L3+Hodge,+Spencer

** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **
 * ** UNIVERSITY OF MAINE AT FARMINGTON **

** LESSON PLAN FORMAT **


 * __Teacher’s Name __ ****: **Mr. Hodge
 * __Lesson #: __ ** 3
 * __Facet: __ ** Perspective
 * __Grade Level __ ****: **9-Diploma
 * __Numbers of Days: __ ** 4
 * __Topic: __ ** Types of world governments


 * __PART I: __ **


 * __Objectives __ **
 * <span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">Student will understand that ** there are other forms of government in the world.
 * <span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">Student will know ** Anarchy, Democracy, Dictatorship, Monarchy, Communism
 * <span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">Student will be able to ** compare and contrast the different governments in the world.


 * <span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">Product: **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Inspiration

<span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">Maine Learning Results <span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">Content Area: Social Studies <span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">Standard Label: B. Civics and Government <span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">Standard: B1 Knowledge, Concepts, Themes, and Patterns of Civics/Government <span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">Grade Level Span: 9 - Diploma <span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">Students understand the ideals, purposes, principles, structures, and processes of constitutional government in the United States and in the American political system, as well as examples of other forms of government and political systems in the world. <span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">Performance Indicators: a,b,c,d,e
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __ **

<span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">Students are going to learn about the different type of governments around the world.
 * <span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: **


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Assessments __ **

Students will do a word sort to check for understanding.
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Formative (Assessment for Learning) __ **
 * <span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">Section I – checking for understanding during instruction **

Self-Assessment using a checklist, feedback by peers using a checklist, and feedback by teacher using a checklist and verbal feedback on final product.
 * <span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">Section II – timely feedback for products (self, peer, teacher) **

__<span style="font-family: Calibri,sans-serif; font-size: 11pt;">Inspiration __<span style="font-family: Calibri,sans-serif; font-size: 11pt;">- Students will use Inspiration to compare and contrast different types of government around the world, past and present. Students will work in groups of 5 on the inspiration product, each student will get one type of government to deeply explore. When presenting their product they will be sure to display it in web and outline form to benefit different types of learners.
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Summative (Assessment of Learning): __ **


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Integration __ **
 * <span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">Technology: **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Inspiration

**<span style="font-family: 'Times New Roman',serif;">Science: ** Students will go outside and while exploring nature will collectively brainstorm what components of certain types of governments could apply to animals in the forest.
 * <span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">Content Areas: **
 * <span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">History: **<span style="background-color: #ffffff; font-family: 'Times New Roman',serif;">Students will learn a brief history individual types of governments.

Students will use the Cluster/ World Web 3 graphic organizer to define and explore the different types of governments in the world. For cooperative learning, students will do a "Three-minute Review" and be in groups of 5 for their inspiration product.
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Groupings __ **
 * <span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">Section I - Graphic Organizer & Cooperative Learning used during instruction **

<span style="font-family: Calibri,sans-serif; font-size: 14px;">Students will work in groups of 5 on the inspiration product, each student will get one type of government to deeply explore. These will be chosen with one giant line standing at the back of the room, and the teacher will count off by fives.
 * <span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">Section II – Groups and Roles for Product **


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Differentiated Instruction __ **


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">MI Strategies __ **
 * Logical: ** The checklist will allow for logical learners to have a concrete description of what they need for their final product, which will allow them to set up a process for getting it done.
 * Visual: ** On the "You Have Two Cows. The Government..." website students will see a very interesting visual analogy of the different types of governments, allowing them to understand using a visual reference.
 * Kinesthetic: ** Students will do a word sort activity in which they sort words at different points in the classroom, allowing them to get out of their seats and move around.
 * Intrapersonal: ** While working in their groups of 5 each student will get one type of government to explore allowing them to explore and build upon their intrapersonal intelligence.
 * Interpersonal: ** Students will use their interpersonal intelligence to work in small groups of five while creating their inspiration product.
 * Naturalist: ** Students will go outside and while exploring nature will collectively brainstorm what components of certain types of governments could apply to animals in the forest.


