Goals and Objectives
Students will learn about civic republicanism, classical liberal principles, and English Parliamentary traditions
Students will analyze and present information regarding America’s democratic traditions carried on by its classical liberal past through a class project.
Students will analyze and present information regarding America’s democratic traditions carried on by its classical liberal past through a class project.
California State Content and Common Core Standards
8.1 Students understand the major events preceding the founding of the nation and relate their significance to the development of American constitutional democracy.
4. Describe the nation’s blend of civic republicanism, classical liberal principles, and English parliamentary traditions.
CC8-6.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
4. Describe the nation’s blend of civic republicanism, classical liberal principles, and English parliamentary traditions.
CC8-6.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
Lesson Introduction
The instructor will play a video to introduce a topic to the class, and then ask the following questions to the students “What did you think of the video?” “What do you think of our present system of government?” “What works? What doesn’t?”
http://www.youtube.com/watch?v=x5M50xBz1cU
http://www.youtube.com/watch?v=x5M50xBz1cU
Vocabulary
Depending on the information students research and present on, they will be exposed to a variety of terms, the most important being the following:
Republic
Democracy
Civic Republicanism
John Locke
Baron Von Montesquieu
Thomas Jefferson
James Madison
Laissez-faire
Natural Rights
Magna Carta
Republic
Democracy
Civic Republicanism
John Locke
Baron Von Montesquieu
Thomas Jefferson
James Madison
Laissez-faire
Natural Rights
Magna Carta
Content Delivery
The instructor will separate the class into a variety of groups (4 members maximum), give them butcher paper, and have them follow a specific set of instructions in connection with the information they research.
The instructors will specifically delegate two portions of the project, a sensory image to include a major political figure that contributed to the formation of liberal ideas (figures will be assigned to each group separately), as well as a Venn Diagram at the bottom comparing and contrasting U.S. and English governmental traditions. The instructor will ensure there is enough class time for students to work on the projects, as well as give them ample time on their own to complete the assignment.
The sensory image would include an image of the person assigned on butcher paper, followed by opening flaps on the following body parts: ear, mouth, feet, hands, stomach, eyes, and head. The persons that would be assigned are: John Locke, Baron Von Montesquieu, Thomas Jefferson, and James Madison. Instructions are attached below:
The instructors will specifically delegate two portions of the project, a sensory image to include a major political figure that contributed to the formation of liberal ideas (figures will be assigned to each group separately), as well as a Venn Diagram at the bottom comparing and contrasting U.S. and English governmental traditions. The instructor will ensure there is enough class time for students to work on the projects, as well as give them ample time on their own to complete the assignment.
The sensory image would include an image of the person assigned on butcher paper, followed by opening flaps on the following body parts: ear, mouth, feet, hands, stomach, eyes, and head. The persons that would be assigned are: John Locke, Baron Von Montesquieu, Thomas Jefferson, and James Madison. Instructions are attached below:
Student Engagement
Students will work together in groups of 4 to create both a sensory image of their project assigned as well as a Venn diagram comparing and contrasting the difference between English Parliamentary traditions and the U.S. system of government established by the Constitution.
They will first research the information in a computer lab, using information from their book as well as various other online sources. After compiling the information, they will use it to construct their sensory image and Venn diagram (using relevant information obtained).
The finished result should look something like that. This is a sample outline of what it would look like if completed by a student:
They will first research the information in a computer lab, using information from their book as well as various other online sources. After compiling the information, they will use it to construct their sensory image and Venn diagram (using relevant information obtained).
The finished result should look something like that. This is a sample outline of what it would look like if completed by a student:
Lesson Closure
Students will spent one class period each presenting on their sensory image as well as the information contained in their Venn diagram orally. They will hold up their butcher paper and point out all the elements they worked on as well as everything they chose to include in their Venn diagram. Each presentation should take roughly 5-10 minutes and should be all-encompassing and knowledgeable in terms of information given. Working together piece by piece the information will come in much more smoothly and gradually than if an instructor were to simply lecture all the information to all of the classroom. The teacher will be sure to fill in missing gaps of information or correct any mis-information communicated during the course of the presentation.
Assessment
If the teacher gave students ample time to work on the project on class, he or she would have to time to use progress-monitoring assessment to ensure students are on task and including the right set of information.
The posters will also be there to grade as well as the presentations for a more formative assessment done by the instructor.
The posters will also be there to grade as well as the presentations for a more formative assessment done by the instructor.
Accommodations for English Learners, Striving Readers and Students with Special Needs
The use of sensory images in general helps English Learners learn the information in new ways. Being placed in a variety of groups, striving readings and English learners can work together to know what information they can choose to include within their poster. Special Needs students will have the benefit of being placed in a group that will effectively communicate with one another. Resources will constantly be given and the teacher will always be there to ensure students properly know what to do for the assignment.