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Support Material
GCE History AOCR Advanced Subsidiary GCE in History A: H106
Unit: !6"
#$is Support Material boo%let is desi&ned to acco'pany t$e OCR Advanced SubsidiaryGCE speci(ication in History A (or teac$in& (ro' Septe'ber )00*+
, OCR )00-
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Contents
Contents 2Introduction 4
GCE HISTORY A: H106. F64 T!e Ger"#n Re$or"#tion 1%1&'1%%% 6
GCE HISTORY A: H106. F64 T!e Ger"#n Re$or"#tion 1%1&'1%%% 1(
GCE HISTORY A: H106. F64 T!e Ger"#n Re$or"#tion 1%1&'1%%% 1&
GCE HISTORY A: H106. F64 T!e Ger"#n Re$or"#tion 1%1&'1%%% 2
GCE HISTORY A: H106. F64 T!e )ni$ic#tion o$ It#*y 1+1%'1+&0 (4
GCE HISTORY A: H106. F64,T!e )ni$ic#tion o$ It#*y 1+1%'1+&0 40
GCE HISTORY A: H106. F64,T!e )ni$ic#tion o$ It#*y 1+1%'1+&0 4(
GCE HISTORY A: H106. F64,T!e )ni$ic#tion o$ It#*y 1+1%'1+&0 4
GCE HISTORY A: H106. F64 -ict#tors!i #nd -e"ocr#cy in Ger"#ny 1(('16( %%
GCE HISTORY A: H106. F64, -ict#tors!i #nd -e"ocr#cy in Ger"#ny 1(('16( +0
GCE HISTORY A: H106. F64, -ict#tors!i #nd -e"ocr#cy in Ger"#ny 1(('16( +
GCE HISTORY A: H106. F64, -ict#tors!i #nd -e"ocr#cy in Ger"#ny 1(('16(
S#"*e GCE /esson *#n 10+
GCE History A: H106, F64. Euroe#n History Enuiry: T!e Ger"#n Re$or"#tion1%1&'1%46 10+
S#"*e GCE /esson *#n 110
GCE History A: H106, F64. Euroe#n History Enuiry: T!e Ger"#n Re$or"#tion1%1&'1%46 110
S#"*e GCE /esson *#n 112
GCE History A: H106, F64. Euroe#n History Enuiry: T!e Ger"#n Re$or"#tion1%1&'1%46 112
S#"*e GCE /esson *#nGCE History A: H106, F64.T!e )ni$ic#tion o$ It#*y 1+1%'1+&0 114
S#"*e GCE /esson *#nGCE History A: H106, F64.T!e )ni$ic#tion o$ It#*y 1+1%'1+&0 116
S#"*e GCE /esson *#nGCE History A: H106, F64.T!e )ni$ic#tion o$ It#*y 1+1%'1+&0 11+
S#"*e GCE /esson *#n
GCE History A: H106, F64.T!e )ni$ic#tion o$ It#*y 1+1%'1+&0 120
S#"*e /esson *#n: 122
GCE History A: H106. F64, -ict#tors!i -e"ocr#cy in Ger"#ny 1(('6( 122
GCE History A 2 o$ 1(2
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S#"*e /esson *#n: 124
GCE History A: H106. F64, -ict#tors!i -e"ocr#cy in Ger"#ny 1(('6( 124
S#"*e /esson *#n: 126
GCE History A: H106. F64, -ict#tors!i -e"ocr#cy in Ger"#ny 1(('6( 126
S#"*e /esson *#n: 12+
GCE History A: H106. F64, -ict#tors!i -e"ocr#cy in Ger"#ny 1(('6( 12+
Ot!er $or"s o$ Suort 1(0
GCE History A ( o$ 1(2
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. /C# opportunity
/ntroduction
ac%&round
A ne structure o( assess'ent (or A 2evel $as been introduced3 (or (irst teac$in& (ro' Septe'ber
)00*+ So'e o( t$e c$an&es include:
#$e introduction o( stretc$ and c$allen&e 4includin& t$e ne A5 &rade at A) 7 to ensure t$at
every youn& person $as t$e opportunity to reac$ t$eir (ull potential
#$e reduction or re'oval o( courseor% co'ponents (or 'any 8uali(ications 7 to lessen t$e
volu'e o( 'ar%in& (or teac$ers
A reduction in t$e nu'ber o( units (or 'any 8uali(ications 7 to lessen t$e a'ount o(
assess'ent (or learners
A'end'ents to t$e content o( speci(ications 7 to ensure t$at content is up9to9date and
relevant+
OCR $as produced an overvie docu'ent3 $ic$ su''arises t$e c$an&es to History A+ #$is can
be (ound at 333.ocr.or.u5,alon& it$ t$e ne speci(ication+
/n order to $elp you plan e((ectively (or t$e i'ple'entation o( t$e ne speci(ication e $aveproduced t$is Sc$e'e o( or% and sa'ple 2esson ;lans (or History A+ #$ese Support Materials
are desi&ned (or &uidance only and play a secondary role to t$e Speci(ication+
Our Et$os
All our Support Materials ere produced (or'at 7 (or i''ediate use
ord (or'at 7 so t$at you can use it as a (oundation to build upon and a'end t$e content to
suit your teac$in& style and students= needs
GCE History A 4 o$ 1(2
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. /nnovative teac$in& idea . Stretc$ and c$allen&e opportunityidea
. /C# opportunity
GCE H/S#OR A: H106+ !6" #HE GERMAD REORMA#/OD 1?1-9
1???
S)GGESTE-TEACHIGTI7E )0 HOURS
TOIC
1+ $at ere lut$er=s 'ain ideas and $o and to $o' did t$ey spread
TOIC O)T/IES)GGESTE- TEACHIG A-HO7E8OR9 ACTIITIES
S)GGESTE- RESO)RCES OITS TO OTE
/ntroduction Students s$ould be provided it$ t$eessential in(or'ation relevant to t$e unit+
#$is s$ould include a su''ary o( t$e
sc$e'e o( or%3 speci(ication3
assess'ent and $o'eor% re8uire'ents
and a readin& list+
Unit !6" speci(ication
AS OCR History A ;lannin& B >eliverin&
Resources3 Heine'ann
OCR readin& list and e@e'plar e@a'
paper+ Use(ul te@ts include t$e (olloin&
and ill be used (or t$e individual
e@ercises in t$e sc$e'e+
Martin Fones3 Clashof Empires
4Ca'brid&e
Alistair Ar'stron&3 The European
Reformation4Heine'ann
eit$ Randell3 Luther and the German
Reformation 4Hodder and Stou&$tonAccess
Andre Fo$nson3= The Reformation in
Europe4Hodder and Stou&$ton
FA; Fones3Europe 1500-1600 4Delson)
Unit !6" is a docu'ent based paper3
and as suc$ all source s%ills s$ould be
stressed $ro" t!e st#rt.
$erever possible teac$in& o( t$e content
o( t$is unit s$ould be done t$rou&$ t$e
use o( sources and docu'ents+
#$e 'ar% sc$e'e s$ould be used to
$i&$li&$t t$e re8uired source s%ills+ #$ese
s$ould be practiced (re8uently+
#$ere is $elp and &uidance (or tutors in
recent e@a'iner reports it$ detailed
co''ents and su&&estions on
approac$es to teac$in& docu'ent
studies+
GCE History A 6 o$ 1(2
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. /nnovative teac$in& idea . Stretc$ and c$allen&e opportunityidea
. /C# opportunity
GCE H/S#OR A: H106+ !6" #HE GERMAD REORMA#/OD 1?1-9
1???
S)GGESTE-TEACHIGTI7E )0 HOURS
TOIC
1+ $at ere lut$er=s 'ain ideas and $o and to $o' did t$ey spread
TOIC O)T/IES)GGESTE- TEACHIG A-HO7E8OR9 ACTIITIES
S)GGESTE- RESO)RCES OITS TO OTE
#$e Ro'an Cat$olic C$urc$on t$e eve o( t$e Ger'anRe(or'ation+
Or&anisation and belie(s
Students could brainstor' ideas about
Cat$olicis' and t$e Cat$olic C$urc$
today+
;ost9its could be used to create a
discussion board and could t$en be
rearran&ed under t$e to $eadin&s
4or&anisation and belie(s+
A true(alse e@ercise it$ state'ents
about t$e sixteenth entury Cat$olic
C$urc$ could t$en (ollo as a
co"#rison and su""#ry e@ercise+
Ho'eor% could be to produce a dia&ra'
su''ary o( t$is introduction+
So'e students ill bene(it (ro' %eepin& a
dictionary o( %ey ter's in t$eir (ile+ #$is
could also (or' part o( a all display+
#$e nature o( t$e ay in $ic$ t$e
si@teent$ century Cat$olic C$urc$ as
or&anised 'ust be e'p$asised $ere so
t$at 2ut$er=s opposition can be
understood+
#$e Ro'an Cat$olic C$urc$on t$e eve o( t$e Ger'anRe(or'ation
#$e ;rotestant Iie o(e@istin& abuses+
#utors could create an JArt GalleryK in t$e
classroo' usin& enlar&ed copies o(
oodcuts+ Students al% around loo%in&
at eac$ picture3 notin& don ideas and
8ueries about t$e i'a&es+
#utors t$en allocate a oodcut to pairs o(
students and &ive &uidance on
understandin& t$e i'a&es+
E@a'ples o( si@teent$ century oodcuts3
$ic$ can be (ound in= Clash of Empires!
Martin Fones 4Ca'brid&e or The
Reformation3 Andre Fo$nston 4Hodder
and Stou&$ton
;rovide clip boards and s$eet it$ t$e
titledate o( eac$ oodcut and space to
ta%e notes
S%ills (ocus is on co"#rison 4o( t$e
;rotestant vie it$ t$e Cat$olic structure
previously covered+
#$e idea t$at 'any o( t$e oodcuts ere
e@a&&erated 4as propa&anda s$ould
e'er&e (ro' t$e discussions+
Anot$er discussion topic could be t$e
GCE History A & o$ 1(2
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. /nnovative teac$in& idea . Stretc$ and c$allen&e opportunityidea
. /C# opportunity
GCE H/S#OR A: H106+ !6" #HE GERMAD REORMA#/OD 1?1-9
1???
S)GGESTE-TEACHIGTI7E )0 HOURS
TOIC
1+ $at ere lut$er=s 'ain ideas and $o and to $o' did t$ey spread
TOIC O)T/IES)GGESTE- TEACHIG A-HO7E8OR9 ACTIITIES
S)GGESTE- RESO)RCES OITS TO OTE
;airs t$en Jteac$K t$e rest o( t$e class+
ey (ocus s$ould be t$e role o( t$e ;ope
and t$e Ro'an Cat$olic C$urc$
Hierarc$y+
#utor needs to 'a%e t$e lin% beteen t$is
in(or'ation3 and 2ut$er=s re(or'3 $ic$
ill be covered ne@t+ A list o( %ey abuses
can be 'ade and %ept on a discussion
board so t$at students can loo% bac% to
see $ic$ abuses 2ut$er (ocused on and
$en+
#$ere is a use(ul picture o( an indul&ence
in Clash of Empiresby Martin Fones
4Ca'brid&e
4See points to note (or e'p$asis on
s%ills+
intended #udienceo( t$e oodcuts+
A clear e@planation o( an Jindul&enceK
s$ould be &iven at t$is point+
Martin 2ut$er: #$e 'an Students co'plete a co'ic strip styledia&ra' o( 2ut$er=s li(e3 or%in& (ro' an
outline c$ronolo&y+
+pbs+or& $as a ran&e o( relevant
'aterial includin& a video and trivia
section+
+nes+bbc+co+u% $as &ood lin%s+
+'artin lut$er+de $as in(or'ation on
various 2ut$er related sites in Ger'any
and interactive &a'es 4in Ger'an+
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. /nnovative teac$in& idea . Stretc$ and c$allen&e opportunityidea
. /C# opportunity
GCE H/S#OR A: H106+ !6" #HE GERMAD REORMA#/OD 1?1-9
1???
