Reading Time: 3 minutes

Lesson Plan Outline: Google Doc version that can be downloaded 

Title of Lesson: Holy Toledo!
Name: Sam Hofsink Age Group: 14-15

https://www.slideshare.net/secret/IN0yoIxgVFA6wE

 

  1. Learning Objectives: What do I want the students to learn?
  • Understand Spain’s complicated religious past
  • Discover the way institutions and governments are interwoven with religion
  • Understand the consequences of this connectedness between religion and reign
  • Understanding how freedom of expression is imperative and the privilege we have to live in Canada where our freedom is constitutionalized – at least if one is not a minority who hasn’t been included yet
  • Grasping the complexity of religion and the influence it has on people and the impact that it has on legislation 
  • how these impacts have trickled into ‘everyday’ life without us knowing and we need to step aside from our bias and understanding to view things from different ways than always presented

 

 

 

  1. Assessment: How will the students show their learning and how will I determine if it was successful?
How will the students demonstrate their learning?

  • Discussion groups – small 3 or 4 with prompt questions
  • Larger group discussion
  • Timeline activity – place markers for times of authority change – indicate which religion ruled
  • Add details to timeline like the persecution of groups and the tolerance or options available to them to practice their religion and include consequences of disobeying legislation

 

 

 

 

 How will I track their success?

  • Examine engagement in discussion – see if they are trying to understand instead of sitting confused
  • Observe other leading students and check if they are including in the discussion instead of taking it over
  • Involve different members of groups to participate in the timeline 
  • Assign small groups to one time marker on the timeline and let them combine to present the changes – just as a way to view their contributions – maybe it isn’t in the information but they can contribute to the assembly or demonstration and show their learning or desire to learn in that way.

 

  1. Prerequisite Knowledge: What do the students need to know before we start?

 -General geography of Spain(Iberia) and a brief background to it up to the point of study

 -understand basics of different religions and their motivations

– basic understanding of ruling methods or political goals 

-basic understanding of how power transitions

 

  1. Supplies Needed: What supplies do I need for this lesson?
  • Computer – with projector or something to screen-share onto at the ‘front’ of the class (please don’t picture a typical classroom setup – it’ll be pods of desks with students able to interact with each other instead of stare at the teacher – as is ideal in a classroom designed to facilitate discussion and the process of learning with peers and working on things together over knowledge demonstrating tests) 
  • The big roll of paper – long enough to stretch across a significant portion of a wall – approximately two whiteboards(smart boards(?) do we use white boards in this school district?) 
  • Markers and three colors of construction paper
  • Questions posted for small groups – on board or online platform. 
  • Scissors to cut up construction paper – glue or sticky tack to add to timeline
  1. Layout of Lesson:

Total Allotted Time: 90 minutes

Set Up:

What do I need to do prior to beginning my lesson?

 

 

 

 

 
  • Overview powerpoint, look for potential questions from students
  • Determine more confusing areas of the lecture and make cues to check in on student’s understanding and allow for questions
  • Hang timeline paper up on the board
  • Print off questions for student discussion
  • Have glue, scissors, paper, and markers ready for students
Hook:

How will I attract the attention of the students and make this learning worthwhile?

 

 

 

 

 
  • Having the big paper at the front will provide an excitement point for the students – offering a brief description of the activities ahead will keep them from being distracted by their wonderings the entire time
  • Invite them to consider their experiences with religions and if they can see any connections with government or laws.
Lesson:

How will I present the information they need to learn?

 

 

 

 

 
  • Via powerpoint – images/video link/slide notes
  • Me speaking at them for part of it and then encouraging them to categorize the information and visualize the timeline and representation of what they have learned
Activity:

How will the students demonstrate their learning?

 

 

 

 
  • Question groups 
  • Adding with their group to moments on the timeline
  • Discussion within small groups and the class
Conclusions:

How will I end the activity?

 

 

 

 

 

 
  • Going over the timeline! 
  • Checking at each time stop and seeing if the students agree or have questions
Review and Summary:

How will I summarize the learning and affirm that the students understood?

 

 

 

 

 
  • Asking students what this means for today and if they can make any connections with persecution based on religion or other differences
  • Check in on if this lesson changes any of their perceptions of the medieval period