Traditional Lesson Plan

Samford University Orlean Bullard Beeson School of Education & Professional Studies

STUDENT: __Molly McCollum___________________ GRADE/SUBJECT: _9th grade Regular World History__ SCHOOL: Vestavia Hills High School______________ DATE: _27 September 2013______________________ ESTIMATED LESSON TIME: _50 minutes__________

Lesson Objectives: Mini-Unit ONE- Europe in Crisis: The Wars of Religion DAY ONE
After completing the first fifty minute lesson on Section One of Chapter Seven about The Wars of Religion, the ninth grade Regular World History students will, following copying notes from a PowerPoint presentation and lecture and then a class reading and discussion of the Edict of Nantes, be able to describe the causes of the French Wars of Religion and explain how they were resolved, as well as be able to explain the militant Catholicism of Philip II of Spain and its effects on Europe.

Sub-Objectives Covered:
1. Define- militant, Armada. (Knowledge) 2. Identify- Huguenots, Henry of Navarre, King Philip II, William the Silent, and Elizabeth Tudor. (Knowledge) 3. Describe the causes of the French Wars of Religion and explain how they were resolved. (Knowledge) 4. Explain the militant Catholicism of Philip II and its effects on Europe. (Comprehension) 5. Explain causes of the Reformation and its impact, including tensions between religious and secular authorities, reformers and doctrines, the Counter-Reformation, and the English Reformation, and wars of religion. (Comprehension) French example used in this lesson. 6. Analyze causes of religious wars in 16th- and 17th-century Europe and account for the rise of religious pluralism. (Analysis) France used for this lesson. 7. Discuss the situation in many European nations in which Protestants and Catholics fought for political and religious control. (Analysis) French example used in this lesson.

National & State Standards: The following NATIONAL STANDARDS related to the lesson objectives are found at http://www.nchs.ucla.edu/Standards/world-history-standards/world-era-6 : Era 6 Standard 2: How European society experienced political, economic, and cultural transformations in an age of global intercommunication, 1450-1750.
Standard 2B: The student understands the Renaissance, Reformation, and Catholic Reformation. VI. Analyze causes of religious wars in 16th- and 17th-century Europe and account for the rise of religious pluralism.

The following STATE STANDARD related to the lesson objectives can be found by accessing the Social Studies Alabama Course of Study at http://www.alsde.edu/Home/Sections/SectionDocuments.aspx?SectionID=54&Subsection=5 : Ninth Grade, World History 1500 to Present: 3. Explain causes of the Reformation and its impact, including tensions between religious and secular authorities, reformers and doctrines, the CounterReformation, and the English Reformation, and wars of religion.

Pre-Instructional Activities: 10-13 MINUTES Order of Class Events is displayed on the front board along with the bell ringer. As students are beginning the Section One notes, they will be oriented to the material being covered in class today by copying down and answering a bell ringer question covering the theme of todays content. They will use their textbook and vocabulary list. The teacher will also walk around the room and check for completed homework, assigned on the Pre-Instruction/Introduction to New Unit Day. Students who completed their work will have it stamped to denote full credit awarded. Students will be primed for the content of the day by guiding them to reflect back at the beginning of the video shown yesterday on Louis XIV where Henry IV was briefly discussed, as were the internal discords that led to the Wars of Religion. Directed Teaching: 20- 25 MINUTES Using a PowerPoint presentation made prior to the beginning of the unit, the teacher will project the outlined lecture notes to the class. The teacher will instruct students that while there may seem to be a lot of slides, there is less information on each so there wont be a lot of time spent copying down each slide. The students will copy their notes down in their Interactive Student Notebooks and the teacher will guide them through each slide. As students copy the notes from the slides, the teacher will lecture incorporating content knowledge not seen in their notes and will encourage students to write as much extra information from the lecture as they can. (See textbook, Teachers Edition.) As Seventh period is often more chatty in transition time, tell students that during notes it is the teachers time to talk. They will be given an opportunity to talk during the activity later. Be sure to manage the in-between talking so all of the slides can be completed and the activity started.

