Note: TTW= The Teacher Will; TSW= The Students Will; GCR= Google Classroom
Nota: TTW= La voluntad del maestro; TSW= La Voluntad de los Estudiantes; GCR= Aula de Google
I. Standard(s):
HS.WH.CE.1 Examine effects of the movement of people, cultures, goods, diseases and technologies through established systems of connection, including the Silk Roads, Trans Saharan Trade Routes and Indian Ocean Maritime System between 1300-1450.
HS.WH.CO.1 Assess how inter- and intra-regional interactions shaped the development of empires and cultures in multiple global regions between 1300-1750.
HS.WH.CH.2 Explain continuities and changes within the religion, ideology, science and arts of empires and nation-states in multiple global regions between 1300-1750.
A. Clear Target: I can explain the Protestant Reformation: The beginnings; the important people; Germany’s key role; Henry VII’s role, wives, and successors; impacts on European society to include the Anabaptist movement; and the Catholic Counter Reformation. I will know that I have it when I can complete the presentation and quiz requirements over my group’s portion, and complete a quiz over all of the groups’ portions with at least 80% accuracy.
B. Set/Interest Cue: Bell Ringer and TTW tell some jokes, or ask some riddles to the students in order to get their brains ready for learning.
C. Bell Ringer: TSW take a World History book from the cabinet in the back of the classroom, open it up to page 43, and discuss the first Essential question from the bottom of the page (What conditions can encourage the desire for reform?) with the the people around them (TSW not move seats). TSW share out their answers when asked by TT.
1. Days 2-4 Bell Ringer: TSW get a book from the shelf and begin working on their project
2. Day 5 Bell Ringer: TSW get in their groups and determine who is going to remain at their station and teach the other groups. This will continue for the duration of the lesson. The person that is staying will then work with the other group members to ensure that they understand all sections of the presentation so that they can teach it.
3. Days 6-9 Bell Ringer: TS that are not teaching will get prepared rotate through each station (2 per class period). TS that are teaching will get prepared to receive other group members and teach their lessons.
D. Vocabulary: TTW review the clear target with the students ensuring understanding of the new terms (if any) and then lead a discussion on the bell ringer to ensure that the students understand the information in the lesson from the class prior.
E. Presentation of New Material: TTW begin class on day 1 by discussing the Jigsaw Station activity over the Reformation that will take place over the next 9 class days. TSW get into the groups as assigned by TT. TTW then assign each group a topic, or do a random activity to determine the order and let the groups pick their topics. TSW research their topics using the class book, other books if they choose, and the internet. The book does cover all of the topics, but it does not cover all of the topics adequately, and it ignores many subtopics completely. TSW create a set of Google Slides over their topic and share the presentation with all members of the group in case someone is absent during the project. The slides will be in outline form (use the bullet icon to help). The slides will NOT be in paragraph form. The last slide will be a Reference Slide showing the websites and the name and title of the book(s) used. The 7 topics and SOME of their major subtopics are listed in number 3 below. TSW show TT their slides when they think they are done to get approval to submit them on the Google Assignments page. TSW also create a 15 question quiz in Google Forms over their slides that they will give to their classes during the rotation phase of the project. TSW share the Quiz with all members of their group in case someone is absent during the project. TSW turn the quizzes and their presentations into the Google Assignments page (“Jigsaw Presentation Group Project”) when they are completed with them. After the documents have been turned in, TSW work on their Basket of Goodness for the unit. Here is the link to the Google Assignment.
The rotation information is in section “L. Assessment.”
1. Day 1-5: Break into groups and get started. When finished with the presentation, determine who is going to teach the presentation. The presenter will then discuss each portion of their section with the other members to ensure that they know the entire topic. The groups will work on presentations and Quizzes if they are not completed and get prepared for the next class day when the rotations start.
2. Days 6-9: Present the presentations and then give the quizzes. On day 8, after the final station, TS will have the next station time to go to a station that their group did not get because of absences. On day 9, TS will get both station times to go to a station that their group missed because of absences. At the end of day 9, TT and TS will conduct an after action review in order to process the positives, negatives, and possible improvements in the activity.
3. Research Topics: These lists are not all inclusive. TSW find additional items in their research of these topics that must be explained.
a. Prelude to Reformation: Humanism; Christian Humanism; Erasmus; Problems with the church; Indulgences
b. People of the Reformation: Huldrych Zwingli and John Calvin (in book under Reformation in Switzerland); Jan Hus; John Wycliffe; Teresa of Avila. There will be some additional people that come up in your research, but you are NOT TO DO Martin Luther or Desiderius Erasmus. Those two will be covered by another group.
c. Martin Luther: Early life; 95 Theses; Diet of Worms; Hiding in Germany; Split with the Catholic Church; Lutheranism; Excommunication; Important works (writings) and actions; Beliefs; Late in/end of life
d. Politics in the German Reformation: Key Princes, their actions and motivations, Important ideas and beliefs; Diet of Speyer; War with the Holy Roman Empire; Peasant Uprising;
e. Reformation in England: Henry the VIII; Church of England; Wives; Successors in the Tudor Family; The reign of the successors; Catholic Protestant conflicts
f. Anabaptist Movement: How it started; Beliefs; Persecution of and why; Attack on Munster; Where are they now?
g. Reformation and Society: Treatment of the Jews; Counter Reformation with actions, important people, and results; Western Schism
4. Early Finishers: Work on rehearsal
4. Video of Presentation: N/A
F. Checks For Understanding (CFU): Question and answers about tasks of the project. Student created quizzes.
G. Video N/A
H. Simulation: N/A
I. Guided Practice: TTW explain the directions to TS and provide examples. TTW ask a student to explain what they are doing today to ensure understanding. TTW break TS up into groups using the number system. TTW count each student out 1-7 (there are 7 topics so there must be 7 groups), and then have all of the students with the same number form up into their group. TTW then explain the directions to the groups (See section E above).
J. Independent Practice (The assignments are due the next school day):
1. TSW work on their presentations and Quizzes. When TS have completed the presentation and the Google Form Quiz, they will submit them to the Google Assignment “Jigsaw Presentation Group Project” in Google Classroom.
2. Complete the Quizlet: N/A
3. TSW Complete the DBQ: N/A
4. Additional Videos and Questions: N/A
K. Closure: TTW assess the progress of the day, answer any questions that TS have, and ensure TS know what to expect the next class day.
L. Assessment: TSW rotate through the classroom to the different groups to learn each groups’ section of the unit and complete the quiz over the section. One person from each group will remain at their station to teach the other groups their section and give the quiz. This person will talk to the students about the information on the slides. Sharing the slides, or just letting the group copy the information on the slides is not permitted. TS that have rotated to the station, will take notes over the information they receive from each group as they rotate through each station. TS may use the notes to help them on the quiz at the end of each station’s lesson. To complete the quiz, the station teacher will either read the questions and answers to their students, and tell them the correct answer, or show the quiz to their students and have them write down the correct answer. If the latter is chosen, after the quiz is completed the station teacher will review the correct answers for the quiz with their students. TTW assess the quality of the information provided at each station, as well as reviewing and assessing the presentations and quizzes turned in by each group.
M. Exit Ticket: On the last day of the activity, TTW conduct an after action review with TS. TS and TT will discuss the positives and negatives of the lesson and seek out improvements for the next time this type of lesson is assigned.