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.

 

The Boston Massacre (IPADS)

This is my lesson on The Boston Massacre using the IPADS.  Follow along with the presentation and then take the quiz below.

http://www.proprofs.com/quiz-school/story.php?title=the-boston-massacre_1

The Boston Massacre (Power Point)

Causes:

-Because of their victory in the French and Indian War, Britain wanted to gain more control over their North American colonies.
-Added more men because of abusive "Bostinians."
-The colonists were opposed to British troops being stationed in North America.
-Customs officials repeatedly asked for military backing, in the hope that a show of force would enable them to collect duties from reluctant colonists.

What Happened?
-March 5, 1770
-Yelling in the streets
-Soldier knocked down a civilian
-Brought more civilians back; started throwing stones and snowballs.
-Shots fired
-Crispus Attucks shot and killed (First person killed in American Revolution)

Trial
-Lawyer was John Adams
-All charges were acquitted, except for a couple of soldiers that were charged with manslaughter
-They were released though, after being branded on the hand.

Aftermath
-Townshend Acts were repealed
-One of the most important events that turned colonial sentiment against King George III and British acts and taxes
-The colonists wanted to break away from a corrupt government that was trying to take away the colonist's basic rights.
-It angered the people, creating in many a desire to rid the country of British rule.

How did the Boston Massacre contribute to the American Revolution?
Many colonists disliked the fact that British troops were stationed in Boston, some even in the houses.  It shows the injustice in these colonies.  "American opinion was radicalized by skillful propaganda, which moved many former moderates to outspoken opposition to British policies."  This infamous quarrel proved to be a milestone in America's road to independence.  Basically, this rebellion foreshadowed the huge event that was awaiting just a few years away.

Lesson Plan

Lesson 

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Author:  Gian Verderame

Based on lesson by:  Gian Verderame

Date created:  2/8/13

BACKGROUND INFORMATION

Subject(s):  History

Topic or Unit of Study:  Boston Massacre 

Grade/Level: 7-8

STANDARDS & ASSESSMENT

   Standards: 6.1.8.D.3.d--Analyze how prominent individuals and other nations contributed to the causes, execution, and outcomes of the American Revolution.

Assessment Plan: Students will be graded on how well they can analyze primary sources of certain individuals and formulate an argument based on that data.

Assessment/Rubrics:  There is no right or wrong answer.  Students will be graded on scale of 1-5.  1: No clear argument, does not explain, shows very little insight into the experience.  5:  Clear and well-thought out argument, shows a high degree of insight, created a believable argument. 

IMPLEMENTATION

Goal(s):  Students will be able to understand the causes and effects of the Boston Massacre and how it led up to the American Revolution.  They will be able to understand the different points of view from many individuals involved in the event.  What actually happened on March 5, 1770?

Objective:  With a Power Point presentation on The Boston Massacre, students analyze many different points of view.  Questions that will be raised are “Who is to blame?” and “What actually happened?”  The students will look at personal accounts from British Captains and colonists in Boston.  Students will formulate an argument based on the accounts and debate on what actually happened.

Purpose:  Students need to know that The Boston Massacre was the spark for the American Revolution, which will eventually lead to the United States’ freedom.

Procedure:  I will start off with a Power Point presentation, showing the history leading up to the Boston Massacre.  There will also be background information on key individuals involved in the event.  Next, the students will be divided into groups and given multiple perspectives of individuals involved.  They will also be given a map of the entire area.  After analyzing the documents, each group will formulate their own argument about the Boston Massacre.

Special Needs Component

[modification(s)]

Sample Student Products

Model(s) of Instruction:  Direct (Power Point), Cooperative (groups), and Inquiry-base (arguments).

Time Allotment:  One hour or two class periods

Author's

Reflection(s)/Critical

Analysis:  I thought that my lesson went well.  I had trouble remembering things to say because I had a concussion.  I didn’t know how else the students could use the IPads, besides copying links that I put up on the screen and bringing them up on the IPad.  I was glad that the Quiz generator worked for the students too.  Lectures tend to get boring for students, but I couldn’t think of another way to interact with the students besides Power Point.  There are definitely other ways.  I do not recommend IPads in the future.

MATERIALS AND RESOURCES

Instructional Materials:  Power Point

Resources:  Computer, Maps, Personal Accounts of Individuals