H U M A N I T I E S PA R T I – U N I T 3
Module 3 - The British Magna Carta and the
U.S. Bill of Rights
LIST OF CONTENTS
Information Sheet
Section 1: What Task and Standards?
Teaching Task
Common Core State Standards
Reading Standards for Informational / Explanatory Tasks
Speaking and Listening Standards
Writing Standards for Informational / Explanatory Tasks
Content Standards from State or District
Speaking and Listening Rubric
Writing Rubric for Informational / Explanatory Tasks
Section 2: What Skills?
Skill Cluster Overview
Section 3: What Instruction?
Instructional Ladder
Skill Cluster 1: Preparation for Module
Skill Cluster 2: Reading Process
Skill Cluster 3: Dialogue Process
Skill Cluster 3: Transition to Writing
Skill Cluster 4: Writing Process
Materials, References and Supports
Teacher Work Section
Module Appendix
Seminar Plan
Text
Vocabulary List
Seminar
Speaking and Listening Checklist
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H U M A N I T I E S PA R T I – U N I T 3
Module 3 - The British Magna Carta and the
U.S. Bill of Rights (continued)
Information Sheet
FOR INFORMATIONAL / EXPLANATORY
Module Title
(Title should Include text title and
key ideas)
The British Magna Carta and the US Bill of Rights
Module Description
(Overview to state course subject,
key ideas, text, written product and
audience)
This module challenges students to read, discuss, and write
about two seminal artifacts of law and government. The British
Magna Carta and the US Bill of Rights illuminate two different
approaches to power and rights and students will write a
comparison essay for an audience of their choice.
Template Task
(The writing assignment with blanks;
include number, type, level)
Collection 2, Task 23: [Insert optional question] After reading
________ (literature or informational texts), write ________ (an
essay, report, or substitute) that compares ________ (content).
Support your discussion with evidence from your research.
(Informational/Comparison)
Teaching Task
(FIll in the blanks and be sure there
is a clear connection between the
question, task and text)
•How did the British Magna Carta influence the U.S. Bill of
Rights?
•After reading from the British Magna Carta and the U.S. Bill of
Rights, write a fully developed historical essay that compares
the two documents and suggests how the Magna Carta may
have influenced the Bill of Rights.
•Government
Big Ideas, Values
(see Ideas and Values list on page 19 •Individual Rights
•Justice
in the Paideia Course Manual)
Grade(s)/Level
9-10
Discipline
(e.g., ELA, science, history, other?)
Humanities
Course
World/American History
Author(s)
Laura Billings, Terry Roberts
Contact Information
•[email protected]
•[email protected]
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H U M A N I T I E S PA R T I – U N I T 3
Module 3 - The British Magna Carta and the
U.S. Bill of Rights (continued)
Section 1: What Tasks and Standards?
TEACHING TASK
Teaching Task
(Before finalizing, draft your own
response to text and revise)
•How did the British Magna Carta influence the U.S. Bill of
Rights?
•After reading from the British Magna Carta and the U.S. Bill of
Rights, write a fully developed historical essay that compares
the two documents and suggests how the Magna Carta may
have influenced the Bill of Rights.
Reading Texts
(See Paideia Text Rubric on page
20 in the Paideia Course Manual for
text selection rubric; provide text
title here and include link to exact
version or whole text in Appendix)
•British Magna Carta
•U.S. Bill of Rights
Background to Share with Students
(Justify why it is important for
students to read and study this text)
The Magna Carta, originally codified in 1215, forced the English
King John to give up certain rights to his subjects and to admit
that his power was not arbitrary. The U.S. Bill of Rights, added
to the Constition in 1789, listend the fundamental rights of
individual citizens as protected by law.
Extension
(Note the written product, the
audience and how the audience
might respond)
Students will be invited to select an audience of their choice to
share their essay with and receive feedback from.
(both in Appendix)
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H U M A N I T I E S PA R T I – U N I T 3
Module 3 - The British Magna Carta and the
U.S. Bill of Rights (continued)
Section 1: What Tasks and Standards? (continued)
COMMON CORE STATE STANDARDS (refer to grade level standards)
Reading Standards vary by module type.
READING STANDARDS for INFORMATIONAL / EXPLANATORY
“Built-in”
Reading Standards
“When Appropriate”
Reading Standards
1. Read closely to determine what the text says
explicitly and to make logical inferences from
it; cite specific textual evidence when writing or
speaking to support conclusions drawn from the
text.
3. Analyze how and why individuals, events,
and ideas develop and interact over the
course of a text.
2. Determine central ideas or themes of a text and
analyze their development; summarize the key
supporting details and ideas.
5. Analyze the structure of texts, including how
specific sentences, paragraphs, and larger
portions of the text (e.g., section, chapter, scene,
or stanza) relate to each other and the whole.
4. Interpret words and phrases as they are used
in a text, including determining technical,
connotative, and figurative meanings, and
analyze how specific word choices shape
meaning or tone.
7. Integrate and evaluate content presented in
diverse formats and media, including visually
and quantitatively, as well as in words.
6. Assess how point of view or purpose shapes the
content and style of a text.
8. Delineate and evaluate the argument and
specific claims in a text, including the validity
of the reasoning as well as the relevance and
sufficiency of the evidence.
10. Read and comprehend complex literary
and informational texts independently and
proficiently.
9. Analyze how two or more texts address similar
themes or topics in order to build knowledge or
to compare the approaches the authors take.
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H U M A N I T I E S PA R T I – U N I T 3
Module 3 - The British Magna Carta and the
U.S. Bill of Rights (continued)
Section 1: What Tasks and Standards? (continued)
COMMON CORE STATE STANDARDS (refer to grade level standards)
Speaking and Listening Standards are the same for all three module types.
SPEAKING AND LISTENING STANDARDS
for ALL MODULE TYPES
“Built-in”
Speaking and Listening Standards
1. Prepare for and participate effectively in a
range of conversations and collaborations with
diverse partners, building on others’ ideas and
expressing their own clearly and persuasively.
“When Appropriate”
Speaking and Listening Standards
2. Integrate and evaluate information presented
in diverse media and formats, including visually,
quantitatively, and orally.
4. Present information, findings, and supporting
3. Evaluate a speaker’s point of view, reasoning,
evidence such that listeners can follow the line
and use of evidence and rhetoric.
of reasoning and the organization, development,
and style are appropriate to task, purpose, and
audience.
6. Adapt speech to a variety of contexts and
communicative tasks, demonstrating command
of formal English when indicated or appropriate.
5. Make strategic use of digital media and visual
displays of data to express information and
enhance understanding of presentations.
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H U M A N I T I E S PA R T I – U N I T 3
Module 3 - The British Magna Carta and the
U.S. Bill of Rights (continued)
Section 1: What Tasks and Standards? (continued)
COMMON CORE STATE STANDARDS (refer to grade level standards)
Writing Standards vary by module type.
WRITING STANDARDS for INFORMATIONAL / EXPLANATORY
“Built-in”
Writing Standards
“When Appropriate”
Writing Standards
2. Write informational/explanatory texts to examine 1. Write arguments to support claims in an analysis
and convey complex ideas and information
of substantive topics or texts, using valid
clearly and accurately through the effective
reasoning and relevant and sufficient evidence.
selection, organization, and analysis of content.
4. Produce clear and coherent writing in which
the development, organization, and style are
appropriate to task, purpose, and audience.
3. Write narratives to develop real or imagined
experiences or events using effective technique,
well-chosen details, and well-structured event
sequences.
5. Develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a
new approach.
6. Use technology, including the Internet, to
produce and publish writing and to interact and
collaborate with others.
9. Draw evidence from literary or informational
texts to support analysis, reflection, and
research.
7. Conduct short as well as more sustained
research projects based on focused questions,
demonstrating understanding of the subject
under investigation.
10. Write routinely over extended time frames (time 8. Gather relevant information from multiple print
and digital sources, assess the credibility and
for research, reflection, and revision) and shorter
time frames (a single sitting or a day or two) for a
accuracy of each source, and integrate the
range of tasks, purposes, and audience.
information while avoiding plagiarism.
