WHY ARE THERE DIFFERENT STRUCTURES OF GOVERNMENT? DELAWARECONTENTSTANDARD–CIVICSSTANDARD1:Studentswillanalyze
thewayinwhichthestructureandpurposesofdifferentgovernmentsaround
theworldreflectdifferingideologies,cultures,values,andhistories.
BIGIDEA:Differentcountrieshavedifferentneedsandthereforedifferent
governmentstructuresarenecessary
LEARNINGINTENTION:Studentswillunderstandthatcountriessetup
differentstructuresofgovernmentbasedontheirhistories,cultures,values,
andideologies
SUCCESSCRITERIA:
 Identifydifferentstructuresofgovernment
 Understandthecostsandbenefitsofcontrastingtypesofgovernment
 Argueeffectivelyforastructureofgovernmentforcitizensbasedonthe
group’shistory,culture,values,andbeliefs
WHY ARE THERE DIFFERENT STRUCTURES OF GOVERNMENT? LESSON1–KEYTERMS
RATIONALE:Thefirststepinmeetingoursuccesscriteriainlearningtheunique
vocabularyoftheunit.
LEARNINGOUTCOME:Studentswilllearnninenewkeytermsthatwillframethe
unitRH.910‐4
PLAN:
1. Warm‐up:Discussquote–“Democracyistheworstformofgovernment,
exceptalltheothers.”5min
2. Introduceessentialquestionandlearningintention5min
3. Handoutlistofkeyterms.Askstudentstoreadthroughthekeytermsand
havethemmarkaquestionmarkoneachkeytermthattheywouldliketo
haveexplainedmoreclearly.(pptandhandout)10min
4. Haveastudentexplaineachkeytermfortheclass.Askforspecificexamples
andnon‐exampleofeach.10min(Studentsspenttherestofperiod
drawingterms)
5. Groupsoffour.Giveeachgroupfourtermssothateveryothergrouphas
differentterms.Givethem10minutestodecidewhowilldrawwhatandto
drawthereterms.Havethemquizbattleoppositegroups.(keytermcard
handout)15‐20min
6. Regroupanddebrief–askthemtolistwhichkeytermsarestillconfusingon
scrappaper.Clarifyconfusingterms.10‐15min
7. Quiz–havethemidentifyeachtermbymatchingthenumberandletteron
theback‐sideoftheirscrappaper.Allowstudentstoself‐grade.Ask
studentshowaccuratelytheyidentifiedthetermstheyfoundconfusing,and
iftheclarificationallowsthemtoidentifythetermcorrectly10min
8. ExplainHomework(handout)
9. CNNStudentNews–Huntforkeyterms.
LESSON2–APPLYINGNEWINFORMATION
RATIONALE:Asaformativelearningexperiencethatwillactivatepeersaslearning
resourcesandallowstudentstoapplynewlylearnedtermstoareal‐lifescenario,
thislessonwillprovideimportantsupportinadvancingoursuccesscriteria.
LEARNINGOUTCOME:Studentswillworkinsmallgroupstoapplythecorrectkey
termsfortheircountriesneeds.RH.910‐4
PLAN:
1. Warm‐up:KeyTermQuiz
2. Groupsof3or4
3. Circulatebetweengroupschallengingstudentsontheirchoices
4. Presentations(Notenoughtime)
LESSON3–GATHERINGINFORMTATIONONSTRUCTURESOFGOVERNMENT
RATIONALE:Inordertoassimilateournewterms,itwillbehelpfultoseethemin
contextandtoexploreexamples.Thislessonwillalsoreinforceprimaryhistorical
skillsofresearch,anddocumentprocessing.
LEARNINGOUTCOME:Studentswillprocessprimarysourcedocumentsandusea
graphicorganizertoexploredeeperandcontextualizedexamplesofthekeyterms
RH.910‐4
PLAN:
1. Warm‐up:Set‐upclassinBshape.Check‐inquiz–associatethecorrectkey
termwiththecorrespondingpicture(ppt)10min
2. HandoutFrayerModelGraphicOrganizerandprimarysource.Keyword
highlightandanalyzedocasclassandfilloutModelasanexample.30min
3. Breakintogroups–highlight/completeG.O–30min
4. Shareout10min
5. ExplainHowework/Wrap‐up10min
LESSON4
INSIDENORTHKOREA–FILM
RATIONALE:Manyideasareexpressedbestbyviewingtheminactionandin
context;asopposedtoreadingaboutthemorhavingthemexplained.Thisbeing
true,thisfilmwillserveasthecenter‐pieceforsolidifyingoursuccesscriteria.
