James P. Brochin
A. Learning Objectives-The students will be able to:
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1. Identify the victims of the inquisition, witch burning and persecution in the 1600's
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2. Identify the English Levellers (libertarians) with the struggle for the rights afforded in the Amendments we are studying
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3. Name the elements of a Miranda warning and demonstrate it
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B. Standards Addressed: National Standards "World History Across the Ages-Standard 1"; Connecticut Frameworks Content Standard 5 (United States Constitution and Government) and Content Standard 3 (Historical Themes)
C. Physical Arrangement: Modified V
D. Instructional Materials: 1) VCR 2) assessment handout on
Miranda and the Fifth and Sixth Amendments; 3) chalkboard; 4) flipchart pages;
5) handouts on John Lilburne and Leveller pamphlets; 6) DVD player
E. Student Groupings: individual; demonstration with teacher and two or three students
F. Initiation Strategy: The teacher leads a class discussion about the early history about the right to keep silent, and then illustrates this discussion by showing a short segment from "A Man For All Seasons" involving Thomas Moore's trial for treason. The film shows that the right to remain silent had been thought of but had not yet become protected under English law.
G. Lesson Strategy:
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1. Student and teacher conduct a demonstration of the Miranda Rule and the consequences of a failure by a policeman to read a shoplifting suspect his rights. Scene then changes to Court and demonstration of how the suspect cannot be called as a witness and statements given to police officer cannot be offered into evidence. The students are asked to play a role: the policeman, the suspect, and the store security guard, and the Judge in Court.
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3. Class is given assessment handout on Miranda and the Fifth and Sixth Amendments and asked to write the answers on their own.
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4. Teacher leads a class discussion about the martyr John Lambert, John Lilburne and the Levellers, and Star Chamber proceedings
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5. Closure: Students and teacher discuss the student own assessment of the demonstration which had been put on earlier in the class: whether they were drawn in, whether they had had similar previous experiences or known anyone who had, whether they are familiar with Miranda from watching movies or television.
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6. Homework: Students are asked to read handout, which contains much primary source citations and quotes, on the English Levellers, and the students are asked to provide short answers to the following questions:
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a. Why was John Lambert burned at the stake in 1537? (be specific about what question or questions he refused to answer)
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b. For what did John Lilburne become famous overnight in 1638?
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c. Describe the rights that Lilburne and the Levellers demanded which are now the rights of all criminal defendants
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d. Using library or Internet resources, define what the Star Chamber was and what it did.
