Justin Kabaci

Summary
Compassionate undergraduate student studying History and
Secondary Education seeking employment in History or Social
Studies content classroom.

Education
Bachelor of Arts in Secondary Education in History
December 2017
Arizona State University, Tempe, AZ

Employment
Target -- Barista September 2013
2018
Mesa, AZ

Internships
9th -12th grades, Imagine Prep Charter School, Apache Junction, AZ
8th grade, Fremont Junior High School, Mesa, AZ
10th grade, Red Mountain High School, Mesa, AZ
Assisted teacher with assigning and grading class work
Led and assisted class activities and instruction
Collaborate with fellow teachers to develop teaching
strategies to assist students

Certifications
Fingerprint clearance card, State of Arizona

References
Available upon request
 Vision Statement
My vision is to help my students find and improve their strengths
in any way I can. I want to create a place for all students to feel
comfortable and safe at school, and to provide an outlet for
students to express their frustrations so as to give them the best
opportunity to succeed in school.

I believe every student deserves to have the best possible

experience in school, and it is my job as a teacher to help give
them that opportunity.

Within the history content, it is my goal to help students:

Create and strengthen critical thinking skills
Develop a sense of historical empathy
Grow an appreciation for aspects of history

Incorporating technology in the classroom is important to me, and

I believe that doing so will be of great influence to my students.
Technology is a large part of higher education, as well as the
world, and by bringing it into my classroom I will be preparing my
students for later in life. In my classroom, students will use
technology often so as to grow their knowledge and experience
with as many different types of technology as possible.
April 20, 2017
Letter to Principal
High School

Dear Principal,
I am a passionate high school History teacher seeking a position in a
World History or U.S. Government classroom. I am excited to acquire my own
classroom in a high school and I would be honored if it were your school. I am
a graduate of Arizona State Universitys Teachers college, and majored in
Secondary Education in History. I am also certified by the state of Arizona to
teach History in the secondary setting. I expect much from my students, and
believe that one of the most important things a teacher can do for their
students is not to just supply them with knowledge, but to show them how to
source information on their own, as well as how to determine the validity of
that information.

In my classroom, my students will be expected to communicate

amongst themselves in various projects that advance their knowledge, both
in content as well as information seeking. I will also encourage parent
involvement in their childrens education. Parents will be contacted at the
beginning of each semester, and will be provided my school contact
information. I will also ask parents to provide me with a method that will be
the best way for me to contact them, which I will catalog for reference.

I am excited to meet with you, and hope to inspire countless students

throughout my career.

Best,
Justin Kabaci
Email: justin.kabaci94@gmail.com
Cell: (xxx)-xxx-xxxx
Dear parent or guardian,
I am Mr. Kabaci, your students History teacher this semester, and I am
excited to introduce myself and to get to know your students over the course
of the new school year. I graduated from Arizona State University, and am
certified by the state of Arizona to instruct your student in history content. I
personally love History, and encourage historical discussion above all else in
my classroom. Over the course of the year, your student will be given
several assignments that will require them to work with other students, and
to do research on their own or with others. We will be learning how to find
our own sources, as well as how to validate those sources.

I encourage you as parents to be active in your students work at

home. If there are any confusions or should you find something you would
like to inquire about, please do not hesitate to contact me. I will contact you
more throughout the year with updates on your students progress. Please
write on the attached page the best way to get in contact with you. I will be
available for an hour after school most days in my classroom, and students
will be informed should I not be available.

I am dedicated to providing all of my students with an excellent

environment where learning is fun and where they can openly express
themselves without fear of criticism. I look forward to a great year of
learning!

