Topic: Crisis in the Church

Target group

6th‑grade students of elementary school

Core curriculum

IX. „Golden Age” in Poland against the European background. Pupil:

2. lists the causes and consequences of the Reformation, describes the goals and characterizes the activities of Martin Luther and Jan Kalwin, and presents the circumstances of the emergence of the Church of England;

3. explains the purposes of convening the Council of Trent and characterizes the reform of the Catholic Church.

General aim of education

The student will learn about the factors that led to the split in the Western Church.

Key competences

• communication in foreign languages;

• digital competence;

• learning to learn.

Criteria for success
The student will learn:

• what the Reformation was;

• what opinions Martin Luther propagated and what results of his activity were.

Methods/techniques

• expository

  • talk.

• activating

  • discussion.

• programmed

  • with computer;

  • with e‑textbook.

• practical

  • exercices concerned.

Forms of work

• individual activity;

• activity in pairs;

• activity in groups;

• collective activity.

Teaching aids

• e‑textbook;

• notebook and crayons/felt‑tip pens;

• interactive whiteboard, tablets/computers.

Lesson plan overview

Introduction

1. The teacher states the subject of the lesson, explains the aim of the lesson and together with students determines the success criteria to be achieved.

2. The teacher plays the recording of the abstract. Every now and then he stops it, asking the students to tell in their own words what they have just heard. This way, students practice listening comprehension.

Realization

1. Reading the content of the abstract. The teacher uses the text for individual work or in pairs, according to the following steps: 1) a sketchy review of the text, 2) asking questions, 3) accurate reading, 4) a summary of individual parts of the text, 5) repeating the content or reading the entire text.

2. On the basis of the timeline and information from available sources, the students indicate the event that they think is the most important from the period of Reformation. Then they argue their choice on the class forum. Colleagues assess their work, taking into account the manner in which applications are presented and the clarity of justification.

3. The teacher together with the students sums up the current course of classes.

4. Students analyze the illustrations and execute Task 2, Task 3 and Task 4. To answer the questions, they can use Internet sources or other publications. The teacher checks the correctness of the answer and provides feedback to the students.

5. Students in pairs solve the Exercise 1. The teacher checks if the task has been correctly completed and gives feedback to students.

Summary

1. The teacher asks a willing student to summarize the lesson from his point of view. He asks other students if they would like to add anything to their colleague's statements.

2. The teacher asks: If there was going to be a test on the material we have covered today, what questions do you think would you have to answer?
   If the students do not manage to name all the most important questions, the teacher may complement their suggestions.

Homework

1. Listen to the abstract recording at home. Pay attention to pronunciation, accent and intonation. Learn to pronounce the words learned during the lesson.

2. Prepare 5 questions about the area that could be found on the test of the lesson.

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

Crisis in the Church

One of factors shaping early modern period was the reformation. It was a religious movement which aimed at “healing” Christianity, but in practice it was aimed against dogmas proclaimed by the Church.

This movement had also social and political aspects. Reasons of the Reformation lied in the activity of the Church itself. The Church was criticised for low moral and intellectual level as well as for the secularization of clergymen. There were protests against increasing church goods e.g. by land grants, tithe, Peter’s Pence, annates or selling indulgences.

The clergymen had a few church positions each which also was not approved by laymen. Martin Luther, a German priest and theologian, was the first one to express his disapproval. He was outraged with the crisis in the Church. In 1517 he appeared against abuse related to indulgences trading and (according to the tradition) posted 95 Theses on the door of the church in Wittenberg.

Martin Luther’s views were very radical. He claimed that there was no difference between clergymen and laymen. He turned down the pope’s power and the church hierarchy. He also supported liquidation of orders and celibacy. He declared the Bible the only resource of faith which can be interpreted on one’s own. He turned down the cult of saints, paintings and relics. He did not recognize sacraments apart from baptism and communion. He claimed that people would be redeemed because of the Jesus Christ’s death not their good deeds.

Martin Luther’s position was recognized by all social layers. Some clergymen were attracted to the Reformation by the possibility of starting a family, the nobility – by the possibility of increasing properties at the expense of church goods. Dukes saw in the Reformation a possibility of liberating themselves from the influence of the Church and the Emperor. In 1522 there was a petty knighthood revolt which struggled for taking over lands used by the Church. Between 1524–1526 there was a peasants’ uprising where they objected to feudal system. In 1520 the Pope issued a bull in which he censured Luther’s speech and called on him to convert. In response to this Luther burnt the bull publically. The Emperor called him a heretic and banished him.

Reformation, Lutheranism, tithe