Comparative Government Unit Plan

1. Learners and Learning Differences

a. Learners:
a. Grade Level & Class: This unit plan is intended for a twelfth grade
traditional United States Government class.
b. School Population: The school population is relatively mixed. There are
students and teachers of various ethnicities. There are mostly Caucasian
students followed by Hispanic, Asian, Native American and a smaller
percentage of African American students. Many of them come from large
families with Christian backgrounds.
c. Learners: The class has twenty-seven students: fourteen of which are girls
and thirteen boys. There are three students with IEPs in Math and English.
The class has five ELL students of varying levels; two students are of Asian
American descent and the other three are of Hispanic descent, and seven
students who dropped into the class from Advanced Placement Government.
The class is a mixture of Anglo, Asian American, Hispanic and Navajo
students. Many of the students have grown up in the area, with the exception
of a few who are from the southern Phoenix area, recently moved from the
reservation, and one student who is from the East Coast. Four students attend
Seminary in the morning and because of the distance, arrive to class five to
ten minutes after the bell. Another student cares for his three younger siblings
and also may come to class after the bell.
b. Learning Differences: This plan centers heavily on differentiation. Visuals in the
form of videos and pictures are utilized to better aid students who may struggle with
written language. For this reason there is a greater focus on analyzing sources other
than written sources. All assignments may be submitted electronically or by hand.
Much of the assessment in this class is based in writing. Structuring of lessons will
include a daily bell work assignment that is due collectively at the end of each week,
or in some cases that day, with no penalty if a student was late on a particular day so
long as the assignment is completed. The daily routine will be as follows: bell work,
instructional activity, exit ticket, so that students may have a structured learning
environment. Partner and group activities will also be utilized in this class, with a
higher emphasis on grouping students together whose skills will benefit/aid other
students.

2. Learning Environment:
a. Classroom: The classroom will be set up with student tables placed in two columns
down the length of the room. Students will be sitting in groups of 4, to facilitate
discussions and to ease access to different parts of the room. One teacher desk will be
near the front of the room to easily access the teacher computer. Another desk will be

near the back of the room to house papers to be returned to students as well as other
materials needed for lessons. Two teacher desks will be used to negate interruptions
during down time. (Eg: The teacher will be able to answer student questions, take
attendance, and ready materials without diverting focus from the front of the
room.) The classroom will also house a student library, an IPad center, and a few
filing cabinets of crafting materials. The student library will contain traditional and
ELL language dictionaries, thesauruses, and a few copies of Turabian for student use
and the IPad center will be near the front teacher desk for ease of use and distribution.
The school has various computer labs and a laptop hub in case students need to use
actual keyboards. The walls of the classroom have various visual aids including
sentence and grammar structure guides for all students (ELLs in particular) and a
different posters featuring US Constitution and Bill of Rights. There will be a board
in the classroom where students can post articles and political cartoons that discuss
current political topics. Finally, there will be one bulletin board near the front of the
room that displays the current units essential questions and enduring understandings,
so that the teacher can reference these big ideas often.
3. Content and Content Knowledge Application
a. Enduring Understanding
a. There is no best type of government.
b. Cultural values impact the effectiveness of the government.
b. Essential Questions
a. What makes a government functional?
b. How does culture effect government?
c. Content Knowledge
a. Students will learn how to analyze and identify the differences between
different forms of government.
b. Students will learn how to identify what type of government a country had.
d. Skill Objectives
a. Students will be able to formulate an opinion about a controversial document.
b. Students will be able to compare and contrast two different governments.
e. Standards
a. Arizonas College and Career Ready
i. Reading Standards
1. Key Ideas and Details
a. 1112.RH.2.
2. Craft and Structure
a. 1112.RH.4.
ii. Writing Standards
1. Text Types and Purposes
a. 1112.WHST.1
2. Research to Build and Present Knowledge
a. 1112.WHST.9.

3. Range of Writing
a. 1112.WHST.10.
b. Arizona Social Studies Standards
i. Concept 3: Functions of Government
1. High school
a. PO4.
ii. Concept 5: Government Systems of the World
1. High School
a. PO1.
b. PO2.
c. PO3.
c. National Council for Social Studies
i. 1.1: Culture and Cultural Diversity
ii. 1.6: Power, Authority, and Governance
iii. 1.9: Global Connections
iv. 1.10: Civic Ideals and Practices

4. Assessment Plan
a. Pre-assessment
a. Students will start off by making a KWL chart. Students will write what
kinds of government they know about and what they are about under the
Know column. Next students will write down what they want to know about
governments around the world under Wonder column. Finally, the class with
discuss what they know and wonder as a class and write down what they
learned from the conversation under Learn column. Students will then turn in
the paper so then the teacher is able to assess what students already know
about and what they need to review.
b. Formative Assessment
a. Students will be given little writing assignments that will assess if they
understood the type of government that we learned about it class and turn it in
as an exit ticket. Students will also be asked question during class to see if
they are understanding the content. Students will also be asked to write a
short responsive essay to readings for homework. On days that there are
readings students will be discussing the reading in class.
c. Summative Assessment
a. There will be a two part summative assessment. The first part will be putting
students in groups where they will decide what type of government Iraq
should have based on the information given about the country and the
different types of government that they have learned about. A student from the
group will present this to the class so then the class can hear about why the
group chose that type of government for Iraq. The teacher will be looking the
reasons the group picked that government and why to see if they fully

understood the government they chose. Second the students will turn in an
assignment that shows the government they created for Iraq. This could be a
poster board, video, PowerPoint, song, or anything else they could think of.
Granted the students will need to approve their medium before working on the
project.
d. Scoring/ Rubric
a. Please see individual lessons for specific rubrics and scoring guides.
e. Adaptation/Intervention
a. As the lessons progress and delve into different materials adaption will be
attempted wherever possible. Writing and reading prompts will be posted and
read aloud either by the instructor or by confident readers and speakers. The
option to turn work in digitally will always be available. The use of electronic
devices will be permitted for productive use in research and assisted learning.
Extension on work will be given to students who request it with valid reasons
and to those students whos IEPs require more time on writing and reading
assignments.