S)GGESTE-TEACHIGTI7E )0 HOURS
TOIC
1+ $at ere lut$er=s 'ain ideas and $o and to $o' did t$ey spread
TOIC O)T/IES)GGESTE- TEACHIG A-HO7E8OR9 ACTIITIES
S)GGESTE- RESO)RCES OITS TO OTE
early li(e and can be used t$rou&$out to
introduce relevant events+As a revision
topic t$is (il' could be evaluated at t$e
end o( t$e unit+
2ut$er=s 'ain ideas:
#$e !? #$eses
#$is topic s$ould be tau&$t usin& source
'aterial and a variety o( $istorical
docu'ents+
Students could or% it$ a si'pli(ied
version o( t$e !? #$eses to identi(y:
o 2ut$er=s vie o( t$e ;ope
o 2ut$er=s vies on ait$
o 2ut$er=s vies on /ndul&ences
E@a' s%ills practice (or $o'eor% and(ollo up lesson+
;ractise part A 4co'parison by providin&
to di((erent ;rotestant vies o(
/ndul&ences 4one 2ut$er=s vie (ro' t$e !?
#$eses3 and one a oodcut
Si'pli(ied copy o( t$e !? #$eses
Clash of Empires3 Martin Fones $as &ood
e@a'ples o( sources to use (or
co'parisons+ #$is provides a &ood
c$ance to co'pare sources as an initial
introduction to source s%ills+
#$is topic could be introduced usin& a copy
o( t$e oodcut s$oin& #etel it$ $is
stron&9bo@+ #$e r$y'e s$ould be noted+ A
copy o( t$is is available in "Luther and the
German Reformationby eit$ Randall
4Hodder and Stou&$ton
#utor to provide su''ary $andout+
GCE History A o$ 1(2
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. /nnovative teac$in& idea . Stretc$ and c$allen&e opportunityidea
. /C# opportunity
GCE H/S#OR A: H106+ !6" #HE GERMAD REORMA#/OD 1?1-9
1???
S)GGESTE-TEACHIGTI7E )0 HOURS
TOIC
1+ $at ere lut$er=s 'ain ideas and $o and to $o' did t$ey spread
TOIC O)T/IES)GGESTE- TEACHIG A-HO7E8OR9 ACTIITIES
S)GGESTE- RESO)RCES OITS TO OTE
#$e abylonian Captivity o(t$e C$urc$
#$is topic s$ould be tau&$t usin& source
'aterial and a variety o( $istorical
docu'ents+
Students could or% it$ a si'pli(ied
version o( JOn t$e abylonian Captivity o(
t$e C$urc$K to identi(y:
o 2ut$er=s vie o( t$e
sacra'ents
o 2ut$er=s vie o( t$e
Euc$arist
Martin Fones Clash of Empires $as &ood
e@a'ples o( sources to use (or
co'parison+
#utor to provide su''ary $andout+
/t ould be use(ul to introduce ele'ents o(
co'parison by provenance $ere e+&+
Contentnatureaut$orpurposedate etc+
E@a' s%ills practice (or $o'eor% and
(ollo9up lesson+ ;ractise part
A4co'parison by providin& to di((erent
sources 4one ta%en (ro' #n the
$a%ylonian Capti&ity) s$oin& t$at 2ut$er=svies ere developin& by 1?)0
GCE History A 10 o$ 1(2
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. /nnovative teac$in& idea . Stretc$ and c$allen&e opportunityidea
. /C# opportunity
GCE H/S#OR A: H106+ !6" #HE GERMAD REORMA#/OD 1?1-9
1???
S)GGESTE-TEACHIGTI7E )0 HOURS
TOIC
1+ $at ere lut$er=s 'ain ideas and $o and to $o' did t$ey spread
TOIC O)T/IES)GGESTE- TEACHIG A-HO7E8OR9 ACTIITIES
S)GGESTE- RESO)RCES OITS TO OTE
An appeal to t$e C$ristianDobility o( t$e Ger'an Dation
#$is topic s$ould be tau&$t usin& source
'aterial and a variety o( $istorical
docu'ents+ A su&&estion is t$at students
could or% it$ a si'pli(ied version o( JAn
appealNK to identi(y:
o 2ut$er=s vie o( t$e ;ope
o 2ut$er=s vie o( t$e role o( t$e ;rinces
o 2ut$er=s vie o( t$e role o( t$e laity
4priest$ood o( all believers
E@a' s%ills practise (or $o'eor% and
(ollo up lesson+ ;ractise part A
4co'parison by providin& to sources
s$oin& 2ut$er=s developin& vies+
Re9e'p$asise co'parison by provenance
and content+
/t ould be use(ul (or t$e tutor to introduce
de(initive criteria (or anserin& part 4A at
t$is point
#utor to provide a su''ary $andout+
2ut$er=s 'ain ideas: Su''ary Su''ary activity could be to produce ac$art s$oin& 2ut$er=s vies ;y 1%20.
#$ere s$ould be (our $eadin&s: t$e
C$urc$3 t$e ;apacy3 reli&ious belie( and
reli&ious practice+
Martin Fones
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. /nnovative teac$in& idea . Stretc$ and c$allen&e opportunityidea
. /C# opportunity
GCE H/S#OR A: H106+ !6" #HE GERMAD REORMA#/OD 1?1-9
1???
S)GGESTE-TEACHIGTI7E )0 HOURS
TOIC
1+ $at ere lut$er=s 'ain ideas and $o and to $o' did t$ey spread
TOIC O)T/IES)GGESTE- TEACHIG A-HO7E8OR9 ACTIITIES
S)GGESTE- RESO)RCES OITS TO OTE
#enty point test to (ollo sources to a proposition+
Ho did 2ut$er=s ideasspread
Students could brainstor' t$e 8uestion
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. /nnovative teac$in& idea . Stretc$ and c$allen&e opportunityidea
. /C# opportunity
GCE H/S#OR A: H106+ !6" #HE GERMAD REORMA#/OD 1?1-9
1???
S)GGESTE-REA-IGTI7E 10 $ours
TOIC
)+ Ho did t$e aut$orities react to lut$er (ro' 1?1-91?)1
TOIC O)T/IES)GGESTE- TEACHIG A-HO7E8OR9 ACTIITIES
S)GGESTE- RESO)RCES OITS TO OTE
#$e reaction to 2ut$er by t$eecclesiastical aut$orities:
/n Ger'any
#$e ;apacy
#utor introduces t$is topic it$ a narrative
4poer9point3 or $and9out to e@plain t$e
reaction o( #etel and $is >o'inican order3
and 2ut$er=s Au&ustinian order+
#$e rest o( t$e topic s$ould be tau&$t
t$rou&$ source 'aterial it$ use 'ade o(
t$e ori&inal c$ronolo&y+
Students s$ould be provided it$ a ran&e o(
source 'aterial and as%ed to identi(y t$e
(olloin&:
o #$e ;apal vie o( 2ut$er
o Ec%=s vie o( 2ut$er
o 2ut$er=s on vie o( $is stand9point on
t$e !? t$eses
#$e video J2ut$erK 4)00L provides an
interestin& i'a&e o( #etel as a sales'an
and opponent o( 2ut$er+
Clash of Empires pa'es 1(-1(6 or a past
e@a' 8uestion ill provide e@a'ples o(
sources to use (or t$e e@ercise listed under
su&&estions+
/( a Jro&ues= &alleryK $as been created in t$e
classroo'3 it ill be a use(ul re(erence point in
t$is topic (or students $o need re'indin& $o
t$e ne c$aracters are+ or e((ect3 A" portraits
could be $un& (ro' t$e classroo' ceilin& as
ellNN+
#utors s$ould point out on t$e ti"e sc#*e and
t$e vie o( so'e t$at t$e ;apal response as
slo+
#$e o*itic#*concerns o( t$e ;ope s$ould also
be $i&$li&$ted3 includin& t$e e((ect t$at $is
desire not to cross rederic% t$e ise $ad on
$is reaction to 2ut$er+ #$is lin% provides a
&ood lead into t$e ne@t topic+
Students s$ould record t$ese points in t$eir
GCE History A 1( o$ 1(2
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. /nnovative teac$in& idea . Stretc$ and c$allen&e opportunityidea
. /C# opportunity
GCE H/S#OR A: H106+ !6" #HE GERMAD REORMA#/OD 1?1-9
1???
S)GGESTE-REA-IGTI7E 10 $ours
TOIC
)+ Ho did t$e aut$orities react to lut$er (ro' 1?1-91?)1
TOIC O)T/IES)GGESTE- TEACHIG A-HO7E8OR9 ACTIITIES
S)GGESTE- RESO)RCES OITS TO OTE
o 2ut$er=s vie o( $is debate it$ Ec% at
2eipi&
#utors could provide a (actual su''ary
s$eet+
E@a' 8uestion practice on part A and part
8uestions+
SAMs 'aterials could be used to (acilitate
discussion o( t$is 8uestion(ocussin& on t$e
s%ill o( co'pre$ension o( sources+
Co'parison s%ills can also be developed3
e&+ y co'parin& Ec% and 2ut$er on t$eir
debate at 2eipi&+
(iles3 includin& an anser to t$e 8uestion3
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. /nnovative teac$in& idea . Stretc$ and c$allen&e opportunityidea
. /C# opportunity
GCE H/S#OR A: H106+ !6" #HE GERMAD REORMA#/OD 1?1-9
1???
S)GGESTE-REA-IGTI7E 10 $ours
TOIC
)+ Ho did t$e aut$orities react to lut$er (ro' 1?1-91?)1
TOIC O)T/IES)GGESTE- TEACHIG A-HO7E8OR9 ACTIITIES
S)GGESTE- RESO)RCES OITS TO OTE
9 Citiesni&$ts etc+ o Ai's
o Actions
o Outco'es (ro' 1?1-91?)1
#$ere s$ould be a clear (ocus on #$e >iet o(
or's and a past e@a' e@ercise could be
co'pleted $ere+
A su''ary activity ould be to discuss
J$o $elped 2ut$er 'ore: rederic% t$e
ise or C$arles IK #$is could be used to
&enerate a dia&ra' on t$e roles o( rederic%
and C$arles+ A ei&$in& scales could be
used as a visual i'a&e (or students to (ocus
on reac$in& a ud&e'ent+ Alt$ou&$ C$arles
$elped 2ut$er by de(ault3 $is
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. /nnovative teac$in& idea . Stretc$ and c$allen&e opportunityidea
. /C# opportunity
GCE H/S#OR A: H106+ !6" #HE GERMAD REORMA#/OD 1?1-9
1???
S)GGESTE-REA-IGTI7E 10 $ours
TOIC
)+ Ho did t$e aut$orities react to lut$er (ro' 1?1-91?)1
TOIC O)T/IES)GGESTE- TEACHIG A-HO7E8OR9 ACTIITIES
S)GGESTE- RESO)RCES OITS TO OTE
supported $i'+
GCE History A 16 o$ 1(2
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. /nnovative teac$in& idea . Stretc$ and c$allen&e opportunityidea
. /C# opportunity
GCE H/S#OR A: H106+ !6" #HE GERMAD REORMA#/OD 1?1-9
1???
S)GGESTE-TEACHIGTI7E 1? $ours
TOIC
L+ $at as t$e i'pact o( 2ut$eranis' in Ger'any (ro' 1?1- to 1?L0
TOIC O)T/IES)GGESTE- TEACHIG A-HO7E8OR9 ACTIITIES
S)GGESTE- RESO)RCES OITS TO OTE
#$e e((ects o( 2ut$eranis'on Ger'an princes3 %ni&$ts3tons and peasants 1?1-91?L0+
#$e nature o( t$e HolyRo'an E'pire
A brie( ;oer;oint presentation o( t$is topic
could be used to illustrate t$e nature o( t$e
Holy Ro'an E'pire+
Students could be provided it$ an outline
'ap to annotate+
A %ey discussion topic ould be t$e e@tent to
$ic$ t$e nature o( t$e Holy Ro'an E'pire
$elped 2ut$eranis' spread+
#$ose (actors s$ould be e@pressed as a
dia&ra'3 $ic$ s$os priority+
Charles *! Ruler +ynast and +efender ofthe
,aith3 Steart Mc>onald 4Hodder and
Stou&$ton $as detail on C$arles= rule and
position in t$e Holy Ro'an E'pire+
Students ill bene(it (ro' a brie( study o(
t$e nature o( t$e Holy Ro'an E'pire in
ter's o(:
o Social structure
o ;olitical structure
o Geo&rap$ical (eatures
A %ey (ocus s$ould be t$e status o( t$e
Holy Ro'an E'peror C$arles3 co'pared
to t$at o( t$e ;rinces+
GCE History A 1& o$ 1(2
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. /nnovative teac$in& idea . Stretc$ and c$allen&e opportunityidea
. /C# opportunity
GCE H/S#OR A: H106+ !6" #HE GERMAD REORMA#/OD 1?1-9
1???