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H U M A N I T I E S PA R T I – U N I T 3
Module 3 - The British Magna Carta and the
U.S. Bill of Rights (continued)
Section 1: What Tasks and Standards? (continued)
CONTENT STANDARDS from STATE OR DISTRICT
Standards Source:
NUMBER
CONTENT STANDARDS
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H U M A N I T I E S PA R T I – U N I T 3
Module 3 - The British Magna Carta and the
U.S. Bill of Rights (continued)
Section 1: What Tasks and Standards? (continued)
SPEAKING AND LISTENING RUBRIC
This is the same for all three module types.
SCORING
ELEMENTS
Approaches Expectations
/Meets Expectations
Not Yet
1
1.5
2
2.5
Adanced
3
Attention
•Does not look at the
person speaking.
•Occasionally turns
and talks to person
sitting nearby while
another person is
speaking.
•Looks at the person
speaking during most of
the discussion.
•Rarely talks while another
is speaking.
•Looks at the person
speaking during the
discussion.
•Does not talk while
another is speaking.
Engagement
•Does not take notes
related to the ideas
being discussed.
•Occasionally takes notes
related to the ideas
being discussed.
•Gives way to another as
a way of sharing the talk
time.
•Consistently takes
notes related to
the ideas being
discussed.
•Gives way to another
as a way of sharing
the talk time.
Articulation
•Makes barely audible
statements.
•Makes clear and accurate
statements; generally
speaks at appropriate
pace, volume; uses
relevant vocabulary and
grammar.
•Makes clear and
accurate statements;
consistently speaks
at appropriate
pace, volume; uses
relevant vocabulary
and grammar.
Explanation
•Makes simple,
somewhat unrelated
or repetitive points/
statements.
•Provides points/
statements about
the discussion topic
noting details related
to sequence, category,
purpose, or point of view.
•Provides insight
related to fallacies
within the text; tests
assumptions and
explores inferences.
•Refers to the text
or another relevant
source.
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H U M A N I T I E S PA R T I – U N I T 3
Module 3 - The British Magna Carta and the
U.S. Bill of Rights (continued)
Section 1: What Tasks and Standards? (continued)
SPEAKING AND LISTENING RUBRIC (continued)
SCORING
ELEMENTS
Not Yet
1
Approaches Expectations /
Meets Expectations
1.5
2
2.5
Adanced
3
Expansion
•Draws conclusions
based on a single
perspective.
•Refers to the text or
another relevant source.
•Illuminates relevance;
Notes positive/
negative implications
•Acknowledges
difference in own
perspectives—
before and now.
•Adds to previous
statement by
offering a more
global/ holistic
interpretation.
Connection
•Does not ask
questions.
•Does not refer to
what else has been
said.
•Considers another
point of view and
acknowledges personal
bias.
•Asks authentic questions.
•Paraphrases what else
has been said.
•Refers to another
facet of an idea or
another’s comment.
•Considers multiple
points of view and
acknowledges
personal bias.
•Asks authentic,
thought-provoking,
open-ended
questions.
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H U M A N I T I E S PA R T I – U N I T 3
Module 3 - The British Magna Carta and the
U.S. Bill of Rights (continued)
Section 1: What Tasks and Standards? (continued)
WRITING RUBRIC for INFORMATIONAL / EXPLANATORY TASKS
Writing Rubrics vary by module type.
SCORING
ELEMENTS
Not Yet
1
1.5
2
2.5
Focus
•Attempts to address prompt, but
lacks focus or is off-task.
•Addresses prompt appropriately
but with a weak or uneven focus.
Controlling
Idea
•Attempts to establish a controlling
idea, but lacks a clear purpose.
•Establishes a controlling idea with
a general purpose.
Reaading/
Research
•Attempts to present information in
response to the prompt, but lacks
connections or relevance to the
purpose of the prompt.
•Presents information from reading
materials relevant to the purpose
of the prompt with minor lapses in
accuracy or completeness.
Development
•Attempts to provide details in
response to the prompt, including
retelling, but lacks sufficient
development or relevancy.
•Presents appropriate details to
support the focus and controlling
idea.
Organization
•Attempts to organize ideas, but
lacks control of structure.
•Uses an appropriate organizational
structure to address the specific
requirements of the prompt,
with some lapses in coherence or
awkward use of the organizational
structure.
Conventions
•Attempts to demonstrate standard
English conventions, but lacks
cohesion and control of grammar,
usage, and mechanics.
•Sources are used without citation.
•Demonstrates an uneven
command of standard English
conventions and cohesion.
•Uses language and tone with
some inaccurate, inappropriate, or
uneven features.
•Inconsistently cites sources.
Content
Understanding
•Attempts to include disciplinary
content in explanations, but
understanding of content is weak.
•Content is irrelevant,
inappropriate, or inaccurate.
•Briefly notes disciplinary content
relevant to the prompt.
•Shows basic or uneven
understanding of content.
•Minor errors in explanation.
Approaches Expectations
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H U M A N I T I E S PA R T I – U N I T 3
Module 3 - The British Magna Carta and the
U.S. Bill of Rights (continued)
Section 1: What Tasks and Standards? (continued)
WRITING RUBRIC for INFORMATIONAL / EXPLANATORY TASKS (continued)
Meets Expectations
3
Advanced
3.5
4
•Addresses prompt appropriately and maintains
a clear, steady focus.
•Addresses all aspects of prompt appropriately
and maintains a strongly developed focus.
•Establishes a controlling idea with a clear
purpose maintained throughout the response.
•Establishes a strong controlling idea with a clear
purpose maintained throughout the response.
•Presents information from reading materials
relevant to the prompt with accuracy and
sufficient detail.
•Accurately presents information relevant to all
parts of the prompt with effective selection of
sources and details from reading materials.
•Presents appropriate and sufficient details to
support the focus and controlling idea.
•Presents thorough and detailed information to
strongly support the focus and controlling idea.
•Maintains an appropriate organizational
structure to address the specific requirements
of the prompt.
•Maintains an organizational structure that
intentionally and effectively enhances the
presentation of information as required by the
specific prompt.
•Demonstrates a command of standard English
conventions and cohesion, with few errors.
•Response includes language and tone
appropriate to the audience, purpose, and
specific requirements of the prompt.
•Cites sources using appropriate format with only
minor errors.
•Demonstrates and maintains a well-developed
command of standard English conventions and
cohesion, with few errors.
•Response includes language and tone
consistently appropriate to the audience,
purpose, and specific requirements of the
prompt.
•Consistently cites sources using appropriate
format.
•Accurately presents disciplinary content relevant
to the prompt with sufficient explanations that
demonstrate understanding.
•Integrates relevant and accurate disciplinary
content with thorough explanations that
demonstrate in-depth understanding.
National
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H U M A N I T I E S PA R T I – U N I T 3
Module 3 - The British Magna Carta and the
U.S. Bill of Rights (continued)
Module Templates – Section 2: What Skills?
SKILL CLUSTER OVERVIEW
Skill
Definition
SKILL CLUSTER 1: PREPARATION FOR MODULE
Task Analysis
Ability to understand and explain the task’s prompt and rubric.
SKILL CLUSTER 2: READING PROCESS (PRE-SEMINAR)
Background Information
Ability to identify contextual information.
Inspectional Reading
Ability to identify structural components of the seminar text.
Essential Vocabulary
Ability to identify and master terms essential to understanding a text.
Analytical Reading
Ability to read for meaning and inferences.
SKILL CLUSTER 3: DIALOGUE PROCESS (PAIDEIA SEMINAR)
Pre-Seminar Process
Ability to reflect on personal communication habits and select appropriate
speaking and listening goals.
Seminar
Ability to think critically and collaboratively in a group about concepts and
ideas of a text through a structured Socratic seminar or other discussion-based
strategy.
Post-Seminar Process
Ability to self-assess on speaking and listening skills practiced in the seminar and
note relevant communication goals for future discussions.
