CONTENT AREA
GRADE LEVEL / COURSE
GRADING PERIOD
lesson
aisd
Submission Date:Sept 08
LESSON LEVEL:
Authors:Adam Miller
LANGUAGE:
GenEd
PreAP
AP
TYPE OF LESSON:
English
Spanish
Core
Intervention
Enrichment
LESSON TITLE HERE
Pacing:
Minutes
LEARNING OBJECTIVES
Intended Learning: 8 (16) Government. The student understands the American beliefs and
principles reflected in the U.S. Constitution and other important historic documents.
Essential Questions:
What historic documents served as a guide and influence on the US
Constitution?
How do these ideas manifest themselves in our American Government?
TEKS #
Knowledge and Skill
8.16 A
8.20 A
© Austin Independent School District, 2008
7/1/16
Assessment:
6 / 9 Week Test
Benchmark
TAKS
End Of Course
Student Expectation
identify the influence of ideas from historic
documents including the Magna Carta, the English
Bill of Rights, the Mayflower Compact and the
Declaration of Independence on the U.S. system of
government;
define and give examples of unalienable rights;
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CONTENT AREA
GRADE LEVEL / COURSE
GRADING PERIOD
lesson
aisd
LESSON VOCABULARY
Academic
Description: Magna Carta, habeas corpus, John Locke, Mayflower
Compact, Virginia House of Burgesses, Fundamental Orders of
Connecticut, English Bill of Rights, John P. Zenger, Thomas
Jefferson, Declaration of Independence, unalienable rights,
representative government, trial by jury,
LESSON ASSESSMENT
Product
Description: 1. notetaking matrix, 2. students will create a "tree
diagram" showing 8 major influences on the Constitution and Bill of Rights,
student groups will create a poster of the 8 roots in the form of a visual
metaphor, class discussion concerning habeas corpus and freedom vs. safety
STUDENT WORK PRODUCTS
Roots of Government diagram, group poster showing the 8 roots as a visual metaphor
HOMEWORK / EXTENDED LEARNING
Describe
PRINCIPLES OF LEARNING
Accountable Talk Students will rank the roots of American government by importance
and justify those choices. They will also evaluate the impact of the Military
Commisions Act of 2006 on the right of habeas corpus and trail by jury.
Choose one Explanation
Choose one Explanation
Choose one Explanation
© Austin Independent School District, 2008
7/1/16
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CONTENT AREA
GRADE LEVEL / COURSE
GRADING PERIOD
lesson
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INTEGRATION
Health (Mandatory):
Technology:
LEARNER STRATEGIES
Gifted and Talented:
English Language Learner:
Special Education:
Modifications:
Accomodations:
Significant Cognitive Disabilities:
Other Strategies: gallery walk - kinesthetic
© Austin Independent School District, 2008
7/1/16
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CONTENT AREA
GRADE LEVEL / COURSE
GRADING PERIOD
lesson
aisd
LESSON STAGES
hook
Description: Ask students to name the 9 members
of the fictional Brady Bunch. Then, ask them to
name the 9 justices of the US Supreme Court.
Next, ask them to name the 5 members of "The
Simpsons" family from television. Follow that
with a challenge to name the 5 freedoms protected
by the 1st amendment to the Constitution.
Assessment: student
response
Teacher introduces the Constitution as a man-made
document with visible influences from histrory.
Establish the main idea of a republic in this
introduction.
Each student recieves a tree diagram and a
notetaking matrix. Discuss the other "trees" in the
"forest" of government (monarchy, theocracy,
anarchy, etc)
Gallery Walk
© Austin Independent School District, 2008
7/1/16
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Description: Teacher prepares a hallway or
classroom gallery to showcase the 8 major roots of
our government. They include:
1. Magna Carta 1215 (limits the power of the
English king, trial by jury, habeas corpus, basic
rights for nobles)
2. VA House of Burgesses 1619 (representative
government)
3. Mayflower Compact 1620 (self government,
majority rule)
4. Fundamental Orders of CT 1638 (written plan
of govt.)
5. English Bill of Rights 1689 (power sharing
between monarch & legislature, freedom to
petition, freedom from cruel & unusual
punishment)
6. Writings of John Locke 1690 (power comes from
the people, people have natural rights such as life,
liberty, & property, people create governments to
protect these rights)
7. Trial of John Peter Zenger 1735 (freedom of the
press)
8. Declaration of Independence 1776 (people are
born with certain rights that cannot be taken away,
people can abolish unfair governments, people hold
the power)
CONTENT AREA
GRADE LEVEL / COURSE
GRADING PERIOD
Assessment: notetaking
matrix
After filling in their notetaking matrix, students will
rank each item in order of importance using the
numbers 1-8. Have them compare & justify their
rankings with a neighbor.
Students then transcribe the titles and dates from
their matrix onto the tree diagram provided.
Ideas of John Locke
Description: teacher uses a simple powerpoint
Assessment: class discussion
slideshow to highlight the key ideas to emerge from
the writings of John Locke in the late 17th century.
group work - Roots of Government as visual
metaphors
© Austin Independent School District, 2008
7/1/16
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Description: Students form groups of 4. Provide
them with a poster paper and markers. Using the
tree as an example, they will create their own visual
metaphor for these 8 roots of government. Ideas:
college sports program, restaurant, automotive
shop, musical symphony, salad bowl, amusement
park, garden, super hero team, computer network.
CONTENT AREA
GRADE LEVEL / COURSE
GRADING PERIOD
Assessment: student poster
Have students show off their poster to the class, or
set up an 'art show' that allows kids to walk around
and see their work.
Recap the 8 roots to finish the day.
extension: Magna Carta & habeas corpus video & discussion
Description: teacher screens BrainPop video on
Magna Carta, and introduces a very basic definition
of habeas corpus via powerpoint slide. Check for
comprehension. Then, introduce the protection for
habeas corpus in the Constitution, followed by the
denial of the right by the Military Commisions Act
of 2006. Screen MSNBC video featuring Keith
Olbermann regarding the relation of the writ to the
Bill of Rights. Following what promises to be a
lively class discussion, have the students place
themselves on an agree|disagree continuum,
provided in the attached powerpoint.
© Austin Independent School District, 2008
7/1/16
Assessment: freedom vs.
safety continuum, class
discussion
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