Delaware Recommended Curriculum
Teaching Civics with Primary Sources Grant Project
This lesson has been created as an exemplary model for teachers in (re)design of course
curricula. An exemplary model lesson has undergone a rigorous peer review and jurying
process to ensure alignment to selected Delaware Content Standards.
Lesson Title: Structures of Government
Designed by: Sara Faucett
Content Area: Social Studies
Grade Level: 9–12
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Summary of Lesson
Students will first examine and analyze reasons for the organization of the structure of
government for the United States. Then they will represent an assigned interest group and
explain the structure of government that would be most effective given the needs, history,
culture, values, etc. of their group.
Estimated Time to Complete
Five 90-minute Class Periods
Resources Needed:
•
•
•
•
•
•
Copies of Handout #1: Frayer Models
Copies of Handout #2: Reading and Graphic Organizer
Copies of Handout #3: Project Sheet
Copies of Handout #4: Project Rubric for Students
Civics Textbook
Computers/Laptops/Tablets with Internet Access
Development of this lesson is sponsored in part by the Library of Congress Teaching with Primary Sources Eastern Regional
Program, coordinated by Waynesburg University.
Stage 1 – Desired Results
What students will know, do, and understand.
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Delaware Content Standard
Civics Standard 1: Students will analyze the ways in which the structure and purposes of
different governments around the world reflect differing ideologies, cultures, values, and
histories.
Big Ideas
Different countries have different needs when it comes to government structure.
•
•
•
•
Parliamentary v. Presidential
Democracy v. Authoritarian
Unitary v. Federal v. Confederate
Religious v. Secular
Lesson Enduring Understanding
Students will understand that countries set up different structures of government based on
their histories, cultures, values, and ideologies.
Lesson Essential Question
•
How might the choice of governmental structure be influenced by a society’s history,
culture, values, or ideology?
Knowledge and Skills
Students will know…
•
The differences between structures of government and why a country might choose one
structure over another.
Students will be able to…
•
Argue effectively for a structure of government for citizens based on the group’s history,
culture, values, or ideology.
Development of this lesson is sponsored in part by the Library of Congress Teaching with Primary Sources Eastern Regional
Program, coordinated by Waynesburg University.
Stage 2 – Assessment Evidence
Evidence that will be collected to determine whether or not Desired Results are achieved.
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Transfer Task
This summative assessment is a transfer task that requires students to use the knowledge
and understandings to perform a task in a new setting or context.
The assessment and scoring guide should be reviewed with students prior to any
instruction. Students should complete the assessment after the lesson concludes.
Essential Question:
•
How might the choice of governmental structure be influenced by a society’s history,
culture, values, or ideology?
Prior Knowledge
Students have defined the different government structures,
provided modern examples, and hypothesized pros and cons.
Task
Students will be assigned an interest group and prepare a
presentation that argues which type of government structure
their group has concluded to set up and their reasoning. They
must also identify two structures that would not meet the needs
of their interest group.
Rubric
Criteria
2
1
0
Identify and explain
the concerns of your
interest group.
Concerns are
accurately identified
and explained.
Concerns are
identified, but not
explained.
No concerns are
identified or
explained.
Create a credible
claim for a
government structure
that will address the
needs of your
interest group.
Appropriate
government structure
is chosen that
effectively serves
concerns of interest
group.
Government
structure is chosen,
but not the bestsuited structure for
given concerns.
No government
structure is chosen/
Chosen government
structure does not
address any concerns
of interest group.
Provide evidence to
support your choice
of government
structure.
Accurate evidence is
provided.
Evidence provided,
but not entirely
accurate.
No evidence
included.
Identify and explain
two structures of
government that do
not address the
concerns of your
interest group.
Two structures are
identified and
accurately explained.
Structures are
included, but not
explained/
Explanations are not
accurate.
Structures and
explanation are not
included.
Development of this lesson is sponsored in part by the Library of Congress Teaching with Primary Sources Eastern Regional
Program, coordinated by Waynesburg University.
Stage 3 – Learning Plan
Design learning activities to align with Stage 1 and Stage 2 expectations.
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Lesson One: Structures of Government
Essential Question
•
How might the choice of governmental structure be influenced by a society’s history,
culture, values, or ideology?
