project.

Paragraph Response

The rubric addresses the lesson objective by challenging students to use resources that they find through the Internet about

the culture and societal changes during the Reformation. The students are asked to combine their research to present a

coherent representation of the changes in the religious groups. The rubric asks students to find at least four sources and to

organize that information into a presentable and organized format at the final stage. Students are encouraged to have

Planning Teaching Assessment

 Learning Event Plan
Steps Activity
information presented through graphs, charts, images, and other appropriate media formats. The goal of this assignment is

to have students identify the long-term impact of changing religious viewpoints in reference to society.

Planning Teaching Assessment