Chloe Jones

EDIT 610- FINAL PROJECT

Part 1: Original Lesson Plan
The lesson plan I am using for this final assignment was taken off the internet and was created by
Liz Bierling-Powers. The lesson is titled, “Introduction to the Reformation”. The lesson is
primarily teaching students about the foundations of the Protestant Reformation in Europe. There
are a lot of great elements to this lesson plan, but it does not fully address the needs for
technology, diversity, and digital citizenship. Below is information taken directly from the lesson
plan and has been reformatted for this assignment to fit on one page.
Target Student 9th Grade Global History and Geography
Audience: New York State Curriculum Unit III – Global Interactions 1200 -
1650

• Where did the Protestant Reformation originate?

• What were the goals and beliefs of the Protestant Reformers like
Essential Questions: Martin Luther and John Calvin? How did they differ from traditional
Catholic beliefs and practices?
• What were the beliefs and practices of some of the Protestant
groups that developed in the 16th century?
• How did religious reform lead to conflict?

1. Review the role of the Catholic Church in Europe (political,

economic, social) as a brief question and answer along with short
PowerPoint and review of concept of indulgences and map of
Western Europe pre-Reformation. (15-20 minutes)
2. Handout: Short Biography of Martin Luther and excerpts from
the 95 Theses (20-25 minutes)
a. Biography – read together as a class, briefly discuss
Procedures: b. students will be assigned 2-3 of the Theses and will be asked to
read and explain the concern or complaint that Luther has expressed,
share with the class
c. Introduce and explain that Luther’s criticisms of the Church
spread quickly and inspired other reformers to develop ideas about
how “true Christianity” should be practiced
3. Activity: (directions attached) students will be divided into
groups of three or four and will be assigned one of the following:
a. Catholicism b. Lutheranism c. Calvinism d. Anabaptism

Students will be provided with a folder that includes images,

primary and secondary sources related to the assigned branch of
Christianity, books from the library and a textbook. They will also
be provided with poster paper and materials. Some of the
supplemental sources are attached, though this attachment is not
comprehensive.
4. Students will have 1 hour (spilt between two class periods) to
develop their presentation and poster.
5. The students will be asked to present their posters to the class as
the observers take notes.
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EDIT 610- FINAL PROJECT
6. The remainder of the class will be spent in class discussion
clarifying, supplementing and correcting the information presented.

Materials:  Reformation PowerPoint

 Images, Primary, and Secondary Sources for research
 Poster paper and Markers
 Paper and pencil for notes
 Martin Luther Bio Handout
 Folders
Directions for Using the readings, images and resources provided create a poster
assignment: that illustrates and explains the beliefs of the assigned group. Along
with the poster develop a short presentation that will be used to help
us understand the differences and similarities among these Christian
sects.
Step 1 – Divide the resources among the group members. Take a
few minutes to read and analyze them. Take notes. Focus on the
following questions:
a) What did the members of this group feel were the characteristics
of a true Christian society? How should people behave?
b) What role did the members of this group think the common
person had in relation to the teaching and reading of the Bible?
c) How did the members of this group feel about religious art,
images and architecture?
d) How would a member of this group view the Pope as a religious
figure?

Step 2 – Share your information. With the group discuss what you
have learned about this denomination. One person from the group
should be assigned to record this information.

Step 3 – Make a plan, make a poster; decide which facts and details
are most relevant and create a poster that meets the following
requirements:
1. The poster must include at least two images/pictures and must
explain how those pictures illustrate the beliefs of the assigned
denomination. The picture can be printed or hand drawn.
2. Include and list on the poster four beliefs and practices that the
followers of this denomination would consider fundamental. These
can be ideas and/or practices.
3. Include on the poster a quote from the primary source that reflects
a fundamental belief of the denomination.
4. Design and decorate the poster in a way that reflects the beliefs of
this denomination.
5. Prepare a 3-5 minute presentation based on what you have
learned.
Chloe Jones
EDIT 610- FINAL PROJECT
Part II: New and Revised Lesson Plan

