Mr. Goto
Senior Government
Topic: ORIGINS OF THE AMERICAN GOVERNMENT
Unit Lesson #2 – Text Influences on American Government (Tu. 1/27/04)
State Standard:
2SS-P2. Analyze the historical sources and ideals of the structure of the United States government.
Objectives and Expectations for Learning:
Students will learn how the Magna Carta, Petition of Rights, and the English Bill of Rights influenced the way America created and organized its government as well as making it's connections to today's US Constitution.
Anticipatory Set:
Have “Eye for an Eye” on the board.
Review information from yesterday.
What three characteristics did Colonists want in a Government? What did they mean?
Today’s we’ll take a look at where the Colonists got those ideas.
What does an “eye for an eye” mean to you? What does it mean in terms of law and government?
Is it a fair expression?
Direct Instruction:
Hand out worksheet about Influencial Documents w/ blank chart on the back. Explain an “eye for an eye” as part of Hammurabi’s Codes from Babylonia in 1750 B.C. Hammurabi’s ideas were one of many texts that influenced the way we organize and enforce government and public policy today. Review: What is Public Policy? Read aloud with the class the selected readings on the Magna Carta. When finished, go back thought it and fill in the chart stating connections it has with today’s written law. Do the same for the Petition of Right and the English Bill of Rights. Explain what connections it has to today’s Government.
OR Have groups (one group per document) look in texts books and find where it has connections to our government.
Guided Practice:
Students will complete the chart as a class as the teacher speaks and writes information on the board. Students not participating could be asked to read parts of the selection and asked to summarize it back to the class.
Closure:
What did we learn from the Magna Carta?
….Petition of Rights?
…English Bill of Rights?
Review material.
Summative Assessment:
Students can be given participation points for filling out the chart or charts can be collected and graded at a later time.
I. Review: Characteristics of Govt.
Ordered, Limited, and Representative
Why is each important?
What influences us?
Magazines, television, movies
What is left behind after we all die? Writings and texts.
Ex. Movies and Internet
II. What does an "eye for an eye" mean to you?
Pass out worksheets
Introduce Hammurabi's Code of Laws
Babylonia,
II. Documents
Briefly explain each
Magna Carta, 1215
Baron's vs King John
King John unsuccessful in battle, financed with more taxes
Barons rose in rebellion, King was overpowered
Two sides reached a mutual agreement, Compromise
Ensure the King would not take away certain Baron privileges
Arbitrary: not by necessity, could do without
Petition of Right, 1628
Parliament and Charles I
Parliament unhappy with foreign policies of Charles I
Protestors were arrested, Troops quartered in people's homes
Charles I agreed to give up "divine rights" for money
Parliament wouldn't give him any unless he signed it, Compromise
Martial Law: control of territory by military force
English Bill of Rights, 1688
Glorious Rebellion: Charles II took throne in 1660; ignored ruling of Parliament, allied with Catholics and let them get away with crimes; protesting groups tried to avoid another Catholic in charge, but James II took over in 1685; protesting groups sent an invitation to Dutch Prince William and daughter Mary, William showed up with an army against James; James' army fled, so did he to France; England: bring back a less powerful James?; crown offered to William and Mary of Orange by Parliament; power switch from Monarch to Parliament
Have class fill out the back of the worksheet in groups, write on board
III. Today's Relevance?
In groups, students will look for these documents in the US Constitution
Name_______________
Period _____
Hammurabi’s Code of Law, 1750 B.C.
To cause justice to prevail in the land.
To destroy the wicked and the evil.
To prevent the strong from oppressing the weak.
To further the welfare of the people.
21. If a man breaks into a house, they shall put him to death in front of that house, and they shall bury him there.
195. If a man has struck his father, his hands one shall cut off.
197. If a man has shattered a gentleman’s limb, one shall shatter his limb.