HUMANITIE AR NI 3 Module 3 - The British Magna Carta and ... · Module 3 - The British Magna Carta and the ... The Magna Carta, originally codified in 1215 ... and analysis of content

HUMANITIES PART I – UNIT 3

1 of 42National Paideia Center, 2013 | www.paideia.org

Module 3 - The British Magna Carta and the U.S. Bill of Rights

LIST OF CONTENTS

Information Sheet

Section 1: What Task and Standards?

Teaching Task

Common Core State Standards

Reading Standards for Informational / Explanatory Tasks

Speaking and Listening Standards

Writing Standards for Informational / Explanatory Tasks

Content Standards from State or District

Speaking and Listening Rubric

Writing Rubric for Informational / Explanatory Tasks

Section 2: What Skills?

Skill Cluster Overview

Section 3: What Instruction?

Instructional Ladder

Skill Cluster 1: Preparation for Module

Skill Cluster 2: Reading Process

Skill Cluster 3: Dialogue Process

Skill Cluster 3: Transition to Writing

Skill Cluster 4: Writing Process

Materials, References and Supports

Teacher Work Section

Module Appendix

Seminar Plan

Text

Vocabulary List

Seminar

Speaking and Listening Checklist



FOR INFORMATIONAL / EXPLANATORY

Module 3 - The British Magna Carta and the U.S. Bill of Rights (continued)

Information Sheet

Module Title (Title should Include text title and key ideas)

The British Magna Carta and the US Bill of Rights

Module Description (Overview to state course subject, key ideas, text, written product and audience)

This module challenges students to read, discuss, and write about two seminal artifacts of law and government. The British Magna Carta and the US Bill of Rights illuminate two different approaches to power and rights and students will write a comparison essay for an audience of their choice.

Template Task (The writing assignment with blanks; include number, type, level)

Collection 2, Task 23: [Insert optional question] After reading ________ (literature or informational texts), write ________ (an essay, report, or substitute) that compares ________ (content). Support your discussion with evidence from your research. (Informational/Comparison)

Teaching Task (FIll in the blanks and be sure there is a clear connection between the question, task and text)

•HowdidtheBritishMagnaCartainfluencetheU.S.BillofRights?

• After reading from the British Magna Carta and the U.S. Bill of Rights, write a fully developed historical essay that compares the two documents and suggests how the Magna Carta may haveinfluencedtheBillofRights.

Big Ideas, Values (see Ideas and Values list on page 19 in the Paideia Course Manual)

• Government• Individual Rights• Justice

Grade(s)/Level 9-10

Discipline(e.g., ELA, science, history, other?)

Humanities

Course World/American History

Author(s) Laura Billings, Terry Roberts

Contact Information • [email protected]• [email protected]



Section 1: What Tasks and Standards?

TEACHING TASK

Teaching Task (Before finalizing, draft your own response to text and revise)

•HowdidtheBritishMagnaCartainfluencetheU.S.BillofRights?

• After reading from the British Magna Carta and the U.S. Bill of Rights, write a fully developed historical essay that compares the two documents and suggests how the Magna Carta may haveinfluencedtheBillofRights.

Reading Texts (See Paideia Text Rubric on page 20 in the Paideia Course Manual for text selection rubric; provide text title here and include link to exact version or whole text in Appendix)

• British Magna Carta • U.S. Bill of Rights

(both in Appendix)

Background to Share with Students(Justify why it is important for students to read and study this text)

TheMagnaCarta,originallycodifiedin1215,forcedtheEnglishKing John to give up certain rights to his subjects and to admit that his power was not arbitrary. The U.S. Bill of Rights, added to the Constition in 1789, listend the fundamental rights of individual citizens as protected by law.

Extension (Note the written product, the audience and how the audience might respond)

Students will be invited to select an audience of their choice to share their essay with and receive feedback from.




COMMON CORE STATE STANDARDS (refer to grade level standards)Reading Standards vary by module type.

Section 1: What Tasks and Standards? (continued)


READING STANDARDS for INFORMATIONAL / EXPLANATORY

“Built-in” Reading Standards

“When Appropriate” Reading Standards

1. Read closely to determine what the text says explicitly and to make logical inferences from it;citespecifictextualevidencewhenwritingorspeaking to support conclusions drawn from the text.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

5. Analyzethestructureoftexts,includinghowspecificsentences,paragraphs,andlargerportions of the text (e.g., section, chapter, scene, or stanza) relate to each other and the whole.

4. Interpret words and phrases as they are used in a text, including determining technical, connotative,andfigurativemeanings,andanalyzehowspecificwordchoicesshapemeaning or tone.

7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.

6. Assess how point of view or purpose shapes the content and style of a text.

8. Delineate and evaluate the argument and specificclaimsinatext,includingthevalidityof the reasoning as well as the relevance and sufficiencyoftheevidence.

10. Read and comprehend complex literary and informational texts independently and proficiently.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.



COMMON CORE STATE STANDARDS (refer to grade level standards)Speaking and Listening Standards are the same for all three module types.



SPEAKING AND LISTENING STANDARDS

for ALL MODULE TYPES

“Built-in” Speaking and Listening Standards

“When Appropriate” Speaking and Listening Standards

1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

4. Presentinformation,findings,andsupportingevidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

5. Makestrategicuseofdigitalmediaandvisualdisplays of data to express information and enhance understanding of presentations.



COMMON CORE STATE STANDARDS (refer to grade level standards)Writing Standards vary by module type.



WRITING STANDARDS for INFORMATIONAL / EXPLANATORY

“Built-in” Writing Standards

“When Appropriate” Writing Standards

2. Write informational/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoningandrelevantandsufficientevidence.

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

5. Developandstrengthenwritingasneededbyplanning, revising, editing, rewriting, or trying a new approach.

6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

9. Draw evidence from literary or informational textstosupportanalysis,reflection,andresearch.

7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

10. Write routinely over extended time frames (time forresearch,reflection,andrevision)andshortertime frames (a single sitting or a day or two) for a range of tasks, purposes, and audience.

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.




CONTENT STANDARDS from STATE OR DISTRICT


Standards Source:

NUMBER CONTENT STANDARDS



SPEAKING AND LISTENING RUBRIC

This is the same for all three module types.



SCORING ELEMENTS

Not Yet Approaches Expectations /Meets Expectations Adanced

1 1.5 2 2.5 3

Attention • Does not look at the person speaking.

• Occasionally turns and talks to person sitting nearby while another person is speaking.

• Looks at the person speaking during most of the discussion.

• Rarely talks while another is speaking.

• Looks at the person speaking during the discussion.

