1. Samantha Johnson
10th grade World History
The Great Charter: Down With the Tyranny
I. TEKS
a. §113.42. (c). (4). The student understands how, after the collapse of the
classical empires, new political, economic, and social systems evolved and
expanded from 600 to 1450.
b. §113.42. (c). (20). (B). identify the impact of political and legal ideas
contained in the following documents: Hammurabi’s Code, the Jewish Ten
Commandments, Justinian’s Code of Laws, Magna Carta…
c. §113.42. (c). (21). (A). : describe how people have participated in
supporting or changing their governments
II. Materials
a. For the teacher:
i. Powerpoint
ii. Partner worksheet printed, 180 copies.
iii. Homework worksheet printed, 180 copies.
b. For the student:
i. Notebook and writing instrument for note taking
III. Procedures
a. Warm up: 10 Minutes
i. Students will answer the question “If you were writing a new
governing document for this country, what would be the number 1
law you would implement and why?”
ii. Students will write their answers on a blank sheet of paper with
their names on it.
iii. I will ask some of the students to volunteer what they wrote.
iv. Students will turn in this sheet when warm up is over.
b. Objective and Rationale: 2 Minutes

2. i. Objective: The student will explain the clauses of the Magna Carta
on their homework and in an in class exam essay with few or no
errors.
ii. Rationale: The Magna Carta had a huge influence through history
especially in the drafting to the Bill of Rights of the United States
of America. By being able to see the origins of the Magna Carta,
students will be able to better understand the rights they have as
citizens of this country.
c. Instructional input: 20 Minutes
i. Checking for understanding:
1. Why were the Barons mad at King John?
2. Why was King John viewed as being a bad king?
d. Guided practice: 20 Minutes
i. Assignment attached
e. Independent practice: 30 Minutes (homework)
i. Assignment attached
f. Closure: 5 Minutes
i. Ask again why the Barons were mad at King John, leading to the
signing of the Magna Carta.
g. Assessment:
i. I will determine if the students learned by how well they
completed not only the guided practice but also the homework
worksheet.
h. Source of ideas:
i. For both worksheets, I saw various related assignments on
Pinterest and teacher blogs and took all the ideas I liked and
combined them into 2 different worksheets that essentially do the
same thing. I wanted them to do two similar assignments to further
reinforce the meanings of the different clauses and the importance
of the information.
i. Analysis

3. i. I feel like this lesson adheres to the Hunter Lesson Plan because I
am directly telling the students the information I want them to
know. Once I think they have a handle on the information I
provide them an opportunity to work on an assignment with me
still in the room to help with any questions and also so I can go
back and re-explain anything the students may not have grasped
completely. Then the students go home and try to do an assignment
on their own with no help from the teacher. I feel like this perfectly
demonstrates a “direct teaching” lesson.
j. Pages in the textbook of information:
i. Pg 287: Role of the Church
ii. Pg 295: The Nobility of the Middle Ages
iii. Pg 299: The Magna Carta & The First Parliament