5. Instructional Planning and Strategies:

DAILY LESSON PLAN TEMPLATE
UNIT TITLE AND BRIEF DESCRIPTION: Comparative Government
This unit will cover different types of government around the world. The students
will look at what governments are made up of and how different types of government
formed. They will also look at countries that have that government today.
Day (s):

1 day

FOCUS OF THIS LESSON: Introduction to different types of government and pre-assessment

to see what the students know about different types of government.
ENDURING UNDERSTANDING
There is no best type of government.
Cultural values effect the effectiveness of the government.
ESSENTIAL QUESTIONS
What makes a government functional?
How does culture effect government?
CONTENT OBJECTIVES
Students will be able to assess what they know about different types of government.
Students will be able to identify different aspects of what makes a government.

SKILL OBJECTIVES
Students will assess their prior knowledge.
Students will be able to take notes on a lecture.
COMMON CORE CCR STANDARDS
Writing Standards
o Range of Writing
1112.WHST.10.
ARIZONA STANDARDS
Concept 3: Functions of Government
o High school
PO4.
Concept 5: Government Systems of the World
o High School
PO1.
PO2.
PO3.
NCSS THEME/S
1.1: Culture and Cultural Diversity
1.6: Power, Authority, and Governance
1.9: Global Connections
1.10: Civic Ideals and Practices
DESCRIPTION OF WHAT YOU AS AN INSTRUCTOR NEED TO KNOW TO TEACH
THIS LESSON (be specific):
The instructor needs to have an overall knowledge of how all governments work. The
instructor should have a good knowledge of different types of governments around the world and
where these governments are being implemented today.
ASSESSMENT/s:
This lesson will include the pre-assessment to assess what students know about
government and governments around the world. The pre-assessment is to have the students
answer two poll everywhere questions and then work on a KWL chart. The KWL chart will
involve class discussion so to better gauge where the students are at. There is no real scoring
system for this other than giving the students points for doing the KWL chart.
INSTRUCTIONAL MATERIALS:
The instructor will need all of the worksheets for the class printed and stapled together so
then the students have all the information they need for the whole unit. The packet should
include the vocabulary sheet, KWL chat worksheet, Graphic organizers for the lectures, the
Communist Manifesto reading, group project assignment, and rubrics. Dont forget to also print
out the rubrics for all of the assignments. All the assignments will be in the government unit

worksheets file and the rubrics will be in the same folder as the rest of the materials. The
instructor will also need to pull up the Prezi before class starts and make sure all of the elements
work on Prezi at school. The Prezi is online at the link.
http://prezi.com/hj-puy9ntzl7/?utm_campaign=share&utm_medium=copy&rc=ex0share
USE OF TECHNOLOGY:
Students will use their phone to answer a poll everywhere question. The instructor will
use a Prezi to present the information to the class.
ACCOMMODATIONS
Students that are having a hard time at all doing the activities can ask the instructor at any
time of the class. Students that have a hard time printing at home when they lose papers from the
unit can come to the instructor and get an extended time or an extra paper to use. Students who
need extra time to do assignments or fill out the lecture notes can either talk to the instructor
about having parts of the presentation printed out of the student. All materials will be find on the
class shell online also if students need more time. For the Poll everywhere questions if the
student is unable to do it on their phone they can write it down on a piece of paper that they can
give to the instructor.
VOCABULARY
Vocabulary will be covered in the lectures and on a vocabulary list given to the students
at the beginning of the unit. Students are responsible for making sure they understand the
vocabulary. They can ask the instructor and look up words they dont understand in a dictionary.
LESSON OUTLINE AND DESCRIPTION OF STRATEGIES:
Students will be doing a KWL worksheet to assess what they know about world
governments and what they want to know more about. The class will discuss what they know
and want to know as a class so then the instructor can assess what the students already know.
After all of the assignments for the unit will be given to the students and discussed briefly. Then
the class will engage in an interactive lecture. The instructor will ask formative assessment
questions throughout the lecture.
STEP BY STEP SEQUENCE OF DAILY PLAN:
Time

Activity

Students Learning
Tasks

Teachers Learning
Tasks

2 mins.

Poll everywhere

Students will answer

two poll questions
with their phone or on
a piece of paper.
What is government?
(Text 1194356 and
your
message to 22333)
Is government

The instructor will put

up the information for
the poll questions and
have students answer
them. What is
government? (Text
1194356 and your
message to 22333)
Is government

important? (Text a
KEYWORD to
37607)

2 mins.

Introduce the unit

Students will listen to

the instructor about
what the next unit is
about.

10 mins

KWL pre-assessment

10mins.

Class discussion

2 mins.

Turn in KWL

Students will be given

a KWL worksheet
that they will be
filling out on their
own
Students will talk
about what they know
and want to know
about world
governments.
Students will also
write down new
things they learned
during the discussion.
Students will turn in
their KWL charts to
the teacher.

2 mins.

Pass out packet of

worksheets and
assignments that the
students will be doing
for the unit.

Students will be given

a packet of activities
and papers that will
relate to the unit.
Students are
responsible for
holding on to all of
the papers. If they
lose the papers they
will be able to find the
papers on the
classroom shell
online. Students will
be responsible for

important? (Text a
KEYWORD to
37607)
The instructor will
look at them later as
part of the preassessment.
Instructor will tell
students about the
comparative
government unit and
how the next two
week will lay out.
The instructor will
pass out the KWL
worksheet. Then the
instructor will take
role.
Instructor will
facilitate discussion
and write down things
students know and
want to know on the
board.