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Modifications/Accommodations __ **
 * <span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) **<span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Absent students will be expected to look on the wikispaces for homework. All classwork materials will be given to the student that needs to make it up. If the student is absent for longer than one or two days, e-mails will be sent with the worksheets that need to be completed. The graphic organizer is based on research, so it can be done at home. If there is no internet at home, work can wait until the student has time to complete it at school. Classmates will keep class or project notes on a Google doc for everyone's quick access. Skyping is always a possibility.
 * <span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">Plan for accommodating absent students: **


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Extensions __ **

__<span style="font-family: Calibri,sans-serif; font-size: 11pt;">Inspiration __<span style="font-family: Calibri,sans-serif; font-size: 11pt;">- Students will use Inspiration to compare and contrast different types of government around the world, past and present. Students will work in groups of 5 on the inspiration product, each student will get one type of government to deeply explore. When presenting their product they will be sure to display it in web and outline form to benefit different types of learners <span style="background-color: #ffffff; font-family: Calibri,sans-serif; font-size: 14px;">. <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">It will be type II because of the ability to view in outline mode.
 * <span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">Type II technology: **

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Students who want or require more of a challenge will have the opportunity to do a case study on specific candidate running in an upcoming election. This will be a process through out the whole unit, however, at the end of each lesson the student will turn in a short written reflection about how the candidate compares to the student on an issue. For each reflection, a new issue will be chosen.
 * <span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">Gifted Students: **


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Materials, Resources and Technology __ **
 * <span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">Laptops
 * <span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">Projector
 * <span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">Cluster Web 3 Organizer
 * <span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">Product Checklist
 * Blank world maps
 * Note cards for word sort

> [] >
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Source for Lesson Plan and Research __ **
 * <span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 15px;">Hook: []
 * Content Notes:
 * []


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">PART II: __ **


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Teaching and Learning Sequence __ ****<span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;"> (Describe the teaching and learning process using all of the information from part I of the lesson plan) **<span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages)

<span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">My classroom will be set up in the "U" formation.

- All students will individually open up the link for the hook that will be emailed to them, and the teacher will briefly go through each of the important example and class will explain and discuss how this relates to real life type of governments. **(15 minutes)** - Present information about the types of governments put to a scale from anarchy to totalitarianism. Include any miscellaneous governments/ info as well. **(40 minutes)** **-** Three minute review **(5 Minutes)** - Map activity where students color code a blank world map in relation to the type of governments around the world. **(20 minutes)**
 * <span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">Day 1: **

<span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">**Day 2:** <span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">**-** Students will do a word sort to check for understanding. There will be two rounds of this activity; one round where students will get a definition and have to match it up to a type of government posted on the wall, and another round where they do the same thing except the start with a characteristic of a type of government. **(15 minutes)** - This portion of class will be held outside, while outside students will brainstorm ways of relating nature to the many types of governments. Students will use the Cluster/ World Web 3 graphic organizer to explain and relate how the different types of governments in the world can be applied to nature. **(45 minutes)** **-** Introduce Inspiration back in class **(15 minutes)**
 * -** Three minute review **(5 Minutes)**

<span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">- Go over project expectation, answer questions **(10 minutes)** <span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">- Students will work on Projects **(50 minutes)** <span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">- Feed backing process **(20 minutes)**
 * <span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">Day 3: **

<span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">- Presentations **(80 minutes)**
 * <span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">Day 4: **

Students will understand that there are other forms of government in the world. Without grasping a true view on the world, students may never be able to understand whether they are fortunate or not to live in this societal setting. Example: People in America sometimes take their governmental protections for granted, if you lived a country with an anarchy there is no government to protect you; nobody is safe. <span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;"> Students understand the ideals, purposes, principles, structures, and processes of constitutional government in the United States and in the American political system, as well as examples of other forms of government and political systems in the world. At the beginning of class all students will individually open up the link for the hook that will be emailed to them, and the teacher will briefly go through each of the important example and class will explain and discuss how this relates to real life type of governments. I will then present information about the types of governments put to a scale from anarchy to totalitarianism and include any miscellaneous governments/ info as well. From here students will do a map activity where they will color code a blank world map in relation to the type of governments around the world.
 * <span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">Where, Why, What, Hook, Tailor: ** <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Visual, <span style="font-family: 'Times New Roman',serif; font-size: 15px;">Intrapersonal.

