Academic Language Lesson Plan Standards: SS7CG4 The student will compare and contrast various forms of government.

a. Describe the ways government systems distribute power: unitary, confederation, and federal. b. Explain how governments determine citizen participation: autocratic, oligarchic, and democratic. c. Describe the two predominant forms of democratic governments: parliamentary and presidential. Objectives: Students will be able to explain that as society increases in complexity and interacts with other societies, the complexity of the government also increases.

As a result of this lesson, students will Know (facts, vocabulary), Understand (concepts), and/or be able to DO (skills): Know: the definitions of unitary government, confederation, federal government, autocracy, oligarchy, democracy, parliamentary democracy, and presidential democracy Understand: the factors that went into the Persian Gulf conflict and the invasions of Afghanistan and Iraq Be Able To: use academic language about the Persian Gulf conflict and the invasions of Afghanistan and Iraq in conversation. Essential Question(s): How do governments distribute power? What are the differences between parliamentary and presidential democracies?

Strategies used: Anticipatory Guide Whole Brain Teaching Three Tiered Work Session

Instructional Activities Lecture/Discussion Demonstration/Modeling Simulation Group Work Oral Presentation Guided Practice Lab/Project Individual Work/Homework Media Center Evaluation Written Response Oral Response

X X

Materials Text/Supplemental Resources Handouts X Maps/Charts X Multi-Media Presentation Computer Lab Student Use of Digital Tools Other: Other: Other: Essential Vocabulary Unitary Government Confederate Government Federal Government Autocracy

Quiz/Test Visual Representation Model Performance Assessment Formative Assessment Summative Assessment Instructional Plan: Time Allowed 1 5 Minutes

Oligarchy Parliamentary Democracy

Democracy Presidential Democracy

Specific Plan

Materials Anticipatory Set Handout

The students will check true or false to the statements on the LEFT hand side of the Anticipatory Set work sheet. They will use previously learned knowledge from the last unit to answer these questions. Whole Brain/Power Teaching-Direct Instruction 20 The teacher will address the class: Class Minutes The students will respond to the teacher: Yes The teacher will say: There are three different types of governments and they all distribute their power differently. Teach. The students will respond: OK The students will teach their partner: There are three different types of governments and they all distribute their power differently. The teacher will address the class: Class The students will respond to the teacher: Yes The teacher will say: Those three different types are a unitary, confederate, and a federal type of government. Teach. The students will respond: OK The students will teach their partner: Those three different types are a unitary, confederate, and a federal type of government. The teacher will address the class: Class The students will respond to the teacher: Yes The teacher will say: Unitary, Federal, and Confederate governments have a different way of deciding what their laws will be. Teach. The students will respond: OK The students will teach their partner: Unitary, Federal, and Confederate governments have a different way of deciding what their laws will be. The teacher will address the class: Class The students will respond to the teacher: Yes The teacher will say: Societies create governments and give the government the power to make and enforce laws for the people. Teach. The students will respond: OK

The students will teach their partner: Societies create governments and give the government the power to make and enforce laws for the people. The teacher will address the class: Class The students will respond to the teacher: Yes The teacher will say: We, everyone in this room, have to follow ALL laws made by our city, our county, our state, and our nation. Because all of the different levels share power to make and enforce laws, we have a Federal system of government. Teach. The students will respond: OK. The students will teach their partner: We, everyone in this room, have to follow ALL laws made by our city, our county, our state, and our nation. Because all of the different levels share power to make and enforce laws, we have a Federal system of government. The teacher will address the class: Class The students will respond to the teacher: Yes The teacher will say: A government system that makes and enforces all of the laws for the people is called a unitary system of government. Teach. The students will say. A government system that makes and enforces all of the laws for the people is called a unitary system of government. The teacher will address the class: Class The students will respond to the teacher: Yes The teacher will say: The unitary system of government means that the entire nation is run by one level of the government; uni- meaning one. Teach The students will respond: OK. The students will teach their partner: The unitary system of government means that the entire nation is run by one level of the government; uni- meaning one. The teacher will address the class: Class The students will respond to the teacher: Yes The teacher will say: Sometimes multiple different nations come together to make laws. The organization of the many nations cannot make laws without the member nations agreeing to the ideas. This is called Confederation system of government. Teach The students will respond to the teacher: OK The students will teacher their partner: Sometimes multiple different nations come together to make laws. The organization of the many nations cannot