Instructor will pick up

the KWL worksheet
to look over later to
better pre-assess
students.
Instructor will hand
out the packet of
activates to students
and tell them again
about the rules for
their packets.

20 mins

Start lecture

printing new papers

out if they are lost.
Students are required
to take notes and turn
them in at the end of
the unit. These notes
will help the students
remember what was
important to complete
their final assignment.
Students will be doing
small activities during
the lecture. First is a
Venn diagram to
compare and contrast
democracy and
dictatorship. Second
the students will
answer the question
Which diagram best
describes the
distribution of power
in the United States?
Third students will
answer the question
Which method seems
best for choosing a
chef executive? Why?

Students will look at a

picture about the
United Kingdom and
answer the question to
determine what type
of government it is
based on the
information from the
first Lecture
DAILY LESSON PLAN TEMPLATE

Instructor will inform

students of the
graphic organizer for
class. The instructor
will tell the students
that they are taking
notes on the aspects
government can take
and then put the
different governments
covered under these
category. The in
instructor will stop
and have students do
activities. First one
will be filling in a
Venn diagram to
compare and contrast
democracy and
dictatorship. Second
the instructor will ask
students the question
Which diagram best
describes the
distribution of power
in the United States?
Third the instructor
will ask the students
to answer Which
method seems best for
choosing a chef
executive? Why?
Instructor will
verbally tell the
students what the
homework assignment
is.

UNIT TITLE AND BRIEF DESCRIPTION: Comparative Government

This unit will cover different types of government around the world. The students
will look at what governments are made up of and how different types of government
formed. They will also look at countries that have that government today.
Day (s):

1 day

FOCUS OF THIS LESSON: Monarchy and the United Kingdom

ENDURING UNDERSTANDING
There is no best type of government.
Cultural values effect the effectiveness of the government.
ESSENTIAL QUESTIONS
What makes a government functional?
How does culture effect government?
CONTENT OBJECTIVES
Students will be able to identify different aspects of what makes a government.
Students will understand determine why type of government the United Kingdom has.

SKILL OBJECTIVES
Students will discuss the reasons for their answers to the homework assignment.
Students will be able to critically respond to students thoughts on the same topic.
COMMON CORE CCR STANDARDS
Reading Standards
o Key Ideas and Details
1112.RH.2.
o Writing Standards
Text Types and Purposes
1112.WHST.1
Research to Build and Present Knowledge
1112.WHST.9.
Range of Writing
1112.WHST.10.
ARIZONA STANDARDS
Concept 3: Functions of Government
o High school
PO4.
Concept 5: Government Systems of the World
o High School

PO1.
PO2.
PO3.

NCSS THEME/S
1.1: Culture and Cultural Diversity
1.6: Power, Authority, and Governance
1.9: Global Connections
1.10: Civic Ideals and Practices
DESCRIPTION OF WHAT YOU AS AN INSTRUCTOR NEED TO KNOW TO TEACH
THIS LESSON (be specific):
The instructor will need to know the material about monarchy and the different types of
monarchy. The instructor will need to know basics of absolute monarchy and King Louis XVI of
France to give examples of an Absolute democracy. The instructor will also need to know some
information about the United Kingdoms government so then the class discussion can run
smoothly.
ASSESSMENT/s:
The assessment is a formative one to see if the students understood the basic
characteristics of governments. The students will also show their understanding of monarchy and
the United Kingdoms government threw the class discussion about what government they think
they have. If students have a basic understanding then the instructor will understand that the
students know enough to move on. There is also the homework assignment that will be turned in
for a formative assessment but will also be graded on completion not accuracy of the answers.
INSTRUCTIONAL MATERIALS:
The instructor will need to pull up the Prezi before class starts and make sure all of the
elements work on Prezi at school. The Prezi is online at the link.
http://prezi.com/hj-puy9ntzl7/?utm_campaign=share&utm_medium=copy&rc=ex0share
The instructor will need discussion question to lead the class
USE OF TECHNOLOGY:
The instructor will be using a Prezi and that is all the technology used in this lesson.
USE OF INQUIRY:
The students are thinking about why type of government the United Kingdom is and
discussing it in class based on guided questions by the instructor. The students will be critically
thinking about the different aspects of what creates a government and determine what
government believes it is. As long as the students can back up why they believe this no answer is
wrong.
ACCOMMODATIONS:
Students that are having a hard time at all doing the activities can ask the instructor at any
time of the class. Students that have a hard time printing at home when they lose papers from the
unit can come to the instructor and get an extended time or an extra paper to use. Students who

need extra time to do assignments or fill out the lecture notes can either talk to the instructor
about having parts of the presentation printed out of the student. All materials will be find on the
class shell online also if students need more time.
VOCABULARY:
Vocabulary will be covered in the lectures and on a vocabulary list given to the students
at the beginning of the unit. Students are responsible for making sure they understand the
vocabulary. They can ask the instructor and look up words they dont understand in a dictionary.
LESSON OUTLINE AND DESCRIPTION OF STRATEGIES: Briefly describe your lesson
and the strategies that you will be using.
The class will start with the class discussion on what government they believe the United
Kingdom has. This will require small table groups to talk about it with each other. The instructor
will walk around and listen to conversations. After a few minutes in the small groups the
discussion will be opened up to the whole class. The instructor will ask question to allow more
discussion. (What type of government do you believe the United Kingdom has? Why did you
come to that conclusion? Did anyone have an extremely different answer then the ones already
talked about?) The discussion doesnt need to go for long but enough to see what the classs
conclusions were. After the instructor will start the lecture of the day about different types of
monarchies.
STEP BY STEP SEQUENCE OF DAILY PLAN: Identify the various components of your
lesson and an approximate time for each step. Explain what both you and the students will be
doing during each step of the lesson. Most daily lessons should include the following: Warm Up
work, Opening Activity, Main Activity, and Wrap up Activity (closure). Obviously, this will
vary from day to day, but include each step in this sequence.
Time

Activity

Students Learning
Tasks

Teachers Learning
Tasks

10 mins

Review of first lecture

The instructor will

walk around and help
students answer the
questions.

