Appendix A.

Area of Study Unit Planner Template

Unit 1 & 2 Global Empires: Unit 1 The Making of Empires 1400-1775

Disruptive Ideas

Area of Study: Area of Study 2:

Outcome: On completion of this unit the student should be able to explain how new ideas and discoveries challenged old certainties and
strengthened European empires (VCE History Study Design 2016-2020).
Length: 10 weeks (equivalent to 40 x 50 minute lessons)

Wee
k
1

Key Knowledge

Key Skills

Content

How emerging
empires used new
technologies in
their voyages of
exploration in the
fifteenth to
seventeenth
centuries, such as
the caravel ship (c.
1450), mariners
astrolabe (1480s),
loxodrome (1537)
and Mercator map
projection (1569)

Ask historical
questions to
inform an inquiry
about the
contribution of
new discoveries
and ideas to the
Age of
Exploration

Substantive
Concepts
Scientific Revolution

The significance of
discoveries made
during the
Scientific
Revolution, such as
heliocentrism as
elaborated by
Copernicus (1543)
and Galileo
(1600s), Keplers
laws of planetary
motion (1609 19)
and Newtons laws

Analyse the
perspectives of
people from the
period about
new ideas and
inventions
Consider the
historical
significance of
the Scientific
Revolution and
Enlightenment

What it was
Significance
Key ideas
Significant
inventions/
innovations

Procedural
concepts
Contextualisation
Cause &
Consequence
Change
Historical
Significance
Topics
Scientific Revolution
- Inventions
- New technologies
- New theories

Pedagogies

Introduction
AOS2 outcome.
Mini-lecture
Contextualising the
Scientific Revolution;
-

What was it, how it was

significant and what
changed or continued as
a result.

Learning activity /
Research task
Students will research one
key person/idea or
invention/innovation from
the Scientific Revolution
Historical inquiry task
Students must answer the
following question in 500
words:
What was the immediate
response from ordinary
people from the period
and how did their beliefs
about the natural world
change or remain the
same as a result of the
Scientific Revolution?

Resources

Teacher resources
Hellyer, M. (Ed). (2003).
The Scientific Revolution.
Blackwell Publishing LTD,
Oxford.
Jacob, M. C. (2010). The
Scientific Revolution: A
Brief History with
Documents. Bedford/St,
Martins, Boston, MA.
Wiesner-Hanks, Merry E.
(2013). Early Modern
Europe 1450-1789.
Cambridge University
Press, New York.
Student resources
The above texts can be
condensed and used as
student
resources/handouts.
Internet Modern History
Sourcebook: Scientific
Revolution
https://legacy.fordham.edu/
halsall/mod/modsbook09.a

Assessme
nt
Formative
assessme
nt
Historical
inquiry
task.

of motion and
gravity (1687)

sp

How ordinary
peoples beliefs
about the natural
world changed
during the
Scientific
Revolution

2
How emerging
empires used new
technologies in
their voyages of
exploration in the
fifteenth to
seventeenth
centuries, such as
the caravel ship
(c. 1450),
mariners
astrolabe (1480s),
loxodrome (1537)
and Mercator map
projection (1569)

Ask historical
questions to
inform an inquiry
about the
contribution of
new discoveries
and ideas to the
Age of
Exploration
Analyse the
perspectives of
people from the
period about
new ideas and

Substantive
concepts
Scientific Revolution
-

New technologies
Exploration
Expansionism

Procedural
concepts Change & Continuity
Topics
Maritime history
New technologies
- Caravel ship
- Mariners

Mini-lecture
Introducing;
-

New technologies of
the fifteenth and
seventeenth centuries
The impact of those
technologies.

Timeline activity
Students will produce a
timeline labelling:
-

World travel prior to

the fifteenth century.

Contrasting timeline

Teacher resources
Hellyer, M. (Ed). (2003).
Jacob, M. C. (2010).
Wiesner-Hanks, Merry E.
(2013).
Student resources
The above texts can be
condensed and used as
student
resources/handouts.

Formative
assessme
nt
Newspaper
front page/
article

inventions
How ordinary
peoples beliefs
about the natural
world changed
during the
Scientific
Revolution

Consider the
historical
significance of
the Scientific
Revolution and
Enlightenment

astrolabe
Loxodrome
Mercator map
projector

Reactions to new
technologies.

activity
In small groups students
must introduce the new
technologies into their
timelines:
-

Adding new
technologies/inventions
Highlighting changes
and continuities over
the centuries.

Learning activity /
newspaper article Students will create a front
page of a newspaper (with
articles) detailing two new
technologies developed
during the Scientific
Revolution (appendix B).

The Age of Discovery in

The Map as History
website (viewed 3
October 2015).
www.the-map-ashistory.com/maps/10age_of_discovery.php
Internet Modern History
Sourcebook: Scientific
Revolution in the
Fordham University
website (viewed 7
October 2015).
https://legacy.fordham.ed
u/halsall/mod/modsbook0
9.asp

3
The significance of
discoveries made
during the
Scientific
Revolution, such
as heliocentrism
as elaborated by
Copernicus (1543)
and Galileo
(1600s), Keplers
laws of planetary
motion (1609 19)
and Newtons laws
of motion and
gravity (1687)

Ask historical
questions to
inform an inquiry
about the
contribution of
new discoveries
and ideas to the
Age of
Exploration
Analyse the
perspectives of
people from the
period about
new ideas and
inventions

Substantive
concepts
Scientific Revolution
-

Revolutionary
thinkers
Revolutionary
theories

Procedural
concepts
Evidence
Cause &
Consequence
Historical
significance
Topics
Discovery

Mini-lecture
Introducing;
-

Revolutionary thinkers
and their theories and
innovations.

