This lesson composes of multiple kinds of interactions with the content concerning the influences of civic republicanism, classical liberalism, and English Parliamentary structure on forming the American government and law codes.
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Goals and Objectives
Objective: Students will define what civic republicanism and classical liberalism is/pertains to. Students will identify where civic republicanism, classical liberalism, and English Parliamentary ideas are seen in the American government.
Goals: Students will debate and argue what characteristics of civic republicanism, classical liberalism, and English Parliamentary are important in forming the nations and how they see such characteristics in effect. Students will critically think about what their role is and what they think their role should be in becoming an active participate in American society.
Goals: Students will debate and argue what characteristics of civic republicanism, classical liberalism, and English Parliamentary are important in forming the nations and how they see such characteristics in effect. Students will critically think about what their role is and what they think their role should be in becoming an active participate in American society.
California 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.
Common Core
RH.6-8.7: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history
democracy.
4. Describe the nation’s blend of civic republicanism, classical liberal principles, and English parliamentary traditions.
Common Core
RH.6-8.7: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history
Lesson Introduction
Day 1: Teacher will review the agenda for the day written up on the board so students will have an idea of what activities will be going on today (each section will have its own intro): Review, Compare/Contrast, and Web Game.
Review: Teacher will review the main ideas covered in the beginning of the unit dealing with why the colonist felt the need to revolt and creating their own government: the Enlightenment/the Great Awakening influence and how these ideas are seen in the Declaration of Independence. This will be done by the students filling out a worksheet and participating in a class discussion.
Compare/Contrast: Next, the teacher will lead the class in a matching game compare and contrasting the English Parliament with the U.S. government.
Web Game: Teacher will go over instruction on how to get to the web game (either working individually, in pairs, or small groups, even as a group depending on the resources available) and describe what they will be doing in the game: Teacher will start this activity with questions encouraging use of prior knowledge such as: What are the Bills of Rights? (students will respond by raising the hands) What do the Bill of Rights do? (students will respond by raising their hands). After this brief
discussion teacher will introduce the game: In this game, you will be trying to find the missing ideas from the Bill of Rights by exploring the community.
Day 2: Teacher will briefly review what was covered yesterday in class. Teacher will then give directions and how to access the web game and explain the concept of the game: You will be playing a game where citizens have concerns or complaints about their community. For each concern or complaint there is an answer based off of Civic Republicanism (definition on the board). It is up to you to decide which answer works best for each citizen.
Review: Teacher will review the main ideas covered in the beginning of the unit dealing with why the colonist felt the need to revolt and creating their own government: the Enlightenment/the Great Awakening influence and how these ideas are seen in the Declaration of Independence. This will be done by the students filling out a worksheet and participating in a class discussion.
Compare/Contrast: Next, the teacher will lead the class in a matching game compare and contrasting the English Parliament with the U.S. government.
Web Game: Teacher will go over instruction on how to get to the web game (either working individually, in pairs, or small groups, even as a group depending on the resources available) and describe what they will be doing in the game: Teacher will start this activity with questions encouraging use of prior knowledge such as: What are the Bills of Rights? (students will respond by raising the hands) What do the Bill of Rights do? (students will respond by raising their hands). After this brief
discussion teacher will introduce the game: In this game, you will be trying to find the missing ideas from the Bill of Rights by exploring the community.
Day 2: Teacher will briefly review what was covered yesterday in class. Teacher will then give directions and how to access the web game and explain the concept of the game: You will be playing a game where citizens have concerns or complaints about their community. For each concern or complaint there is an answer based off of Civic Republicanism (definition on the board). It is up to you to decide which answer works best for each citizen.
Vocabulary
For each activity the definition of these key words will be revealed after students attempt to define from prior knowledge:
Classical Liberalism
Civic Republicanism
Bicameral
Classical Liberalism
Civic Republicanism
Bicameral
Content Delivery
Day 1 Compare/Contrast:
Teacher will click on subject and students as a class will decide if it belongs in the England, United States, or both. This will be done with a piece of lament paper: One side is green (for England), the other side is red (for the United States); students will raise the paper up for which side they believe the subject goes in, if the think it belongs to both they will shake the card. Students will be following along/copying the information on their made chart by folding a piece of paper “hamburger” style.
Day 1 Web Game:
This web game consists of educating students on the Bill of Rights. Key phrases that deal with classical liberalism ideas are depicted in action. Students roam a digital community where citizens are participating in society such as being on a jury, protesting, assembling with picket signs, etc. Students will be able to read the ideas and put an image/example to it.
Day 2 Web Game:
This game consists of educating students on civic republicanism. A digital character comes with a concern or problem such as: “The streets are so dirty. I wish someone would come clean them up” or “The community wants to build a monkey sanctuary and I don’t like monkeys!”. To the right are anvils labeled with civic duties such as “community service” and “voting”. Under each anvil is a brief description of what each duty means. Students will go through multiple and various examples of how the ideas of Civic Republicanism are in our law system and see them played out in real life—relate to background/connection to the modern world.
Teacher will click on subject and students as a class will decide if it belongs in the England, United States, or both. This will be done with a piece of lament paper: One side is green (for England), the other side is red (for the United States); students will raise the paper up for which side they believe the subject goes in, if the think it belongs to both they will shake the card. Students will be following along/copying the information on their made chart by folding a piece of paper “hamburger” style.