10 mins

Table discussions

10 mins.

Class discussion

Students will look at a

picture about the
United Kingdom and
answer the question to
determine what type
of government it is
based on the
information from the
first Lecture. Students
will be working on
their own.
Students will discuss
the assignment in
their small table
groups.
Students will either

The instructor will

walk around and
listening to the
conversation.
Instructor will

15 mins

Lecture

5 mins.

Reassess

volunteer of be picked
on to talk about what
their conclusions from
the homework
assignment was.
Students are required
to take notes on all
lectures to help them
later in the unit.
Students will write
down what they
thought about Great
Britains government
after the lecture as an
exit ticket.

facilitate discussion
by asking question
and having students
that dont always talk
have a chance to talk.
Instructor will cover
the section on
Monarchy in the Prezi
Instructor will explain
that the students will
be writing an exit
ticket about how they
would reassess their
activity from the
beginning of the class.

DAILY LESSON PLAN TEMPLATE

UNIT TITLE AND BRIEF DESCRIPTION: Comparative Government

This unit will cover different types of government around the world. The students
will look at what governments are made up of and how different types of government
formed. They will also look at countries that have that government today.

Day (s)

1 day

FOCUS OF THIS LESSON: Democracy and Republic

ENDURING UNDERSTANDING
There is no best type of government.
Cultural values effect the effectiveness of the government.
ESSENTIAL QUESTIONS
What makes a government functional?
How does culture effect government?
CONTENT OBJECTIVES
Students will be able to determine the difference between a democracy and a republic.
Students will be able to determine is the United States is a democracy or a republic.
SKILL OBJECTIVES
Students will take notes on the lecture.
COMMON CORE CCR STANDARDS

Reading Standards
o Key Ideas and Details
1112.RH.2.
Writing Standards
o Range of Writing
1112.WHST.10.

ARIZONA STANDARDS
Concept 3: Functions of Government
o High school
PO4.
Concept 5: Government Systems of the World
o High School
PO1.
PO2.
PO3.
NCSS THEME/S
1.1: Culture and Cultural Diversity
1.6: Power, Authority, and Governance
1.9: Global Connections
1.10: Civic Ideals and Practices
DESCRIPTION OF WHAT YOU AS AN INSTRUCTOR NEED TO KNOW TO TEACH
THIS LESSON (be specific):
The instructor will need to talk about the differenced of democracy and republic. Then
discuss what a democratic republic, constitutional government, Federation, parliamentary
democracy and parliamentary government.
ASSESSMENT/s:
Students will be asked questions during the lecture about past ideas that were talked
about. Students will not be graded but it is more of a general check to see if students know what
we talked about in past classes.
INSTRUCTIONAL MATERIALS:
The instructor will need to pull up the Prezi before class starts and make sure all of the
elements work on Prezi at school. The Prezi is online at the link.
http://prezi.com/hj-puy9ntzl7/?utm_campaign=share&utm_medium=copy&rc=ex0share
USE OF TECHNOLOGY:
The instructor will be using a Prezi for this class.
ACCOMMODATIONS:
Students that are having a hard time at all doing the activities can ask the instructor at any
time of the class. Students that have a hard time printing at home when they lose papers from the
unit can come to the instructor and get an extended time or an extra paper to use. Students who

need extra time to do assignments or fill out the lecture notes can either talk to the instructor
about having parts of the presentation printed out of the student. All materials will be find on the
class shell online also if students need more time.
VOCABULARY:
Vocabulary will be covered in the lectures and on a vocabulary list given to the students
at the beginning of the unit. Students are responsible for making sure they understand the
vocabulary. They can ask the instructor and look up words they dont understand in a dictionary.
LESSON OUTLINE AND DESCRIPTION OF STRATEGIES:
The students will come into class and work on bell work that will relate to democracy.
The instructor will lecture nor more than ten minutes about democracy, republic and democratic
republic. Students will be asked questions about different types of government that had been
covered during the lecture to keep them engaged. The students will then be given an activity that
requires them to move to a different spot in the room. The students will read a quote that could
either be able democracy, republic, or monarchy. The students will move to the area of the room
they believe the quote is able and then the class will discuss why they believed that quote talked
about that type of government. The instructor will assign homework at the end of class on the
Communist Manifesto.
STEP BY STEP SEQUENCE OF DAILY PLAN:
Time

Activity

Students Learning
Tasks

Teachers Learning
Tasks

5 mins.

Bell work

Instructor will take

role.

10 mins.

Lecture

20 mins

Discussion/get up and
move activity

Students will answer

the question Is the
United States a
Democracy?
Students must take
notes during lectures
to assist them later in
the unit.
The students will read
a quote on the board
and determine if it is
about democracy,
republic, or
monarchy. The
students will then
move to the area of
the room they believe
the quote is about.
The class will then
discuss why they
believed the quote is

The instructor talk

about democracies
and republics.
The instructor will
facilitate the activity
by showing the quotes
and asking questions
about why students
believed that.

10 mins

Exit ticket

5 mins.

Homework

about that
government.
Students will read the
definitions of
constitutional,
parliamentary
democracy, and
parliamentary
government and write
their own definition of
what that government
is.
Students will listen to
what the homework
is.

Teacher will walk

around and help
students if they have
questions.

The instructor will

inform the students
that they need to read
the Communist
Manifesto and write a
little response paper
about what the
document was about
and whether they
agree with this system
or not based on the
document alone.