S)GGESTE-TEACHIGTI7E 1? $ours
TOIC
L+ $at as t$e i'pact o( 2ut$eranis' in Ger'any (ro' 1?1- to 1?L0
TOIC O)T/IES)GGESTE- TEACHIG A-HO7E8OR9 ACTIITIES
S)GGESTE- RESO)RCES OITS TO OTE
#$e e((ects o( 2ut$eranis'on Ger'an princes3 %ni&$ts3tons and peasants 1?1-91?L0+
/ntroduction
Students could build a narrative o( t$is period
(ro' a c$ronolo&y $ic$ is divided into t$ree
colu'ns: ;rinces3 ni&$ts and #ons+
#$ere is potential $ere (or &roup or% in t$rees
4actin& li%e a i&sa or as a class activity
divided into t$ree+
;lenary discussion s$ould (ocus on $ere
'ost $elp ca'e (ro' (or 2ut$er durin& t$is
period+
Students can t$en produce (urt$er notes on
%ey eventsindividuals3 $ic$ s$ould include:
o #$e >iets at Speyer
o #$e >iet at Au&sbur& 1?L0+
o
;$illip o( Hesseo Albrec$t o( Ho$enollen
o #$e %ni&$ts ar
o Ulric$ Ion Hutten
o Dotes on eac$ eventindividual s$ould
relate to $o 2ut$eranis' as &roin&
and t$e role o( t$e eventindividual in t$is+
A $and9out s$ould be providedproduced (or
#utors need to e@plain t$e i'portance o(
urban support (or 2ut$eranis' as
opposed to ;rincely support at t$e ti'e
41?1- 7 1?L0+
GCE History A 1+ o$ 1(2
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. /nnovative teac$in& idea . Stretc$ and c$allen&e opportunityidea
. /C# opportunity
GCE H/S#OR A: H106+ !6" #HE GERMAD REORMA#/OD 1?1-9
1???
S)GGESTE-TEACHIGTI7E 1? $ours
TOIC
L+ $at as t$e i'pact o( 2ut$eranis' in Ger'any (ro' 1?1- to 1?L0
TOIC O)T/IES)GGESTE- TEACHIG A-HO7E8OR9 ACTIITIES
S)GGESTE- RESO)RCES OITS TO OTE
#$e e((ects o( 2ut$eranis'on t$e ;rinces 1?1-91?L0
#$is part o( t$e topic s$ould be tau&$t usin&
pri'ary source 'aterial+
Students could be &iven a variety o( sources
$ic$ re(lect t$e vies o( a leadin& Ger'an
prince $o supported 2ut$er3 rederic% t$e
ise+
Students could be directed to identi(y:
o #$e ;rince=s vies o( t$e ;apacy
o #$e ;rince=s interpretation o( 2ut$er=s
'essa&e
o Any lin%s it$ 2ut$er
o 2ut$er=s vie o( t$e role o( t$e ;rinces
#utors could (acilitate a discussion about $y
so'e ot$er ;rinces ere attracted to2ut$eranis'
E@a' s%ills can be practised $ere usin& t$e
sources (or co'parison e&+ ;apal and ;rincly
vies o( 2ut$er3 and to test a $ypot$esis 4part
b+3
Students could produce a dia&ra' o( L
colu'ns3 to s$o t$ese reasons3 $i&$li&$tin&
Clash of Empires $as so'e &ood e@a'ples o(
sources relatin& to rederic% t$e ise3 and a
detailed section on t$e ot$er reasons $y
;rinces supported 2ut$er+
#utors need to 'a%e students aare t$at
;rincely support o( 2ut$er ;e$ore 1%(0
as sli&$t+ Albrec$t o( Ho$enollern and
;$ilip o( Hesse s$ould be $i&$li&$ted as
e@a'ples o( so'e o( t$e (irst ;rinces to
beco'e 2ut$eran3 Students could
produce brie( bio&rap$ical detail $ere+
GCE History A 1 o$ 1(2
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. /nnovative teac$in& idea . Stretc$ and c$allen&e opportunityidea
. /C# opportunity
GCE H/S#OR A: H106+ !6" #HE GERMAD REORMA#/OD 1?1-9
1???
S)GGESTE-TEACHIGTI7E 1? $ours
TOIC
L+ $at as t$e i'pact o( 2ut$eranis' in Ger'any (ro' 1?1- to 1?L0
TOIC O)T/IES)GGESTE- TEACHIG A-HO7E8OR9 ACTIITIES
S)GGESTE- RESO)RCES OITS TO OTE
#$e e((ects o( 2ut$eranis'on t$e ni&$ts 41?1-91?L0
#$is part o( t$e topic s$ould be tau&$t usin&
pri'ary source 'aterial+
Students s$ould be &iven a variety o( sources
$ic$ re(lect t$e vies o( a leadin& Ger'annationalist 4Ulric$ Ion Hutten and directed toidenti(y:
o His vie o( t$e papacy
o His interpretation o( 2ut$er=s 'essa&e
o His lin%s it$ 2ut$er
E@a' practice and peer 'ar%in& o( past e@a'
8uestion s$ould be &iven+
Clash of Empires$as so'e e@a'ples o(
sources by Ulric$ Ion Hutten
#utors s$ould ensure t$at students
understand t$e role o( Ger'an
nationalis' as a political 'otive (or anti9
clericalis'beco'in& 2ut$eran
#$e e((ects o( 2ut$eranis'on t$e #ons 41?1-91?L0
ey issue: $at did it 'ean (or a ton to
beco'e 2ut$eran
Students could be provided it$ a variety o(pri'ary and secondary source 'aterial+ ro't$is t$ey s$ould be able to:
o ;roduce a dia&ra' s$oin& t$e step9by9
step c$an&es involved in beco'in& a2ut$eran ton
o Hi&$li&$t %ey individuals involved in t$e
#$ere is an e@tract (ro' 2++ Spit J#$e
;rotestant Re(or'ationK in Europe 1500-1600by F+A+;+ Fones 4Delson $ic$ (ocuses onHa'bur&+
ey (ocus $ere is on t$e i'portance o(
tons in t$e early part o( t$e 2ut$eran
re(or'ation+ #$ere is scope $ere (or role play3 i( ti'e+
Students could be &iven c$aracter cards
and as%ed to 'a%e c$oicesdecisions it$
re&ard to t$e (uture reli&ious or&anisation
o(= t$eir=
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. /nnovative teac$in& idea . Stretc$ and c$allen&e opportunityidea
. /C# opportunity
GCE H/S#OR A: H106+ !6" #HE GERMAD REORMA#/OD 1?1-9
1???
S)GGESTE-TEACHIGTI7E 1? $ours
TOIC
L+ $at as t$e i'pact o( 2ut$eranis' in Ger'any (ro' 1?1- to 1?L0
TOIC O)T/IES)GGESTE- TEACHIG A-HO7E8OR9 ACTIITIES
S)GGESTE- RESO)RCES OITS TO OTE
c$an&es
o ocus on $o 2ut$eranis' spread
o Su''arie t$e di((erences beteen a
2ut$eran and a Cat$olic ton
E@a' practice 8uestion set (or $o'eor% it$
tutor (eedbac%+ ocus s$ould be onco'parison s%ill practised by a co'parison o(cityton and princely support+
#$e e((ects o( 2ut$eranis'on ;easants 41?1-91?L0
;easant &rievances
#$is topic could be tau&$t entirely t$rou&$
source 'aterial
Students study t$e J#elve Articles o(
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. /nnovative teac$in& idea . Stretc$ and c$allen&e opportunityidea
. /C# opportunity
GCE H/S#OR A: H106+ !6" #HE GERMAD REORMA#/OD 1?1-9
1???
S)GGESTE-TEACHIGTI7E 1? $ours
TOIC
L+ $at as t$e i'pact o( 2ut$eranis' in Ger'any (ro' 1?1- to 1?L0
TOIC O)T/IES)GGESTE- TEACHIG A-HO7E8OR9 ACTIITIES
S)GGESTE- RESO)RCES OITS TO OTE
2ut$er and t$e ;easants 41 Students study t$e
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. /nnovative teac$in& idea . Stretc$ and c$allen&e opportunityidea
. /C# opportunity
GCE H/S#OR A: H106+ !6" #HE GERMAD REORMA#/OD 1?1-9
1???
S)GGESTE-TEACHIGTI7E 1? $ours
TOIC
L+ $at as t$e i'pact o( 2ut$eranis' in Ger'any (ro' 1?1- to 1?L0
TOIC O)T/IES)GGESTE- TEACHIG A-HO7E8OR9 ACTIITIES
S)GGESTE- RESO)RCES OITS TO OTE
2ut$er and t$e ;easants 4) Students study a copy o( JA&ainst t$eMurderin& Hordes o( ;easantsK 4April9May
1?)? to $i&$li&$t t$e c!#nes in 2ut$er=s
t$in%in&+
#utors could pose t$e 8uestion J$at
$appened to c$an&e 2ut$er=s point o( vieK
or%in& in pairs3 students place
ansersspeculation on 'ini $ite boards+
;lenary discussion and anser session3 it$
(ocus on t$e e((ect o( t$is on 2ut$er=s support
(ro' t$e peasants+
Students could be provided it$ (our 'odel
ansers to JbK type 8uestions and as%ed to
'ar% t$ese usin& 'ar% sc$e'es
#$ese s$ould relate to t$e relations$ipbeteen 2ut$er=s ideas and t$e support o( $e
peasants+
OCR SAM scripts
OCR e@a'iner reports and 'ar% sc$e'es
E@e'plar e@a' papers
#$ese s$ould $ave been introduced and
e@plained at t$e start o( t$e course and need
e'p$asis no
At t$is point students s$ould be aare o(
$at is e@pected in a &ood 8uality
response+
or part Ja= t$ey s$ould be providin& a
&enuine co'parison o( bot$ content and
provenance3 evaluatin& 8ualities suc$ as:
o Aut$enticity
o Co'pleteness
o Consistency
o #ypicality
o Use(ulness
So'e conte@tual %noled&e ill be
i'portant $ere+
Students s$ould be aare o( t$e need to
co'pare t$e to sources #s e>idence
$ort$e (actor $i&$li&$ted in t$e 8uestion+
or part Jb= students s$ould evaluate t$e
sources usin& t$eir on %noled&e in
order to testt$eir 8uality+
GCE History A 2( o$ 1(2
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. /nnovative teac$in& idea . Stretc$ and c$allen&e opportunityidea
. /C# opportunity
GCE H/S#OR A: H106+ !6" #HE GERMAD REORMA#/OD 1?1-9
1???
