A new ‘direction’ for studying the consequences of the Reformation

Sarah Jackson-Buckley and Jessie Phillips found themselves perennially dissatisfied with the outcomes of their teaching of the Protestant Reformation. Determined that students should take away a sense of the momentous political and social consequences of the Reformation, they turned to historical scholarship, and to the work of other history teachers on the teaching of consequences, to design a series of lessons in which students explored the use of metaphors and analogies to characterise the unfolding consequences of the Protestant Reformation...