Learning activity /
Jigsaw
Students will be assigned
one of nine significant
persons from the Scientific
Revolution (there will be
some double ups).
Students must research
their person per the
provided instructions

Teacher resources
Wiesner-Hanks, Merry E.
(2013).
The Scientific Revolution:
Historical Resources in
the History teaching
institute at the Ohio State
University website
(viewed 7 October 2015).
http://hti.osu.edu/scientificr
evolution/historical_resourc
es
Student resources

Formative
assessme
nt
Exit card
Students
will par
take in a
sticker quiz
at the
conclusion
of the
lesson.
Those who
successfull
y answer
questions
from the

How ordinary
peoples beliefs
about the natural
world changed
during the
Scientific
Revolution

Consider the
historical
significance of
the Scientific
Revolution and
Enlightenment

Challenges to the
Catholic Church
posed by the
Scientific
Revolution and
Protestant
Reformation and
how the Church
responded to
these challenges

Analyse causes
and
consequences of
challenges to the
Catholic Church

Heliocentrism,
Copernicus
Galileo
Keplers Law of
planetary motion
Newtons laws of
motion and
gravity

(appendix C)

Primary source
documents for source
analysis task sourced
from; The Scientific
Revolution: Historical
Resources in the History
teaching institute at the
Ohio State University
website (viewed 7
October 2015).
http://hti.osu.edu/scientificr
evolution/historical_resourc
es

weeks
lesson/s
will receive
a sticker
and be free
to leave.

Mini-lecture

Teacher resources

Introducing;
- Challenges that the
Scientific Revolution
posed to the Catholic
Church and its
response.

Wiesner-Hanks, Merry E.
(2013).

Formative
assessme
nt

Source analysis task

Using the spiral questions
worksheet (appendix D)
students will look at a
primary source document
and analyse it.

Explain the
beliefs, values
and attitudes of
people from the
period about
religion and the
Catholic Church

Substantive
concepts
Protestant
Reformation
-

What it was
Significance
Key ideas

Procedural
concepts
Contextualisation
Cause &
Consequence
Historical
significance
Evidence
Topics

Contextualising;
- Protestant Reformation,
what it was, the
significance of this
event and what the
causes leading up to
this event were.

Collinson, P. (2004). The

Reformation: A History.
Modern Library, New York.
Gonzalez, J. L. (2010). The
Story of Christianity:
Volume II the Reformation
to the Present Day (2nd
ed.).
HarperOne/HarperCollins,
New York.
Student resources

The source
analysis
task will
serve as
the
formative
assessment
for this
week.

Protestant
Reformation
-

What was the

Protestant
Reformation
What were some
of the causes of
the Protestant
Reformation
Who were the
major figures of
the Protestant
Reformation

Image analysis
Students will analyse the
causes of the Reformation
through the analysis of a
primary source image
(appendix E).
Source analysis task
Students will analyse
different sections of Martin
Luthers 95 Theses,
answering the following
questions;
1. How did the 95
Theses call into question
the establishment of the
Catholic Church?
2. How do all of these
theses work together to
create meaning?
3. What is this document
saying about the current
and future state of the
Catholic Church?
4. What was this paper
trying to do? How
effective was it?

YouTube clip: Crash

Course World History: The
Reformation John
Green
Gonzalez, J. L. (2010). The
Story of Christianity:
Volume II the Reformation
to the Present Day (2nd
ed.).
HarperOne/HarperCollins,
New York.
Vidmar, J (OP). (2005).
The Catholic Church
Through the Ages: A
History. Paulist Press
International, United
States.

5
Challenges to the
Catholic Church
posed by the
Scientific
Revolution and
Protestant

Analyse causes
and
consequences of
challenges to the
Catholic Church

Substantive
concepts
Scientific Revolution
-

How it challenged
the Catholic
Church

Mini-lecture
Introducing;
-

Challenges to the
Catholic Church made
by both the Scientific
Revolution and the

Teacher resources
Wiesner-Hanks, Merry E.
(2013).
Collinson, P. (2004).

Formative
assessme
nt
Historical
inquiry

Reformation and
how the Church
responded to
these challenges

Explain the
beliefs, values
and attitudes of
people from the
period about
religion and the
Catholic Church
Ask Historical
questions to
inform an inquiry
about the
contribution of
new discoveries
and ideas to the
Age of
Exploration

Protestant
Reformation
-

How it challenged
the Catholic
Church

Procedural
concepts
Change & Continuity
Cause &
Consequence
Historical
Significance
Evidence
Topics
Scientific Revolution
-

How it challenged
the Catholic
Church
How the Catholic
Church
responded

Protestant
Reformation
-

How it challenged
the Catholic
Church
How the Catholic
Church
responded

Protestant Reformation.

Gonzalez, J. L. (2010).

Think, Pair, Share

Student resources

In small groups;
- Students will
brainstorm the possible
responses of Catholic
Church to challenges
posed by the Scientific
Revolution and
Protestant Reformation

Gonzalez, J. L. (2010).

