Download counter-reformation lesson[1].

Teacher Name: Ferida Meyer and Matt Miles
Subject: 9th grade World History 1500 to the present (90 minutes)
Topic: The Counter Reformation
Essential Questions:
How effective was the Counter-Reformation in counteracting the Protestant Reformation?
Was the Counter-Reformation largely positive or negative?
How do religious institutions and beliefs influence individuals and culture today?
General Objectives:
NCSS:
V. Individuals, Groups and Institutions:
b. analyze group and institutional influences on people, events and elements of
culture in both historical and contemporary settings.
d. identify and analyze examples of tensions between expressions of individuality
and efforts used to promote social conformity by groups and institutions.
f. evaluate the role of institutions in furthering both continuity and change.
VA-SOL
WHII.3b
The student will demonstrate knowledge of the Reformation in terms of its impact
on Western civilization by
b) describing the impact of religious conflicts, including the Inquisition, on society and
government actions.
Learning Outcomes:
In their study of the Catholic-Reformation SWBAT describe how and why the Catholic Church
responded to the Reformation. (comprehension)
In their study of the Catholic-Reformation SWBAT defend the various viewpoints of
modification for the Reformation. (analysis)
In their study of the vocabulary of the Catholic-Reformation SWBAT recall the following:
Counter-Reformation, Council of Trent, Ignatius de Loyola, Jesuits, Index of Forbidden Books.
(knowledge)
Content Outline:
Counter/Catholic-Reformation Overview:
Movement within the Catholic Church to reform itself in the wake of the Protestant Reformation.
It was dedicated to improving the discipline and administration set up of the Church. The
worldly excesses of the secular- moving from religion and trying to find answers through science
and the world, being more worldly, worldly rather than spiritual* Renaissance church with
things such as the campaign to raise funds in to rebuild St. Peter's Basilica with high-pressure
sale of indulgences created the Protestant Reformation (the major complaints of Martin Luther's
95 Theses). The Church would respond to these problems by a vigorous campaign of reform.
Every action has a reaction!!! Such reforms included the foundation of seminaries for the
proper training of priests, especially rural parish priests who up until this point were mostly
poorly educated, in the spiritual life and the theological traditions of the Church, the reform of
religious life to returning orders to their spiritual foundations, and new spiritual movements
focus on the devotional life and a personal relationship with Christ.
Council of TrentWho: called for by Pope Paul III (1534-1549), and Pope Paul IV (1555-1559)
When: 1545-1563
Where: Trent, Italy (modern day Trento)
Why: To combat the growing popularity of the protestant faiths, and to reform the
problems within the Church. The council had the task of reforming the following aspects:
 To condemn the principles and doctrines of Protestantism, and to define the
doctrines of the Catholic Church on all disputed points. Protestant representatives
were invited to attend-but declined due to fact they weren’t allowed to vote.
 To rid the Church administrations (from local priest to the Pope) of corruption in
the areas of:

Sale of Indulgences

Morals of Convents

Education of Clergy

Dueling between Clergy

Excessive Land “gifts” for Bishops
 The Church’s interpretation of the Bible (their take on the Protestants’ openness
to new interpretations of the Bible.
 The relationship of faith and works in salvation was defined, following
controversy over Martin Luther's doctrine of "justification by faith alone".
 The Bible and Church Tradition (not mere customs but the ancient Tradition that
made up part of the Catholic faith) were equally authoritative.
 Indulgences.
Results: The Council made the following changes:
 chastised the secular nature of the Renaissance Church,
 the organization of religious institutions was tightened,
 discipline was improved within the clergy,
 the parish was emphasized,
 the appointment of Bishops for political reasons was no longer tolerated,
 the bishops were no longer to hold land (the Church was)
 New religious orders became popular (mainly the Jesuits)
 Book Burning
 Inquisition
Jesuits and the Inquisition
Soldiers of the Counter-Reformation: To strengthen the Catholic Church, new religious orders
were formed, one being the Society of Jesus, known as the Jesuits.
-Ignatius de Loyola founded the Jesuits in 1534. Pope Paul III recognized the Jesuits as an
official order of the Catholic Church.
-Loyola believed and enforced the idea that salvation was achieved not only through
faith, but also through doing good deeds. Jesuits are priests and take vows of chastity, poverty,
and obedience to the pope.
