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Texas
Activities
Activities for Children
Ages 12-17
This
activities was submitted by:
Brad
Davis
Extension Program Specialist 4-H
South Plains District 2
World
History and Geography:
Medieval
and Early Modern Times
Overview
The seventh grade History-Social Science curriculum builds on the lessons
learned in the sixth grade, when world history and geography focused
on ancient civilizations. Now in seventh grade, students will compare
those lessons with World History and Geography: Medieval and Early Modern
Times. In this course, students will analyze the social, cultural, and
technological changes that occurred between A.D. 500 and 1789.
As they study this huge sweep in human history*the fall of Rome; the
rising force of Islam; the New World civilizations of the Incas, Mayas,
and Aztecs; and the cultures of China and Japan during the Middle Ages*students
will begin to appreciate and respect the rich diversity of traditions
that slowly blended as Medieval Europeans learned to span the globe.
Students have the opportunity to study the contributions of these cultures
in relation to the evolution of social and political structures in Medieval
Europe. They will begin to discover that historic events usually have
multiple causes and multiple effects.
The lessons in this unit introduce students to specific individuals
and events that helped to shape our modern concepts of government and
citizen participation. Through research, discussion, and simulated activities,
students have an opportunity to "re-live" key events
Coordination with Instructional Materials
The lessons and activities in this unit coordinate well with the seventh
grade social studies textbook Across the Centuries (Houghton Mifflin).
The Focus Lesson provides students with an excellent introduction to
the concept of procedural justice*sometimes called the "keystone
of liberty." It helps students, through a simulated activity, to
understand the evolution of basic human rights. They also explore differences
between absolute power and democracy. that shaped our modern beliefs
and values about government, justice, and citizenship. In particular,
they will learn about the major figures of the Enlightenment and their
influence on the ways Europeans viewed government and society. In the
process, they will discuss the effect of the Enlightenment and its clash
of ideas between reason and authority.
Related readings in the seventh grade textbook will help to present
the lessons:
- In Chapter 17 of Across the Centuries, students are introduced to
two contrasting forms of centralized government*absolute and constitutional
monarchy. Lesson 2 (pp. 456-463) provides background on England's
emerging political system with attention to the civil unrest and persecution
caused by the struggles between Catholics and Protestants. Henry IV
and Elizabeth I are presented as insightful rulers who sought compromise
and religious tolerance.
- The literature selection for Chapter 18 in the Teacher's Edition
includes an imaginary re-creation of a personal account about a historic
event. In "To the Assembly for Protection" (pp. 486-489),
Elizabeth Powers retells the story of the invasion of the royal palace
of Louis XVI and Marie Antoinette and the subsequent imprisonment
of the family. The story unfolds in the diary of Marie Therese Charlotte,
her 15-year-old daughter's eyewitness account.
Framework Connections
The unit supports the goals and curriculum strands of the History-Social
Science Framework while connecting to the seventh grade topic, World History
and Geography: Medieval and Early Modern Times (see pages 61-68 of the
History-Social Science Framework.)
Topic Connection(s)
- Early Modern Europe: The Age of Exploration to the Enlightenment
Goals and Curriculum Strand Connections
The chart below lists goals and curriculum strands from the Framework.
The phrases printed larger and in bold type are History-Social Science
Goals and Curriculum Strands that are addressed in the lessons and activities
for seventh grade. Students will explore actual historic events that
helped shape our concepts of fair procedures, justice and freedom. As
they re-create several famous trials, the students will learn about
the major figures of the Enlightenment and their influence on the ways
Europeans viewed government and society*laying the foundation for our
later "experiment" in democracy. They will develop thinking
and communication skills as they discuss these important turning points
in history.
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Knowledge &
Cultural Understanding
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Democratic Understanding
& Civic Values
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Skill Attainment &
Social Participation
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Historical Literacy
Ethical Literacy
Cultural Literacy
Geographic Literacy
Economic Literacy
Sociopolitical Literacy
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National Identity
Constitutional Heritage
Civic Values, Rights and Responsibilities
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Basic Study Skills
Critical Thinking Skills
Participation Skills
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Selected Topic: Early Modern Europe, The Age of Exploration to Enlightenment
Focus Lesson: The Trial of Sir Walter Raleigh
BACKGROUND:
Scholars and others who have studied the subject of procedural justice
often claim that it is the "keystone of liberty" or the "heart
of the law." Observers of world affairs have sometimes claimed
that the degree of procedural justice present in a country is a good
indication of the degree of freedom, respect for human dignity, and
other basic human rights in that country. A lack of procedural justice
is often considered an indication of an authoritarian or totalitarian
political system. Respect for procedural justice is often a key indicator
of a democratic political system.
