Focus Plan Texarkana Independent School District
GRADING 4th Six Weeks PLAN CODE: SS10.4.3 PERIOD: writer: Bates Course/subject: World History
Grade(s): 10th Grade Time allotted for 3 days instruction:
Title: The Coronation That Changed England
Lesson TOPIC: Interpreting events leading up to English Bill of Rights and its influence on the U. S. Bill of Rights
TAKS Objective: Objective 4: Demonstrate an understanding of political influences on historical issues and events.
FoCUS TEKS and Student 8.16 The student understands the American beliefs and principles Expectation: reflected in the U. S. Constitution and other important historic documents. The student is expected to: (A) identify the influence of ideas from historic documents including the English Bill of Right on the U. S. system of government.
Supporting TEKS and Student WH 26 The student communicates in written, oral, and visual forms. Expectations: The student is expected to: (C) interpret and create databases, research outlines, bibliographies, and visuals including graphs, charts, timelines, and map
Concepts Enduring Understandings/Generalizations/Principles The student will understand that comparing is the ability to determine how two documents or events Compare are the same. contrasting is the ability to determine how two documents or events Contrast are different. sequencing is the ability to organize items in the order in which they Sequencing occurred. Interpreting Timelines interpreting timelines is a way of communicating in visual form.
I. Sequence of Activities (Instructional Strategies)
Division of Curriculum and Instruction School Improvement Department Texarkana Independent School District A. Focus/connections/anticipatory set
The teacher will use an overhead projector to display: TAKS Daily Practice 17.3 Triumph of Parliament in England. TEKS WG 18 (A), WH 26 (C) Interpreting Timelines
The teacher will instruct students to record questions 1 and 2 in their spiral notebook. Allow 2 – 5 minutes. The teacher will then discuss questions.
B. Instructional activities (demonstrations, lectures, examples, hands-on experiences, role play, active learning experience, art, music, modeling, discussion, reading, listening, viewing, etc.) 1. Objectives: Interpret a timeline of events that led to the English Bill of Rights
2. Procedures: Students will create a timeline sequencing events that led to the English Bill of Rights.
3. Modeling: The teacher will state, “Several European monarchs (kings) became absolute rulers during the 1500 and 1600s. They claimed they had divine right to rule. In England, the king and Parliament were constantly at battle for power. First, the monarchy was abolished and then later restored. The focus of today’s lesson is to examine the events that led to Parliament’s triumph and the English Bill of Rights. To familiarize you with those events, we will play the “loop” card game.”
C. Guided activity or strategy
The teacher will facilitate the “loop” card game.
Students will be divided into five groups. The teacher will distribute two cards to each group.
The teacher will read the first card: “1485 – 1603” The students will read their two cards. The group with the card that correctly identifies or describes those dates, chooses one person in the group to read the answer. If the answer is incorrect, the teacher will repeat “1485 – 1603” and wait for the correct response. When it has been answered correctly, one person in the group reads the date shown on the bottom of their card.
The game continues until all cards have been answered correctly.
D. Accommodations/modifications
E. Enrichment
II. STUDENT PERFORMANCE
A. Description
At the conclusion of the game, students will work independently and create a timeline for the period 1485-1689. B. Accommodations/modifications
Division of Curriculum and Instruction School Improvement Department Texarkana Independent School District C. Enrichment iii. Assessment of Activities
A. Description
B. Rubrics/grading criteria
C. Accommodations/modifications
D. Enrichment
E. Sample discussion questions
1. What is limited monarchy? 2. Why was Parliament upset with the king? 3. What is meant by divine right to rule? 4. Which king was beheaded? 5. Did William of Orange and his wife, Mary, have to take the oath accepting the English Bill of Rights. 6. Would we have first amendment rights today if the English Bill of Rights had not been formally passed through Parliament?
IV. TAKS Preparation A. Transition to TAKS context
The teacher will state, “Timelines organize events in the order in which they occur. Being able to interpret information listed on timelines is a visual form of communicating. Not only does a timeline list the date of an event or historical issue, it provides a better understanding as to why or what happened. During the next two lessons, we will examine timelines leading up to the English Bill of Rights and its influence on the U. S. Bill of Rights.”