-The Jesuits were organized like a military body with very strict discipline.
-They quickly became the most effective agents in spreading Catholicism.
-They spread as far a China and Japan. In Europe their preaching slowed down the
spreading of Protestantism in France, Germany, and Poland, which was one of the main goals of
the Catholic Reformation.
The Inquisition: Pope Paul III brought the Inquisition to Rome. Since 1478, Spanish authorities
had been putting accused heretics on trial. Punishments included extreme cruelties such as
burning at the stake.
-Its important to know that the Inquisition did not focus on punishing Protestants, but
instead said that it was an effort to keep Catholics within the church.
-The Index of Forbidden Books was introduced by Pope Paul IV. Catholics were banned
from reading the listed books, which were considered harmful to faith and morals. It was
basically a censorship on writing and it was believed that the Index would act as an effective
agent against heresy.
-The Inquisition severely punished or excommunicated Catholics who possessed or distributed
books criticizing the church.
This was a feared organization within the Catholic world. It existed in Spain and Italy. Its
success in Spain led to Paul III reviving it in 1542. Six Inquisitor-Generals were appointed (all
cardinals) who had power over all clergy and the laity.
Anybody accused by the Inquisition was guilty until they could prove their innocence. The
accused were allowed to be tortured - as were witnesses. If you were found guilty, your
punishments ranged from execution to the confiscation of your property. The Inquisition’s task
was to hunt out heretics.
Ignatius and the early Jesuits did recognize, though, that the hierarchical Church was in dire need
of reform, and some of their greatest struggles were against the corruption, venality, and spiritual
lassitude within the Catholic Church. Ignatius's insistence on an extremely high level of
academic preparation for ministry, for instance, was a deliberate response to the relatively poor
education of much of the clergy of his time, and the Jesuit vow against "ambitioning prelacies"
was a deliberate effort to prevent greed for money or power invading Jesuit circles. As a result,
in spite of their loyalty, Ignatius and his successors often tangled with the pope and the Roman
Curia
Student and Teacher Activities with Estimated Time Blocks:
Teacher Activity
Set Induction 5 min: “Every Action as a
Reaction”
The teacher will present the students with an
animated picture that will show a boxing match
between two figures.
Who are the two figures that you see in this
picture?
What do you think this picture is trying to
portray? Why?
Can you explain to me how the phrase every
action has a reaction why it is applied to the
reformation and the counter reformation?
Lecture 20 minutes: PowerPoint of the
Counter-Reformation including Council of
Trent, Inquisition, and Jesuits.
Role Play 45 minutes: The teacher will divide
the students into groups according to their
readiness. Depending on this they will be given
a role that is best suited for their abilities. Each
group will then be given the description of
their role and they may use their textbooks,
notes and other books in the classroom. The
teacher will monitor each group, keep them on
task and make sure that they are ready to argue
their roles’ perspective in the Council!
Student Activity
Set Induction
The students will look at an animated picture
of the Pope Paul III and Martin Luther. They
will answer questions and begin thinking about
how the Catholic Church had no choice but to
“strike back” at the Protestants in order to
protect their religious and social practices.
“It’s showing them fighting, in the first picture
Martin Luther gave the pope a black eye but in
the second, Luther has it” “Its showing that
there was a fight going on between the two
religions.”
“Well since the Protestant Reformation
dramatically changed people religiously and
socially, that was the action. Then the reaction
I guess would be how the Catholic Church
would deal with it, that being the reaction.”
Lecture: Students will be given a graphic
organizer to take their notes.
Role Play: Council of Trent Reenactment:
Students will be divided into 6 Groups of four
or less. the groups will include: (on the
catholic side) Jesuits, Old-School Cardinals,
Catholic Laity: (on the protestant side)
Lutherans, Anglicans, and the Calvinists. Each
group will be given a biography of their
particular role. Our reenactment of the Council
of Trent will focus on the following points:
Closure 25 minutes: After the debate, go into
Salvation (ex. faith and/or good deeds,
more depth with a PowerPoint Slide on what
predestination), Morality of Clergy, Education,
the actual results of the Council of Trent were. Indulgences, and Interpretation of the Bible
The students will the be asked to discuss
(which is more important, the Church’s
similarities and differences of what their
interpretation or the individual’s). The students
Council of Trent came up with compared to the will be required to pull out the relevant
actual Council. Each student will then receive
information out of the biographies we give
an exit pass as a summative assessment to
them and infer the rest from either their text
complete before they leave.
books or the lecture material. Once the students
have been given enough time to gather all their
information, they will engage in a class-wide
debate on each point. The two teachers will
play the role of Pope Paul III and right-hand
man/Cardinal leading the discussion and
posing all necessary questions.
