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Analyzing the Magna Carta Worksheet!

Analyzing the Magna Carta Worksheet!
Analyzing the Magna Carta Worksheet!
Analyzing the Magna Carta Worksheet!
Analyzing the Magna Carta Worksheet!
Analyzing the Magna Carta Worksheet!
Analyzing the Magna Carta Worksheet!
Analyzing the Magna Carta Worksheet!
Analyzing the Magna Carta Worksheet!
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Hello!

This is a worksheet that I created. I have included the .doc format in order for you to edit as you please. My students seemed to be able to grasp this format of a worksheet really well and impressed me with their analysis throughout.

This worksheet is meant to guide students in interpreting the meaning of Magna Articles 1, 12, 39 and 61. The Magna Carta articles are quite confusing so background information, alternative words to archaic or large words and definitions were added. I interpreted Article 61 for the students as modeling

When I used this worksheet I worked through it as a class. Student volunteers read through the background switching off every few sentences. I read the article once through without stopping. Then I read through it a second time and stopped to define words, use alternate words and check for understanding of other words. I then used fast round think pair share in order to get students to try to answer the question before sharing as a class. One to two minutes per question and then we would share out as a class and work towards the answer. I would guide student thought and ask questions in order to get students to the right answer.

Honors, AIM, GATE, or other gifted student programs could do this on their own.

Doing the think pair share method of this worksheet took much longer than I wanted and ended up being two full class periods. Students can get disengaged by that point. This could be done much more quickly if a faster method of completing the worksheet was used or unnecessary questions were removed.

CASS 7.6.5: Know the significance of developments in medieval English legal and constitutional practices and their importance in the rise of modern democratic thought and representative institutions (e.g., Magna Carta, parliament, development of habeas corpus, an independent judiciary in England).
CCSS.ELA-LITERACY.RH.6- 8.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
CCSS.ELA-LITERACY.RH.6- 8.6: Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).


The lesson plan should be within the files. It is the style I am used to writing, if you have any questions please ask.

This was part of my edTPA learning segment on cause and effect.
Total Pages
4 pages
Answer Key
Not Included
Teaching Duration
90 minutes
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