S)GGESTE-TEACHIGTI7E 1? $ours
TOIC
L+ $at as t$e i'pact o( 2ut$eranis' in Ger'any (ro' 1?1- to 1?L0
TOIC O)T/IES)GGESTE- TEACHIG A-HO7E8OR9 ACTIITIES
S)GGESTE- RESO)RCES OITS TO OTE
2ut$er=s vie o( t$e;rotestant radicals:
As an introduction to t$is topic3 students could
recap 2ut$er=s vies so (ar+ #$is could be done
t$rou&$ cards cut (ro' a su''ary s$eet $ic$
need reasse'blin&+ #$e s$eet could t$en be
&iven out as a revision aid+
#$e ittenbur& 'ove'entand Andreas arlstadt
Students could co'plete individual researc$ to
produce a note (or' $and9out about arlstadt
and t$e ittenbur& 'ove'ent3 (ocusin& on
$o 2ut$er=s ideas di((ered+
#$e (olloin& s$ould be covered:
o $o as involved
o $at c$an&es ere 'ade
o #$e ittenbur& Ordinance
o 2ut$er=s reaction
o 2ut$er=s return to ittenbur&
;lenary discussion to clari(y students
%noled&e o( $o t$e ;rotestant radicals
di((ered in t$eir belie(s (ro' 2ut$er+
"The European ReformationAlastair
Ar'stron& 4Heine'ann $as a brie( section
on t$is pa&es L"9L?+
#o t$e'es need e'p$asis $ere:
o 2ut$er=s intolerance toards
radicalis' and t$ere(ore $is
conservative nature+ 2in%s bac% to
$is belie( in t$e role o( princes and
$is belie( in public obedience to
t$e' can be 'ade+
o #$e e'er&ence o( alternative
re(or' 'ove'ents to
2ut$eranis'3 so'e (ro' di((erentori&ins and sources+
GCE History A 24 o$ 1(2
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. /nnovative teac$in& idea . Stretc$ and c$allen&e opportunityidea
. /C# opportunity
GCE H/S#OR A: H106+ !6" #HE GERMAD REORMA#/OD 1?1-9
1???
S)GGESTE-TEACHIGTI7E 1? $ours
TOIC
L+ $at as t$e i'pact o( 2ut$eranis' in Ger'any (ro' 1?1- to 1?L0
TOIC O)T/IES)GGESTE- TEACHIG A-HO7E8OR9 ACTIITIES
S)GGESTE- RESO)RCES OITS TO OTE
#$e Pican Pic%au;rop$ets
Students could be &iven cards s$oin&
state'ents about t$e prop$ets ideas++ #$ey
could t$en sort t$e' into:
o #$ose it$ $ic$ 2ut$er ould a&ree
o #$ose it$ $ic$ 2ut$er ould not a&ree
o #$ose indicatin& t$e radicalis' o( t$e
prop$ets vies
FA; Fones
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. /nnovative teac$in& idea . Stretc$ and c$allen&e opportunityidea
. /C# opportunity
GCE H/S#OR A: H106+ !6" #HE GERMAD REORMA#/OD 1?1-9
1???
S)GGESTE-TEACHIGTI7E 1? $ours
TOIC
L+ $at as t$e i'pact o( 2ut$eranis' in Ger'any (ro' 1?1- to 1?L0
TOIC O)T/IES)GGESTE- TEACHIG A-HO7E8OR9 ACTIITIES
S)GGESTE- RESO)RCES OITS TO OTE
2ut$er=s vie o( t$e radicals and its e((ect on
t$e (ra&'entation o( t$e ;rotestant
Re(or'ation+
#$e Anabaptists
ey issue is 2ut$er=s vie o(t$e radicals+
Students could co'plete a cate&orisin& ter's
e@ercise+ ;rovide ords and p$rases (or sortin&
into related &roups3 so'e covered so (ar3 and
so'e not3 it$ a pile (or Jnot understood yetK
#$is ill provide pro'pts (or t$e or% on
Anabaptists3 $ic$ can t$en be done as pair
or% researc$ and t$e production o( a ;oer
;oint slide$andout+#$is needs to $ave a clear
(ocus on t$e %ey issue in t$e speci(ication+
#$is e@ercise can be done on co'puter or
S'artboard3 by eit$er $i&$li&$tin&3 or cut
and paste+
#$is also 'a%es a &ood recap activity in
t$e or% co'pleted on 2ut$er so (ar+
#$ere is opportunity $ere (or ider
readin& on t$e Anabaptists+#$is ill
(acilitate a ider understandin& o( t$e
ter'+
GCE History A 26 o$ 1(2
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. /nnovative teac$in& idea . Stretc$ and c$allen&e opportunityidea
. /C# opportunity
GCE H/S#OR A: H106+ !6" #HE GERMAD REORMA#/OD 1?1-9
1???
S)GGESTE-TEACHIGTI7E 1? $ours
TOIC
L+ $at as t$e i'pact o( 2ut$eranis' in Ger'any (ro' 1?1- to 1?L0
TOIC O)T/IES)GGESTE- TEACHIG A-HO7E8OR9 ACTIITIES
S)GGESTE- RESO)RCES OITS TO OTE
Pin&li #$is topic could be tau&$t t$rou&$ docu'entsand source 'aterial+
Students could be provided it$ pri'ary source
'aterial $ic$ s$os t!e di$$erin oinions
o$ /ut!er #nd ?3in*i #;out t!e Euc!#rist.
;lenary discussion could also (ocus on a recap
o( 2ut$er=s vies+
A use(ul revisionrecap ould be to $ave
students $ot9seat J2ut$erK in s'all &roups+ A
JpeasantK3 J%ni&$tK3 JprinceK and Jtons'anK
could as% 2ut$er (or $is vies in relation to t$eir
lives
Si'ilarly3 J2ut$erK could c$allen&e t$e JradicalsK
to e@plain t$eir ideas+ or t$ere could be a
session $ere a panel could be $ot9seated3 e&Pin&li3 Anabaptist etc+
#utor could provide a su''ary $andout it$
t$e (ocus on 2ut$er=s vies o( t$e radicals+
eit$ Randell
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. /nnovative teac$in& idea . Stretc$ and c$allen&e opportunityidea
. /C# opportunity
GCE H/S#OR A: H106+ !6" #HE GERMAD REORMA#/OD 1?1-9
1???
S)GGESTE-TEACHIGTI7E 1? $ours
TOIC
L+ $at as t$e i'pact o( 2ut$eranis' in Ger'any (ro' 1?1- to 1?L0
TOIC O)T/IES)GGESTE- TEACHIG A-HO7E8OR9 ACTIITIES
S)GGESTE- RESO)RCES OITS TO OTE
ull e@a' practice 8uestion (or $o'eor%+
GCE History A 2+ o$ 1(2
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. /nnovative teac$in& idea . Stretc$ and c$allen&e opportunityidea
. /C# opportunity
GCE H/S#OR A: H106+ !6" #HE GERMAD REORMA#/OD 1?1-9
1???
S)GGESTE-TEACHIGTI7E 1? $ours
TOIC
"+ $ did 2ut$eranis' survive in Ger'any beteen 1?L0 and 1???
TOIC O)T/IES)GGESTE- TEACHIG A-HO7E8OR9 ACTIITIES
S)GGESTE- RESO)RCES OITS TO OTE
/ntroductionRecap o( events so(ar 1?1-91?)! (ocussin& on t$espread o( 2ut$eranis'3 toestablis$ t$e situation by 1?L0
Students could (or' a Jlivin&
c$ronolo&yK in t$e classroo' (ro' date
and event cards re(lectin& %ey events in
t$e spread o( 2ut$eranis' 1?1-91?L0+
Students ta%e it in turns to be %ey
c$aracters and to place t$e'selves in
t$e c$ronolo&y3 e@plainin& t$eir
roleturnin& pointsc$allen&esdi((iculties
at a &iven date+
#utor (acilitates a (ocus on t$e situation
in 1?L0 by e@plainin& t$e role and
$ereabouts o( C$arles I (ro' t$e
Edict o( or's to 1?L03 $i&$li&$tin& t$e
reasons (or C$arles= return to Ger'any
in 1?L0+
Students could participate in a %eystate'ent brainstor'3@8!#t s!ou*d
C!#r*es do #;out /ut!er in 1%(0B
#$e decisions could be plotted on a
S'artboard i( available and re(erred to
later+
#$e c$ronolo&y used at t$e be&innin& o( t$is
topic could be enlar&ed and put onto card $ere+
#$e (ocus $ere is on t$e Jpro&ressK o(
conciliation t$rou&$ t$e >iets3 and t$e %ey
(actor is t$e >iet o( Au&sbur& in 1?L0+
#$e varied political obli&ation o( C$arles I
and $is on9&oin& stru&&les it$ t$e ;apacy
need $i&$li&$tin& $ere+
/( no S'artboard is available3 a discussion
board can be used instead+
#$e role o( C$arles I up to 1?L0 s$ould
e'er&e (ro' t$e livin& c$ronolo&y3 but
s$ould also be $i&$li&$ted by t$e tutor+ His
proble's need care(ul recap prior to
brainstor' activity+
GCE History A 2 o$ 1(2
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. /nnovative teac$in& idea . Stretc$ and c$allen&e opportunityidea
. /C# opportunity
GCE H/S#OR A: H106+ !6" #HE GERMAD REORMA#/OD 1?1-9
1???
S)GGESTE-TEACHIGTI7E 1? $ours
TOIC
"+ $ did 2ut$eranis' survive in Ger'any beteen 1?L0 and 1???
TOIC O)T/IES)GGESTE- TEACHIG A-HO7E8OR9 ACTIITIES
S)GGESTE- RESO)RCES OITS TO OTE
1?L0 7 #$e >iet o( Au&sbur&
Ho did t$e >iet o( Au&sbur&(acilitate t$e &rot$ o(2ut$eranis'
Usin& ori&inal source 'aterial3 students
co'plete a detailed $and out on t$e
>iet o( Au&sbur&3 s$oin&:
o t$e ;rotestant vie
o t$e role o( Melanc$t$on
o t$e Cat$olic vie
o C$arles=sQ actions
Students s$ould relate t$is to t$e
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. /nnovative teac$in& idea . Stretc$ and c$allen&e opportunityidea
. /C# opportunity
GCE H/S#OR A: H106+ !6" #HE GERMAD REORMA#/OD 1?1-9
1???
S)GGESTE-TEACHIGTI7E 1? $ours
TOIC
"+ $ did 2ut$eranis' survive in Ger'any beteen 1?L0 and 1???
TOIC O)T/IES)GGESTE- TEACHIG A-HO7E8OR9 ACTIITIES
S)GGESTE- RESO)RCES OITS TO OTE
o #$e reli&ious truce o( Dure'bur&3
t$e restoration o( Ulric$ von
urttenbur&3 t$e conversion o(
randenbur& and >ucal Sa@ony to
;rotestantis'3 t$e >iet o(
Re&ensbur&3 (orei&n proble's (or
C$arles 1?L*91?"6+
#$e role o( t$e ;rinces and t$eSc$'al%aldic 2ea&ue
Case study on ;$ilip o( Hesse+
Students could produce a 'ini9essay
entitled JAssess t$e 'otives o( ;$ilip o(
Hesse in supportin& t$e 2ut$eran
cause+K
E@a' s%ills $ere too it$ practise on
past e@a' 8uestion on 2ut$er and t$e
;rinces+
#$ere is a pro(ile o( ;$ilip o( Hesse in ears of
Rene.al3 Fo$n 2ot$erin&ton 4Hodder and
Stau&$ton+
#$is ould 'a%e a &ood $o'eor%
assi&n'ent $ic$ s$ould relate to t$e %ey
issue o( t$e spread o( 2ut$eranis' and
;$ilip=s role in t$is+
2ut$er=s leaders$ip Students could co'plete t$is part o( t$etopic entirely by analysis o( docu'ents
and sources+ Students could be
directed to e@a'ine:o Ho (ar t$e evidence su&&ests t$at
2ut$er as personally responsible
(or t$e success o( t$e re(or'ation
Sources available in Martin Fones3=Clas$ o(
E'pires=+
/n c$oosin& docu'ents and sources (or
t$is activity it is i'portant to include
'aterial t$at ar&ues (or and a&ainst a
pivotal role (or 2ut$er+
#$is s$ould enable a prioritisin& and
co'parative approac$ to t$e discussion
GCE History A (1 o$ 1(2
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. /nnovative teac$in& idea . Stretc$ and c$allen&e opportunityidea
. /C# opportunity
GCE H/S#OR A: H106+ !6" #HE GERMAD REORMA#/OD 1?1-9
1???
S)GGESTE-TEACHIGTI7E 1? $ours
TOIC
"+ $ did 2ut$eranis' survive in Ger'any beteen 1?L0 and 1???