• Does not talk while another is speaking.

Engagement • Does not take notes related to the ideas being discussed.

• Occasionally takes notes related to the ideas being discussed.

• Gives way to another as a way of sharing the talk time.

• Consistently takes notes related to the ideas being discussed.

• Gives way to another as a way of sharing the talk time.

Articulation • Makes barely audible statements.

• Makes clear and accurate statements; generally speaks at appropriate pace, volume; uses relevant vocabulary and grammar.

• Makes clear and accurate statements; consistently speaks at appropriate pace, volume; uses relevant vocabulary and grammar.

Explanation • Makes simple, somewhat unrelated or repetitive points/ statements.

• Provides points/ statements about the discussion topic noting details related to sequence, category, purpose, or point of view.

• Provides insight related to fallacies within the text; tests assumptions and explores inferences.

• Refers to the text or another relevant source.

Table continues on next page



SPEAKING AND LISTENING RUBRIC (continued)



SCORING ELEMENTS

Not Yet Approaches Expectations /Meets Expectations Adanced

1 1.5 2 2.5 3

Expansion • Draws conclusions based on a single perspective.

• Refers to the text or another relevant source.

• Illuminates relevance; Notes positive/negative implications

• Acknowledges difference in own perspectives—before and now.

• Adds to previous statement by offering a more global/ holistic interpretation.

Connection • Does not ask questions.

• Does not refer to what else has been said.

• Considers another point of view and acknowledges personal bias.

• Asks authentic questions.• Paraphrases what else

has been said.

• Refers to another facet of an idea or another’s comment.

• Considers multiple points of view and acknowledges personal bias.

• Asks authentic, thought-provoking, open-ended questions.



WRITING RUBRIC for INFORMATIONAL / EXPLANATORY TASKS

Writing Rubrics vary by module type.



SCORING ELEMENTS

Not Yet Approaches Expectations

1 1.5 2 2.5

Focus • Attempts to address prompt, but lacks focus or is off-task.

• Addresses prompt appropriately but with a weak or uneven focus.

Controlling Idea

• Attempts to establish a controlling idea, but lacks a clear purpose.

• Establishes a controlling idea with a general purpose.

Reaading/Research

• Attempts to present information in response to the prompt, but lacks connections or relevance to the purpose of the prompt.

• Presents information from reading materials relevant to the purpose of the prompt with minor lapses in accuracy or completeness.

Development • Attempts to provide details in response to the prompt, including retelling,butlackssufficientdevelopment or relevancy.

• Presents appropriate details to support the focus and controlling idea.

Organization • Attempts to organize ideas, but lacks control of structure.

• Uses an appropriate organizational structuretoaddressthespecificrequirements of the prompt, with some lapses in coherence or awkward use of the organizational structure.

Conventions • Attempts to demonstrate standard English conventions, but lacks cohesion and control of grammar, usage, and mechanics.

• Sources are used without citation.

• Demonstrates an uneven command of standard English conventions and cohesion.

• Uses language and tone with some inaccurate, inappropriate, or uneven features.

• Inconsistently cites sources.

Content Understanding

• Attempts to include disciplinary content in explanations, but understanding of content is weak.

• Content is irrelevant, inappropriate, or inaccurate.

•Brieflynotesdisciplinarycontentrelevant to the prompt.

• Shows basic or uneven understanding of content.

• Minor errors in explanation.

Table continues on next page



WRITING RUBRIC for INFORMATIONAL / EXPLANATORY TASKS (continued)



Meets Expectations Advanced

3 3.5 4

• Addresses prompt appropriately and maintains a clear, steady focus.

• Addresses all aspects of prompt appropriately and maintains a strongly developed focus.

• Establishes a controlling idea with a clear purpose maintained throughout the response.

• Establishes a strong controlling idea with a clear purpose maintained throughout the response.

• Presents information from reading materials relevant to the prompt with accuracy and sufficientdetail.

• Accurately presents information relevant to all parts of the prompt with effective selection of sources and details from reading materials.

•Presentsappropriateandsufficientdetailstosupport the focus and controlling idea.

• Presents thorough and detailed information to strongly support the focus and controlling idea.

• Maintains an appropriate organizational structuretoaddressthespecificrequirementsof the prompt.

• Maintains an organizational structure that intentionally and effectively enhances the presentation of information as required by the specificprompt.

• Demonstrates a command of standard English conventions and cohesion, with few errors.

• Response includes language and tone appropriate to the audience, purpose, and specificrequirementsoftheprompt.

• Cites sources using appropriate format with only minor errors.

• Demonstrates and maintains a well-developed command of standard English conventions and cohesion, with few errors.

• Response includes language and tone consistently appropriate to the audience, purpose,andspecificrequirementsoftheprompt.

• Consistently cites sources using appropriate format.

• Accurately presents disciplinary content relevant tothepromptwithsufficientexplanationsthatdemonstrate understanding.

• Integrates relevant and accurate disciplinary content with thorough explanations that demonstrate in-depth understanding.



Module Templates – Section 2: What Skills?

SKILL CLUSTER OVERVIEW


Skill Definition

SKILL CLUSTER 1: PREPARATION FOR MODULE

Task Analysis Ability to understand and explain the task’s prompt and rubric.

SKILL CLUSTER 2: READING PROCESS (PRE-SEMINAR)

Background Information Ability to identify contextual information.

Inspectional Reading Ability to identify structural components of the seminar text.

Essential Vocabulary Ability to identify and master terms essential to understanding a text.

Analytical Reading Ability to read for meaning and inferences.

SKILL CLUSTER 3: DIALOGUE PROCESS (PAIDEIA SEMINAR)

Pre-Seminar Process Abilitytoreflectonpersonalcommunicationhabitsandselectappropriatespeaking and listening goals.

Seminar Ability to think critically and collaboratively in a group about concepts and ideas of a text through a structured Socratic seminar or other discussion-based strategy.

Post-Seminar Process Ability to self-assess on speaking and listening skills practiced in the seminar and note relevant communication goals for future discussions.

SKILL CLUSTER 4: WRITING PROCESS

Note-taking Ability to select important facts and passages for use in one’s own writing.

Initiating the Task (Controlling Idea)

Ability to establish a controlling idea and consolidate information relevant to task.

Planning Ability to develop a line of thought and text structure appropriate to the task type.

Initial Draft and Development

Ability to construct an initial draft with an emerging line of thought and structure. • Ability to explain relevant and plausible implications.• Ability to address the credibility and origin of sources in view of your research

topic. • Ability to identify gaps or unanswered questions.