SKILL CLUSTER 4: WRITING PROCESS
Note-taking
Ability to select important facts and passages for use in one’s own writing.
Initiating the Task
(Controlling Idea)
Ability to establish a controlling idea and consolidate information relevant to task.
Planning
Ability to develop a line of thought and text structure appropriate to the task type.
Initial Draft and
Development
Ability to construct an initial draft with an emerging line of thought and structure.
•Ability to explain relevant and plausible implications.
•Ability to address the credibility and origin of sources in view of your research
topic.
•Ability to identify gaps or unanswered questions.
Revision
Ability to refine text, including line of thought, language usage, and tone as
appropriate to audience and purpose.
Editing
Ability to proofread and format a piece to make it more effective.
Completion
Ability to submit final work that is on task.
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H U M A N I T I E S PA R T I – U N I T 3
Module 3 - The British Magna Carta and the
U.S. Bill of Rights (continued)
Section 3: What Instruction?
INSTRUCTIONAL LADDER
Pacing
Skill &
Definition
Product & Prompt
Criteria
for Scoring
Instructional
Strategies
SKILL CLUSTER 1: PREPARING FOR THE TASK
Day 1
Task Analysis
•Ability to
understand
and explain
the task’s
prompt and
rubric.
Bullets
•In your own words, what are
the important features of a
good historical essay?
•No scoring
•Share examples of
historical essays (either
from past students or from
professional writers).
•Discuss key features of
examples.
•Have students pay special
attention to comparison
words.
•Pair students to share and
improve their individual
bullets.
•Create a classroom list:
Choose one student to
share a few ideas on the
board, and ask others to
add to it.
SKILL CLUSTER 2: READING PROCESS (PRE-SEMINAR)
Days
1-2
Background
Information
•Ability to
identify
contextual
information.
Notes
•With your research team,
follow group research
protocol to determine
complete answers to your
guiding questions.
•Summarize your findings
in a poster style. Jig saw
groups and share.
•Take notes while others
present. Be sure to take
notes on the context for
each text: names, dates,
places. Add notes about
text structure.
National Paideia Center, 2013 | www.paideia.org
•Complete
and accurate
background
information is
noted.
•Assign student research
groups - some on Magna
Carta, others on Bill of
Rights.
•Assign contextual
vocabulary to respective
groups.
•Coach student research
and preparation to teach
others.
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H U M A N I T I E S PA R T I – U N I T 3
Module 3 - The British Magna Carta and the
U.S. Bill of Rights (continued)
Section 3: What Instruction? (continued)
INSTRUCTIONAL LADDER (continued)
Pacing
Skill &
Definition
Product &
Prompt
Criteria
for Scoring
Instructional
Strategies
SKILL CLUSTER 2: READING PROCESS (PRE-SEMINAR) (continued)
Next 3 rows for The British Magna Carta
Day 3
Inspectional
Labeling Text &
Reading
Paraphrase
•Ability to identify
•Label parts of the
structural
text by numbering
components of the
the paragraphs of
seminar text.
the text.
•Structural features
of the text are
visible and clear.
•Distribute copies of the
Magna Carta.
•Discuss what student
anticipate the reading to
be like.
•Notice the numbered
paragraphs. Agree that
the first paragraph will be
referred to as ‘preamble”
and last the conclusion.
•Read the paragraphs aloud
with students.
Day 3
Essential Vocabulary Vocabulary List
•Ability to identify
•In your notebook,
and master terms
list high frequency
essential to
words.
understanding a
•Add definitions,
text.
and (if
appropriate) notes
on connotation in
this context.
•Lists appropriate
phrases.
•Provides accurate
definitions.
•Post/distribute high
frequency vocabulary list
for Magna Carta.
•Assign words to various
student pairs. Direct
students to determine
correct definition by using
graphic organizer (know—
see in context—dictionary
definition).
•Have students share and
note all vocabulary in
sections of Magna Carta.
Days
4-5
Analytical Reading
•Ability to read
for meaning and
inferences.
•Captures key ideas
of text in writing.
•Have students read the
text a second and third
time.
•Assign pairs to discuss
important points and
phrases.
Notes
•Read the text
silently and
underline words
that state or imply
comparison.
•Talk with your
partner about
what you think are
the three most
important points/
phrases.
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H U M A N I T I E S PA R T I – U N I T 3
Module 3 - The British Magna Carta and the
U.S. Bill of Rights (continued)
Section 3: What Instruction? (continued)
INSTRUCTIONAL LADDER (continued)
Pacing
Skill &
Definition
Product & Prompt
Criteria
for Scoring
Instructional
Strategies
SKILL CLUSTER 2: READING PROCESS (PRE-SEMINAR) (continued)
Next 3 rows for U.S. Bill of Rights
Days
5-6
Inspectional
Reading
•Ability to
identify
structural
components
of the seminar
text.
Labeling Text & Paraphrase •Structural
•Label parts of the text
features of the
by numbering the
text are visible
paragraphs of the text.
and clear.
•Distribute copies of the Bill
of Rights.
•Discuss what student
anticipate the reading to
be like.
•Notice the numbered
paragraphs.
•Read the paragraphs aloud
with students.
Day 6
Essential
Vocabulary
•Ability to
identify and
master terms
essential to
understanding
a text.
Vocabulary List
•In your notebook, list
high frequency words.
•With partner, find
assigned definitions with
graphic organizer. Start
by guessing the word
meaning, then note what
the context clues are,
finally find dictionary
definition.
•Post your work for others
and note words that
others have found.
•Lists
appropriate
phrases.
•Provides
accurate
definitions.
•Post/distribute high
frequency vocabulary list
for Bill of Rights.
•Assign words to various
student pairs. Direct
students to determine
correct definition by using
graphic organizer (know—
see in context—dictionary
definition).
•Have students share and
note all vocabulary in
sections of Bill of Rights.
Day 7
Analytical
Reading
•Ability to read
for meaning
and inferences.
Notes
•Read the Bill of Rights
again and mark points
and phrases that remind
you of the Magna Carta.
•Captures key
ideas of text in
writing.
•Read the text a second
and third time and note
comparison points with the
Magna Carta.
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H U M A N I T I E S PA R T I – U N I T 3
Module 3 - The British Magna Carta and the
U.S. Bill of Rights (continued)
Section 3: What Instruction? (continued)
INSTRUCTIONAL LADDER (continued)
Pacing
Skill &
Definition
Product &
Prompt
Criteria
for Scoring
Instructional
Strategies
SKILL CLUSTER 3: DIALOGUE PROCESS (SEMINAR)
Day 8
Pre-Seminar
Self-Assessment
Process
•Based on the
list of speaking
•Ability to reflect
on personal
and listening
behaviors,
communication
habits
note in writing
and select
a goal for
your personal
appropriate
speaking and
participation in
the upcoming
listening goals.
dialogue. See
Appendix.
•Chooses
appropriate
individual
process goal
based on
past seminar
performance.
•PLEASE use the Seminar Plan/
Seminar Process Script in
Appendix along with the Speaking
and Listening Checklist.
•Teacher should identify a
collection of appropriate speaking
and listening goals for the group.
•Students select what they will
work on individually and note it
in writing on the Seminar Process
Assessment sheet included in the
Module Appendix.
•The group participation goal is
discussed and posted where all
can see.
Day 8
Seminar
•Participate in
•Ability to think
the Seminar
critically and
and focus on
collaboratively
your goals.
in a group
about concepts
and ideas of a
text through
a structured
Paideia seminar.
•No scoring
•PLEASE use the Seminar Plan in
Appendix.
Day 8
Post-Seminar
•Ability to
self-assess on
speaking and
listening skills
practiced in the
seminar and
note relevant
communication
goals for future
discussions.
•Answers task by •PLEASE use the Seminar Plan/
filling in form
Seminar Process Script in
completely.
Appendix.
•Writes in detail •Have a few representative students
about seminar
share their goal for speaking and
participation.
listening and their performance.