Instructional Strategies
Phase I: Gathering Information – Handout #1
Handout #1 is made up of Frayer models to be completed using the documents. Students
will analyze the documents and determine the democratic value being discussed. This value
will be written in the middle of the Frayer model. According to the directions, students will
briefly define the value and then provide characteristics (what does this look like?),
examples, and non-examples (opposites). There are a few ways this activity can be
organized, depending on teacher discretion:
•
•
•
•
•
Divide students into groups (three or four students per group) and have them analyze
one document in each group. They will complete one Frayer model based on the value
in the assigned document. Students may report to the rest of the class, create a poster,
etc. (One 90-minute class period).
Analyze a document and complete a Frayer model as a whole class to demonstrate and
then have students complete one of their choosing for homework (30–45 minutes and
then homework).
Have students analyze each document individually or with a partner and complete the
Frayer models. (1–2 90-minute class periods, depending on number of documents
assigned/chosen).
I opted to not use George Washington’s Commission, Columbus’s Book of Privileges,
Lincoln’s Second Inaugural Address, or Huexotzinco Codex due to difficulty or length.
For this activity, students found the documents on the website difficult to read in their
entirety. I allowed them to complete additional research on the documents.
Debrief: Explain to students that the Framers of the U.S. Constitution set up America’s
government structure based on the values and historical experiences of the colonists. They
did not want a structure that would allow for tyranny, as experienced under British rule.
There were many values that they held dear that are reflected in the U.S. Constitution,
such as liberty and equal justice for all. In the next activity, students will be reading about
different ways to distribute (or not distribute) power.
Phase II: Extending and Refining
Students will complete Handout #2 according to the directions. They will use the handout
information, their Civics textbook, or other resources to complete the graphic organizer,
which will include a definition, examples, and at least one pro and one con per government
type. Explain to students that their chart will be a tool for their project. Review information
to make sure there are no questions.
Development of this lesson is sponsored in part by the Library of Congress Teaching with Primary Sources Eastern Regional
Program, coordinated by Waynesburg University.
Debrief: Explain to students that they will now be applying this information. They will be
assigned an interest group for which they will create a government based on the needs or
concerns of the group.
Phase III: Application
Students will complete the assessment task according to directions on Handout #3.
Students should be in groups of three or four. Teacher may use same-ability groups and
assign interest group based on difficulty. For mixed-ability groups, students may choose
their interest group. Review the rubric with students. Students will need to think about the
concerns for each group. Teacher may consult each group and allow students to take
liberties with characteristics and concerns as long as they make sense and will help
students draw logical conclusions regarding preferred government structure. For instance, I
allowed the Working Professionals Group to describe themselves as “middle class” because
it makes sense that the people in the listed jobs would be middle class and it allowed for
differentiation from the Working Poor.
This project may be completed as posters instead of PowerPoint presentations.
Development of this lesson is sponsored in part by the Library of Congress Teaching with Primary Sources Eastern Regional
Program, coordinated by Waynesburg University.
Common Core State Standards
This lesson addresses the following Common Core Standards:
CCSS.ELA-Literacy.RH.11-12.1
Cite specific textual evidence to support analysis of primary and secondary sources,
connecting insights gained from specific details to an understanding of the text as a whole.
CCSS.ELA-Literacy.RH.11-12.2
Determine the central ideas or information of a primary or secondary source; provide an
accurate summary that makes clear the relationships among the key details and ideas.
Development of this lesson is sponsored in part by the Library of Congress Teaching with Primary Sources Eastern Regional
Program, coordinated by Waynesburg University.
HANDOUT #1
American Values
Directions: Using the primary sources at http://www.loc.gov/exhibits/treasures/tr00.html,
complete the following Frayer models for the values on which our democracy was founded.
Definition
Characteristics
Examples
Non-Examples
Development of this lesson is sponsored in part by the Library of Congress Teaching with Primary Sources Eastern Regional
Program, coordinated by Waynesburg University.
Definition
Characteristics
Examples
Definition
Examples
Non-Examples
Characteristics
Non-Examples
Development of this lesson is sponsored in part by the Library of Congress Teaching with Primary Sources Eastern Regional
Program, coordinated by Waynesburg University.
