Our Political Beginnings.
Goals and Objectives
Students will understand how early English documents influenced the development of the American Government.
Students will read and analyze the Magna Carta, the Petition of Rights, and the English Bill of Rights and list their main points.
California State Content Standards
12.1.1: Analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, and William Blackstone on the development of American government.
Common Core Literacy Standards
CCSS.ELA-Literacy.RH.11-12.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
Driving Historical Question
How was the development of the American Government influenced by the Magna Carta, Petition of Right, and the English Bill of Rights?
Lesson Introduction
Students will form a list of five or more basic freedoms and rights they believe people should have. After they form their list, they are to turn to their neighbor and discuss their lists with each other. The teacher will call on four students to tell the whole class what they had written down. Then the teacher will ask the whole class where they got their ideas from -- was it out of thin air or were their ideas influenced by other things. The teacher will explain that the Founding Fathers got their ideas on how to form the American Government from other historical documents.
Vocabulary
Vocabulary will be addressed throughout the lesson
Limited Government
Representative Government
Magna Carta
Petition of Right
English Bill of Rights
Content Delivery
The teacher will give a short prezi presentation to the students focusing on the vocabulary words. Limited government will be explained as well as representative government. Then the teacher will explain the historical background of the Magna Carta, the Petition of Right, and the English Bill of Rights. The last slide of the prezi will be a timeline showing when these documents were written, compared to the Declaration of Independence and the Constitution.
After the presentation, the students will be broken off into groups of 3 to 4. The teacher will explain that they will be reading and analyzing three primary sources: The Magna Carta, the Petition of Right, and the English Bill of Rights. The teacher will scaffold the analysis by reading and analyzing the first document with the students. The last two documents will be analyzed by the students on their own within their groups.
Goals and Objectives
Students will understand how early English documents influenced the development of the American Government.
Students will read and analyze the Magna Carta, the Petition of Rights, and the English Bill of Rights and list their main points.
California State Content Standards
12.1.1: Analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, and William Blackstone on the development of American government.
Common Core Literacy Standards
CCSS.ELA-Literacy.RH.11-12.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
Driving Historical Question
How was the development of the American Government influenced by the Magna Carta, Petition of Right, and the English Bill of Rights?
Lesson Introduction
Students will form a list of five or more basic freedoms and rights they believe people should have. After they form their list, they are to turn to their neighbor and discuss their lists with each other. The teacher will call on four students to tell the whole class what they had written down. Then the teacher will ask the whole class where they got their ideas from -- was it out of thin air or were their ideas influenced by other things. The teacher will explain that the Founding Fathers got their ideas on how to form the American Government from other historical documents.
Vocabulary
Vocabulary will be addressed throughout the lesson
Limited Government
Representative Government
Magna Carta
Petition of Right
English Bill of Rights
Content Delivery
The teacher will give a short prezi presentation to the students focusing on the vocabulary words. Limited government will be explained as well as representative government. Then the teacher will explain the historical background of the Magna Carta, the Petition of Right, and the English Bill of Rights. The last slide of the prezi will be a timeline showing when these documents were written, compared to the Declaration of Independence and the Constitution.
After the presentation, the students will be broken off into groups of 3 to 4. The teacher will explain that they will be reading and analyzing three primary sources: The Magna Carta, the Petition of Right, and the English Bill of Rights. The teacher will scaffold the analysis by reading and analyzing the first document with the students. The last two documents will be analyzed by the students on their own within their groups.
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Student Engagement
In their groups of three to four, students will fill out a primary source analysis worksheet as they read. The entire class will go over the Magna Carta together so the students get an understanding of what's expected from them. The students are then to read and analyze the Petition of Right and the English Bill of Rights with their groups. Each student will fill out a worksheet, but they are to work together with their group in order to formulate better answers. Students are to also write down some freedoms and rights the documents support as well as write down how the documents demonstrate limited and representative government.
In their groups of three to four, students will fill out a primary source analysis worksheet as they read. The entire class will go over the Magna Carta together so the students get an understanding of what's expected from them. The students are then to read and analyze the Petition of Right and the English Bill of Rights with their groups. Each student will fill out a worksheet, but they are to work together with their group in order to formulate better answers. Students are to also write down some freedoms and rights the documents support as well as write down how the documents demonstrate limited and representative government.
Lesson Closure
Students are to write a reflection where they discuss which of the three documents they felt was the most important. They are to explain why they chose the document they did and support their decision.
Assessments
Formative
Informal: The teacher will be walking around while the students are working to ensure they are staying on task and analyzing the documents correctly.
Formal: The students will hand in their primary analysis worksheets
Summative: The teacher will review the students' reflections to make sure they understand the documents and are able to connect the documents to American government.
Accommodations
The presentation will include plenty of images to help ELs and SSNs follow along with the prezi. Guided notes will also be passed out to them. Reading and analyzing the first document with all the students allows all of my students with needs to see what type of analysis I want since I'm modeling it. Having the students be in groups when analyzing the other two documents gives my Els, SSNs, and striving readers a chance to work with people who can help guide them through the analysis. They won't be stuck trying to read the documents on their own. Also the worksheet gives them a better idea of what to look for. For the lesson closure, all of my students with special needs will be given a simplified prompt so they don't have to worry about writing a lot, but they'll still be able to demonstrate what they've learned.
Students are to write a reflection where they discuss which of the three documents they felt was the most important. They are to explain why they chose the document they did and support their decision.
Assessments
Formative
Informal: The teacher will be walking around while the students are working to ensure they are staying on task and analyzing the documents correctly.
Formal: The students will hand in their primary analysis worksheets
Summative: The teacher will review the students' reflections to make sure they understand the documents and are able to connect the documents to American government.
Accommodations
The presentation will include plenty of images to help ELs and SSNs follow along with the prezi. Guided notes will also be passed out to them. Reading and analyzing the first document with all the students allows all of my students with needs to see what type of analysis I want since I'm modeling it. Having the students be in groups when analyzing the other two documents gives my Els, SSNs, and striving readers a chance to work with people who can help guide them through the analysis. They won't be stuck trying to read the documents on their own. Also the worksheet gives them a better idea of what to look for. For the lesson closure, all of my students with special needs will be given a simplified prompt so they don't have to worry about writing a lot, but they'll still be able to demonstrate what they've learned.