RH.9-10.9Common CoreELALiteracy in History/Social StudiesGrades 9-10
RH.9-10.9: Comparing How Primary and Secondary Sources Treat the Same Topic
In plain English: RH.9-10.9 is the Common Core literacy standard for history that asks students in grades 9-10 to compare and contrast treatments of the same topic in several primary and secondary sources. The key idea is that sources on one topic share some facts but differ in what they include, emphasize and conclude, for reasons students can explain. It is usually taught in World History.
Compare and contrast treatments of the same topic in several primary and secondary sources.
Common Core State Standards for English Language Arts & Literacy · Domain: Reading Standards for Literacy in History/Social Studies 6-12 · Cluster: Integration of Knowledge and Ideas · Official standard
Students compare and contrast how several primary and secondary sources treat one topic: the making of Magna Carta in 1215. To compare is to find what the sources share; to contrast is to find where they differ in what they include, what they emphasize and what they conclude. Students record each source on a comparison grid, quote each one on the same points, and then explain the differences by the source's type and date, the evidence it had, its purpose and its author's view.
The primary sources are Roger of Wendover's chronicle, written at St Albans before 1236, six chapters of the charter itself, and Matthew Paris's additions to Wendover. The secondary sources are three historians writing centuries later: David Hume (1762), John Richard Green (1877) and William Sharp McKechnie (1905). They reuse the same few details from the chronicles and reach different verdicts on whether the charter served the barons or the nation, which makes the treatments easy to lay side by side.
Learning Objectives
By the end of this lesson, students will be able to:
Identify each source as primary or secondary and use its date and origin when comparing it with others
Compare several sources by quoting what each one says about the same point
Contrast sources by what they include, emphasize and conclude about one topic
Explain how a secondary source uses, changes or corrects a primary source
Give a reason for a difference in treatment (date, evidence, purpose, author's view) and support it from the texts
Prior Knowledge Required
Students should already be comfortable with:
Analyzing the relationship between a primary and a secondary source on the same topic RH.6-8.9
Citing specific textual evidence from primary and secondary sources, attending to date and origin RH.9-10.1
Basic background: medieval England was ruled by kings who granted land to barons in return for service; King John reigned from 1199 to 1216
Project the prompt and give students three minutes to write.
Warm-Up Prompt
"Two accounts describe the day your school's team won a championship. One is a player's diary entry written that night. The other is a chapter in a history of the school written forty years later. Name two things both accounts would probably agree on, and two ways they would probably differ. Why would they differ?"
Collect answers on the board in two columns, same and different. Students usually agree the score and the date would match, while the diary would give feelings and small moments and the history would give the win's meaning for the school. Name the skill: to compare and contrast treatments of one topic is to ask what each source includes, what it emphasizes and what it concludes, and then to explain the differences by who wrote it, when, from what evidence and for what purpose.
Direct Instruction20 minutes
Part 1: The comparison grid. A primary source comes from the time of the events: a document, letter, diary or chronicle written by someone who lived through them or close to them. A secondary source is a later account that studies and explains the events, usually by drawing on primary sources. A treatment is the way a source handles the topic: what it tells, what it leaves out, what it stresses and how it judges. Students copy the grid and fill in one column per source.
Comparison grid for sources on one topic
Row
Question to ask of each source
What to write
Type and date
Primary or secondary? When was it written, and how long after the events?
Type, date, distance in years
Includes
Which events, people and details does it give?
Two or three details, quoted
Emphasizes
What does it dwell on, repeat or describe most vividly?
The detail with the most space or the strongest words
Explains and judges
Why, according to it, did things happen? Who is praised or blamed?
Its explanation and its verdict, quoted
Rests on
What evidence does it use or name (documents, witnesses, records)?
The evidence, or "not stated"
Part 2: Two primary sources. Give the background in three sentences: in 1215, many English barons (the great landholders who held their lands directly from the king) rebelled against King John over heavy payments and arbitrary treatment. On 27 April 1215, the Monday after the octave of Easter, they met at Brackley and sent him their demands. In June, John met them at Runnymede, a meadow by the Thames between Windsor and Staines, and granted the charter later called Magna Carta, the Great Charter. Read T1, from a chronicle by Roger of Wendover, a monk of St Albans who died in 1236, and then T2, six chapters of the charter itself in a 1905 translation. Diagram 1 shows when each source on this page was written.
1[...] On the Monday next after the octaves of Easter, the said barons assembled in the town of Brackley; and when the king learned this, he sent the archbishop of Canterbury, and William Marshal earl of Pembroke, with some other prudent men, to them to inquire what the laws and liberties were which they demanded. The barons then delivered to the messengers a paper, containing in great measure the laws and ancient customs of the kingdom, and declared that, unless the king immediately granted them and confirmed them under his own seal, they would, by taking possession of his fortresses, force him to give them sufficient satisfaction as to their before-named demands. The archbishop with his fellow messengers then carried the paper to the king, and read to him the heads of the paper one by one throughout. The king when he heard the purport of these heads, derisively said, with the greatest indignation, "Why, amongst these unjust demands, did not the barons ask for my kingdom also? Their demands are vain and visionary, and are unsupported by any plea of reason whatever." And at length he angrily declared with an oath, that he would never grant them such liberties as would render him their slave. The principal of these laws and liberties, which the nobles required to be confirmed to them, are partly described above in the charter of king Henry, and partly are extracted from the old laws of king Edward, as the following history will show in due time.
[...]
2King John, when he saw that he was deserted by almost all, so that out of his regal superabundance of followers he scarcely retained seven knights, was much alarmed lest the barons would attack his castles and reduce them without difficulty, as they would find no obstacle to their so doing; and he deceitfully pretended to make peace for a time with the aforesaid barons, and sent William Marshal earl of Pembroke, with other trustworthy messengers, to them, and told them that, for the sake of peace, and for the exaltation and honour of the kingdom, he would willingly grant them the laws and liberties they required; he also sent word to the barons by these same messengers, to appoint a fitting day and place to meet and carry all these matters into effect. The king's messengers then came in all haste to London, and without deceit reported to the barons all that had been deceitfully imposed on them; they in their great joy appointed the fifteenth of June for the king to meet them, at a field lying between Staines and Windsor. Accordingly, at the time and place pre-agreed on, the king and nobles came to the appointed conference, and when each party had stationed themselves apart from the other, they began a long discussion about terms of peace and the aforesaid liberties. There were present on behalf of the king, the archbishops, Stephen of Canterbury, and H. of Dublin; [...] Those who were on behalf of the barons it is not necessary to enumerate, since the whole nobility of England were now assembled together in numbers not to be computed. At length, after various points on both sides had been discussed, king John, seeing that he was inferior in strength to the barons, without raising any difficulty, granted the underwritten laws and liberties, and confirmed them by his charter as follows: [...]