Historical inquiry task

Students must investigate

one challenge to &
response of the Catholic
Church during the time of
the Scientific Revolution
or Protestant Reformation
(appendix F)

Vidmar, J (OP). (2005).

task

6
Challenges to the
Catholic Church
posed by the
Scientific
Revolution and
Protestant
Reformation and
how the Church
responded to
these challenges

Analyse causes
and
consequences of
challenges to the
Catholic Church
Explain the
beliefs, values
and attitudes of
people from the
period about
religion and the
Catholic Church
Ask Historical
questions to
inform an inquiry
about the
contribution of
new discoveries
and ideas to the
Age of
Exploration

Substantive
concepts
Scientific Revolution
-

How it challenged
the Catholic
Church

Protestant
Reformation
-

How it challenged
the Catholic
Church

Procedural
concepts
Causes &
Consequences
Change & Continuity
Evidence
Topics
Scientific Revolution
-

How it challenged
the Catholic
Church
How the Catholic
Church
responded

Protestant
Reformation
-

How it challenged
the Catholic
Church
How the Catholic
Church
responded

Image analysis task

Students will analyse an
image of the Copernican
model
(appendix G)
Role Play

Teacher resources
Wiesner-Hanks, Merry E.
(2013).
Collinson, P. (2004).
Gonzalez, J. L. (2010).

Students will participate in

a role playing exercise;

Student resources

Gonzalez, J. L. (2010).

The Council that never

happened (appendix H)

Vidmar, J (OP). (2005).

Formative
assessme
nt
The Council
that never
happened
(appendix
H)

7
Changes to
society and
politics following
Johannes
Gutenbergs
invention of a
printing press with
metal moveable
type (c.1450)

Analyse
continuity and
change in social
and political life
following the
invention of the
printing press
Analyse the
perspectives of
people from the
period about
new ideas and
inventions
Construct
arguments about
the impact of
new ideas and
technologies
using primary
sources and
historical
interpretations
as evidence.
Ask Historical

Substantive
concepts
Society
Politics
Procedural
concepts
Change & Continuity
Progress
Historical
perspectives
Topics
Johannes
Gutenbergs printing
press
-

Invention of the
printing press
Changes to
society
Changes to
politics

Mini-lecture
Introducing;
- Johannes Gutenberg
- Social and political
impacts of the printing
press
Think, Pair, Share
In small groups students
first brainstorm and then
research the impacts of
the invention of the
printing press;
- What changed
socially/politically &
what remained the
same?
- Information is then
placed into a whole
class Google Doc,
allowing for
corroboration and
consolidation between
students.
Compare and contrast /
debate

Teacher resources
Eisenstein, E 2012, The
Printing Revolution in
Early Modern Europe,
Cambridge University
Press, Cambridge.
Febvre, L & Martin, HJ
2010, The Coming of the
Book: The Impact of
Printing, 14501800,
Verso, London.
Friedrichs, C. R. (2002).
Urban Politics in Early
Modern Europe. Taylor
and Francis, Hoboken.
Student resources
The above texts can be
condensed and used as
student
resources/handouts.

Formative
assessme
nt

questions to
inform an inquiry
about the
contribution of
new discoveries
and ideas to the
Age of
Exploration

(appendix I)

8
The features of
mercantilism and
the effectiveness
of emerging
empires,
particularly
Britain, France
and the
Netherlands, in
pursuing
mercantilist
policies

Ask Historical
questions to
inform an inquiry
about the
contribution of
new discoveries
and ideas to the
Age of
Exploration

Substantive
concepts
Expansion
Mercantilism
Emerging empires
Colonisation
Procedural
concepts
Progress & Decline
Change & Continuity
Contextualisation
Empathy
Historical
Perspectives
Topics
Theory of
mercantilism
International trade
Slavery
Colonisation

Mini-lecture
Introducing;
- Mercantilism, what is
it?
- International trade
the triangular trade
- Colonisation
- Slavery the middle
passage
Learning Activity
Students will investigate
trade of commodities
(appendix I) and join in a
role playing exercise about
mercantilism (appendix J)

Teacher resources
Ormrod, D 2003, The Rise
of Commercial Empires:
England and the
Netherlands in the Age of
Mercantilism, 16501770,
Cambridge University
Press, Cambridge.
Robins, N 2006, The
Corporation that Changed
the World: How the East
India Company Shaped the
Modern Multinational, Pluto
Press, Michigan.
The History of the
Transatlantic Slave Trade
www.liverpoolmuseums.org
.uk/ism/slavery/index.aspx

Historical inquiry task

Student resources

Students must investigate

the following BIG
questions about the weeks
topics;

The Age of Discovery

www.the-map-ashistory.com/maps/10age_of_discovery.php

Formative
assessme
nt
Historical
inquiry
task

1. Why did nations

form colonial Empires?
2. What were the
effects of forming
Empires?
3. How was
mercantilism
significant to the
growth of Colonial
Empires?
4. What were the
social, cultural and
economic effects of the
Atlantic Slave Trade?