Revision Abilitytorefinetext,includinglineofthought,languageusage,andtoneasappropriate to audience and purpose.

Editing Ability to proofread and format a piece to make it more effective.

Completion Abilitytosubmitfinalworkthatisontask.



Section 3: What Instruction?

INSTRUCTIONAL LADDER

Pacing Skill & Definition

Product & Prompt Criteria for Scoring

Instructional Strategies

SKILL CLUSTER 1: PREPARING FOR THE TASK

Day 1 Task Analysis• Ability to

understand and explain the task’s prompt and rubric.

Bullets• In your own words, what are

the important features of a good historical essay?

• No scoring • Share examples of historical essays (either from past students or from professional writers).

• Discuss key features of examples.

• Have students pay special attention to comparison words.

• Pair students to share and improve their individual bullets.

• Create a classroom list: Choose one student to share a few ideas on the board, and ask others to add to it.

SKILL CLUSTER 2: READING PROCESS (PRE-SEMINAR)

Days 1-2

Background Information• Ability to

identify contextual information.

Notes• With your research team,

follow group research protocol to determine complete answers to your guiding questions.

•Summarizeyourfindingsin a poster style. Jig saw groups and share.

• Take notes while others present. Be sure to take notes on the context for each text: names, dates, places. Add notes about text structure.

• Complete and accurate background information is noted.

• Assign student research groups - some on Magna Carta, others on Bill of Rights.

• Assign contextual vocabulary to respective groups.

• Coach student research and preparation to teach others.




Section 3: What Instruction? (continued)

INSTRUCTIONAL LADDER (continued)


Product & Prompt

Criteria for Scoring


SKILL CLUSTER 2: READING PROCESS (PRE-SEMINAR) (continued)

Next 3 rows for The British Magna Carta

Day 3 Inspectional Reading• Ability to identify

structural components of the seminar text.

Labeling Text & Paraphrase• Label parts of the

text by numbering the paragraphs of the text.

• Structural features of the text are visible and clear.

• Distribute copies of the Magna Carta.

• Discuss what student anticipate the reading to be like.

• Notice the numbered paragraphs. Agree that thefirstparagraphwillbereferred to as ‘preamble” and last the conclusion.

• Read the paragraphs aloud with students.

Day 3 Essential Vocabulary• Ability to identify

and master terms essential to understanding a text.

Vocabulary List• In your notebook,

list high frequency words.

•Adddefinitions,and (if appropriate) notes on connotation in this context.

• Lists appropriate phrases.

• Provides accurate definitions.

• Post/distribute high frequency vocabulary list for Magna Carta.

• Assign words to various student pairs. Direct students to determine correctdefinitionbyusinggraphic organizer (know—see in context—dictionary definition).

• Have students share and note all vocabulary in sections of Magna Carta.

Days 4-5

Analytical Reading• Ability to read

for meaning and inferences.

Notes• Read the text

silently and underline words that state or imply comparison.

• Talk with your partner about what you think are the three most important points/phrases.

• Captures key ideas of text in writing.

• Have students read the text a second and third time.

• Assign pairs to discuss important points and phrases.









SKILL CLUSTER 2: READING PROCESS (PRE-SEMINAR) (continued)

Next 3 rows for U.S. Bill of Rights

Days 5-6

Inspectional Reading• Ability to

identify structural components of the seminar text.

Labeling Text & Paraphrase• Label parts of the text

by numbering the paragraphs of the text.

• Structural features of the text are visible and clear.

• Distribute copies of the Bill of Rights.

• Discuss what student anticipate the reading to be like.

• Notice the numbered paragraphs.

• Read the paragraphs aloud with students.

Day 6 Essential Vocabulary• Ability to

identify and master terms essential to understanding a text.

Vocabulary List• In your notebook, list

high frequency words. •Withpartner,findassigneddefinitionswithgraphic organizer. Start by guessing the word meaning, then note what the context clues are, finallyfinddictionarydefinition.

• Post your work for others and note words that others have found.

• Lists appropriate phrases.

• Provides accurate definitions.

• Post/distribute high frequency vocabulary list for Bill of Rights.

• Assign words to various student pairs. Direct students to determine correctdefinitionbyusinggraphic organizer (know—see in context—dictionary definition).

• Have students share and note all vocabulary in sections of Bill of Rights.

Day 7 Analytical Reading• Ability to read

for meaning and inferences.

Notes• Read the Bill of Rights

again and mark points and phrases that remind you of the Magna Carta.

• Captures key ideas of text in writing.

• Read the text a second and third time and note comparison points with the Magna Carta.







Product & Prompt

Criteria for Scoring


SKILL CLUSTER 3: DIALOGUE PROCESS (SEMINAR)

Day 8 Pre-Seminar Process•Abilitytoreflect

on personal communication habits and select appropriate speaking and listening goals.

Self-Assessment• Based on the

list of speaking and listening behaviors, note in writing a goal for your personal participation in the upcoming dialogue. See Appendix.

• Chooses appropriate individual process goal based on past seminar performance.

• PLEASE use the Seminar Plan/Seminar Process Script in Appendix along with the Speaking and Listening Checklist.

• Teacher should identify a collection of appropriate speaking and listening goals for the group.

• Students select what they will work on individually and note it in writing on the Seminar Process Assessment sheet included in the Module Appendix.

• The group participation goal is discussed and posted where all can see.

Day 8 Seminar• Ability to think

critically and collaboratively in a group about concepts and ideas of a text through a structured Paideia seminar.

• Participate in the Seminar and focus on your goals.

• No scoring • PLEASE use the Seminar Plan in Appendix.

Day 8 Post-Seminar• Ability to

self-assess on speaking and listening skills practiced in the seminar and note relevant communication goals for future discussions.

Self-Assessment•Reflectback

on your participation goal, then finishfillingoutthe Speaking and Listening Checklist; write a short reflectiveworkon your seminar performance in detail.

• Answers task by fillinginformcompletely.

• Writes in detail about seminar participation.

• PLEASE use the Seminar Plan/Seminar Process Script in Appendix.

• Have a few representative students share their goal for speaking and listening and their performance.

• Likewise, may ask the entire class toreflectontheentiredialogueprocess, i.e. the group effort.

• In whatever format is preferred, both individual and group reflectionsshouldbearchivedforreference at the beginning of the next Seminar.








SKILL CLUSTER 3 – TRANSITION TO WRITING

Day 9 Capturing Ideas from Discussion• Ability to

capture in writing the ideas (and words used to name and discuss ideas) from the seminar discussion.