Roger of Wendover, translated by J. A. Giles, Roger of Wendover's Flowers of History: the barons' demands and the meeting at Runnymede, 1215 (Source 1; cuts marked [...]) (1849). Public domain (published 1849). Source text.
1[...] We have also granted to all freemen of our kingdom, for us and our heirs forever, all the underwritten liberties, to be had and held by them and their heirs, of us and our heirs forever.
[...]
2No scutage nor aid shall be imposed in our kingdom, unless by common counsel of our kingdom, except for ransoming our person, for making our eldest son a knight, and for once marrying our eldest daughter; and for these there shall not be levied more than a reasonable aid. In like manner it shall be done concerning aids from the citizens of London.
[...]
3And the citizens of London shall have all their ancient liberties and free customs, as well by land as by water; furthermore, we decree and grant that all other cities, boroughs, towns, and ports shall have all their liberties and free customs.
[...]
4No freeman shall be arrested, or detained in prison, or deprived of his freehold, or outlawed, or banished, or in any way molested; and we will not set forth against him, nor send against him, unless by the lawful judgment of his peers and by the law of the land.
[...]
5To no one will we sell, to no one will we refuse or delay, right or justice.
[...]
6Moreover, all the aforesaid customs and liberties, the observance of which we have granted in our kingdom as far as pertains to us towards our men, shall be observed by all of our kingdom, as well clergy as laymen, as far as pertains to them towards their men.
King John and the barons, translated by William Sharp McKechnie, Magna Carta, June 1215: chapters 1, 12, 13, 39, 40 and 60 (Source 2; cuts marked [...]) (1905). Public domain (published 1905). Source text.
Compare and contrast two primary sources (T1 paragraph 1, T2 paragraphs 1 and 4)
Wendover calls the demands the "laws and liberties, which the nobles required to be confirmed to them." The charter grants its liberties "to all freemen of our kingdom" (T2 paragraph 1) and promises that "No freeman shall be arrested, or detained in prison" except "by the lawful judgment of his peers and by the law of the land" (T2 paragraph 4).
Result: Compare: both treat the liberties as a grant the king confirms in writing (Wendover: he "granted the underwritten laws and liberties, and confirmed them by his charter"; the charter: "We have also granted"). Contrast: the chronicle frames them as the nobles' demands, while the charter's own words name a wider group, all freemen, and give each of them the same protection against arrest. ("Freemen" was still a limited group in 1215: it left out the unfree peasants.) The difference comes from purpose: Wendover tells the story of a quarrel, while the charter is a legal grant that must say whom it covers.
A primary source that judges (T1 paragraph 2)
Wendover writes that John "deceitfully pretended to make peace for a time" and that at Runnymede he granted the liberties "without raising any difficulty," because he was "inferior in strength to the barons."
Result: Being close to the events does not make a source neutral. Wendover includes a motive (deceit) that he could not have seen, and he emphasizes John's weakness: "scarcely retained seven knights." When students compare this with later sources, they should record Wendover's judgment as part of his treatment, not as a plain fact.
Part 3: Is a chronicle a primary source? A gray area. This page labels the two chronicles primary, as most classroom guides do, and there are good reasons: they are the earliest narrative accounts, written in the same century by monks who could draw on living witnesses and on letters and documents that reached their abbey. But the label deserves care, and students should hear both sides. As far as we know, Roger of Wendover was not at Runnymede; he wrote at St Albans, and his chronicle was finished only by the time of his death in 1236. He also reports motives, such as John's deceit, that he could only infer. Historians often separate record sources, such as the charter itself and John's writs, which were part of the events, from narrative sources, such as chronicles, which tell about the events afterward and depend on what the writer heard. A chronicle is fully primary evidence for what people of its own time believed and said about the events, and a secondhand report for exactly what happened on a given day. Some historians therefore call chronicles near-contemporary sources rather than simply primary ones. Neither view is wrong: the page keeps the common label, and students should weigh each chronicle by its date and by how its author could have known what he reports.
Guided Practice15 minutes
T3 and T4 are secondary sources: David Hume's History of England, first published in 1762, and John Richard Green's History of the English People, first published in 1877. Both historians knew the chronicles; Hume's footnotes cite Matthew Paris, whose chronicle copies and expands Wendover's. Work through the two examples with the class, then have pairs fill in the grid for T3 and T4 beside T1.
1[...] The king was left at Odiham, in Hampshire, with a poor retinue of only seven knights; and after trying several expedients to elude the blow, after offering to refer all differences to the pope alone, or to eight barons, four to be chosen by himself, and four by the confederates, he found himself at last obliged to submit at discretion.
2A conference between the king and the barons was appointed at Runnemede, between Windsor and Staines; a place which has ever since been extremely celebrated on account of this great event. The two parties encamped apart, like open enemies; and after a debate of a few days, the king, with a facility somewhat suspicious, signed and sealed the charter which was required of him. This famous deed, commonly called the Great Charter, either granted or secured very important liberties and privileges to every order of men in the kingdom; to the clergy, to the barons, and to the people.
[...]
3These were the principal articles, calculated for the interest of the barons; and had the charter contained nothing further, national happiness and liberty had been very little promoted by it, as it would only have tended to increase the power and independence of an order of men who were already too powerful, and whose yoke might have become more heavy on the people than even that of an absolute monarch. But the barons, who alone drew and imposed on the prince this memorable charter, were necessitated to insert in it other claused of a more extensive and more beneficent nature: they could not expect the concurrence of the people without comprehending, together with their own, the interest of inferior ranks of men; and all provisions, which the barons, for their own sake, were obliged to make, in order to insure the free and equitable administration of justice, tended directly to the benefit of the whole community. The following were the principal clauses of this nature.
David Hume, The History of England, chapter XI: John yields and the Great Charter (Source 3; cuts marked [...]) (1762; this edition 1860). Public domain (published 1860). Source text.