Best,
Justin Kabaci
High School Name
E-mail: jkabaci@district.edu
Phone: (xxx)-xxx-xxxx
Dear Parent(s),
I am your students History teacher, Mr. Kabaci, and I am writing to you
to bring to your attention a concern I have with your student regarding
personal management skills. I want to make sure you know that your student
is very smart and engaged during class time. They are active and seem to
genuinely enjoy being in the class. I appreciate your students participation
greatly. My concern with your student is regarding their organizational skills.
On several occasions, your student has entered class claiming to have lost
their worksheet from a previous class (typically one or two days prior), and
has failed to turn it in. There have also been instances where I have gone to
check the classs notes, and your student has incomplete or no notes. Due to
our interactions in class, I believe that your student has been completing or
mostly completing the assignments and notes, but I am unable to distribute
feedback and a grade without having the physical proof. Yesterday, I asked
your student to show me their backpack, and what I saw was a backpack full
of papers, with absolutely no organized setting.

This led me to conclude that your student requires assistance with

organization. To this end, I have supplied your student with a spiral notebook,
as well as a 1 3 ring binder, and have helped them sort their papers in the
binder. The notebook is to be used for in class notes, and I will be checking
their progress weekly to ensure that they are maintaining their binder and
notebook. I have experienced firsthand the intelligence of your student so I
know that this is an achievable goal. I am sure that having this experience
will be valuable for your student not only down the road, but for their future
studies as well. If you have any concerns or input that you would like to add,
I would appreciate it if you would contact me via email or at my school
phone.
 Best,
Justin Kabaci
High School Name
Email: jkabaci@district.edu
Phone: (xxx)-xxx-xxxx

Mr. Kabacis World History Class

Contact Information
Email: jkabaci@district.edu
Room #:
Office Hours: Monday - Friday during lunch, and 30 mins after school

Covered Concepts
Belief systems
Transfer of power
Development of technology
Cultural Diversity
Tolerance
Class Rules/Expectations
Be in seat when bell rings.
Have materials ready for class every day.
Do not pack up early.
Cell phones not allowed except when teacher approved for scheduled
activities, they will be confiscated otherwise.
School appropriate language.
Be respectful to everyone in class, teachers and students alike.
Materials
1 3-ring binder.
Pens (black or blue) are recommended, pencils are acceptable. No red
pens.
College ruled spiral notebook or loose leaf paper.
Grade Scale
A = 90% - 100%
B = 80% - 89%
C = 70% - 79%
D = 60% - 69%
F = 59% or below

Absences
Students not in the classroom when the bell rings will be marked absent.
Students who are absent will receive no credit for the work assigned that
day, as well as receive a 0 for that days participation.
Late Work
Late work will be accepted for one day after the due date for half credit.
Excused absences will be given appropriate time starting from the first day
the student comes back to school.
Concerns about Topics
Throughout this class, we will be covering and discussing a variety of topics
that took place (and may still be taking place) in history. Some of these
topics may be considered controversial to some people, the Holocaust, for
example. These topics are heavily intertwined in the state required
standards, and are necessary for students to graduate.

Alongside these topics, we as a class will be viewing multiple texts, images,

and videos that relate to aforementioned topics. If there is a full movie
that is going to be shown to the class, a separate permission slip
will be sent home prior to the viewing.

---------------------------------------------------------------------------------------------
----------------------------------

By signing this paper, I give my consent for my student to be in and be a

part of discussions and learning dealing with the controversial topics covered
in this class, as described in the syllabus.
Student Name: ____________________________________________ Date:
______________

Parent Signature: ___________________________________________ Date:

_____________
 Professional Growth Plan

First Year Goals

In my first year of teaching, I hope to establish a positive relationship with
my classes. Pairing with veteran teachers to establish effective testing
practices is something I plan to invest heavily in. I would like to conference
frequently with the principal to ensure properly aligned teaching practices to
school policy.

Five Year Plan

Over the next few years during my career, I plan to review students
achievement, the schools improvement plan, student performance
evaluation results, and student career goals. I will reflect on how I can link
professional growth goals to the students needs found through the review. I
will target one or two annual professional growth goals that are student
results oriented and based on the review of the sources above. I will discuss
the goal(s) with principal. I will use data collection to enhance student
learning practices annually. I plan to take professional development courses
offered by the school/district. Finally, I will look into making progress on a MA
degree at a university.