Africa and the

Transatlantic Slave Trade
www.bbc.co.uk/history/briti
sh/abolition/africa_article_0
1.shtml
European Colonization of
the Americas
www.newworldencyclopedi
a.org/entry/European_Colo
nization_of_the_Americas

9
The historical
significance of
Enlightenment
ideas such as
liberalism,
empiricism, free
will and the social
contract, as
espoused by John
Locke, JeanJacques Rousseau,
Voltaire and
others

Consider the
historical
significance of
the Scientific
Revolution and
Enlightenment
Ask Historical
questions to
inform an inquiry
about the
contribution of
new discoveries
and ideas to the
Age of
Exploration

Substantive
concepts
Enlightenment
Procedural
concepts
Contextualisation
Change & Continuity
Historical
Significance
Cause &
Consequence
Topics
Scientific Revolution
-

Significant people

Enlightenment
-

The age of
reason

Mini-lecture
Introducing the age of
Enlightenment;
-

Understanding there
are various people and
ideas of the
Enlightenment Era
Understanding how
Enlightenment ideas
impacted various
societies
New ideas challenged
old ways of thinking
New thinkers from the
Enlightenment (refer
back to thinkers of
Scientific Rev.)

Learning activity
Vocabulary exploration
(appendix K)

Teacher resources

Yolton, J. W. (1992). The

Blackwell Companion to
the Enlightenment.
Blackwell, MA, USA.

Student resources

Formative
assessme
nt
Class
debate

Significant people

Learning Activity /
debate
Half the classroom,
providing students with
excerpts from Thomas
Hobbes Leviathan and
John Lockes Of Civil
Government
-

Based on the readings

have the students
engage in a debate
defending these
essentially different
views of nature.

(Adapted from: Frick, C. C.

(1999). The Enlightenment:
A Unit of Study for 7-12.
California, L.A: University of
California.)

10
Key terms and
concepts:
Scientific
Revolution,
heliocentrism,
Catholicism,
Inquisition,
Protestant
Reformation,
CounterReformation,
superstition,
mercantilism,
monopoly,

Consider the
historical
significance of
the Scientific
Revolution and
Enlightenment
Ask Historical
questions to
inform an inquiry
about the
contribution of
new discoveries
and ideas to the

Substantive
concepts
Scientific Revolution
Protestant
Reformation
Mercantilism
Emerging Empires
Colonisation

Mini-lecture

Teacher resources

Consolidating and
contextualising
information on all topic
areas for the past 10
weeks.

All of the above

Timeline activity
Procedural
concepts
Historical
Significance
Evidence

Students will create a

timeline of ALL key
events studied over the

Student resources

Formative
assessme
nt
Timeline
activity

All of the above

Summativ
e
assessme
nt
Essay

subsidy, early
capitalism,
liberalism,
empiricism and
social contract.

Age of
Exploration

Change & Continuity

Contextualization
Topics
Scientific Revolution
Protestant
Reformation
Mercantilism
Emerging Empires
Colonisation

past ten weeks

At each major event on
the timeline, students
must write a paragraph
discussing how society
changed after this
event, and/or how
society remained the
same

Summative Assessment

Students will write an

essay on the following;
Explain how new ideas
and discoveries
challenged old certainties
and strengthened
European empires.
Rubric attached (appendix
M)

Appendix B.

Newspaper Article Criteria Sheet.

0-5

6-15

16-24

25-30
Included facts,
quotes, and
paraphrasing
from (reliable)
primary sources.
Included
research from
subject-matter
experts.
Material was
unique,
interesting, and
related to and
supported the
chosen
technologies.
Writing also
includes
discussion on
changes and
continuities.
Newspaper front
page
demonstrated
students own
interpretation
and expression
of research
material.
Content was well
organized with
headings and
subheadings.
Text and
graphics were
neatly organized
and made the
project easy to
read.

ResearchQuality:
Information
from
reputable
sources
(historically
accurate)
Writing-Ideas:
Interesting,
informative
Details

Included more
opinion than fact.
Information was
taken from
unreliable
sources.

Included a
mixture of facts
from reputable
sources and
opinions from
unreliable
sources.

Included facts,
conclusions, and
opinions from
(reliable)
primary sources.

Writing had little

information.
No mention of
changes and
continuities.

Writing had
three or more
specifics that
supported the
main idea.
No mention of
changes and
continuities.

Writing had
interesting
material that
supported the
chosen
technologies.
Writing also
includes
discussion on
changes OR
continuities.

Content
delivery:
Unique
accurate and
relevant
delivery of
information.

Newspaper front
page was built
from a template,
designed only as
instructed, or was
based entirely on
sample work.

Used studentcreated
materials as well
as existing
material from
other sources.

Information was
factual but
showed little
student
interpretation.

DesignLayout and
organization:
Organized and
easy to read

Newspaper front
page was hard to
read. There is no
clear structure.
Text and graphics
were randomly
placed.

Most of the
project was
organized. The
placement of
text and
graphics
sometimes made
the newspaper
front page hard
to read.

Project was
organized with
headings and
subheadings.
Text and
graphics were
placed to make
the newspaper
front page easy
to read.

*The information supplied in the articles must highlight any changes or continuities
that have resulted from the developments achieved during the Scientific Revolution.

Rubric sourced and adapted from; PBworks Training / Rubrics (accessed 05 October, 2015).
Retrieved from https://pbworksadmintraining.pbworks.com/w/page/15074836/Rubrics

Appendix C.

Jigsaw task
Each student must include the following three facts in their presentation on their
assigned philosopher/scientist;
-

Major Achievements/Philosophy/idea
Quotes
Any Published Materials

The idea of this task is that students will be engaged in the task and do the work as
they are relying on one another for the information needed on each
philosopher/scientist. This task also allows for students to gain their information from
a source other than the teacher.

Appendix D.

Spiral Questions
A simple technique for developing a classroom activity involving a primary source is to
use spiral questions. Spiral questions guide students from lower- to higher-level critical
thinking skills so that they become comfortable and adept at analysing primary
sources. The technique can be used with documents, photographs, and other primary
sources. There are three levels of spiral questions: description, interpretation, and
analysis.