The slides used during Directed Teaching:

Guided Practice: 20+ MINUTES. To incorporate an element of guided practice, the teacher will guide the class through a reading activity around the Edict of Nantes. Using the Chunking Strategy, the available English translation of the edict will be used, and the teacher will guide the students through a class reading and discussion focusing on pulling away informational content and focusing on improving reading comprehension and interpreting primary document skills. As today is a shortened bell schedule for the Pep Rally, the activity will be stopped in time to do a lesson wrap-up and exit slip and picked up on Monday if needed. See Appendix A-1 for Teacher copy of Edict of Nantes reading activity. Independent Practice: Included in Pre-Instructional Time. As this is the first day of the mini-unit, the lesson will be dominated by directed teaching and guided practice. As the students develop a base understanding of the content of the section, there will be more independent practice assigned. The independent practice of today is the bell ringer activity which challenges students to use their section vocabulary to create original sentences with contemporary application and to copy down and begin a reading strategy chart entitled, Chapter Seven Monarchs Chart. See Appendix A-2 for a copy of the Daily Schedule that includes the Bell Ringer and Chart prompt for students. Formative Evaluation: Formative evaluation will take place throughout the lesson in direct teaching and guided practice. The teacher will ask questions throughout the lecture to assess whether students are understanding the topic and determining if anything needs to be repeated or explained differently. The teacher will also listen as students respond to and discuss the Edict of Nantes reading to assess whether or not students are struggling with the content or with deciphering the primary document. Differentiating Instruction: Identify need before directed teaching begins. Create and supply outlines as needed. Currently, there is no identified need. For students that struggle with the combination of auditory instruction and writing things down at the same time, notes outlines can be provided. To ensure students are staying focused and on task, there will be several blanks for students to fill in throughout the lecture and note-taking process. There may come a point where at-risk students seem to not be on the same page as the

majority of class. This will be determined through formative evaluation. To re-teach concepts from the day, the class can be split in to groups where at-risk students are with those who seem to be mastering the objectives, and each group will be given one of two topics: The French Wars of Religion or Philip II and the Wars of Religion in the Netherlands. Each group is given time to discuss the notes and the lecture points to assemble a list of the religious, social, and political issues involved with these wars. After group work, the class will come together and the teacher will combine the lists on the board as students from each group are called on to contribute what their group came up with.

Closure: Remaining time. There will be a brief lesson-wrap up where a combination of the teacher and the students summarize the main points of the day, and the teacher asks for opinions on how they think the activity went. The students will then be assigned their exit slip question, prompted to write their names and the answer, and reminded of the bonus points: Slips to be left stuck to desk. Exit Slip Question: What were the main causes for the French Wars of Religion? Mention that the Table of Contents will be made on Monday and that there is no homework over the weekend. Resources: For students: Glencoes World History: Modern Times textbook , Interactive Notes Edict of Nantes Handout For teacher: Instructor Edition of Glencoes World History: Modern Times textbook PowerPoint www.timeanddate.com (for timer to keep track of activities) Annotated Edict of Nantes Handout

Appendix A
A-1 Annotated Teacher Copy of Edict of Nantes Reading Activity A-2 Daily Schedule

A-1

TEACHER COPY: As historians in this class, it is important that we learn how to read and interpret primary texts. By breaking up this reading in to four different chunks, we will read them aloud and question the text as we read. This is a good way to check our understanding and comprehension of what were reading, and is a good habit to grow for the future as youll be asked to interpret texts.

The Edict of Nantes: Available English Translation

C1

Henry

, by the grace of God king of France and of Navarre, to all to whom these

presents come, greeting: Among the infinite benefits which it has pleased God to heap upon us, the most signal and precious is his granting us the strength and ability to withstand the fearful disorders and troubles which prevailed on our advent in this kingdom. Q: Based on what we discussed in the notes, what fearful disorders and troubles prevailed in the kingdom? The realm was so torn by innumerable factions and sects that the most legitimate of all the parties was fewest in numbers. Q: What group is Henry referring to, and how many were there? God has given us strength to stand out against this storm; we have finally surmounted the waves and made our port of safety, - peace for our state. Q: This statement tells us the document was written when? The French Wars of Religion have ended. For which his be the glory all in all, and ours a free recognition of his grace in making use of our instrumentality in the good work. . . . We implore and await from the Divine Goodness the same protection and favor which he has ever granted to this kingdom from the beginning.... We have, by this perpetual and irrevocable edict. Q: What does this word mean? Established and proclaimed and do establish and proclaim: I. First, that the recollection of everything done be one party or the other, between March, 1585 and our accession to the crown, and during all the preceding period of troubles, remain obliterated and forgotten, as if no such things had ever happened.... Q: What is he referring to? The multiple militant behaviors and Wars of Religion. Full amnesty for crimes committed during the war on both sides.

C2II. We forbid on all our subjects, of some state and quality that they are, to renew the
memory, to attack, to feel, to scold, nor to provoke each other by reproach of what took place, for some cause and excuse whether it is, to compete for it, to dispute, quarrel nor offend itself or take offence actually or at word, but contain itself and live peacefully together as brothers, friends and fellow countrymen, on punishment to the offenders to be punished as infracteurs of peace and troublemakers of the public rest. Q: What is this proclaiming? Someone summarize. What is the punishment for not following this part of the decree?