Professional Organization
National Council for History Education
Attend national history teaching conferences
Develop progressive teaching practices in line with up to date history
teaching strategies.
Arizona Technology in Education Association
Attend seminars and conferences to enhance student learning through the
use of technology.
 Appendix
Unit Plan
Your name: Justin Kabaci
Mini-unit title: Protestant Reformation (15-1600)
Course: World History
Grade level: 9-10

Abstract: This unit comes after Rome and the Crusades, but before the
European exploration of the New World and the Age of Revolution. This topic
is important because it sets a foundation for students to understand the role
and evolution of religion in Europe.

Essential question: What ideas led to the Protestant Reformation in the

Catholic church, and what main ideas were a direct result of the
Reformation?

Standards:

Arizona Social Studies Content Standards:

Strand 2 World History, Concept 4 Renaissance and Reformation,

PO 2. Explain how the ideas of the Protestant Reformation and
the Catholic Reformation (e.g., secular authority, individualism,
migration, literacy and verna cular, the arts) affected society.

Arizonas College and Career Ready Standards (ACCRS):

1112.RH.2. Determine the central ideas or information of a

primary or secondary source; provide an accurate summary that
makes clear the relationships among the key details and ideas.
Lesson Objectives:
Students will be able to:

Identify the conditions that led to the Protestant Reformation.

Describe the ideas of Martin Luther and how they contradicted the
church's teachings of his day.
Explain what led to Henry VIII's break with the Catholic Church.
Analyze Mary Is impact on England, and determine whether or not she
deserved the title of Bloody Mary.
Explain the reforms that were accomplished within the Catholic Church,
particularly through the Council of Trent.
Analyze the religious and social effects of the counter-reformation.
Reference Books and Websites:
http://www.oxfordbibliographies.com/view/document/obo-
9780195399301/obo-9780195399301-0057.xml
https://www.britannica.com/event/Reformation
https://www.khanacademy.org/humanities/world-history/renaissance-
and-reformation/protestant-reformation/a/an-introduction-to-the-
protestant-reformation
DAY 1

Title of lesson: The Reformation

Type of lesson: Day 1/Anticipatory Set
Your Name: Justin Kabaci
Length of lesson: 50 minutes

Overview: This lesson will be shortly after the renaissance, and just before
the reformation occurs. Students will learn about Martin Luther and his ideas
and issues that he takes with the current state of the Catholic Church,
particularly Indulgences.

Objectives:

Students will be able to:

Identify the conditions that led to the Protestant Reformation.

Describe the ideas of Martin Luther and how they contradicted
the church's teachings of his day.

Arizonas College and Career Ready Standards for Literacy in

History/Social Studies (ACCRS):
1112.RH.2. Determine the central ideas or information of a
primary or secondary source; provide an accurate summary
that makes clear the relationships among the key details and
ideas.

Arizona Social Studies Content Standard(s):

 Strand 2 World History, Concept 4 Renaissance and
Reformation, PO 2. Explain how the ideas of the Protestant
Reformation and the Catholic Reformation (e.g., secular
authority, individualism, migration, literacy and verna cular,
the arts) affected society.

Materials/Evidence/Sources:
List of selected theses and questions
Blank paper

Procedure to Teach the Lesson:

Beginning (anticipatory set) Have students wait outside the classroom.

When all students are there, declare they must give payment in order
to enter the room. If they do not, they will receive a 0 for that day. After
a few moments of being serious, ask students how they felt about
being forced to pay money or not being allowed in. Let students in and
ask them how they would feel if they were a European Christian that
would not be allowed into heaven unless they paid a lot of money
and/or visited a particular cathedral. Teacher will give a few moments
for students to write down their ideas, and then ask for students to
share their responses with the class.

Middle Put students into groups of 3 or 4, and give each group the list
of selected Theses and questions. Give students time (~30 minutes) to
work in their groups to discuss, come to a consensus, and write down
their answers to each question

End (closure) Call on several groups to share their responses, the

teacher should ask for one share per question on the worksheet,

Assessment: Students will hand in their groups worksheet with each

members name on it, and will be assessed on their ability to draw
appropriate conclusions from primary sources (the theses), as well as their
ability to work together in groups.