Students will know Anarchy, Democracy, Dictatorship, Monarchy, Communism <span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">(See Content Notes). Students will start the day doing a word sort to check for understanding. There will be two rounds of this activity; one round where students will get a definition and have to match it up to a type of government posted on the wall, and another round where they do the same thing except the start with a characteristic of a type of government. The next portion of class will be held outside, while outside students will brainstorm ways of relating nature to the many types of governments. Students will use the Cluster/ World Web 3 graphic organizer to explain and relate how the different types of governments in the world can be applied to nature. After, we will do a t hree minute review as way to check for understanding and do some clarification**.** <span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">At the end of class the teacher will introduce the program "Inspiration" which will be used for the lesson's final project. Teacher will give them in class time to experiment.
 * <span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">Equip, Explore, Rethink, Revise, Tailors: **<span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;"> Kinesthetic, Naturalist, Interpersonal, Intrapersonal**.**

Students will be able to compare and contrast the different governments in the world. <span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">Teacher will explain expectations for the product. <span style="font-family: Calibri,sans-serif; font-size: 14px;">Students will work in groups of 5 on the inspiration product, each student will get one type of government to deeply explore. <span style="background-color: #ffffff; font-family: 'Times New Roman',serif;"> Students will s elf-assess using a checklist, feedback by peers using a checklist for final product, and feedback by teacher using a checklist and verbal feedback on final product.
 * <span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">Explore, Experience, Revise, Refine, Tailors: **<span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;"> Verbal, Interpersonal**.**

<span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">Timely feedback will be given by the teacher and self using a Checklist.
 * <span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">Evaluate, Tailors: **<span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;"> Visual**.**


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Content Notes __ **


 * <span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">Student will know: **

<span class="bodytext" style="font-family: Verdana,Arial,Helvetica,sans-serif;">Anarchy - Anarchy is a situation where there is no government. This can happen after a civil war in a country, when a government has been destroyed and rival groups are fighting to take its place. Anarchists are people who believe that government is a bad thing. They say it stops people organizing their own lives.

<span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Capitalist - In a capitalist or free-market country, people can own their own businesses and property. People can also buy services for private use, such as healthcare. But most capitalist governments also provide their own education, health and welfare services.

<span class="bodytext" style="font-family: Verdana,Arial,Helvetica,sans-serif;">Communist - In a communist country, the government owns things like businesses and farms. It provides its people's healthcare, education and welfare.

<span class="bodytext" style="font-family: Verdana,Arial,Helvetica,sans-serif;">Democracy - In a democracy, the government is elected by the people. Everyone who is eligible to vote has a chance to have their say over who runs the country.

<span class="bodytext" style="font-family: Verdana,Arial,Helvetica,sans-serif;">Dictatorship - This is a country ruled by a single leader. The leader has not been elected and may use force to keep control. In a military dictatorship, the army is in control.

<span class="bodytext" style="font-family: Verdana,Arial,Helvetica,sans-serif;">Federal Government- In this type of system, a central government shares power with a number of small local governments. The USA is a type of this, called a federal republic.

<span class="bodytext" style="font-family: Verdana,Arial,Helvetica,sans-serif;">Monarchy - <span style="background-color: #ffffff; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: small;">A monarchy has a king or queen. In some traditional monarchies, the monarch has absolute power. But a constitutional monarchy, like the UK, also has a democratic government that limits the monarch's control.

Regional or local - <span style="background-color: #ffffff; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: small;">This is a government or council that controls a smaller area within a country. Some local governments have very limited powers and are mainly controlled by the central government. Others are powerful enough to make their own laws, like individual states in the USA.

