On the Way to Modern History 1
I/C
Luther and the Reformation (Klasse 7)
1 von 32
Martin Luther and the Reformation – In einem Rollenspiel auf dem
Reichstag zu Worms argumentieren (Klasse 7)
Astrid Berkefeld, Hamburg
T
H
C
A
R
O
akg-images
I
S
N
Martin Luther defending himself at the ‘Diet of Worms’
V
Von Papst Leo X. ursprünglich noch verächtlich als „Mönchsgezänk“ abgetan, veränderten und beeinflussten Luthers Lehren und religiöse Überzeugungen den Verlauf der
Geschichte Europas für seine Zeitgenossen
und die Nachwelt grundlegend. Was aber
genau waren seine Kritikpunkte an der katholischen Kirche und wieso widerrief Luther auf
dem Wormser Reichstag seine Schriften
nicht?
Klassenstufe: 7 (G8)
Dauer: 4 Unterrichtsstunden mit
Lernerfolgskontrolle
Bereich: Frühe Neuzeit, Reformation,
Martin Luther, Missstände der
Kirche, Ablass, Wormser Reichstag, Augsburger Religionsfriede
Diesen und anderen Fragen gehen Ihre Schülerinnen und Schüler anhand vieler kreativer
und schüleraktivierender Methoden, beispielsweise in Form eines Rollenspiels, in der vorliegenden Unterrichtseinheit näher auf den
Grund.
10 RAAbits Bilingual Geschichte Januar 2010
On the Way to Modern History 1
I/C
Luther and the Reformation (Klasse 7)
3 von 32
Ausblick
Der Augsburger Religionsfriede von 1555 wurde als Grundgesetz des Heiligen Römischen Reiches verkündet. Er stellte die Protestanten, die das Augsburger Bekenntnis anerkannten, den
Katholiken rechtlich gleich. Die Freiheit der Glaubenswahl stand den Reichsständen zu, nicht
dem einzelnen Untertan. Diese hatten dem Bekenntnis des Landesherrn zu folgen („Cuius regio,
eius religio“). Wer dies aus Gewissensgründen nicht konnte oder wollte, hatte das Recht der
Auswanderung, jedoch unter Zurücklassung der Habe.
Der Augsburger Religionsfriede wurde im Westfälischen Frieden 1648 bestätigt und blieb bis
1806 in Kraft. Er spiegelt die Glaubensspaltung, stärkte die territoriale Herrschaft und führte zur
Ausbildung der landesherrlichen Oberhoheit über die Kirche.
Didaktisch-methodisches Konzept
Für welche Klassenstufe ist die Reihe konzipiert?
Die Reihe ist für eine 7. Klasse (G8) konzipiert. Den Schülerinnen und Schülern sollten die
Bedeutung und die Macht der katholischen Kirche im Mittelalter sowie Grundzüge des Investiturstreits bekannt sein.
Wo liegen die inhaltlichen Schwerpunkte der Reihe?
T
H
C
Als Begründer des Protestantismus nimmt Martin Luther einen wichtigen Platz im Geschichtsunterricht der 7. Klasse ein. Aus der Vielzahl von möglichen inhaltlichen Schwerpunkten konzentriert sich die vorliegende Unterrichtsreihe auf zwei Aspekte:
I
S
N
1. Luthers religiöse Überzeugungen in Abgrenzung zur katholischen Lehre (2. Stunde)
2. Der Reichstag zu Worms und seine Konzequenzen für Zeitgenossen und die Nachwelt (3.
Stunde)
Wichtig ist es, den Lernenden immer wieder vor Augen zu halten, dass es nie Martin Luthers
Absicht war, die katholische Kirche zu spalten.
A
R
O
Anhand welcher Methoden und Materialien wird das Thema erarbeitet?
Ziel der vorliegenden Einheit ist es, methodisch einen Ausgleich zwischen kognitiver und affektiver Wissensvermittlung zu schaffen. So gilt es auf der einen Seite, Texte und Bildmaterial zu
analysieren und zu bewerten (M 1, M 2, M 3, M 5, M 6), andererseits fördern schüleraktivierende Methoden wie zum Beispiel das Verfassen eines Interviews mit Martin Luther und eines Zeitungsartikels (M 8), die Gestaltung eines Nachrufes (M 10), aber auch die Planung und Durchführung eines Gerichtsverfahrens in einem Rollenspiel (M 9) die Kreativität und das
eigenverantwortliche Lernen. Mehrere Perspektivenwechsel (M 3, M 9) und unterschiedliche
Positionen helfen zudem, ein multikausales Geschichtsverständnis aufzubauen und zu entwikkeln. Ein aktueller Einstieg (M 1, M 11) stellt einen Bezug zum Lebensalltag der Lernenden her.