DAY 1 APPENDIX
Martin Luthers 95 Theses worksheet
The following are selected theses points from Luthers 95 Theses:

33. Men must be on their guard against those who say that the pope's
pardons are that inestimable gift of God by which man is reconciled to Him;

36. Every truly repentant Christian has a right to full remission of penalty and
guilt, even without letters of pardon.

43. Christians are to be taught that he who gives to the poor or lends to the
needy does a better work than buying pardons;

47. Christians are to be taught that the buying of pardons is a matter of free
will, and not of commandment.

62. The true treasure of the Church is the Most Holy Gospel of the glory and
the grace of God.

66. The treasures of the indulgences are nets with which they now fish for
the riches of men.

67. The indulgences which the preachers cry as the "greatest graces" are
known to be truly such, in so far as they promote gain.

75. To think the papal pardons so great that they could absolve a man even if
he had committed an impossible sin and violated the Mother of God -- this is
madness.

76. We say, on the contrary, that the papal pardons are not able to remove
the very least of venial sins, so far as its guilt is concerned.

Document Discussion Questions

 1. What does Luther say is the true treasure of the church?
2. What does Luther say about buying pardons (indulgences)?
3. Judging from all of these, what is Luthers opinion on the position of the
pope?
4. Rather than buying pardons, people should spend their money on
what?
5. Does Luther believe a Christian has to have a pardon to be forgiven?
What DOES a Christian need?
6. What can papal pardons do (or not do) according to Martin Luther?
7. After reading all of these do you feel whether the pope had just cause
to excommunicate Luther form the church?
8. What does Luthers motivation seem to be after reading excerpts from
his controversial text?

DAY 2

Title of lesson: Lecture on Henry VIII and the Church of England

Type of lesson: Lecture
Your Name: Justin Kabaci
Length of lesson: 50 minutes

Overview: This is the second lesson in the unit that comes after Martin Luther
but before the council of Trent/Catholic counter reformation. This lesson
shows the primary reason why England changed from Catholic to Protestant,
which is an integral part of how America was later formed. Also leads into
how/why the Catholic Church went into a reformation of their own.

Objective:
Students will be able to:
Explain what led to Henry VIII's break with the Catholic Church.

