Summary
In this lesson, students will learn about and explore characteristics of limited and unlimited governments. After accessing their prior knowledge about governments, students will analyze quotes about governmental power, classify characteristics of governments, and explore historical and contemporary governments through a Google Earth tour. Learning will be assessed by the creation of a Venn diagram of unlimited and limited governments.
Essential Question(s)
What do limited and unlimited governments look like?
Snapshot
Engage
Students analyze statements about government structures.
Explore
Students examine and discuss quotes about governmental power.
Explain
Students classify traits of unlimited and limited governments.
Extend
Students categorize historical and contemporary governments as unlimited or limited.
Evaluate
Students create a Venn diagram to compare the characteristics of limited and unlimited governments.
Instructional Formats
The term "Multimodality" refers to the ability of a lesson to be offered in more than one modality (i.e. face-to-face, online, blended). This lesson has been designed to be offered in multiple formats, while still meeting the same standards and learning objectives. Though fundamentally the same lesson, you will notice that the different modalities may require the lesson to be approached differently. Select the modality that you are interested in to be taken to the section of the course designed for that form of instruction.
Materials
Lesson Slides (attached)
Characteristics of Limited and Unlimited Governments handout (attached, one per student)
T-Chart handouts (attached, one per student)
Magnetic Statements (attached, one set)
Venn Diagram handout (attached, one per student)
Student devices with internet access
Engage
10 Minute(s)
Use the attached Lesson Slides to guide the lesson. Display slide 3 and introduce students to the Fiction in the Facts strategy. Tell students that two statements are true and one is false. Provide time for students to read the statements. Have students share their thoughts with an elbow partner, then go through each statement as a class and talk about which are true and false. Reveal to students that statements one and three are true and statement two is false. Move through slides 4–5 to review the essential question and lesson objective with students.
Explore
15 Minute(s)
Display slide 6 and explain the Magnetic Statements strategy to students. Direct students' attention to the posters around the room. Provide time for students to move around the room and read each quote. Then, have students stand by the quote that most appeals to them. Have students talk by each poster about why they chose that quote. Ask several students to share their thoughts. Repeat this process by having students stand by the quote that repels them the most. Again, have students talk by their poster before having students share with the class.
Explain
20 Minute(s)
Have students return to their seats and display slide 7. Pass out the attached Characteristics of Limited and Unlimited Governments and T-Chart handouts to each student. Have students work independently or in partners to read and fill in the T-Chart with characteristics of limited governments on the left side of the T-Chart and characteristics of unlimited governments on the right side. After students have completed their T-Chart, ask for several volunteers to share what they have written down and use this time to clarify any misconceptions.
Extend
15 Minute(s)
Next students use what they have learned about unlimited and limited governments and apply it to current and historical governments around the world. Display slide 8 and have students use personal devices to navigate to the Google Earth tour by using the short web link on slide 8.
Each stop on the tour describes the structure of a country's government from either the past or the present. There are eleven countries listed with historical landmarks for each. After each stop, have students identify whether the country has a limited or an unlimited government and note that on their handouts. Ask students to use the back of the T-Chart handout to note whether each country is unlimited or limited. Use the attached Countries’ Biographies Teacher Guide if needed.
Students can use their completed T-Charts to determine whether each country is unlimited or limited. If time does not allow for students to visit all eleven countries, assign students to read about a selected number of countries.
After students have completed the tour, lead a class discussion on the different countries’ governments by having students share what they have learned.
Evaluate
15 Minute(s)
Display slide 9 and pass out the attached Venn Diagram handout to each student. Ask students to fill in the Venn diagram by listing characteristics of limited governments in the left circle, characteristics of unlimited governments in the right circle, and shared characteristics in the overlapping area.
Collect students' work when they are done and assess understanding of the lesson objectives.
Resources
Halstied, L. (n.d.). To limit or not to limit. Google Earth. https://earth.google.com/web/data=MicKJQojCiExQkZlNGhmdWVTLUh5RzhhUWRkZ01qSUszMl8yaWY3bjQ
K20 Center. (n.d.). Fiction in the facts. Strategies. https://learn.k20center.ou.edu/strategy/60
K20 Center. (n.d.). T-chart. Strategies. https://learn.k20center.ou.edu/strategy/86
K20 Center. (n.d.). Magnetic statements. Strategies. https://learn.k20center.ou.edu/strategy/166
K20 Center. (n.d.). Padlet. External apps tutorials. https://k20center.ou.edu/externalapps/padlet/
K20 Center. (n.d.). Padlet. Tech tools. https://learn.k20center.ou.edu/tech-tool/1077
Anestiev. (n.d.). Acropolis Athens [Image]. Pixabay. https://pixabay.com/photos/acropolis-athens-greece-ancient-2725910/