Inquiry and Primary Source-Based Lesson Plan

Title: Due Process: 1215-1868-PresentSubmitted By: Steven George

Grade Level: 9Subject Area Focus: Magna Carta Document AnalysisCourse: World History IUnit this lesson is part of: Feudalism/Magna Carta & Due Process (Lesson Plan represents Day 2 of this Unit)Estimated Number of Days to Complete: 4 days (57-minute periods)

Lesson Summary: Students will be introduced to the concept of “Due Process” by reviewing the text of the Magna Carta (limiting the powers of King John) and comparing it to the 14th amendment – and then showing how due process is an important aspect of their high school student handbook that they’re required to sign each year.

As freshmen, students did learn about the Constitution and Reconstruction as 8th graders – which would mean that some of this content might be recent enough for them to recall.

Desired Results/Objectives:

1. Essential Questions/Historical Question(s):○ Why was the Magna Carta created?○ Why is “due process” important within a democratic society?

2. Objectives: By the end of this project students will know, understand, and be able to:○ Students will know…

■ The definition of due process■ Why due process is important within their lives & society they live in

(everyone needs to be held accountable and treated equally to the same laws)

○ Students will understand…■ What a society would be like “with” and “without” due process

○ Students will be able to…■ Define and explain “due process under the law”■ Provide examples of due process in the U.S.

■ Explain the importance of the 14th Amendment to the U.S. Constitution

3. Curriculum Standards: WHI.8 Describe developments in medieval English legal and constitutional history and their importance in the rise of modern democratic institutions and procedures, including the Magna Carta, parliament, and habeas corpus. (H, C)

Assessment/Evidence: (2 forms)

Performance Tasks & Other Evidence of Performance:

● Participation in Classroom Simulation (see rubric below)● Magna Carta, Due Process & 14th Amendment: ● Demonstrating Respect & Participation Rubric               

Beginning – 0 pts

Developing –30 pts

Focused –40pts

Exemplary –50 pts

Demonstrates Respect for Others

Poor behavior. Disruptive to other students. Lack of respect is demonstrated in the classroom. Comments show a lack of respect and courtesy.

Classroom behavior needs to be improved. Needs to act in a more respectful way in the classroom. Needs to continually be spoken to regarding behavior or attitude. Demonstrates inability to pay attention when others are speaking.

Classroom behavior was acceptable. Acts respectful in the classroom on most occasions.

Classroom behavior was superior, professional, and a model of how the teacher would like students to behave. Demonstrates self-respect and respect for others at all times.

● Completion of homework assignment (grading is 0-15-30pts)

Learning Plan:

Learning Activities:

Day #1 (Simulation – using Magna Carta as Content)In advance of first class, students are asked to read “Magna Carta” handout and answer questions for homework (see attached PDF File), including choosing three words that they are unfamiliar with and write the definition.

Students will participate in a classroom simulation that reflects laws (handbook rules) at the Principal level (school/federal) and compare/contrast it to rules at the Teacher level (classroom/states). This simulation is essentially reflecting the U.S. Constitution & the Bill of Rights (subject to protection from the federal government), whereas my classroom rules don’t fall within the school handbook thus reflecting States’ abilities to create their own independent laws that did not afford equal protection. This simulation would be incorporated into a Freshmen World History Unit focused on the Magna Carta and the concept of due process and human equality as far as application of laws.

Order of Activities:

(1) Students will be placed into two groups (blue groups and red groups – noted by colored headbands).

The blue group will receive better treatment, gain access to more desirable resources, have more comfortable living conditions and more privileges (simulating White Privilege in the early 1800s). They will be placed on one side of the room.

The red group will be limited, restricted and penalized – living a more challenging life – being marginalized in the classroom (reflecting African Americans in the early 1800s). They will be placed on the other side of the room.

Students will not be notified of the significance of the colors.

(2) Modified School Rules from Administration worksheet (copies will be distributed to all students)

School Rules from Administration

Administration grants students the right to be comfortable in school

Administration does not allow drinks or food in the hallways, common areas within the school unless consumed in the cafeteria

Administration grants the freedom for students to go to the bathroom at the teacher’s discretion

Any powers not delegated by Administration, are reserved to classroom teachers.

(3) Below are the rules for each group that entitle them to privileges or restrictions based on their group color. During the simulation, they will have these rules imposed on them. This will be distributed to all students upon completion of simulation.

Blue Group Red Group

Sit in chair Sit on floor

Will be provided juice boxes & crackers No drink or food

Will be allowed to leave classroom to go for water, bathroom, etc.

Will not be allowed to leave classroom

During oral quiz, all students will receive 100% During oral quiz, highest quiz score will be 50% regardless of actual score. Lowest score is 0%.

Can talk and participate in class discussion Can’t talk and can’t participate in class discussion.

Will receive lollipops for participating. Will not receive anything as they can’t participate. If they try to, their quiz score will be reduced.

(4) Homework is checked while students respond to the “class opener: “When is it okay for students to be excluded within the school environment?”Responses will vary. Some anticipated responses may be “cutting from athletic teams”, honor roll recipients based on grades, participation in music or drama productions, events for specific grade levels, etc.

(5) Students are shown a brief 6-minute video on Magna Carta from UK Parliament

https://www.youtube.com/watch?v=4qj2vpp9Wf4Students in seats will be given juice boxes and crackers prior to viewing video.

(6) Students will be given a 5 question-oral quiz.Blue members will receive blue papers; Red members will receive red papers.