Arizonas College and Career Ready Standards for Literacy in History/Social

Studies (AZCCRS):
910.RH.3. Analyze in detail a series of events described in a text; determine
whether earlier events caused later ones or simply preceded them.
 910. WHST.10. Write routinely over extended time frames (time for
reflection and revision) and shorter time frames (a single sitting or a day or
two) for a range of disciplinespecific tasks, purposes, and audiences.
Arizona Social Studies Content Standard(s):
Strand 2 World History, Concept 4 Renaissance and Reformation, PO 2.
Explain how the ideas of the Protestant Reformation and the Catholic
Reformation (e.g., secular authority, individualism, migration, literacy, and
vernacular, the arts) affected society.
Materials/Evidence/Sources:
PowerPoint
Paper
Pen/pencils
Procedure:
Beginning (5 min):
Access prior student knowledge by asking them to discuss with their
neighbor what they know about Henry VIII, and then ask for volunteers to
share.
English king, 6 wives, made England Protestant.
Middle (PowerPoint):
Instruct students to take Cornell notes (previously established), including a
drawing per slide, two questions total, and a short summary (1-2 sentences)
at the end that encompasses the PowerPoint.
After slide 3, lecture will pause and students will be asked to turn to their
neighbor and give their partner a short recap of the last 3 slides. Listening
partner will make corrections to the recap if necessary.
After slide 7, lecture is over, and students will repeat the last step, this time
the students switch roles as recap and listener.
Slide 1
King Henry VIII, To six wives he was wedded, one died, one survived, two
annulled, two beheaded.
Divorce was not allowed in Catholic religion
Henry was strong catholic, spoke out against Luther frequently
Slide 2
Catherine of Aragon (Married 24)
First wife, Marriage Annulled
Had Mary I (later called Bloody Mary)
No sons
Pope refused to annul marriage, Henry assumed supremacy over religious
matters in England. Leader of Church of England.
Annulled marriage himself
Slide 3
 Anne Boleyn (Married 22-27)
Married five days after Catherines annulment
Pope excommunicated Henry
Split between English and Catholic Church complete
Gave birth to Elizabeth, no sons
Henry starts courting Jane Seymour
Anne tried and convicted of high treason, beheaded, buried in unmarked
grave
Slide 4
Jane Seymour (Married 27)
Married one day after Annes execution
Gave birth to one son, later King Edward VI
Died less than 2 weeks after giving birth
ONLY one of Henrys wives to receive a Queens burial
Only one buried beside him
Slide 5
Anne of Cleves (Married 25)
Arranged the marriage for relations to Germany
Henry was told of her beauty and compassion
Met with her privately in disguise, not met with his expectations
Marriage was signed but never consummated, annulled after 7 months
No children
Given two castles and large sum of money
Outlived all other wives, held in high regard by Henry
Slide 6
Catherine Howard (Married 18)
Too young for political involvement
Married almost immediately after Anne of Cleves annulment
Committed adultery, imprisoned after 16 months
Admission would have banished her from Royal court, but she denied it,
saying she was raped despite evidence
2 men she was with were executed and had heads put on spikes on London
bridge
Beheaded and buried in unmarked grave near Anne Boleyns
Slide 7
Catherine Parr (Married 30)
Married just over a year after Catherine Howards death
Leadership greatly influenced Elizabeth
Outlived Henry
Henry left funds and power for Catherine after his death
Assumed role of Elizabeths guardian
Died a year later
Ending
Students will write a short letter (5 sentences) with two options:
 Students assume the position of Henry and write a letter to one of his wives
expressing concern over a matter in their marriage.
Students assume the position of one of Henrys wives and write a letter to
Henry, expressing concern over accusations of their treason (either adultery
or conspiring against the throne)
Regardless of the option that students choose, all students must state which
wife is writing/being written to.
Students turn this letter in at the end of class if they get it finished in time.
Otherwise, it may be turned in the next day as homework.

Day 2 Appendix

Henry VIII PowerPoint link:

https://docs.google.com/presentation/d/1cXShVMp5Datcf4XICIJNQzkVihD2RCI
fiscD_8V5TcY/edit?usp=sharing
 DAY 4

Title of lesson: Discussion on reforming the Catholic Church

Type of lesson: Discussion
Your Name: Justin Kabaci
Length of lesson: 50 minutes

Overview: This is the second to last lesson that occurs after discussing
reasons that the protestant reformation occurred, but before addressing the
religious and societal effects of the counter-reformation. This is important
because it sets up the context for what happened during the counter-
reformation, and allows students to place themselves in the shoes of the
catholic church.

Objectives:

Students will be able to:

Explain the reforms that were accomplished within the Catholic

Church, particularly through the Council of Trent.
Analyze the religious and social effects of the counter-
reformation.

Arizonas College and Career Ready Standards for Literacy in

History/Social Studies (ACCRS):
910.WHST.2. Write informative/explanatory texts, including
the narration of historical events, scientific procedures/
experiments, or technical processes.
910.WHST.9. Draw evidence from informational texts to
support analysis, reflection, and research.

Arizona Social Studies Content Standard(s):

Strand 2 World History, Concept 4 Renaissance and

Reformation, PO 2. Explain how the ideas of the Protestant
Reformation and the Catholic Reformation (e.g., secular
authority, individualism, migration, literacy and verna cular,
the arts) affected society.
Materials/Evidence/Sources:

Notes/materials from previous lessons

Observations/results handout (appendix)
List of selected Theses from Martin Luthers 95 Theses
Martin Luthers On the Bondage of Free Will

Procedure to Teach the Lesson:

