CU5-4

** Goal ** Students will learn about the anti-Jewish riots in Spain of the late 14th/early 15th centuries, the subsequent program of converting the Jews of Spain to Christianity., and their ultimate expulsion from Spain in 1492. **1. Gain the attention of the learner** Write the words “Inquisition” and “Expulsion” on the board. Ask students to give you a definition for the word. Talk about the difference between “inquire” and “inquisition.” What kind of questions do people ask when they inquire? When they interrogate? Have them look up the different definitions. Compare and contrast their definitions. Have you ever been questions about your religion(s)? What kinds of questions did people ask you? Did anyone ever ask you to prove you were Jewish? How did they do it? Have you ever been asked to leave a place? That meant a lot to you? How did it feel? For example, the ancient Jews in Israel or the Palestinians in the twentieth century. ** 2. Relevant past learning ** Ask the students to summarize what they have learned about what life for the Jews was like in Spain/ ** 3. Introduce new material ** Jews and Arabs had partnership in Spain before 1400's, which came to a close for two reasons: conversion from Islamic group (Almohades) and reconquest of Spain by Christians. Tere was some collaboration between Christians and Jews, but there were also many Christians who forced the Catholic Church upon the Jews. Jews were told to be Christians of die, and they responded in three ways: 1) secret Jews, pretending to convert but practicing Judaism in secret, were called “Morranos” (Spanish word for swine) by Jews and “secret Jews” by Christians, 2) Jews left and fled, or 3) converted to Catholicism. In 1483 Thomas de Torquemada led search for unfaithful Christians with Inquisition, and in thirteen years they burned, tortured and killed around 13,000 Morannos — men, women, and children.   **  4. Provide guided practice ** If the students had been Jews during this time, how do they imagine they would have responded to the dangerous situation? Develop three general types of responses: convert in good faith, convert and remain secret Jews, flee the country   **  5. Provide independent practice ** Identify two students to take the position of Tess and Micah in the trial. The remaining students should be divided into three groups. One group will charge the Tess and Micah on behalf of the Jewish community with wrongdoing. The other two groups will defend Tess and Micah, respectively. The students should get together in their groups (with Tess and Micah meeting with their defenders) and prepare for next week’s trial.**[see JL’s notes on trial]**  **6. Close the lesson** Come together and answer any questions the students have about the trial.
 * 5:4 ** **The Spanish Persecution of the Jews**