Here are five questions:1. What was the year of the Magna Carta?2. What does “Magna Carta” translate to?3. What was the name of the King of England?4. Provide one reason why the barons wanted to limit the King’s power?5. What was the impact of the signing of the Magna Carta?

They will be corrected in class, but the scoring will reflect the following: All Blue group members will receive a 100%. All Red group members will receive a 0% - as their quiz scores will not count. (All red

quizzes will be torn in half)

(7) Magna Carta Questions for homework are discussed in classStudents who participate (only those in seats will be allowed to) will receive lollipops as a reward for their participation.

(8) At this point – the simulation will end. Students will be asked to discuss their experience. These questions will be projected on the overhead via Google Slides Presentation:

How did you feel about your situation? How did you feel about the other group?How do you think the other group felt about you?What was it like to have privileges? Explain why?What was it like to have limitations and restrictions? Explain why?How did you feel about me (the teacher) who enforced these rules and roles?

Assume that all teachers in the building had their own classroom rules. What are the advantages or disadvantages of this? Would this provide equality for students?Would it provide due process (fair application of rules) to students?

(9) Students will now receive the “Due Process Clause of the 2015-2016 HHS Student Handbook” (see Page 7 of attached PDF File); Student from blue group will be asked to read it.

Have students explain how this simulation would have been different under this clause.

(10) Have students respond to the questions: What did you learn today? What is the purpose of the Student Handbook?What is due process?Why is due process important?

Homework: Read the 14th Amendment. (Link will be provided from text-set) http://www.archives.gov/exhibits/charters/constitution_amendments_11-27.htmlSummarize its importance in one paragraph; include choosing three words that they are unfamiliar with and write the definition.

Day #2 (14th Amendment)Recap from yesterday’s simulation. (This is especially helpful for those students who were absent from class)Homework is checked while students respond to the “class opener”: How would you define “true human equality”?

Lecture: recap historical timeline of 13th, 14th and 15th Amendment.

Google Chrome Books will be distributed so that the following document can be viewed individually. One class-wide google document will be created based on the following small group activity:

Document Analysis of 14th Amendment (Five separate sections will be assigned to groups of 4-5 students). Read, analyze & interpret. Pose 2 questions to the class for discussion. Source from text-set is below:

Title: U.S. Constitution (re-printed)Date: Accessed July 27, 2016Creator: U.S. National Archives and Records AdministrationPermalink:http://www.archives.gov/exhibits/charters/constitution_amendments_11-27.htmlThis document reflects the U.S. Constitution. Amendment XIV was passed by Congress on June 13, 1866 and ratified on July 9, 1868. It has each of the five sections listed. It also notes that Article I, section 2 of the Constitution was modified by section 2 of the 14th amendment.

I will ask discussion-based questions based on student feedback to help them understand the issue of “human equality” from various points of view.

Day #3 (Guest Speaker)

Recap from prior day’s classes. Classroom visit from Hingham H.S. Resource Officer Thomas Ford. The HHS Student Handbook will be reviewed as far as the Due Process clause as well as the protections that students have from Administration, Teachers and HPS.

The 25-minute video from Annenburg Films on “Magna Carta and Due Process” will be shown. Link is below.

http://www.annenbergclassroom.org/page/magna-carta-documentary

Materials and Sources Used:

What primary source(s) is/are used (full citation; online items required: a) Title, b) Creator, c) Year, d) thumbnail image, and e) URL Permalink, plus f) brief description of each source.

1. Title: One Country, One Constitution, and One PeopleDate: 2/24/1866Creator: John Armor BinghamPermalink: http://www.loc.gov/exhibits/magna-carta-muse-and-mentor/due-process-of-law.html - obj074John Bingham’s historic speech to the House of Representatives outlining that this amendment (14th) would require state governments to adhere to the same standards as the federal government in protecting the rights of their citizens (including the first 8 amendments of the Bill of the Rights).

Title: U.S. Constitution (re-printed)Date: Accessed July 27, 2016Creator: U.S. National Archives and Records AdministrationPermalink:http://www.archives.gov/exhibits/charters/constitution_amendments_11-27.htmlThis document reflects the U.S. Constitution. Amendment XIV was passed by Congress on June 13, 1866 and ratified on July 9, 1868. It has each of the five sections listed. It also notes that Article I, section 2 of the Constitution was modified by section 2 of the 14th amendment.

What secondary sources are used (full citation: author, title, year, publisher, plus brief description of each source–What does it add?).

McDougal Littell World History. “Patterns of Interaction.” Houghton Mifflin,

2009. World History 1 student textbook that looks at Magna Carta primary source document of 1215. There is also an accompanied student workbook that was used for the questions that are attached to this lesson plan.

Title: Magna Carta and the ConstitutionDate: Accessed 18 July 2016.Creator: Robe Imbriano of The Constitution Project: Magna Carta and the Constitution

Permalink: http://www.annenbergclassroom.org/page/magna-carta-documentaryThis 25-minute Annenburg Classroom video analyzes the Magna Carta of 1215, which was one of the most important documents in the history of democracy. Its essence, existence and spirit has inspired the Declaration of Independence and the U.S. Constitution.

What other curricular materials do you plan to use to support this project?

Excerpt from Hingham High School Student Handbook (page 7 – Due Process Clause)

Video on Magna Carta from UK Parliament -https://www.youtube.com/watch?v=4qj2vpp9Wf4