Introduction to the Protestant Reformation

Overview: Students will be introduced to the Protestant Reformation and its

causes and effects on Europe.
Duration: 2 class Periods
Target Student 10th grade AP European History Students in Horry County Schools
Audience
Students will be able to:
 Recall where the Protestant Reformation originated.
 Recite the goals and beliefs of Protestant Reformers such as
Learning Objectives Martin Luther and John Calvin and how they differed from
Catholic beliefs and practices.
 Understand basic beliefs and practices of multiple Protestant
groups that developed in the 16th century.
 Determine why religious reform led to conflict.
 Understand why the Printing Press was vital to the
Reformation.

Materials:  Warm-up Google Forms Survey on prior knowledge of

Protestant Reformation
 Protestant Reformation WebQuest
 Student created Google Slides Slideshow
 Reformation Google Forms Quiz
 Quizlet for Quizlet Live
 Student devices such as Laptops or iPads
 Padlet Wrap-Up
Day 1
Warm-Up (10 min.)  Students will come into class and on the front of the board
there will be instructions to in how to access a Google Forms
survey.
 Students will then go to the Google Forms Survey and begin
filling it out based off of their prior knowledge of the subject
of the Protestant Reformation.
Protestant  After evaluating and discussion the results from the Google
Reformation Form, students will then use their own school issued devices
WebQuest (45 to complete a WebQuest on the Protestant Reformation that
minutes) will be posted on their Google Classroom page.
 The WebQuest gives the students strict directions on what
websites to go to and then asks them questions that they find
on the sites.
 After submitting the WebQuest on Google Classroom,
students will then find a partner to complete the next activity.
Chloe Jones
EDIT 610- FINAL PROJECT
 When every student is done, the WebQuest will be gone over
as a class.
Assessment:  Students will choose a partner that they will be researching a
Google Slides specific Protestant Group in order to make a Google Slides
Presentation (60 Presentation to present the next day in class.
minutes)  The instructor will assign them one of the groups:
Assessment a. Catholicism
b. Lutheranism
c. Calvinism
d. Anabaptism
 Students will have 60 minutes spilt in between two classes to
finish Presentation.
 Students will answer the following questions in their
presentations:
a) What did the members of this group feel were the characteristics
of a true Christian society? How should people behave?
b) What role did the members of this group think the common
person had in relation to the teaching and reading of the Bible?
c) How did the members of this group feel about religious art,
images and architecture?
d) How would a member of this group view the Pope as a religious
figure?
Day 2
Warm-Up (10  Review of Terms from the previous day by playing Quizlet
minutes) Live.
 We will play the same Quizlet twice for practice.
Google Slides  Students will choose a partner that they will be researching a
Presentation specific Protestant Group in order to make a Google Slides
(Remaining of the Presentation to present the next day in class.
60 minutes)  The instructor will assign them one of the groups:
- Catholicism
- Lutheranism
- Calvinism
- Anabaptism
 Students will have 60 minutes spilt in between two classes to
finish Presentation.
Google Slides  Students will now present their Google Slides Presentation to
Presentations the class while their classmates take notes.
(30 minutes)  Will be graded on information and overall quality of the
Slideshow.
Google Forms Quiz  After presentations, students will take a graded Quiz on
(20 minutes) Google Forms.
 They will use their devices in order to access this quiz.
Exit-Slip  Students will post on a Padlet causes and effects of the
Padlet (10 minutes) Protestant Reformation and reasons why it spread.
Chloe Jones
EDIT 610- FINAL PROJECT
 This is be used as a wrap up activity for the past two day’s
lessons.