Materials Needed for the Lesson: powerpoint slides for lecture, role play descriptions, guided
notes worksheet.
Methods of Evaluating Student Progress/Performance:
Formative- students will be observed through their participation through their applications of the
content throughout the role play.
SummativeExit-Pass: students will individually answer the three following questions:
1. How effective was the Counter-Reformation in counteracting the Protestant Reformation?
2. Was the Counter-Reformation largely positive or negative?
3. The Catholic Church was a very influential power over the people and the government in
ensuring conformity of society during this time period, does the Catholic Church still hold as
much power over the decisions of the government and the lives of people? Why or why not?
Give at least one example.
This assessment will be graded based on a rubric attached.
Differention for Special Needs: In order to hit the main styles of learning, this lesson gives
students the opportunity to hear and see the information learned during the lecture by using the
powerpoint and the guided notes. This helps the students organize what they learn to visually see
the connections of concepts and its elements. For students with learning disabilities or are ESL,
they will have a modified version of the guided notes where they fill out less information leaving
them to focus more on taking in the new content. For the role play, struggling learners will be
given the more straightforward roles such as the old fashioned popes or Martin Luther because
these roles have the most information in the book and are the extremes which is easier for them
to argue with. The Average learners as well as the gifted learners will take on the roles that
require more interpretation and prior knowledge of the content.
Subject Matter Integration/Extension: This lesson fits with the course of world history
because it shows how religious institutions dramatically affected different countries throughout
Europe during the 1500’s. This lesson fits with the unit “Renaissance and Reformation” because
it exhibits how actions have reactions. The Reformation which would have been the lesson
before shows an action taken to reform. This lesson shows the counter-action of the Catholic
church to maintain their version societal conformity and to prevent the branching of
Protestantism. This lesson can be built upon in the future because there are other events in
history where religion has played a major role in changing or preventing change in society
around the world and can be referenced to show repeating patterns in history.
Reflections/PPT’s in Lesson: I like this lesson a lot. I think that it gives students the
opportunity to take a lot of different perspectives, terms and events and be able to make
significant connections between them. This gives them the opportunity to be able to think at a
higher level. It fits well in my philosophy of teaching because I love to do group work as well as
debates. It allows for the students to express what they know about the content in their own
words. I also believe however that when you do group work you have to follow with an
individual assessment in order to see if each student truly “got the information” which is why I
included the exit pass.
Sources:
Content References:
“Counter Reformation.” (November 2006). Wikapedia.
http://en.wikipedia.org/wiki/Counter-Reformation
Trueman, Chris.(2000). “The Jesuits.” The History Learning Site.
http://www.historylearningsite.co.uk/2074.htm
Carrington, Collins, Iriye, martinez and Stearns et. al. World History: The Human Journey.
(2003). Texas: Holt, Rinehart and Winston.
Guided Notes for Lecture:
Topic
Calvinism:
Notes
Council of Trent:
Council of Trent:
Why-
•
•
•
Who:
When:
Where:
•
•
•
Condemn ______________
Held firm to all their __________
Get rid of corruption within the
Church ____________
Council of Trent:
Results-
Ignatius of Loyola:
Jesuits:
Inquisition:
Index of forbidden books:
Role Descriptions for Role-Play: Council of Trent
Old School Catholic Cardinals
We are the crabby old men of the Catholic Church. We stand by the saying of, “if it isn’t
broke, don’t fix it.” And we definitely don’t think the church is broken. Anyone who
says so is a HERTIC and should be punished. The Pope is infallible and cannot possibly
do any wrong, so it is either his way or the highway. If we leave decisions about the
faith to the individual commoner, it would be the end of our religion as we know it. We
are the educated ones, who understand all aspects of the bible and religious life.