DAILY LESSON PLAN TEMPLATE

UNIT TITLE AND BRIEF DESCRIPTION: Comparative Government
This unit will cover different types of government around the world. The students
will look at what governments are made up of and how different types of government
formed. They will also look at countries that have that government today.
Day (s)

1 day

FOCUS OF THIS LESSON: Communism and Marxism

ENDURING UNDERSTANDING
There is no best type of government.
Cultural values effect the effectiveness of the government.
ESSENTIAL QUESTIONS
What makes a government functional?
How does culture effect government?
CONTENT OBJECTIVES

Students will analyze the Communist Manifesto.

Students will be able to compare and contrast the Communist Manifesto to the United
States government.

SKILL OBJECTIVES
Students will be able to write a responsive essay.
Students will be able to formulate their own opinions about controversial documents.
COMMON CORE CCR STANDARDS
Reading Standards
o Key Ideas and Details
1112.RH.2.
Writing Standards
o Range of Writing
1112.WHST.10.
ARIZONA STANDARDS
Concept 3: Functions of Government
o High school
PO4.
Concept 5: Government Systems of the World
o High School
PO1.
PO2.
PO3.
NCSS THEME/S
1.1: Culture and Cultural Diversity
1.6: Power, Authority, and Governance
1.9: Global Connections
1.10: Civic Ideals and Practices
DESCRIPTION OF WHAT YOU AS AN INSTRUCTOR NEED TO KNOW TO TEACH
THIS LESSON (be specific):
The instructor will need to be able to lead a discussion on the Communist Manifesto. To
be able to do that the instructor will need to have read the document again and formulated their
own opinion about the document. The instructor will also need to know what part of the
Communist Manifesto has been implemented in the United States. Finally the instructor will
need to know the difference between Marxism, communism, Maoism, and Marxist-Leninism.
ASSESSMENT/s:.
The paper that the student submit will be a graded formative assessment. There will be a
rubric on how the essay will be graded. The essay will both asses their ability to write an essay
that response to a reading but also requires them to compare components of the document to the
United States. This will have the students critically think about communism and will give them a

better understanding of how it has good concepts. This will show that they understand the
content in the Communist Manifesto.
INSTRUCTIONAL MATERIALS:
The instructor will need to pull up the Prezi before class starts and make sure all of the
elements work on Prezi at school. The Prezi is online at the link.
http://prezi.com/hj-puy9ntzl7/?utm_campaign=share&utm_medium=copy&rc=ex0share
The instructor will also need to facilitate the discussion between the students and make sure it
stays civil.
USE OF TECHNOLOGY:
Only a prezi is used in the class room for this lesson.
USE OF INQUIRY:
Students will be using formed of inquiry by answering the questions about the
Communist Manifesto and then comparing it to the Unites States. By doing this students will be
required to think about the policies that Marx believed in and form new ideas about what the
document is really about.
ACCOMMODATIONS:
Students that are having a hard time at all doing the activities can ask the instructor at any
time of the class. Students that have a hard time printing at home when they lose papers from the
unit can come to the instructor and get an extended time or an extra paper to use. Students who
need extra time to do assignments or fill out the lecture notes can either talk to the instructor
about having parts of the presentation printed out of the student. All materials will be find on the
class shell online also if students need more time.

VOCABULARY:
Vocabulary will be covered in the lectures and on a vocabulary list given to the students
at the beginning of the unit. Students are responsible for making sure they understand the
vocabulary. They can ask the instructor and look up words they dont understand in a dictionary.
LESSON OUTLINE AND DESCRIPTION OF STRATEGIES:
The class will start off with bell work. Then Students will be talking about their essays on
the communist manifesto. They will be talking to the rest of the class what they thought about
the document and if they agree with the document or not. Students will be able to volunteer to
talk about their opinion. The next part students will talk about what parts of the document related
back to policies in the United States. After the instructor will show them the section on the Prezi
that has Marxism and Communism explained more. This should not take as long as the rest of
the discussions in class.
STEP BY STEP SEQUENCE OF DAILY PLAN:
Time

Activity

Students Learning
Tasks

Teachers Learning
Tasks

5 mins.

Bell work

15 mins.

Discussion 1

15 mins.

Discussion 2

10 mins.

Lecture

Students will white

down a few sentences
about what they
thought about the
Communist Manifesto
The students will talk
about as a class what
they thought of the
Communist
Manifesto. They will
talk about parts they
agreed with and didnt
agree with. They will
be discussing this
after writing a paper
with guiding question.
Students will also be
respectful to their
peers and allow them
to have an opinion
they dont agree with.

Students will talk

about how the
communist manifesto
relates to policies in
the United States.
Students will take
notes.

Instructor will take

role.

The instructor will

start the discussion by
asking what the
document is about and
continue with having
student talk about
what they liked about
the document or not.
The instructor will
also guide the
discussion by having
them talk about the
questions that were
asked for the essay.
The questions are
What was Marxs
argument? What was
he talking about?
What type of
government did he
want? Do you agree
with any of his
points? Why? Did you
disagree with any of
his points? Does the
United States have
any of his points in
their government?
The instructor will
facilitate discussion
on what US policies
are similar to the
document.
The instructor will
lecture more on
Marxism and
Communism. The
instructor will also
talk about Maoism
and Marxism-

Leninism.
DAILY LESSON PLAN TEMPLATE

UNIT TITLE AND BRIEF DESCRIPTION: Comparative Government

This unit will cover different types of government around the world. The students
will look at what governments are made up of and how different types of government
formed. They will also look at countries that have that government today.
Day (s)

1 day

FOCUS OF THIS LESSON: Dictatorships

ENDURING UNDERSTANDING
There is no best type of government.
Cultural values effect the effectiveness of the government.
ESSENTIAL QUESTIONS
What makes a government functional?
How does culture effect government?
CONTENT OBJECTIVES
Students will be able to distinguish the difference between different types of
dictatorships.
Students will be able to compare different types of governments to another.
SKILL OBJECTIVES
Students will be able to take notes on lectures.
Students should be able to determine what is important.
COMMON CORE CCR STANDARDS
Reading Standards
o Key Ideas and Details
1112.RH.2.
Writing Standards
o Range of Writing
1112.WHST.10.
ARIZONA STANDARDS
Concept 3: Functions of Government
o High school
PO4.
Concept 5: Government Systems of the World
o High School
PO1.