Definition
Characteristics
Examples
Definition
Non-Examples
Characteristics
Examples
Non-Examples
Development of this lesson is sponsored in part by the Library of Congress Teaching with Primary Sources Eastern Regional
Program, coordinated by Waynesburg University.
HANDOUT #2
Structures of Government
We have defined a government as a way of organizing society. Different societies, based on
a variety of factors, choose to organize themselves in various ways. Below are some of the
choices that a society faces in terms of types of governments. In the chart, define the
structures of government. Provide examples of each structure. Hypothesize one pro and one
con for each.
Unitary, Federal, or Confederate
A unitary government is one in which power is all in the hands of a central, unified
government. All smaller divisions or units of government are still under the control of the
central government. The United Kingdom is an example of a unitary government. Its
national government, which is also classified as a constitutional monarchy because it is
ruled by a monarch with limited power, has power over all local governments.
A federal system, like ours in the United States, is one in which power is shared between
the national and smaller governments, such as those of the states. In the United States,
there are some powers that only the states have and some powers that only the national
government has. This division of power is referred to as federalism.
A confederate government, or a confederation, is one in which independent, sovereign
states or political units come together for a common purpose such as national defense. The
United States’ first government, the Articles of Confederation, was this type of government;
each state was equal in power and the connection among states was loose.
Authoritarian vs. Democratic
An authoritarian government is one in which power is in the hands of one person or
group of people. Typically, the rulers have not been fairly elected and their power is
absolute. Rulers in an authoritarian government work to crush dissent to maintain their
power. A dictatorship, or rule by dictator, is an example of an authoritarian government.
Absolute monarchies are also typically authoritarian in nature.
A democratic government is one in which power either directly or indirectly is in the
hands of the people. Free, fair elections are held to either make decisions or choose leaders
to represent citizens. Power is typically spread out among different groups and balanced in
some way to avoid an authoritarian figure from gaining power.
Parliamentary vs. Presidential
A parliamentary system is one in which ministers or secretaries of the executive branch
are drawn from the legislative branch and are accountable to the legislature. The prime
minister, while still a member of the parliament, usually acts as the head of government.
There is typically no clear line between the executive and legislative branches, which leads
to a different system of both checks and balances and separation of powers than in a
presidential system.
A presidential system is one in which an executive branch exists separately and
independently from the legislative branch. The executive, which is usually a president, does
Development of this lesson is sponsored in part by the Library of Congress Teaching with Primary Sources Eastern Regional
Program, coordinated by Waynesburg University.
not answer to the legislative branch and cannot be dismissed in normal circumstances once
elected unless voted out by the citizens.
Secular vs. Theocratic
This distinction has to do with the level of religious influence in government. A secular
government is one in which religion and government are separate. A theocratic
government is one in which a particular religion or religious group runs the government
based on its beliefs. Most governments lie somewhere in between. Many nations such as the
United Kingdom have official government or “state” religions in spite of their diverse
populations, but welcome all to practice their beliefs freely within the country. On the other
hand, Turkey, with a 99% Muslim population, is legally a secular state.
Author: Michael McKain
Term
Definition
Example(s)
1 +/ 1 -
Unitary
Federal
Confederate
Authoritarian
Democratic
Parliamentary
Democracy
Presidential
Democracy
Development of this lesson is sponsored in part by the Library of Congress Teaching with Primary Sources Eastern Regional
Program, coordinated by Waynesburg University.
Secular
Theocracy
Development of this lesson is sponsored in part by the Library of Congress Teaching with Primary Sources Eastern Regional
Program, coordinated by Waynesburg University.
HANDOUT #3
Task
Prepare a presentation in which you outline the structure of government a certain group
would choose. This structure should be based on the concerns outlined in the background
information for your group. You also will identify two structures that do not address the
concerns of your interest group (i.e., structures that your group definitely would not
choose) and explain.
Interest Groups
Group 1: Religious Leaders
Your group leads the country’s main religion. Ninety percent of the population follows this
religion. You want to make sure that the government will make decisions based on the
values of the religion.
Group 2: Military Leaders
Your group is made up of members of the military, including high-ranking officials. You want
to influence decision-making and make sure that order and security are maintained in the
country.
Group 3: Working Professionals
Your group is made up of the educated professionals, such as doctors, lawyers, and
teachers. These people want the freedom to continue their work and want to influence
decision-making.
