L5+Flanagan+Andrew

**UNIVERSITY OF MAINE AT FARMINGTON** **COLLEGE OF EDUCATION, HEALTH AND REHABILITATION**  **LESSON PLAN FORMAT** **__Teacher’s Name__: Mr. Flanagan __Date of Lesson__: 5** **__Grade Level__: 11 __Topic__:** Explaining Differences in Government **__Objectives__** Student will understand that the United States Constitution grants certain individual rights. Student will know Capitalism, Democracy, Anarchy, Socialism, Communism, Dictatorship, Fascism, Feudalism, and Bureaucracy Student will be able to do compare and contrast different systems of government, and see how each system of government relates to our own. **__Maine Learning Results Alignment__** Maine Learning Results: Social Studies. B: Civic and Government B1: Knowledge, Concepts, Themes, and Patterns of Civics/Government Grade: 9-Diploma Students understand the ideals, purposes, principles, structures, and processes of constitutional government in the United States and in the American political system, as well as examples of other forms of government and political systems in the world. A: Explain that the study of government includes the structures, functions, institutions, and forms of government and the relationship of government to citizens in the United States and in other regions of the world. **Rationale:** This lesson plan allows students to compare different systems of government and helps students explain how these systems operate and how they compare to the democracy of the United States government. **__Assessment__** **Formative (Assessment for Learning)** Before presenting the hook of the lesson to the students, a brief brainstorming activity will pre-test what the students already know about systems of government. This way the time we spend on the activity can be spend more effectively depending on the students in my classroom, for those who need extra help or adjustment of instruction to fully understand the material those changes can be made while those who already understand can move forward and begin the activity. **Summative (Assessment of Learning)** Students will be creating a brochure trying to emphasize the information learned about different forms of government. This activity will show what a student has learned about the American system of government as well as what it would be like to live under a different system of government. This also gives the students a better sense of the rights and responsibilities they each have as United States citizens. Students will be asked to give me a feedback sheet after completing the assigned tasks to see how the activity made them change their perspective about the US, as well as how the activity could be improved or changed for future classes. **__Integration__** **Technology:** Students will be asked to post blog entries in order to respond to questions such as, "out of all the systems of government discussed in today's class, which seems the most appealing? How would your life be different under this system? What seemed the least appealing to you? Why couldn't you live under this system? And which would be the top 3 systems of government that you would be the most interested in learning more about?" **Student:** The students job in the blog posting will be to think critically about which system of government they find most appealing, the least appealing, and which system they will be the most interested in researching. This way it gets students to deeply think about the material and will help in the grouping of students on the next day of class. **Teacher:** The job of the teacher is to take the students postings and just provoke the student with engaging questions about their top choices. For example taking the students personal interests into account, and asking how the system of government would effect their ability to do the things they love. In order to make the material become more personal to that individual, making the assignment seem more interesting to them. **English:** The process of writing and critically thinking are two very important practices within the content areas emphasized in the English programs in schools. Through enforcing these ideals in this lesson, students will become better prepared for their English courses through their blog postings. **__Groupings__** Groups of three will be determined by student's blog postings based on their interest in studying particular systems of government. Ultimately not everyone will get their top pick, but everyone will generally get at least their second choice with this activity. **__Differentiated Instruction__** **Strategies** **Verbal:** The use of verbal skills to emphasize the assigned government type **Logical:** The design of the brochure **Kinesthetic:** The hands-on process of creating the brochure (either digital or a 3-dimensional model) **Visual:** Being creative with colors and photos to make the brochure aesthetically pleasing **Naturalist:** Can talk about the environmental effects of having that particular form of government, (for example the dangers of capitalism on the environment) **Intrapersonal:** Can talk about what life for an individual would be like within a country under the assigned form of government **Interpersonal:** Working with a group to create a mutual project **Musical:** Students can find "national anthems" of countries to represent the government forms, or songs with lyrics, which relate to that type of government **Modifications/Accommodations** I will review students' IEPs, 504s or ELLIDEPs and make the appropriate modifications and accommodations. **Absences:** When a student can not complete the lesson because of an absence from the class, it is the student's responsibility to meet with me as soon as possible to discuss the materials that they missed. Class notes will also be available on the Class Wiki as well as important links used within class discussions that the student has missed. **Extensions:** By using the