PO2.
PO3.

NCSS THEME/S
1.1: Culture and Cultural Diversity
1.6: Power, Authority, and Governance
1.9: Global Connections
1.10: Civic Ideals and Practices
DESCRIPTION OF WHAT YOU AS AN INSTRUCTOR NEED TO KNOW TO TEACH
THIS LESSON (be specific):
The instructor will need to know about different types of dictatorship and what makes
each one different.
ASSESSMENT/s:
The students are being formatively assessed by the questions that review past material.
INSTRUCTIONAL MATERIALS:
The instructor will need to pull up the Prezi before class starts and make sure all of the
elements work on Prezi at school. The Prezi is online at the link.
http://prezi.com/hj-puy9ntzl7/?utm_campaign=share&utm_medium=copy&rc=ex0share

USE OF TECHNOLOGY:
The instructor will be using Prezi for the lecture.
USE OF INQUIRY:
The students will not be using inquiry in this lesson.
ACCOMMODATIONS:
Students that are having a hard time at all doing the activities can ask the instructor at any
time of the class. Students that have a hard time printing at home when they lose papers from the
unit can come to the instructor and get an extended time or an extra paper to use. Students who
need extra time to do assignments or fill out the lecture notes can either talk to the instructor
about having parts of the presentation printed out of the student. All materials will be find on the
class shell online also if students need more time.

VOCABULARY:
Vocabulary will be covered in the lectures and on a vocabulary list given to the students
at the beginning of the unit. Students are responsible for making sure they understand the
vocabulary. They can ask the instructor and look up words they dont understand in a dictionary.
LESSON OUTLINE AND DESCRIPTION OF STRATEGIES:
The class will start with bell work. Then the class will review communism for an activity

latter on in the class. Then the instructor will lecture about dictatorships. After the lecture the
students will compare and contrast Communism and Fascism. After the instructor will inform
students about the homework assignment.
STEP BY STEP SEQUENCE OF DAILY PLAN:
Time

Activity

Students Learning
Tasks

Teachers Learning
Tasks

5 mins

Bell work

The instructor will

take role.

5 mins.

Review communism

Students will answer

the question: what
type of government
have you found most
interesting so far and
why?
Students will answer
guiding questions
about what
communism is.

20 mins.

Lecture

Students will be
taking notes.

15 mins.

Compare and contrast

activity

5 mins

Homework

Students will fill out a

graphic organizer as a
group where they will
write down
characteristics of
communism,
characteristics of
fascism and then
characteristics of both
of them.
Students will read
over the final project
and bring questions
for the end of next
class.

Instructor will guide

questions about
communism to see
how much students
remember about
communism.
The instructor will
talk about
dictatorship.
The instructor will
walk around and
assist students.

The instructor will

inform the students
they need to start
thinking about their
final project and bring
questions to class next
class.

DAILY LESSON PLAN TEMPLATE

UNIT TITLE AND BRIEF DESCRIPTION: Comparative Government

This unit will cover different types of government around the world. The students
will look at what governments are made up of and how different types of government
formed. They will also look at countries that have that government today.

Day (s)

1 day

FOCUS OF THIS LESSON: Other Governments

ENDURING UNDERSTANDING
There is no best type of government.
Cultural values effect the effectiveness of the government.
ESSENTIAL QUESTIONS
What makes a government functional?
How does culture effect government?
CONTENT OBJECTIVES
Students will be able to compare different types of government.
Students will be able to identify a countries government.
SKILL OBJECTIVES
Students will be able to form questions about an assignment.
Students will be able to take notes.
COMMON CORE CCR STANDARDS
Reading Standards
o Key Ideas and Details
1112.RH.2.
Writing Standards
o Range of Writing
1112.WHST.10.
ARIZONA STANDARDS
Concept 3: Functions of Government
o High school
PO4.
Concept 5: Government Systems of the World
o High School
PO1.
PO2.
PO3.
NCSS THEME/S
1.1: Culture and Cultural Diversity

 1.6: Power, Authority, and Governance

1.9: Global Connections

1.10: Civic Ideals and Practices

DESCRIPTION OF WHAT YOU AS AN INSTRUCTOR NEED TO KNOW TO TEACH

THIS LESSON (be specific):
The instructor will need to know about Anarchy, Emirate, Federal Republic, Islamic
Republic, Theocracy, and Ecclesiastical governments. The instructor will also need to know
different countries that might have these types of governments.
ASSESSMENT/s:
Students will be asked questions during the lecture about the different types of
government and what countries have them.
INSTRUCTIONAL MATERIALS:
The instructor will need to pull up the Prezi before class starts and make sure all of the
elements work on Prezi at school. The Prezi is online at the link.
http://prezi.com/hj-puy9ntzl7/?utm_campaign=share&utm_medium=copy&rc=ex0share
USE OF TECHNOLOGY:
The instructor will be using Prezi for lecture.
USE OF INQUIRY:
No inquiry will be in this lesson.
ACCOMMODATIONS:
Students that are having a hard time at all doing the activities can ask the instructor at any
time of the class. Students that have a hard time printing at home when they lose papers from the
unit can come to the instructor and get an extended time or an extra paper to use. Students who
need extra time to do assignments or fill out the lecture notes can either talk to the instructor
about having parts of the presentation printed out of the student. All materials will be find on the
class shell online also if students need more time.
VOCABULARY:
Vocabulary will be covered in the lectures and on a vocabulary list given to the students
at the beginning of the unit. Students are responsible for making sure they understand the
vocabulary. They can ask the instructor and look up words they dont understand in a dictionary.
LESSON OUTLINE AND DESCRIPTION OF STRATEGIES:
The class will start out with bell work. The instructor will lecture about the final types of
government. The Lecture includes a video of a song about anarchy. After the lecture the students
will be asked questions about religion in government and their opinion about anarchy. After
discussion of the previous questions students will start looking at the final group project and
create their groups.

