European History: 1648 1848 Name: Robbie McKerr Length: One week Lesson: Lesson Plan for English Civil War Grade Level Intended: 9 th grade Academic Standard: World History 6.2: Trace the origins and consequences of the English Civil War on the government and society of England, and explain the significance of the Glorious Revolution of 1688 for the development of government and liberty in England. Performance Objectives: The students will be given a number of options (write a paper, write a song/rap, or make a poster) for their. The students will have roughly 7 days to finish their s with 75% accuracy. Assessment: The students should be able to present 75% of the information about the English Civil War on their s. Advance Preparation by Teacher: 1. Reserve the library/computer lab for 3 days in the week. 2. Hand out a few primary sources to the students for them to use in their s. 3. Find websites to refer the students to. 4. Make power point for introduction 5. Make handout of English Government 6. Make power point for English Civil War. 7. Make information sheet for the students regarding the. Procedure: Introduction/Motivation: As the students walk into the class the first day, have an image of the United Kingdom on the overhead next to an image of Wyoming. Once the students came in and class began, I would explain that this state and this country are relatively the same size. Then I would explain that this country controlled some amount of landmass in every continent. Explain that they were the most powerful economic empire ever, and that their reign as the most powerful in the world lasted nearly 300 years. I would then begin a class discussion if they believe the Romans or Greeks were more powerful than the English empire. This would get their attention by presenting a discussion that they can share their opinions, and which I can interject and provide information the students presumably do not know about the English Empire (For example that they had an extremely powerful trading company called the East India Company, and that they not only founded the original 13 colonies that led to the United States, but also they established their power in Australia, India, and in the Caribbean.) Step by Step Plan:
1. After the introduction, I will begin with my discussion on England and their former system of government. I will make a handout for the students to follow as I discuss this with them (Gardner: Intrapersonal). a. The House of Commons is comparable to the United States House of Representatives (Bloom: Comprehension). b. The House of Lords is comparable to the United States Senate. (Bloom: Comprehension). 2. For the next step I will be going over the English Civil War with them. I will create a power point presentation to show how the British Empire transitioned from the monarchy to a military dictatorship, then to a constitutional monarchy. This will be brief and very broad; I will do this intentionally so the students will be forced to do further research on the English Civil War outside of class. 3. After the power point, I will hand out an information sheet on the that will be covering the English Civil War. a. Paper (Gardner: Interpersonal) (Bloom: Analysis) b. Song/Rap (Gardner: Musical/Verbal Linguistic) (Bloom: Analysis) c. Poster (Gardner: Visual/Spatial) (Bloom: Analysis 4. I will then let the students select who/what they would like to do their over. I would have a recommended list for them to focus on but if they wanted to bring a new topic to my attention I would be willing to negotiate. a. Potential Project Topics i. James I ii. Charles I iii. The Long Parliament iv. Parliamentarians (New Model Army) v. Oliver Cromwell vi. Royalists vii. Rump Parliament viii. Charles II 5. I will then let the students pick which topic they would like to write about for the last 5 10 minutes of the first class period. They will need to report to me about which topic they would like to cover before leaving the class. 6. For the next 3 class meeting times I will have the students in the Library or a Computer lab in order for them to conduct research for their assignment (Gardner: Verbal Linguistic/Intrapersonal). This time should help them both conduct the research and ultimately finish the in class, if the time is used wisely. 7. The will be turned in on the 5 th day of the assignment, and the class will move on. Closure: This unit will end with the turning in of the s. On the 5 th day the students will turn in their assignments and for students with songs/raps and posters they will be expected to quickly present their to the class.
Adaptations: For students with Learning Disabilities Do not require these students to present in front of the class, as well as lessen the paper from 3 4 pages down to 1 2 pages. I will also allow these students to have fewer sources, 1 2, because it is more difficult for them to find reliable sources. For students with ADHD Do not let them sit next to friends in Library or computer labs when working on. For students with Emotional Disabilities Let these students work on their s in the resource room with further assistance. I will also allow these students the 1 2 page option with only 1 2 sources as well. Self Reflection: I will ask myself if I believe the students received a well rounded education regarding the English Civil War. I will assess this question by looking at the s and hoping for a class average of a 75%, or a 45/60 on the. I will also ask myself if there was anything else I could have done to help elevate their experience during this. I will lastly look at the amount of time dedicated in my class to this and if it could possibly be shortened or if it needs to be extended for the next year. Kishlansky, Mark, Patrick Geary, and Patricia O'Brien. Civilization in the West. 6th ed. Vol. 1. New York: Pearson Longman, 2006. Print. 496-501 McKay, John P., Bennett D. Hill, John Buckler, Clare H. Crowston, and Merry E. Wiesner-Hanks. Western Society: A Brief History. 1st ed. Vol. 1. Boston: Bedford/St. Martins, 2009. Print. 418-421 McKay, John P., Bennett D. Hill, and John Buckler. A History of Western Society. 8th ed. Vol. 2. New York: Houghton Mifflin Company, 2006. Print. 551 553
ENGLISH CIVIL WAR PROJECT GRADING RUBRIC Name: Date: 0 2 3 4 5 6 7 8 9 10 Spelling/Grammar More than 10 spelling and 8 9 spelling and 6 7 spelling and 4 5 spelling and 3 or less spelling and grammar errors Content Knowledge topic is minimal to none topic is not sufficient topic is sufficient topic is good but could have been better. topic is excellent throughout whole. Organization Project is not organized in any noticeable way Project is slightly organized but mostly messy Project is organized but could have been organized more efficiently Project has good organization and flow to it Project has excellent organization and flow References no one two three four or more Time Management Student used no class time for Student used part of class time for Student used more than half of class time for Student used majority of class time for Student used all of class time for Introduction/Eye Catcher no introduction/eye catcher on weak introduction/eye catcher partial introduction or eye catcher good introduction or eye catcher excellent introduction or eye catcher that makes one want to look at whole paper/ Total /60