LEARNINGOUTCOME:Studentswillcontinuetoexploredeeper,contextualized
examplesofthekeyterms,whichshouldresultinmeasurableabilitytomeetthe
successcriteria.RH.9.10‐4
PLAN:
1. Warm‐up‐formativeassessment10min
2. Film‐70min
3. Wrap‐up10min
LESSON5‐THEPROBLEMINIRAQ
RATIONALE:Gamesarearichmethodforexperiencingandadvancinglearning.
Buildingastrongunderstandingofourkeytermswillnowpayoff,asthosewho
understandthematerialwellwillbemorelikelytothriveduringthegame.Itisalso
importantthatstudentshaveanopportunitytoapplytheirlearningtoreal‐world
scenarios,whichthislessonprovides.
LEARNINGOUTCOME:Studentswillsharpentheirskillsofargumentand
consultationwhiletransferringtheknowledgeofgovernmenttoofferasolutionto
theprobleminIraq.RH.910‐4
PLAN:
1. Warm‐up:WhatdoyouknowabouttheIraqWar?5min
2. Handoutbackgroundinfo10min
3. Explainconsultationandtask5min
4. Smallgroups–becomeexpertinyourtypeofgov.prepare
strategies/argumentsforambassadorconsultation15min
5. Gooverrulesforconsultation2min
6. Ambassadorgroupconsultation–eachmembergets2mintodiscussthe
meritsoftheirgov.selection–next,eachgroupmustconsulttodetermine
whichmakesthebestsense‐15min
7. Plenaryconsultation–nowthateachgrouphasdecidedonatypethatis
best,wewillattempttoreachaunanimousconsensus10min
8. WrittenAssessment–whichtypeofgov.isbestforIraq?Why?30min
WHY DO WE NEED GOVERNMENT? DELAWARECONTENTSTANDARD–N/A‐(Thisunitwillserveasan
introductiontocivicsandthereforesupporttheunfoldmentoftheproceeding
DelawareContentStandards.)
BIGIDEA:Governmentsandcitizensareresponsibleforcreatingand
enforcingasocialcontract
LEARNINGINTENTION:Studentswillunderstandthatgovernmentsexistto
ensurethatthesocialcontractisupheldforallcitizens
SUCCESSCRITERIA:
 Identifyallkeyterms
 Understandthemutuallyexclusiverelationshipbetweensocialcontract
andstateofnature
 Argueeffectivelyforthepurposeofgovernment
WHY DO WE NEED GOVERNMENT? 1. KEY TERMS Rationale:Thefirststepindevelopingourabilitytoanswerthiscomplexquestion
istounderstandtheessentialterminologyuniquetothistopic.
LearningOutcome:Studentswillbeabletorecognizethekeytermsofthisunit.
RH.9‐10.4
Plan:
1. BellRinger–Inyournotebook,createadefinitionfortheword,
“government.”
2. Introducethefollowingkeytermsandtheirdefinitions:Consent,Stateof
Nature,AbsolutePower,SocialContract,Philosopher,NaturalRights,Divine
Right,Authority,
3. 4x4sheetx2‐Definitionononeside,Picture/Wordontheother(See
KeynoteSlideandPrint)
4. Closer–FinishKeyTermsforHomework/StudyforQuizBattleTomorrow
2. KEY IDEAS – HOBBES VS. LOCKE
Rationale:Manyofthekeytermsofthepreviousunitareexpressedinthedebate
betweenThomasHobbesandJohnLocke.Theirideas,andtheideasofother
EnlightenmentThinkers,shapedthecontextoftheAmericanRevolutionandgreatly
influencedtheformationofourgovernment.Itisalsobeneficialthatbothfigures
providedifferent,yetconvincingresponsestoourEQ.
LearningOutcome:StudentswillunderstandthedifferenceinHobbes’andLockes’
viewpointsandapplythemtoourEQ.RH9‐10.6
2DayPlan:
1. BellRinger–QuizBattle:choosethreekeytermstoaskaclassmate.Choose
aclassmatetobattle.Eachplayerasksonequestionuntilthreearedone.
Keeptrackofthescoreforeachgameandyourtotalscore–yougetone
pointforeachcorrectanswer,andyouloseapointforeachwronganswer.
Therewillbethreeroundsofbattle.Day2–Copyquoteanddiscuss.
2. Prezi
3. Closer–DoyouagreewithHobbes–whyorwhynot?Day2.Doyouagree
withLocke–whyorwhynot?
4. HomeworkistostudynotesonHobbes/Locke.Day2homeworkistoanswer
thequestion,“Whowasright,HobbesorLocke?”Youmustuseaquotefrom
oneauthorandexplainwhyitisrightorwrong.
