Comparative Systems of Government
Submitted by: Natalia Johnson - North Dade Middle School (Miami Gardens, FL)
Date: August 1, 2016
Description:
In this lesson, students will understand the key features of parliamentary and presidential systems of government.
Students will take a closer look at the distribution of power in both systems and determine which form of government gives
the people more power.
Grade Level(s): 6 - 8
Subject(s): Civics and U.S. Government
Duration: Approximately two 50–minute class periods
Goal: The goal is to investigate and critique different government systems around the world.
Objectives: Students will:
•
•
•
•
compare the organizational structures of systems of government.
recognize examples of these systems of government
assess strengths and weaknesses in differing systems
define parliamentary, federal, confederal, and unitary systems of government.
Standards: This lesson meets the following teaching standards:
•
•
NGSSS Benchmark - SS.7.C.3.2 - Compare parliamentary, federal, confederal, and unitary systems of government
Florida Standard - LAFS.68.RH.2.4 - Determine the meaning of words and phrases as they are used in a text,
including vocabulary specific to domains related to history/social studies
Background Information:
Comparing forms and systems of government enables students to clarify advantages and disadvantages of each, to
assess the effectiveness of governmental power within these systems, and to recognize the role that citizens play within
these forms and systems.
This lesson will be taught after students have learned about the origins and powers of federal and state government in the
United States. It’s imperative that students are able to distinguish the differences between forms of government and types
or systems of government. Students should be ready to recognize differences between forms of government and
determine where the power lies. For example, all governments have the same three powers. These powers are
legislative (the lawmaking process), executive (the power to enforce or implement laws) and judiciary (the power to
adjudicate, or judge, laws). Where the power is concentrated would determine what form of government it is. For example,
two democracies (i.e. Canada and U.S. same form) may utilize different rules for electing members of the national
legislature (different system). This difference if a key goal of this lesson on parliamentary and presidential systems of
government.
Civics Content Vocabulary
•
confederal, federal, governor, parliamentary, president, prime minister, unitary
Materials
•
•
•
•
•
Pencils/pens and notebooks
Computers/Tablets
Classroom Projector for PowerPoint Slideshow
Internet access
Canada’s Parliament PowerPoint (see Supplement 1 to this lesson)
1
Procedures:
•
•
•
•
•
•
Introduction:
o Write the word “government” on the board. Allow students a few minutes to brainstorm any words, terms, or
concepts that come to mind when they think about the term “government” and then have students share aloud.
o List any key terms shared on the board. Inform students that, in today’s lesson, they will learn about different
systems of government.
o Play or project the video “Parliament of Canada 123” at https://www.youtube.com/watch?v=uOabok912X8 for the
entire class. This video explains Canada’s parliamentary system of government.
o Ask students to work with a partner to list any similarities that they see between Canada’s Parliament and the
U.S. Congress. Have students share answers aloud.
Whole Group Activity:
o Ask students to create a Venn diagram or Double-Bubble Thinking Map to compare and contrast Parliament and
Congress in their notebook.
o Guide students through the completion process of the Venn Diagram or Double-Bubble Thinking Map.
Model the Process:
o Fill in the diagram with a similarity and a difference.
o Students should continue the process as the teacher moves through the PowerPoint.
Individual Activity:
o On slide number 12 of the PowerPoint, students will be guided to a link that provides more details on the
Parliamentary system of government and considers distribution of power.
Check for Understanding/Formative Assessment:
o After completing the reading, ask students to consider the questions:
According to the article, what are some similarities between a parliamentary and constitutional government?
Which system gives the people the most power?
o Have students write a well-written paragraph answering one of the two questions using evidence from the article
to support their responses.
Home Learning Activity: See slides 14- 16 of PowerPoint
Evaluation/Assessment:
•
•
Students will be evaluated on the completion of the Venn Diagram/Double-Bubble Thinking Map.
Students will be evaluated on the completion of a well-written paragraph with evidence and details to support their
response to one of the questions.
Possible Extension/Wrap-Up/Additional Notes:
•
•
•
•
Have students write the answer to the other question as well for extra credit or as an in-class assignment.
The teacher might want to share aloud or post the best response to each question as a model for other students.
As an extension to this lesson, students can be provided with the following scenarios and be asked to identify the
system of government that applies (see page 3 below).
Before moving forward to study other government systems, review the terms parliamentary, federal, confederal, and
unitary with students.
Resources:
•
•
•
Central Intelligence Agency (CIA) Fact Book:
http://www.indexmundi.com/factbook/compare/canada.united-states/government
What is Canada’s Political System:
http://settlement.org/ontario/immigration-citizenship/canadian-government/canadian-political-system/what-is-canadas-political-system/
Canada’s Parliament- see attachment of the PDF- Canada’s Parliament
2
3