Level I: Description
Write two or three questions that help students identify the primary source.
Encourage them to pick out details from the source that explain who and what. Who
created the source or is featured in it? What kind of source is it? Is it dated, and if so,
what is the date? Make the questions specific to the source you have chosen.

Level II: Interpretation

Write two or three questions that make students formulate ideas or make inferences
based on the existing evidence. Encourage them to probe more deeply into the
source, thinking about how and why. If the source is not dated, can you make an
inference about when it was created? Where it was created? Who is the audience?
What do the elements of the source represent?

Level III: Analysis

Write two or three questions related to the primary source that encourage students to
put the information they have gathered in the first two sets of questions together and
analyse the source. These should be open-ended opinion questions that provoke
discussion. For example, what does the source tell you about the time period, region,
or culture?

Sourced from:
The Scientific Revolution: Science & Society from the
Renaissance to the Early Enlightenment: Lesson Plans
(accessed 05 October, 2015). Retrieved from
http://hti.osu.edu/scientificrevolution/lesson_plans

Appendix E.

Image sourced from: Hacienda Publishing (accessed 05 October, 2015). Retrieved from

http://www.haciendapub.com/randomnotes/martin-luther-sale-indulgences-andreformation

Appendix F.

Historical Inquiry Task

Students must investigate one challenge to & response of the Catholic Church during
the time of the Scientific Revolution or Protestant Reformation
The response must be in the form of a mini-essay equalling 800 words in length,
explaining;
1. What the challenge was?
2. Who were the people involved?
3. How ordinary peoples beliefs, values and attitudes about religion and
the Catholic Church altered or remained the same?
4. What incited the challenge?
5. How did the Church respond to the challenge?

Appendix G.

The Copernican Model Image Analysis Task

Images sourced from: The Scientific Revolution: Historical Resources (accessed 07 October, 2015).
Retrieved from http://hti.osu.edu/scientificrevolution/historical_resources

Answer the following questions:

1.
2.
3.
4.
5.
6.

When was this image developed?

Who created this image?
Who is the intended audience for this image?
What information can be obtained from this image?
What is the purpose of this image?
Investigate how and why the Copernican model challenged the Catholic Church?
7. How did the Catholic Church respond to the Copernican model?

Appendix H.

Assessment task: The council that never

happened
The Protestant Reformation - The great civil war of Christianity
Background:

Historically, great controversies in the Church have been settled through a Ecumenical
Council. All the Church leaders gather in one place, thrash out the issues and come up
with a common document that everyone must agree to. A Great Council is the highest
form of Church authority
In 1520, Pope Leo X excommunicated Martin Luther. In response, Luther the document
and called for an Ecumenical Council. In 1522 German nobles joined in the appeal.
The Holy Roman Emperor, Charles V also pressed for a Council as a means of
reunifying the Church and settling the Reformation controversies.
The Council of 1520, however never eventuated. Martin Luther didnt want the Pope to
come and the Bishops didnt want Martin Luther to come. Francis I, the King of France
didnt want a council because he hated the Emperor. Pope Clement VII (1523 34)
refused to have a council because he didnt want a Council to usurp his authority.
It was not until 1545 that Pope Paul III finally called a Council of Trent. Luther was
dead, and the Protestants were invited but didnt have a vote.
But what would have happened if Leo X had called a Council in 1520? We are going to
travel back in time and be part of the Greatest Church Council that never happened.

Participants:
You will take the part of one of 14 participants;
Martin Luther, Pope Leo X, John Calvin, King Henry VIII, Thomas Moore, Ignatius of
Loyola, Teresa of Avila, (ghost of) Jan Hus, Holy Roman Emperor Charles V (of Spain
and Germany), Florian Geyer, Anne Boleyn, Johan Tetzel, Prince Frederick III (of
Saxony) and Erasmus of Rotterdam.
All of these people were important players in the Reformation. In groups of two you
will chose one Character to play. You will need to research their life and the
philosophical position they took during the reformation.

The Factions:
Each of the 14 participants belong to a particular faction;
Conservative Catholics: Pope Leo X, Thomas More, Charles V, Johan Tetzel,
Protestant Reformers: Martin Luther, John Calvin, Jan Hus, Florian Geyer, Catholic
Reformers: Erasmus, Ignatius, Theresa and Advocates of Royal Rights: Henry VIII,
Anne Boleyn, Frederick III.
Each faction tends to share common values and players should be aware of the
position of their faction members. However there is NO obligation to vote the
same way as their faction.

THE AGENDA:
Introduction:
Each Participant will present a short description (200 words) of themselves include a
brief PowerPoint presentation.
Matters for Debate:
1. What does a Christian have to do to go to Heaven?
2. Who or what is the ultimate authority regarding Religious matters?
3. What should the Church do about indulgences?
4. Does God require obedience to royal authority?
5. King Henry VIIIs Marriage to Catherine of Aragon should be annulled?
Each topic will be debated by the speakers named (2 minutes each) and then the
council will vote according to their characters views.

Conclusion:
At the conclusion of the council several decisions will be made (students vote on
these aspects)
1. A Heretic will be excommunicated or executed
2. A Saint will be canonised
3. A Pope will be elected

Victory Conditions:

The Character with the most points wins the game.

