Focus Plan
Texarkana Independent School District
GRADING
PERIOD:
writer:
2nd Six Weeks
PLAN CODE:
SS8.2.6
Ruth Bates
Course/subject:
Social Studies
Grade(s):
8th
Time allotted
for instruction:
1 class period
Title:
With a Little Bit of Help
Lesson TOPIC:
Students will construct a Venn Diagram to compare and contrast the
Magna Carta and the Declaration of Independence
TAKS Objective:
Objective 04: The student will demonstrate an understanding of
political influences on historical issues and events.
FoCUS TEKS and
Student Expectation:
8.16 The student understands the American beliefs and principles
reflected in the U. S. Constitution and other important historic
documents. The student is expected to:
(A) identify the influence of ideas from historic documents
including the Magna Carta and the Declaration of
Independence on the U. S. system of government.
Supporting TEKS and
Student Expectations
Concepts
Enduring Understandings/Generalizations/Principles
The student will understand that
Identify influences
historical documents such as the Magna Carta have influenced the U.
S. system of government.
comparing is the ability to determine how two documents or events
are the same.
contrasting is the ability to determine how two documents or events
are different.
Compare
Contrast
 Division of Curriculum and Instruction  School Improvement Department  Texarkana Independent School District
I.
Sequence of Activities (Instructional Strategies)
A.
Focus/connections/anticipatory set
The teacher will ask students to write down some thing they have created or made.
Next the teacher will ask, “Where did you get the idea? Was this something you
had seen before? Did you have a pattern? Was it something handed down from earlier
generations in your family? How did you learn about it? Was it a requirement for an
organization in which you are a member?”
Allow a few minutes for students to share.
B.
Instructional activities
(demonstrations, lectures, examples, hands-on experiences, role play, active
learning experience, art, music, modeling, discussion, reading, listening, viewing,
etc.)
1. Objectives:
The student will identify the influence of ideas from the
Magna Carta on the U. S. system of government.
2. Procedures: Students will construct a Venn Diagram to compare and
contrast the Magna Carta and the Declaration of Independence.
3. Modeling: The teacher will display a picture from a magazine (food, floral
arrangement, table setting, etc) OR a craft box showing a picture of the finished
product (bird feeder, bird house, pine wood derby, moccasins, jewelry, etc). The
teacher will also display the finished product he/she created.
The teacher will ask students to examine both the picture and the object she/he
made.
C.
Guided activity or strategy
The teacher
will use an overhead projector to display a Venn Diagram
transparency.
The teacher will guide the students in comparing and contrasting the model
(picture) of an object and his/her creation, by completing the Venn Diagram.
Then the teacher will state, “Although I had a picture to go by, my creation is not
an exact duplication. When the two are compared, we can see how they are alike.
When we contrast the two, we can see how they are different.”
“This is true of the founding fathers when they drafted a document declaring
independence from England and King George III. Many of the colonists were
from England and were familiar with the laws and rules set forth in the Magna
Carta. King John had angered his nobles by imposing oppressive taxes and other
abuses of power. The nobles forced him to sign the Magna Carta, which limited
the power of an English king. The document also guaranteed individual rights.”
 Division of Curriculum and Instruction  School Improvement Department  Texarkana Independent School District
II.
D.
Accommodations/modifications
E.
Enrichment
STUDENT PERFORMANCE
A.
Description
Students will research both documents (Magna Carta and Declaration of Independence).
Then students will construct a Venn Diagram to compare and contrast the two
documents.
iii.
B.
Accommodations/modifications
C.
Enrichment
Assessment of Activities
A.
Description
Students will be assessed on the basis of class participation. The teacher will perform
informal assessments as students work independently to complete a timeline. The
teacher will talk with students to keep them focused and on task as she/he circulates
among the students.
B.
Rubrics/grading criteria
The teacher will explain the rubric/grading criteria.
With a Little Bit of Help
Rubric
Criteria
Following
Procedures
Listened
attentively
Participated
in class
discussion
Stayed on
task
Used time
efficiently
Completion
of Task
Venn
Diagram
Possible
Points
Points
Earned
Notes/Comments
10
10
15
15
50
 Division of Curriculum and Instruction  School Improvement Department  Texarkana Independent School District
C.
Accommodations/modifications
D.
Enrichment
E.
Sample discussion questions
1. Where did the colonists get the idea for the Declaration of Independence?
(Some ideas were contained in the Magna Carta)
2. Did the colonists use the Magna Carta as a pattern? Explain.
(Yes, some ideas were adapted)
3. Why were the nobles in England upset with King John?
(oppressive taxes, abuses of power)
4. Why were the patriots in the American colonies upset with King George III?
(taxation without representation)
5. Were certain rights guaranteed to individuals in both documents? If so, what were
these rights.
(Magna Carta: basic liberties for nobles;
Declaration of Independence: all men possess unalienable rights)
6. Do we have these rights today?
(Yes)
IV.
TAKS Preparation
A.
Transition to TAKS context
The focus of today’s lesson has been the influence of the Magna Carta on the
Declaration of Independence. Both historical documents played a significant role in their
respective country’s system of government. One of the main ideas in both documents is
the guaranteeing of individual rights.
B.
Sample TAKS questions
2003 TAKS Question # 35
King John of England signed the Magna Carta in 1215. What idea did the
Founding Fathers borrow from this document to include in the Bill of
Rights?
A People accused of a crime have a right to a
trial by a jury of their equals.
B People accused of a crime will be imprisoned
until proven innocent.
C People have only those individual rights granted
to them by the king.
D People must be born in a country to have the
rights of a citizen.
 Division of Curriculum and Instruction  School Improvement Department  Texarkana Independent School District
2004 TAKS, Question # 46
Magna Carta
(1215)
Declaration of Independence
(1776)
Guaranteed basic liberties
for nobles
Limited the power of
the monarch
Stated that all men possess
unalienable rights
Based on the idea that government
derives its power from the people
Which is the best conclusion that can be drawn from the information above?
A
B
C
D
The idea of guaranteeing individual rights developed over time.
Governments gradually became more abusive.
Monarchs learned to enjoy sharing power with their subjects.
The rights of citizens are protected by nobles.
Correct Answers: A (both questions)
V.
Key Vocabulary
Magna Carta, Declaration of Independence
VI.
Resources
A.
Textbook
The American Republic To 1877 page 110; 208 (Magna Carta)
pages 146-157 (Declaration of Independence)
B.
Supplementary materials
*Venn Diagram blank transparency
Venn Diagram Declaration of Independence vs Magna Carta
Vocabulary Terms – transparency
Sample TAKS Questions transparency
Rubric-With a Little Bit of Help
Magazine or craft box
C.
Technology
Overhead projector
In Focus projector
VII.
follow up activities
(reteaching, cross-curricular support, technology activities, next lesson in sequence, etc.)
VIII.
Teacher Notes:
A Venn Diagram transparency should be included in teaching resource kit as well as a
black line master to be duplicated. If so, the duplicated copies will be distributed to
students with special needs. The remainder of students will create a Venn Diagram.
 Division of Curriculum and Instruction  School Improvement Department  Texarkana Independent School District
 Division of Curriculum and Instruction  School Improvement Department  Texarkana Independent School District