CORE LET 2
Unit 6: Citizenship in American History and Government
Chapter 2: Foundations of the American Political System
Lesson 3: British Origins of American Constitutionalism
Time: (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2
Administrator Lesson Guide:
Lesson Competency: Show how the Founders built on the principles of British representative government
Linked ELA Common Core: W.9-10. WRITING - W.9-10.10., L.9-10. LANGUAGE - L.9-10.4., L.9-10.4.a., L.9-10.4.d., RH.9-10.
READING: HISTORY/SOCIAL STUDIES - RH.9-10.2., RH.9-10.3., RH.9-10.6., WHST.9-10. WRITING: HISTORY/SOCIAL
STUDIES, SCIENCE, & TECHNICAL SUBJECTS - WHST.9-10.1.a.
Linked JROTC Program Outcomes: Address civic concerns that impact the community and society at large. Appreciate the
role of the military and other service organizations in building a constitutional republic.
Thinking Processes
Core Abilities
Defining in Context – Circle Map* (Alt. = Mind or Concept Map, Sunshine Wheel)
Describing Qualities - Bubble Map* (Alt. = Star Diagram, Brainstorming Web)
Comparing/Contrasting - Double Bubble Map* (Alt. = Venn Diagram)
Classifying -Tree Map* (Alt. = Matrix, KWL, T-Chart, Double T, P-M-I)
Part-Whole - Brace Map* (Alt. = Pie Chart)
Sequencing -Flow Map* (Alt. = Flow Chart, Linear String)
Cause and Effect - Multi-Flow Map* (Alt. = Fishbone)
Build your capacity for life-long learning
Communicate using verbal, non-verbal, visual, and
written techniques
Take responsibility for your actions and choices
Do your share as a good citizen in your school,
community, country, and the world
Treat self and others with respect
Apply critical thinking techniques
Seeing Analogies - Bridge Map* (Alt. = Analogy/Simile Chart)
* Thinking Map
Multiple Intelligences
Bloom’s Taxonomy
Authentic Assessment
Bodily/Kinesthetic
Remember
Observation Checklist
Visual/Spatial
Understand
Portfolio
Logical/Mathematical
Apply
Rubric
Verbal/Linguistic
Analyze
Test and Quizzes
Musical/Rhythmical
Evaluate
Thinking Map®
Naturalist
Interpersonal
Create
Structured Reflection
Intrapersonal
Metacognition
Logs
What?
So What?
Now What?
Performance
Socratic Dialog
E-I-A-G
Graphic Organizer
Notebook Entries
Project
Learning Objectives
Examine how the nature of the British constitution
emerged from struggles between royalty, nobility, and
the church
Identify how parliamentary government changed and
began to represent the interests of all people
Assess how the constitutional principles in the English
Bill of Rights impacted the U.S. Bill of Rights
Defend a position on the importance of specific rights
such as habeas corpus and trial by jury and what
limitations, if any, should be placed on them
Define key words: American Constitutionalism,
burgesses, charters, common law, contracts, due
process of law, Magna Carta, manorialism, monarch,
parliamentary government, realm, rights of
Englishmen, rule of law, tenets, vassal
Legend:
 Indicates item is not used in lesson
 Indicates item is used in lesson
Lesson Preview/Setup:
Inquire: Cadets preview the Student Learning Plan. Cadets brainstorm how past experiences influence current ideas and behavior in a Circle
Map. Make the link between national events in history and the present status of our nation.
Gather: Brief Cadets on various British legal traditions and laws on individual rights and government. Distribute Exercise #1: U.S. Bill of Rights
and lead Cadets in a discussion about how it compares to the British Bill of Rights. Create a class T-Chart listing Cadet responses.
Process: Cadets teams use the scenarios in the text on habeas corpus and trial by jury. Teams formulate answers to the scenario questions and
present their findings to the class.
Apply: Cadets consider how today’s rights derived from British origin. Cadets obtain the British Origins of American Constitutionalism
Performance Assessment Task and trace their selected right to the values and principles of British constitutional government.
1
Chapter 2: Foundations of the American Political System
Lesson 3: British Origins of American Constitutionalism
CORE LET 2
Unit 6: Citizenship in American History and Government
Chapter 2: Foundations of the American Political System
Lesson 3: British Origins of American Constitutionalism
Time: (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2
Note: The We the People material has been adapted to better meet the needs of JROTC Cadets. The Learning objectives,
learning activities, assessment tasks, and/or reflection questions in the JROTC documents may differ from the WTP materials.
If possible, encourage Cadets to read the student text prior to class so you have more time to engage Cadets in active and collaborative
learning activities.
Instructor Lesson Plan:
Why is this lesson important?
The American colonial period lasted for 150 years. The Founders were loyal subjects of the British crown and were proud to
enjoy the rights of Englishmen as protected by the English constitution. The Founders were greatly impacted by the English
form of government, which ultimately influenced the creation of United States Constitution. In this lesson, you will explore how
the establishment of representative government in British history influenced the Founders and helped establish some of our
most important constitutional rights today.
Lesson Question
What were the British origins of American Constitutionalism? How did representative government begin in England?
What will Cadets accomplish in this lesson?
Lesson Competency
Show how the Founders built on the principles of British representative government
What will Cadets learn in this lesson?
Learning Objectives
a.
Examine how the nature of the British constitution emerged from struggles between royalty, nobility, and the church
b.
Identify how parliamentary government changed and began to represent the interests of all people
c.
Assess how the constitutional principles in the English Bill of Rights impacted the U.S. Bill of Rights
d.
Defend a position on the importance of specific rights such as habeas corpus and trial by jury and on what limitations, if
any, should be placed on them
e.
Define key words: American Constitutionalism, burgesses, charters, common law, contracts, due process of law, Magna
Carta, manorialism, monarch, parliamentary government, realm, rights of Englishmen, rule of law, tenets, vassal
When will your Cadets have successfully met this lesson’s purpose?
Performance Standards