Points are allocated as follows:
1. Speaker in the debate gets three points for each vote
2. Number of characters that voted with you. 1 point per vote
3. Exception: In the event of a character voting out of character They lose their
points on this debate.

Summary:
1. Fourteen Characters: Two students per character.
2. Each Character must produce a PowerPoint presentation and speech explaining
who they are (200 words)
3. Each Character must participate as a speaker in at one debate (2 minute
speech)
4. Each Character must vote on every issue in accordance with their characters
position.
5. Each Character should attempt to lobby other characters to maximise their
votes.
6. Characters should loosely cooperate with their factions but often factions will
split on various issues.
7. The character with the most votes wins.

TABLE OF CHARACTER VOTES - FOR TEACHERS EYES ONLY:

Characters can gain points if they vote along the following lines. Note: Many
Characters have multiple options.
1. What does a Christian have to do to go to Heaven?
a. Believe in Jesus:
Florian Geyer, Frederick III, Anne Boleyn, Jan Hus, Henry VIII
b. Nothing. God has predestined us for Heaven or Hell?
Florian Geyer, Frederick III, Anne Boleyn, Jan Hus, Henry VIII
c. Believe in Jesus and obey the pope:
Thomas More, Theresa, Ignatius, Johan Tetzel, Charles V
d. Believe in Jesus and do good for others
Thomas More, Theresa, Ignatius, Johan Tetzel, Charles V
2. Who or what is the ultimate authority regarding Religious matters?
a. The Pope:
Thomas More, Theresa, Leo X, Johan Tetzel, Charles V, Erasmus
b. The Bible:
Florian Geyer, Frederick III, Calvin, Luther
c. The King:
Anne Boleyn, Frederick III, Henry VIII
3. What should the Church do about indulgences?
a. There should be no indulgences:
Florian Geyer, Frederick III, Calvin, Luther, Erasmus, Anne
Boleyn, Henry VIII
b. Indulgences can be sold for the living and the dead.
Thomas More, Leo X, Ignatius, Charles V, Anne Boleyn, Henry VIII
c. Indulgences can only be sold for the living.
Thomas More, Ignatius, Charles V, Erasmus, Anne Boleyn, Henry
VIII
4. Does God require obedience to royal authority?
a. Yes. Kings and princes are the supreme authority.
Henry VIII, Anne Boleyn, Frederick III
b. Yes but the Popes authority is higher.
Pope Leo X, Charles V, Johan Tetzel, Erasmus, Ignatius,
Theresa
c. No. God is on the side of the poor.
Johan Tetzel, Erasmus, Ignatius, Theresa
d. King Henry VIIIs Marriage to Catherine of Aragon should
be annulled?
a. Yes!
Henry VIII, Florian Geyer, Frederick III, Calvin, Luther,
Erasmus
b. No!
Thomas More, Leo X, Johan Tetzel, Ignatius, Theresa, Florian
Geyer, Frederick III, Calvin, Luther
Used with permission
from Darren Koch,
John Paul College,
Frankston.

Appendix I.

Compare & Contrast / Debate

Dividing the class in half, one half will focus on;
-

The significance of the Gutenberg Bible and movable type on culture, society, and
intellectual development as well as the explosion of information that they brought
to the world

The other half will focus on;

-

The significance of personal computers and the Internet on culture, society, and
intellectual development as well as the explosion of information that they brought
to the world

Each groups must source their own information and establish their own arguments.
The teachers role will be to mediate the debate.
A closure activity could include a concluding discussion that would offer students and
the teacher the opportunity to synthesize information gained from the research and
debate lesson.

Activity sourced & adapted from: The University of Texas at Austin (accessed 08 October,
2015). Retrieved from http://www.hrc.utexas.edu/educator/modules/gutenberg/activities/

Appendix J.
COMMODITIES HANDOUT
Using knowledge of the Triangular Trade and prior
commodities knowledge, discuss and chart (on the provided BLANK world map image)
the origin of commodities listed (some may originate from places OTHER THAN the
points on the Triangular Trade, but are still elements of Columbian Exchange), then
indicate their destination.
Next, discuss what happened to those commodities in that destination. Did they
remain in their raw form or were they processed and modified into finished
products? Were conditions favourable to their growth and cultivation and they
became localized in their new region? Students should discuss why these
commodities were so valued in those regions and the economic impact of their
importation. Why were manufactured goods desired by nations? Why was it important
to try to cultivate crops rather than importing them?

Commodities S
COMMODITIES ELEMENTS TO CHART

& KEY
1. Cattle

7. Ebony

13. Porcelain

18. Olive trees

23. Grape vines

2. Cloth /
textiles
3.Coffee

8. Furs

14. Guns

19. Silver

24. Vegetables / legumes

9. Slaves

15. Sugar

20. Cotton

25. Wheat

4.Corn

10. Rum

16. Tobacco

21. Rice

26. Gin

5.Spices

11. Horses

17. Pepper

22. Ivory

27. Molasses

6.Gold

12. Silk

COMMODITIES ORIGINS
From Africa

From Americas /
Caribbean

From Europe

From India /
SEA

Activity sourced from: Cape Elizabeth High School (access date 08 October, 2015). Retrieved from
https://sites.google.com/a/capeelizabethschools.org/moliver/home/hs_teacherdocs/world-history-iiclassroom-documents/classroom-activity-mercantilism-the-middle-passage-and-the-triangular-trade

Appendix K.
Mercantilist scenario role play
Group members should remind themselves of the main characteristics of
Mercantilism:
1.
2.
3.
4.
5.