V
Wie wird das Thema in der Fremdsprache vermittelt?
Geht man davon aus, dass der Geschichtsunterricht in der 7. Klasse idealerweise die Zeit von
der Völkerwanderung bis zum Absolutismus abdeckt, kommt Martin Luther relativ gegen Ende
des Schuljahres vor. Sprachlich gesehen heißt das, dass die Schülerinnen und Schüler fast ein
Jahr Erfahrungen mit bilingualem Geschichtsuntericht gesammelt haben. Es ist davon auszugehen, dass sie annotierte englische Texte (M 2, M 5, M 9, M 10) lesen können und dass ihnen
die Beschreibung und Auswertung von Bildmaterial (M 1, M 3) keine Schwierigkeiten bereitet.
Zur zusätzlichen sprachlichen Entlastung kommt die Methode des creative writing in zweierlei
Form vor: einmal als guided interview writing (M 8) und als freies Verfassen eines Zeitungsartikels (M 8) sowie in Form eines Nachrufs (M 10). Auch die Schauspieleinheit (M 9) wird inhaltlich
und sprachlich durch role cards entlastet. Vokabelhilfen erleichtern den Umgang mit der Auseinandersetzung des Themas in der Fremdsprache.
10 RAAbits Bilingual Geschichte Januar 2010
On the Way to Modern History 1
I/C
Luther and the Reformation (Klasse 7)
5 von 32
3. Stunde: The Diet of Worms
Material
Verlauf
M8
Journalists from the “Wittenberg Chronicle” on Luther / Vortragen der Interviews und Zeitungsartikel aus der Hausaufgabe
M9
Setting up a trial / Planen, Durchführen und Präsentieren einer Gerichtsverhandlung auf dem Wormser Reichstag mithilfe von Rollenkarten und des Textes „The Diet of Worms – A trial“
4. Stunde: The Peace of Augsburg
Material
Verlauf
Revising the milestones in Luther’s life / Wiederholen und Sichern wichtiger
Etappen in Luthers Leben durch Karten mit Schlüsselwörtern
M 10
Writing an obituary / Lesen eines Überblickstextes zum Augsburger Religionsfrieden, Zusammenfassendes Bewerten der Bedeutung Martin Luthers für
die Nachwelt durch das Verfassen eines Nachrufs
M 11
Interpreting the Peace of Augsburg / Deuten der Verteilung von Protestanten
und Katholiken anhand einer Karte
T
H
C
Quiz / Spielerisches Überprüfen des Wissens über Martin Luther und die
Reformation anhand eines Quiz
I
S
N
Materialübersicht
1. Stunde:
The Catholic Church on the eve of the Reformation
M1
(Bi/Ab)
Survey – Purgatory and Hell
(Ab/Tx)
The claims and reality of the Catholic Church on the eve of the Reformation
(Bi/Ab)
Indulgences
(Ab)
Martin Luther – A mind-map
A
R
O
M2
V
M3
M4
2. Stunde:
Martin Luther and his religious beliefs
M5
(Ab/Tx)
Martin Luther – A short biography
M6
(Ab/Tx)
Martin Luther’s 95 Theses
M7
(Ab)
Differences between the Catholic Church and Martin Luther’s beliefs
M8
(Ab/Tx)
Man of the month: Martin Luther
3. Stunde:
The Diet of Worms
M9
The Diet of Worms – A trial
(Ab/Tx)
4. Stunde:
The Peace of Augsburg
M 10
(Ab/Tx)
The Peace of Augsburg
M 11
(Bi/Fo)
Religious denominations in Germany – In the past and today
(Qu)
Quiz: Are you an expert on Martin Luther and the Reformation by now?
Ab: Arbeitsblatt – Bi: Bild – Fo: Folie – Ha: Hausaufgabe – Tx: Text – ZI: Zeitleiste – Qu: Quiz
10 RAAbits Bilingual Geschichte Januar 2010
On the Way to Modern History 1
I/C
M3
9 von 32
Luther and the Reformation (Klasse 7)
Indulgences
In 1517, Pope Leo X offered ‘indulgences’ for those who wanted salvation from Hell. Indulgences were documents sold by the Church, officially to guarantee the pardon of the Church, but in
reality to rebuild St. Peter’s Basilica in Rome. The aggressive marketing practices of Johann
Tetzel in promoting this cause provoked Martin Luther to protest against corruption. This was
the beginning of the Protestant Reformation.
