| Overview and Background: Unit: Government of the People |
| Matt Gallagher : Cheney USD 268 |
| Social Studies : Current Events : Current Events |
| Cheney High School : Grades 9 - 9 : 1 : Aug. - Jun. |
| Title: | Government of the People |
| Topics: | constitutional government, the balance and division of governmental powers |
| Start Date: | - |
| Other Designers: |
| Summary: Students will conduct a detailed comparison and analysis of different systems of government and their structure. Students will specifically focus on how each government reflects the culture of the people it serves. |
| Print
Materials Needed: subscription of US News and World Report, current articles from other periodicals discussing governmental and economic trends |
| Resources: videos/dramatizations analyzing governmental and economic structure; NY Times Learning Network |
| Resource Attachments: | http://www.cheney268.com/SS/gallagher/currentevents/currenteventsunits/governmentofthepeople.htm |
| Internet
Resource Links: Link 1:http://www.nytimes.com/learning/ Link 2:http://www.odci.gov/cia/publications/factbook/ |
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| Notes: |
| Stage 1: Identify Desired Results |
| State: | KS Benchmark 3 |
| Title: | Civic-Government |
| Standard(s): | Benchmark
3: The student understands how the U.S. Constitution allocates and
restricts power and responsibility in the government. Indicators: The student: 3. explains Constitutional powers (i.e., expressed, reserved, concurrent, implied, and prohibited powers). 5. knows the federal budgeting procedure and major areas of government spending (i.e., defense, social security, social programs). |
| Understandings: | |
| user | A
government's constitution grants and at the same time restricts the
power of the government. Government is the exercise of power of the enforcement of values on the larger society. |
| Essential Questions: | |
| user | What
connection can be found between each nation's system of government and
that government's power? What factors influence the distribution and use of power? |
| Knowledge and Skills: |
| Knowledge *terminology of governmental organization and theory *the basic structure of the US Constitution Skills *compare and contrast several forms of government throughout the world *analyze a government's link to its nation's culture |
| Stage 2: Determine Acceptable Evidence |
| Assessment
Summary: Students are required to conduct a detailed comparison and analysis of the systems of government in a variety of predetermined countries. Students will specifically focus on how each government reflects the culture of the people it serves. |
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| Other assessment evidence to be collected: | |
| Process check | |
| Formative
evaluations will consist of reading assignments and quizzes, constructed
responses to reading and video, discussion and debates, unit test. |
|
| Stage 3: Plan Learning Experiences and Instruction |
| Learning Activities: |
| Where is
the unit going? Students will conduct a detailed comparison and analysis of different systems of government and their structure. Students will specifically focus on how each government reflects the culture of the people it serves. Hook the student Ask students to prioritize the elements of the Bill of Rights in their own lives. From that start, instruct students to find examples of the use and potential misuse of a government's power. Equip the student, explore the subject Students will encounter terminology, research, and theory of government and culture. * 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. * Students will conduct a simulation of various systems of government: democracy, communism, socialism, and theocracy- each form on a separate day. Graphic organizers will be constructed to illustrate the distribution of power and the methods observed by the government. Simulations will be structured around the establishment of business & careers, taxes, administration of justice, and legislation & policy. * Student will watch the video "Is America Really #1" by John Stossel. This will compare the differences between the governments of the US, India, and Hong Kong. Rethink and revise opportunities Upon completion of this project, each group will report their findings to the general assembly, which will consist of the entire class. Evaluate performance and progress PERFORMANCE TASK As a representative for the United Nations, your job is to develop a comparison of a variety of governmental systems found in the world today. You will begin your work by comparing different systems of government in the following countries: United States, Germany, Israel, China, South Africa, and Mexico. After completing your basic comparison, you will create an analysis of what motivates each system of government and the impact the government has on the lives of its people. CRITERIA This comparison will focus on the following criteria: How does this country's law preserve rights? What is this country's diplomatic status? How does the nation's economy help to define the government? What impact has technology had on this country? How does this country's media communicate information? When the information for each country is gathered, you will create an analysis of what motivates each system of government and the impact the government has on the lives of the people: What kind of government would serve people best? What kind of government would people want the most? Why? How are laws made? Who determines the fairness of the laws? Who has the final say in matters of government? How is this power expressed? In what ways is your government better or worse than others? Student projects can take the form of a paper, PowerPoint presentation, poster, chart, 3D model, brochure-- anything that will communicate genuine understanding. PROJECT REVIEW Upon completion of this project, each group will report their findings to the general assembly, which will consist of the entire class. |