Therefore the decisions of our faith should be left up to us, not the individual who is
completely uneducated in such matters. We cannot simply rely on our faith to save us
from eternal damnation. We need to show our faith through good deeds. We want the
church to remain the same and stay as close to the Mid-Evil church as possible.
(see pages 176-177 in your text).
Anglicans
We are here on behalf of the King of England, and the leader of our faith, the holy
Henry VIII. Henry VIII was BFF (best friend forever) with the Pope until he turned his
back on him. Henry had the Pope’s back, defending him against Luther. The Pope even
gave him the title of “Defender of the Faith.” And what does the Pope go and do? He
doesn’t let Henry divorce his wife, a woman that couldn’t even bear him a son! Is the
King of England not supposed to have a son? So we are here to defend his RIGHT to
start his own religion. We still hold many of the traditions of the Catholic Church, but
have reformed it to meet our needs. We are happier this way because now we can do
whatever we want. Our Church will pave the way for the Protestant Reformation in
England. Thanks Luther for opening our eyes to how wrong the Pope can be.
(see pages 173-174 in your text)
Jesuits
We are the do-gooders of the Catholic Church. Our main mission is to go out to the
common man and spread the Catholic faith through education. We spend all our time
with the impoverished people of the world. We go through strict training many years
of education before we can call ourselves Jesuits. We also take vows of chastity,
poverty, and obedience to the Pope. We love the Catholic faith and all its teachings
and would hate to see them changed. However, we hate to see the Church’s corruption
and abuses of power hurt the poor. We would like to seethe Church do more for them,
and less for the Old School Catholic Cardinals, who are becoming a little on the
greedy side. We want to see the give back to them commoner rather than take from
them (indulgences). We emphasize education especially for the commoner.
(see pages 177-178 in your texts)
Catholic Laity (non-clergy)
We are the dirty, hard-working, blue collar folk of Western Europe. We have little-tono education, so we pretty much believe anything we hear. We have been blindly
following the Catholic Church for years. We still feel a strong obligation to follow our
Cardinals’ wishes and remain obedient to the Pope. However, we are beginning to feel
mistreated and overwhelmed by the corruption that allegedly is taking over the clergy.
If you tell us to jump off a bridge for salvation we would. Just like if you asked for
money for forgiveness (sale of indulgences) we would ask how much. But we keep
reaching deeper in our pocket and all we are starting to come up with is lint. Even
though we have our problems with the Church, we still hate anyone who goes against
her. Luther should be BURNED at the stake, and kiss the Pope’s feet while he’s at it.
(see pages 176-179 in your text)
Calvinist
We are the farthest away from the Catholic Church of anyone here. Their beliefs
couldn’t be more wrong. First of all, good deeds are useless because God has already
determined our fate- hence predestination. If God already knows where we're going
after we die, than there is no point in trying to change his mind! Besides, we are way
more moral than even the Catholic clergy. We the “elect” (those destined to go to
heaven) live by strict and fair rules that prevent us from doing anything remotely fun,
such as playing cards. This trend we have started is really catching on in France, and is
becoming the latest craze. They are so in love with our new religion they have taken up
arms and gone to war against the Catholics in that region. The bible is the source of our
faith, not the Pope- or anyone for that matter. We worship individually; it is up to them
to be good Christians. Luther has gotten the ball rolling, but we have taken it to the next
level.
(see pages 174-175 in your text)
Lutherans
We are mainly upset with the corruption within the Catholic Church. Priests are worse
than used-car salesmen with their high-pressure sales attempts. They camouflage their
worthless cars (Pope’s beliefs and actions) with empty promises (good deeds allow us to
get into heaven? BAH!). It is our faith alone that is our key to salvation; we don’t need the
good deeds on top of that. Luther is our hero. He and his 95 Theses have exposed that
Catholic Church for the corrupt organization that it is. And our issues do not stop with the
sale of indulgences; we have problems with the lack of morality of the clergy. And while
we are on the topic, if a priest wants to stuff a nun in a pickle barrel, sneak them out of a
convent, and marry them, then more power to him! That should be their choice, not the
Popes. The Catholic Church is collectivist, and we are individualists. If we want to stay at
home and worship god in our own way, than good for us!
(see pages 172-173 in your text)
Reference world history text!!!!