Beginning (anticipatory set)

o Arrange desks/students into a large group circle with 5 desks and
4 students in the center. Number each student 1-4, and seat
each student behind one of the 4 desks that a student is seated
in. These are the groups that switch out with their assigned
number seat during the discussion. The 5th seat in the center is
for any student that wishes to chime in at any point during the
discussion should they come up with a response or question.
Spend the first few minutes of class to review the information
from the previous few days classes. Remind students about the
reasons that the protestants split from the church. Tell students
to get out their selected theses from two days ago. Also allow
students to reference Luthers On the bondage of free will. The
causes are a crucial point of discussion. (5 min)
Middle
o Tell students we will be performing an open fishbowl discussion in
class. Tell the students that several years after the Church of
England was established, the Catholic Church/ the Pope decided
to hold councils with leaders within the church to decide if they
should do something and if so, what they should do to quell the
rise of Protestantism, and to bring them back to the church.
Students will be assuming the position of leaders within the
church at the Council of Trent. Their job will be to discuss the
possible actions they could take to achieve the previously stated
goals. The initial 4 students will begin discussing. Each student
must participate at least once, and more if they like. A student
cannot share more than twice without switching out with one of
the students in their group until everyone in their group has
participated. All students may get up and sit in the 5th chair in
the center should they think of something to add to the
discussion. Students who use this chair must wait for two other
students to share in it before they share again. If these points
arent mentioned during the discussion/if the discussion slows
down, the teacher will ask these questions to spur conversation:
 What were the original causes of the protestant
reformation?
Why were the protestants upset and why did they leave
the church?
Who was responsible for the Protestant reformation?
Should there be punishments? To whom?
Do we want the Protestants to come back to the church?
Why?
What can we do to get the protestants to come back?
Incentives? Threats?
Should we change any of our current policies? Which ones?
Once the discussions have come to an end and all of these (and
more) questions have been answered, have class come together
to answer the above listed questions as a class. If these
questions did not draw the below answers during the discussion,
bring these to their attention and ensure they understand each
one.

Indulgences, dont require someone to translate gods word

Poor people essentially couldnt get to heaven due to
inability to pay indulgences.
Martin Luther was a big player in the reformation, and
spurred unrest within many churchgoers with his criticisms
of the churches policies.
Opinion, meant to be thought provoking
Any answers are acceptable, but taxes to the church are
important if not mentioned.
Opinion, thought provoking.
Opinion, thought provoking, indulgences should have been
mentioned.
(35 40 min)

End (closure)
o Hand out a simplified list of the objectives and outcomes of the
Council of Trent (see appendix). Relate the results of the
students discussion to the actual outcomes of the council of
Trent. Go over the items mentioned on the list with the students,
summarizing the purpose of the Council, and describing who was
present. Have students write a paragraph on a sheet of paper,
answering the questions that were addressed in the discussion
above. Write the questions on the board so students can
reference them as they are writing. Collect these papers at the
end of class. (5-10 min)
Assessment:
Students are graded on participation in the discussion, and
understanding is checked at the end of class with the written response,
answering the main points from the discussion above.

DAY 4 APPENDIX

Objectives and Results of the Council of Trent

Objectives:

To stop the ideas and practice of Protestantism and to support the

Catholic Church's ideas.
To change the parts of the church and actions of church leaders that
damaged or hurt the Catholic Church's ideas and image.
Results:

The church's interpretation of the Bible was final. Any Christian who did
not agree with the interpretation was a heretic. Also, the Bible and
Church Tradition had equal authority.
The relationship of faith and works in salvation was defined, following
disagreements over Martin Luther's doctrine of "justification by faith
alone".
Catholic practices such as Indulgences, pilgrimages,
the veneration of saints and relics, and the veneration of the Virgin
Mary were strongly reaffirmed.

DAY 5: ESSAY

Read the directions carefully:

You will write an essay that is at least 1 page long. This essay must answer
the following question:
What ideas led to the split in the Catholic church, and what event or idea was
a direct result of the Protestant Reformation?
The essay must include at least one cause of the Reformation, one event
that was a part of (during) the reformation, and one event that took place as
a result of the split with the Catholic church that we talked about during the
past week. This essay must contain proper spelling and grammar. You have
the full class period to complete the essay, and when the class is over you
will turn the essay in. There will be no extra time to complete the essay. You
may use your notes from class.

