EGP 335.

535 Lesson Plan

Dr. Leaman, Spring 2017

Lesson Plan Details: Democracy vs. other types of government #1 Patrice Peiffer
Expected Duration: 90 minutes
Social Sciences
-civics
-sociology
-psychology
-history
-geography
Concepts
-What democracy means
-What anarchy means
-What dictatorship means
-What monarchy means
-Where these types of governments are found
Vocabulary and operational definition
-Constitution: the system of beliefs and laws by which a country, state, or organization is
governed
-representative: a person chosen or appointed to act or speak for another or others
-lawlessness: a state of disorder due to a disregard of the law
-anarchists: people who want to live under their own authority
-oppressive: very cruel or unfair
-democracy: rule of the people
-anarchy: a state of absence of law, a state of lawlessness and disorder
-dictatorship: a form of government where the power rests on entirely on one person or a group of
people
-monarchy: a government where supreme authority is vested in a single and usually hereditary
figure
Skills [taught, practiced during lesson]
-map skills
-defining types of government
-study skills
-working with technology
-computer (iPad) skills
-working with a group
Goals of Lesson [overarching learning children work toward but do not master in this
lesson]
-Students will begin to value democracy
-Students will understand the existence of different types of government
-How government works under the Constitution
-How countries and regions with different types of government are or arent related

Integration of Learning Outcomes/Objectives

Students will compare the American system of government to other forms of government
Students will describe four different types of government
Students will define the regions where these types of government exist
Standards PA Civics, History, Economics, Geography

-Standard - 5.3.4.D
Identify positions of authority at the local and state, and national level.
-Standard - 7.3.4.A
Identify the human characteristics of places and regions using the following criteria:
Population
Culture
Settlement
Economic activities
Political activities

NCSS Themes
-V.b. Individuals, Groups, and Institutions
-VI.b. Power, Authority, and Governance

Anticipatory Set

The teacher will start the lesson by asking the students what there is in the classroom that
represents democracy. This will activate the students prior knowledge from when they completed
the beginning lesson of this unit plan.
The teacher will ask the students questions about the classroom Constitution that they created.
-Who had a say in what rules were put in the Constitution?
-How did the class decide what rules would be put in?
-What was the teachers role?
-What were the students role?
Students will see that they used democracy right in the classroom and that it is something that is
used in everyday life. They will be excited that they already know a few things about democracy
and how it works.
The teacher will ask the students to give some more examples from everyday life where
democracy is evident.

Procedures

1. Today we are going to learn about democracy vs. other forms of government. Who can tell me
what democracy means? What are some other forms of government that you have learned about
before or know about? Do you know what those types of government mean, examples? Teacher
will write down what various students definitions of democracy are on the board. Teacher will
also write down other governments that the students gave examples of and what their definitions
of those are.
2. Those are all some great examples of different types of government that are relevant to the
countries around the world. Today we are just going to learn specifically about four different
types of government; democracy, anarchy, dictatorship, and monarchy. If any of these types of
government werent discussed in procedure 1, then the teacher will have the students give
examples and discuss what they think that those forms of government mean and the teacher will
write them on the board.
3. Teacher will now explain to the students what democracy, anarchy, dictatorship, and monarchy
mean and will write the 4 types of government and their definitions on the board. Now that we
have discussed what these four types of government mean, discuss with your small group where
you have seen these types of government modeled in past social study/history lessons. Assign
each group a type of government and have students work in their small groups and discuss where
they have seen these types of government before; countries, people, etc. If you need some help
remembering, use your iPads to do a little bit of research to come up with some examples of
where/with who these types of governments have been used. Make sure to have one student in
your group take notes on what you discover. Give students about 20-25 minutes to discuss within
their groups and do their research. Teacher will walk around the room to make sure that students
are staying on task and completing their work.
4. Alright class, now that we have done our research I would like each group to have one person
project their notes onto the Smart Board for the class to see what you have researched and
discovered. Teacher will have each group share what they researched about each of the types of
governments and the examples that they were able to find and share with the class.
5. Everyone did a great job with staying on task and completing their research on the type of
government that their group was assigned! It was helpful for the whole class to hear what each
group shared. I am going to now give some examples and talk a little more in depth about these
four types of government and where they are located and who may be involved in each. Teacher
will now discuss the four types of government more in depth and give specific examples of
countries that each type of government is shown in and who may be involved in each.
6. From what we have learned so far, lets just take a few minutes to discuss with our groups each
definition of the four types of government and make notecards for that. You may use your markers
for this; color code them, decorate them, whatever you would like to do to make these definitions
memorable, be creative! When students are finished creating their own notecards for each of the
four types of government, have them keep their notecards for future use for a later social studies
lesson/test.
7. Now we are going to work in our small groups and use maps to learn more about the locations
of these different types of government. Teacher will give each group a blank map of the world and
assign each group to a different form of government; democracy, anarchy, dictatorship, monarchy.
There will be four groups of students. Each group will use their research from earlier that they
did on the different types of government, or there will be time to do new research. Each group
will research their one type of government that they were assigned and find out what regions and
countries in the world where that type of government was or is involved. You will then color that
country on the map or mark it however you want, and talk with your group about how the
geography of this type of government is related and what that might mean. Allow about 20
minutes for this map assignment.
8. All of the groups will now take a turn to come up to the Smart Board and share what they
researched. Have the same map that was handed out to the class, up on the Smart Board. Okay
class, now that you have completed your research on the geography of your assigned type of
government, we are going to share to the class what we have learned. Each group will come up to
the front of the classroom, pick a color on the Smart Board, and mark the countries where your
type of government is located. Your group will also give the class about a minute explanation
about how the geography of your type of government may or may not be related. Each group will
come up to the front of the room and complete the rest of the geography assignment and engage
in a short discussion with the teacher and the rest of the class.
9. I loved hearing everything that we have learned about democracy, anarchy, dictatorship, and
monarchy! Everyone did great working in their groups and completing the activities today! To
finish our lesson today each student is going to fill out an exit slip where you will give me one
fact that you learned today about each of the types of government that we talked about. That
means each one of you will individually write four facts on a piece of paper; one fact per type of
government. Remember to include your name! This is not a group activity. Make sure that all
iPads are put away and allow students up to 10 minutes to complete their exit slip and hand it in
when they are finished. Check for four facts, and accuracy of the information that they included
as their facts.
Objectives
Students will compare the American system of government to other forms of government
Students will describe four different types of government
Students will define the regions where these types of government exist