1But cling as such men might to John, they clung to him rather as mediators than adherents. Their sympathies went with the demands of the barons when the delay which had been granted was over and the nobles again gathered in arms at Brackley in Northamptonshire to lay their claims before the King. Nothing marks more strongly the absolutely despotic idea of his sovereignty which John had formed than the passionate surprise which breaks out in his reply. "Why do they not ask for my kingdom?" he cried. "I will never grant such liberties as will make me a slave!" The imperialist theories of the lawyers of his father's court had done their work. Held at bay by the practical sense of Henry, they had told on the more headstrong nature of his sons. Richard and John both held with Glanvill that the will of the prince was the law of the land; and to fetter that will by the customs and franchises which were embodied in the barons' claims seemed to John a monstrous usurpation of his rights. But no imperialist theories had touched the minds of his people. The country rose as one man at his refusal. At the close of May London threw open her gates to the forces of the barons, now arrayed under Robert Fitz-Walter as "Marshal of the Army of God and Holy Church." Exeter and Lincoln followed the example of the capital; promises of aid came from Scotland and Wales; the northern barons marched hastily under Eustace de Vesci to join their comrades in London. Even the nobles who had as yet clung to the king, but whose hopes of conciliation were blasted by his obstinacy, yielded at last to the summons of the "Army of God." Pandulf indeed and Archbishop Langton still remained with John, but they counselled, as Earl Ranulf and William Marshal counselled, his acceptance of the Charter. None in fact counselled its rejection save his new Justiciar, the Poitevin Peter des Roches, and other foreigners who knew the barons purposed driving them from the land. But even the number of these was small; there was a moment when John found himself with but seven knights at his back and before him a nation in arms. Quick as he was, he had been taken utterly by surprise. It was in vain that in the short respite he had gained from Christmas to Easter he had summoned mercenaries to his aid and appealed to his new suzerain, the Pope. Summons and appeal were alike too late. Nursing wrath in his heart, John bowed to necessity and called the barons to a conference on an island in the Thames, between Windsor and Staines, near a marshy meadow by the river side, the meadow of Runnymede. The king encamped on one bank of the river, the barons covered the flat of Runnymede on the other. Their delegates met on the 15th of June in the island between them, but the negotiations were a mere cloak to cover John's purpose of unconditional submission. The Great Charter was discussed and agreed to in a single day.
John Richard Green, History of the English People, vol. 1: John yields at Runnymede (Source 4; one complete paragraph) (1877; this edition 1895). Public domain (published 1895). Source text.
One scene in three sources: how fast did John give way? (T1 paragraph 2, T3 paragraph 2, T4)
Wendover: the two sides "began a long discussion," and John granted the terms "without raising any difficulty." Hume: "after a debate of a few days, the king, with a facility somewhat suspicious, signed and sealed the charter." Green: "The Great Charter was discussed and agreed to in a single day," and "the negotiations were a mere cloak to cover John's purpose of unconditional submission."
Result: Compare: all three agree that John yielded because he had no choice ("inferior in strength," "obliged to submit at discretion," "bowed to necessity"), and all three mention that he was left with about seven knights. Contrast: they disagree on the length of the talks (long, a few days, a single day) and on what John's easy consent meant. Hume turns Wendover's "without raising any difficulty" into suspicion; Green turns it into surrender. The secondary sources reuse a primary detail and give it different meanings (Diagram 2 records this and three other points).
How a secondary source reworks a primary quotation (T1 paragraph 1, T4)
Wendover reports John's reply at Brackley: "Why, amongst these unjust demands, did not the barons ask for my kingdom also?" and says he "angrily declared with an oath, that he would never grant them such liberties as would render him their slave." Green writes: "Why do they not ask for my kingdom?" he cried. "I will never grant such liberties as will make me a slave!"
Result: Green includes the same reply but shortens it, turns Wendover's reported oath into a direct quotation, and leaves out "Their demands are vain and visionary." He also adds an interpretation Wendover does not give: the reply shows "the absolutely despotic idea of his sovereignty which John had formed." Contrast in treatment: Wendover records an angry king; Green uses the scene as evidence for a theory about John's view of kingship.
Independent Practice15-20 minutes
Students read T5, Green on the meaning of the charter, and T6, from William Sharp McKechnie's 1905 commentary on Magna Carta, and add both to their comparison grid before they take the quiz. The question to keep in mind: whose charter was it, the barons' or the nation's, and how does each source on the page answer?
1Copies of it were made and sent for preservation to the cathedrals and churches, and one copy may still be seen in the British Museum, injured by age and fire, but with the royal seal still hanging from the brown, shrivelled parchment. It is impossible to gaze without reverence on the earliest monument of English freedom which we can see with our own eyes and touch with our own hands, the great Charter to which from age to age men have looked back as the groundwork of English liberty. But in itself the Charter was no novelty, nor did it claim to establish any new constitutional principles. The Charter of Henry the First formed the basis of the whole, and the additions to it are for the most part formal recognitions of the judicial and administrative changes introduced by Henry the Second. What was new in it was its origin. In form, like the Charter on which it was based, it was nothing but a royal grant. In actual fact it was a treaty between the whole English people and its king. In it England found itself for the first time since the Conquest a nation bound together by common national interests, by a common national sympathy. In words which almost close the Charter, the "community of the whole land" is recognized as the great body from which the restraining power of the baronage takes its validity. There is no distinction of blood or class, of Norman or not Norman, of noble or not noble. All are recognized as Englishmen, the rights of all are owned as English rights. Bishops and nobles claimed and secured at Runnymede the rights not of baron and churchman only but those of freeholder and merchant, of townsman and villein. The provisions against wrong and extortion which the barons drew up as against the king for themselves they drew up as against themselves for their tenants. Based too as it professed to be on Henry's Charter it was far from being a mere copy of what had gone before. The vague expressions of the old Charter were now exchanged for precise and elaborate provisions. The bonds of unwritten custom which the older grant did little more than recognize had proved too weak to hold the Angevins; and the baronage set them aside for the restraints of written and defined law. It is in this way that the Great Charter marks the transition from the age of traditional rights, preserved in the nation's memory and officially declared by the Primate, to the age of written legislation, of Parliaments and Statutes, which was to come.
[...]
2The rights which the barons claimed for themselves they claimed for the nation at large. [...]
John Richard Green, History of the English People, vol. 1: the Great Charter (Source 5; cuts marked [...]) (1877; this edition 1895). Public domain (published 1895). Source text.