by showing a relationship between what they value in the U.S. Bill of Rights to what was established in the English Bill
of Rights
when Cadets identify three to five rights or principles that they clearly identify with and value
when Cadets relate the chosen principle or right to one of the first Amendments (Bill of Rights) of the U.S. Constitution
when Cadets trace the Amendment from our Constitution to its roots within the British Bill of Rights
when Cadets write a brief reflection on how life might be different today without protection of the rights they examined
NOTES:
Unit 6: Citizenship in American History and Government
2
Chapter 2: Foundations of the American Political System
Lesson 3: British Origins of American Constitutionalism
Part 1: 45 minutes
Phase 1 -- Inquire:
Lesson Delivery Setup:
1. Make sure Curriculum Manager is installed and the clicker receiver is plugged in. Distribute clickers to
Cadets.
2. Ensure that Cadets have access to the Student Learning Plan.
3. Prepare to show all Inquire Phase slides from the Lesson PowerPoint Presentation and start with the
Focusing Question.
4. Prepare to display the Learning Objectives.
5. Ensure Cadets have their Cadet Notebooks for use throughout this lesson.
Student Learning Activity
Teaching Notes
Direct Cadet Focus: Ask Cadets to think about how the past
influences the present. The Inquire Phase of the lesson is to
set Cadets up to begin thinking about what they already
know about this subject area.
1. THINK ABOUT how the past influences the
present. PREPARE for this lesson by
discussing What you will accomplish in this
lesson; What you will learn in this lesson;
Why this lesson is important, and When you
will have successfully met this lesson’s
purpose.
Display the Focusing Question on the PowerPoint
Presentation. Allow time for discussion.
Review the Student Learning Plan. Ask Cadets to find the
answers to the following questions on their plans: What will
you accomplish in this lesson; What you will learn in this
lesson; Why the lesson is important; When will you have
successfully met the lesson’s purpose.
Show the learning objectives slide. Remind Cadets that
learning objectives tell them ‘what’ they will learn about in
this 90-minute lesson.
Explain that key words are vocabulary words. They will
appear throughout the lesson. Suggest that Cadets write
down on paper or circle any words that they are not familiar
with. Remind them that you may be checking their
comprehension of the words later in the lesson.
2. With your class, THINK ABOUT the ways in
which past experiences influence how you
think and behave now. CONTRIBUTE your
examples to a class Circle Map. CONSIDER
how history contributed to the freedoms we
enjoy today.
Lead Cadets in a discussion about how past experiences
influence how they think and behave now. For example, if
parents strictly enforce a rule about brushing teeth after
every meal, the children may grow up to follow the rule or
rebel against it.
Use a Circle Map to document Cadets’ ideas.
Prompt Cadets to consider how past experiences affect
nations as well.
3. REFLECT on how the history of a nation
affects its present status. ANSWER the
reflection questions presented by your
instructor.
Unit 6: Citizenship in American History and Government
Use these Reflection Questions as tools to focus Cadet
discussion, reflection on learning, and note taking as you
feel appropriate for your Cadet population.

