Unit 02: The Reformation
Content Area:
Course(s):
Time Period:
Length:
Status:
Social Studies
History
Marking Period 1
2
Published
Standards - NJCCS/CCSS
SOC.9-12.6.2.12.D.1.f
Analyze the political, cultural, and moral role of Catholic and Protestant
Christianity in the European colonies.
SOC.9-12.6.2.12.2
Ideas developed during the Renaissance, Scientific Revolution, Reformation, and
Enlightenment led to political, economic, and cultural changes that have had a
lasting impact.
SOC.9-12.6.2.12.B.2.b
Relate the division of European regions during this time period into those that
remained Catholic and those that became Protestant to the practice of religion in
the New World.
SOC.9-12.6.2.12.D.2.b
Determine the factors that led to the Reformation and the impact on European
politics.
SOC.9-12.6.2.12.D.2.e
Assess the impact of the printing press and other technologies developed on the
dissemination of ideas.
LA.11-12.CCSS.ELA-Literacy.CCRA.R.8
Delineate and evaluate the argument and specific claims in a text, including the
validity of the reasoning as well as the relevance and sufficiency of the evidence.
LA.11-12.CCSS.ELA-Literacy.CCRA.R.7
Integrate and evaluate content presented in diverse media and formats, including
visually and quantitatively, as well as in words.
LA.11-12.CCSS.ELA-Literacy.CCRA.R.4
Interpret words and phrases as they are used in a text, including determining
technical, connotative, and figurative meanings, and analyze how specific word
choices shape meaning or tone.
LA.11-12.CCSS.ELA-Literacy.CCRA.R.3
Analyze how and why individuals, events, and ideas develop and interact over the
course of a text.
LA.11-12.CCSS.ELA-Literacy.CCRA.R.6
Assess how point of view or purpose shapes the content and style of a text.
LA.11-12.CCSS.ELA-Literacy.CCRA.R.5
Analyze the structure of texts, including how specific sentences, paragraphs, and
larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each
other and the whole.
LA.11-12.CCSS.ELA-Literacy.CCRA.R.2
Determine central ideas or themes of a text and analyze their development;
summarize the key supporting details and ideas.
LA.11-12.CCSS.ELA-Literacy.CCRA.R.9
Analyze how two or more texts address similar themes or topics in order to build
knowledge or to compare the approaches the authors take.
LA.11-12.CCSS.ELA-Literacy.CCRA.R.10
Read and comprehend complex literary and informational texts independently and
proficiently.
CCSS.ELA-Literacy.RH.11-12.1
Cite specific textual evidence to support analysis of primary and secondary
sources, connecting insights gained from specific details to an understanding of
the text as a whole.
CCSS.ELA-Literacy.RH.11-12.2
Determine the central ideas or information of a primary or secondary source;
provide an accurate summary that makes clear the relationships among the key
details and ideas.
CCSS.ELA-Literacy.RH.11-12.3
Evaluate various explanations for actions or events and determine which
explanation best accords with textual evidence, acknowledging where the text
leaves matters uncertain.
CCSS.ELA-Literacy.RH.11-12.5
Analyze in detail how a complex primary source is structured, including how key
sentences, paragraphs, and larger portions of the text contribute to the whole.
CCSS.ELA-Literacy.RH.11-12.6
Evaluate authors’ differing points of view on the same historical event or issue by
assessing the authors’ claims, reasoning, and evidence.
CCSS.ELA-Literacy.RH.11-12.7
Integrate and evaluate multiple sources of information presented in diverse
formats and media (e.g., visually, quantitatively, as well as in words) in order to
address a question or solve a problem.
CCSS.ELA-Literacy.RH.11-12.8
Evaluate an author’s premises, claims, and evidence by corroborating or
challenging them with other information.
CCSS.ELA-Literacy.RH.11-12.9
Integrate information from diverse sources, both primary and secondary, into a
coherent understanding of an idea or event, noting discrepancies among sources.
CCSS.ELA-Literacy.RH.11-12.10
By the end of grade 12, read and comprehend history/social studies texts in the
grades 11-CCR text complexity band independently and proficiently.
CCSS.ELA-Literacy.WHST.11-12.1.a
Introduce precise, knowledgeable claim(s), establish the significance of the
claim(s), distinguish the claim(s) from alternate or opposing claims, and create an
organization that logically sequences the claim(s), counterclaims, reasons, and
evidence.
CCSS.ELA-Literacy.WHST.11-12.1.b
Develop claim(s) and counterclaims fairly and thoroughly, supplying the most
relevant data and evidence for each while pointing out the strengths and
limitations of both claim(s) and counterclaims in a discipline-appropriate form that
anticipates the audience’s knowledge level, concerns, values, and possible biases.
CCSS.ELA-Literacy.WHST.11-12.1.c
Use words, phrases, and clauses as well as varied syntax to link the major sections
of the text, create cohesion, and clarify the relationships between claim(s) and
reasons, between reasons and evidence, and between claim(s) and counterclaims.
CCSS.ELA-Literacy.WHST.11-12.1.e
Provide a concluding statement or section that follows from or supports the
argument presented.
CCSS.ELA-Literacy.WHST.11-12.2
Write informative/explanatory texts, including the narration of historical events,
scientific procedures/ experiments, or technical processes.
CCSS.ELA-Literacy.WHST.11-12.2.a
Introduce a topic and organize complex ideas, concepts, and information so that
each new element builds on that which precedes it to create a unified whole;
include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia
when useful to aiding comprehension.
CCSS.ELA-Literacy.WHST.11-12.2.b
Develop the topic thoroughly by selecting the most significant and relevant facts,
extended definitions, concrete details, quotations, or other information and
examples appropriate to the audience’s knowledge of the topic.
CCSS.ELA-Literacy.WHST.11-12.2.c
Use varied transitions and sentence structures to link the major sections of the
text, create cohesion, and clarify the relationships among complex ideas and
concepts.
CCSS.ELA-Literacy.WHST.11-12.2.d
Use precise language, domain-specific vocabulary and techniques such as
metaphor, simile, and analogy to manage the complexity of the topic; convey a
knowledgeable stance in a style that responds to the discipline and context as well
as to the expertise of likely readers.
CCSS.ELA-Literacy.WHST.11-12.2.e
Provide a concluding statement or section that follows from and supports the
information or explanation provided (e.g., articulating implications or the
significance of the topic).
CCSS.ELA-Literacy.WHST.11-12.4
Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.WHST.11-12.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting,
or trying a new approach, focusing on addressing what is most significant for a
specific purpose and audience.
CCSS.ELA-Literacy.WHST.11-12.8
Gather relevant information from multiple authoritative print and digital sources,
using advanced searches effectively; assess the strengths and limitations of each
source in terms of the specific task, purpose, and audience; integrate information
into the text selectively to maintain the flow of ideas, avoiding plagiarism and
over-reliance on any one source and following a standard format for citation.
CCSS.ELA-Literacy.WHST.11-12.9
Draw evidence from informational texts to support analysis, reflection, and
research.
CCSS.ELA-Literacy.WHST.11-12.10
Write routinely over extended time frames (time for reflection and revision) and
shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences.
Enduring Understandings
1. Students will be able to understand that Religion has played a key role in defining the political, economic, and social
structures of Europe throughout history.
Essential Questions
1. What were the initial reasons behind the Protestant Reformations and how and why did they change?
2. How did Martin Luther's Protestant Reformation influence religious, political and social changes throughout Europe?
Knowledge and Skills
Unit will be aligned with Chapter 14 of Lynn Hunt's The Making of the West
Objective: What were the shortterm and longterm causes of the Protestant Reformation?