1Two crucial stages in these negotiations were clearly reached on Monday the 15th (the date borne by Magna Carta itself) and on Friday the 19th (the day on which John in more than one writ stated that peace had been concluded). What happened exactly on each of these two days is, however, to some extent, matter of conjecture. It is here maintained, with some confidence, that on Monday the substance of the barons’ demands was provisionally accepted and that the Articles were then sealed; while on Friday this arrangement was finally confirmed and Magna Carta itself, in several duplicates, was sealed.
[...]
2John, on his part, would naturally try a policy of evasions and delays; and, when these were clearly useless, would then endeavour to secure modifications of the terms offered. These tactics met with no success. His opponents demanded a plain acceptance of their plainly expressed demands. Before nightfall, John, overawed by their firmness and by the numbers of the armed force behind them, was constrained to surrender. Leaving minor points of detail to be subsequently adjusted, he provisionally accepted the substance of the long list of reforms put before him by the barons, on the understanding that they would renew their allegiance and give him some security that they would keep the peace. In proof of this bargain, the heads of the agreement were rapidly engrossed on parchment to the number of forty-nine, and the great seal was impressed on the wax of the label, where it may still be seen.
[...]
3The general conclusion to be derived from this survey is that, while much praise may be due to the baronial leaders for their comparatively liberal interest in the rights of others, they are scarcely entitled to the excessive laudation they have sometimes received. The rude beginnings of many features which have since come into prominence in English institutions (such as the conceptions of patriotism and nationality and the principles of equality before the law and the tender regard for the rights of the humble) may possibly be found in the germ in some parts of the completed Charter; but the Articles of the Barons were what their name implies, a baronial manifesto, seeking chiefly to redress the private grievances of the promoters, and mainly selfish in motive.
4Yet, when all deductions have been made (and it has seemed necessary to do this with emphasis in order to redress the false balance created by the exaggerations of enthusiasts), the Great Charter still stands out as a prominent landmark in the sequence of events which have led, in an unbroken chain, to the consolidation of the English nation, and to the establishment of a free and constitutional form of polity upon a basis so enduring that, after more than eight centuries of growth, it still retains the vigour and the buoyancy of youth.
William Sharp McKechnie, Magna Carta: A Commentary on the Great Charter of King John: the days at Runnymede and a verdict on the barons (Source 6; cuts marked [...]) (1905). Public domain (published 1905). Source text.
Closure5-10 minutes
Exit ticket: On an index card, finish two sentences: "Two sources that agree about ___ are ___ and ___, because both ___." and "Two sources that differ about ___ are ___ and ___, probably because ___." Collect the cards and sort them by topic to open the next lesson.
Teacher note on the texts and their language: The passages are quoted exactly as printed, including old spellings and terms ("Runnemede"; "villein," a peasant bound to a lord's land, in T5) and the misprint "claused" in T3. T7 uses the religious insults of a medieval chronicle ("the sons of Belial," "these abominable bandits") for the king's advisers, and T8 omits, at the marked [...], a comparison with British armies protecting a "Turkish Sultan" and the ruler of Hyderabad, written in the imperial language of Green's time. For dates, the charter itself is dated 15 June 1215; Pope Innocent III annulled the charter in August 1215, and it was reissued in revised form in 1216, 1217 and 1225. Students may ask which source is "right": answer that the task is to explain why they differ, and that later historians, like McKechnie, test earlier accounts against the records.
Homework passages. Matthew Paris's addition to Wendover's chronicle on King John after Runnymede (T7), and Green's account of the same days (T8), used for the homework problems.
1[...] on the instigation of the devil, who by old custom is jealous of the prosperity of mankind, the sons of Belial, like wicked freebooters, who love war rather than peace, whisperingly instilled their words of discord in the ears of the king: for they said gruntingly and with much laughter and derision, 'Behold this is the twenty-fifth king in England;—lo! he is not now a king, nor even a petty king, but a disgrace to kings; he had better be no king at all than be one of this kind. Behold a king without a kingdom, a lord without a domain; a worthless man and a king contemptible to his people. Alas! wretched man, and slave of the lowest degree, to what a wretched state of slavery have you fallen? You have been a king, now you are the scum of the people; you have been the greatest, now are you the least. Nothing is more unfortunate than to have been fortunate.' And thus arousing his anger they fanned the fire into a general conflagration.
[...]
2The too credulous king then, at the whisperings of these abominable bandits, whom, according to custom and to his own injury, he had too freely entertained, giving up his own natural subjects, changed his mind and inclined his heart to the very worst devices; for it is easy to turn a wavering man, and one prone to evil it is easy to hurry headlong into wickedness. The king then deeply sighing, conceived the greatest indignation, and began to pine away himself, giving vent to lamentations and complaints. 'Why,' said he, 'did my mother bring me forth, unhappy and shameless woman that she was? Why was I nursed on her knees, or suckled at her breast? Would that I had been slain rather than suffered to grow to manhood.' He then commenced gnashing his teeth, scowling with his eyes, and seizing sticks and limbs of trees, began to gnaw them, and after gnawing them to break them, and with increased extraordinary gestures to show the grief or rather the rage he felt. And on that very night he at once secretly prepared letters and sent to Philip Marc constable of the castle of Nottingham, a native of Poictou, and to all his foreign-born subjects, in whom his soul most confided, ordering them to supply their castles with provisions, surround them with trenches, garrison them, and to prepare cross-bows and engines, and to make arrows; telling them, however, to do this cautiously and without open blustering, lest the barons should happen to find it out and prevent the anger of the king from proceeding further. [...]
Matthew Paris, translated by J. A. Giles, Matthew Paris's additions to Roger of Wendover's Flowers of History: King John after Runnymede (Source 7; cuts marked [...]) (1849). Public domain (published 1849). Source text.
