From the Old Testament through to the Crusades and the inquisitions, Christian history is full of violence. Has Christianity been a major contributor to war? How have the followers of a crucified leader managed to get things so wrong?
This lesson takes a look at one of the most notorious episodes of Christian history: the Spanish Inquisition.
Introduce
Human Barometer Activity
Facilitate a Human Barometer Acitivity where students indicate their perspective on the following statements:
- “Christianity embraces diversity”
- “Christians tolerate and respect other people’s points of view”
- “Sharing harmful ideas should be banned in a civilised society”
Pair & Share
In pairs students reflect on and share about (a) an experience they have had of being punished for something they didn’t do (or that they did but didn’t believe it was wrong) – they share how it felt. (b) an argument they may have had with someone about their beliefs – and what they were trying to achieve. (The Spanish Inquisition Slides)
Read & Respond
Students read Articles 18 and 19 of the Universal Declaration of Human Rights (UDHR), and answer the questions in the slides. (The Spanish Inquisition Slides)
Define, Observe & Share
Students define “heresy” and explain why heresy might be a big deal to some religious groups.
Display the Spanish Inquisition images, invite students to share their observations, insights and questions. (The Spanish Inquisition Slides)
Engage
Watch & Respond
Watch the documentary excerpt ‘The Hunt for Heretics’ (9:58) and answer the following questions:
- Why were Conversos resented in Spain in the 1400s?
- How were charges brought against the Conversos? What kind of evidence was required?
Display the Pope Sixtus IV quote:
- What does this quote tell us about the motivations of many of the inquisitors?
- What are some of the misconceptions about torture in the Spanish Inquisition that are clarified in this segment?
Compose & Discuss
Students compose a blog post as a spectator at an auto-da-fé, explaining what happened and how it felt.
Discuss what was meant by describing the goal of the auto-da-fé as: “…the education of one and all – and also, to terrify.” Explain why the Inquisitors would want to terrify the crowd.
Reflect & Discuss
Articles sometimes appear citing the “millions” killed in the Spanish Inquisition, but expert scholars now estimate that approximately 6000 people were killed, over a 350-year period. Discuss to what extent this should influence how we see the Inquisition. Do the numbers matter?
Display the Bishop Wazo quote. Students summarise Wazo’s point in their own words. Discuss how the Inquisitors could claim to be following a God of charity, forgiveness, and compassion while condemning “heretics” to death. (The Spanish Inquisition Slides)
Bible Study
Students read the parable of the wheat and weeds and its explanation in Matthew 13:24-30 & 36-43. Discuss what each element represents – the owner of the field / the enemy / the wheat / the weeds / the servants. How does the owner respond to the existence of weeds? Why? How does that make you feel about it? What are the lessons?
Read John 18:1-19:16 and discuss how the arrest and trial of Jesus reflect the character of God. Compare and contrast the actions and attitudes of Jesus with those of the Inquisitors.
Respond
Compare & Contrast
Display the Christine Caldwell Ames quote. Discuss the concept of “social heresies” of our time (beliefs that are unacceptable within our culture). Ask students what they think could be classified as a social heresy these days.
Students compare and contrast public shaming and the Spanish Inquisition.
Plan & Outline
Students plan a week-long social media campaign to encourage honesty, tolerance, and compassion towards everyone in their school or community, regardless of their beliefs. Include at least three posts and three tweets.
Extension 1
Students choose one of the fictional representations of the Spanish Inquisition listed below, and write a one-page reflection on how the Inquisition is portrayed in the example you have chosen, including how historically accurate you believe it to be, and what message is being conveyed by the reference to the Inquisition.
- Edgar Allan Poe’s short story, “The Pit and the Pendulum”
- Monty Python’s “The Spanish Inquisition” sketches
- Mel Brooks’ movie “History of the World, Part 1”
- The 2016 “Assassin’s Creed” movie
Extension 2
- Clip: Witch hunts in Europe and Salem (7:56)
Students watch the clip and make a list of some of the parallels between the Spanish Inquisition and the Salem Witch Hunts.