STEP BY STEP SEQUENCE OF DAILY PLAN:

Time

Activity

Students Learning
Tasks

Teachers Learning
Tasks

5 mins.

Bell work

The instructor will

take role.

20 mins.

Lecture

Students will answer a

question. What was
your favorite activity
of this unit so far?
Students will take
notes

10 mins.

Ending questions

15 mins.

Questions and groups

Students will answer

the questions about
religion in
government and
anarchy.
Students will have the
opportunity to ask
questions about the
final group project
and create the groups
they want to work in.

The instructor will

lecture on the final
forms of government.
The lecture includes a
song about anarchy
for the students to
look at.
The instructor will ask
the students questions
about religion in
government and
anarchy.
The instructor will
answer question that
the students have and
take record of who is
working together. The
instructor also needs
to inform the students
that the groups can
only be 5-6 members.

DAILY LESSON PLAN TEMPLATE

UNIT TITLE AND BRIEF DESCRIPTION: Comparative Government
This unit will cover different types of government around the world. The students
will look at what governments are made up of and how different types of government
formed. They will also look at countries that have that government today.

Day (s)

2 days

FOCUS OF THIS LESSON

Students will work on their group projects.

ENDURING UNDERSTANDING
There is no best type of government.
Cultural values effect the effectiveness of the government.
ESSENTIAL QUESTIONS
What makes a government functional?
How does culture effect government?
CONTENT OBJECTIVES
Students will analyze the information about Iraq.
Student will pull from knowledge learned in the lesson to create a new government for
Iraq.
SKILL OBJECTIVES
Students will be able to cooperate with other students in a group.
Students will be able to create a presentation that expresses their decision.
COMMON CORE CCR STANDARDS
Reading Standards
o Key Ideas and Details
1112.RH.2.
Writing Standards
o Range of Writing
1112.WHST.10.
ARIZONA STANDARDS
Concept 3: Functions of Government
o High school
PO4.
Concept 5: Government Systems of the World
o High School
PO1.
PO2.
PO3.
NCSS THEME/S
1.1: Culture and Cultural Diversity
1.6: Power, Authority, and Governance
1.9: Global Connections
1.10: Civic Ideals and Practices

DESCRIPTION OF WHAT YOU AS AN INSTRUCTOR NEED TO KNOW TO TEACH

THIS LESSON (be specific):
The instructor will need to know current information about Iraq to be able to assist
students in their projects. The instructor also needs to know about all the different types of
government that their presented to the students in order to also assist the students.
ASSESSMENT/s:
The assessment is their project that they are working on to show that the students
understand the different types of governments that have been talked about doing class. A copy of
the assessment will be at the bottom of the unit worksheets document with information on Iraq, a
map, and guiding questions. There will also be a rubric on how all the part of the assignment will
be graded.
INSTRUCTIONAL MATERIALS:
The instructor will need to provide the information pages for the assessment to each
student. The instructor will also need to have their class in a computer lab or have access to an
IPad cart.
USE OF TECHNOLOGY:
Students will be using computers to create their presentations on a form of digital
presentation or a hard copy poster board.
USE OF INQUIRY:
Students will use inquiry to decide what kind of government would be a good
government for Iraq. The students will assess what the country is like and think about the
different types of government and apply the government to Iraq.
ACCOMMODATIONS:
Students that are having a hard time at all doing the activities can ask the
instructor at any time of the class. Students that have a hard time printing at home when they lose
papers from the unit can come to the instructor and get an extended time or an extra paper to use.
Students who need extra time to do assignments or fill out the lecture notes can either talk to the
instructor about having parts of the presentation printed out of the student. All materials will be
find on the class shell online also if students need more time. The students will all be required to
make decision and work on the project that is turned in but students can ask for help. The
instructor can also change the level of grading if needed but since it is a group project.
VOCABULARY:
Vocabulary will be covered in the lectures and on a vocabulary list given to the students
at the beginning of the unit. Students are responsible for making sure they understand the
vocabulary. They can ask the instructor and look up words they dont understand in a dictionary.
LESSON OUTLINE AND DESCRIPTION OF STRATEGIES:
This lesion is a two day period to allow students to be able to research, discuss, and
decide what government they believe Iraq should have. Strategies will include doing research
and using their prior knowledge from the unit to create a new government for Iraq. This is all

part of the summative assessment.

STEP BY STEP SEQUENCE OF DAILY PLAN:
Time

Activity

Students Learning
Tasks

Teachers Learning
Tasks

(day 1) 5 mins.

Journal activity

Instructor will take

roll and then delegate
who is in groups if
needed.

2 mins.

Go to computer lab

2 mins.

Introduce activity

Students will have

instruction in their
journal to choose their
groups there needs to
be 5-6 people in a
group. Students will
not need to get
anything out for class.
Students will walk
over to the computer
lab.
Students will listen to
instructions.

40 mins.

Work with groups

Students will work

with their groups to
create their

Instructor will walk

students to the
computer lab.
Instructor will inform
the students that they
will be working in
groups to determine
what type of
government Iraq
should have. Students
will be able to use the
computers to research
the country more and
make an educated
decision on what type
of government would
work best for the
country today.
Students will utilize
the information they
have learned during
the unit to create the
best government for
Iraq. Students will
also have to make a
presentation in any
format to turn into the
instructor.
Instructor will walk
around and assist
student groups and

(Day 2)

Meet at the computer

lab

5 mins

Announcements

45 mins.