3. IDENTIFYING/DISCUSSING KEY IDEAS
Rationale:WilliamGolding’s,TheLordoftheFliesisoftenusedtodemonstratethe
themesdebatedbetweenEnlightenmentThinkersregardingtheneedfor
government.Iwillusethemovieinsteadofthebook,asitwillbemoreaccessible
andlesstimeconsumingthanthebook.
LearningOutcome:StudentswillidentifythekeyideasofHobbes’andLockes’and
applythemtoourEQ.RH9‐10.2,WHST9‐10.1
2DayPlan:
1. BellRinger–FormativeAssessment‐Allstudentshavetwocards,onewitha
large“H”andonewithalarge“L”Iwilldisplay10sentences,oneatatime.
Studentswillusetheircardstoindicateifthesentencerepresentsthe
thinkingofHobbesorLocke.
2. OpeningQuestion–Howdoestheopeningsceneofthemoviecreatea“state
ofnature.”Day2–Howdoesthemoviedemonstratetheneedforstrong
leadership?
3. Moviewithguidedworksheet–explainthatIwillbegradinghowtheywatch
themovieaspartofourHabitsofMinddevelopment.
4. Closer–Findyourkeytermsinyournotebook.Whatkeytermscanyou
connectwiththemovie?
5. Homework–keytermssheet
Plan:
1. BellRinger–Howwillitend?Inyournotebook,predicthowthefilmwill
end.
2. Finishmovie
3. Introducesimpleclaimstructure–statement+because…
4. Closer–Whoseideasinfluencedthestory,TheLordoftheFliesmore,Thomas
Hobbes,orJohnLocke?CiteaquotefromHobbesorLocketosupportyour
claim.
5. Homeworkistofinishcloser.
4. WHEN PROTECTION FAILS
Rationale:It’simportanttoacknowledgethatgovernmentssometimesfailin
theirduties.Inahealthydemocracy,citizensareresponsibleforholding
governmentsaccountable.Normally,thisisexpectedtohappenthroughthe
electionandevenimpeachmentprocess,orthroughthelegalsystem.Butoften
time’sgovernmentallawsandprotocolsfailtoestablishjustice.Whenthis
processbreaksdown,unrest,protest,riots,andrevolutionsresultcanresult.
LearningOutcome:Studentswillexaminespecificexamplesofgovernments
failingtoprotecttheircitizens.Studentswillbeabletoapplyinformationfrom
previouslessonsinordertopredictwhatmighthappenasaresultofgov.failure.
RH9‐10.3
2DayPlanDay:
1. BellRinger–copyquoteanddiscuss.Day2–WhoisRodneyKing?
2. Casestudy‐RodneyKing(Doc.AndVideos)GroupReadandDiscuss
3. Closure–ExitSlip‐WhatcausedtheRodneyKingRiots?Day2–Areriots
andeffectwaytochangegovernments?
4. Homework:InterviewparentsaboutwhattheyrememberabouttheRodney
KingRiots.
4. WHEN PROTECTION FAILS
Rationale:Continuingthethemeoffailedprotectionanditsimpactonthe
relationshipbetweenpeopleandtheirgovernment,wearenowatanidealpointto
conductasmall,independentresearchproject.
LearningOutcome:Studentswillconductabriefresearchprojectintotheissueof
governmentsfailingtoprotectcitizenstherebyextendingyesterday’slearning
outcome.WHST9‐10.7
Plan:
1. BellRinger–Copyquoteanddiscuss
2. Introtoresearch
3. Provideseveraloptionsiftechisnotyetpresent–optionsmightinclude:
BlackLivesMatter,EuropeanImmigrationCrisis,WaronTerror…
4. Targethighlightandannotatesources
5. Continueintoday2–answerguidedquestions
6. Closer–Whatdoyourecommendforthegovernmenttoimprovethe
condition?
5. WHY DO WE NEED GOVERNMENT RESPONSE
Rationale:Weshouldnowbeabletoanswerthisquestionwithcomplexanalysis.
Objective:Studentswillanalyzetheneedforgovernmentusingmultiplesources.
WHST9‐10.9
Plan:
1. BellRinger–Pulloutallmaterialsrelatedtowhyweneedgovernment–Key
Terms,Notes,RKArticle,Ind.Research...
2. StudentswillconstructawrittenresponsetotheEQ–mustuse4+keyterms,
quotesfromHobbesandLocke,citespecificexamplefromarticlesand
research
3. Closer–DiscusstheEQ