•Likewise, may ask the entire class
to reflect on the entire dialogue
process, i.e. the group effort.
•In whatever format is preferred,
both individual and group
reflections should be archived for
reference at the beginning of the
next Seminar.
Self-Assessment
•Reflect back
on your
participation
goal, then
finish filling out
the Speaking
and Listening
Checklist;
write a short
reflective work
on your seminar
performance in
detail.
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H U M A N I T I E S PA R T I – U N I T 3
Module 3 - The British Magna Carta and the
U.S. Bill of Rights (continued)
Section 3: What Instruction? (continued)
INSTRUCTIONAL LADDER (continued)
Pacing
Skill &
Definition
Product & Prompt
Criteria
for Scoring
Instructional
Strategies
SKILL CLUSTER 3 – TRANSITION TO WRITING
Day 9
Capturing Ideas
from Discussion
•Ability to
capture in
writing the
ideas (and
words used
to name
and discuss
ideas) from
the seminar
discussion.
Short Response
•No scoring
•After re-examining
the prompt, note
everything that you
heard, said, or thought
during the seminar that
is related to the task.
(Do not worry about
grammar, punctuation,
or spelling at this point.)
•Give students ample
time to take notes
immediately after
seminar.
•Have students share
their notes in small
groups. Encourage all
to add to their notes.
•Clarify timetable for
the writing assignment.
SKILL CLUSTER 4 – WRITING PROCESS
Days
9-10
Note-taking
•Ability to select
important facts
and passages
for use in one’s
own writing.
Day 10
Initiating the
Opening Paragraph
Task
•Write an opening
(Controlling Idea)
paragraph that includes
•Ability to
a controlling idea and
establish a
sequences the key
claim and
points you plan to make
consolidate
in your composition.
information
Remember the
relevant to
many points about
task.
comparisons.
Notes
•From each text, make a
list of points that look
most important for
answering the prompt.
National Paideia Center, 2013 | www.paideia.org
•Identifies relevant
•Review a format for
elements.
note taking.
•Includes information •Coach and encourage
to support accurate
student work (including
their note format).
citation (for
example, page
numbers for a long
text, clear indication
when quoting
directly.)
•Writes a concise
summary statement
or draft opening.
•Provides direct
answer to
main prompt
requirements.
•Establishes a
controlling idea.
•Identifies key
points that support
development of
argument.
•Review key aspects of
opening paragraphs.
•Coach and encourage
student work.
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H U M A N I T I E S PA R T I – U N I T 3
Module 3 - The British Magna Carta and the
U.S. Bill of Rights (continued)
Section 3: What Instruction? (continued)
INSTRUCTIONAL LADDER (continued)
Pacing
Skill &
Definition
Product & Prompt
Criteria
for Scoring
Instructional
Strategies
•Creates an outline
or organizer.
•Supports
controlling idea.
•Uses evidence
from texts read
earlier.
•Coach and encourage
student work.
•Help individual
students based on
their skills needs.
SKILL CLUSTER 4 – WRITING PROCESS (continued)
Day 11
Planning
•Ability to develop
a line of thought
and text structure
appropriate to the
task type.
Day 12
Inital Draft and
Draft
•Provides complete
Development
•Write an initial
draft with all parts.
•Ability to construct
draft complete
•Supports the
an initial draft with
with opening,
opening in the
an emerging line
development, and
later sections with
of thought and
closing; insert and cite
evidence and
structure.
textual evidence.
citations.
•Encourage students
to re-read prompt
partway through
writing, to check that
they are on-track.
Day 13
Revision
•Ability to refine
text, including
line of thought,
language usage,
and tone as
appropriate to
audience and
purpose.
•Set up writing groups.
•Model useful feedback
that balances
support for strengths
and clarity about
weaknesses.
•Assign students to
provide each other
with feedback on
those issues.
•Collect, read and
respond to these
drafts.
Outline/Organizer
•Create an outline
based on your notes
and reading in which
you state your claim,
sequence your
points, and note your
supporting evidence.
Multiple Drafts
•Refine composition’s
analysis, logic, and
organization of ideas/
points.
•Use textual evidence
carefully, with
accurate citations
•Decide what to
include and what not
to include.
•Work in groups to
share writing, get and
give feedback.
National Paideia Center, 2013 | www.paideia.org
•Provides complete
draft with all parts.
•Supports the
opening in the
later sections with
evidence and
citations.
•Improves earlier
edition.
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H U M A N I T I E S PA R T I – U N I T 3
Module 3 - The British Magna Carta and the
U.S. Bill of Rights (continued)
Section 3: What Instruction? (continued)
INSTRUCTIONAL LADDER (continued)
Pacing
Skill &
Definition
Product & Prompt
Criteria
for Scoring
Instructional
Strategies
SKILL CLUSTER 4 – WRITING PROCESS (continued)
Day 14
Editing
•Ability to proofread
and format a piece
to make it more
effective.
Correct Draft
•Provides draft free
•Revise draft to have
from distracting
sound spelling,
surface errors.
capitalization,
•Uses format that
punctuation, and
supports purpose.
grammar.
•Adjust formatting as
needed to provide
clear, appealing text.
•Briefly review
selected skills that
many students need
to improve.
•Review proofreading
marks.
•Assign students
to proofread each
other’s texts a
second time.
Day 14
Completion
•Ability to submit
final piece that
meets expectations.
Final Work
•Post your work.
•Organize all of your
drafts electronically.
•Celebrate!
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•Demonstrates that
composition is on
task and ready for
evaluation.
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H U M A N I T I E S PA R T I – U N I T 3
Module 3 - The British Magna Carta and the
U.S. Bill of Rights (continued)
Materials, References, and Supports
FOR TEACHERS
Adler, Mortimer J. and Charles Van Doren. (1972). How to Read a Book. New York: Simon and Schuster.
Adler, Mortimer. How to Speak and How to Listen.
Dougherty, Billings, Roberts, ASCD 2014. Teaching Writing for Enduring Understanding.
National Paideia Center (2010). Teaching Thinking Through Dialogue: Paideia Seminar Manual. 2nd Edition.
Roberts, Terry and Laura Billings. (2011). Teaching Critical Thinking: Using Seminars for 21st Century Literacy.
New York: Eye on Education.
FOR STUDENTS
Dictionary: http://www.merriam-webster.com/
Timeline: http://www.tiki-toki.com/
World Map: http://www.nationalgeographic.com/kids-world-atlas/maps.html
National Paideia Center, 2013 | www.paideia.org
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H U M A N I T I E S PA R T I – U N I T 3
Module 3 - The British Magna Carta and the
U.S. Bill of Rights (continued)
Teacher Work Section
Added Thoughts About Teaching This Module
Assign student teams to research Background Information:
What was the Magna Carta?
What brought it about?
King of England
London
Duke of Normandy
Duke of Normandy
Count of Anjon
Canterbury
Dublin
William of London
Peter
Hierarchy including: Arch Bishop, bishop, abbot, earl, baron, justicaries, foesters,
bailiffs
What is the Bill of Rights?
When and what brought them?
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H U M A N I T I E S PA R T I – U N I T 3
Module 3 - The British Magna Carta and the
U.S. Bill of Rights (continued)
seminar plan for:
The British Magna Carta and the
U.S. Bill of Rights
Ideas: Government, Individual
Rights, Justice
National Paideia Center, 2013 | www.paideia.org
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H U M A N I T I E S PA R T I – U N I T 3
Module 3 - The British Magna Carta and the
U.S. Bill of Rights (continued)
PRE-SEMINAR
The British Magna Carta
U.S. NATIONAL ARCHIVES AND RECORDS ADMINISTRATION
WWW.ARCHIVES.GOV | JANUARY 22, 2014 | MAGNA CARTA TRANSLATION
[Preamble] Edward by the grace of God King of
England, lord of Ireland and duke of Aquitaine
sends greetings to all to whom the present letters
come. We have inspected the great charter of
the lord Henry, late King of England, our father,
concerning the liberties of England in these words:
Henry by the grace of God King of England, lord
of Ireland, duke of Normandy and Aquitaine and
count of Anjou sends greetings to his archbishops,
bishops, abbots, priors, earls, barons, sheriffs,
reeves, ministers and all his bailiffs and faithful men
inspecting the present charter. Know that we, at
the prompting of God and for the health of our
soul and the souls of our ancestors and successors,
for the glory of holy Church and the improvement
of our realm, freely and out of our good will have
given and granted to the archbishops, bishops,
abbots, priors, earls, barons and all of our realm
these liberties written below to hold in our realm of
England in perpetuity.