Short Response• After re-examining

the prompt, note everything that you heard, said, or thought during the seminar that is related to the task. (Do not worry about grammar, punctuation, or spelling at this point.)

• No scoring • Give students ample time to take notes immediately after seminar.

• Have students share their notes in small groups. Encourage all to add to their notes.

• Clarify timetable for the writing assignment.

SKILL CLUSTER 4 – WRITING PROCESS

Days 9-10

Note-taking• Ability to select

important facts and passages for use in one’s own writing.

Notes• From each text, make a

list of points that look most important for answering the prompt.

•Identifiesrelevantelements.

• Includes information to support accurate citation (for example, page numbers for a long text, clear indication when quoting directly.)

• Review a format for note taking.

• Coach and encourage student work (including their note format).

Day 10 Initiating the Task (Controlling Idea)• Ability to

establish a claim and consolidate information relevant to task.

Opening Paragraph• Write an opening

paragraph that includes a controlling idea and sequences the key points you plan to make in your composition. Remember the many points about comparisons.

• Writes a concise summary statement or draft opening.

• Provides direct answer to main prompt requirements.

• Establishes a controlling idea.

•Identifieskeypoints that support development of argument.

• Review key aspects of opening paragraphs.

• Coach and encourage student work.










SKILL CLUSTER 4 – WRITING PROCESS (continued)

Day 11 Planning• Ability to develop

a line of thought and text structure appropriate to the task type.

Outline/Organizer• Create an outline

based on your notes and reading in which you state your claim, sequence your points, and note your supporting evidence.

• Creates an outline or organizer.

• Supports controlling idea.

• Uses evidence from texts read earlier.

• Coach and encourage student work.

• Help individual students based on their skills needs.

Day 12 Inital Draft and Development• Ability to construct

an initial draft with an emerging line of thought and structure.

Draft• Write an initial

draft complete with opening, development, and closing; insert and cite textual evidence.

• Provides complete draft with all parts.

• Supports the opening in the later sections with evidence and citations.

• Encourage students to re-read prompt partway through writing, to check that they are on-track.

Day 13 Revision•Abilitytorefine

text, including line of thought, language usage, and tone as appropriate to audience and purpose.

Multiple Drafts•Refinecomposition’s

analysis, logic, and organization of ideas/points.

• Use textual evidence carefully, with accurate citations

• Decide what to include and what not to include.

• Work in groups to share writing, get and give feedback.

• Provides complete draft with all parts.

• Supports the opening in the later sections with evidence and citations.

• Improves earlier edition.

• Set up writing groups. • Model useful feedback

that balances support for strengths and clarity about weaknesses.

• Assign students to provide each other with feedback on those issues.

• Collect, read and respond to these drafts.









SKILL CLUSTER 4 – WRITING PROCESS (continued)

Day 14 Editing• Ability to proofread

and format a piece to make it more effective.

Correct Draft• Revise draft to have

sound spelling, capitalization, punctuation, and grammar.

• Adjust formatting as needed to provide clear, appealing text.

• Provides draft free from distracting surface errors.

• Uses format that supports purpose.

•Brieflyreviewselected skills that many students need to improve.

• Review proofreading marks.

• Assign students to proofread each other’s texts a second time.

Day 14 Completion• Ability to submit finalpiecethatmeets expectations.

Final Work• Post your work. • Organize all of your

drafts electronically.

• Demonstrates that composition is on task and ready for evaluation.

• Celebrate!




Materials, References, and Supports


FOR TEACHERSAdler, Mortimer J. and Charles Van Doren. (1972). How to Read a Book. New York: Simon and Schuster.

Adler, Mortimer. How to Speak and How to Listen.

Dougherty, Billings, Roberts, ASCD 2014. Teaching Writing for Enduring Understanding.

National Paideia Center (2010). Teaching Thinking Through Dialogue: Paideia Seminar Manual. 2nd Edition.

Roberts, Terry and Laura Billings. (2011). Teaching Critical Thinking: Using Seminars for 21st Century Literacy. New York: Eye on Education.

FOR STUDENTSDictionary: http://www.merriam-webster.com/

Timeline: http://www.tiki-toki.com/

World Map: http://www.nationalgeographic.com/kids-world-atlas/maps.html



Teacher Work SectionAdded Thoughts About Teaching This Module

Assign student teams to research Background Information:

What was the Magna Carta?

What brought it about?

King of England

London

Duke of Normandy

Duke of Normandy

Count of Anjon

Canterbury

Dublin

William of London

Peter

Hierarchy including: Arch Bishop, bishop, abbot, earl, baron, justicaries, foesters, bailiffs

What is the Bill of Rights?

When and what brought them?





seminar plan for: The British Magna Carta and the

U.S. Bill of Rights

Ideas: Government, Individual Rights, Justice



The British Magna CartaU.S. NATIONAL ARCHIVES AND RECORDS ADMINISTRATION

WWW.ARCHIVES.GOV | JANUARY 22, 2014 | MAGNA CARTA TRANSLATION

PRE-SEMINAR


[Preamble] Edward by the grace of God King of England, lord of Ireland and duke of Aquitaine sends greetings to all to whom the present letters come. We have inspected the great charter of the lord Henry, late King of England, our father, concerning the liberties of England in these words:

Henry by the grace of God King of England, lord of Ireland, duke of Normandy and Aquitaine and count of Anjou sends greetings to his archbishops, bishops, abbots, priors, earls, barons, sheriffs, reeves, ministers and all his bailiffs and faithful men inspecting the present charter. Know that we, at the prompting of God and for the health of our soul and the souls of our ancestors and successors, for the glory of holy Church and the improvement of our realm, freely and out of our good will have given and granted to the archbishops, bishops, abbots, priors, earls, barons and all of our realm these liberties written below to hold in our realm of England in perpetuity.

[1]InthefirstplacewegranttoGodandconfirmby this our present charter for ourselves and our heirs in perpetuity that the English Church is to be free and to have all its rights fully and its liberties entirely. We furthermore grant and give to all the freemen of our realm for ourselves and our heirs in

perpetuity the liberties written below to have and to hold to them and their heirs from us and our heirs in perpetuity.

[2] If any of our earls or barons, or anyone else holding from us in chief by military service should die, and should his heir be of full age and owe relief, the heir is to have his inheritance for the ancient relief, namely the heir or heirs of an earl for a whole county £100, the heir or heirs of a baron for a whole barony 100 marks, the heir or heirs of a knight for a whole knight’s fee 100 shillings at most, and he who owes less will give less, according to the ancient custom of (knights’) fees.

