Designer: C. Kezerian
Publication Date: November 3, 2004
Standards:
History: 8.2.1--Discuss the significance of the Magna Carta, the English Bill of rights, and Mayflower Compact.
Analysis Skills--Historical Interpretation
2. Students understand and distinguish cause, effect, sequence, and correlation in historical events, including the long- and short-term causal relations.
Language Arts: Reading Comprehension, 2.4-Compare the original text to a summary to determine whether the summary accurately captures the main ideas, includes critical details, and conveys the underlying meaning.
Key concepts/Vocabulary:
- The Constitution of the United States
- Limited government
- Self-government
- Constitution
- Democracy
Learning Outcome/"Big Idea"/"Essential Learning" (Objective):
1. Students will understand the ideas of individual rights, limited government, and self-government as expressed in the Magna Carta, the English Bill of Rights, and the Mayflower Compact.
2. Students will relate these ideas to the Constitution.
TCI Strategies: Social Studies Skill Builder
EL/Inclusion Strategies:
- EL's 1-3 & Lower level reading students including Resource: Lower level reading handouts, more teacher direction, BIA for primary language assistance
- All Levels: Cooperative groups selected by teacher (4 students per group)
Materials:
- Interactive Notebook
- Colored Pencils
- Cornell Note Form (For Reading Notes-Right side of notebook)
- Colored Markers
- Highlighters
- Butcher Paper
- Overhead Projector Pens
Opportunities to Learn/Perform:
1. What will students need to do to achieve knowledge and skills identified in standards and learning outcomes?
Day 1-3:
- Teacher places students into cooperative learning groups of 4. Students will work on the upper left side of the interactive notebook and answer the question, "What are 3-5 rights you think you should be able to do but are not allowed to?" Teacher allows students a few minutes to write answers. As students are writing answers, teacher walks around and stamps those notebooks that have answers. (5 Points) Students are then given a chance to share answers in their group. Teacher then selects students to share their answers with the class. Next, students are given the primary source documents with instructions on what they are to do with them. (Set of 3 documents for each student)
- Instructions: Choose a role for each member of the group.
- Leader: Keeps the group on task
- Writer: Writes on the transparencies, the main points of each document
- Speaker: Presents the main points to the class
- Supply Sergeant: Receives and returns all materials from the teacher
- Readers: All members of the group
- Read each document carefully and highlight the important points.
- Discuss these points with your group.
- Get butcher paper from the teacher.
- On the butcher, write the title of each document and the important points in your own words.
- As a group, be prepared to share your paper in front of the class.
- If you have not finished, your homework is to read documents and highlight the important points. Each member of your group should be responsible for one document
Day 4:
- Students present their butcher paper to the class.
Day 5:
- On the right side of their notebooks, students will take teacher created Cornell Notes.
- Homework: Using their notes students will write questions and a summary. (Worth 10 Points if completed)
Day 6:
- On the bottom left of their notebooks, students will create a flow chart that shows causes and effects of the 3 documents. Answers are from the Cornell notes. (Points Value)
After the Constitution Unit:
- Working in the same groups of 4, students will create a graphic organizer on butcher paper that shows their knowledge of how these documents were the underlying principles of the Constitution.
Technology Component: Overhead Projector
Primary Sources:
- Magna Carta
- English Bill of Rights
- Mayflower Compact
Other Resources:
- 2 Different sets of lower level reading handouts on the above
- 1 Set for EL's 1-30
- 1 Set for EL's 4-50
Assessment:
- Butcher Paper--Group: Main points of documents to share with class
- Cornell Notes--Student: Teacher created notes on main points of documents with student created questions and summary
- Interactive notebook--Bottom Left side: Using their Cornell notes students will create a flow chart that shows the development of the principles underlying the Constitution. (Cause & Effect)
- Butcher paper--Group created graphic organizer relating these documents to the Constitution (Rubric)
Reflection:
What do I need to model, change or adjust regarding criteria, assessment and opportunities to learn?
After trying it with a couple of my classes, I figured out that they had no prior knowledge of rights and freedoms. Needless to say, I have postponed the lesson until the end of the Constitution Unit so that students would be able to build some knowledge. In this way, the lesson will have more of an impact and will be more easily conceptualized.
Also, I will have to model more since most students are ELD's and have a hard time with vocabulary especially when it comes to primary sources. I tried reading the documents and I also had a difficult time with the Magna Carta and English Bill of Rights because of the language.
Next, I have to model how students should work in groups. Many of my students think that group work is social time so I will follow Anthony's lead and model proper group work behavior.
Last, I have to admit; I was not prepared for this lesson. This means that I have to change some of my own bad habits, which includes procrastination and need to be prepared for all lessons because students seem to know when teachers aren't ready.