TOIC O)T/IES)GGESTE- TEACHIG A-HO7E8OR9 ACTIITIES
S)GGESTE- RESO)RCES OITS TO OTE
o Ho (ar t$e evidence su&&ests t$at
2ut$er=s contribution to t$e
Re(or'ation as virtually co'plete
by t$e end o( t$e >iet o( or's in
1?)1
Students to co'plete a (ull e@a'
8uestion in ti'ed conditionsbased on
topics covered so (ar+
4as t$e ;rince=s support 'ore i'portant
t$an 2ut$er=s leaders$ip in t$e spread o(
2ut$eranis'
Consolidation and Revie #o e'p$asise t$e need to practisedocu'ent s%ills3 t$is activity could be&in
t$e revision pro&ra''e (or t$is 'odule+
#$e (olloin& is a revision e@ercise:
Students or% in pairs it$ a pac% o(
sourcese@tractsdocu'ents coverin&
c$osen topics+ #$is could represent t$e
entire topic across t$e class3 in $ic$
case a plenary e@ercise could be
arran&ed3 or it could represent ust one
topic+
Students could co'plete a variety o(
tas%s:
/t is i'portant to practise e@a' s%ills $ere too3
especially co'parison o( content3 analysis and
co'parison o( provenance3 application o(
sources to a proposition+
As a $o'eor%e@tension activity3
students could be as%ed to produce 'ini9
essays on so'e o( t$e (olloin& issues:
o Assess $o (ar Martin 2ut$er as t$e
drivin& (orce o( t$e Ger'an
Re(or'ation
o #o $at e@tent do you a&ree it$ t$e
vie t$at Martin 2ut$er as intolerant
in $is belie(s
o E@a'ine t$e vie t$at t$e 2ut$eran
re(or'ation as lar&ely t$e result o(
Ger'an nationalis'
o Assess t$e role played by C$arles I in
GCE History A (2 o$ 1(2
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. /nnovative teac$in& idea . Stretc$ and c$allen&e opportunityidea
. /C# opportunity
GCE H/S#OR A: H106+ !6" #HE GERMAD REORMA#/OD 1?1-9
1???
S)GGESTE-TEACHIGTI7E 1? $ours
TOIC
"+ $ did 2ut$eranis' survive in Ger'any beteen 1?L0 and 1???
TOIC O)T/IES)GGESTE- TEACHIG A-HO7E8OR9 ACTIITIES
S)GGESTE- RESO)RCES OITS TO OTE
o Arran&e sources c$ronolo&ically
o Hi&$li&$t pri'arysecondary
sources
o Group pro92ut$er and anti92ut$er
e@tracts
o Group accordin& to 2ut$er=s belie(s
o Groups into use(ultrustort$y
propa&anda
o Select to sources to
c$allen&esupport it$ t$eir on
%noled&e etc+
t$e spread o( 2ut$eranis'+
o #$ese can be &iven at intervals
t$rou&$out t$e revision period+
Students can be directed to t$eir
source pac% and as%ed to (ind
evidence to support a speci(ic
proposition+
GCE History A (( o$ 1(2
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. /nnovative teac$in& idea . Stretc$ and c$allen&e opportunityidea
. /C# opportunity
GCE H/S#OR A: H106+ !6" #$e Uni(ication o( /taly 1*1?91*-0
S)GGESTE-REA-IGTI7E
1?HOURS
TOIC
1+ HO AR >/> #HE E;ER/EDCES O 1*1? #O 1*"- CREA#E SU;;OR# OR /#A2/AD UD/#
Toic out*ineSuested te#c!in #nd!o"e3or5 #cti>ities
Suested resources oints to note
/taly and t$e Iienna
Settle'ent 1*1?
Use sources on /taly in t$e 1* t$century+
Use a 'ap o( Europe 1-!? to e@plain
concepts suc$ as eliverin&Resources3 Heine'ann+
$ttp:+(ord$a'+edu$alsall'od'odsbo
o%+$t'lModern History Sourceboo%+
$ttp:+$istory+ac+u% /nstitute o(
Historical researc$ ebsite+
#$e 'aps could be displayed usin& an OH#
or a data proector+
Centres $o $ave previously tau&$t OCR)?*) ill $ave a ban% o( past e@a' papers3
t$e sources (ro' previous papers can be used
as source 'aterial t$rou&$out t$e course+De
centres can purc$ase past papers (ro' OCR
or oin t$e OCR e9co''unity $ere teac$ers
across t$e country are illin& to s$are past
papers and ot$er resources+
/ntroduce t$e AS level source
evaluation usin& t$e sources on /taly
under Dapoleon+
>iscuss $at tec$ni8ues are
necessary (or source analysis 7 build
on $at students %no (ro' GCSE+
/n pairs or s'all &roups students
analyse t$e sources+ eedbac% ideas
to t$e board+
Usin& t$e sources students rite a
s$ort anser to
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. /nnovative teac$in& idea . Stretc$ and c$allen&e opportunityidea
. /C# opportunity
GCE H/S#OR A: H106+ !6" #$e Uni(ication o( /taly 1*1?91*-0
S)GGESTE-REA-IGTI7E
1?HOURS
TOIC
1+ HO AR >/> #HE E;ER/EDCES O 1*1? #O 1*"- CREA#E SU;;OR# OR /#A2/AD UD/#
Toic out*ineSuested te#c!in #nd!o"e3or5 #cti>ities
Suested resources oints to note
/taly and t$e Iienna
Settle'ent 1*1?
Ho'eor%: &lossary creation3students continue to add to t$eir
&lossary it$ ords suc$ as
nationalis'3 liberalis'3 autocracy3
aut$oritarian ords t$at t$ey $ave
encountered $en loo%in& at t$e
bac%&round: /taly 1-!?91*1?+
#eac$ers could provide students it$
a list o( ords t$at t$ey ill need to
%no (or t$e course etc+ #$is could be
tested t$rou&$out t$e course+
O@(ord En&lis$ >ictionary /nternet >ictionarycould be used+
$ttp:+$istoryont$enet+co' History on
t$e Det $as various resources+
A 'ap could be displayed usin& OH# or a
data proector or $anded out+
$ttp:+$istory$o'e+co+u%c9
ei&$t(rance'ap1*10+$t'+
#$e students add to t$is &lossary t$rou&$outt$e course+
Iienna Settle'ent 1*1? /ntroduce t$e ienn# Sett*e"ent: itspurpose3 %ey personalities and
decisions+
Usin& a blan% 'ap o( /taly 1*1?3
students annotate t$e 'ap it$ rulers3
na'es o( states3 &eo&rap$ical
locations+ #$is could be tested later+
/n &roups students discuss $et$er
t$e peace'a%ers at Iienna &ot it ri&$t
in /taly and $at c$an&es t$ey ould
$ave 'ade+
Ho'eor%: students researc$ /taly in
1*1?: &eo&rap$ical3 social and political
situation3 to prepare (or a discussion
A $andout3 OH#3 ;oer;oint could be used+
#$e (olloin& boo%s could all be used to
provide (actual in(or'ation3 be used to create
$andouts and (or student readin&+ #$ey could
be used as class readers or available in t$e
library and can be used t$rou&$out t$e
course:
o #$e Uni(ication o( /taly 1*1?91*-0 by A+
Stiles
o #$e /talian Risor&i'ento by M Clar%
o /talian Uni(ication 1*)091*-1 by M Collier
o /talian Uni(ication by G >arby
Create a &uidance s$eet it$ 8uestions or
/t is i'portant t$at students $ave a clear
understandin& o( t$e &eo&rap$y o( /taly 1*1?9
1*-0+
#$e su&&ested boo%s could be used
t$rou&$out t$e unit (or e@tracts etc+ Students
could be &iven t$e Stiles boo% as a
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. /nnovative teac$in& idea . Stretc$ and c$allen&e opportunityidea
. /C# opportunity
GCE H/S#OR A: H106+ !6" #$e Uni(ication o( /taly 1*1?91*-0
S)GGESTE-REA-IGTI7E
1?HOURS
TOIC
1+ HO AR >/> #HE E;ER/EDCES O 1*1? #O 1*"- CREA#E SU;;OR# OR /#A2/AD UD/#
Toic out*ineSuested te#c!in #nd!o"e3or5 #cti>ities
Suested resources oints to note
on $et$er t$ere as support (or t$eidea o( unity+
$eadin&s to $elp structure note ta%in&+
$ttp:pates$istory+co+u%contenti talian9
uni(icationitaly91*1?+ppt;oer;oint on /taly
a(ter 1*1?+
Students clearly need to $ave a body o(
notes (or revision and so t$at t$ey can brin&
in(or'ation to class to use in discussions and
ot$er or%3 #$e idea o( t$e 8uestions is to
&uide students by si&npostin& t$e areas t$ey
need to 'a%e notes on+ #$ese notes could
be c$ec%ed by t$e teac$er as part o( an early
assess'ent+
Restoration /taly Usin& t$e 'ap o( /taly3 studentspresent t$eir researc$ into /taly 1*1?