blogs, students can be in charge of indirectly assigning themselves into a group that they find appealing as well as having people with similar interests. The reasons for each individual may be different, but member of the group will bring something different to enhance the presentation as well as different presentation methods to make the project more interesting to present. **__Materials, Resources and Technology__** A Laptop Books about different forms of government Art supplies (such as scissors, paper, pens/pencils, markers, etc.) Image editors **__Source for Lesson Plan and Research__** **http://www.tallrite.com/LightRelief/cows&govt.htm** Comparing systems of government to cows, something real that will help students more clearly understand the material that is being discussed. (There used to be a political cartoon about this that I could not find) **http://www.youtube.com/watch?v=DioQooFIcgE** A great video about the American system of government which also compares many other forms of government, while searching for a better definition of which system we live under. **http://www.stutzfamily.com/mrstutz/WorldAffairs/typesofgovt.html** Some more modern examples of the way each country is run **http://www.orionsarm.com/civ/government.html** More information about types of government. **__Maine Standards for Initial Teacher Certification and Rationale__** **//Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//** **Rationale**: For those who need variety and choice in a lesson, the ability to have a personal interpretation and the way they are going to present the brochure to the class will be left up to the students. For those who need a list of set instructions will be given a rubric in order to help them understand what I will be looking for during the grading process of this assignment. Those who need to research and ask why during lesson will be given the opportunity to do both when they do the history sections about each form of government, and get a broader sense of why things are they way they are under that type of leadership. Those who seek comfort and consensus on things will be able to choose a government that represents their own ideology and be able to contribute why they personally find this government most appealing. **//• Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//** **Rationale**: The facet being discussed in this lesson is "explain." This gives the students a chance to make real world connections to the content they are learning and present it to a wider audience. Students also get a better understanding of the system of government in which they are a part of and can see how other places in the world have established their particular system of order. To see what choices the students have to write and create their brochures about, see the attached content notes further in the lesson plan. **//• Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//** **Rationale**: Students will be able to take many creative ideas and apply them to their brochure presentation. They will also be able to use multiple types of technology to enhance their products to make them appear professional and to engage them using state of the art materials. **Verbal:** The use of verbal skills to emphasize the assigned government type **Logical:** The design of the brochure **Kinesthetic:** The hands-on process of creating the brochure (either digital or a 3-dimensional model) **Visual:** Being creative with colors and photos to make the brochure aesthetically pleasing **Naturalist:** Can talk about the environmental effects of having that particular form of government, (for example the dangers of capitalism on the environment) **Intrapersonal:** Can talk about what life for an individual would be like within a country under the assigned form of government **Interpersonal:** Working with a group to create a mutual project **Musical:** Students can find "national anthems" of countries to represent the government forms, or songs with lyrics, which relate to that type of government **//• Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//** **Rationale**: **Formative (Assessment for Learning)** Before presenting the hook of the lesson to the students, a brief brainstorming activity will pre-test what the students already know about systems of government. This way the time we spend on the activity can be spend more effectively depending on the students in my classroom, for those who need extra help or adjustment of instruction to fully understand the material those changes can be made while those who already understand can move forward and begin the activity. **Summative (Assessment of Learning)** Students will be creating a brochure trying to emphasize the information learned about different forms of government. This activity will show what a student has learned about the American system of government as well as what it would be like to live under a different system of government. This also gives the students a better sense of the rights and responsibilities they each have as United States citizens. Students will be asked to give me a feedback sheet after completing the assigned tasks to see how the activity made them change their perspective about the US, as well as how the activity could be improved or changed for future classes. **__Teaching and Learning Sequence__:** Students desks will be placed in a U shaped formation so that they can see the writing on the board, as well as give students room to come up and write on the board during the starting activity. * The first day of the activity is the beginning of pre-testing the students knowledge base on types of government, having some students be the scribes writing down what others students in the class are saying. Asking the students how much they know about the different types of governments in the world, and the countries that live under these systems. **(30 minutes)** * The next step of the lesson