[3] If, however, the heir of such a person is under age, his lord is not to have custody of him and his land until he has taken homage from the heir, and after such an heir has been in custody, when he comes of age, namely at twenty-one years old, he is to have his inheritance without relief and without fine,savingthatif,whilstunderage,heismadea knight, his land will nonetheless remain in the custody of his lords until the aforesaid term.

[4] The keeper of the land of such an heir who is under age is only to take reasonable receipts from the heir’s land and reasonable customs and



The British Magna Carta (p2)

PRE-SEMINAR


reasonable services, and this without destruction or waste of men or things. And if we assign custody of any such land to a sheriff or to anyone else who should answer to us for the issues, and such a person should commit destruction or waste, we will take recompense from him and the land will be assigned to two law-worthy and discreet men of that fee who will answer to us or to the person to whom we assign such land for the land’s issues. And if we give or sell to anyone custody of any such land and that person commits destruction or waste, he is to lose custody and the land is to be assigned to two law-worthy and discreet men of that fee who similarly will answer to us as is aforesaid.

[5]Thekeeper,foraslongashehasthecustodyofthe land of such (an heir), is to maintain the houses, parks,fishponds,ponds,millsandotherthingspertaining to that land from the issues of the same land, and he will restore to the heir, when the heir comes to full age, all his land stocked with ploughs and all other things in at least the same condition as when he received it. All these things are to be observed in the custodies of archbishoprics, bishoprics, abbeys, priories, churches and vacant officeswhichpertaintous,savethatsuchcustodiesought not to be sold.

[6] Heirs are to be married without disparagement.

[7] A widow, after the death of her husband, is immediatelyandwithoutanydifficultytohavehermarriage portion and her inheritance, nor is she to pay anything for her dower or her marriage portion or for her inheritance which her husband and she held on the day of her husband’s death, and she shall remain in the chief dwelling place of her husband for forty days after her husband’s death, within which time dower will be assigned her if it has not already been assigned, unless that house is a castle, and if it is a castle which she leaves, then a suitable house will immediately be provided for her in which she may properly dwell until her dower is assigned to her in accordance with what is aforesaid, and in the meantime she is to have her reasonable necessities (estoverium) from the common property. As dower she will be assigned the third part of all the lands of her husband which were his during his lifetime, save when she was dowered with less at the church door. No widow shall be distrained to marry for so long as she wishes to live without a husband, provided that she gives surety that she will not marry without our assent if she holds of us, or without the assent of her lord, if she holds of another.

[8] Neither we nor our bailiffs will seize any land or rent for any debt, as long as the existing chattels ofthedebtorsufficeforthepaymentofthedebtand as long as the debtor is ready to pay the debt,




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nor will the debtor’s guarantors be distrained for so long as the principal debtor is able to pay the debt; and should the principal debtor default in his payment of the debt, not having the means to repay it, or should he refuse to pay it despite being able to do so, the guarantors will answer for the debt and, if they wish, they are to have the lands and rents of the debtor until they are repaid the debt that previously they paid on behalf of the debtor, unless the principal debtor can show that he is quit in respect to these guarantors.

[9] The city of London is to have all its ancient liberties and customs. Moreover we wish and grant that all other cities and boroughs and vills and the barons of the Cinque Ports and all ports are to have all their liberties and free customs.

[10] No-one is to be distrained to do more service for a knight’s fee or for any other free tenement than is due from it.

[11] Common pleas are not to follow our court but aretobeheldinacertainfixedplace.

[12] Recognisances of novel disseisin and of mort d’ancestor are not to be taken save in their particular counties and in the following way. We or, should we be outside the realm, our chief justiciar, will send our justices once a year to each county,

so that, together with the knights of the counties, that may take the aforesaid assizes in the counties; and those assizes which cannot be completed in that visitation of the county by our aforesaid justices assigned to take the said assizes are to be completed elsewhere by the justices in their visitation; and those which cannot be completed by themonaccountofthedifficultyofvariousarticles(of law) are to be referred to our justices of the Bench and completed there.

[13] Assizes of darrein presentment are always to be taken before our justices of the Bench and are to be completed there.

[14] A freeman is not to be amerced for a small offence save in accordance with the manner of the offence, and for a major offence according toitsmagnitude,savinghissufficiency(salvocontenemento suo), and a merchant likewise, saving his merchandise, and any villain other than one of our own is to be amerced in the same way, saving his necessity (salvo waynagio) should he fall into our mercy, and none of the aforesaid amercements is to be imposed save by the oath of honest and law-worthy men of the neighbourhood. Earls and barons are not to be amerced save by their peers and only in accordance with the manner of their offence.




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[15]Notownorfreemanistobedistrainedtomake bridges or bank works save for those that ought to do so of old and by right.

[16] No bank works of any sort are to be kept up save for those that were in defense in the time of King H(enry II) our grandfather and in the same places and on the same terms as was customary in his time.

[17] No sheriff, constable, coroner or any other of our bailiffs is to hold pleas of our crown.

[18] If anyone holding a lay fee from us should die, and our sheriff or bailiff shows our letters patent containing our summons for a debt that the dead man owed us, our sheriff or bailiff is permitted to attach and enroll all the goods and chattels of the dead man found in lay fee, to the value of the said debt, by view of law-worthy men, so that nothing is to be removed thence until the debt that remains is paid to us, and the remainder is to be released to the executors to discharge the will of the dead man, and if nothing is owed to us from such a person, all the chattels are to pass to the (use of) the dead man, saving to the dead man’s wife and children their reasonable portion.

[19] No constable or his bailiff is to take corn or other chattels from anyone who not themselves of a vill where a castle is built, unless the constable or his bailiff immediately offers money in payment of obtains a respite by the wish of the seller. If the person whose corn or chattels are taken is of such a vill, then the constable or his bailiff is to pay the purchase price within forty days.

[20] No constable is to distrain any knight to give money for castle guard if the knight is willing to do such guard in person or by proxy of any other honest man, should the knight be prevented from doing so by just cause. And if we take or send such a knight into the army, he is to be quit of (castle) guard in accordance with the length of time the we have him in the army for the fee for which he has done service in the army.

[21] No sheriff or bailiff of ours or of anyone else is to take anyone’s horses or carts to make carriage, unless he renders the payment customarily due, namely for a two-horse cart ten pence per day, and for a three-horse cart fourteen pence per day. No demesne cart belonging to any churchman or knight or any other lady (sic) is to be taken by our bailiffs, nor will we or our bailiffs or anyone else take someone else’s timber for a castle or any other of our business save by the will of he to whom the timber belongs.