<span class="bodytext" style="font-family: Verdana,Arial,Helvetica,sans-serif;">Republic - A republic is a country that has no monarch. The head of the country is usually an elected president.

Revolutionary Government - <span style="background-color: #ffffff; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: small;">If a government is overthrown by force, the new ruling group is sometimes called a revolutionary government.

<span class="bodytext" style="font-family: Verdana,Arial,Helvetica,sans-serif;">Totalitarianism State - This is a country with only one political party. People are forced to do what the government tells them and may also be prevented from leaving the country.

<span class="bodytext" style="font-family: Verdana,Arial,Helvetica,sans-serif;">Transitional - A country that is changing from one type of government to another has a transitional government. For example, a dictatorship may turn into a democracy after the dictator dies. The change between governments can take several years.

CIA Detailed Listings:

<span style="background-color: #ffffff; color: #707070; display: block; font-family: Geneva,Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;"> - a form of government where the monarch rules unhindered, i.e., without any laws, constitution, or legally organized opposition. <span style="background-color: #ffffff; color: #707070; display: block; font-family: Geneva,Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;"> - a condition of lawlessness or political disorder brought about by the absence of governmental authority. <span style="background-color: #ffffff; color: #707070; display: block; font-family: Geneva,Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;"> - a form of government in which state authority is imposed onto many aspects of citizens' lives. <span style="background-color: #ffffff; color: #707070; display: block; font-family: Geneva,Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;"> - a nation, state, or other political entity founded on law and united by a compact of the people for the common good. <span style="background-color: #ffffff; color: #707070; display: block; font-family: Geneva,Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;"> - a system of government in which the state plans and controls the economy and a single - often authoritarian - party holds power; state controls are imposed with the elimination of private ownership of property or capital while claiming to make progress toward a higher social order in which all goods are equally shared by the people (i.e., a classless society). <span style="background-color: #ffffff; color: #707070; display: block; font-family: Geneva,Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;"> - a union by compact or treaty between states, provinces, or territories, that creates a central government with limited powers; the constituent entities retain supreme authority over all matters except those delegated to the central government. <span style="background-color: #ffffff; color: #707070; display: block; font-family: Geneva,Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;"> - a government by or operating under an authoritative document (constitution) that sets forth the system of fundamental laws and principles that determines the nature, functions, and limits of that government. <span style="background-color: #ffffff; color: #707070; display: block; font-family: Geneva,Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;"> - a form of government in which the sovereign power of the people is spelled out in a governing constitution. <span style="background-color: #ffffff; color: #707070; display: block; font-family: Geneva,Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;"> - a system of government in which a monarch is guided by a constitution whereby his/her rights, duties, and responsibilities are spelled out in written law or by custom. <span style="background-color: #ffffff; color: #707070; display: block; font-family: Geneva,Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;"> - a form of government in which the supreme power is retained by the people, but which is usually exercised indirectly through a system of representation and delegated authority periodically renewed. <span style="background-color: #ffffff; color: #707070; display: block; font-family: Geneva,Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;"> - a state in which the supreme power rests in the body of citizens entitled to vote for officers and representatives responsible to them. <span style="background-color: #ffffff; color: #707070; display: block; font-family: Geneva,Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;"> - a form of government in which a ruler or small clique wield absolute power (not restricted by a constitution or laws). <span style="background-color: #ffffff; color: #707070; display: block; font-family: Geneva,Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;"> - a government administrated by a church. <span style="background-color: #ffffff; color: #707070; display: block; font-family: Geneva,Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;"> - similar to a monarchy or sultanate, but a government in which the supreme power is in the hands of an emir (the ruler of a Muslim state); the emir may be an absolute overlord or a sovereign with constitutionally limited authority. <span style="background-color: #ffffff; color: #707070; display: block; font-family: Geneva,Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;"> - a form of government in which sovereign power is formally divided - usually by means of a constitution - between a central authority and a number of