[1] In the first place we grant to God and confirm
by this our present charter for ourselves and our
heirs in perpetuity that the English Church is to be
free and to have all its rights fully and its liberties
entirely. We furthermore grant and give to all the
freemen of our realm for ourselves and our heirs in
National Paideia Center, 2013 | www.paideia.org
perpetuity the liberties written below to have and
to hold to them and their heirs from us and our
heirs in perpetuity.
[2] If any of our earls or barons, or anyone else
holding from us in chief by military service should
die, and should his heir be of full age and owe
relief, the heir is to have his inheritance for the
ancient relief, namely the heir or heirs of an earl for
a whole county £100, the heir or heirs of a baron
for a whole barony 100 marks, the heir or heirs of a
knight for a whole knight’s fee 100 shillings at most,
and he who owes less will give less, according to
the ancient custom of (knights’) fees.
[3] If, however, the heir of such a person is under
age, his lord is not to have custody of him and his
land until he has taken homage from the heir, and
after such an heir has been in custody, when he
comes of age, namely at twenty-one years old, he
is to have his inheritance without relief and without
fine, saving that if, whilst under age, he is made
a knight, his land will nonetheless remain in the
custody of his lords until the aforesaid term.
[4] The keeper of the land of such an heir who
is under age is only to take reasonable receipts
from the heir’s land and reasonable customs and
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H U M A N I T I E S PA R T I – U N I T 3
Module 3 - The British Magna Carta and the
U.S. Bill of Rights (continued)
PRE-SEMINAR
The British Magna Carta (p2)
reasonable services, and this without destruction
or waste of men or things. And if we assign custody
of any such land to a sheriff or to anyone else
who should answer to us for the issues, and such
a person should commit destruction or waste, we
will take recompense from him and the land will
be assigned to two law-worthy and discreet men
of that fee who will answer to us or to the person
to whom we assign such land for the land’s issues.
And if we give or sell to anyone custody of any such
land and that person commits destruction or waste,
he is to lose custody and the land is to be assigned
to two law-worthy and discreet men of that fee who
similarly will answer to us as is aforesaid.
[5] The keeper, for as long as he has the custody of
the land of such (an heir), is to maintain the houses,
parks, fishponds, ponds, mills and other things
pertaining to that land from the issues of the same
land, and he will restore to the heir, when the heir
comes to full age, all his land stocked with ploughs
and all other things in at least the same condition
as when he received it. All these things are to
be observed in the custodies of archbishoprics,
bishoprics, abbeys, priories, churches and vacant
offices which pertain to us, save that such custodies
ought not to be sold.
[6] Heirs are to be married without disparagement.
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[7] A widow, after the death of her husband, is
immediately and without any difficulty to have her
marriage portion and her inheritance, nor is she to
pay anything for her dower or her marriage portion
or for her inheritance which her husband and she
held on the day of her husband’s death, and she
shall remain in the chief dwelling place of her
husband for forty days after her husband’s death,
within which time dower will be assigned her if it
has not already been assigned, unless that house
is a castle, and if it is a castle which she leaves,
then a suitable house will immediately be provided
for her in which she may properly dwell until her
dower is assigned to her in accordance with what
is aforesaid, and in the meantime she is to have
her reasonable necessities (estoverium) from the
common property. As dower she will be assigned
the third part of all the lands of her husband which
were his during his lifetime, save when she was
dowered with less at the church door. No widow
shall be distrained to marry for so long as she
wishes to live without a husband, provided that
she gives surety that she will not marry without our
assent if she holds of us, or without the assent of
her lord, if she holds of another.
[8] Neither we nor our bailiffs will seize any land or
rent for any debt, as long as the existing chattels
of the debtor suffice for the payment of the debt
and as long as the debtor is ready to pay the debt,
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H U M A N I T I E S PA R T I – U N I T 3
Module 3 - The British Magna Carta and the
U.S. Bill of Rights (continued)
PRE-SEMINAR
The British Magna Carta (p3)
nor will the debtor’s guarantors be distrained for
so long as the principal debtor is able to pay the
debt; and should the principal debtor default in
his payment of the debt, not having the means to
repay it, or should he refuse to pay it despite being
able to do so, the guarantors will answer for the
debt and, if they wish, they are to have the lands
and rents of the debtor until they are repaid the
debt that previously they paid on behalf of the
debtor, unless the principal debtor can show that
he is quit in respect to these guarantors.
[9] The city of London is to have all its ancient
liberties and customs. Moreover we wish and grant
that all other cities and boroughs and vills and the
barons of the Cinque Ports and all ports are to have
all their liberties and free customs.
[10] No-one is to be distrained to do more service
for a knight’s fee or for any other free tenement
than is due from it.
[11] Common pleas are not to follow our court but
are to be held in a certain fixed place.
[12] Recognisances of novel disseisin and of
mort d’ancestor are not to be taken save in their
particular counties and in the following way. We or,
should we be outside the realm, our chief justiciar,
will send our justices once a year to each county,
National Paideia Center, 2013 | www.paideia.org
so that, together with the knights of the counties,
that may take the aforesaid assizes in the counties;
and those assizes which cannot be completed
in that visitation of the county by our aforesaid
justices assigned to take the said assizes are to
be completed elsewhere by the justices in their
visitation; and those which cannot be completed by
them on account of the difficulty of various articles
(of law) are to be referred to our justices of the
Bench and completed there.
[13] Assizes of darrein presentment are always to be
taken before our justices of the Bench and are to
be completed there.
[14] A freeman is not to be amerced for a small
offence save in accordance with the manner of
the offence, and for a major offence according
to its magnitude, saving his sufficiency (salvo
contenemento suo), and a merchant likewise, saving
his merchandise, and any villain other than one of
our own is to be amerced in the same way, saving
his necessity (salvo waynagio) should he fall into
our mercy, and none of the aforesaid amercements
is to be imposed save by the oath of honest and
law-worthy men of the neighbourhood. Earls and
barons are not to be amerced save by their peers
and only in accordance with the manner of their
offence.
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H U M A N I T I E S PA R T I – U N I T 3
Module 3 - The British Magna Carta and the
U.S. Bill of Rights (continued)
PRE-SEMINAR
The British Magna Carta (p4)
[15] No town or free man is to be distrained to
make bridges or bank works save for those that
ought to do so of old and by right.
[16] No bank works of any sort are to be kept up
save for those that were in defense in the time of
King H(enry II) our grandfather and in the same
places and on the same terms as was customary in
his time.
[17] No sheriff, constable, coroner or any other of
our bailiffs is to hold pleas of our crown.
[18] If anyone holding a lay fee from us should die,
and our sheriff or bailiff shows our letters patent
containing our summons for a debt that the dead
man owed us, our sheriff or bailiff is permitted to
attach and enroll all the goods and chattels of the
dead man found in lay fee, to the value of the said
debt, by view of law-worthy men, so that nothing is
to be removed thence until the debt that remains
is paid to us, and the remainder is to be released
to the executors to discharge the will of the dead
man, and if nothing is owed to us from such a
person, all the chattels are to pass to the (use of)
the dead man, saving to the dead man’s wife and
children their reasonable portion.
National Paideia Center, 2013 | www.paideia.org
[19] No constable or his bailiff is to take corn or
other chattels from anyone who not themselves of
a vill where a castle is built, unless the constable
or his bailiff immediately offers money in payment
of obtains a respite by the wish of the seller. If the
person whose corn or chattels are taken is of such
a vill, then the constable or his bailiff is to pay the
purchase price within forty days.