Day 1 Web Game:
This web game consists of educating students on the Bill of Rights. Key phrases that deal with classical liberalism ideas are depicted in action. Students roam a digital community where citizens are participating in society such as being on a jury, protesting, assembling with picket signs, etc. Students will be able to read the ideas and put an image/example to it.
Day 2 Web Game:
This game consists of educating students on civic republicanism. A digital character comes with a concern or problem such as: “The streets are so dirty. I wish someone would come clean them up” or “The community wants to build a monkey sanctuary and I don’t like monkeys!”. To the right are anvils labeled with civic duties such as “community service” and “voting”. Under each anvil is a brief description of what each duty means. Students will go through multiple and various examples of how the ideas of Civic Republicanism are in our law system and see them played out in real life—relate to background/connection to the modern world.
Student Engagement
Day 1 Compare and Contrast: Students will be filling out their foldable copying the chart shown on the SmartBoard. Students will participate on choosing what goes where by raising a laminated card in the air. Students will be working individually and as a class to decide on the correct placement. With each placement students will give an explanation on why it belongs there with definitions, examples, and reasons why U.S. went in a different direction.
Day 1 Web Game: This web game consists of the Bill of Rights on the right hand side with portions blurred out. Students will work in pairs or small groups clicking on different areas in a digital community: a prison, courthouse, school, people protesting, a home, etc. With each clickable area a question will appear asking
the student what right coincides with the image: freedom of speech, right to trial by jury, right to assemble peacefully, etc. As each question is answered correctly an important summary will reveal itself as well as where the phrase is located in the Bill of Rights. Students will be able to associate phrases straight from the Bill of Rights and an image of it occurring in actions, giving examples of how they may and will encounter such freedoms/rights in their own lives.
Day 2 Web Game: Students will work in pairs/small groups to pick and launch anvils labeled with examples of civic republicanism at digital citizens. When students make a correct guess the citizens will stand atop of the anvil with stars and beams emerging from behind—giving the impression of success, pride, honor of becoming an active participate in society. Also the citizen comes up with a new quote box stating why that’s a good idea. If student guesses the wrong anvil the citizen will get confused and can try again. Students will be able to interact, choose, and see examples of civic republicanism in today’s society.
Day 1 Web Game: This web game consists of the Bill of Rights on the right hand side with portions blurred out. Students will work in pairs or small groups clicking on different areas in a digital community: a prison, courthouse, school, people protesting, a home, etc. With each clickable area a question will appear asking
the student what right coincides with the image: freedom of speech, right to trial by jury, right to assemble peacefully, etc. As each question is answered correctly an important summary will reveal itself as well as where the phrase is located in the Bill of Rights. Students will be able to associate phrases straight from the Bill of Rights and an image of it occurring in actions, giving examples of how they may and will encounter such freedoms/rights in their own lives.
Day 2 Web Game: Students will work in pairs/small groups to pick and launch anvils labeled with examples of civic republicanism at digital citizens. When students make a correct guess the citizens will stand atop of the anvil with stars and beams emerging from behind—giving the impression of success, pride, honor of becoming an active participate in society. Also the citizen comes up with a new quote box stating why that’s a good idea. If student guesses the wrong anvil the citizen will get confused and can try again. Students will be able to interact, choose, and see examples of civic republicanism in today’s society.
Lesson Closure
Students will write a quickwrite answering the essential question of the day:
For Day 1: What do you think is the most important influence(s) of Classic Liberalism and English Parliament in forming the US Government? Explain your answer. (3-5 sentences)
For Day 2: Do you think the people should participate in the government and society? Why or why not? (3-5 sentences).
Students will turn in their responses as an “exit slip”
For Day 1: What do you think is the most important influence(s) of Classic Liberalism and English Parliament in forming the US Government? Explain your answer. (3-5 sentences)
For Day 2: Do you think the people should participate in the government and society? Why or why not? (3-5 sentences).
Students will turn in their responses as an “exit slip”
Assessment
Formative: Web games will assess the students learning as the game goes on, giving multiple tries, descriptions, and hints toward the right direction.
Summative: Teacher will be able to asses students’ progress based off of class discussion and quickwrite assignments seeing what was commonly learned, what didn’t sink in as much if at all, and if the overall theme was grasped.
Summative: Teacher will be able to asses students’ progress based off of class discussion and quickwrite assignments seeing what was commonly learned, what didn’t sink in as much if at all, and if the overall theme was grasped.
Accommodations for English Learners, Striving Readers and Students with Special Needs
Visual aids in all activities and the games will assist students in accessing the content. Also students will working pairs working off each other’s strengths is reading and deciphering. More so, the web games assist students who are struggling. The quickwrites will not be graded on content, but simply on doing it giving those students freedom to write what they think without worry about grammar and structure.
Resources
Civic Republicanism
http://www.icivics.org/games/responsibility-launcher
Classic Liberalism
http://constitutioncenter.org/billofrightsgame/
http://www.icivics.org/games/responsibility-launcher
Classic Liberalism
http://constitutioncenter.org/billofrightsgame/