 | Joy Hakim, Making the Thirteen Colonies,
chapter 37, and From Colonies to Country, chapter 10 (volumes 2
and 3 of A History of US 11 vols. [New York: Oxford University
Press, 2000]). |
| Bert Bower, Jim Lobdell, and Lee Swenson, History
Alive! Engaging All Learners in the Diverse Classroom (Palo Alto,
2000). |
| T.H. Breen, The Character of the Good
Ruler: Puritan Political Ideas in New England, 1630-1730 (New
York, 1970). |
| David S. Lovejoy, The Glorious Revolution in
America (New York, 1972). |
| W.A. Speck, Reluctant Revolutionaries:
Englishmen and the Revolution of 1688 (Oxford, 1988). |
| Provide background information on the
Glorious Revolution in America through mini-lesson or reading activity using
the narrative provided here. |
| Explain that the class will be divided
into groups, each of which will prepare one member to present a point of
view to King William and Queen Mary on whether Massachusetts' Glorious
Revolution was legal (Those who are curious may want to know that they are
staging an imaginative production; Increase Mather's actual audience with
King William did not take place exactly like this. Mather appeared
before the king alone, presented his request, thanked the king, and then
left. The actual hearing on the legality of Massachusetts'
action was held earlier before the Lords of the Committee for Trade and
Plantations. James II would never have been there; he was preparing
for war against William). |
| Group students (4-5 per group) and give
each group a packet of materials about a character, and identify all
characters as witnesses for or against Massachusetts:
|
| Assign a role to each group member
(some roles could be shared if necessary)
 | Actor--takes the role of the
historical person assigned to the group |
| Director--leads the group in
discussion of packet questions and ensures that the group prepares the
actor well |
| Legal assistant--serves as the
actor's right-hand aide, makes sure all important information is
summarized well and available to the actor; introduces the actor at the
beginning of the press conference |
| Costume designer--creates item of
apparel (e.g. hat, cape, crown, jewelry) appropriate to the actor's
role; colors mask; makes flags or badges for group. |
| Researchers--search material to 1)
collect information and arguments that support the character's point of
view and 2) identify opposing arguments or points of view and help the
actor respond to them effectively. |
| Instruct each group member to take
primary responsibility for her/his own task, but also be ready to help
with other tasks as needed. |
|
| Prepare for the audience
| Instruct each group to begin with
their assigned character. Read the biographical account and
discuss the questions on group assignment sheet (director should lead). |
| List the main points of the
statement the actor must make to explain the position of the group's
character (director should lead, legal assistant should write down the
points). |
| The director should organize group
members to carry out their tasks, helping as needed: |
| Actor uses legal assistant's notes
to prepare statement; |
| Legal assistant prepares
introduction and works with researchers to obtain additional
information; |
| Costume designer prepares costume; |
| Researchers read other biographies,
taking notes on main points that can help the actor make a better
statement and respond to any opposing views. Researchers may use
handouts provided for taking notes. |
|
| Hold the audience
| Place two chairs in front of the
room (upon a raised platform would be ideal); seat William and Mary |
| Seat actors with legal assistants
in first row--witnesses for Massachusetts on one side, witnesses against
on the other. |
| Seat other class members as
William's Court (Lords and Ladies in attendance on the King.
Note: Royal Courts were known for their fashionable display; to
inject interest and fun into the Audience, a teacher could invite all
students to bring items of attire such as wigs, capes, knee socks,
floor-length dresses and dress like members of a seventeenth-century
court during the Audience). |
| Mather presents his case to William
and Mary |
| Alternate between witnesses for and
against, calling on each in turn to present his/her point of view.
Suggested order: James II, John Locke, Sir George Treby, Governor
Andros |
| William and Mary state their point
of view; cross-examine witnesses |
| Court advises William by vote on
the legality of Massachusetts' action |
| William and Mary declare judgment |
|
| Debrief--discuss the following:
| Why did James II and Edmund Andros
think subjects should always obey the king? |
| What did John Locke say about
whether subjects should obey kings? |
| Name some rights included in the
English Bill of Rights? |
| Why did Massachusetts revolt
against Sir Edmund Andros? |
| What did Massachusetts leaders
think of William and Mary? |
|
| Create a bulletin board featuring a
ladder. Label the ladder "The Ladder of Rights." |
| Make some of the rungs on the ladder
broken; others whole. |
| Labels on rungs:
| bottom rung "Magna Carta." |
| next whole rung "English Bill of
Rights." |
| next whole rung "Declaration of
Independence." |
| next whole rung "American Bill of
Rights." |
| next whole rung "Thirteenth
Amendment." |
| next whole rung "Fourteenth
Amendment." |
| next whole rung "Nineteenth
Amendment." |
| next whole rung "Brown v. Board of
Education." |
| next whole rung "Voting Rights
Act." |
|
| Cut out a human figure which you can move
up each rung as you discuss the corresponding document. |
| Explain to students that it took a long
time to gain rights. For instance, at the time the English Bill of
Rights was signed into law, English people were often bound into service and
more and more Africans were being made slaves for life. The American
Declaration of Independence and Bill of Rights did not apply to
slaves. Only with the Thirteenth and Fourteenth Amendments was slavery
outlawed and African Americans promised equality. Yet they continued
to experience harsh discrimination for more than one hundred years.
Through long years of struggle, the situation gradually improved, but much
work remains before all can enjoy equal rights. |