[20] No constable is to distrain any knight to give
money for castle guard if the knight is willing to
do such guard in person or by proxy of any other
honest man, should the knight be prevented from
doing so by just cause. And if we take or send such
a knight into the army, he is to be quit of (castle)
guard in accordance with the length of time the we
have him in the army for the fee for which he has
done service in the army.
[21] No sheriff or bailiff of ours or of anyone else is
to take anyone’s horses or carts to make carriage,
unless he renders the payment customarily due,
namely for a two-horse cart ten pence per day,
and for a three-horse cart fourteen pence per day.
No demesne cart belonging to any churchman or
knight or any other lady (sic) is to be taken by our
bailiffs, nor will we or our bailiffs or anyone else
take someone else’s timber for a castle or any other
of our business save by the will of he to whom the
timber belongs.
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Module 3 - The British Magna Carta and the
U.S. Bill of Rights (continued)
PRE-SEMINAR
The British Magna Carta (p5)
[22] We shall not hold the lands of those convicted
of felony save for a year and a day, whereafter such
land is to be restored to the lords of the fees.
[23] All fish weirs (kidelli) on the Thames and the
Medway and throughout England are to be entirely
dismantled, save on the sea coast.
[24] The writ called ‘praecipe’ is not to be issued to
anyone in respect to any free tenement in such a
way that a free man might lose his court.
[25] There is to be a single measure for wine
throughout our realm, and a single measure for
ale, and a single measure for Corn, that is to say
the London quarter, and a single breadth for dyed
cloth, russets, and haberjects, that is to say two
yards within the lists. And it shall be the same for
weights as for measures.
[26] Henceforth there is to be nothing given for a
writ of inquest from the person seeking an inquest
of life or member, but such a writ is to be given
freely and is not to be denied.
nor are we to have custody of such a fee farm or
socage or burgage unless this fee farm owes knight
service. We are not to have the custody of an heir
or of any land which is held from another by knight
service on the pretext of some small serjeanty held
from us by service of rendering us knives or arrows
or suchlike things.
[28] No bailiff is henceforth to put any man on his
open law or on oath simply by virtue of his spoken
word, without reliable witnesses being produced
for the same.
[29] No freeman is to be taken or imprisoned or
disseised of his free tenement or of his liberties or
free customs, or outlawed or exiled or in any way
ruined, nor will we go against such a man or send
against him save by lawful judgement of his peers
or by the law of the land. To no-one will we sell or
deny of delay right or justice.
[27] If any persons hold from us at fee farm or in
socage or burgage, and hold land from another by
knight service, we are not, by virtue of such a fee
farm or socage or burgage, to have custody of the
heir or their land which pertains to another’s fee,
[30] All merchants, unless they have been
previously and publicly forbidden, are to have
safe and secure conduct in leaving and coming to
England and in staying and going through England
both by land and by water to buy and to sell,
without any evil exactions, according to the ancient
and right customs, save in time of war, and if they
should be from a land at war against us and be
found in our land at the beginning of the war, they
National Paideia Center, 2013 | www.paideia.org
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H U M A N I T I E S PA R T I – U N I T 3
Module 3 - The British Magna Carta and the
U.S. Bill of Rights (continued)
PRE-SEMINAR
The British Magna Carta (p6)
are to be attached without damage to their bodies
or goods until it is established by us or our chief
justiciar in what way the merchants of our land are
treated who at such a time are found in the land
that is at war with us, and if our merchants are safe
there, the other merchants are to be safe in our
land.
such abbeys when they fall vacant just as they
ought to have and as is declared above.
[34] No-one is to be taken or imprisoned on the
appeal of woman for the death of anyone save for
the death of that woman’s husband.
[32] No free man is henceforth to give or sell any
more of his land to anyone, unless the residue of his
land is sufficient to render due service to the lord
of the fee as pertains to that fee.
[35] No county court is to be held save from month
to month, and where the greater term used to be
held, so will it be in future, nor will any sheriff or
his bailiff make his tourn through the hundred save
for twice a year and only in the place that is due
and customary, namely once after Easter and again
after Michaelmas, and the view of frankpledge
is to be taken at the Michaelmas term without
exception, in such a way that every man is to have
his liberties which he had or used to have in the
time of King H(enry II) my grandfather or which
he has acquired since. The view of frankpledge is
to be taken so that our peace be held and so that
the tithing is to be held entire as it used to be, and
so that the sheriff does not seek exceptions but
remains content with that which the sheriff used to
have in taking the view in the time of King H(enry)
our grandfather.
[33] All patrons of abbeys which have charters of
the kings of England over advowson or ancient
tenure or possession are to have the custody of
[36] Nor is it permitted to anyone to give his land to
a religious house in such a way that he receives it
back from such a house to hold, nor is it permitted
[31] If anyone dies holding of any escheat such as
the honour of Wallingford, Boulogne, Nottingham,
Lancaster or of other escheats which are in our
hands and which are baronies, his heir is not to give
any other relief or render any other service to us
that would not have been rendered to the baron if
the barony were still held by a baron, and we shall
hold such things in the same way as the baron held
them, nor, on account of such a barony or escheat,
are we to have the escheat or custody of any of our
men unless the man who held the barony or the
escheat held elsewhere from us in chief.
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Module 3 - The British Magna Carta and the
U.S. Bill of Rights (continued)
PRE-SEMINAR
The British Magna Carta (p7)
to any religious house to accept the land of anyone
in such way that the land is restored to the person
from whom it was received to hold. If anyone
henceforth gives his land in such a way to any
religious house and is convicted of the same, the
gift is to be entirely quashed and such land is to
revert to the lord of that fee.
[37] Scutage furthermore is to be taken as it used
to be in the time of King H(enry) our grandfather,
and all liberties and free customs shall be
preserved to archbishops, bishops, abbots, priors,
Templars, Hospitallers, earls, barons and all others,
both ecclesiastical and secular persons, just as they
formerly had.
All these aforesaid customs and liberties which
we have granted to be held in our realm in so far
as pertains to us are to be observed by all of our
realm, both clergy and laity, in so far as pertains to
them in respect to their own men. For this gift and
grant of these liberties and of others contained
in our charter over the liberties of the forest, the
archbishops, bishops, abbots, priors, earls, barons,
knights, fee holders and all of our realm have given
us a fifteenth part of all their movable goods.
Moreover we grant to them for us and our heirs
that neither we nor our heirs will seek anything by
which the liberties contained in this charter might
be infringed or damaged, and should anything
National Paideia Center, 2013 | www.paideia.org
be obtained from anyone against this it is to
count for nothing and to be held as nothing. With
these witnesses: the lord S(tephen) archbishop of
Canterbury, E(ustace) bishop of London, J(ocelin)
bishop of Bath, P(eter) bishop of Winchester,
H(ugh) bishop of Lincoln, R(ichard) bishop of
Salisbury, W. bishop of Rochester, W(illiam) bishop
of Worcester, J(ohn) bishop of Ely, H(ugh) bishop
of Hereford, R(anulf) bishop of Chichester, W(illiam)
bishop of Exeter, the abbot of (Bury) St Edmunds,
the abbot of St Albans, the abbot of Battle, the
abbot of St Augustine’s Canterbury, the abbot of
Evesham, the abbot of Westminster, the abbot of
Peterborough, the abbot of Reading, the abbot of
Abingdon, the abbot of Malmesbury, the abbot
of Winchcombe, the abbot of Hyde (Winchester),
the abbot of Chertsey, the abbot of Sherborne,
the abbot of Cerne, the abbot of Abbotsbury,
the abbot of Milton (Abbas), the abbot of Selby,
the abbot of Cirencester, H(ubert) de Burgh the
justiciar, H. earl of Chester and Lincoln, W(illiam)
earl of Salisbury, W(illiam) earl Warenne, G. de
Clare earl of Gloucester and Hertford, W(illiam) de
Ferrers earl of Derby, W(illiam) de Mandeville earl
of Essex, H(ugh) Bigod earl of Norfolk, W(illiam)
earl Aumale, H(umphrey) earl of Hereford, J(ohn)
constable of Chester, R(obert) de Ros, R(obert) fitz
Walter, R(obert) de Vieuxpont, W(illiam) Brewer,
R(ichard) de Montfiquet, P(eter) fitz Herbert,
W(illiam) de Aubigné, G. Gresley, F. de Braose,
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H U M A N I T I E S PA R T I – U N I T 3
Module 3 - The British Magna Carta and the
U.S. Bill of Rights (continued)
PRE-SEMINAR
The British Magna Carta (p8)
J(ohn) of Monmouth, J(ohn) fitz Alan, H(ugh) de
Mortemer, W(illiam) de Beauchamp, W(illiam) de St
John, P(eter) de Maulay, Brian de Lisle, Th(omas)
of Moulton, R(ichard) de Argentan, G(eoffrey) de
Neville, W(illiam) Mauduit, J(ohn) de Baalon and
others. Given at Westminster on the eleventh day
of February in the ninth year of our reign.