A nations wealth depends on its stores of bullion (gold and silver)

(Achieving more wealth/prosperity means another nation suffers a
simultaneous loss of wealth/prosperity);
Favourable balance of trade (when goods exported of greater value than
those imported);
Raw materials from colonies to the mother country;
Colonies to become markets for the Mother Countrys goods;
Closed market: required to purchase manufactured goods from Mother
Country

Randomly choose a card on which various elements of society are written, along with
a set of circumstances that slant your perspective on mercantilism. Read the
scenario aloud. After a review of the characteristics of mercantilism, and using your
knowledge of both Europe and the New World, discuss the effects of Mercantilist policy
on your given individual (Help each other if the cardholder is struggling!). Try to see
that each person has at least one turn (but thoroughly work through each scenario
together before moving on. Some might be more difficult than others and take more
time. The goal is to think it through together!).
Role Playing Scenario Cards:
1. You are a Spanish sugarcane plantation owner. Would you favour all or some of
Spanish Mercantilist policy practiced by the Spanish government? Which and why?
Discuss with the group.
2. You are a British furrier (you manufacture and sell fur hats, stoles, hand warmers,
etc.). Your profits and market are dwindling rapidly throughout Europe as increasing
numbers of French and Russian furriers are entering the arena with pelts pulled from
their regions/colonies. Would you favour British mercantilist policy? Explain which, if
any and why? Discuss with your group.
3. You are a British sundries shop owner, living above your shop in central Georgia,
close to Spanish territory to the south. You have repeatedly sold out of guns, because
Britain is sending their ships to northern ports because of the piracy happening in
southern waters. The demand for these guns remains high, and people are becoming
angry and are threatening to take their business elsewhere. Are you satisfied with
British mercantilist practices and what might be an alternative (albeit illegal) for you
to ensure your profits remain intact? Discuss with your group.
4. You are a wealthy Spanish cotton textile manufacturer who needs cotton from the
British colonies. You are willing to trade significant quantities of tobacco from your
plantation in western Cuba for this cotton.
Would this be a beneficial trade for the British, based on Mercantilist policy? Why or
why not? EXPLAIN and discuss with the group.
5. The Spanish colonies in the western Caribbean have seen a surge in the demand for
spices as the socially and culturally heterogeneous peoples of the region have

blended over time. Customs and cultures have integrated and now, people want
access to spices. With soil not conducive to growing nutmeg trees, trees whose inner
bark produces cinnamon, or the dried flower buds which make cloves, they need an
alternative. They have the option of buying spices from the British East India Company
in India with bullion or forging trade with East African Muslims by trading rum and
tobacco, which would be the best alternative for Spaniards to attempt, based on
mercantilist theory? What might be a problem with trading rum to this particular
group? Discuss as group.
6. You are a cotton grower with a large plantation near the port of Charleston. Because
of British mercantilist policies, price for cotton is fixed according to British law. The
cotton is sent to England where the British create cotton textiles. They then sell it (for
gold) to America, France, and South America for a huge profit. How does this affect
you as a colonial grower? How is this beneficial for England and negative for France
and Spain? Discuss as a group.
7. Spain and Portugal were not able to keep pace with the colonizing and subsequent
growth and power of the British and French. As a result, the Spanish were forced to
impose strict mercantilist rule to keep other nations from their colonies. What
specifically would Spain have done to its colonies as it applies to mercantilist policy?
Be specific regarding each aspect of mercantilism. Discuss with group.
8. You are a slave who works the Cuban tobacco plantations, while your wife and son
were sold to a cotton plantation owner in British North America. Like the painting, The
Slave Trade, you were separated when you arrived in Barbados. Two of your three
children died during the Middle Passage. You labour in the fields, doing back-breaking
work and suffer horrendous living conditions. As a slave, you have no rights, and are
exploited by the Spanish tobacco plantation owner. The product you take from the
fields is shipped to Spain. What is your role in Spanish mercantilist policy? Discuss as
a group:
9. You are a Spanish Colonial missionary who happens to be the brother of Arubas
colonial governor. You have seen Mercantilist policies in action on the sugarcaneproducing island. You believe these practices have had a negative effect on the people
there, so you intend to discuss this with your brother, a man you believe, at heart, is
fair and good. What will you tell him regarding what you have seen the effects of
Spanish Mercantilist policy (culturally, socially, economically, and environmentally) on
the people and the land?
10. You are a Spanish silk trader in the Philippines in the late 16th century. Why are
you likely to fight attempts by not only other European merchants from setting up
shop, in the area, but also other Spanish merchants? You do not produce silk, so how
are you getting your product and what is its significance regarding trade in the Pacific?
(Think Ming Dynasty)
11. You are a captain who illegally runs rum (smuggles) from the Caribbean to
colonies in the north and to Europe. You hold no allegiance to Spain, England or any
other nation. Your profit margin is huge based on the significant demand for your
product. Clearly there is a significant risk in your profession, as if caught, you will be
imprisoned. You determine the risk is worth it as you have become wealthy from your
profession. How has mercantilism affected you?