make laws without the member nations agreeing to the ideas. This is called Confederation system of government. The teacher will address the class: Class The students will respond to the teacher: Yes The teacher will say: The systems are different because each nation has a different culture, traditions, religions, beliefs, customs, and history. Teach. The students will respond: OK The students will day: The systems are different because each nation has a different culture, traditions, religions, beliefs, customs, and history. The teacher will address the class: Class The students will respond to the teacher: Yes The teacher will say: There are three different types of roles citizens can play in government. There democracy, autocracy, and oligarchy. Teach. The students will respond: OK The students will teach their partner: There are three different types of roles citizens can play in government. There democracy, autocracy, and oligarchy. the teacher will address the class: Class The students will respond to the teacher: Yes The teacher will say: An autocracy is when one person possesses unlimited power and the citizen has little if any role in the government. Teach. The students will respond: OK The students will teach their partners: An autocracy is when one person possesses unlimited power and the citizen has little if any role in the government. The teacher will address the class: Class The students will respond to the teacher: Yes The teacher will say: An oligarchy, the nation is governed by the few, sometimes a government in which a small group exercises control especially for corrupt and selfish purposes. Teach. The students will respond: OK The student will teach their partner: An oligarchy, the nation is governed by the few, sometimes a government in which a small group exercises control especially for corrupt and selfish purposes. The teacher will address the class: Class The students will respond to the teacher: Yes The teacher will say: A democratic government in which the supreme power is vested in the people and exercised by them directly or indirectly through a system of representation usually involving

periodically held free elections. Teach. The student will respond: OK The student will teach their partner. A democratic government in which the supreme power is vested in the people and exercised by them directly or indirectly through a system of representation usually involving periodically held free elections. The teacher will address the class: Class The students will respond to the teacher: Yes The teacher will say: In a parliamentary democracy, Supreme power lies with the legislature. The executive power is vested (given; placed) in a cabinet made up of members of the legislature who are appointed by the legislature (Parliament) and are responsible to the legislature. Teach The teacher will address the class: Class The students will respond to the teacher: Yes The student will say: In a parliamentary democracy, Supreme power lies with the legislature. The executive power is vested (given; placed) in a cabinet made up of members of the legislature who are appointed by the legislature (Parliament) and are responsible to the legislature. The teacher will address the class: Class The students will respond to the teacher: Yes The teacher will say: Presidential democracy is a system of government in which the executive branch (president) is constitutionally independent of the legislature. Teach. The students will respond: OK The students will teach their partners: Yes A system of government in which the executive branch (president) is constitutionally independent of the legislature.
25 Minute

Student Practice: Students will be divided into groups derived from the formative assessment. Group 1: Word-Wall of Government Terms Group 2: Prezi, xtra normal/ Glogster showing the type of government disruption of power and role of the citizen for each term: parliamentary and presidential --must not be a Powerpoint, must include a picture and explanation Group 3: Comic strip, song, story or some type of original creation that shows understanding of distribution of power and role of citizen including parliamentary and presidential.

5 minutes

The students will check true or false to the statements on the RIGHT hand side of the Anticipatory Set work sheet. They will use learned knowledge from the unit to answer these questions.

Adaptations/Modifications:

Everything said by the teacher will be up on the screen for the visual students to see it as well as voice lessons. I will add hand gestures for the students to do it as the lessons tucks on. I will need to pair up a strong English speaker and a non-English speaker to make sure the lesson is getting taught to everyone.