and t$eir ideas on $o (ar /taly as a
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. /nnovative teac$in& idea . Stretc$ and c$allen&e opportunityidea
. /C# opportunity
GCE H/S#OR A: H106+ !6" #$e Uni(ication o( /taly 1*1?91*-0
S)GGESTE-REA-IGTI7E
1?HOURS
TOIC
1+ HO AR >/> #HE E;ER/EDCES O 1*1? #O 1*"- CREA#E SU;;OR# OR /#A2/AD UD/#
Toic out*ineSuested te#c!in #nd!o"e3or5 #cti>ities
Suested resources oints to note
unity+ Students could ta%e a (actor t$att$ey $ave researc$ed suc$ as t$e
position o( Austria3 t$e e@perience o(
unity under Dapoleon3 t$e re&ional
divisions3 t$e li'ited 'iddle class3 t$e
econo'ic division beteen Dort$ and
Sout$+
Revolutions 1*)091 and
1*L091
Handout sources on early revolutions
and students co'plete a table o(
events and reasons (or (ailure+ #$e
sources s$ould (or' t$e basis o(
%noled&e (or t$e students+ #$e
student read and analyse t$e' loo%in&
(or t$e %ey (eatures o( Uni(ication so
t$at t$ey can co'pare t$e revolutions
and consider t$e reasons (or (ailure+
#$ere s$ould be at least one source
(ro' a boo% on eac$ o( t$e
Revolutions in eac$ state+ Students use t$e table t$ey $ave
created to discuss in s'all &roups
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. /nnovative teac$in& idea . Stretc$ and c$allen&e opportunityidea
. /C# opportunity
GCE H/S#OR A: H106+ !6" #$e Uni(ication o( /taly 1*1?91*-0
S)GGESTE-REA-IGTI7E
1?HOURS
TOIC
1+ HO AR >/> #HE E;ER/EDCES O 1*1? #O 1*"- CREA#E SU;;OR# OR /#A2/AD UD/#
Toic out*ineSuested te#c!in #nd!o"e3or5 #cti>ities
Suested resources oints to note
co'e to an overall conclusion on $yt$e Revolutions (ailed and created a
$ierarc$y o( reasons+
#$e /ntellectuals and t$eirdi((erent attitudes to /taly and t$ee@tent o( support (or t$ese+
/ntroduce 7#iniand oun& /taly $is
revolutionary ideas and i'pact on t$e
Risor&i'ento+
/n s'all &roups students read and
su''arise t$e ideas o( D#*;oand
Gio;ertiand C#tt#neoand t$en
i&sa t$e' it$ ot$er &roups+
/ntroduce a source e@ercise on
8/12/2019 67720 Unit f964 the German Reformation 1517 to 1555 Scheme of Work and Lesson Plan Booklet
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. /nnovative teac$in& idea . Stretc$ and c$allen&e opportunityidea
. /C# opportunity
GCE H/S#OR A: H106+ !6" #$e Uni(ication o( /taly 1*1?91*-0
S)GGESTE-REA-IGTI7E
1?HOURS
TOIC
1+ HO AR >/> #HE E;ER/EDCES O 1*1? #O 1*"- CREA#E SU;;OR# OR /#A2/AD UD/#
Toic out*ineSuested te#c!in #nd!o"e3or5 #cti>ities
Suested resources oints to note
created a co'parison o( content+
/ntroduce t$e 1*"0s C!#r*es A*;ert
and ius I. Students discuss $o
liberal t$ese 'en really ere+
Su''arise t$e period 1*1?91*"- 7
students could rite t$is up as a s$ort
su''ary o( t$e situation in /taly by
1*"- and co''ent on $et$er
c$an&e see'ed li%ely+
Iideo aric% University /talian Uni(ication+
OH# or ;oer;oint slides includin& pictures
o( ;ius and C$arles Albert to introduce and
&ive basic in(or'ation on ;ius and C$arles
Albert+
More able students could iden t$eir su''ary
to analyse $o 'uc$ continuity and c$an&e
t$ere as in t$e period+
1*1?91*"-+
GCE History A ( o$ 1(2
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. /nnovative teac$in& idea . Stretc$ and c$allen&e opportunityidea
. /C# opportunity
GCE H/S#OR A: H106+ !6"3#$e Uni(ication o( /taly 1*1?91*-0
S)GGESTE-TEACHIGTI7E
1)
HOURS
TOIC
)+ H >/> #HE REIO2U#/ODS O 1*"*! A/2 #O UD/#E /#A2
Toic out*ine Suested te#c!in #nd!o"e3or5 #cti>ities
Suested resources oints to note
#$e Revolutions o( 1*"*9!: Main(eatures and outco'es+
$y did t$e Revolutions $appen
/ntroductory overvie o( t$e Revolutions
o( 1*"*9! $i&$li&$tin& %ey t$e'es+
Students create a ti'eline o( events (or
eac$ state+
Students start or%in& t$rou&$ a
or%boo% on t$e Revolutions 1*"*!3
readin& narrative3 analysin& sources3
and anserin& 8uestions+ #$is can be
co'pleted (or $o'eor%+
#$e or%boo% s$ould include ra out t$e %ey reasons 7 particularly
Austrian stren&t$ and t$e a'bi&uity o(
;ied'ont=s intentions+
or%boo% available on sc$oolcolle&e I2E
or /ntranet 7 students could or% on t$e
or%boo% on t$e /ntranet and e'ail to ot$er
students+
Events in rance and t$e Ger'an
Con(ederation could also be included 'ore
able students could be &iven t$e tas% o(
readin&su''arisin& in(or'ation on t$is+
$ttp:users+o@+ac+u%c$ri)0?-1!!!'ai
ni+$t'#$e Rise and all o( Mainian
Dationalis'
GCE History A 40 o$ 1(2
http://www.ohiou.edu/~chastain/index.htmhttp://www.ohiou.edu/~chastain/index.htmhttp://users.ox.ac.uk/~chri2057/z1999mazzini.htmhttp://users.ox.ac.uk/~chri2057/z1999mazzini.htmhttp://users.ox.ac.uk/~chri2057/z1999mazzini.htmhttp://users.ox.ac.uk/~chri2057/z1999mazzini.htmhttp://www.ohiou.edu/~chastain/index.htmhttp://www.ohiou.edu/~chastain/index.htmhttp://users.ox.ac.uk/~chri2057/z1999mazzini.htmhttp://users.ox.ac.uk/~chri2057/z1999mazzini.htm8/12/2019 67720 Unit f964 the German Reformation 1517 to 1555 Scheme of Work and Lesson Plan Booklet
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. /nnovative teac$in& idea . Stretc$ and c$allen&e opportunityidea
. /C# opportunity
GCE H/S#OR A: H106+ !6"3#$e Uni(ication o( /taly 1*1?91*-0
S)GGESTE-TEACHIGTI7E
1)
HOURS
TOIC
)+ H >/> #HE REIO2U#/ODS O 1*"*! A/2 #O UD/#E /#A2
Toic out*ineSuested te#c!in #nd!o"e3or5 #cti>ities
Suested resources oints to note
ey Vuestions $y t$e Revolutionsbro%e out in 1*"* Ho t$e Revolutions
di((ered in eac$ state $y t$e
revolutions (ailed+ Students could be
divided into tea's and tables could be
set up it$ di((erent tas%s related to t$e
8uestions+ Groups 'ove around t$e
roo' co'pletin& t$e tas%s usin& t$eir
or%boo% 7 and creatin& posters3
creatin& su''aries or analysin&
sources to anser t$e t$ree %ey
8uestions+
Create a sortin& e@ercise usin& t$e
ti'eline o( t$e revolutions+ Rando'ly
$and out a card to eac$ student as% t$e
students to &et into date order o( t$e
events+ As% eac$ student to e@plain t$eir
event and its si&ni(icancei'pact on t$e
revolutions+ Students su&&est $ic$events are %ey events and 'a%e lin%s
it$ ot$er cards+
#$e reasons (or (ailure: in &roups
students dra up a list o( reasons $y
t$e revolutions (ailed usin& t$eir notes
and sources+
$ttp:+(ord$a'+edu$alsall'od'
odsboo%+$t'lModern History
Sourceboo%: docu'ents on Uni(ication
1*"*91*61+
Materials (ro' pervious e@a' papers3
AL paper and coloured pens (or
posters3 'aps etc+
Sortin& e@ercise on la'inated card+
GCE History A 41 o$ 1(2
http://www.fordham.edu/halsall/mod/modsbook.htmlhttp://www.fordham.edu/halsall/mod/modsbook.htmlhttp://www.fordham.edu/halsall/mod/modsbook.htmlhttp://www.fordham.edu/halsall/mod/modsbook.htmlhttp://www.fordham.edu/halsall/mod/modsbook.html8/12/2019 67720 Unit f964 the German Reformation 1517 to 1555 Scheme of Work and Lesson Plan Booklet
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. /nnovative teac$in& idea . Stretc$ and c$allen&e opportunityidea
. /C# opportunity
GCE H/S#OR A: H106+ !6"3#$e Uni(ication o( /taly 1*1?91*-0
S)GGESTE-TEACHIGTI7E
1)
HOURS
TOIC
)+ H >/> #HE REIO2U#/ODS O 1*"*! A/2 #O UD/#E /#A2
Toic out*ineSuested te#c!in #nd!o"e3or5 #cti>ities
Suested resources oints to note
/n &roups eac$ student selects a reasonand ar&ues t$e case (or its i'portance in
relation to ot$er (actors usin& sources
and t$eir notes to create an ar&u'ent
c$a'pionin& t$eir reason as t$e 'ain
cause+
Use a past 8uestion 4May )001 on t$e
Revolutions o( 1*"*9! to discuss
reasons (or (ailure+
Use t$e past 8uestion to de'onstrate
t$e s%ills needed (or analysis usin& all
(our sources3 Groups could analyse one
source in relation to t$e 8uestion3
considerin& content and provenance+
#$eir analysis could be s$ared it$ t$e
rest o( t$e class and (eedbac% to t$e
board to create su&&estions (or a
co'plete anser+
Students t$en rite up t$e anser to t$e
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. /nnovative teac$in& idea . Stretc$ and c$allen&e opportunityidea
. /C# opportunity
GCE H/S#OR A: H106+ !6"3#$e Uni(ication o( /taly 1*1?91*-0
S)GGESTE-TEACHIGTI7E
)0
HOURS
TOICL+ HO /M;OR#AD# #O UD//CA#/OD ERE #HE COD#R/U#/ODS O #HE /#A2/AD S#A#ES
AD> O /D>/I/>UA2S
Toic out*ineSuested te#c!in #nd !o"e3or5
#cti>itiesSuested resources oints to note
Ho i'portant to t$e uni(icationo( /taly ere t$e contributions o(t$e /talian states 4especially;ied'ont and its ai's
Recap t$e situation in /taly and ;ied'ont
in 1*"!+ Eac$ student to ta%e a di((erent
role 7 Dationalist3 Austrian3 ;ope3
;easant etc+ and to consider t$eir vie o(
t$e state o( /taly in 1*"! and $at t$e
(uture 'i&$t $old in role+ Eac$ student
ould s$are t$eir vie in role it$ t$e
class+ #$ey s$ould consider t$e political3
social and econo'ic aspects t$at a((ect
t$eir role+ Students consider $et$er t$e
Revolutions present a success or (ailure
to t$eir &roup or individual+
#$e ideas &enerated by t$e students
s$ould be presented as a s$ort
presentation it$ ;oer;oint+
olloin& on (ro' role play3 t$e class
co'es to a decision on t$e situation in/taly in 1*"! and $et$er uni(ication as
a realistic prospect+ Students could
consider: $at ere t$e 'ain stu'blin&
bloc%s to uni(ication $at (actors ould
need to c$an&e (or Uni(ication to be
success(ul+ Ho (orei&n intervention $ad
a((ected t$e Revolutions3 $et$er (uture
;repare role cards $ic$ could be
distributed at rando'+ Role cards
su&&est areas to consider3 and
pro'pts (or t$e student+
Students present usin& ;oer;oint
and t$eir presentation could be
assessed in ter's o( %ey s%ills: $o
t$ey present t$eir ideas3 $o t$ey
deliver t$e in(or'ation3 $et$er t$ey
$ave alloed (or 8uestions+
#$is could be used (or Co''unication ey
S%ills L+1a or L+1b+
Students could be assi&ned di((erent roles+
More able students could be assi&ned
speci(ic roles suc$ as Maini3 Garibaldi3
C$arles Albert3 2ouis Dapoleon3 it$ ot$er
students considerin& ot$er roles3 suc$ as
peasant3 soldier3 and nationalist in s'all
&roups+
GCE History A 4( o$ 1(2
8/12/2019 67720 Unit f964 the German Reformation 1517 to 1555 Scheme of Work and Lesson Plan Booklet
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. /nnovative teac$in& idea . Stretc$ and c$allen&e opportunityidea
. /C# opportunity
GCE H/S#OR A: H106+ !6"3#$e Uni(ication o( /taly 1*1?91*-0