People who are not familiar with the subject often place less importance
on procedural justice than on other values or interests. To the average
person it is sometimes difficult to believe that the way information
is gathered and the way decisions are made are as important as the outcome.
Some might claim, for example, that it is not so important how the Congress
or the President or the courts make their decision as what decisions
they make. It is sometimes difficult to be as concerned about how the
police gather evidence on a suspected murderer or what procedures are
used in the trial of such persons as about making right decisions and
punishing guilty persons and/or putting them in a place where they cannot
hurt anyone else.
OBJECTIVES:
- To understand the meaning and significance of procedural justice.
- To understand the legal and political implications of absolute power
of the monarchy.
MATERIALS
TIME NEEDED
Three class periods
PROCEDURE
Intro
- Ask the students to recall some major court cases in the news during
the past month. List a few on the board. Using an example of one case,
identify the major issue. Tell the students that in the discussion today
you are not focusing on the major issue in the case but in the fairness
of the procedures in the gathering of information and the ways decisions
are made. It does not refer to guilt or innocence or truth or falsehood.
- Give students the following situations and ask them to explain whether
the procedures were fair and why.
- You are accused of having done something wrong and are punished
immediately without having had an opportunity to tell your side of
the story.
- You and several friends have planned to meet to go together to
see a movie. When you arrive at one of the friends' homes to discuss
which show the group should see, you are irritated to find that the
group has already made the decision to see a film in which you have
no interest, without waiting to give you an opportunity to express
your opinion.
- A city council holds a hearing during which it decides how to spend
five million dollars of tax money. Notice of the hearing is published
so that interested individuals and groups from the community may attend
the meeting and express their opinions on how the tax funds should
be used.
- A suspected terrorist is tortured for five days before confessing
to having participated in several bombings in which a number of people
were killed.
- Ask the students to comment on situations they have observed at home,
school or in the community in which issues of procedural justice have
arisen?
- Discuss why procedures (procedural justice) are important? What are
the purposes (goals) of fair procedures?
Through
- On the second day ask the students to read Handout #1 "The Arrest
and Trial of Sir Walter Raleigh." Divide the class in half to create
two casts.
- Assign student roles in each cast to act out the arrest and trial.
Ask the students to invent statements that their characters might speak
and to prepare signs to identify their characters.
- Have Cast #1 present their version of the arrest and trial. Advise
them to use different students for both sections of their presentations
(approximately 15 characters). Following the presentation, ask students
to identify which procedures they considered unfair.
- Tell Cast #2 that they will have an opportunity to present tomorrow.
- On the following day ask students to review Handout #2, evaluating
whether procedures are fair. Tell them that after Cast #2's performance
today, they will discuss fair procedures following the evaluation model.
- Cast #2 presents Sir Walter Raleigh's arrest and trial.
Beyond
Ask students to use the format of Handout #2 to take notes on the discussion
following the presentation. Ask students questions related to the outline
noted below:
- Information Sought or Decision to be Made
- What is the information being sought? (Evidence of whether Raleigh
was involved in a plot to overthrow the King.)
- What is the decision being made? (Whether Raleigh was guilty
of treason.)
-
Discovery and Use of Information
- Comprehensiveness
How does the procedure being used increase the chances that all
information necessary for a wise and just decision is discovered?
- What steps furthered this goal and how? (None).
- What steps did not further this goal and why? (Raleigh
was denied the right to speak at his trial, to have witnesses
on his side, to have a lawyer help him answer the accusations,
or to confront and cross-examine his accuser.)
- Public Surveillance
How do the procedures used allow interested members of the public
to observe how information is being gathered and/or used in the
making of decisions?
- What steps furthered this goal and how? (None).
- What steps did not further this goal and why? (The trial
was held in secret "behind closed doors.")
- Effective Presentation
How do procedures enable interested persons to effectively present
information they wish to be considered in the decision making process?
- What steps furthered this goal and how? (None).
- What steps did not further this goal and why? (Raleigh
was denied the right to speak at his trial, to have a lawyer
help him present his side of the case, and lacked enough knowledge
of the law to have witnesses on his side and to cross-examine
witnesses against him.)
- Impartiality
How do procedures protect impartiality in gathering information
and/or making decisions?
- What steps furthered this goal and how? (None).
- What steps did not further this goal and why? (Several
of the commissioners hearing the case were Raleigh's enemies
and were responsible for his arrest and trial. Also, judges
and juries knew that if they set free someone the king wanted
found guilty, they could be put in prison.)
- Reliability
How do procedures insure the reliability of the information gathered?
- What steps furthered this goal and how? (None).