constituent regions (states, colonies, or provinces) so that each region retains some management of its internal affairs; differs from a confederacy in that the central government exerts influence directly upon both individuals as well as upon the regional units. <span style="background-color: #ffffff; color: #707070; display: block; font-family: Geneva,Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;"> - a state in which the powers of the central government are restricted and in which the component parts (states, colonies, or provinces) retain a degree of self-government; ultimate sovereign power rests with the voters who chose their governmental representatives. <span style="background-color: #ffffff; color: #707070; display: block; font-family: Geneva,Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;"> - a particular form of government adopted by some Muslim states; although such a state is, in theory, a theocracy, it remains a republic, but its laws are required to be compatible with the laws of Islam. <span style="background-color: #ffffff; color: #707070; display: block; font-family: Geneva,Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;"> - the theory and practice of Marxism-Leninism developed in China by Mao Zedong (Mao Tse-tung), which states that a continuous revolution is necessary if the leaders of a communist state are to keep in touch with the people. <span style="background-color: #ffffff; color: #707070; display: block; font-family: Geneva,Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;"> - the political, economic, and social principles espoused by 19th century economist Karl Marx; he viewed the struggle of workers as a progression of historical forces that would proceed from a class struggle of the proletariat (workers) exploited by capitalists (business owners), to a socialist "dictatorship of the proletariat," to, finally, a classless society - Communism. <span style="background-color: #ffffff; color: #707070; display: block; font-family: Geneva,Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;"> - an expanded form of communism developed by Lenin from doctrines of Karl Marx; Lenin saw imperialism as the final stage of capitalism and shifted the focus of workers' struggle from developed to underdeveloped countries. <span style="background-color: #ffffff; color: #707070; display: block; font-family: Geneva,Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;"> - a government in which the supreme power is lodged in the hands of a monarch who reigns over a state or territory, usually for life and by hereditary right; the monarch may be either a sole absolute ruler or a sovereign - such as a king, queen, or prince - with constitutionally limited authority. <span style="background-color: #ffffff; color: #707070; display: block; font-family: Geneva,Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;"> - a government in which control is exercised by a small group of individuals whose authority generally is based on wealth or power. <span style="background-color: #ffffff; color: #707070; display: block; font-family: Geneva,Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;"> - a political system in which the legislature (parliament) selects the government - a prime minister, premier, or chancellor along with the cabinet ministers - according to party strength as expressed in elections; by this system, the government acquires a dual responsibility: to the people as well as to the parliament. <span style="background-color: #ffffff; color: #707070; display: block; font-family: Geneva,Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;"> - a government in which members of an executive branch (the cabinet and its leader - a prime minister, premier, or chancellor) are nominated to their positions by a legislature or parliament, and are directly responsible to it; this type of government can be dissolved at will by the parliament (legislature) by means of a no confidence vote or the leader of the cabinet may dissolve the parliament if it can no longer function. <span style="background-color: #ffffff; color: #707070; display: block; font-family: Geneva,Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;"> - a state headed by a monarch who is not actively involved in policy formation or implementation (i.e., the exercise of sovereign powers by a monarch in a ceremonial capacity); true governmental leadership is carried out by a cabinet and its head - a prime minister, premier, or chancellor - who are drawn from a legislature (parliament). <span style="background-color: #ffffff; color: #707070; display: block; font-family: Geneva,Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;"> - a system of government where the executive branch exists separately from a legislature (to which it is generally not accountable). <span style="background-color: #ffffff; color: #707070; display: block; font-family: Geneva,Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;"> - a representative democracy in which the people's elected deputies (representatives), not the people themselves, vote on legislation. <span style="background-color: #ffffff; color: #707070; display: block; font-family: Geneva,Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;"> - a government in which the means of planning, producing, and distributing goods is controlled by a central government that theoretically seeks a more just and equitable distribution of property and labor; in actuality, most socialist governments have ended up being no more than dictatorships over workers by a ruling elite. <span style="background-color: #ffffff; color: #707070; display: block; font-family: Geneva,Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;"> - similar to a monarchy, but a government in which the supreme power is in the hands of a sultan (the head of a Muslim state); the sultan may be an absolute ruler or a sovereign with constitutionally limited authority. <span style="background-color: #ffffff; color: #707070; display: block; font-family: Geneva,Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;"> - a form of government in which a Deity is recognized as the supreme civil ruler, but the Deity's laws are interpreted by ecclesiastical authorities (bishops, mullahs, etc.); a government subject to religious authority. <span style="background-color: #ffffff; color: #707070; display: block; font-family: Geneva,Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;"> - a government that seeks to subordinate the individual to the state by controlling not only all political and economic matters, but also the attitudes, values, and beliefs of its population
 * <span style="background-color: #ffffff; color: #707070; font-family: Geneva,Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">Absolute monarchy **
 * <span style="background-color: #ffffff; color: #707070; font-family: Geneva,Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">Anarchy **
 * <span style="background-color: #ffffff; color: #707070; font-family: Geneva,Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">Authoritarian **
 * <span style="background-color: #ffffff; color: #707070; font-family: Geneva,Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">Commonwealth **
 * <span style="background-color: #ffffff; color: #707070; font-family: Geneva,Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">Communist **
 * <span style="background-color: #ffffff; color: #707070; font-family: Geneva,Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">Confederacy (Confederation) **
 * <span style="background-color: #ffffff; color: #707070; font-family: Geneva,Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">Constitutional **
 * <span style="background-color: #ffffff; color: #707070; font-family: Geneva,Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">Constitutional democracy **
 * <span style="background-color: #ffffff; color: #707070; font-family: Geneva,Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">Constitutional monarchy **
 * <span style="background-color: #ffffff; color: #707070; font-family: Geneva,Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">Democracy **
 * <span style="background-color: #ffffff; color: #707070; font-family: Geneva,Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">Democratic republic **
 * <span style="background-color: #ffffff; color: #707070; font-family: Geneva,Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">Dictatorship **
 * <span style="background-color: #ffffff; color: #707070; font-family: Geneva,Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">Ecclesiastical **
 * <span style="background-color: #ffffff; color: #707070; font-family: Geneva,Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">Emirate **
 * <span style="background-color: #ffffff; color: #707070; font-family: Geneva,Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">Federal (Federation) **
 * <span style="background-color: #ffffff; color: #707070; font-family: Geneva,Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">Federal republic **
 * <span style="background-color: #ffffff; color: #707070; font-family: Geneva,Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">Islamic republic **
 * <span style="background-color: #ffffff; color: #707070; font-family: Geneva,Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">Maoism **
 * <span style="background-color: #ffffff; color: #707070; font-family: Geneva,Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">Marxism **
 * <span style="background-color: #ffffff; color: #707070; font-family: Geneva,Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">Marxism-Leninism **
 * <span style="background-color: #ffffff; color: #707070; font-family: Geneva,Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">Monarchy **
 * <span style="background-color: #ffffff; color: #707070; font-family: Geneva,Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">Oligarchy **
 * <span style="background-color: #ffffff; color: #707070; font-family: Geneva,Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">Parliamentary democracy **
 * <span style="background-color: #ffffff; color: #707070; font-family: Geneva,Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">Parliamentary government (Cabinet-Parliamentary government) **
 * <span style="background-color: #ffffff; color: #707070; font-family: Geneva,Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">Parliamentary monarchy **
 * <span style="background-color: #ffffff; color: #707070; font-family: Geneva,Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">Presidential **
 * <span style="background-color: #ffffff; color: #707070; font-family: Geneva,Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">Republic **
 * <span style="background-color: #ffffff; color: #707070; font-family: Geneva,Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">Socialism **
 * <span style="background-color: #ffffff; color: #707070; font-family: Geneva,Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">Sultanate **
 * <span style="background-color: #ffffff; color: #707070; font-family: Geneva,Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">Theocracy **
 * <span style="background-color: #ffffff; color: #707070; font-family: Geneva,Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">Totalitarian **