Can you think of any examples of how past events
may have affected recent actions by our nation?

Do you think understanding the history of other
nations can give you a better understanding of their
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Chapter 2: Foundations of the American Political System
Lesson 3: British Origins of American Constitutionalism
current actions?
Conclude this phase of learning by summarizing the
purpose of the activity and informing them that they will now
learn some new information about the British origins of our
constitution.
Total Time: 15 minutes
Self-paced Option: Instruct self-paced learning Cadets to complete the Inquire Phase learning activities for this
phase of learning. Modify activities as necessary for your Cadet.
Phase 2 -- Gather:
Lesson Delivery Setup:
1. Prepare to show all Gather Phase slides from the Lesson PowerPoint Presentation.
2. Provide access to a student text: Unit 6: Citizenship in American History and Government (hardbound).
3. Review the WTP Teacher’s Guide (located in the U6C2L3 Resources folder on the Curriculum Manager).
4. Be prepared to brief Cadets on the slides in the presentation.
5. Prepare to distribute Exercise #1: U.S. Bill of Rights.
6. Be prepared to launch Reinforcing Questions.
Student Learning Activity
Teaching Notes
Direct Cadet Focus: Ask Cadets to think about how
the Magna Carta expanded the rights of Englishmen.
The Gather Phase introduces Cadets to the learning
objectives by providing new information or content
through the activities provided. Cadets begin to build
on any previous knowledge or experiences.
1. LISTEN TO a briefing about the history of British
rights and the British Constitution.
Use the slides in the presentation to brief Cadets on
the history of British rights and the British Constitution.
2. With your class, use Exercise #1: U.S. Bill of
Rights to COMPARE our Bill of Rights to the
English Bill of Rights of 1689. PARTICIPATE in
creating a T-Chart that shows the similarities and
differences between these two documents.
JIGSAW your student text as needed.
Distribute Exercise #1: U.S. Bill of Rights as a
reference for Cadets. Lead a discussion about how the
U.S. Bill of Rights compares to the English Bill of
Rights.
Document the Cadet responses by creating a T-Chart
on the board. Encourage Cadets to participate by
jigsawing their student text.
Display Reinforcing Question(s).
3. REFLECT on the importance of the Magna Carta.
ANSWER the reflection questions presented by
your instructor.
Use these Reflection Questions as tools to focus Cadet
discussion, reflection on learning, and note taking as
you feel appropriate for your Cadet population.

At Runnymede in England, where King John
signed the Magna Carta, there are three
monuments. One is a tribute to U.S. President
John Kennedy. One is the Magna Carta
memorial erected by the American Bar
Association. The third is one honoring the
British Commonwealth airmen who died in
WWII. Why do you think the Magna Carta
might be especially important to Americans?
Conclude this phase of learning by summarizing the
Unit 6: Citizenship in American History and Government
4
Chapter 2: Foundations of the American Political System
Lesson 3: British Origins of American Constitutionalism
purpose of the activity(ies) and informing them that
they will now look at the rights of the accused.
Total Time: 30 minutes
Self-paced Option: Instruct self-paced learning Cadets to complete the Gather Phase learning activities for this
phase of learning. Modify activities as necessary for your Cadet.
Part 2: 45 minutes
Phase 3 -- Process:
Lesson Delivery Setup:
1. Prepare to show all Process Phase slides from the Lesson PowerPoint Presentation.
2. Familiarize yourself with the scenarios on habeas corpus and trial by jury in the student text on pages 8990.
3. Ensure Cadets have their notebooks or paper to record their answers to the questions in the student text.
4. Be prepared to launch Reinforcing Questions.
Student Learning Activity
Teaching Notes
Direct Cadet Focus: Ask Cadets to think about the
rights of the accused.
This phase of the lesson allows Cadets to practice
using the new skill or knowledge.
1. With your team, work on your assigned scenario
from page 89 or page 90 in your student text.
ANSWER the questions related to the scenarios
and PRESENT your findings to your class.
Divide Cadets into teams and assign them one of the
scenarios from the student text on pages 89-90.
Instruct teams to formulate answers to the questions
in each scenario and present their findings to the
class.
Allow time for class discussion on these two important
concepts.
Display Reinforcing Question(s).
2. REFLECT on the rights of the accused. ANSWER
the reflection questions presented by your
instructor.
Use these Reflection Questions as tools to focus
Cadet discussion, reflection on learning, and note
taking as you feel appropriate for your Cadet
population.