We, holding these aforesaid gifts and grants to be
right and welcome, conceed and confirm them for
ourselves and our heirs and by the terms of the
present (letters) renew them, wishing and granting
for ourselves and our heirs that the aforesaid
charter is to be firmly and inviably observed in
all and each of its articles in perpetuity, including
any articles contained in the same charter which
by chance have not to date been observed. In
testimony of which we have had made these our
letters patent. Witnessed by Edward our son, at
Westminster on the twelfth day of October in the
twenty-fifth year of our reign. (Chancery warranty
by John of) Stowe.
National Paideia Center, 2013 | www.paideia.org
Translation by Professor Nicholas Vincent, Copyright
Sotheby’s Inc. 2007
Featured Document: The Magna Carta Main Page
Page URL: http://www.archives.gov/exhibits/featured_
documents/magna_carta/translation.html
U.S. National Archives & Records Administration
8601 Adelphi Road, College Park, MD, 20740-6001 •
1-86-NARA-NARA • 1-866-272-6272
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H U M A N I T I E S PA R T I – U N I T 3
Module 3 - The British Magna Carta and the
U.S. Bill of Rights (continued)
PRE-SEMINAR
U.S. Bill of Rights – First 10 Amendments to the Constitution
Preamble
First Amendment
Congress of the United States begun and held at the
Congress shall make no law respecting an
City of New-York, on Wednesday the fourth of March,
establishment of religion, or prohibiting the free
one thousand seven hundred and eighty nine.
exercise thereof; or abridging the freedom of speech,
or of the press, or the right of the people peaceably
THE Conventions of a number of the States, having at
to assemble, and to petitition the Government for a
the time of their adopting the Constitution, expressed
redress of grievances.
a desire, in order to prevent misconstruction or abuse
of its powers, that further declaratory and restrictive
Second Amendment
clauses should be added: And as extending the
A well regulated Militia, being necessary to the
ground of public confidence in the Government, will
security of a free State, the right of the people to
best ensure the beneficent ends of its institution.
keep and bear Arms, shall not be infringed.
RESOLVED by the Senate and House of
Third Amendment
Representatives of the United States of America,
No Soldier shall, in time of peace be quartered in any
in Congress assembled, two thirds of both Houses
house, without the consent of the Owner; nor in time
concurring, that the following Articles be proposed to
of war, but in a manner to be prescribed by law.
the Legislatures of the several States, as amendments
to the Constitution of the United States, all, or any
Fourth Amendment
of which Articles, when ratified by three fourths of
The right of the people to be secure in their persons,
the said Legislatures, to be valid to all intents and
houses, papers, and effects, against unreasonable
purposes, as part of the said Constitution; viz.
searches and seizures, shall not be violated, and
no Warrants shall issue, but upon probable cause,
ARTICLES in addition to, and Amendment of the
supported by Oath or affirmation, and particularly
Constitution of the United States of America,
describing the place to be searched, and the persons
proposed by Congress, and ratified by the
or things to be seized.
Legislatures of the several States, pursuant to the fifth
Article of the original Constitution.
Fifth Amendment
No person shall be held to answer for a capital, or
otherwise infamous crime, unless on a presentment
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H U M A N I T I E S PA R T I – U N I T 3
Module 3 - The British Magna Carta and the
U.S. Bill of Rights (continued)
PRE-SEMINAR
U.S. Bill of Rights (p2)
or indictment of a Grand Jury, except in cases arising
Eighth Amendment
in the land or naval forces, or in the Militia, when in
Excessive bail shall not be required, nor excessive
actual service in time of War or public danger; nor
fines imposed, nor cruel and unusual punishments
shall any person be subject for the same offence to
inflicted.
be twice put in jeopardy of life or limb; nor shall be
compelled in any criminal case to be a witness against
Ninth Amendment
himself; nor be deprived of life, liberty, or property,
The enumeration in the Constitution of certain rights
without due process of law; nor shall private property
shall not be construed to deny or disparage others
be taken for public use without just compensation.
retained by the people.
Sixth Amendment
Tenth Amendment
In all criminal prosecutions, the accused shall enjoy
The powers not delegated to the United States by the
the right to a speedy and public trial, by an impartial
Constitution, nor prohibited by it to the States, are
jury of the State and district wherein the crime shall
reserved to the States respectively, or to the people.
have been committed; which district shall have been
previously ascertained by law, and to be informed
of the nature and cause of the accusation; to be
confronted with the witnesses against him; to have
compulsory process for obtaining witnesses in his
favor; and to have the assistance of counsel for his
defence.
Seventh Amendment
In Suits at common law, where the value in
controversy shall exceed twenty dollars, the right of
trial by jury shall be preserved, and no fact tried by a
jury shall be otherwise reexamined in any Court of the
United States, than according to the rules of common
law.
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H U M A N I T I E S PA R T I – U N I T 3
Module 3 - The British Magna Carta and the
U.S. Bill of Rights (continued)
PRE-SEMINAR
VOCABULARY LIST for BRITISH MAGNA CARTA
Contextual/Rare
High Frequency
liege
heirs
tendering
English Church
rectify
therefor
Inviolate
venerable
lieu
Pope Innocent III
charter
relieved
castle-guard
confirmed
proportion
disseised
reckoned
credible
Runnymede
unconstrained
exiled
grant
banish
ratification
mercenary
quarrel
wherefore
underwritten
aforesaid
liberties
concessions
constable
oath
provisions
intent
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H U M A N I T I E S PA R T I – U N I T 3
Module 3 - The British Magna Carta and the
U.S. Bill of Rights (continued)
PRE-SEMINAR
VOCABULARY LIST for U.S. BILL OF RIGHTS
assemble
probably cause
compulsory
petition
affirmation
Assistance of
Counsel
redress
capital
grievances
infamous
regulated
presentment
militia
indictment
state
Grand Jury
bear arms
jeopardy
infringed
compelled
quartered
deprived
consent
compensation
prescribed
prosecutions
unreasonable
accused
searches
impartial
seizures
ascertained
violated
accusation
warrants
confronted
National Paideia Center, 2013 | www.paideia.org
defense
controversy
preserved
common law
excessive
bail
imposed
inflicted
enumeration
construed
disparage
retained
delegated
respectively
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H U M A N I T I E S PA R T I – U N I T 3
Module 3 - The British Magna Carta and the
U.S. Bill of Rights (continued)
PRE-SEMINAR
Content
BACKGROUND INFORMATION
•
Determine essential facts necessary to understand context of key text.
•
Share with students either via short lecture, power point, video, or reading.
•
Have students do additional research as appropriate.
INSPECTIONAL READING
•
See that each student has a copy of the printed text or can closely view.
•
Have students take first look at text structure.
•
Direct students to label the parts of the text for common referencing.
•
Read the text (or the first section) aloud with students.