Differentiation

-There will be a vocab handout in Spanish for any ELL students who may be in this class.
-For any students with vision impairments, they will have their iPads set to a larger font.
-Students with IEPs will have the teacher and aid available to work with them one-on-one during
the small group work.
-There will be supplemental videos and information from the websites in the teacher notes that
are available for students to use who need to access or extend the information for their individual
effective learning. These websites are kid friendly and easy to understand.
-For ELL students when completing the exit slip, they will have the opportunity to draw a picture
for each of the four facts, or they will be able to communicate the four facts orally to the teacher.
-For students with an IEP, when completing the exit slip, they will be able to draw a picture for
each of the four facts, communicate the facts orally to the teacher, or use their notecards from
earlier in the lesson to write their facts on their paper.
The teacher or aid will be available to assist any of these students.

Teacher Notes
*4 types of government:
-democracy- means rule of the people. The term today refers to a political system in
which the people or their elected representatives govern themselves.
-freedom of speech, press, religion
-majority rule with minority rights
-varied personal backgrounds of political leaders
-free, competitive elections
-rule by law
-meaningful political participation by citizens

-anarchy- a state of absence of law, a state of lawlessness and disorder (usually resulting
from a failure of government). A condition of lawlessness or political disorder brought
about by the absence of governmental authority.
-situation where there is no government
-can happen after a civil war in a country
-government has been destroyed
-rival groups are fighting to be in control
-anarchists believe government is a bad thing. They say it stops people from organizing
their own lives

-dictatorship- form of government where the power rests on entirely on one person or a
group of people. This rule could be acquired by inheritance or force and is usually
oppressive. A form of government in which a ruler or small clique have absolute power
(not restricted by a constitution or laws).
-country ruled by single leader (or group)
-leader has not been elected
-uses force to keep control
-military dictatorship is when army is in control

-monarchy- a government where supreme authority is vested in a single and usually

hereditary figure, like a king, and whose powers can vary from absolute to none
-has a king or queen
-some monarchies, monarch has absolute power
-constitutional monarchy has a democratic government that limits monarchs control
-reigns over state or territory usually for life
-king, queen, prince, princess, emperor, empress, duke, etc.

