The Spanish Inquisition

This is my lesson on the Spanish Inquisition, followed by a short quiz that the students will do on the Smartboard.

The Spanish Inquisition

“You to whom the Bible was so accessible will not be able to plead ignorance in that terrible day of judgment.”

         •1478-1834

         •Ferdinand II (Aragon) and Isabella I (Castille)

         •Consequences for anybody who wasn’t Catholic.  Catholic Church was the epitome of power.

•Jews, Muslims, and Protestants.

-Leave the land, convert, or die.

•Times when inquisitors would burn non-Catholics at the town square.

•Indulgences for reaching heaven. (eternal damnation).

Torture Methods 

Fire

Water-boarding 

                •Tied down to a table

                     •Cloth put over your face

                     •Water is poured over face to imitate a sense of drowning.  (Bubble)

 

  Rack  

         •Victim tied down on table or tied to ropes

         -Victim is stretched until the bones are separated.

 

 

Strappado 

•Victim’s wrists are bound behind them

•Hoisted up to hang there.  Might pull on rope.

•Sometimes would drop the victim and yank hard.

Quiz Time 

1.The torture method where a victim is subject to drowning is________________.

2. The two royal leaders of the Inquisition were_________ and __________.

3.The Spanish Inquisition started in the _____ century and ended in the _____ century.

4.The three options for Jews, Muslims, and Protestants were_____, _____, or ______.

5.What other famous dictator in the 20^th century used a genocide like the Inquisition?_________ 

Author	Gian Verderame
Subject(s)	History
Topic or Unit of Study	The Spanish Inquisition
Grade/Level	Grade 11, Grade 12
STANDARDS & ASSESSMENT
Standards	Display: Collapse All Expand All NJ- New Jersey Core Curriculum Content Standards Subject: Social Studies (2009) Standard: 6.2 World History/Global Studies: All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century. Era: Renaissance, Reformation, Scientific Revolution, and Enlightenment (1350-1700) Proficiency Level: By the end of grade 12 Content: 2. Renaissance, Reformation, Scientific Revolution, and Enlightenment Ideas developed during the Renaissance, Scientific Revolution, Reformation, and Enlightenment led to political, economic, and cultural changes that have had a lasting impact. Strand: A. Civics, Government, and Human Rights Cumulative Progress Indicator : 6.2.12.A.2.c Determine the reasons for, and the consequences of, the rise of powerful, centralized nation states in Europe (i.e., the French absolute monarchy and the English limited monarchy).
Assessment Plan	Pre Assessment - The students will write down in groups how they think the Catholic Church came to power. Formative Assessment - After about 200 years into the Spanish Inquisition Lesson, the students will be write a short paper analyzing the events. Summative - The students will be tested on the entire period of the Spanish Inquisition.
IMPLEMENTATION
Goal(s)	Students will understand the impact of the Spanish Inquisition and how powerful the Catholic Church was.
Objective	After learning about the Spanish Inquisition, students will be able to understand the tactics of the Catholic Church by correctly identifying the torture methods discussed in the lesson.
Purpose
Procedure	I will start off by showing the students pictures of the different torturing methods.  This will definitely grab their attention.  The Spanish Inquisition happened over a period of 400 years, so the lesson will take a couple of days to teach.  The students will split in to groups and discuss the top three ways in which the Catholic Church became so powerful.  After the Power Point, the students analyze their previous material and see if it at all relates to taught material.
Model(s) of Instruction	Direct Instruction/Cooperative Learning
Time Allotment	4 class periods.  45 Mins. per class.
Author's Reflection(s)/Critical Analysis	I thought that this part of the lesson would be attention grabbing for students.  I understand that it's quite graphic for students, but that is why I'm teaching it to high school students.  I would rather have the students come up to the Smartboard and fill out the quiz but there wasn't enough time left in class.  It's hard to teach a period of 400 hundred years in such a short amount of time.  This lesson will take about 4-5 days to teach, leaving about 100 hundred years per class.