[|Cluster/ World Web 3]
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Handouts __ **

[|Blank World Map] <span style="font-family: 'Times New Roman',serif; font-size: 15px;">Check List


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Maine Standards for Initial Teacher Certification and Rationale __ **


 * <span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">Standard 3 – Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. **


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Learning Styles __ **


 * <span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">Clipboard: **<span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">Students who are clipboard learners will have a checklist to guide their final product. Also they will have the Cluster Web organizer to lay out information such as types of governments.


 * <span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">Microscope: **<span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">The microscopic students will be able to go in depth and explore specific types of governments, and analyze them to learn how there lives would be different with each government.


 * <span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">Puppy: **<span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">The students who describe themselves as puppies when it comes to learning will be given a safe, warm, and productive environment in which to learn. The teacher will help to facilitate their discussion and will be sure to ask them questions that make them think. The students will also be allowed to work in both small groups and will share their work and ideas with the rest of the class.


 * <span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">Beach Ball: **<span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">The beach ball students will be given the time to brainstorm freely and in a manner which they see fit. These students will appreciate the variety of activities that we will do, including having a portion of class outside. They will also enjoy the opportunity to work with their colleagues in a social manner.


 * <span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: **<span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">In this lesson plan each of the students will be comfortable as each learning style has een taken into account. Not only will each of the students be able to learn to the best of their abilities, but they will be able to see and experience many other learning styles in the process. Regardless of their learning style, there is something in this lesson for everyone.


 * <span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. **


 * <span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">Content Knowledge: ( **<span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">See content notes)

<span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">Maine Learning Results <span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">Content Area: Social Studies <span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">Standard Label: B. Civics and Government <span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">Standard: B1 Knowledge, Concepts, Themes, and Patterns of Civics/Government <span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">Grade Level Span: 9 - Diploma <span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">Students understand the ideals, purposes, principles, structures, and processes of constitutional government in the United States and in the American political system, as well as examples of other forms of government and political systems in the world. <span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">Performance Indicators: a,b,c,d,e
 * <span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">MLR or CCSS: **


 * <span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">Facet: ** Perspective


 * <span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: **<span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">After this lesson, students are going to understand the different type of governments around the world.


 * <span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. **


 * <span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">MI Strategies: **
 * Logical: ** The checklist will allow for logical learners to have a concrete description of what they need for their final product, which will allow them to set up a process for getting it done.
 * Visual: ** On the "You Have Two Cows. The Government..." website students will see a very interesting visual analogy of the different types of governments, allowing them to understand using a visual reference.
 * Kinesthetic: ** Students will do a word sort activity in which they sort words at different points in the classroom, allowing them to get out of their seats and move around.
 * Intrapersonal: ** While working in their groups of 5 each student will get one type of government to explore allowing them to explore and build upon their intrapersonal intelligence.
 * Interpersonal: ** Students will use their interpersonal intelligence to work in small groups of five while creating their inspiration product.
 * Naturalist: ** Students will go outside and while exploring nature will collectively brainstorm what components of certain types of governments could apply to animals in the forest.


 * <span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">Type II Technology: **<span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;"> Using <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Inspiration, students will compare and contrast different types of government around the world, past and present. <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">It will be type II because of the ability to view in outline mode.


 * <span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: **<span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">This lesson includes different activities and instructional strategies to ensure that many if not all of the intelligences are touched upon throughout the class period. This way students have the opportunity to learn in a way that suits them and they have the chance to use a type II technology in the process.


 * <span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. **


 * <span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">Formative: ** Students will do a word sort to check for understanding. Self-Assessment using a checklist, feedback by peers using a checklist, and feedback by teacher using a checklist and verbal feedback on final product.


 * <span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">Summative: **<span style="background-color: #ffffff; font-family: Calibri,sans-serif; font-size: 14px;">Each student will have the opportunity <span style="font-family: Calibri,sans-serif; font-size: 14px;"> to compare and contrast different types of government around the world, past and present. Students will work in groups of 5 on the inspiration product, each student will get one type of government to deeply explore. When presenting their product they will be sure to display it in web and outline form to benefit different types of learners.

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 * <span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: **<span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 12pt;">This lesson incorporates many different kinds of assessment and allows the students to show their knowledge without the pressure of simply having a test or paper to write. Using these types of assessment the teacher can successfully gauge the students' progress in multiple ways. || [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="600"]] ||  ||
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