1There remained only one question, and that the most difficult of all; the question how to secure this order which the Charter established in the actual government of the realm. It was easy to sweep away the immediate abuses; the hostages were restored to their homes, the foreigners banished by a clause in the Charter from the country. But it was less easy to provide means for the control of a king whom no man could trust. By the treaty as settled at Runnymede a council of twenty-five barons were to be chosen from the general body of their order to enforce on John the observance of the Charter, with the right of declaring war on the king should its provisions be infringed, and it was provided that the Charter should not only be published throughout the whole country but sworn to at every hundred-mote and town-mote by order from the king. "They have given me five-and-twenty over-kings," cried John in a burst of fury, flinging himself on the floor and gnawing sticks and straw in his impotent rage. But the rage soon passed into the subtle policy of which he was a master. After a few days he left Windsor; and lingered for months along the southern shore, waiting for news of the aid he had solicited from Rome and from the Continent. It was not without definite purpose that he had become the vassal of the Papacy. While Innocent was dreaming of a vast Christian Empire with the Pope at its head to enforce justice and religion on his under-kings, John believed that the Papal protection would enable him to rule as tyrannically as he would. The thunders of the Papacy were to be ever at hand for his protection [...]. His envoys were already at Rome, pleading for a condemnation of the Charter. The after action of the Papacy shows that Innocent was moved by no hostility to English freedom. But he was indignant that a matter which might have been brought before his court of appeal as overlord should have been dealt with by armed revolt, and in this crisis both his imperious pride and the legal tendency of his mind swayed him to the side of the king who submitted to his justice. He annulled the Great Charter by a bull in August, and at the close of the year excommunicated the barons.
John Richard Green, History of the English People, vol. 1: John's rage and the Pope's annulment (Source 8; one cut marked [...]) (1877; this edition 1895). Public domain (published 1895). Source text.
Differentiation Strategies
For Struggling Students
Give a comparison grid with the rows already labeled and one quotation filled in for each source
Pre-teach six terms in one sentence each: baron, charter, chronicle, freeman, scutage, writ
Start with the three sources in Diagram 2 before adding T5 and T6
For Advanced Students
Read the rest of McKechnie's section on who the "freemen" of chapter 1 were and decide whether it answers Green's claim about the rights of the "villein" (T5)
Read Hume's full account of the months after Runnymede and decide which of Matthew Paris's additions (T7) he uses, and how he treats them
Choose one difference among the secondary sources and name the primary evidence that would settle it
Assessment Guidance
What to Look For
Strong work names a specific point, quotes each source on that point, says whether the sources agree or differ, and gives a reason for the difference that fits the texts. Watch for students who summarize sources one by one without comparing them, who list only similarities or only differences, who treat an old source as neutral or a new one as correct, or who confuse the date of a translation with the date of a document. A strong answer checks whether two sources that seem to conflict are really describing the same moment before calling it a disagreement.
02
Classroom Activities
3 Activities
1
Who Says What? Detail Card Sort
20 minGroups of 3
Each group gets eight detail cards and a three-circle diagram labeled T1 (Wendover), T3 (Hume) and T4 (Green). Groups place each card in the circle, or the overlap, of every source that contains that detail, then write on the back the words from each source that decided its place.
The Eight Detail Cards
The king had only about seven knights with him
The talks at Runnymede were long, or took more than one day
The charter was agreed to in a single day
John's easy consent was suspicious or a pretense
Runnymede lies between Windsor and Staines
The two sides camped apart
John called the barons' demands "vain and visionary"
London opened its gates to the barons
Teacher Key
All three sources: card 1 ("scarcely retained seven knights," "only seven knights," "but seven knights"); card 4 ("deceitfully pretended," "a facility somewhat suspicious," "a mere cloak"); card 5 ("between Staines and Windsor," "between Windsor and Staines" in T3 and T4)
T1 and T3 only: card 2 ("a long discussion," "a debate of a few days"); card 6 ("stationed themselves apart," "encamped apart"). Green has the two sides on opposite banks, which is close to card 6 and may be placed in the triple overlap if the group says why
T4 only: card 3 ("agreed to in a single day"); card 8 (London "threw open her gates"; Wendover tells this in the part of his chronicle cut from T1)
T1 only: card 7
Discussion Questions
Which details do all three sources share, and what kind of details are they: facts about places and numbers, or judgments?
Card 3 appears only in the latest source. What would you need to know to decide whether Green had evidence Wendover lacked?
Card 4 appears in all three, in different words. Do the three sources mean the same thing by it?
Variation for a Shorter Class
Use only cards 1, 2, 3 and 7, which cover the triple overlap, one pair and single sources, and sort them as a whole class.
2
Why Do They Differ?
15 minPairs
After the quiz, pairs choose two differences they found in the grid and, for each one, write a "because" sentence that names a reason: the source's date, the evidence it had, its purpose or its author's view. Then they trade with another pair, who mark each reason "fits the texts" or "needs more."
Procedure
State the difference in one sentence and quote both sources
Pick one reason from the list: date and distance, evidence, purpose, author's view
Point to words in the texts that show the reason (for example, McKechnie names John's writs in T6 paragraph 1)
Trade and mark
Teacher Key
The length of the talks (T1, T3, T4, T6): evidence. McKechnie, writing in 1905, rests his account on royal records ("in more than one writ"), a kind of evidence the earlier accounts on this page do not cite
Whose charter it was (T3, T5, T6): author's view. Accept any reason that quotes the words in which a historian shows his own attitude to the charter, or to earlier writers on it (look in T5 paragraph 1 and T6 paragraphs 3-4)
John's words at Brackley (T1, T4): purpose. Green turns the reply into a direct quotation because he uses it as evidence for his view of John
Discussion Questions
Is a later source always better informed? Give one case from this page where the later source knows more, and one where it adds something no earlier source on the page supports.
Does a difference in treatment always mean one source is wrong?
Modification for English Learners
Give the "because" sentence as a frame: "___ and ___ differ about ___. This is probably because ___ was written in ___ and ___."
3
Historians' Round Table
15 minGroups of 4
After the quiz, each group member takes one voice: Wendover (T1), Hume (T3), Green (T4-T5) or McKechnie (T6). The teacher reads three questions aloud, and each "author" answers in one or two sentences using only a quotation from that source. The group then records where the answers agree and where they clash.
The Three Questions
Why did King John accept the barons' terms?
Did the charter protect only the barons, or others too?
Was the charter something new?
Teacher Key
Question 1: every voice agrees that John gave way because he was forced; they differ on whether he meant it. Look in T1 paragraph 2, T3 paragraph 1, T4 and T6 paragraph 2
Question 2: the voices divide between the barons' own interest and the rights of others. Look in T1 paragraph 1, T3 paragraph 3, T5 and T6 paragraph 3; each speaker should quote the sentence that states his side, and the group should notice that one historian takes a middle position
Question 3: look for what each source says the demands rested on (T1 paragraph 1) and for what is new or old in the charter (T5 paragraph 1); a strong group separates the charter's content from its form and origin
Discussion Questions
On which question do the primary and secondary sources agree most? On which do the secondary sources disagree most with each other?
