Goals & Objectives
Students will learn about the religious intolerance expressed toward Mormon, Catholic, and Jewish faiths in the United
States. Students will identify the belief systems of each and the differences that lead to persecution from Protestant groups. Students will understand the major persecutions that occurred toward these groups.
States. Students will identify the belief systems of each and the differences that lead to persecution from Protestant groups. Students will understand the major persecutions that occurred toward these groups.
California Content Standards
11.3 Students analyze the role religion played in the founding of America, its lasting moral, social, and
political impacts, and issues regarding religious liberty.
11.3.3 Cite incidences of religious intolerance in the United States (e.g., persecution of Mormons, anti-Catholic sentiment, anti-Semitism).
political impacts, and issues regarding religious liberty.
11.3.3 Cite incidences of religious intolerance in the United States (e.g., persecution of Mormons, anti-Catholic sentiment, anti-Semitism).
Lesson Introduction
The teacher will lead the students in small group discussions on what religious intolerance means. The teacher will direct the students to examine what various religious groups faced religious persecution in American history.
Vocabulary
The students will create a Histo game using the main vocabulary from the lesson. The teacher will call out the definition from the vocab words in the Histo game and students will cross off the corresponding vocab word.
-Persecution
-Religious intolerance
- Anti-Mormon sentiment
-Anti-Catholic sentiment
-anti-Semitism
-Persecution
-Religious intolerance
- Anti-Mormon sentiment
-Anti-Catholic sentiment
-anti-Semitism
Content Delivery (Lecture)
The teacher will lecture on the various Religious groups facing intolerance and their belief systems. The teacher will explain the difference in beliefs that these groups held from Protestant groups and the persecution they faced. Guided notes will accompany the lecture.
Student Engagement
During the lecture, students will complete guided notes that help them organize and record key information from the lecture. The guided notes will follow the lecture and will incorporate comprehension questions (students will identify which beliefs belong to each religious group) and critical-thinking questions (students will interpret a set of persecution incidents and who faced that persecution).
Lesson Closure
Students will complete a lecture based question activity based on these groups and the intolerance they faced. The students will answer the questions with short two or three sentence answers.
Assessment
Formative – During the lecture, the teacher will stop and ask students both comprehension and critical-thinking questions. While the students are completing the guided notes, the teacher will roam around the room and examine student answers to check for understanding.
Summative – Evaluation of student responses on the lecture based question activity will help the teacher determine if the goals and objectives of the lesson were met.
Summative – Evaluation of student responses on the lecture based question activity will help the teacher determine if the goals and objectives of the lesson were met.
Accommodations for English Language Learners, Striving Readers, and Special Needs Students
The Histo game and guided notes provide a scaffold to aid students with special needs. Students with special needs will
increase their comprehension with a diagram chart of the religious groups and the persecution they faced. They will be able to use these supports as they answer the critical-thinking questions.
increase their comprehension with a diagram chart of the religious groups and the persecution they faced. They will be able to use these supports as they answer the critical-thinking questions.