akg-images
As soon as the gold in the
casket rings, the rescued soul
to heaven springs
T
H
C
Tetzel selling indulgences
Tasks
I
S
N
1. Explain how a Christian could rescue his soul from Purgatory.
2. Such leaflets had a great impact on people’s lives. Explain why and how.
3. A member of the clergy and an ordinary person meet to discuss their attitudes towards the
Catholic Church. Write down their dialogue and act it out in front of the class. You may want
to take down notes. The following ideas might help you:
A
R
O
V
positive/negative influence – impact on people’s lives – power
fear – corruption – Bible – salvation of one’s soul
–
4. Gather information on Martin Luther’s private life, his education and his religious beliefs and
arrange your results in a mind-map. You might want to visit the following websites:
www.Luther.de
Page in English and German, dealing with Luther’s life and life in general in the Middle Ages,
the important people who helped him together with some legends about him.
www.wikipedia.org/wiki/Martin_Luther
This site provides not only information on Luther’s protest against the Catholic Church but
also more information on his translation of the Bible, his views on Islam and the Jews and
other controversies in his life. The information about Martin Luther on this site differs from
the information given on the German homepage as is has a different focus.
www.luther2017.de
The official website devoted to information about events connected to the Reformation
Jubilee in 2017. Choose categories: “Luther” or “Audio” (contains video with introduction to
Wittenberg with English subtitles).
www.greatsite.com/timeline-english-bible-history/martin-luther.html
A further website with useful information about Luther’s life, the 95 Theses, his exile and his
writings. This site in English contains links to original pages from the Bible, first print edition.
www.reformation.org/luther.html
A site in English, consisting of a short paragraph and picture for each major event in Luther’s
life though at times the descriptions are rather direct in style.
10 RAAbits Bilingual Geschichte Januar 2010
Martin Luther – A mind-map
akg-images
his education
Martin Luther, portrait by
Lucas Cranach t.E., 1526
T
I/C
ICH
religious beliefs
On the Way to Modern History 1
ANS
private life
Luther and the Reformation (Klasse 7)
Arrange the information you have gathered on Martin Luther in this mind-map. Decide whether the results best fit Luther’s private life, his education or his religious beliefs. It helps you to concentrate on what is most important and to remember your knowledge. Later you can add even
more information to it.
10 von 32
VOR
10 RAAbits Bilingual Geschichte Januar 2010
M4
14 von 32
Luther and the Reformation (Klasse 7)
M6
On the Way to Modern History 1
I/C
Martin Luther’s 95 Theses
Martin Luther was very angry when Tetzel and his assistants continued preaching and selling
indulgences in Wittenberg. He was so angry in fact that he sat down and wrote a long list of arguments against the sale of indulgences which on October 31st 1517 he nailed to the door of the
church of Wittenberg Castle. This list was later called “The 95 Theses”.
Tasks
1. Read some of Luther’s 95 Theses and nail a modern and shortened version to the door of the church of Wittenberg Castle.
2. In what way do the 95 Theses heavily question the authority of the Catholic Church?
T
H
C
Wittenberg, 1517
I, Martin Luther, declare that …
I
S
N
5. The Pope does not intend to remit1, and cannot remit any
penalties2 other than those which he has imposed3 either
by his own authority or by that of the Canons4.
A
R
O
21. Therefore those preachers of indulgences are in error5,
who say that by the Pope’s indulgences a man is freed
from every penalty, and saved.
V
37. Every true Christian, whether living or dead, has part in
all the blessings6 of Christ and the Church; and this is
granted7 him by God, even without letters of pardon.
86. Again: – “Why does not the pope, whose wealth is to-day
greater than the riches of the richest, build just this one
church of St. Peter with his own money rather than with
the money of poor believers?”
Annotations
1 to remit: to free so. from punishment – 2 penalty: punishment – 3 to impose sth.: to introduce a new law, tax,
rule etc. – 4 Canon: Christian priest – 5 to be in error: to be wrong – 6 blessing: God’s help and protection –
7 to be granted by: given
10 RAAbits Bilingual Geschichte Januar 2010
On the Way to Modern History 1
I/C
M7
Luther and the Reformation (Klasse 7)
15 von 32
Differences between the Catholic Church
and Martin Luther’s beliefs
Selling indulgences – thus allegedly buying one’s ticket to Heaven – was not Luther’s only criticism of the Catholic Church.
1. Look at the chart below and fill in Luther’s beliefs and ideas.
2. Which of Luther’s beliefs must have most annoyed the Catholic Church? Discuss with your
neighbour.