III. We ordain that the Catholic Apostolic and Roman religion shall be restored and reestablished in all places and localities of this our kingdom and countries subject to our sway, where the exercise of the same has been interrupted, in order that it may be peaceably and freely exercised, without any trouble or hindrance: forbidding very expressly all persons, of whatsoever estate, quality, or condition, from troubling, molesting, or disturbing ecclesiastics (clergy) in the celebration of divine service, in the enjoyment or collection of tithes, fruits, or revenues of their benefices, and all other rights and dues belonging to them: and that all those who during the troubles have taken possession of churches. Houses, goods or revenues, belonging to the said ecclesiastics, shall surrender to them entire possession and peaceable enjoyment of such rights, liberties, and sureties as they had before they were deprived of them. Q: So, what happens to belongings taken from the Church during the Wars of religion? Do you predict that will be done or should be done for the Huguenots lost property?

A-1

C3VI. And in order to leave no occasion for troubles or differences between our subjects, we
have permitted, and herewith permit, those of the said religion pretended Reformed to live and abide in all the cities and places of this our kingdom and countries of our sway, without being annoyed, molested, or compelled to do anything in the matter of religion contrary to their consciences, . . . upon condition that they comport themselves in other respects according to that which is contained in this our present edict. VII. It is permitted to all lords, gentlemen, and other persons making profession of the said religion pretended Reformed, holding the right of high justice [or a certain feudal tenure], to exercise the said religion in their houses. IX. We also permit those of the said religion to make and continue the exercise of the same in all villages and places of our dominion where it was established by them and publicly enjoyed several and divers times in the year 1597, up to the end of the month of August, notwithstanding all decrees and judgments to the contrary. Q: Huguenots were to be entitled to worship freely
everywhere in France in private, and publicly in some 200 named towns and on the estates of Protestant landowners.

XIII. We very expressly forbid to all those of the said religion its exercise, either in respect to ministry, regulation, discipline, or the public instruction of children, or otherwise, in this our kingdom and lands of our dominion, otherwise than in the places permitted and granted by the present edict.

C4XIV. It is forbidden as well to perform any function of the said religion in our court or
retinue, or in our lands and territories beyond the mountains, or in our city of Paris. Or within five leagues of the said city. XVIII. We also forbid all our subjects, of whatever quality and condition, from carrying off be force or persuasion, against the will of their parents, the children of the said religion, in order to cause them to be baptized or confirmed in the Catholic Apostolic and Roman Church; and the same is forbidden to those of the said religion pretended Reformed, upon penalty of being

punished with especial severity. Q: What is this saying? No forced conversions of either side. Important since both sides had been so aggressive in trying to win converts. XXI. Books concerning the said religion pretended Reformed may not be printed and publicly sold, except in cities and places where the public exercise of the said religion is permitted. Q: This is a reference to no Protestant propaganda being printed and spread. Why would this article be included? XXII. We ordain that there shall be no difference or distinction made in respect to the said religion, in receiving pupils to be instructed in universities, colleges, and schools; nor in receiving the sick and poor into hospitals, retreats and public charities. Q: What is this saying?
French Protestants were permitted to inherit property, engage in trade, attend all schools and universities, and be treated in hospitals on the same basis as everyone else.

A-1

XXIII. Those of the said religion pretended Reformed shall be obliged to respect the laws of the Catholic Apostolic and Roman Church, recognized in this our kingdom, for the consummation of marriages contracted, or to be contracted, as regards the degrees of consanguinity and kinship. Q: So, does Catholic remain a Catholic government and country with a strong minority?

Signed:

Henry IV of France

QUESTIONS TO ASK AFTER READING: - All in all, there were ninety-two articles granting them a measure of religious toleration as well as social and political equality. - Think about what we have just read. With Catholicism as the official religion of France, can this document serve to provide the Protestants with full religious freedom? - Based on what we learned about Philip II of Spain, is it possible that a document such as the Treaty of Nantes would appear in Spain during this period? - This is also the time period that we will talk about Elizabeth Tudor, or Elizabeth I, the daughter of Henry VIII. Does anyone remember what religion she followed? What was her sister, Mary I, before her? Hypothesize whether a document like this would be needed in England.

A-2

September 27, 2013 *Bell Ringer: Use the vocabulary words militant and armada to write two original sentences using the words. Apply to a contemporary situation. *Then: Copy this Chapter Seven Monarchs Chart on the BACK PAGE of your Notes Cover. Will add more monarchs as we go, so leave room. Name of Ruler Henry IV Country France Religion
Protestant, then Catholic

Challenges Civil wars

Accomplishments Edict of Nantes, 1598

*NOTES *Edict of Nantes Activity * Wrap-Up and Exit Slips