Which voice was hardest to speak for with a quotation, and what does that show about what the excerpt includes?
03
Diagrams & Visual Aids
2 diagrams
Diagram 1: When the Sources Were Written, 1215 to 1905
Drawn to scale, 100 years per step. The two chroniclers wrote within living memory of 1215: Wendover died in 1236, 21 years after the charter, and Matthew Paris worked on his additions from about 1240 until his death in 1259. The three historians wrote 547, 662 and 690 years after it. Distance in time is one reason treatments differ, but not the only one: McKechnie is the latest source and also the one that names royal records (T6 paragraph 1).
Diagram 2: One Topic, Three Treatments
A comparison grid for four points from Examples 1-4. Read across a row to compare and contrast: on the king's followers the three agree almost word for word; on John's consent they agree that something was wrong with it but use different words for what; on the length of the talks they disagree.
04
Homework Assignment
~30 min
RH.9-10.9 Homework: King John After Runnymede
Directions: Use T7, Matthew Paris's addition to Wendover's chronicle, and T8, Green's account of the same days, both printed in the Closure phase of the lesson plan. Use T1 and T4 where a problem names them. Quote the words you use and give the text and paragraph number. Answer Problems 1-5 in 3-5 sentences each; Problem 6 is a short essay.
Part 1: The Same Scene in Two Sources (Problems 1-3)
T7 paragraph 2 and T8 both describe King John's rage after Runnymede. List two details the sources share. Then list two details Green includes that Paris does not, and explain what the added details do to the scene.
In T7 paragraph 1, who says "Behold this is the twenty-fifth king in England"? In T8, who says "They have given me five-and-twenty over-kings"? Explain how the two treatments differ and what each suggests about John.
Paris writes that "on that very night" John "secretly prepared letters" to his castle commanders (T7 paragraph 2). Green writes that "After a few days he left Windsor; and lingered for months along the southern shore" (T8). Do these two statements contradict each other? Explain, citing the exact words.
Part 2: Explanations and Judgments (Problems 4-6)
Contrast the explanations the two sources give for John's turn against the peace. What does Paris blame in T7, and what does Green point to in T8? Name the kind of cause each one emphasizes.
Both sources say John looked beyond England for help. Quote the words in T7 paragraph 2 and in T8 that show this, and compare what each says about whom he turned to.
Write a short essay of 200-250 words comparing and contrasting how the sources on this page treat King John in 1215. Use at least two primary sources (T1, T7) and at least two secondary sources (T3, T4, T8). Say where they agree, where they differ, and give one reason for a difference.
Rubric
Criterion
Full Credit (2 pts)
Partial Credit (1 pt)
No Credit (0 pts)
Comparison
States specific points of agreement with a quotation from each source
States agreement in general terms
No comparison
Contrast
States specific differences in what the sources include, emphasize or conclude, with quotations
Notes a difference without evidence
No contrast
Source types
Identifies each source as primary or secondary and uses its date in the analysis
Labels the sources without using the labels
Confuses primary and secondary
Explaining differences
Gives a reason for a difference (date, evidence, purpose, view) that fits the texts
Gives a reason without support
No reason given
05
Quiz: 20 Questions
Interactive, with answers
Instructions
The quiz uses T5 and T6, printed in the Independent Practice phase of the lesson plan, and asks about T1-T4 as well. Questions ask how the sources treat the making of Magna Carta, where they agree and where they differ, not which source you prefer. Your score updates as you answer, and Reset quiz clears everything so you or your students can try again.
Multiple choice: pick an option to check it. Short answer: write your answer, then reveal the model answer.
0 of 20 answered · 0 correct
Question 1 of 20 · Multiple Choice
Green writes that the charter was "a treaty between the whole English people and its king" (T5 paragraph 1). Which source on this page most directly disagrees with this treatment?
Answer: B
McKechnie says the Articles of the Barons were "a baronial manifesto, seeking chiefly to redress the private grievances of the promoters, and mainly selfish in motive" (T6 paragraph 3), the opposite of a national treaty. Choice A misreads T1: Wendover says John granted the terms because he was "inferior in strength." Choice C misreads T2 paragraph 3, which also covers "all other cities, boroughs, towns, and ports." Choice D confuses the charter's later fate with its character.
Question 2 of 20 · Multiple Choice
On which point do Hume (T3 paragraph 3) and Green (T5) agree?
Answer: C
Hume says the wider provisions "tended directly to the benefit of the whole community"; Green says "the rights of all are owned as English rights." That is the shared point. Choice A is Green's view but not Hume's, who says the barons were "necessitated" to add the wider clauses. Choice B is Green's claim in T4, while Hume says "a debate of a few days." Choice D contradicts Green, who says "the Charter was no novelty."
Question 3 of 20 · Multiple Choice
How does Hume explain why the charter contains clauses that help people other than the barons (T3 paragraph 3)?
Answer: A
Hume says the barons "could not expect the concurrence of the people without comprehending, together with their own, the interest of inferior ranks of men." His explanation is the barons' self-interest. Choices B, C and D give each clause an author Hume does not name: T3 says the barons "alone drew and imposed on the prince this memorable charter."
Question 4 of 20 · Multiple Choice
McKechnie writes that at Runnymede John "would naturally try a policy of evasions and delays" before he gave way (T6 paragraph 2). Which other source on this page describes John's tactics before he gave in most similarly?
Answer: A
Hume says that John, "after trying several expedients to elude the blow," found himself "at last obliged to submit at discretion" (T3 paragraph 1): the same pattern of evasion before surrender that McKechnie describes. Choice B is about how fast the charter was agreed, not about John's tactics. Choice C uses "delay" in another sense: chapter 40 is a promise about justice, not a description of John. Choice D describes what John did after he had given in, not before.
Question 5 of 20 · Multiple Choice
Green says the charter "was discussed and agreed to in a single day" (T4). How does McKechnie's treatment in T6 compare?
Answer: D
McKechnie says that "Before nightfall" on the first day John "provisionally accepted the substance" and the Articles were sealed, "while on Friday this arrangement was finally confirmed and Magna Carta itself" was sealed (T6 paragraphs 1-2). So he partly agrees and partly differs. Choice A ignores the second stage, and Choice B ignores the first. Choice C has no support in T6.
