1. Do Now (20 minutes)
Purpose:
- To get you thinking about how the powers of a king can be limited.
- To recall ideas from our previous classes.
- To synthesize information.
A) Use this SAG,Unit 6 Lesson 5 How Can You Limit the Powers of a King to complete your work. Alternative SAG .
B) Directions: Refer back to our previous lessons on Machiavelli, Rousseau, and James I to properly write and discuss the below quote. Read the below law from the Magna Carta, written in 1215. Next, annotate the quote for the focus question and connections to previous ideas discussed.
“No free man shall be seized or imprisoned, or stripped of his rights or possessions, or outlawed or exiled, or deprived of his standing in any other way, nor will we proceed with force against him, or send others to do so, except by the lawful judgement of his equals or by the law of the land.”(39)
1) Would Niccolo Machiavelli advise that a king put such a law into effect?
2) Would Rousseau argue that the king has the right to cancel the above law?
3) Would King James I’s speech to Parliament in 1609 suggest that he would support such a law?
2. Short Video on the Magna Carta (10 minutes)
Purpose:
- To gain an understanding of the Magna Carta through a short video.
Directions: While watching either of the below videos and complete the graphic organizer below. **Gather evidence for the focus question.**
When completing the graphic organizer below, select only one column (either Agree or Disagree)
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Enlighten Thinkers
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Agree with Magna Carta? Explain.
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Disagree with Magna Carta? Explain.
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Jean Jacques Rosseau
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John Locke
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Baron de Montesquieu
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Thomas Hobbes
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Purpose:
- To gather evidence about the influence of the Magna Carta through reading a secondary source.
Directions: Read the document entitled, Five Things You Should Know About the Magna Carta, found below. While reading, annotate about connections to previous thinkers and/or the focus question.
1. WHO’S THE BOSS: Like so many founding documents of representative government, the Magna Carta was not originally intended to secure rights for all English citizens, but instead to assert the rights of just 165 English barons (landed aristocrats) over the rule of the king.
2. WHERE DID IT COME FROM: Authorship of the Magna Carta is not definitively known but it is thought that the trio of Stephen Langton, William Marshal, and Robert Fitzwater worked a series of documents, the Articles of Barons, into the final charter.
3. LESS IS MORE: The Magna Carta, as originally written in 1215, had sixty-three chapters. The reissued document in 1297 had just thirty-seven clauses—clauses relating to the original conflict and the administration of forest land had been removed or transferred to other documents.
4. DÉJÀ VU: The document commences with a preamble stating that it is a declaration of liberties and that the following clauses enumerate those liberties in no particular order. This format provided a model for the Declaration of Independence and the U.S. Constitution.
5. THAT’S NOT WHAT I SAID: The Magna Carta had little impact until the Stuart dynasty in the seventeenth century. Sir Edward Coke championed the document as proof that the English people possessed ancient liberties—evoking the ideal rather than the real intent of the document. His ideas succeeded in provoking both the English Civil War of the 1640s and the Glorious Revolution of 1688 that produced the English Bill of Rights and the Habeas Corpus Act of 1679. It even became a symbol in the American colonies’ arguments for independence.
4. Connecting the Magna Carta to Immanuel Kant’s idea of Enlightenment (15 minutes)
Purpose:
- To synthesize what was learned about the Magna Carta with Kant’s idea of Enlightenment.
Directions: Read Kant’s description of Enlightenment and complete the organizer. While reading, determine if the the Enlightnement thinkers would agree of disagree with Immanuel Kant’s idea of Enlightenment.
Enlightenment is man’s release from his self-incurred tutelage. Tutelage is man’s inability to make use of his understanding without direction from another. Self-incurred is this tutelage when its cause lies not in lack of reason but in lack of resolution and courage to use it without direction from another. Sapere aude! “Have courage to use your own reason!”- that is the motto of enlightenment.— Immanuel Kant, 1784
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Enlighten Thinkers ideas of Magna Carta
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Compare/Connect to Kant’s idea of Enlightenment
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Jean Jacques Rosseau
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John Locke
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Baron de Montesquieu
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Thomas Hobbes
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Purpose:
- To use Accountable Talk in order to determine which Enlightenment Thinkers can fit Kant’s idea of enlightenment
- To debate if the Magna Carta fits this definition of enlightenment.
Directions: Determine which Enlightenment Thinkers can be considered when thinking of Kant’s idea of enlightenment. When the class has agreed write the name of the Enlightenment thinkers or document in the circle. Next, as a class determine if these historical figures help us answer the focus question. Last, decide if the Magna Carta fits Kant’s idea of enlightenment and therefore can be added to one of the circles below.
6. Exit Slip Homework, due tomorrow at 8:30 a.m.
Purpose:
- To inform others of your comprehension of today’s lesson you will prove that you understand today’s lesson.
Directions:
A) During this lesson you gathered evidence for the focus question. Write an answer to the focus question using the HHSLT Academic Essay Outline. Use the Global History Model of Excellence Essay to see what a completed essay look likes. Use the Global History writing rubric to ensure that high quality argumentative essay is written.
B) Also during this lesson you gathered ideas that are debatable. These ideas a not limited to, but include: Who is more correct, the Magna Carta or Enlightenment Thinkers?
Response. Construct a counterclaim using the HHSLT Academic Essay Outline if needed. Use the Global History Model of Excellence Essay to see what a model counter claim look like. The debate rubric will be used by all observers to determine the winner of the debate.
C) During today’s lesson you gathered evidence for the focus question. For each section of the lesson write the evidence you will use to answer the focus question in the spaces provided to you in the Google Form link found below.
The Global History Explorer 