Mercantilist Scenarios - Role Play

Activity sourced from: Cape Elizabeth High School (access date 08 October, 2015). Retrieved from
https://sites.google.com/a/capeelizabethschools.org/moliver/home/hs_teacherdocs/world-history-iiclassroom-documents/classroom-activity-mercantilism-the-middle-passage-and-the-triangular-trade

Appendix L.
Vocabulary Exploration
Directions: In the middle column, record textbook definitions and/or identifications of
the vocabulary terms/names listed below. In the third column, create a symbol or
picture that represents the meaning or impact of each term/name.
Vocabulary Term/name

Definition/Identification

Symbol/Picture

1. Rationalism
2. Natural law

3. Montesquieu

4. Rousseau
5. John Locke

6. Adam Smith
Activity sourced from: Mr. Donns site for teachers and kids (accessed 08 October, 2015).
Retrieved
from http://dnet01.ode.state.oh.us/IMS.ItemDetails/LessonDetail.aspx?
7. Mercantilism
id=0907f84c80530aa3

8. Absolutism

9. Enlightened
despotism
10.

Enlightenment

Appendix M.
Summative Assessment Essay
Topic: Explain how new ideas and discoveries challenged old certainties and
strengthened European empires.
Mark
Range
4150marks

3140marks

2130marks

Descriptor: Typical performance in each range

Complex and sophisticated knowledge of the contribution of
individuals and groups during the Scientific Revolution, Protestant
Reformation and Enlightenment periods. Comprehensive knowledge
and analysis of the challenges faced by different factions of society
and their responses. Critical evaluation of the nature of society
created by the revolutions and the changes and continuities that
they brought about. Critical analysis and evaluation of evidence that
synthesises a range of written and visual sources to draw
conclusions.
Well-developed knowledge of the contribution of individuals and
groups during the Scientific Revolution, Protestant Reformation and
Enlightenment periods. Well-developed knowledge and analysis of
the challenges faced by different factions of society and their
responses. Some evaluation of the nature of society created by the
revolutions and the changes and continuities that they brought
about. Careful analysis and some evaluation of evidence using a
range of written and visual sources.
Clear knowledge of the contribution of individuals and groups during
the Scientific Revolution, Protestant Reformation and Enlightenment
periods. Satisfactory knowledge and analysis of the challenges faced
by different factions of society and their responses. Some evaluation

1120marks

1-10marks

of the nature of society created by the revolutions and the changes

and continuities that they brought about. Some attempt is made to
analyse evidence from a number of written and visual sources.
Some knowledge of the contribution of individuals and groups during
the Scientific Revolution, Protestant Reformation and Enlightenment
periods. Some knowledge and analysis of the challenges faced by
different factions of society and their responses. Some
understanding of the nature of society created by the revolutions
and the changes and continuities that they brought about. Some
reference to evidence from some written and visual sources.
Limited knowledge of the contribution of individuals and groups
during the Scientific Revolution, Protestant Reformation and
Enlightenment periods. Limited knowledge of some of the
challenges faced by different factions of society and their responses.
Limited understanding of the nature of society created by the
revolutions and the changes and continuities that they brought
about. Little use of evidence from written and/or visual sources.

Reference/Resource List
Books/Articles
Collinson, P. (2004). The Reformation: A History. Modern Library, New York.
Eisenstein, E 2012, The Printing Revolution in Early Modern Europe, Cambridge
University Press, Cambridge.
Febvre, L & Martin, HJ 2010, The Coming of the Book: The Impact of Printing,
14501800, Verso, London.
Friedrichs, C. R. (2002). Urban Politics in Early Modern Europe. Taylor and
Francis, Hoboken.
Gonzalez, J. L. (2010). The Story of Christianity: Volume II the Reformation to the
Present Day (2nd ed.). HarperOne/HarperCollins, New York.

Hellyer, M. (Ed). (2003). The Scientific Revolution. Blackwell Publishing LTD,

Oxford.
Jacob, M. C. (2010). The Scientific Revolution: A Brief History with Documents.
Bedford/St, Martins, Boston, MA.
Ormrod, D 2003, The Rise of Commercial Empires: England and the Netherlands
in the Age of Mercantilism, 16501770, Cambridge University Press, Cambridge.
Robins, N 2006, The Corporation that Changed the World: How the East India
Company Shaped the Modern Multinational, Pluto Press, Michigan.
Wiesner-Hanks, Merry E. (2013). Early Modern Europe 1450-1789. Cambridge
University Press, New York.
Yolton, J. W. (1992). The Blackwell Companion to the Enlightenment. Blackwell,
MA, USA.
Websites/YouTube Clips -

The Age of Discovery in The Map as History website (viewed 29 January 2015).
www.the-map-as-history.com/maps/10-age_of_discovery.php
Internet Modern History Sourcebook: Scientific Revolution in the Fordham University
website (viewed 7 October 2015).
https://legacy.fordham.edu/halsall/mod/modsbook09.asp
The Scientific Revolution: Historical Resources in the History teaching institute at the
Ohio State University website (viewed 7 October 2015).
http://hti.osu.edu/scientificrevolution/historical_resources
The History of the Transatlantic Slave Trade in the International Slavery Museum
National Museum, Liverpool website (viewed 29 January 2015).
www.liverpoolmuseums.org.uk/ism/slavery/index.aspx
Africa and the Transatlantic Slave Trade in BBC History website (viewed 29 January
2015). www.bbc.co.uk/history/british/abolition/africa_article_01.shtml
European Colonization of the Americas in New World Encyclopedia website (viewed
29 January 2015).
www.newworldencyclopedia.org/entry/European_Colonization_of_the_Americas

Crash Course World History: The Reformation John Green, (viewed 09 October,
2015). https://www.youtube.com/watch?v=1o8oIELbNxE