Question 6 of 20 · Multiple Choice
What does McKechnie concede to writers who praise the barons (T6 paragraph 3)?
Answer: B
He writes that "much praise may be due to the baronial leaders for their comparatively liberal interest in the rights of others" before adding that they are "scarcely entitled to the excessive laudation." Choice A overstates him: he says such principles "may possibly be found in the germ." Choice C contradicts his verdict. Choice D is stated nowhere in T6.
Question 7 of 20 · Multiple Choice
Green says that "In words which almost close the Charter, the 'community of the whole land' is recognized" (T5 paragraph 1). What kind of evidence is he using here?
Answer: C
Green points to the charter's own words near its end, so his evidence is the primary document. This shows a secondary source resting on a primary one. Choice A names no one; Green quotes no historian here. Choices B and D name sources T5 does not quote at this point.
Question 8 of 20 · Multiple Choice
Green says the barons secured the rights "of freeholder and merchant, of townsman and villein" (T5 paragraph 1). Which chapter printed in T2 best supports the part about townsmen?
Answer: B
Chapter 13 grants that "all other cities, boroughs, towns, and ports shall have all their liberties and free customs." Choice A protects "no one" in general and names no town. Choices C and D protect "freemen" in general and do not name towns.
Question 9 of 20 · Multiple Choice
Hume says the charter secured liberties "to every order of men in the kingdom" (T3 paragraph 2) and then that its principal articles were "calculated for the interest of the barons" (paragraph 3). How do these two statements fit together?
Answer: D
Hume first sums up what the charter covered, then sorts its articles: most served the barons, and the wider clauses were added because the barons needed the people's support. Seeing this two-step treatment matters when comparing him with Green, who stresses only the reach, and McKechnie, who stresses the aim. Choice A mistakes a qualified view for a contradiction. Choice B is wrong because T3 quotes no chronicle. Choice C misreads paragraph 2, which names "the clergy," "the barons" and "the people."
Question 10 of 20 · Multiple Choice
How do Green (T5) and McKechnie (T6 paragraph 4) compare in their final judgment of the charter's importance?
Answer: A
Green calls it "the earliest monument of English freedom"; McKechnie, even after his criticism, says it "still stands out as a prominent landmark" leading to "a free and constitutional form of polity." They differ on the barons' motives, not on the charter's importance. Choices B and C contradict T6 paragraph 4, and Choice D contradicts Green, who says it "was far from being a mere copy."
Question 11 of 20 · Multiple Choice
Green writes that "in itself the Charter was no novelty" (T5 paragraph 1). Which primary source on this page treats the barons' demands in a similar way?
Answer: B
Wendover says the liberties "are partly described above in the charter of king Henry, and partly are extracted from the old laws of king Edward" (T1 paragraph 1), so he too treats them as older law. Choice A misreads chapter 12, which forbids aids "unless by common counsel of our kingdom," except in three cases. Choice C is about John's mood, not the demands. Choice D describes what the liberties cover, not where they came from.
Question 12 of 20 · Multiple Choice
McKechnie writes that at Runnymede "the heads of the agreement were rapidly engrossed on parchment to the number of forty-nine" (T6 paragraph 2). Which detail in a primary source on this page shows the barons already had written demands before Runnymede?
Answer: A
Wendover says that at Brackley the barons handed over "a paper, containing in great measure the laws and ancient customs of the kingdom," which the archbishop read to the king "one by one." Choice B is about arranging the meeting. Choice C is a chapter of the charter itself, not a list made before it. Choice D comes after Runnymede.
Question 13 of 20 · Multiple Choice
Which detail does Hume include (T3 paragraph 1) that Wendover's account in T1 does not?
Answer: C
Hume writes that John tried "offering to refer all differences to the pope alone, or to eight barons, four to be chosen by himself, and four by the confederates"; nothing like this appears in T1. Choices A, B and D are details both sources share: Wendover's "scarcely retained seven knights," "inferior in strength to the barons" and "a field lying between Staines and Windsor."
Question 14 of 20 · Multiple Choice
Green writes that "It is impossible to gaze without reverence on the earliest monument of English freedom" (T5 paragraph 1). McKechnie writes of "the exaggerations of enthusiasts" (T6 paragraph 4). What does this contrast show?
Answer: B
Green writes with open reverence; McKechnie says he stresses the barons' selfish motives "to redress the false balance created by the exaggerations of enthusiasts." The contrast is between a celebrating treatment and a correcting one. Choice A is wrong because both are secondary. Choice C contradicts both. Choice D is wrong because T6 does not quote Green.
Question 15 of 20 · Short Answer
Compare and contrast how Green (T4) and McKechnie (T6 paragraphs 1-2) treat John's acceptance of the barons' terms. Give one point they share and one difference, with a quotation from each.
Model answer: They agree that John gave way under pressure: Green says he "bowed to necessity," and McKechnie says he was "overawed by their firmness and by the numbers of the armed force behind them." They differ on timing and on the steps: Green says the charter "was discussed and agreed to in a single day," while McKechnie separates a first-day acceptance of "the substance" from the sealing of Magna Carta on "Friday the 19th." McKechnie also names his evidence, the king's writs, where Green names none. Rubric: full credit for one accurate shared point and one accurate difference, each with a quotation from both texts; partial credit for one of the two.
Question 16 of 20 · Short Answer
Hume (T3) and McKechnie (T6) both doubt that the barons acted for the whole nation. Compare how each makes this case, and contrast their final verdicts on the charter.
Model answer: Both look at the barons' self-interest. Hume says the articles were "calculated for the interest of the barons" and that the wider clauses were added because the barons "could not expect the concurrence of the people" without them. McKechnie calls the Articles "a baronial manifesto" that was "mainly selfish in motive." Their verdicts differ in emphasis: Hume stresses that the wider clauses "tended directly to the benefit of the whole community," while McKechnie, after cutting back the praise, still calls the charter "a prominent landmark" on the way to free government. Rubric: full credit for the shared doubt with a quotation from each, and an accurate contrast of verdicts; partial credit for one.
Question 17 of 20 · Short Answer
Green says that "The provisions against wrong and extortion which the barons drew up as against the king for themselves they drew up as against themselves for their tenants" (T5 paragraph 1). Does the wording of the charter in T2 support this treatment? Quote the chapter you use.