Model Essay:
The Protestant Reformation was a time of suffering and great change in
Europe. Many countries switched from Catholicism to Protestantism over the
course of the Reformation. The Protestant Reformation was not started by
one individual or one event, rather it was initiated by many different people
with many different ideas, over the course of several years. One of the
most well-known and notable people that were a part of the Reformation was
a man by the name of Martin Luther. Luther was a thorn in the Catholic
Church's side for many years, which ultimately led to his excommunication,
and the formation of a new religion called Lutheranism. Leading up to the
Reformation, Luther wrote a text called the 95 Theses, and nailed them to
the front door of a cathedral in Germany. These theses listed out many things
that Luther felt the Catholic Church was doing wrong in their religion, namely
pointing out corruption within the church. He wrote and spoke of ideas that
appealed to the commoners. Possibly one of the most criticized thing that
Luther spoke ill of was the practice of selling indulgences by the Church.
Many people could not afford to pay exorbitant amounts of money to get into
heaven, and Luther believed that the entire practice itself was just a money
grabbing scheme by the Church to gain more wealth and power. Luthers
writings were a large contribution to the beginning of the reformation.
During the Protestant Reformation, many events took place that drove
a great number of Catholics to convert to Protestantism. One such event took
place when King Henry VIII could not have a son with his first wife. The king
needed a son to succeed him on the throne, so he was desperate to have
one. Unfortunately, his wife Catherine would only bare one child, which
turned out to be a girl. Because Henry needed a son, he decided to petition
the Pope to allow him to divorce his wife so he could find another woman to
marry and have a son with. The Pope refused to do so because Catholicism
did not allow for divorce. Henry decided to become the head of the Church of
England, and converted the country to Protestantism, which would allow for
divorce. This allowed Henry to divorce Catherine, and seek a new wife to give
him a son, which he eventually found. Henry lived for many more years after
the initial split with the Catholic Church, which allowed to England become
comfortable with being Protestant. King Henry VIIIs separation from the
Catholic Church played a very large part in the formation and growth of
Protestantism.
As a result of the split with the Catholic Church, many people suffered
and died at the hands of both Catholics and Protestants. The Catholic Church
did not want people to leave their religion, and Protestants did not want to
stay a part of the Catholic Church. This difference created a widespread
conflict throughout Europe which resulted in many casualties. A good
example of this conflict exists in England after the passing of King Henry VIII.
Henrys first daughter, Mary I, became the Queen of England after Henry
passed. Despite Henrys Protestant changes during his rule, Mary was raised
a staunch Catholic. When she came to power, Mary tried to convert England
back to Catholicism. Her rule was not a peaceful one, as she was willing to go
to great lengths to convert her country back to her religion. Mary ordered the
execution of hundreds of people who preached the ways of Protestantism,
and imprisoned many more. This awful treatment of her own people earned
her the name Bloody Mary. Despite her attempts to re-establish
Catholicism in England, the country resisted the change and ultimately
retained its Protestant ways. Marys rule over England is just one example of
a hurtful conflict that took place because of the Protestant Reformation.
Rubric:
 Full Lesson Plan Samples
Direct instruction
Teachers: Justin Kabaci Subject: Social Studies

Standards:

Strand 2, Concept 3, PO. 2: Compare feudalism in Europe and Japan and its connection with
religious and cultural institutions
ISTE: Creativity and Innovation, Communication and Collaboration, Digital Citizenship, Facilitate and
Inspire Student Learning and Creativity
Objectives (Explicit):

By the end of the lesson, Students will be able to explain the intricacies of European social structures
and accurately identify the religious and cultural institutions.
Evidence of Mastery (Measurable): SWBAT Identify the key points of European feudalism and accurately explain the
relationships between the social and economic classes, and the church.
Sub-objectives, SWBAT (Sequenced from basic to complex):

