| Overview and Background: Unit: Foundations of Government |
| Matt Gallagher : Cheney USD 268 |
| Social Studies. : Government : Government |
| Cheney : Grades 12 - 12 : Aug. - Jun. |
| Title: | Foundations of Government |
| Topics: | comparison of governmental systems and theory |
| Start Date: | - |
| Other Designers: |
| Summary: This unit will introduce students to basic philosophies in government and the construction of our own system of government. |
| Print
Materials Needed: government text (we use McClenaghan, William A. 1992. Magruder's American Government. Needham: Prentice Hall, ISBN #: 0-13-544529-9); |
| Resources: Magna Carta (http://www.yale.edu/lawweb/avalon/medieval/magframe.htm) Thoreau's Civil Disobedience (http://www.vcu.edu/engweb/transcendentalism/authors/thoreau/civil/) Hobbes' Leviathan (http://www.orst.edu/instruct/phl302/texts/hobbes/leviathan-contents.html) Locke's Second Treatise (http://www.swan.ac.uk/poli/texts/locke/lockcont.htm) Marx's Communist Manifesto (http://www.anu.edu.au/polsci/marx/classics/manifesto.html) |
| Resource Attachments: | http://www.cheney268.com/SS/gallagher/government/govtunits/foundations.htm |
| Internet
Resource Links: |
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| Notes: |
| Stage 1: Identify Desired Results |
| State: | KS Benchmarks 1 & 5 |
| Title: | Civic-Government |
| Standard(s): | Benchmark
1: The student understands the rule of law as it applies to family,
school, local, state and national governments. Indicators: The student: 1. evaluates the purpose and function of law. 2. analyzes how the rule of law can be used to restrict the action of private citizens and government officials in order to protect the rights of individuals and to promote the common good (i.e., eminent domain, martial law during disasters, health and safety issues). 3. explains the meaning of the terms civic life, politics, and governments. Benchmark 5: The student understands various systems of governments and how nations and international organizations interact. Indicators: The student: 1. compares various political systems/economic systems with that of the republican government of the U.S. in terms of ideology, structure, function, institutions, decision-making processes, citizenship roles and political culture (i.e., constitutional monarchy, parliamentary democracy, dictatorships, capitalism, fascism, socialism, communism, tribal government). 2. evaluates, takes, and defends differing positions on issues regarding the proper relationships among national, state, and local governments. 5. discusses the purpose of international relations both regional and world wide (trade, defense, economic and defense alliances, regional security). |
| Understandings: | |
| user | The
development of government stems from human needs. Government develops either through a evolutionary process or is overthrown in revolution. |
| Essential Questions: | |
| User | Why
would people seek to organize a system of government? How did different societies end up with one system of government instead of another? |
| Knowledge and Skills: |
| K: the
characteristics of different models of government, different
philosophies of government and the motivation behind them S: explain the impact of different models of government, draw connections between systems of government and primary sources of philosophers and statesmen |
| Stage 2: Determine Acceptable Evidence |
| Assessment
Summary: Students will analyze and critique a model of government in its development, making comparisons with the gradual development of the United States' government. This analysis will be conducted from the perspective of an observer at the time of that government's creation. |
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| Other assessment evidence to be collected: | |
| Process check | |
| Formative
evaluations will consist of: 1. reading assignments and quizzes 2. vocabulary quizzes 3. constructed responses/questions to reading and video 4. discussion and debates analyzing the origins of government 5. unit test |
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| Stage 3: Plan Learning Experiences and Instruction |
| Learning Activities: |
| Where is
the unit going? Students will develop an understanding of different systems of government and their origins. As part of this analysis, we will devote attention to the reasons why different groups of people in different situations have developed different systems of government. 1. Students will become familiar with basic vocabulary relevant to the material as well as the theories responsible for the creation of existing governmental models. Rethink/Revise: Students will demonstrate their understanding through reading and vocabulary quizzes. 2. Assign each group of students a deserted island government scenario: shipwrecked on a deserted island in a specific time period & location, students must set up some type of government, complete with a set of laws and punishment. * Deserted Island activity: It is the early 1800s. While on a trans-Atlantic voyage, your ship was blown off-course by a massive hurricane. Despite strong winds and heavy seas, a small group of you managed to survive. After many days of drifting in a small life vessel, you landed on an island. A week has passed, during which time you all have explored the island. You have reached the following conclusions: * The island is deserted. * Food, fresh water and shelter are in short supply. * Although you cannot determine your exact location, you estimate it to be between 15 degrees S and 20 degrees S latitude and 70 degrees E and 50 degrees E longitude. * Survival is not possible unless everyone cooperates. * In order to survive, you must form some type of government, complete with a set of laws and punishment. * You have absolutely no chance of rescue. Rethink/Revise: By assigning a different location to each group, students will begin to draw comparisons between geographical location and models of government. This will facilitate a study of the needs that inspire government. 3. Read excerpts from early works that inspired philosophies in government: Locke, Hobbes, Marx, Thoreau, Magna Carta. Rethink/Revise: Students will compare and contrast the principles found in these primary sources with our own system of government. 4. Students will brainstorm problems in different societies and look for causes in that system of government. Rethink/Revise: After brainstorming problems experienced in various parts of the world, students will conduct analysis searching for problems and solutions found in these systems of government. This activity can be extended with access to research material, but may require teacher input in compiling a list of global problems. 5. Performance Task Students will analyze and critique a model of government in its development, making comparisons with the gradual development of England's government. This analysis will be conducted from the perspective of an observer at the time of that government's creation. Student Directions: You are a political analyst during a time of profound political change in your country (listed below). Your job is to describe the process of developing a new system of government, which you will accomplish by responding to the following questions: Who are the players in this conflict? Why have they sought to organize a system of government? Who do the people support? Why? How has this society ended up with this system of government instead of another? How does the new system of government function? How is the law and fairness determined? How is power shared between the government and its citizens? What does the rest of the world think of this government? Why? You will choose one of the following revolutionary scenarios to compare with the evolutionary development of England's government: Afghanistan's Taliban, 1992 Cuban Communist Revolution, 1953 Chinese Communist Revolution, 1950 French Revolution, 1789 Russian Revolution, 1917 Vietnamese Communist Revolution, 1945 *Other conflicts available upon approval. After you have completed the analysis of the revolutionary government you have chosen, you will compare and contrast this government with the evolutionary development of England's government. Your final product can take on any form, as long as it describes the revolutionary development of a government and an evolutionary development of the English government. Your assessment ultimately consists of: a written analysis project, and an oral presentation. |