Catholic Church
Luther’s beliefs
T
H
C
God
↑
Priests
↑
I
S
N
↑
people
↑
A
R
O
V
priests as necessary mediators
⇔
authority of Church and tradition
⇔
necessity of good works
⇔
hierarchical structure of the Church
from the top
⇔
10 RAAbits Bilingual Geschichte Januar 2010
16 von 32
M8
Luther and the Reformation (Klasse 7)
On the Way to Modern History 1
I/C
Man of the month: Martin Luther
It’s 1521. Imagine you are a reporter working for the “Wittenberg Chronicle”. You have received
many requests from interested readers to find out more about Martin Luther and his religious
beliefs. Luckily, Martin Luther has agreed to grant you an interview. You have partly written
down your questions and eagerly await Luther’s answers.
Tasks
1. Write down Martin Luther’s answers to your questions and ask two more questions.
2. Based on your interview with Martin Luther, compose an informative and interesting
front page newspaper article entitled: “Rebellion, revolution or reform? – A German monk
sets out to change the world forever!” Do not forget to include pictures and bear in mind the
layout and language of a newspaper article.
You:
Dr Luther, first of all, thank you very much for granting us this interview. Our readers are all very interested in finding out more about your religious beliefs. How would
you describe your main criticism of the Catholic Church?
T
H
C
Martin Luther:
You:
You clearly state in your 95 Theses that salvation is to be achieved by faith in God
alone and not through priests or the sale of indulgences. Where do you see the Catholic Church’s place in society then?
I
S
N
Martin Luther:
You:
A
R
O
Martin Luther:
You:
V
What importance do you attach to the word of God, i.e. the Bible?
Martin Luther:
You:
The Catholic Church reacted to your criticism by excommunicating you and by ordering you to the Diet of Worms to recant or, in other words, to take back your attacks. How do you think you will react to their demands? What consequences do you
foresee for the future?
Martin Luther:
You:
Martin Luther:
You:
Dr Luther, on behalf of all our readers, thank you very much indeed for this most informative and enlightening interview. We wish you all the best for Worms and hope
you will be able to settle the conflict to everybody’s satisfaction.
10 RAAbits Bilingual Geschichte Januar 2010
26 von 32
M 10
Luther and the Reformation (Klasse 7)
On the Way to Modern History 1
I/C
The Peace of Augsburg
Martin Luther never lived to see the religious conflict between Roman Catholics and Lutherans
officially settled.
Task
Based on the text you are going to read write an obituary (German: Nachruf) for Martin Luther.
Start your article as follows: “Martin Luther: dead – yet immortal”. You may want to consider
the following ideas:
“Cuius regio, eius religio”
–
impact on world’s history
–
weakened status of Catholic Church
5
10
At the Diet of Worms in 1521 (a diet is a formal
assembly1 of princes), Emperor Charles V outlawed2 Lutheranism. But he was unable to stamp
out3 the reform movement at the time because of
other crises. Not until 1529 was Charles able to
follow up on the Lutheran issue4. He sent word
that Catholicism was to be restored5 everywhere
in Germany. Many princes and cities protested.
These were called “protesting estates” and from
them we got the name “Protestant”. However,
having had to face some difficult years of an increasing6 military opposition, Charles accepted
the existence of the evangelical Church at the
religious tolerance
–
15
religious freedom
–
–
Luther: a rebel or reformer?
Peace of Passau (1552) and promised to hold a
“diet” to settle the controversy7.
T
H
C
The diet did not take place until 1555. It was held
in Augsburg. Peace was arranged between the
Lutherans and the Catholics on September 25th,
1555. The treaty8 gave Lutheranism official status
within the Holy Roman Empire. According to
the concept “cuius regio, eius religio” (“whose
reign, that religion” or “in the Prince’s land, the
Prince’s religion”) the region’s ruler determined9
the religion of its people. During a grace10 period,
families could choose to move to a region where
their faith was practiced.
I
S
N
A
R
O
20
25
Annotations
V
1 assembly: a group of people come together in a meeting – 2 to outlaw: to make sth. no longer legal – 3 to
stamp out: to get rid of sth. forever – 4 issue: topic – 5 to restore: to bring back sth. to a former condition – 6 increasing: growing – 7 controversy: public discussion and argument about sth. that many people strongly disagree about or disapprove of – 8 treaty: formal agreement between two or more countries – 9 to determine: to
officially decide or to arrange sth. – 10 grace period: a period of time left or allowed before sth. happens or before sth. must be done
Martin Luther: dead – yet immortal
1483–1546
10 RAAbits Bilingual Geschichte Januar 2010
T
H
C
I
S
N
V
A
R
O