Information: Do yo’ Grand momma go to Church?
Do yo’ momma go to Church too? Do
they make you go to Church every Sunday when you could be doing something
better with your time, like watching the Jets game or chillin’ wit’ yuh peoples? Do you
ever ask yourself why you have to go to church when they the ones that be on
that religion stuff anyway? Do you ever
wonder how people came to believe so strongly in religion? Do you ever wonder why people started going
to church anyway?
Well, Wilcox can put you on that info.
The Reformation was a point in history in which much of the rational
behind church going today was born. Real
talk. It was the point where people were
just like you, wondering why they were going to church, and if they were going
to church for the right reasons. Just
like the crooked preacher or cardinal or bishop who seems like he’s livin’ it
up just a little too much to be a man of the church, when your church, which is
supposed to be the house of god, got a leaky roof and smell like wet
socks. These folks back in the time of
the reformation asked the same questions, except they got shut down by the
people in charge. Because that went down
in the early to middle 1500’s, you gotta go to church on Sunday in 2003. That’s wild right? Holla.
Task: Your mission, if you choose to accept it, and you have no choice
is to either sit on or be apart of a panel that discusses the pros and cons of
religion, as it was in 1540 and as it is today.
You will either answer questions from the floor (if you are on the panel)
or asking questions to the panel if you are on the floor. Each panelist is required to create an
argument according to the voice of your character. The argument will be 1 full page. The people on the floor will create, ask and
answer 6 questions and answers why (using historical evidence) they are asking
the questions. Their goal is to get the
panelists to contradict themselves as much as possible. Once the panel discussion is complete, you
must write a 4-page reflection on the Protestant Reformation and the
effectiveness of the panel process.
Process:
1)
You will randomly choose an
identity out of a bucket. You may be a
panelist like Henry
VIII or Galileo, or a person
on the floor/ in the audience of the panel discussion.
2)
Once you have your identity, you
will either start writing your 1 page argument or your 6 questions with the
answers to them
3)
You will use the GHPPA process
to obtain evidence for your argument or your questions and answers
4)
When accumulating your evidence,
you must follow these important steps:
·
Why was Martin Luther the
Central Figure in the Protestant Reformation?
·
What were Luther’s criticisms of
the Church?
·
Why did Luther want the bible to
be translated from Latin to German and Other National Languages?
·
How did the Church respond to
Martin Luther’s 95 Theses?
·
What wee the roles of John
Calvin, John Knox, and Henry VIII during the Reformation?
·
How did the map of Europe Change
as a result of the early stages of the Reformation?
Vocabulary: Know these words. Love these words. Use these words to search for information:
·
Corruption
·
Indulgences
·
Simony
·
Nepotism
·
Worldliness
·
Martin Luther
·
95 Theses
·
Protestant
·
Catholic
·
Reform, Reformation
·
Peach of Augsburg
·
John Calvin
·
Predestination
·
John Knox
·
Henry VIII
·
Thomas More
Resources. Use these to gather information:
http://www.scholhistory.org.uk/protestantreformation.htm
http://www.ricksteves.com/tv/luther.htm
http://www.newgenevacenter.org/west/reformation2.htm
http://newadvent.org/cathen/07222a.htm
http://iclnet.org/pub/resources/text/wittenburg/luther/ninetyfive.txt
http://newgenevacenter.org/west/reformation.htm
Name: ______________ Date:
_____________
GHPPA worksheets Score: ________ |
Student
in question has not completed the GHPPA worksheets |
Student
in question completes most of the GHPPA question process, but has not
completed the GHPPA question process |
Student
in question completes the GHPPA question process proficiently, answering all
of the required questions |
Student
completes the GHPPA question process, answering all of the question in a
fashion that is informative and thought provoking |
Panel Arguments Score: ________ |
Student
in question has not created an argument |
Student
in question has an argument written, but the argument is not one full page |
Student
in question has an argument written, and it is proficient in that it is one
full page |
Student
has created an argument that is more than one page. The Argument is both thought provoking and
informative |
Panel Performance: Panelist Score: ________ |
Student
in question has created a one page argument, but did not verbalize it on the
panel |
Student
in question has created and verbalized the one page argument, but does not
adequately project his/her voice and has made very little eye contact with
audience |
Student
in question has created and verbalized the one page argument. Student has also projected his/her voice
and made some eye contact with the audience |
Student
has created and verbalized the one page argument. Student has also projected his/her voice
and made consistent eye contact with the audience. Students argument is though provoking and
informative |
Audience
Questions Score:_________ |
Student
in question has not created questions for the panel |
Student
in question has created questions for the panel, but did not ask and answer 6
questions |
Student
in question has created and answered 6 questions for the panel |
Student
has crated and answered 6 questions for the panel. The questions and answers are both though
provoking and informative |
Panel Performance: Questioner Score: ________ |
Student
in question has created and answered 6 questions, but did not ask questions
of the panelists |
Student
in question has created and answered 6 questions, but does not adequately
project his/her voice and has made very little eye contact with the panelists |
Student
in question has created and answered all 6 questions of the panelists. Student has also projected his/her voice
and made some eye contact with the panelists |
Student
has created and answered all 6 questions of the panelists. Student has also projected his/her voice
and made consistent eye contact with the audience. Student’s questions are thought provoking
and informative |
Reflection: Score: ________ |
Student
in question has not completed a reflection |
Student
in question has completed a reflection, but it does not meet the 4-page
length requirement |
Student
in question has completed a 4-page reflection. Student’s reflection is thoughtful |
Student
has completed a 4 or more page reflection.
Student’s reflection is thoughtful, informative, and introspective |
Total: _______ Effort Grade Deserved (circle one):
High Medium Low
Curriculum Standards:
·
The student will use a variety of intellectual skills to
demonstrate their understanding of major ideas, eras, themes, developments and
turning points in world history, and examine the broad sweep of history from a
variety of perspectives.
·
Interpret and analyze information from websites in the Internet
and other sources.
·
Compare and synthesize information from different sources in the
Internet and other textbooks.
·
Speaking and Writing.
·
Relate new information to prior knowledge and experience.
Conclusion:
It is the
intention of this project to use a variety of skills provided by GHPPA and
Wilcox to urge you to push yourself in terms of literacy and public
speaking. At Discovery High School, we
believe heavily in performance-based assessment. The performance piece of the panel will allow
you to grasp the feelings of the people during the times of the Protestant
Reformation, and contrast them with your own views on faith, religion and the
church today, in 2003.