Black Death

100 Years War

New Scientific Discoveries

The Corruption of the Catholic Church
o
simony
o
absenteeism
o
pluralism
o
selling of indulgences
Resources:
"The Machinery of Indulgences" - Albrecht of Mainz
"Sermon of Indulgences" - Johann Tetzel
Objective: What were the personal and external causes of Martin Luther's Reformation?

Martin Luther's view on salvation vs. the Catholic Church's views on salvation

Luther's 95 Theses

The Selling of Indulgences - Johann Tetzel

The Wealth of the Church

The Power of the Pope
Resources:
"95 Theses" - Martin Luther
Clips from the movie - Luther
Objective: How did Luther's Reformation influence other Protestant Reformers?

John Calvin

The Anabaptists

John Knox

Henry VIII
Objective: How did Luther's Reformation influence the social atmosphere of Europe during the 16th century?

The Peasants' Revolt

Luther's reaction to the Peasants' Revolt

The Witch Hunts
Resources:
"The Peasants' Revolt"
DBQ on Witch Hunts
Objective: How did the Catholic Church respond to the Protestant Reformation?

The Catholic [Counter] Reformation
Transfer Goals
Students will be able to independently determine how religious values impact secular society, government, and
internal relations.
Students will be able to independently analyze how one person's philosophies and actions can make a difference.