Why is habeas corpus such an important
right?

Have you heard of any news stories in this
country or others where someone was jailed
for a long time without a trial?
Conclude this phase of learning by summarizing the
purpose of the activity and informing Cadets that they
will now apply the new knowledge or skill through the
assignment or activity outlined in the performance
assessment task.
Unit 6: Citizenship in American History and Government
5
Chapter 2: Foundations of the American Political System
Lesson 3: British Origins of American Constitutionalism
Total Time: 25 minutes
Self-paced Option: Instruct self-paced learning Cadets to complete the Process Phase learning activities for this
phase of learning. Modify activities as necessary for your Cadet.
Phase 4 -- Apply:
Lesson Delivery Setup:
1. Prepare to show all Apply Phase slides from the Lesson PowerPoint Presentation.
2. Distribute the British Origins of American Constitutionalism Performance Assessment Task.
3. Determine how you will review the key words from this lesson.
4. Prepare to use the Digital Timer application in your Curriculum Manager.
5. Prepare to assign the performance assessment task as homework as time necessitates.
Student Learning Activity
Teaching Notes
Direct Cadet Focus: Ask Cadets to think about the
parts of the Bill of Rights that they value most.
This phase of learning will help Cadets transfer past
knowledge and experience to new knowledge and
skills introduced and practiced during this lesson.
Prompt Cadets by asking them how this lesson can
be used beyond this classroom experience.
1. COMPLETE the British Origins of American
Constitutionalism Performance Assessment Task.
SUBMIT your completed performance
assessment task to your instructor for feedback
and a grade.
Distribute the British Origins of American
Constitutionalism Performance Assessment Task. The
performance assessment task may be completed in
class or assigned as homework, depending on the
available time.
Refer Cadets to the scoring guide for a list of criteria
that should be included in their written summary. This
same criteria on the scoring guide can be used as a
grading checklist too.
Remind Cadets that lesson assessment tasks can be
used as evidence of learning and are solid artifacts to
add to their Cadet Portfolios.
2. REVIEW the key words of this lesson.
Key words connect concepts and principles
introduced in the text and learning activities. After
activities are complete, Cadets should be able to
complete a quick check on each word and define it
properly.
Remind Cadets that key words were introduced
throughout various learning activities and should not
be ‘new’ to them.
Instruct Cadets that you are going to see how well
they remember the key word meanings and launch
the automated response slides or one of several
animated games.
Remember to use your digital timer in Curriculum
Manager to set a reasonable time limit for this activity.
3. REFLECT on what you have learned in this lesson
and how you might use it in the future.
Unit 6: Citizenship in American History and Government
Use these Reflection Questions as tools to focus
Cadet discussion, reflection on learning, and note
taking as you feel appropriate for your Cadet
6
Chapter 2: Foundations of the American Political System
Lesson 3: British Origins of American Constitutionalism
population.

How would your life be different today if our
government were not founded on the
principles of representative or constitutional
government?

Can you give examples of other nations
where citizens have fewer rights?
Can Cadets answer the Lesson Question now: What
were the British origins of American
Constitutionalism? How did representative
government begin in England?
Allow some time for discussion.
Total Time: 20 minutes
Self-paced Option: Instruct self-paced learning Cadets to complete the Apply Phase learning activities for this
phase of learning. Modify activities as necessary for your Cadet.
Homework:
Cadets may complete the performance assessment task as homework.
In order to compete in the We The People Congressional Competition, Cadet teams are required to pass a written
examination. To better prepare for this examination, it is recommended that Cadets review the lesson objectives,
Terms to Know and be able to answer the lesson subheading questions as homework.
Note on Cadet Portfolios:
As Cadets work through the lessons in this chapter, remind them to add completed documents to their Cadet
Portfolio. Portfolios can be arranged by topic, chapter, or LET depending on your requirements. Refer to the
Cadet Portfolio Assessment Task in your JROTC Instructor’s Desk Reference for ideas on setting up and
evaluating Cadet Portfolios.
Unit 6: Citizenship in American History and Government
7