Model answer: Yes. Chapter 60 (T2 paragraph 6) says the customs and liberties the king grants "towards our men" shall be observed by "all of our kingdom, as well clergy as laymen, as far as pertains to them towards their men." That is the rule Green describes: the barons bind themselves toward their own tenants as the king is bound toward them. The chapter is short and general, so it does not show how far the rule was enforced. Rubric: full credit for the correct chapter quoted and a judgment that fits it; partial credit for the right chapter without explanation.
Question 18 of 20 · Short Answer
The three historians on this page (T3, T4-T5, T6) treat the barons' motives differently. Give two reasons, drawn from the texts or their dates, that could explain the differences.
Model answer: First, evidence: McKechnie, writing in 1905, worked from records such as John's writs (T6 paragraph 1) and studied the Articles of the Barons themselves, which let him test the older praise. Second, the author's view and purpose: Green writes of "reverence" and treats the charter as the start of "English freedom" (T5), while McKechnie says he is correcting "the exaggerations of enthusiasts" (T6 paragraph 4). Hume, writing in 1762, judges the barons by their interest in keeping the people's support (T3 paragraph 3). Rubric: full credit for two distinct reasons, each tied to a text; partial credit for one.
Question 19 of 20 · Short Answer
This page labels T7, Matthew Paris's addition to Wendover's chronicle, a primary source. For a historian asking what King John actually did in the days after Runnymede, how well does that label fit? Use the date of T7, how Paris could have known what he reports, and one quoted detail from T7.
Model answer: The label fits only in part. Paris worked on his additions from about 1240, twenty-five or more years after 1215 (Diagram 1), and he was reworking Wendover's chronicle, not reporting what he saw. T7 gives John a long speech in quotation marks ("'Why,' said he, 'did my mother bring me forth, unhappy and shameless woman that she was?'") and reports what the advisers "whisperingly instilled" in private, words Paris could not have heard. So for what John did, T7 is closer to a later retelling and needs support from records such as John's writs. It is still primary evidence for how a thirteenth-century monk of St Albans saw John. Rubric: full credit for a judgment that uses the date, the author's access and a quoted detail; partial credit for two of these.
Question 20 of 20 · Short Answer
Write a paragraph comparing and contrasting how one primary source (T1 or T2) and two secondary sources (T3, T4-T5 or T6) treat the question of whose rights the charter protected. Cite at least three paragraphs.
Model answer: The primary sources frame the rights in two ways: Wendover speaks of the liberties "which the nobles required to be confirmed to them" (T1 paragraph 1), while the charter grants them "to all freemen of our kingdom" (T2 paragraph 1). The secondary sources divide over which frame matters. Green treats the charter as national: "The rights which the barons claimed for themselves they claimed for the nation at large" (T5 paragraph 2). McKechnie treats the barons' articles as "a baronial manifesto" (T6 paragraph 3). They share the view that the charter became a landmark of freedom, but they contrast sharply on the barons' motives, and each can point to different words in the primary sources. Rubric: full credit for a clear comparison and contrast that uses one primary and two secondary sources with at least three cited paragraphs; partial credit for two sources or fewer citations.
0 of 20 answered · 0 correct
06
Frequently Asked Questions
10 Questions
What does RH.9-10.9 mean?
RH.9-10.9 asks students in grades 9-10 to compare and contrast treatments of the same topic in several primary and secondary sources. "RH" stands for Reading in History/Social Studies, "9-10" is the grade band and "9" is the ninth reading standard. Students look at what each source includes, emphasizes and concludes about one topic, and explain why the treatments agree or differ.
What is the difference between a primary and a secondary source?
A primary source comes from the time of the events: a document, letter, diary or chronicle by someone who lived through them or close to them. A secondary source is a later account that studies the events, usually by using primary sources. On this page, the text of Magna Carta and Roger of Wendover's chronicle are primary; the histories by Hume, Green and McKechnie are secondary. Medieval chronicles are a gray area: they come from the period but were often written some years later by writers who were not eyewitnesses, so the lesson labels them primary while asking students to weigh each one's date and its author's access to the events.
What does "treatment" of a topic mean?
It means the way a source handles the topic. Two sources can report the same event and still treat it differently: one may give more space to a detail, leave another out, use stronger words or reach a different verdict. Green and Hume both describe John's agreement at Runnymede, but one calls it surrender and the other calls it suspicious.
How is RH.9-10.9 different from RH.9-10.6?
RH.9-10.6 compares the points of view of two or more authors on the same or similar topics, looking at which details each includes and emphasizes. RH.9-10.9 widens the comparison to several sources of two kinds, primary and secondary, and asks students to compare and contrast their treatments, including how a later account uses or changes an earlier one.
How is RH.9-10.9 different from RH.11-12.9?
In grades 9-10, students compare and contrast the sources side by side. RH.11-12.9 asks them to integrate information from diverse sources into one coherent understanding of an idea or event and to note the discrepancies among the sources. The 9-10 skill of laying sources next to each other comes first.
Why use Magna Carta to teach RH.9-10.9?
Magna Carta has primary sources of different kinds (the charter itself and medieval chronicles) and secondary sources from three centuries that disagree openly. Hume, Green and McKechnie each reuse the same few details from the chronicles, such as the seven knights and John's angry reply, and give them different meanings, which makes the comparison concrete.
Does a difference between sources mean one of them is wrong?
Not always. Sources can differ because they describe different moments or different parts of an event. They can also differ in emphasis or judgment without a factual error. Students should first ask whether the statements really conflict, and then look for reasons: date, evidence, purpose and the author's view.
What mistakes do students make with RH.9-10.9?
Many students summarize each source separately and never compare them, or list similarities without contrasts. Others treat a primary source as neutral because it is old, or treat the latest source as correct because it is recent. A strong comparison names a specific point, quotes each source on it and explains the difference.
How is RH.9-10.9 assessed?
Usually with a set of short sources on one topic followed by questions that ask what two sources agree on, how they differ, or how a later source uses an earlier one, and with a short essay that compares several sources. Answers are judged on accurate quotation, the precision of the comparison and the reasons given for differences.
Which class teaches RH.9-10.9?
It is usually taught in World History, European History or U.S. History in grades 9 and 10. Because the standard belongs to the literacy strand for history, it can also be taught in English classes that use historical documents.
07
Related Standards
5 standards
These standards connect to RH.9-10.9: prerequisites to review first, parallel standards at the same level, and next steps that build on it.
Before this lesson
RH.6-8.9Prerequisite
Analyze the relationship between a primary and secondary source on the same topic