Typed Notes; P. 17-21 Text



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Magna Carta to Bill of Rights Comic Strip

(Typed Notes; P. 17-21 Text)
As an individual, or as a pair, you will create a comic strip that shows how English citizens slowly gained civil liberties and protection under the law:


  1. Your comic strip will be a scene by scene depiction of how England’s government changed from an Absolute Monarchy to a Constitutional Monarchy




  1. Your comic strip should include all the important steps that came to guarantee English citizens protection from their monarchs

Requirements:



  1. Must Have at least 17 Frames placed in chronological order

  2. Each frame should be an important step along the way towards Constitutional Monarchy

  3. Must Include all of the following terms:

a. King Henry II b. Common Law

c. Richard the Lion-Hearted d. King John I

e. Magna Carta f. Parliament

g. King Edward I h. Divine Right

i. Queen Elizabeth I j. King James I

k. King CharlesI l. Petition of Right

m. Oliver Cromwell n. King Charles II

o. The Restoration p. Habeas Corpus

q. King James II r. William and Mary

s. Glorious Revolution t. Constitutional Monarchy

v. Bill of Rights

  1. All of these terms must be incorporated into your comic strip

    1. Each of these terms will be the characters, objects, and topics of discussion in each in scene of your comic strip




  1. Each scene must show the significance and meaning of the terms that scene contains




  1. Each scene must have paragraph/caption explaining what is going on, what the terms mean, and why that scene was important enough to include on the pathway to Constitutional Monarchy




  1. Each frame must have color, characters, objects, and dialogue between the characters that show that you understand the importance of each step




  1. Your comic strip should be a story with a chronological flow




  1. Highlight/Underline each term in the captions or dialogue that go to that scene



{CA Content Standard: 10.2: Students compare and contrast the Glorious Revolution, American Revolution, and French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty}
{CA Content Standard: 10.2.1: List the Principles of the Magna Carta, the English Bill of Rights, the American Declaration of Independence, The French Declaration of the Rights of Man and the Citizen, and the U.S. Bill of Rights}
10. Grading:

75 Points= all 17 frames; all 17 captions; all 21 terms; color; correct order; clear explanation of the steps; shows clear understanding of the process
74-65 Points= 15-17 frames; 15-17 captions; 19-21 terms, color; mostly correct order; shows mostly clear explanation of the steps, mostly clear understanding of the process
64-55 Points= 12-14 frames; 16-18 captions;

13-16 terms; color; some correct order; some explanation of the steps; shows some understanding of the process


54-45 Points= 9-11 frames; 9-11 captions; 12-15 terms; color; some correct order; some explanation of the steps; shows some understanding of the process

44-35 Points= 6-8 frames; 6-8 captions; 9-11 terms; color; half correct order; limited explanation of the steps; shows limited understanding of the process
34-25 Points= 3-5 frames; 3-5 captions; 6-8 terms; some color; little correct order; little explanation of the steps; shows little understanding of the process
24-15 Points= 3-5 frames; 3-5 captions; 3-5 terms; no color; no correct order; little explanation of the steps; shows no understanding of the process
14-5 Points= 1-2 frames; 1-2 captions; 1-2 terms; no color; no order; no explanation; shows no understanding of the process


From the Magna Carta to the English Bill of Rights:

The Development of A Constitutional Monarchy in England


Lesson Objectives:




    1. Students will be able to identify and explain what all of the key documents are in the process of English citizens gaining protection under the law




    1. Students will be able to arrange all of the steps in the process in

chronological order in a comic strip assignment


    1. Students will be able to analyze who the most important rulers and

individuals were in the process of English citizens gaining rights, and

defend their reasoning with evidence from the material





    1. Students will be able to analyze what the most important steps in the process were, and defend their reasoning with evidence from the material

Lesson Materials:





  1. Modern World History Textbook




  1. “From Magna Carta to Bill of Rights” Outline Notes (see attached)




  1. “Magna Carta to Bill of Rights Comic Strip” Assignment Instructions and Rubric (see attached)

California Content Standards:


{CA Content Standard: 10.2: Students compare and contrast the Glorious Revolution, American Revolution, and French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty}
{CA Content Standard: 10.2.1: List the Principles of the Magna Carta, the English Bill of Rights, the American Declaration of Independence, The French Declaration of the Rights of Man and the Citizen, and the U.S. Bill of Rights}

Procedure:




  1. Students receive all handouts (notes and assignment instructions) while entering room



  1. Students answer Daily Warm Up question in their daily journals (collected the first day of each week):

Who should choose the ruler of a nation? Should the people, should Congress, should God? Why? Explain also why it is important to have a clear understanding of who gets to choose a nation’s leader.”
(first 12 minutes of every class)


  1. Teacher goes over detailed instructions of assignment first before any

lecture or discussion of the material. (this is done first so that students know why they need to be engaged during lecture and class instruction. They now know what they are facing at the end.)


  1. Monarchy vs. Democracy Concept Map on the board

Teacher facilitates a brief review class discussion about the characteristics of monarchy and the characteristics of democracy. This is building on prior knowledge from previous weeks. Teacher then explains that the comic strip assignment involves England’s transition from monarchy to democracy, which is what leads America to the same


  1. From Magna Carta to Bill of Rights” Notes/Lecture

Teacher leads a brief lecture using overhead projector and notes students already have on the vital information involving England’s transition to constitutional monarchy. Teacher highlights and re-explains information already listed on the students’ notes

(If we had text books at home, students would have already read about this information in the text as well)


  1. The remaining time in the period (probably 25-30 minutes) will be used

for students to begin their comic strip assignment. This is begun in class so that teacher can still be available to assist, instruct, and answer vital questions. Students will use their textbook (p.17-21) and their typed notes as resources for the assignment.
Assessment:
The comic strip assignment itself is the assessment. If students properly complete this assignment then it will be perfectly clear that they fully grasped the information. The very degrees of understanding will be reflected in the varying degrees of completion of the assignment, as explained in the rubric.


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