Students presented a mock trial where they portrayed Martin Luther and associated historical figures.
To demonstrate their understanding of key historical events and figures, students were given a choice of role-playing assignments. The class was divided into three groups of eight students. Eight conducted a mock trial of Martin Luther; eight researched scientists from this period and presented their discoveries and models to the class; and eight conducted a salon discussion regarding the ideas of eight enlightenment thinkers.
This group chose to enact the trial of Martin Luther, and was given the following outline:
Martin Luther, founder of the Protestant Reformation, will be placed on trial at the Diet of Worms for heresy. He will defend himself with the assistance of two defense attorneys. The prosecution will be conducted by two inquisitors of the Catholic Church. The structure of the trial is as follows:
Opening statements (3 mins.)
Examination of witnesses: Direct examination < 4 mins.; Cross examination < 4 mins
Closing statements (3 mins)
Witnesses for the defense will include Luther himself and the Swiss reformer Ulrich Zwingli. Witnesses for the prosecution will include Erasmus and Charles V, Holy Roman Emperor. Each witness must type up an affidavit of no more than 2 pages providing evidence relating to the charge of heresy.
Students were given a library period to research their characters and prepare to immerse themselves in the character of their choice. Students were able to reflect the attitudes, beliefs and ideas of various historical figures. The teacher provided a rubric that outlined criteria related to content, point of view, and presentation.
The students were able to capture the key ideas of the historical figures they researched, and presented their ideas in character. The role-play was fun and engaging. Students who did not have direct roles in the role-play acted as the jury. They met in a closed room, after all of testimony, and worked together to determine whether Luther was innocent or guilty of heresy.
I can examine evidence from various perspectives to analyze and make well-supported judgments and interpretations about complex issues.
I can determine my own framework and criteria for tasks that involve critical thinking. I can compile evidence and draw reasoned conclusions. I can consider views that do not fit with my beliefs. I am open minded and patient, taking the time to explore, discover, and understand. I can make choices that will help me create my intended impact on an audience or situation. I can place my work and that of others in a broader context. I can connect the results of my inquiries and analyses to action.