- What steps did not further this goal and why? (The person
who had brought charges against Raleigh had been tricked into
doing so by one of the commissioners in order to save himself
from prosecution. Raleigh was not allowed to confront and
cross-examine this person.)
- Notice
How do the procedures provide interested persons adequate notice
of the reasons for gathering information and/or the time of a hearing
to enable them to make adequate preparation?
- What steps furthered this goal and how? (None).
- What steps did not further this goal and why? (Raleigh
was not informed of the charges against him until long after
his arrest or of details until his trial.)
- Detection and Correction of Errors
How do procedures enable interested persons to review what was done
in order to detect and correct errors?
- What steps furthered this goal and how? (None).
- What steps did not further this goal and why? (Raleigh
was imprisoned for 13 years and his requests to speak with
the king to have his case reopened were all denied.)
-
Protection of Related Values and Interests
- Privacy and Freedom
How do procedures protect the right to privacy or freedom?
- What steps furthered this goal and how? (None).
- What steps did not further this goal and why? (Raleigh
imprisonment)
- Did the procedure endanger freedom for the individual or
society? (The lack of procedural safeguards endangered Raleigh
and all of society.)
- Human Dignity
How do procedures protect the right of each person to be treated
with dignity no matter what his beliefs or actions may be?
- What steps furthered this goal and how? (None).
- What steps did not further this goal and why? (All of the
procedures used violated basic rights to proper procedures,
protection of the innocent, etc.)
- Distributive Justice
How do the procedures protect the basic principles of distributive
justice?
- What steps furthered this goal and how? (None).
- What steps did not further this goal and why? (Burden of
imprisonment without being deserving of such treatment.)
- Practical Considerations
How are practical considerations important in deciding whether or
not a procedure is proper?
- What steps furthered this goal and how? (None).
- What steps did not further this goal and why?
ASSESSMENT
Ask students to write a summary of the Trial of Sir Walter Raleigh including
commentary on the procedures followed. The commentary should include the
significance of procedural justice in the trial of Sir Walter Raleigh.
SOURCE
Reprinted and adapted with permission. Foundations of Democracy: Authority,
Privacy, Responsibility and Justice, Level V(Middle School), pp. 227-229.
Center for Civic Education *1993 Calabasas, CA
EXTENSION LESSONS
A. FREEDOM OF ASSEMBLY, WAT TYLER'S REBELLION
BACKGROUND
Americans are accustomed to organized social protest. Since the American
Revolution, citizens have been vigorous in expressing dissenting views.
From the abolitionist movement of the 19th century to the labor agitation
of the early 20th century, to the civil rights, antiwar, and feminist
protests of the recent past, Americans have taken seriously their First
Amendment right of peaceable assembly. Although we generally take this
right for granted, the tradition of peaceful protest is relatively new.
It emerges from the difficult historical struggles of others. A glimpse
into the English past can provide a valuable perspective for understanding
the turbulent origins of our right to gather together to voice our grievances.
OBJECTIVES
- Compare and contrast the effects of two historical events.
- Explain and discuss the right to peaceful assembly.
MATERIALS
PROCEDURE
Day 1
- Prior to this lesson, students should have read and discussed several
examples of the rise of democratic ideas in earlier historical periods
of world history.
- Distribute Handout #3 and ask students to read about the injustices
experienced by the "common people" in 14th century England.
- Discuss John Ball's speech:
- To whom was John Ball speaking?
- What was his main complaint?
- What argument did he use to prove that "noblemen be no greater
lords than we be"?
- Why does he propose that those in bondage go to speak to the King?
- Distribute Handout #4 and ask students to read the first section
on "The Poll Tax." Afterwards, using a board chart PRO and
CON, ask them to brainstorm reasons for and against joining with others
to march to see the King.
- Assign reading of the remainder of Handout #4 and #5 for the next
day.
Day 2
6. Give students a few minutes to review their reading at the beginning
of the period before discussion.
- What do you think was the main reason for the failure of Wat Tyler's
rebellion?
- Could the rebels have done anything differently in order to have
achieved their goals?
- Tom Paine, the American revolutionary thinker, wrote an essay in
1791 defending Wat Tyler's rebellion. Paine concluded his essay by
declaring, "If Barons merited a monument to be erected in Runnymeade,
Tyler merits one in Smithfield." What happened at Runnymeade?
What happened at Smithfield? How were these events similar and different
to one another? Do you agree or disagree with Tom Paine's opinion
of Wat Tyler?
- Are there places in the world today with conditions similar to
those faced by Tyler and his fellow serfs?