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[22] We shall not hold the lands of those convicted of felony save for a year and a day, whereafter such land is to be restored to the lords of the fees.

[23]Allfishweirs(kidelli)ontheThamesandtheMedway and throughout England are to be entirely dismantled, save on the sea coast.

[24] The writ called ‘praecipe’ is not to be issued to anyone in respect to any free tenement in such a way that a free man might lose his court.

[25]Thereistobeasinglemeasureforwinethroughout our realm, and a single measure for ale, and a single measure for Corn, that is to say the London quarter, and a single breadth for dyed cloth, russets, and haberjects, that is to say two yards within the lists. And it shall be the same for weights as for measures.

[26] Henceforth there is to be nothing given for a writ of inquest from the person seeking an inquest of life or member, but such a writ is to be given freely and is not to be denied.

[27] If any persons hold from us at fee farm or in socage or burgage, and hold land from another by knight service, we are not, by virtue of such a fee farm or socage or burgage, to have custody of the heir or their land which pertains to another’s fee,

nor are we to have custody of such a fee farm or socage or burgage unless this fee farm owes knight service. We are not to have the custody of an heir or of any land which is held from another by knight service on the pretext of some small serjeanty held from us by service of rendering us knives or arrows or suchlike things.

[28] No bailiff is henceforth to put any man on his open law or on oath simply by virtue of his spoken word, without reliable witnesses being produced for the same.

[29] No freeman is to be taken or imprisoned or disseised of his free tenement or of his liberties or free customs, or outlawed or exiled or in any way ruined, nor will we go against such a man or send against him save by lawful judgement of his peers or by the law of the land. To no-one will we sell or deny of delay right or justice.

[30] All merchants, unless they have been previously and publicly forbidden, are to have safe and secure conduct in leaving and coming to England and in staying and going through England both by land and by water to buy and to sell, without any evil exactions, according to the ancient and right customs, save in time of war, and if they should be from a land at war against us and be found in our land at the beginning of the war, they




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are to be attached without damage to their bodies or goods until it is established by us or our chief justiciar in what way the merchants of our land are treated who at such a time are found in the land that is at war with us, and if our merchants are safe there, the other merchants are to be safe in our land.

[31] If anyone dies holding of any escheat such as the honour of Wallingford, Boulogne, Nottingham, Lancaster or of other escheats which are in our hands and which are baronies, his heir is not to give any other relief or render any other service to us that would not have been rendered to the baron if the barony were still held by a baron, and we shall hold such things in the same way as the baron held them, nor, on account of such a barony or escheat, are we to have the escheat or custody of any of our men unless the man who held the barony or the escheat held elsewhere from us in chief.

[32] No free man is henceforth to give or sell any more of his land to anyone, unless the residue of his landissufficienttorenderdueservicetothelordof the fee as pertains to that fee.

[33] All patrons of abbeys which have charters of the kings of England over advowson or ancient tenure or possession are to have the custody of

such abbeys when they fall vacant just as they ought to have and as is declared above.

[34] No-one is to be taken or imprisoned on the appeal of woman for the death of anyone save for the death of that woman’s husband.

[35]Nocountycourtistobeheldsavefrommonthto month, and where the greater term used to be held, so will it be in future, nor will any sheriff or his bailiff make his tourn through the hundred save for twice a year and only in the place that is due and customary, namely once after Easter and again after Michaelmas, and the view of frankpledge is to be taken at the Michaelmas term without exception, in such a way that every man is to have his liberties which he had or used to have in the time of King H(enry II) my grandfather or which he has acquired since. The view of frankpledge is to be taken so that our peace be held and so that the tithing is to be held entire as it used to be, and so that the sheriff does not seek exceptions but remains content with that which the sheriff used to have in taking the view in the time of King H(enry) our grandfather.

[36] Nor is it permitted to anyone to give his land to a religious house in such a way that he receives it back from such a house to hold, nor is it permitted




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to any religious house to accept the land of anyone in such way that the land is restored to the person from whom it was received to hold. If anyone henceforth gives his land in such a way to any religious house and is convicted of the same, the gift is to be entirely quashed and such land is to revert to the lord of that fee.

[37] Scutage furthermore is to be taken as it used to be in the time of King H(enry) our grandfather, and all liberties and free customs shall be preserved to archbishops, bishops, abbots, priors, Templars, Hospitallers, earls, barons and all others, both ecclesiastical and secular persons, just as they formerly had.

All these aforesaid customs and liberties which we have granted to be held in our realm in so far as pertains to us are to be observed by all of our realm, both clergy and laity, in so far as pertains to them in respect to their own men. For this gift and grant of these liberties and of others contained in our charter over the liberties of the forest, the archbishops, bishops, abbots, priors, earls, barons, knights, fee holders and all of our realm have given usafifteenthpartofalltheirmovablegoods.Moreover we grant to them for us and our heirs that neither we nor our heirs will seek anything by which the liberties contained in this charter might be infringed or damaged, and should anything

be obtained from anyone against this it is to count for nothing and to be held as nothing. With these witnesses: the lord S(tephen) archbishop of Canterbury, E(ustace) bishop of London, J(ocelin) bishop of Bath, P(eter) bishop of Winchester, H(ugh) bishop of Lincoln, R(ichard) bishop of Salisbury, W. bishop of Rochester, W(illiam) bishop of Worcester, J(ohn) bishop of Ely, H(ugh) bishop of Hereford, R(anulf) bishop of Chichester, W(illiam) bishop of Exeter, the abbot of (Bury) St Edmunds, the abbot of St Albans, the abbot of Battle, the abbot of St Augustine’s Canterbury, the abbot of Evesham, the abbot of Westminster, the abbot of Peterborough, the abbot of Reading, the abbot of Abingdon, the abbot of Malmesbury, the abbot of Winchcombe, the abbot of Hyde (Winchester), the abbot of Chertsey, the abbot of Sherborne, the abbot of Cerne, the abbot of Abbotsbury, the abbot of Milton (Abbas), the abbot of Selby, the abbot of Cirencester, H(ubert) de Burgh the justiciar, H. earl of Chester and Lincoln, W(illiam) earl of Salisbury, W(illiam) earl Warenne, G. de Clare earl of Gloucester and Hertford, W(illiam) de Ferrers earl of Derby, W(illiam) de Mandeville earl of Essex, H(ugh) Bigod earl of Norfolk, W(illiam) earl Aumale, H(umphrey) earl of Hereford, J(ohn) constableofChester,R(obert)deRos,R(obert)fitzWalter, R(obert) de Vieuxpont, W(illiam) Brewer, R(ichard)deMontfiquet,P(eter)fitzHerbert,W(illiam) de Aubigné, G. Gresley, F. de Braose,




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J(ohn)ofMonmouth,J(ohn)fitzAlan,H(ugh)deMortemer, W(illiam) de Beauchamp, W(illiam) de St John, P(eter) de Maulay, Brian de Lisle, Th(omas) of Moulton, R(ichard) de Argentan, G(eoffrey) de Neville, W(illiam) Mauduit, J(ohn) de Baalon and others. Given at Westminster on the eleventh day of February in the ninth year of our reign.