Group 4: Working Poor
Your group is made up of the poorest people of the country. You want more equality with
the Working Professionals and would welcome wealth redistribution.
Group 5: Ethnic Majority
Your group is made up of 85% of the country’s citizens. You want to make sure that the
decisions that are made aligned with your traditions and beliefs. Your group is spread
throughout the country, so having the same policies across the country would be best.
Group 6: Ethnic Minority
Your group is made up of 15% of the country’s citizens. You do not want to be shut out of
the political process by the Ethnic Majority. Your group is concentrated in one area and you
think having control over your local area would be best.
Criteria for Exemplary Response
Be sure to include:
•
•
•
•
•
Concerns of your interest group, with explanations.
Government structure that accurately address those concerns.
Evidence of why you chose that structure of government for your group.
Two structures of government that your group definitely would NOT choose and explain
why.
Presentation that is legible and clear.
Development of this lesson is sponsored in part by the Library of Congress Teaching with Primary Sources Eastern Regional
Program, coordinated by Waynesburg University.
HANDOUT #4
Structures of Government Presentation Rubric
Name:
Interest Group:
Criteria
2
1
0
Identify and explain
the concerns of your
interest group.
Concerns are
accurately identified
and explained.
Concerns are
identified, but not
explained.
No concerns are
identified or
explained.
Choose the
government structure
that will best serve
your interest groups
based on need.
Appropriate
government structure
is chosen that best
serves concerns of
interest group.
Government
structure is chosen,
but not the bestsuited structure for
given concerns.
No government
structure is chosen/
Chosen government
structure does not
address any concerns
of interest group.
Provide an
explanation of why
structure of
government is best
choice for interest
group.
Accurate explanation
is provided.
Explanation provided,
but not accurate.
No explanation
included.
Identify and explain
two structures of
government that do
not address the
concerns of your
interest group.
Two structures are
identified and
accurately explained.
Structures are
included, but not
explained/
Explanations are not
accurate.
Structures and
explanation are not
included.
Presentation is
legible and contains
no errors.
Presentation is
legible and there are
few or no errors.
Presentation is
difficult to see OR
there are some
errors.
Presentation is
difficult to see and
there are many
errors.
Score: ______
Notes:
Development of this lesson is sponsored in part by the Library of Congress Teaching with Primary Sources Eastern Regional
Program, coordinated by Waynesburg University.
KEY for HANDOUT #1
DOCUMENT
Declaration of
Independence
Written in 1776 by Thomas
Jefferson (with input from other
Framers)
Mason’s Declaration of
Rights
Written in 1776 by George Mason;
also called the Virginia Declaration
of Rights
Constitution of the United
States
Written in 1787 by the Framers
Washington’s First
Inauguration
Written in 1789 by George
Washington
Jefferson’s First
Inauguration
SUMMARY
VALUE(S)
Outlined the reasons colonists
wanted to overthrow King George
III and Parliament; all men are
created equal and entitled to certain
unalienable rights.
•
•
Equality
Life, Liberty, and Pursuit of
Happiness
Declared rights of man, including
the right to rebel against an
overbearing government not
meeting the needs of the people.
•
•
•
Life, Liberty, Property
Popular Sovereignty
Separation of Powers
Includes the Preamble, 7 Articles,
and 27 Amendments that outline the
purpose, powers, and structure of
our American democracy.
•
•
•
•
•
•
•
•
Limited Government
Separation of Powers
Checks and Balances
Rule of Law
Federalism
Individual Rights
Civic Virtue
Patriotism
Emphasized the limits of
government and principles of the
Democratic-Republicans.
•
Republicanism
Proclaimed the freedom of slaves in
rebel states; invited them to serve
in the Union Army if able.
•
•
Freedom, Benefits of Citizenship
for All
Preserve the Union
Summarized the founding principles
of America as outlined in the
Declaration of Independence and
U.S. Constitution; emphasized the
lives given to preserve those
principles and the Union.
Emphasized power of national
government and the importance of
preserving the Union and denounced
secession; an attack on federal
property (Fort Sumter) would be
considered an attack against the
Union.
•
•
Representative Democracy
Popular Sovereignty
•
•
Majority Rule with Constraints
Popular Sovereignty
Summarized Washington’s
hesitation of being president and the
importance of serving the people
according to the U.S. Constitution.