is presenting the "hook" by watching a video on the American system of government and brief comparison to how its different to other systems throughout the world. A brief discussion will be had after the clip about the different types of governments we will talk about during the class and the different options students can do more research on. **(20 minutes)** * In this section the actual brochure assignment is explained and also how much choice and creativity students will have with the presentation. **(10 minutes)** * The last section of class students will be given a head start on their homework assignment for the night, also at this time checking for understanding and clarifying questions can be completed. **(20 minutes)** * **(Day Two)** The second day of the lesson is when the students are put into groups based on their blog assignment from the previous class. Groups are separated into 3 members using the policy of alphabetical by last name, putting the most amounts of people into their first choice preferences as humanly possible. Once in their groups students will begin their research and creating their products. **(80 minutes)** Through the study of other styles of government students will get a better sense about the system of government we are subjected to as US citizens. This study presents greater global perspective as well as a second glance at the rights granted to US citizens that some people take for granted or never even think about. This lesson really will connect students to life outside of the state of Maine and let them see the alternatives of living in other parts of the world, as well as make them think more critically about the pros and cons of the American political system. Using a Venn diagram the students will compare and contrast the different types of government of the world to the US government. This student can begin to see things in a different light and will be able to understand why things are the way they are in certain sections of the world. The video hook in this lesson is a great piece visual because it is very aesthetically pleasing and keeps the viewers attention. The music and speech within the video do a lot to enhance the effectiveness of the overall piece. The discussion about the video after will also be effective in reaching the interpersonal and intrapersonal learners within the classroom by facilitating conversation between peers and allowing those who need more time to think about it time to reflect afterwards. **Where, Why, What, Hook, Tailors: Verbal, Visual, Musical, Intrapersonal, Interpersonal** During the lecture portions of the lesson, students will be pre-tested on their knowledge base of key vocabulary terms before digging deeper into the hands on instruction. This is to make sure that the students know what they are looking for before doing the research portion and not understanding the material. The vocabulary discussed will be important terms to describe the different types of government throughout the world. **Equip, Tailors: Verbal, Interpersonal, Intrapersonal** **Day One:** The first day of the lesson, students are asked how much they know about the different sorts of governments throughout the world by completing a little brainstorming activity. Students that are very kinesthetic learners are asked to come up and physically write on the board all the things that students are throwing out during the initial discussion. The students are then shown a video on the American political system in comparison to other political systems in the world, to build upon the knowledge uncovered from the past lessons as well as presenting new information in a comfortable and visual setting. From this the students will learn more about the product and what information will have to be covered within their presentation, but at the same time how much creative freedom they will get while presenting. (For example logical learners can uses graphs and statics, naturalists can take their system of governments view on the environment, etc.) Then students are given the rest of the block to begin their blog assignment and ask any clarifying questions before leaving the classroom. **Day Two:** From the blog assignment from the previous day will be used in the grouping portion at the beginning of the block, from the previous night I compared the students responses and placed them into groups based on their top choices to the government styles they wanted to learn more about. The students then meet with their partners to discuss the separation of responsibilities and are given the rest of the block to start their research as well as begin the construction of their student product. Checking for understanding will be done by walking around the room and asking how everyone’s doing while checking for positive progress on their student products. **Explore, Experience, Revise, Rethink, Refine, Tailors: Verbal, Interpersonal, Intrapersonal, Visual, Musical, Kinesthetic, Logical, Naturalist** Half way through completing the product the students will be given reflection sheets to see how they are doing with the whole process, and also how they feel about the material they are learning. After completing the product they will be given a reflection sheet about the cooperation between each group member and see how successful they were with their time management. **Revise, Refine, Tailors: Interpersonal, Intrapersonal** **Content Notes** Anarchy - a condition of lawlessness or political disorder brought about by the absence of governmental authority. Commonwealth - a nation, state, or other political entity founded on law and united by a compact of the people for the common good. Communism - a system of government in which the state plans and controls the economy and a single - often authoritarian - party holds power; state controls are imposed with the elimination of private ownership of property or capital while claiming to make progress