We, holding these aforesaid gifts and grants to be rightandwelcome,conceedandconfirmthemforourselves and our heirs and by the terms of the present (letters) renew them, wishing and granting for ourselves and our heirs that the aforesaid charteristobefirmlyandinviablyobservedinall and each of its articles in perpetuity, including any articles contained in the same charter which by chance have not to date been observed. In testimony of which we have had made these our letters patent. Witnessed by Edward our son, at Westminster on the twelfth day of October in the twenty-fifthyearofourreign.(Chancerywarrantyby John of) Stowe.

Translation by Professor Nicholas Vincent, Copyright Sotheby’s Inc. 2007

Featured Document: The Magna Carta Main Page

Page URL: http://www.archives.gov/exhibits/featured_documents/magna_carta/translation.html

U.S. National Archives & Records Administration

8601 Adelphi Road, College Park, MD, 20740-6001 • 1-86-NARA-NARA • 1-866-272-6272



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U.S. Bill of Rights – First 10 Amendments to the Constitution


PreambleCongress of the United States begun and held at the City of New-York, on Wednesday the fourth of March, one thousand seven hundred and eighty nine.

THE Conventions of a number of the States, having at the time of their adopting the Constitution, expressed a desire, in order to prevent misconstruction or abuse of its powers, that further declaratory and restrictive clauses should be added: And as extending the groundofpublicconfidenceintheGovernment,willbestensurethebeneficentendsofitsinstitution.

RESOLVED by the Senate and House of Representatives of the United States of America, in Congress assembled, two thirds of both Houses concurring, that the following Articles be proposed to the Legislatures of the several States, as amendments to the Constitution of the United States, all, or any ofwhichArticles,whenratifiedbythreefourthsofthe said Legislatures, to be valid to all intents and purposes, as part of the said Constitution; viz.

ARTICLES in addition to, and Amendment of the Constitution of the United States of America, proposedbyCongress,andratifiedbytheLegislaturesoftheseveralStates,pursuanttothefifthArticle of the original Constitution.

First AmendmentCongress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press, or the right of the people peaceably to assemble, and to petitition the Government for a redress of grievances.

Second AmendmentA well regulated Militia, being necessary to the security of a free State, the right of the people to keep and bear Arms, shall not be infringed.

Third AmendmentNo Soldier shall, in time of peace be quartered in any house, without the consent of the Owner; nor in time of war, but in a manner to be prescribed by law.

Fourth AmendmentThe right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no Warrants shall issue, but upon probable cause, supportedbyOathoraffirmation,andparticularlydescribing the place to be searched, and the persons or things to be seized.

Fifth AmendmentNo person shall be held to answer for a capital, or otherwise infamous crime, unless on a presentment



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U.S. Bill of Rights (p2)


or indictment of a Grand Jury, except in cases arising in the land or naval forces, or in the Militia, when in actual service in time of War or public danger; nor shall any person be subject for the same offence to be twice put in jeopardy of life or limb; nor shall be compelled in any criminal case to be a witness against himself; nor be deprived of life, liberty, or property, without due process of law; nor shall private property be taken for public use without just compensation.

Sixth AmendmentIn all criminal prosecutions, the accused shall enjoy the right to a speedy and public trial, by an impartial jury of the State and district wherein the crime shall have been committed; which district shall have been previously ascertained by law, and to be informed of the nature and cause of the accusation; to be confronted with the witnesses against him; to have compulsory process for obtaining witnesses in his favor; and to have the assistance of counsel for his defence.

Seventh AmendmentIn Suits at common law, where the value in controversy shall exceed twenty dollars, the right of trial by jury shall be preserved, and no fact tried by a jury shall be otherwise reexamined in any Court of the United States, than according to the rules of common law.

Eighth AmendmentExcessive bail shall not be required, nor excessive finesimposed,norcruelandunusualpunishmentsinflicted.

Ninth AmendmentThe enumeration in the Constitution of certain rights shall not be construed to deny or disparage others retained by the people.

Tenth AmendmentThe powers not delegated to the United States by the Constitution, nor prohibited by it to the States, are reserved to the States respectively, or to the people.



Contextual/Rare

liege

English Church

Inviolate

Pope Innocent III

castle-guard

disseised

Runnymede

High Frequency

heirs

rectify

venerable

charter

confirmed

reckoned

unconstrained

grant

ratification

quarrel

underwritten

liberties

constable

provisions

tendering

therefor

lieu

relieved

proportion

credible

exiled

banish

mercenary

wherefore

aforesaid

concessions

oath

intent

VOCABULARY LIST for BRITISH MAGNA CARTA


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assemble

petition

redress

grievances

regulated

militia

state

bear arms

infringed

quartered

consent

prescribed

unreasonable

searches

seizures

violated

warrants

probably cause

affirmation

capital

infamous

presentment

indictment

Grand Jury

jeopardy

compelled

deprived

compensation

prosecutions

accused

impartial

ascertained

accusation

confronted

compulsory

Assistance of Counsel

defense

controversy

preserved

common law

excessive

bail

imposed

inflicted

enumeration

construed

disparage

retained

delegated

respectively

VOCABULARY LIST for U.S. BILL OF RIGHTS


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Content

BACKGROUND INFORMATION

• Determine essential facts necessary to understand context of key text.

• Share with students either via short lecture, power point, video, or reading.

• Have students do additional research as appropriate.

INSPECTIONAL READING

• See that each student has a copy of the printed text or can closely view.

• Havestudentstakefirstlookattextstructure.

• Direct students to label the parts of the text for common referencing.

• Readthetext(orthefirstsection)aloudwithstudents.

VOCABULARY

• Have students work with categories of words.

• Defineforthemrareorcontextualterms.

• Havestudentsdefineandpracticeusinghighfrequencywords.

ANALYTICAL READING

• Coach students in reading the text a second and third time responding in detail to the key ideas.

• Provide graphic organizer for notes when appropriate.

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PRE-SEMINAR

ProcessPrepare participants to participate in seminar discussion with a version of the following script.