Identify the use of each level within the hierarchies and their role in the society.
Categorize each level within the hierarchy, and determine their roles.
Support or Criticize the structure of these societies, and give your reason(s) why.
Construct a first-person account of someone from a class in a feudal society detailing their daily
lives and responsibilities.
Key vocabulary: Feudalism, hierarchy, titles, trades, Materials/Technology Resources to be Used:
monarch, fief, vassal, knight, peasant, lord, king, taxes, projector,
church, pope
structured worksheets, note guides, ppt, tokens,
cups,
Opening (state objectives, connect to previous learning, and make relevant to real life)
Relate feudalism to chess. Each piece from chess board relates to a feudal class level. Pawn is peasant. Knight is
knight/vassal. Rook is lord. Bishop is church/pope. Queen and king are the Queen and king. Also use this time to relate
structure of feudal society to the US government. President = king, governors = lords, religious institutions = church,
Military = knights, everyone else = peasants. Show a video

Ins Teacher Will: Present in great detail each class level Student Will: Take notes based on information on the
tru (king, nobles, knights, peasants, and Church) of the slideshow. Students also listen to teacher speaking, and
cti feudal pyramid. Including the names of each level, the are allowed to interject with their own interpretations
ona role they play in the system, and the responsibilities of of what each class level does and contributes.
l each class in relation to each other class. Slideshow will
Inp display key terms and facts for each class level while
ut teacher talks about each class.
Co-Teaching Strategy/Differentiation: Students will be handed guided notes that coincide with the slideshow for
assistance, before the instruction takes place. Teacher will pause frequently(at least once per feudal class level) and
ask if there are any questions, leaving plenty of time for students to think of and ask their questions or bring up
 comments.

Gu Teacher Will: Distribute cards with a name of a class on Student Will: Act out the rules described by the
ide it to each student. Pass out empty plastic cups to each teacher. Peasant card students pay the majority of their
d student. Give each student with peasant card 20 tokens. tokens to the knight card students, as well as 10% to
Pra Explain how every class had to pay taxes to the class the church card student. Knight card students pay 10%
ctic above them, and that the church took taxes from every to church card student, as well as majority to the noble
e class (even the king). Explain the distribution of card students. Noble card students pay 10 % to the
goods(tokens) that the peasants have to give up to the church card student, and half goes to King card
classes above them. Describe the conflicts between each student. King card student pays 10% to church card
class over the amount of taxes that each class had to pay, student, keeps the rest. Discuss which class levels have
especially the peasants. Monitor and proctor the tax the most wealth. Why do they have all of the wealth?
activity, peasants must pay their tokens tax to the class
above them, as well as church. Do same with knights,
nobles, and king. After activity is done, ask students
which groups have all of the wealth(tokens).
Co-Teaching Strategy/Differentiation: Students will be monitored by teacher to ensure they stay on task and
understand what they are to do next. Class level information/ feudal pyramid will be left up on the projector so
students can follow along the pyramid as the wealth is transferred around the feudal system.
Ind Teacher Will: Hand out worksheet that includes a 5- Student Will: Students will write a first-person account
epe question matching section where students match the class from the perspective of an individual of a class of their
nde names to their descriptions, as well as a short answer choice within the feudal system. This account should
nt question where students will write 6-8 sentences address some daily routines carried out by the
Pra describing the daily lives of someone in a feudal class. individual, to whom this person owes responsibilities
ctic to, whom they oversee, and their roles within the
e society as a whole. Once this has been completed,
students will post this account to a discussion board
after class that the school gives them access to(Echo).
Students will then read at least two accounts from their
peers (of their choosing), and leave a comment of 2-3
sentences for each one describing what they liked or
did not like about said account. Students will be asked
to share their favorite account that they read the next
day when they come into class.
Co-Teaching Strategy/Differentiation: Provide an example of a first-person account of the teachers design. Walk
through each piece of the question (What class did you choose, what responsibilities do you have to other classes,
who do you interact with, what do you do on an average day(encourage creativity here))
Closing/Student Reflection/Real-life connections: Lead class discussion on the fairness of the feudal system. Encourage
students to express their criticisms and approvals of the system. What are the good points? The bad points? What would you
change about the system if you could? What similarities do you see between the feudal system and our current government
today? Reward students with a piece of candy for contributing to the discussion.