toward a higher social order in which all goods are equally shared by the people (i.e., a classless society). Confederacy (Confederation) - a union by compact or treaty between states, provinces, or territories, that creates a central government with limited powers; the constituent entities retain supreme authority over all matters except those delegated to the central government. Constitutional - a government by or operating under an authoritative document (constitution) that sets forth the system of fundamental laws and principles that determines the nature, functions, and limits of that government. Constitutional Democracy - a form of government in which the sovereign power of the people is spelled out in a governing constitution. Constitutional Monarchy - a system of government in which a monarch is guided by a constitution whereby his/her rights, duties, and responsibilities are spelled out in written law or by custom. Democracy - a form of government in which the supreme power is retained by the people, but which is usually exercised indirectly through a system of representation and delegated authority periodically renewed. Democratic Republic - a state in which the supreme power rests in the body of citizens entitled to vote for officers and representatives responsible to them. Dictatorship - a form of government in which a ruler or small clique wield absolute power (not restricted by a constitution or laws). Also, a system in which the citizens do not possess the right to choose their own leaders. Ecclesiastical - a government administrated by a church. Federal (Federative) - a form of government in which sovereign power is formally divided - usually by means of a constitution - between a central authority and a number of constituent regions (states, colonies, or provinces) so that each region retains some management of its internal affairs; differs from a confederacy in that the central government exerts influence directly upon both individuals as well as upon the regional units. Federal Republic - a state in which the powers of the central government are restricted and in which the component parts (states, colonies, or provinces) retain a degree of self-government; ultimate sovereign power rests with the voters who chose their governmental representatives. Maoism - the theory and practice of Marxism-Leninism developed in China by Mao Zedong (Mao Tse-tung), which states that a continuous revolution is necessary if the leaders of a communist state are to keep in touch with the people. Marxism - the political, economic, and social principles espoused by 19th century economist Karl Marx; he viewed the struggle of workers as a progression of historical forces that would proceed from a class struggle of the proletariat (workers) exploited by capitalists (business owners), to a socialist "dictatorship of the proletariat," to, finally, a classless society - communism. Marxism-Leninism - an expanded form of communism developed by Lenin from doctrines of Karl Marx; Lenin saw imperialism as the final stage of capitalism and shifted the focus of workers' struggle from developed to underdeveloped countries. Monarchy - a government in which the supreme power is lodged in the hands of a monarch who reigns over a state or territory, usually for life and by hereditary right; the monarch may be either a sole absolute ruler or a sovereign - such as a king, queen, or prince - with constitutionally limited authority. Oligarchy - a government in which control is exercised by a small group of individuals whose authority generally is based on wealth or power. Parliamentary Democracy - a political system in which the legislature (parliament) selects the government - a prime minister, premier, or chancellor along with the cabinet ministers - according to party strength as expressed in elections; by this system, the government acquires a dual responsibility: to the people as well as to the parliament. Parliamentary Government (Cabinet-Parliamentary government) - a government in which members of an executive branch (the cabinet and its leader - a prime minister, premier, or chancellor) are nominated to their positions by a legislature or parliament, and are directly responsible to it; this type of government can be dissolved at will by the parliament (legislature) by means of a no confidence vote or the leader of the cabinet may dissolve the parliament if it can no longer function. Parliamentary monarchy - a state headed by a monarch who is not actively involved in policy formation or implementation (i.e., the exercise of sovereign powers by a monarch in a ceremonial capacity); true governmental leadership is carried out by a cabinet and its head - a prime minister, premier, or chancellor - who are drawn from a legislature (parliament). Republic - a representative democracy in which the people's elected deputies (representatives), not the people themselves, vote on legislation. Socialism - a government in which the means of planning, producing, and distributing goods is controlled by a central government that theoretically seeks a more just and equitable distribution of property and labor; in actuality, most socialist governments have ended up being no more than dictatorships over workers by a ruling elite. Sultanate - similar to a monarchy, but a government in which the supreme power is in the hands of a sultan (the head of a Muslim state); the sultan may be an absolute ruler or a sovereign with constitutionally limited authority. Theocracy - a form of government in which a Deity is recognized as the supreme civil ruler, but the Deity's laws are interpreted by ecclesiastical authorities (bishops, mullahs, etc.); a government subject to religious authority. Totalitarian - a government that seeks to subordinate the individual to the state by controlling not only all political and economic matters, but also the attitudes, values, and beliefs of its population. Handouts **Reflection:**