*Where these 4 types of government are found

-democracy- United States, Mexico, India, Germany
-anarchy- currently, no countries are ruled by anarchy, though anarchist regions do exist
-dictatorship- China, Iran, North Korea, Libya, Cuba
-monarchy- England, Denmark, Cambodia, Japan

http://www.ushistory.org/gov/13a.asp
http://www.livescience.com/33027-what-are-the-different-types-of-governments.html
http://news.bbc.co.uk/cbbcnews/hi/find_out/guides/world/united_nations/types_of_gover
nment/newsid_2151000/2151570.stm
http://www.drodd.com/images15/blank-world-map14.png

Differentiation

-There will be a vocab handout in Spanish for any ELL students who may be in this class.
-For any students with vision impairments, they will have their iPads set to a larger font.
-Students with IEPs will have the teacher and aid available to work with them one-on-one during
the small group work.
-There will be supplemental videos and information from the websites in the teacher notes that
are available for students to use who need to access or extend the information for their individual
effective learning. These websites are kid friendly and easy to understand.
-For ELL students when completing the exit slip, they will have the opportunity to draw a picture
for each of the four facts, or they will be able to communicate the four facts orally to the teacher.
-For students with an IEP, when completing the exit slip, they will be able to draw a picture for
each of the four facts, communicate the facts orally to the teacher, or use their notecards from
earlier in the lesson to write their facts on their paper.
The teacher or aid will be available to assist any of these students.

Closure
Teacher will discuss with the students how they often use democracy in the classroom and how
they used democracy to form their classroom Constitution. Teacher will ask students how forming
their Constitution would have been different if they used a different type of government; anarchy,
dictatorship, or monarchy.
-How would forming our classroom Constitution have gone if we used anarchy? Dictatorship?
Monarchy?
-Why is it good or bad that we used a democracy?
-What are some negatives or positives of a democracy from our personal experience in our
classroom?

Formative/Summative Assessment of Students (P-12)

Each student will complete an exit slip after the conclusion of this lesson. Every student will be
given direction to write down one fact about each of the four types of government that were
taught in this lesson. Each student will have one fact (or picture) for each type of government
which will be four facts from each student. Students will work individually while completing
their exit slip. Students will be assessed on if they gave accurate facts for each of the types of
government. The teacher will be able to measure this by using the teacher notes and the websites
included in the teacher notes.

Objectives
Students will compare the American system of government to other forms of government
Students will describe four different types of government
Students will define the regions where these types of government exist

Differentiation

-There will be a vocab handout in Spanish for any ELL students who may be in this class.
-For any students with vision impairments, they will have their iPads set to a larger font.
-Students with IEPs will have the teacher and aid available to work with them one-on-one during
the small group work.
-There will be supplemental videos and information from the websites in the teacher notes that
are available for students to use who need to access or extend the information for their individual
effective learning. These websites are kid friendly and easy to understand.
-For ELL students when completing the exit slip, they will have the opportunity to draw a picture
for each of the four facts, or they will be able to communicate the four facts orally to the teacher.
-For students with an IEP, when completing the exit slip, they will be able to draw a picture for
each of the four facts, communicate the facts orally to the teacher, or use their notecards from
earlier in the lesson to write their facts on their paper.
The teacher or aid will be available to assist any of these students.

Materials/Equipment
-index cards
-markers
-blank world maps
-colored pencils
-Smart Board
-paper and pencils

http://www.ushistory.org/gov/13a.asp
http://www.livescience.com/33027-what-are-the-different-types-of-governments.html
http://news.bbc.co.uk/cbbcnews/hi/find_out/guides/world/united_nations/types_of_gover
nment/newsid_2151000/2151570.stm
http://www.drodd.com/images15/blank-world-map14.png
Technology
-The teacher will be using the Smart Board as a technology tool to enhance teaching and learning.
The Smart Board will be implemented when the students are sharing what they did in their small
groups while researching the countries that are involved with the form of government they were
assigned. Each group will highlight the countries on the Smart Board that they researched with
their type of government.
-The students will be using technology while they are working in their small groups and
completing their two activities on their iPads. Each individual student will have an iPad to use
during this lesson.

Reflection on Planning
The development for this lesson plan took longer to develop than I had expected. There is so
much information that needs to be included. I think this lesson plan will get students excited to
learn about this topic, and their attention will be engaged throughout the entire lesson. One way
that I could improve it, is by cutting some of the information out so that it isnt quite as long. My
only concern is that there may not be enough time for the students to complete their research
while working in their small groups.

Current Event

http://www.cnn.com/2017/03/12/cnn10/ten-content-mon/index.html

From CNN online: South Korea's former president leaves the executive mansion after being
impeached. Major political change is going on right now in South Korea. The country's former
president left the executive mansion yesterday, three months after lawmakers voted to impeach
her and a few days after the nation's constitutional court voted to remove her from office. An
election for a new president has to take place within two months.
 Lesson Plan Element Point Value
40 points total

Lesson Plan Details 2

Integration of Learning Outcomes/Objectives 3

Standards PA Civics, History, Economics, Geography & NCSS 3

Theme/subtheme

Anticipatory Set 2

Procedures 6

Differentiation 2

Closure 2

Formative/Summative Assessment of Students (P-12) 3

Materials/Equipment , Citation of Sources 2

Technology

Reflection on Planning

Teacher Content Notes 10

Global Current Event 5