B. Sample TAKS questions DAY 1: 2004 TAKS Objective 4, TEKS 8.16 (A)
Use the excerpt and your knowledge of social studies to answer the following question. That the pretended power of suspending the laws or the execution of laws by regal authority without the consent of Parliament is illegal…….
- English Bill of Rights, 1689
Ideas similar to those expressed in the excerpt above are also found in the –
A Virginia Statute of Religious Freedom B U.S. Constitution C Mayflower Compact D Proclamation of 1763
Correct Answer: B
Division of Curriculum and Instruction School Improvement Department Texarkana Independent School District Day 2: 2003 TAKS Objective 4, TEKS 8.16 (A) In 1689 King William and Queen Mary signed the English Bill of Rights. That same year Parliament passed the Toleration Act, which extended religious freedom. These events were relevant to the development of the U. S. political system because –
A they contributed to the notion that government must protect the rights of the people B voting rights were extended to all citizens, regardless of social status or Religion C the legislation was rejected by the Massachusetts General Assembly D the resulting absolute monarch created discontent among American Colonists Correct Answer: A
Day 3: 2003 TAKS Objective 4, TEKS 8.20 (B)
1. The term “Bill of Rights” refers to –
A the document that specifies separation of church and state B a revision of the Articles of Confederation C the first ten amendments to the U. S. Constitution D rights given to the colonists by King George III
Correct Answer: C
Use the information in the box and your knowledge of social studies to answer the following question.
Guarantee of a speedy trial Freedom from illegal searches and seizures Protection from self-incrimination during trial Freedom of speech and religious worship
2. All of the principles listed in the box are included in which of the following historical documents?
A The Federalist Papers B Articles of Confederation C Declaration of Independence D Bill of Rights Correct Answer: D
Division of Curriculum and Instruction School Improvement Department Texarkana Independent School District V. Key Vocabulary Habeas corpus (no person can be held in prison without first being charged with a specific crime)
limited monarchy (a government in which a constitution or legislative body limits the monarch’s powers)
VI. Resources
A. Textbook
B. Supplementary materials
TAKS Daily Practice Transparency 17.3 Tag board or index cards for “loops” Handout #1 – English Bill of Rights Word Search Graphic Organizer 5: VENN DIAGRAM (World History Connections To Today Skills Transparencies: page 139) Handout #2 – English Bill of Rights Handout #3 – U. S. Bill of Rights Transparencies: Sample TAKS Questions (Day1, Day 2, and Day 3)
C. Technology Computer Overhead projector
VII. follow up activities (reteaching, cross-curricular support, technology activities, next lesson in sequence, etc.)
Day 2: Students will compare/contrast an English coronation to a U. S. presidential Inauguration
Royal Coronation: This web site has the image of Westminster Abbey where William and Mary’s coronation was held. Royal coronations are also described. http://www.bigpedia.comencyclopedia/image:Westinster
U. S. Presidential Inauguration: This web site has the image of the 2005 Presidential Inauguration. The History of the inauguration is also listed.
Http://en.wikipedia.org/wiki/Inauguration_Day
Day 3: English Bill of Rights Our (U. S.) Bill of Rights Students review copies of the English Bill of Rights and the U. S. Bill of Rights and create a Venn Diagram comparing and contrasting the two documents. Division of Curriculum and Instruction School Improvement Department Texarkana Independent School District VIII. Teacher Notes Day 1: Events leading up to the English Bill of Rights. (Timeline) Cards for “Loop” game can be reproduced on card stock and cut to 3” x 5”
Day 2: Coronation of King William III and Queen Mary – acceptance of the English Bill of Rights (Essay)
Focus/connections/anticipatory set: Power Point presentation: “The Coronation that Changed England” *Print out Power Point Notes prior to presentation Student will complete English Bill of Rights Word Search after completing an essay comparing and contrasting a royal coronation and a U. S. Presidential inauguration.
Day 3: Compare and Contrast both documents: (English Bill of Rights/U.S. Bill of Rights (Venn Diagram)
Guided Practice: The teacher will use the VENN DIAGRAM transparency and list basic information to be included.
Division of Curriculum and Instruction School Improvement Department Texarkana Independent School District