- The founders of our American republic were mindful of English history
and most had experienced a revolution themselves. Many feared the
potential danger of mob action. Why do you think they included the
right to peaceful assembly in our Bill of Rights?
Day 3
- Explain to the class that the right of the people to peaceable assembly
which appears in the First Amendment of the U.S. Constitution, did not
exist at the time of Wat Tyler's rebellion. With no tradition of peaceful
protest, people had no chance to legally gather together to voice their
grievances. Over the past 600 years since Wat Tyler's rebellion, the
right of peaceful assembly has evolved in England and the United States.
In both countries, rules have been established enabling the people to
exercise this right. What rules for the right of peaceful assembly do
you think are reasonable? In this activity, the members of your class
will have an opportunity to decide for themselves.
- Ask the students to count off to form five small groups to discuss
key issues related to peaceable assembly in order to petition government
for redress of grievances. Ask the students to develop answers to each
of the five questions in Handout #6. In each group, ask a student to
read aloud one of the questions.
- Ask students what responsibilities go with the right to peaceful
assembly
ASSESSMENT:
Tell the students that they will be creating a class set of rules for
the right of peaceful assembly.
- Every group should review its answers to the questions in Handout
#6 and write a one or two sentence rule for each question (five rules).
- Each group should write its set of rules on the chalkboard (or butcher
paper).
- After comparing and discussing the sets of rules proposed by the
groups, the class members should finally vote to decide which ones they
believe are best for regulating the right of peaceful assembly in the
United States today.
SOURCE
"Wat Tyler's Rebellion" Bill of Rights in Action. Constitutional
Rights Foundation, Winter, 1988.
ADDITIONAL ACTIVITIES
Trials of the Past
Governments in the past did not always live up to the responsibility
to guaruntee the people recieved fair trials. When discussing the appropriate
periods, have students examine the famous trials of Joan of Arc (1431);
Mary, Queen of Scots (1586); Galileo Galilei (1633); Guy Faukes (1606);
and Charles I of England (1648). Were the trials fair?
RESOURCES
Alderman, Clifford Lindsey. That Men Shall Be Free: The Story of the
Magna Carta. Julian Messner, New York, 1964. This is a useful resource
for students presenting King John's challenge to the church, the pope's
retaliation, the revolt of the noblemen, John's vengeance, and the drafting
and signing of the Magna Carta, the document that represents the beginning
of the fall of law in England. It is out of print but available in libraries.
Calliope: World History For Young People. Cobblestone Publishing, Peterborough,
NH. Published five times during the school year, this magazine can be
a helpful resource for students and teachers of World History.
Gagnon, Paul. Democracy's Untold Story: What Would History Textbooks
Neglect. American Federation of Teachers, Washington D.C., 1987. In this
Education for Democracy project chapters 8-11 will aid seventh grade teachers
to better prioritize topics so that students acquire the most important
learning.
Justice: Constitutional Update. American Bar Association Special Committee
on Youth Education. Center for Civic Education. This lesson was adapted
from materials found in three levels of curriculum published in Law in
a Free Society.
Magna Carta. Primary Source Documents Instructional Kit. Edited by John
Langdon, Davies. Jackdaw Publications, Anawalk, N.Y. Included are nine
facsimiles of sections of the document, six essays "Think for Yourself
Questions" and teaching suggestions. Call the publisher at 914/962-69121
or Social Studies School Services.
Middle Ages. Videotape, British Broadcasting Company, 1987. Part 1, "The
Peasant's Revolt" examines the Revolt of 1381 from the perspectives
of both the peasants and King Richard II. The living conditions of the
peasants are depicted, and the problems facing the king are examined.
Part 3, "The Chart", focuses on communication and trade involving
England, Belgium and other lands during the late Middle Ages. Each 20
minute videotape is available from Social Studies School Service.
Starr, Isidore. Justice: Due Process of Law. West Publishing Co., 1981.
In a clearly written, lively style, this book explores the concept of
justice as presented in the Constitution and interpreted by the Supreme
Court. Through easily understood explanations of the courtroom application
of "due process of law", students can better understand the
provisions of the Fourth, Fifth, Sixth and Eighth amendments.
Story, Garth. Liberty and Justice. San Diego Bar Association Auxiliary,
1990.
"Wat Tyler's Rebellion". Bill of Rights in Action. Constitutional
Rights Foundation, Winter. 1988.
World History and Geography: Medieval and Early Modern Times. California
State Department of Education. Sacramento, California, 1994. This 7th
grade publication is part of the grade-level course model series to implement
the History-Social Studies Framework for 7th grade teachers. The publication
includes a variety of content-appropriate instructional and learning strategies
and resources and support materials beyond the textbook to implement the
7th grade curriculum.
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