VOCABULARY
•
Have students work with categories of words.
•
Define for them rare or contextual terms. •
Have students define and practice using high frequency words.
ANALYTICAL READING
•
Coach students in reading the text a second and third time responding in
detail to the key ideas.
•
Provide graphic organizer for notes when appropriate.
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H U M A N I T I E S PA R T I – U N I T 3
Module 3 - The British Magna Carta and the
U.S. Bill of Rights (continued)
PRE-SEMINAR
Process
Prepare participants to participate in seminar discussion with a version of the following
script.
DEFINE SEMINAR
•
“A Paideia Seminar is a time when we talk with each other about important
ideas.”
•
“The main purpose of seminar is to arrive at a fuller understanding of the
textual ideas and values in this speech of ourselves, and of each other. We
are going to work together and practice thinking about (list great ideas).”
FACILITATOR AND PARTICIPANT RESPONSIBILITIES
•
“As participants, I am asking you to think, listen, and speak candidly about
your thoughts, reactions, and ideas. You can help each other do this by using
each other’s names.”
•
“You do not need to raise your hands in order to speak; rather, the
discussion is collaborative in that you try to stay focused on the main speaker
and wait your turn to talk.”
•
“You should try to both agree and disagree in a courteous, thoughtful
manner. For example, you might say, ‘I disagree with Joanna because…,’
focusing on the ideas involved, not the individuals.”
•
“As the facilitator, I am primarily responsible for asking challenging, openended questions, and I will take a variety of notes to keep up with the talk
turns and flow of ideas. I will help move the discussion along in a productive
direction by asking follow-up questions based on my notes.”
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H U M A N I T I E S PA R T I – U N I T 3
Module 3 - The British Magna Carta and the
U.S. Bill of Rights (continued)
PRE-SEMINAR
Process (continued)
INDIVIDUAL SELF-ASSESSMENT / GOAL SETTING
•
“Now, think about how you usually talk in a group. How do you usually talk?”
•
“Consider this list of personal participation goals that are listed on the
board.” (OR on the Speaking and Listening Check List.)
Possibilities:
Speak at least three times
Ask a question
Look at the person speaking
Use others’ names
Agree and disagree respectfully
•
“Please choose one goal from the list and commit to achieving it during the
discussion we are about to have and write your personal goal in your name
tent.” National Paideia Center, 2013 | www.paideia.org
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H U M A N I T I E S PA R T I – U N I T 3
Module 3 - The British Magna Carta and the
U.S. Bill of Rights (continued)
SEMINAR
Reiterate that our purpose is to discuss important ideas and values including:
Government, Individual Rights, and Justice. Arrange seats so that everyone can see each
other’s face.
Opening Question(s) – Identify main ideas from the text
• Pick one one word or phrase from the Magna Carta and one word of phrase
from the Bill of Rights that you think are most important; share with the
circle. (round-robin response with volunteer recording on the board) How
are your two words/phrases related? (spontaneous discussion)
Core Questions – Focus/analyze textual details
• In what ways are these two texts different? Be specific.
• In what ways are these two texts alike? Refer to the texts themselves.
• What values do you see expressed in these similarities?
• Many scholars believe the Magna Carta influenced the U. S. Constitution,
specifically the Bill of Rights. Do you agree? Why or why not?
Closing Question(s) – Personalize and apply the textual ideas
• Which of the first ten Amendments (the Bill of Rights) seems to you most
important in the 21st Century? Explain.
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H U M A N I T I E S PA R T I – U N I T 3
Module 3 - The British Magna Carta and the
U.S. Bill of Rights (continued)
POST-SEMINAR
Process
Assess individual and group participation in seminar discussion.
ASSESS INDIVIDUAL / GROUP GOALS
•
“Thank you for your focused and thoughtful participation in our seminar.“
•
“As part of the post-seminar process, I would first like to ask you to take
a few minutes to reflect on your relative success in meeting the personal
process goal you set prior to beginning the discussion. Please review the
goal you set for yourself and reflect in writing to what extent you met the
goal. In addition, note why you think you performed as you did. (Pause for
reflection.)
•
“Would several volunteers please share your self-assessment and
reflection…”
•
Note goals for next seminar:
–
“Given your performance today, please jot down what goal you might
productively set for yourself in our next seminar.”
–
“As always, our goal is continuous improvement: both as individual
seminar participants and as an evolving seminar group. Thanks again for
your participation.”
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H U M A N I T I E S PA R T I – U N I T 3
Module 3 - The British Magna Carta and the
U.S. Bill of Rights (continued)
POST-SEMINAR
Content
UNDERSTANDING THE ASSIGNMENT
•
How did the British Magna Carta influence the U.S. Bill of Rights? •
After reading from the British Magna Carta and the U.S. Bill of Rights, write
a fully developed historical essay that compares the two documents and
suggests how the Magna Carta may have influenced the Bill of Rights.
BRAINSTORMING CONTENT
•
From each text, make a list of the elements that look most important for
answering the prompt. Do what you need to do to avoid plagiarism.
•
Note in particular quotes that you can use to illustrate your response to the
writing task.
STRUCTURING THE COMPOSITION
•
Create an outline based on your notes and reading in which you state your
claim, sequence your points, and note your supporting evidence.
•
Provide and teach one or more examples of outlines or organizers.
•
Invite students to generate questions in pairs about how the format works,
and then take and answer questions.
WRITING THE FIRST DRAFT
•
Write an initial draft complete with opening, development, and closing;
insert and cite textual evidence.
•
Address the credibility and origin of sources in view of your research topic.
•
Identify gaps or unanswered questions.
•
Encourage students to re-read prompt partway through writing, to check
that they are on-track.
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H U M A N I T I E S PA R T I – U N I T 3
Module 3 - The British Magna Carta and the
U.S. Bill of Rights (continued)
POST-SEMINAR
Content (continued)
REVISING
•
Refine composition’s analysis, logic, and organization of ideas/points.
•
Use textual evidence carefully, with accurate citations.
•
Decide what to include and what not to include.
•
Model useful feedback that balances support for strengths and clarity about
weaknesses.
•
Assign students to provide each other with feedback on those issues
through a writer’s workshop approach.
EDITING
•
Revise draft to have sound spelling, capitalization, punctuation and grammar.
•
Adjust formatting as needed to provide clear, appealing text.
•
Briefly review selected skills that many students need to improve.
•
Teach a short list of proofreading marks.
•
Assign students to proofread each other’s texts a second time.
PUBLISHING THE FINAL COPY
•
Turn in your complete set of drafts, plus the final version of your work.
•Celebrate!
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H U M A N I T I E S PA R T I – U N I T 3
Module 3 - The British Magna Carta and the
U.S. Bill of Rights (continued)
Speaking and Listening Checklist
Before Seminar
Select (underline or circle from left column) one or two skills that you will focus on during
this seminar.
After Seminar
Self-assess your participation in this Paideia Seminar by circling the number you would
rate yourself.
0 = I did not do this during Paideia seminar. 5 = I did this well during Paideia seminar.
PAIDEIA SEMINAR SELF-ASSESSMENT
SKILLS
Attention
SPECIFIC SKILL
•I look at the person speaking during the discussion.
•I do not talk while another is speaking.
Engagement •I take notes related to the ideas being discussed.
RATING
0 1 2 3 4 5
•I give way to others as a way of sharing the talk time.
0 1 2 3 4 5
Articulation
•I make clear and accurate statements.
•I speak at appropriate pace & volume.
•I use relevant vocabulary and grammar.
0 1 2 3 4 5
Explanation
(Justification)
•I provide insight about the discussion topic.
•I refer to the text or another relevant source.
Expansion
•I consider another point of view.
•I add to a previous statement by offering a more
global/holistic interpretation.
0 1 2 3 4 5
Connection
•I refer to another comment.
•I consider multiple points of view.
•I ask thought-provoking, open-ended questions.
0 1 2 3 4 5
0 1 2 3 4 5
To summarize, I feel my participation in seminar today was:___________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
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