Work on group
project

governments
Students will go to the
computer lab at the
beginning of class
instead of meeting at
the classroom
Student will listen to
announcements and
then start their project
again

Students will be
working on their
group project until the
end of the class

answer questions.
Instructor will be at
the computer lab

Instructor will be
telling announcements
and informing the
students what they
have due for the next
class. The instructor
will inform the
students that if they
do not finish they
have to do it for
homework that night.
Instructor will walk
around and help
student groups.

DAILY LESSON PLAN TEMPLATE

UNIT TITLE AND BRIEF DESCRIPTION: Comparative Government
This unit will cover different types of government around the world. The students
will look at what governments are made up of and how different types of government
formed. They will also look at countries that have that government today.

Day (s)

1 day

FOCUS OF THIS LESSON:

Presenting Projects

ENDURING UNDERSTANDING (as stated in unit description)

There is no best type of government.
Cultural values effect the effectiveness of the government.
ESSENTIAL QUESTIONS (as stated in unit description)
What makes a government functional?
How does culture effect government?
CONTENT OBJECTIVES
Students will analyze why other students chose a type of government for Iraq.

Students will be able to listen to students presentations.

SKILL OBJECTIVES
Students will be able to verbally express why they picked that type of government for
Iraq.
Students will be able to present their information using any form of media.
Students will be able to take write a small paragraph about the group projects.
COMMON CORE CCR STANDARDS
Reading Standards
o Key Ideas and Details
1112.RH.2.
Writing Standards
o Range of Writing
1112.WHST.10.
ARIZONA STANDARDS
Concept 3: Functions of Government
o High school
PO4.
Concept 5: Government Systems of the World
o High School
PO1.
PO2.
PO3.
NCSS THEME/S
1.1: Culture and Cultural Diversity
1.6: Power, Authority, and Governance
1.9: Global Connections
1.10: Civic Ideals and Practices
DESCRIPTION OF WHAT YOU AS AN INSTRUCTOR NEED TO KNOW TO TEACH
THIS LESSON (be specific):
The instructor will need to know what students are in each group and how many groups
are presenting for that class period. The instructor also needs to know how many rubrics they
need to have made for class so then they can grade the presentation as they are presenting. The
instructor will need to know how much time the students need to take for the presentation so then
the class only takes one day. The students should all have about 5 minutes to present.
ASSESSMENT/s:
The assessment is to see if the students understand the different types of government
covered in the unit by having the students talk about why they chose that type of government for
Iraq. The students will also turn in their project. The students will finally turn in a small
paragraph about what they thought of the presentations and the project. The worksheet for the

assessment is at the bottom of the worksheets document and it has all the information they need
to know about Iraq. There are also questions to guide students to what they need to consider
when creating the government for Iraq. There is also a map of Iraq on the same page as the
questions. After that paper there will be a rubric that shows what the students need to do and
have for the project and presentation.
INSTRUCTIONAL MATERIALS:
The instructor will need rubrics printed out to grade students work. The students will
need a piece of paper and something to write with to complete the ending writing. The computer
will also be available for students who utilize their PowerPoint or Prezi.
USE OF TECHNOLOGY:
Students will be able to use PowerPoint, Prezi, Google presentation, or any other hard
copy form of presentation that they chose to use to present their project and presentation.
Students do not need to use the project for the presentation but it is encouraged to engage
classmates. The students will be using these mediums to present their reasoning for having that
be Iraqs government.
ACCOMMODATIONS: Identify your adaptations in instruction that will be used to assist
students with special needs as well as students with various learning modalities.
Students that are having a hard time at all doing the activities can ask the
instructor at any time of the class. Students that have a hard time printing at home when they lose
papers from the unit can come to the instructor and get an extended time or an extra paper to use.
Students who need extra time to do assignments or fill out the lecture notes can either talk to the
instructor about having parts of the presentation printed out of the student. All materials will be
find on the class shell online also if students need more time. This lesson should be able to work
for all students but if a student has a hard time speaking in front of class then do not need to be
the speaker for the group. Also if a student needs more time giving me the response paragraph
they can give it to me the next day of class or verbally talk to me about the assignment.
VOCABULARY:
Vocabulary will be covered in the lectures and on a vocabulary list given to the students
at the beginning of the unit. Students are responsible for making sure they understand the
vocabulary. They can ask the instructor and look up words they dont understand in a dictionary.
LESSON OUTLINE AND DESCRIPTION OF STRATEGIES: Briefly describe your lesson
and the strategies that you will be using.
This lesson is to allow the student to show what they learned about the governments
covered in the unit by choosing the type of government Iraq should have.
STEP BY STEP SEQUENCE OF DAILY PLAN:
Time

Activity

Students Learning
Tasks

Teachers Learning
Tasks

5 mins

Prepare for

Students will be

The teacher will take

presentations

35-40 mins

Presentations

5-10 mins.

Paragraph response

getting with their

groups and talking
about their
presentation. The
students will be
choosing who is
presenting for the
group and what the
presenter will say.
Each student group
will have 5 minutes
each to present the
government they gave
Iraq and why they
chose that.
Students will be
writing a paragraph
responding to the
presentations and
telling the instructor
what they thought of
the assignment.

role and then walk

around to see if any
students need help.

Instructor will grade

each group as they go
for their presentation.

The instructor will

collect papers from
students who are done
and prepare for the
next class.

6. Professional Dispositions
a. Bibliography
a. Vocabulary definitions came from CIA World Factbook
i. https://www.cia.gov/library/publications/the-worldfactbook/fields/2128.html
b. The Shortened Communist Manifesto came from
i. www.paulrittman.com/CommunistManifestoExcerpts.pdf
c. The picture about the United Kingdoms government was found threw
google search.
d. Parts of the Prezi was taken from the Prentice Hall textbook Magruders
American Government.
e. The Iraq activity was borrowed from Christi Carlson but it was modified
by information on CIA World Factbook.