S)GGESTE-TEACHIGTI7E
)0
HOURS
TOICL+ HO /M;OR#AD# #O UD//CA#/OD ERE #HE COD#R/U#/ODS O #HE /#A2/AD S#A#ES
AD> O /D>/I/>UA2S
Toic out*ineSuested te#c!in #nd !o"e3or5#cti>ities
Suested resources oints to note
intervention ould be needed and $at$ad been &ained+
Students researc$ bio&rap$ical details o(
%ey (i&ures: C#>our3 G#ri;#*di3 ictor
E""#nue*3 #o*eonIIIand ud&e
$et$er3 in t$e early 1*?0s3 t$ese %ey
(i&ures anted a totally united /taly+
;resent to t$e rest o( t$e class+
/ntroduce
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. /nnovative teac$in& idea . Stretc$ and c$allen&e opportunityidea
. /C# opportunity
GCE H/S#OR A: H106+ !6"3#$e Uni(ication o( /taly 1*1?91*-0
S)GGESTE-TEACHIGTI7E
)0
HOURS
TOICL+ HO /M;OR#AD# #O UD//CA#/OD ERE #HE COD#R/U#/ODS O #HE /#A2/AD S#A#ES
AD> O /D>/I/>UA2S
Toic out*ineSuested te#c!in #nd !o"e3or5#cti>ities
Suested resources oints to note
And Austria=s increasin& isolation3 (ro' Use dia&ra's to e@plain t$ec$an&in& alliances in Europe+
Usin& " sources on 'odernisation "
students =Ae&lio3 Iictor E''anuel etc+
Students could as% 8uestions related to
t$e i'pact o( t$e c$an&es 'ade3 $at
t$eir ai's ere and $et$er t$ey t$in%
;ied'ont $ad beco'e a 'ore 'odern
state+
Create a sortin& e@ercise it$ state'ents
about ;ied'ont3 Cavour and
Modernisation3 events and ai's and as%
t$e' to sort t$e' into 'ost9leasti'portant (actors in ;ied'ont=s
'odernisation in relation to beco'in& a
European state+
Students could t$en be as%ed $o (ar
;ied'ont=s 'odernisation could
contribute to Uni(ication+
Use sources (ro' e@a' paper OCR
Fan )00)+
State'ents on la'inated card
includin& 8uotes3 %ey ter's3 (i&ures+
Co'parisons it$ ot$er European
countries could be included in t$e
state'ents+
$ttp:pates$istory+co+u%contentt$e9'ove9
toards9uni(ication9a(ter9t$e91*"*9
revolutions+ppt;oer;oint overvie o(
;ied'ont=s role in 1*?0s+
GCE History A 4% o$ 1(2
http://pateshistory.co.uk/content/the-move-towards-unification-after-the-1848-revolutions.ppthttp://pateshistory.co.uk/content/the-move-towards-unification-after-the-1848-revolutions.ppthttp://pateshistory.co.uk/content/the-move-towards-unification-after-the-1848-revolutions.ppthttp://pateshistory.co.uk/content/the-move-towards-unification-after-the-1848-revolutions.ppthttp://pateshistory.co.uk/content/the-move-towards-unification-after-the-1848-revolutions.ppthttp://pateshistory.co.uk/content/the-move-towards-unification-after-the-1848-revolutions.ppthttp://pateshistory.co.uk/content/the-move-towards-unification-after-the-1848-revolutions.ppt8/12/2019 67720 Unit f964 the German Reformation 1517 to 1555 Scheme of Work and Lesson Plan Booklet
46/132
. /nnovative teac$in& idea . Stretc$ and c$allen&e opportunityidea
. /C# opportunity
GCE H/S#OR A: H106+ !6"3#$e Uni(ication o( /taly 1*1?91*-0
S)GGESTE-TEACHIGTI7E
)0
HOURS
TOICL+ HO /M;OR#AD# #O UD//CA#/OD ERE #HE COD#R/U#/ODS O #HE /#A2/AD S#A#ES
AD> O /D>/I/>UA2S
Toic out*ineSuested te#c!in #nd !o"e3or5#cti>ities
Suested resources oints to note
#$e (irst p$ase o( Uni(ication1*?*91*60
irst p$ase o( Uni(ication+ 1*?*91*60+Orsinio'b ;lot3 ;lo'bieres, 8#r o$
1+%3 i**#$r#nc#3 Centr#*-uc!ies3
?uric!+
Create a or%boo% o( events3 'aps3
ti'eline3 sources interspersed it$ %ey
8uestions+ Students or% t$rou&$ t$e
boo%let analysin& events and anserin&
8uestions suc$ as
8/12/2019 67720 Unit f964 the German Reformation 1517 to 1555 Scheme of Work and Lesson Plan Booklet
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. /nnovative teac$in& idea . Stretc$ and c$allen&e opportunityidea
. /C# opportunity
GCE H/S#OR A: H106+ !6"3#$e Uni(ication o( /taly 1*1?91*-0
S)GGESTE-TEACHIGTI7E
)0
HOURS
TOICL+ HO /M;OR#AD# #O UD//CA#/OD ERE #HE COD#R/U#/ODS O #HE /#A2/AD S#A#ES
AD> O /D>/I/>UA2S
Toic out*ineSuested te#c!in #nd !o"e3or5#cti>ities
Suested resources oints to note
discussed in class it$ t$e teac$erclari(yin& areas t$e students (ind di((icult+
actual test on events 1*?*91*60 so
teac$ers can assess $et$er t$e
students %no $at $appened and t$e
order o( events3 particularly in central
/taly+ A clear understandin& o( $at
$appened is vital (or sound source
analysis and so students can place
sources in conte@t+
G#ri;#*diand Sici*y: Overvie o(
Garibaldi=s ca'pai&n in Sicily+ Causes
and outco'es+
Garibaldi and Sicily docu'ent or% on
Garibaldi=s 'otives relations$ip beteen
Cavour and Garibaldi and $o /taly as
united by 1*60+
#$e docu'ent or% ould rein(orce t$es%ills o( co'parison3 use o( provenance
and t$e analysis o( sources+ More able
students could be assi&ned to assess a
&roup o( sources a&ainst a %ey 8uestion
it$ ea%er students or%in& on
co'parison o( content and provenance+
OH# or ;oer;oint+ Students could
be &iven copy o( slides+
aric% University Iideo /talian
Uni(ication+
E@a' paper Fan )006+
Su&&est ar&u'ents (or students+
Could create a te'plate (or students
to prepare a clear ar&u'ent+
>ebate could be videoed or recorded
(or use in %ey s%ills Co''unication
L+1a or L+1b it$ t$e (ocus on
presentin& an ar&u'ent3 'ovin& an
ar&u'ent (orard and incorporatin&
t$e vies o( ot$ers3 en&a&in& it$
More able students could be assi&ned
speci(ic roles or ar&u'ents to prepare to
develop debatin& s%ills+
GCE History A 4& o$ 1(2
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. /nnovative teac$in& idea . Stretc$ and c$allen&e opportunityidea
. /C# opportunity
GCE H/S#OR A: H106+ !6"3#$e Uni(ication o( /taly 1*1?91*-0
S)GGESTE-TEACHIGTI7E
)0
HOURS
TOICL+ HO /M;OR#AD# #O UD//CA#/OD ERE #HE COD#R/U#/ODS O #HE /#A2/AD S#A#ES
AD> O /D>/I/>UA2S
Toic out*ineSuested te#c!in #nd !o"e3or5#cti>ities
Suested resources oints to note
Students consider $o (ar3 by Marc$1*603 /talians united Dort$ern /taly+ /n
&roups students prepare (or a debate on
t$e contribution o( /talians and /talian
states to t$e (irst p$ase o( uni(ication+ A
'ore speci(ic debate on t$e contribution
o( speci(ic individuals could be $eld
toards t$e end o( t$e course once t$e
topic o( uni(ication is co'plete and
Garibaldi and Iictor E''anuel=s and
Dapoleon ///=s contributions can be
considered 'ore (ully+
ot$er spea%ers+ #$e video could beused in class to assess t$ese s%ills+
#i'ed docu'ent in class on Garibaldi
and Sicily )00)+
;eer 'ar%ed by students and t$en
$anded in (or teac$er c$ec%in&+ ;eer
'ar%in& builds on t$e peer 'ar%in& done
earlier in t$e /talian #$in%ers e@ercise
usin& t$e &eneric 'ar% sc$e'e and t$e'ar% s$eet used to 'ar% previous
docu'ents+ Students s$ould 'a%e
su&&estions (or i'prove'ent as ell as
positive points about t$e or% 'ar%ed+
A buddy syste' (or peer 'ar%in& could
be used $ere 'ore able students are
E@a' paper )00)
Mar% s$eet (or students and
&uidance on 'ar%in&+ A list o( %ey
criteria could be created usin& t$e
'ar% sc$e'e3 it$ students
c$ec%in& t$at t$e %ey points $ave
been included in t$e anser+ #$iscould be done as a tic% bo@ s$eet+
Students ould need a copy o( t$e
'ar% sc$e'e and t$e &eneric 'ar%
sc$e'e+
A su&&ested anser could be used
(or t$e
8/12/2019 67720 Unit f964 the German Reformation 1517 to 1555 Scheme of Work and Lesson Plan Booklet
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. /nnovative teac$in& idea . Stretc$ and c$allen&e opportunityidea
. /C# opportunity
GCE H/S#OR A: H106+ !6"3#$e Uni(ication o( /taly 1*1?91*-0
S)GGESTE-TEACHIGTI7E
)0
HOURS
TOICL+ HO /M;OR#AD# #O UD//CA#/OD ERE #HE COD#R/U#/ODS O #HE /#A2/AD S#A#ES
AD> O /D>/I/>UA2S
Toic out*ineSuested te#c!in #nd !o"e3or5#cti>ities
Suested resources oints to note
paired it$ ea%er students+ could ud&e t$e 8uality o( t$e ansert$ey $ave been &iven to 'ar%+
GCE H/S#OR A: H106+ !6"3#$e Uni(ication o( /taly 1*1?91*-0
S)GGESTE-TEACHIGTI7E )0 HOURS
TOIC "+ HO /M;OR#AD# /D #HE ;ROCESS O UD//CA#/OD ERE ORE/GD HE2; AD> ORE/GD
C/RCUMS#ADCES
Toic out*ineSuested te#c!in #nd!o"e3or5 #cti>ities
Suested resources oints to note
Ho i'portant in t$e process o(Uni(ication ere (orei&n $elp and(orei&n circu'stance
Recap (irst p$ase o( Uni(ication and
consider t$e role o( (orei&n poers:
rance3 ritain3 ;russia3 Austria+
Students (eedbac% ideas to t$e $ole
class+ Groups assi&ned to loo% at t$e
Students could present t$eir recap as
a ;oer;oint+
Map o( /taly 1*60 and 1*-0 create a
ti'eline+
$ttp:+$istory9
E@tension 'aterial: students could use Clar%
or ot$er te@ts to add to t$eir basic notes+
#i'eline and ;oer;oint could be 'ade
GCE History A 4 o$ 1(2
http://www.history-ontheweb.co.uk/noticeboard/noticeb_qac72_cavour.htmhttp://www.history-ontheweb.co.uk/noticeboard/noticeb_qac72_cavour.htm8/12/2019 67720 Unit f964 the German Reformation 1517 to 1555 Scheme of Work and Lesson Plan Booklet
50/132
. /nnovative teac$in& idea . Stretc$ and c$allen&e opportunityidea
. /C# opportunity
GCE H/S#OR A: H106+ !6"3#$e Uni(ication o( /taly 1*1?91*-0
S)GGESTE-TEACHIGTI7E )0 HOURS
TOIC "+ HO /M;OR#AD# /D #HE ;ROCESS O UD//CA#/OD ERE ORE/GD HE2; AD> ORE/GD
C/RCUMS#ADCES
Toic out*ineSuested te#c!in #nd!o"e3or5 #cti>ities
Suested resources oints to note
role o( di((erent countries+
Second p$ase o( Uni(ication+ rainstor'
position o( /taly 1*60+ /ntroduce 1*60=s
it$ 'aps and ti'eline overvie o(
events+ Students consider $at stu'blin&
bloc%s to uni(ication still e@isted and
$et$er /taly needed (orei&n intervention
a(ter 1*60 to ac$ieve uni(ication+
Ho'eor%: Students 'a%e notes on t$e
events o( 1*60s and t$e (inal uni(ication
o( /taly so t$at students $ave a or%in&
%noled&e o( t$e events o( t$e 1*60s
$ic$ t$ey can use to consider t$e %ey
8uestion o( t$e necessity and i'pact o(
(orei&n intervention and $et$er /taly as
really united by 1*-0+
Recap and &o over events 1*60s
Vuestion and Anser usin& students=
prepared or%+ Students could use t$eir
prepared or% to as% eac$ ot$er
8uestions
ont$eeb+co+u%noticeboardnoticeb8ac-)cavour+$t'Anser to a
8uestions on proble's (acin& /taly
1*6191*-0+
Dote ta%in& &uidance s$eet it$
$eadin&s and sub $eadin&s and
directed 8uestions+
OH# or ;oer;oint Maps+
$ttp:+u'+de$%'lare&ionital
yituni(+$t'l'aps o( /talian
Uni(ication+
$ttp:+victorianeb+or&$istoryri
sor&i'ento"+$t'lArticle on t$e #$ird
ar o( /ndependence+
Source e@tracts (ro' e@a' papers
Fan )001 Role o( rance Fune )00?