Before & After

The original lesson plan was revised in order to integrate technology, encourage digital
citizenship, and promote diversity. The original lesson plan did not have any technology
involved in the duration of the lesson. After revising the lesson plan, I added numerous
technologies to be used to aid in student learning as well as assess their knowledge. The original
lesson plan chose to introduce the topic of the Protestant Reformation by reviewing the role of
the Catholic church and reading off of PowerPoint slides together as a class. To make this
introduction more technology savvy as well as fun for students, I created a Google Form Survey
that asked them questions regarding the Protestant Reformation that the students would answer
and submit so as a class we could go over some of the prior knowledge they may have had on
this topic. This allows me as an instructor to quickly evaluate topics in the Protestant
Reformation that students may need extra instruction or practice. After going over the results of
the Survey, I then assigned a WebQuest on my class’s Google Classroom page for them to fill
out via Google Docs. The WebQuest guides the students in finding answers to questions using
various websites and resources. Assigning this WebQuest replaced what the original lesson plan
called for which was reading handouts on Martin Luther and reasons he criticized the church.
Having the students complete a WebQuest instead of reading handouts allows students to
navigate online and find answers and record in a more convenient and exciting way. Giving
students multiple websites allows access for digital citizenship in the classroom as well as using
Google Docs and Google Classroom.
After students finish the WebQuest, they are to turn it into Google Classroom. I will then
look for completion and grade them while they are working on their next assignment. The next
assignment replaced what the original lesson plan had designed which called for students to
make a poster on a Protestant group that they were assigned as a group. I took that same concept
and questions that corresponded with the poster and made an assignment where students would
create a Google Slideshow with a partner on the same topic. I would assign them the specific
group and they would have an hour spilt over two class periods to finish their research and
presentation, so they could present it to the class. Incorporating another Google app allows
students to practice digital citizenship yet again. In class so far, students have used Google
Forms, Google Classroom, Google Docs, multiple websites, and now Google Slides. This also
creates diversity in the classroom by exposing students to different technologies and uses that
students may not normally have access to at home. The students would conduct their own
research online which enables them to pick and choose credible sources on their own which
helps make them better digital citizens in that they know what sources are credible and which
ones are not.
Time will run out for the first day of this lesson, so students will finish researching the
next class period. When students come in for day two of this lesson, their warm-up will be a
Quizlet live on terms that the learned the day before. Quizlet Live takes Quizlet sets and turns it
into a competition. It randomly arranges students into teams that have different words and
definitions on their screens. As a team they have to assign the correct definition to each term the
fastest in order to win. This allows diversity in the classroom because students are randomly
grouped throughout the majority of this game. After playing the two rounds of Quizlet Live,
students will then finish their research for their Google Slides Presentation. After they are done,
Chloe Jones
EDIT 610- FINAL PROJECT
they will present their presentations to the class for other groups to take notes. When each group
has presented the class will then go on Google Classroom to take their quiz on the Protestant
Reformation and the information they have learned the past two days in class. In the original
lesson plan, there was no assessment other than the poster so having this extra assessment can
help track student progress even further. Quizzes on Google Forms are great because they
instantly track data and form them into charts and it also make it easy to grade for the teacher as
well. Having the presentation and quiz also offers a diversity of assignments and assessments to
track student progress. The last assignment in this lesson plan is an exit slip. The original lesson
plan did not have an exit slip at all. The exit slip activity is a Padlet, where students will post to
the Padlet board three times. They will post one cause and one effect of the Protestant
Reformation, and one reason why it spread. This will be a great closing activity for the past two
days that incorporates technology and student reflection on the topic.

Part III: Assessment Plan

Chloe Jones
EDIT 610- FINAL PROJECT
The above matrix illustrates how objectives, standards, topics, assignments, and assessments are
intertwined throughout this entire lesson. This lesson’s corresponding assessments would include
a unit test in my class as well as the AP European History Exam in May. The matrix allows one
to view how each assignment and assessment align with the lesson’s objectives as well as ISTE
Standards.
Chloe Jones
EDIT 610- FINAL PROJECT
Citations

Bierling-Powers, Liz, “ Lesson Plan: Introduction to the Reformation”

URL: https://calvin.edu/centers-institutes/meeter-center/files/lesson-plans/Bierling-
Powers,%20Elizabeth%20-%20Lesson%20Plan.pdf

ISTE. (2018). ISTE Student Standards . Retrieved from https://www.iste.org/standards/for-

students