DEFINE SEMINAR

• “A Paideia Seminar is a time when we talk with each other about important ideas.”

• “The main purpose of seminar is to arrive at a fuller understanding of the textual ideas and values in this speech of ourselves, and of each other. We are going to work together and practice thinking about (list great ideas).”

FACILITATOR AND PARTICIPANT RESPONSIBILITIES

• “As participants, I am asking you to think, listen, and speak candidly about your thoughts, reactions, and ideas. You can help each other do this by using each other’s names.”

• “You do not need to raise your hands in order to speak; rather, the discussion is collaborative in that you try to stay focused on the main speaker and wait your turn to talk.”

• “You should try to both agree and disagree in a courteous, thoughtful manner. For example, you might say, ‘I disagree with Joanna because…,’ focusing on the ideas involved, not the individuals.”

• “As the facilitator, I am primarily responsible for asking challenging, open-ended questions, and I will take a variety of notes to keep up with the talk turnsandflowofideas.Iwillhelpmovethediscussionalonginaproductivedirection by asking follow-up questions based on my notes.”




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Process (continued)

INDIVIDUAL SELF-ASSESSMENT / GOAL SETTING

• “Now, think about how you usually talk in a group. How do you usually talk?”

• “Consider this list of personal participation goals that are listed on the board.” (OR on the Speaking and Listening Check List.)

Possibilities:

Speak at least three times

Ask a question

Look at the person speaking

Use others’ names

Agree and disagree respectfully

• “Please choose one goal from the list and commit to achieving it during the discussion we are about to have and write your personal goal in your name tent.”




Reiterate that our purpose is to discuss important ideas and values including: Government, Individual Rights, and Justice. Arrange seats so that everyone can see each other’s face.

Opening Question(s) – Identify main ideas from the text• Pick one one word or phrase from the Magna Carta and one word of phrase

from the Bill of Rights that you think are most important; share with the circle. (round-robin response with volunteer recording on the board) How are your two words/phrases related? (spontaneous discussion)

Core Questions – Focus/analyze textual details• Inwhatwaysarethesetwotextsdifferent?Bespecific.

• In what ways are these two texts alike? Refer to the texts themselves.

• What values do you see expressed in these similarities?

• ManyscholarsbelievetheMagnaCartainfluencedtheU.S.Constitution,specificallytheBillofRights.Doyouagree?Whyorwhynot?

Closing Question(s) – Personalize and apply the textual ideas• WhichofthefirsttenAmendments(theBillofRights)seemstoyoumost

important in the 21st Century? Explain.

SEMINAR




POST-SEMINAR

ProcessAssess individual and group participation in seminar discussion.

ASSESS INDIVIDUAL / GROUP GOALS

• “Thank you for your focused and thoughtful participation in our seminar.“

• “Aspartofthepost-seminarprocess,Iwouldfirstliketoaskyoutotakeafewminutestoreflectonyourrelativesuccessinmeetingthepersonalprocess goal you set prior to beginning the discussion. Please review the goalyousetforyourselfandreflectinwritingtowhatextentyoumetthegoal. In addition, note why you think you performed as you did. (Pause for reflection.)

• “Would several volunteers please share your self-assessment and reflection…”

• Note goals for next seminar:

– “Given your performance today, please jot down what goal you might productively set for yourself in our next seminar.”

– “As always, our goal is continuous improvement: both as individual seminar participants and as an evolving seminar group. Thanks again for your participation.”




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Content

UNDERSTANDING THE ASSIGNMENT

• HowdidtheBritishMagnaCartainfluencetheU.S.BillofRights?

• After reading from the British Magna Carta and the U.S. Bill of Rights, write a fully developed historical essay that compares the two documents and suggestshowtheMagnaCartamayhaveinfluencedtheBillofRights.

BRAINSTORMING CONTENT

• From each text, make a list of the elements that look most important for answering the prompt. Do what you need to do to avoid plagiarism.

• Note in particular quotes that you can use to illustrate your response to the writing task.

STRUCTURING THE COMPOSITION

• Create an outline based on your notes and reading in which you state your claim, sequence your points, and note your supporting evidence.

• Provide and teach one or more examples of outlines or organizers.

• Invite students to generate questions in pairs about how the format works, and then take and answer questions.

WRITING THE FIRST DRAFT

• Write an initial draft complete with opening, development, and closing; insert and cite textual evidence.

• Address the credibility and origin of sources in view of your research topic.

• Identify gaps or unanswered questions.

• Encourage students to re-read prompt partway through writing, to check that they are on-track.



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Content (continued)

REVISING

• Refinecomposition’sanalysis,logic,andorganizationofideas/points.

• Use textual evidence carefully, with accurate citations.

• Decide what to include and what not to include.

• Model useful feedback that balances support for strengths and clarity about weaknesses.

• Assign students to provide each other with feedback on those issues through a writer’s workshop approach.

EDITING

• Revise draft to have sound spelling, capitalization, punctuation and grammar.

• Adjust formatting as needed to provide clear, appealing text.

• Brieflyreviewselectedskillsthatmanystudentsneedtoimprove.

• Teach a short list of proofreading marks.

• Assign students to proofread each other’s texts a second time.

PUBLISHING THE FINAL COPY

• Turninyourcompletesetofdrafts,plusthefinalversionofyourwork.

• Celebrate!




Speaking and Listening Checklist Before SeminarSelect (underline or circle from left column) one or two skills that you will focus on during this seminar.

After SeminarSelf-assess your participation in this Paideia Seminar by circling the number you would rate yourself.

0 = I did not do this during Paideia seminar. 5 = I did this well during Paideia seminar.

To summarize, I feel my participation in seminar today was: __________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

PAIDEIA SEMINAR SELF-ASSESSMENT

SKILLS SPECIFIC SKILL RATING

Attention • I look at the person speaking during the discussion.• I do not talk while another is speaking. 012345

Engagement • I take notes related to the ideas being discussed.• I give way to others as a way of sharing the talk time. 012345

Articulation • I make clear and accurate statements.• I speak at appropriate pace & volume.• I use relevant vocabulary and grammar.

012345

Explanation (Justifica-tion)

• I provide insight about the discussion topic.• I refer to the text or another relevant source. 012345

Expansion • I consider another point of view.• I add to a previous statement by offering a more

global/holistic interpretation.012345

Connection • I refer to another comment.• I consider multiple points of view.• I ask thought-provoking, open-ended questions.

012345

Documents

HUMANITIE AR NI 3 Module 3 - The British Magna Carta and ... · Module 3 - The British Magna Carta and the ... The Magna Carta, originally codified in 1215 ... and analysis of content