Austria3 could be used+
$ttp:+$istoryillustrated+co'cart
oons$ncpc1!t$century political
cartoons+
available on sc$oolcolle&e I2E or /ntranet(or revision+
#$ird ar o( /ndependence 1*66
ranco9;russian ar 1*-0 and Iictor
E'anuel=s ta%e over o( Ro'e+ E@plain
and elaborate on European
OH# or ;oer;oint+
E@tracts (ro' te@ts and sources 7
use )00" Ro'e and )00? 1*60s
Use t$is opportunity to recap docu'ent
s%ills+
Dote ta%in& s$eets could be 'ade available
GCE History A %0 o$ 1(2
http://www.history-ontheweb.co.uk/noticeboard/noticeb_qac72_cavour.htmhttp://www.history-ontheweb.co.uk/noticeboard/noticeb_qac72_cavour.htmhttp://www.history-ontheweb.co.uk/noticeboard/noticeb_qac72_cavour.htmhttp://www.zum.de/whkmla/region/italy/itunif.htmlhttp://www.zum.de/whkmla/region/italy/itunif.htmlhttp://www.zum.de/whkmla/region/italy/itunif.htmlhttp://www.victorianweb.org/history/risorgimento/4.htmlhttp://www.victorianweb.org/history/risorgimento/4.htmlhttp://www.victorianweb.org/history/risorgimento/4.htmlhttp://www.historyillustrated.com/cartoons/hncpc/http://www.historyillustrated.com/cartoons/hncpc/http://www.historyillustrated.com/cartoons/hncpc/http://www.history-ontheweb.co.uk/noticeboard/noticeb_qac72_cavour.htmhttp://www.history-ontheweb.co.uk/noticeboard/noticeb_qac72_cavour.htmhttp://www.zum.de/whkmla/region/italy/itunif.htmlhttp://www.zum.de/whkmla/region/italy/itunif.htmlhttp://www.victorianweb.org/history/risorgimento/4.htmlhttp://www.victorianweb.org/history/risorgimento/4.htmlhttp://www.historyillustrated.com/cartoons/hncpc/http://www.historyillustrated.com/cartoons/hncpc/8/12/2019 67720 Unit f964 the German Reformation 1517 to 1555 Scheme of Work and Lesson Plan Booklet
51/132
. /nnovative teac$in& idea . Stretc$ and c$allen&e opportunityidea
. /C# opportunity
GCE H/S#OR A: H106+ !6"3#$e Uni(ication o( /taly 1*1?91*-0
S)GGESTE-TEACHIGTI7E )0 HOURS
TOIC "+ HO /M;OR#AD# /D #HE ;ROCESS O UD//CA#/OD ERE ORE/GD HE2; AD> ORE/GD
C/RCUMS#ADCES
Toic out*ineSuested te#c!in #nd!o"e3or5 #cti>ities
Suested resources oints to note
circu'stances t$at a((ected /taly+
/n &roups students or% on posters
e@a'inin& t$e role o( di((erent (orei&n
poers+ Eac$ &roup assi&ned a di((erent
poer and ideas (edbac% to t$e $ole
class+ Students could discuss $ic$
(orei&n poer as t$e 'ost i'portant in
brin&in& about Uni(ication+
Vuic% (actual test on t$e events 1*609
1*-0 and (orei&n poers to assess
$et$er students %no $at $appened
so t$at t$ey ill be able to place sources
in conte@t and apply on %noled&e+
#$e /talian in&do's and t$e e@tent o(
Unity 1*6191*-0+ Outline and dra out
;ied'ontisation #$e ri&ands= ar t$e
issue o( Ro'e and t$e ;apacy+
Students consider 8uestions in &roups:Ho (ar as /taly a united country in t$e
1*60s /deas (eedbac% to t$e class+
Students select (our sources and rite an
assess'ent o( $et$er /taly as a united
country by 1*-0+ #$is could be s$ared
it$ t$e rest o( t$e class+
e@a' paper+
Sources (ro' e@a' papers as
above+
$ttp:+neadvent+or&cat$en1)
1L"b+$t'Cat$olic Encyclopaedia
article on ;ius /
on t$e /nternet or I2E+
$ttp:+italian9$erita&e9
ancoats+or&+u%sivdoc+$t'An article on
/talian identity $ic$ 'ore able students
could use in t$eir assess'ent o( $et$er
/taly as a united country by 1*-0MHR
article Septe'ber )000
8/12/2019 67720 Unit f964 the German Reformation 1517 to 1555 Scheme of Work and Lesson Plan Booklet
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. /nnovative teac$in& idea . Stretc$ and c$allen&e opportunityidea
. /C# opportunity
GCE H/S#OR A: H106+ !6"3#$e Uni(ication o( /taly 1*1?91*-0
S)GGESTE-TEACHIGTI7E )0 HOURS
TOIC "+ HO /M;OR#AD# /D #HE ;ROCESS O UD//CA#/OD ERE ORE/GD HE2; AD> ORE/GD
C/RCUMS#ADCES
Toic out*ineSuested te#c!in #nd!o"e3or5 #cti>ities
Suested resources oints to note
Ho'eor%: students prepare (orconsolidation or% by c$ec%in& and
co'pletin& t$eir notes+
Consolidation: Ho i'portant toUni(ication ere t$e contributionso( t$e /talian states andindividuals
Role ;lay: students ta%e on t$e role o(
/talians and ot$ers involvedinterested in
uni(ication: a peasant3 a liberal3 a
Mainian3 renc$ soldier etc+ Consider
t$eir attitudes to uni(ication and its
outco'e3 particularly t$e 1*60=s+
Students s$ould re(lect on t$e ele'ents
o( c$an&e and continuity since 1*"!+
Hot seat activity: " students ta%e on t$e
roles o( Cavour3 Garibaldi3 Iictor
E''anuel3 Maini and Dapoleon /// and
prepare to de(end t$eir contribution to
uni(ication+ Rest o( t$e class 8ui t$e' on
t$eir contribution3 ai's etc+ and vote on
$o 'ade t$e 'ost i'portantcontribution to uni(ication and $y+
More able students could be c$osen to
ta%e on t$e ? 'ain roles it$ ot$er
students in &roups creatin& 8uestions+
Create role cards it$ a role to be
distributed rando'ly+
Create an evaluation s$eet (or
students to note t$e ar&u'ents o( t$e
o t$e 8uestions (ocus on t$e %ey issues
>o t$e 8uestions test t$e individuals Has
t$e student ansered t$e 8uestion usin&
(actual %noled&e to support t$eir
ar&u'ents
Students s$ould understand t$at t$e
process o( Uni(ication as a co'bination o(
(actors and t$at t$e individuals involved $ad
di((erent ai's (or /taly $ic$ i'pacted on
t$eir role and t$e process o( uni(ication
itsel(+
At t$e end o( t$e activity students s$ould be
in a better position to 'a%e a ud&e'ent on
GCE History A %2 o$ 1(2
http://www.history-ontheweb.co.uk/noticeboard/pdf_101_skillsqacitalianunific.pdfhttp://www.history-ontheweb.co.uk/noticeboard/pdf_101_skillsqacitalianunific.pdfhttp://www.history-ontheweb.co.uk/noticeboard/pdf_101_skillsqacitalianunific.pdfhttp://www.history-ontheweb.co.uk/noticeboard/pdf_101_skillsqacitalianunific.pdfhttp://www.history-ontheweb.co.uk/noticeboard/pdf_101_skillsqacitalianunific.pdfhttp://www.history-ontheweb.co.uk/noticeboard/pdf_101_skillsqacitalianunific.pdfhttp://www.history-ontheweb.co.uk/noticeboard/pdf_101_skillsqacitalianunific.pdfhttp://www.history-ontheweb.co.uk/noticeboard/pdf_101_skillsqacitalianunific.pdfhttp://www.history-ontheweb.co.uk/noticeboard/pdf_101_skillsqacitalianunific.pdf8/12/2019 67720 Unit f964 the German Reformation 1517 to 1555 Scheme of Work and Lesson Plan Booklet
53/132
. /nnovative teac$in& idea . Stretc$ and c$allen&e opportunityidea
. /C# opportunity
GCE H/S#OR A: H106+ !6"3#$e Uni(ication o( /taly 1*1?91*-0
S)GGESTE-TEACHIGTI7E )0 HOURS
TOIC "+ HO /M;OR#AD# /D #HE ;ROCESS O UD//CA#/OD ERE ORE/GD HE2; AD> ORE/GD
C/RCUMS#ADCES
Toic out*ineSuested te#c!in #nd!o"e3or5 #cti>ities
Suested resources oints to note
Co'parison o( Cavour and Garibaldi t$e contributions o( t$e %ey individuals+
Consolidation: Ho i'portant int$e process o( uni(ication ere(orei&n $elp and (orei&ncircu'stance
Students prepare presentations ar&uin&
t$e case (or one country: rance3 ritain3
;russia3 and Austria and prepare
8uestions (or t$e ot$er &roups to anser+
Ho (ar as /taly united by 1*-0
>iscuss t$is 8uestion in relation to t$e
e@periences o( /talians in t$e 1*60=s+
Snoball activity3 students discuss in
pairs and t$en pro&ressively lar&er
&roups re(inin& t$eir ideas 7 ends it$
(eedin& bac% ar&u'ents to t$e $ole
class+
E@plore past e@a' papers t$at $ave not
already been used: students could
be as%ed to or% in s'all &roups toprepare su&&ested ansers to t$esee@a' papers+
Unseen ti'ed docu'ent on /talian
Uni(ication 'ar%ed by t$e teac$er+
Students $o $ave not 'astered t$e
s%ills3 or $o are $avin& di((iculty it$
particular s%ills could be &iven an
OH# or ;oer;oint create a tas%
s$eet to $elp students prepare+
Studentnotes source 'aterials (ro'past e@a' papers and ot$er te@ts+
;ast e@a' papers+
#$e presentations could be 'ade available
via t$e /nternet or I2E as revision aids+
Stretc$ and c$allen&e 7 'ore able students
could loo% speci(ically at t$e role o( t$e
Cat$olic C$urc$ and create a s$ort
presentation+
Students su&&ested ansers could be 'ade
available on t$e /nternet or I2E+
MHR article
8/12/2019 67720 Unit f964 the German Reformation 1517 to 1555 Scheme of Work and Lesson Plan Booklet
54/132
. /nnovative teac$in& idea . Stretc$ and c$allen&e opportunityidea
. /C# opportunity
GCE H/S#OR A: H106+ !6"3#$e Uni(ication o( /taly 1*1?91*-0
S)GGESTE-TEACHIGTI7E )0 HOURS
TOIC "+ HO /M;OR#AD# /D #HE ;ROCESS O UD//CA#/OD ERE ORE/GD HE2; AD> ORE/GD
C/RCUMS#ADCES
Toic out*ineSuested te#c!in #nd!o"e3or5 #cti>ities
Suested resources oints to note
additional source or%in& on t$e s%illsidenti(ied as needin& 'ore $elp+ More
able students could be paired it$
ea%er students to $elp t$e' 'aster
tec$ni8ues+
GCE History A %4 o$ 1(2
8/12/2019 67720 Unit f964 the German Reformation 1517 to 1555 Scheme of Work and Lesson Plan Booklet
55/132
. /nnovative teac$in& idea . Stretc$ and c$allen&e opportunityidea
. /C# opportunity
GCE H/S#OR A: H106+ !6" >/C#A#ORSH/; AD> >EMOCRAC
/D GERMAD 1!LL91!6L
S)GGESTE-
TEACHIGTI7E
1?
HOURS
TOIC
1+ HOEEC#/IE2 >/> H/#2ER ES#A2/SH AD> CODSO2/>A#E DAP/ AU#HOR/# 1!LL91!"?
TOIC O)T/IES)GGESTE- TEACHIG A-HO7E8OR9 ACTIITIES
S)GGESTE- RESO)RCES OITS TO OTE
/ntroduction
Unit !6"
Students could be provided it$ t$e
essential in(or'ation relevant to t$is Unit+
#$is could include a brie( su''ary o( t$e
sc$e'e o( or%3 an overvie o(
assess'ent$o'eor% re8uire'ents and
a readin& list+
Unit !6" Speci(ication+
OCR Readin& 2ist+
OCR e@e'plarpast e@a'ination papers+
Essential in(or'ation 'ust re'ind bot$ students
and teac$ers t$at t$e ne (or'at contains eit$er
? sources o( lon&er sources+
OCR #eac$in& Support (or AS Historical
En8uires+
AS OCR History A ;lannin& B >eliverin&
Resources3 Heine'ann+
Centres s$ould o((er students a
8/12/2019 67720 Unit f964 the German Reformation 1517 to 1555 Scheme of Work and Lesson Plan Booklet
56/132
. /nnovative teac$in& idea . Stretc$ and c$allen&e opportunityidea
. /C# opportunity
GCE H/S#OR A: H106+ !6" >/C#A#ORSH/; AD> >EMOCRAC
/D GERMAD 1!LL91!6L
S)GGESTE-TEACHIGTI7E
1?
HOURS
TOIC
1+ HOEEC#/IE2 >/> H/#2ER ES#A2/SH AD> CODSO2/>A#E DAP/ AU#HOR/# 1!LL91!"?
TOIC O)T/IES)GGESTE- TEACHIG A-HO7E8OR9 ACTIITIES
S)GGESTE- RESO)RCES OITS TO OTE
/ntroduction
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