Written in 1801 by Thomas
Jefferson
Emancipation
Proclamation
Written in 1863 by Abraham Lincoln
Gettysburg Address
Written in 1863 by Abraham Lincoln
Lincoln’s First
Inauguration
Written in 1861 by Abraham Lincoln
Development of this lesson is sponsored in part by the Library of Congress Teaching with Primary Sources Eastern Regional
Program, coordinated by Waynesburg University.
Definition
Characteristics
All of government’s power lies with the people. •
Voting. Participation by the People in Decision-­‐
Making. Examples
•
•
•
•
Non-Examples
Popular Sovereignty U.S. Elections People Allowed to Run for Office. Democracy •
•
Definition
Dictatorship North Korea Characteristics
The principle of understanding the importance of being a good citizen and participating in your government or community. •
•
Responsible. Respects the Government and Its Policies and Procedures. Examples
•
•
Civic Virtue Non-Examples
Running for Office Volunteering •
•
• Lazy Does Not Participate Not Registered to Vote Development of this lesson is sponsored in part by the Library of Congress Teaching with Primary Sources Eastern Regional
Program, coordinated by Waynesburg University.
Definition
Characteristics
No one is above the law. •
•
Everyone follows the same laws and rules. Everyone is equal in the eyes of the law. Rule of Law Examples
•
•
Non-Examples
Justice system of the United States. •
Even the president and
generals must follow the same laws as the citizens. Definition
• Authoritarian Communist Party Elite Characteristics
Power of government is divided into 2 or more •
branches •
More than two branches of government. Power divided into legislative, executive, and judicial branches. Example
United States: Three Branches Separation of Powers Non-Examples
•
• Dictatorship Articles of Confederation Development of this lesson is sponsored in part by the Library of Congress Teaching with Primary Sources Eastern Regional
Program, coordinated by Waynesburg University.
KEY for HANDOUT #2
Term Definition All power is in the hands of a central, unified government; smaller divisions (state, local, etc.) are under the control of the central government. United Kingdom Sweden -­‐ Broad policies may not fit the needs of all regions. Power is shared between a central government and smaller regional governments. United States + Works well for large, diverse countries; allows for flexibility from region to region. Unitary Federal Example(s) France Argentina Mexico Confederate All power is with the regional governments; may come together for a common purpose. United States under the Articles of Confederation European Union Canada Belgium Authoritarian Power belongs to one person or group of people. North Korea Cuba Algeria 1 +/ 1 -­‐ + Consistent policies throughout nation; promotes national unity. -­‐ May have conflict between central and regional governments. + Each region may create own policies based on need; prevents rise of authoritarian government. -­‐ Conflicting policies from region to region. + One person or small group making decisions is efficient; usually able to maintain peace and order. -­‐ May face legitimacy issues; power can be abused. Democratic Power is either directly or indirectly in the hands of the people. United States Voters elect the legislators, who in turn appoint the minister as executive. United Kingdom Parliamentary Democracy Canada Australia Presidential Democracy Secular + Prime Minister is a member of the majority party in Parliament, makes it easier to pass legislation. Clear separation between the executive and legislative branches; voters elect the legislators and executive. United States Religion and government are separate. United States + Promotes freedom of religion. Mexico -­‐ Policies may not be in accord with some religions. Brazil Chile -­‐ Can be chaotic; voter turnout may be low in some democratic nations. -­‐ Prime Minister may be forced to resign, leads to instability. + People hold the power; leaders enjoy high rate of legitimacy. France + Allows for checks and balances between legislative and executive branches. -­‐ May be inefficient if president and legislative majority are different parties. Theocracy A religious group runs the government based on their beliefs. Iran Saudi Arabia Vatican City + Encourages political and social unity; political decisions are made based on religion and strongly supported. -­‐ Religious minorities are excluded from political process. Development of this lesson is sponsored in part by the Library of Congress Teaching with Primary Sources Eastern Regional
Program, coordinated by Waynesburg University.
KEY for HANDOUT #3
See attached PowerPoint Exemplary Responses for each interest group.
Development of this lesson is sponsored in part by the Library of Congress Teaching with Primary Sources Eastern Regional
Program, coordinated by Waynesburg University.