An Experiment in Self Government
This is a higher-level-thinking skills, experiential activity. It addresses conceptual
and metacognitive development. It will stick with students because it is
emotionally charged. It covers multiple TAKS/TEKS standards, and requires a
fair amount of preparation. This activity is instructional frontloading for examining
primary source documents that address self-government, such as the Mayflower
Compact or the Fundamental Orders of Connecticut.
Learning Objective: Students will conduct an independent experiential activity in
order to understand the principles of self-government. Students will assess the
outcomes of the activity. Students will produce guidelines for self-government.
TAKS Objective 4 Demonstrate an understanding of political influence on
historical issues and events
TAKS Objective 5 Use critical thinking skills to analyze social studies information.
The student understands how to locate, differentiate, and use primary sources.
TEKS 1 History The student understands problems in history. Explain major
political ideas in history such as natural law, natural rights, divine right of kings,
and social contract theory. The student understands historical issues related to
the founding documents of the U.S. Evaluate the importance of the Mayflower
Compact … to the growth of representative government. Explain the reasons for
the growth of representative government and institutions during the colonial
period.
TEKS 4 Government The student understands the purpose of rules and laws.
Give examples of rules or laws that establish order, provide security, and
manage conflict in the United States. The student understands the principles of
government addressed in historic documents. Identify the influence of ideas from
historic documents including …the Mayflower Compact
Guiding Question: How do groups function without rules, laws, guidance, or
structure?
Materials:
Enough healthy snacks and drinks for just under half of the class and enough
not-so-healthy snacks and drinks for just under half of the class. Sack or box to
put the food and drinks in. An educational DVD ( “The New World” is perfect, but
I am not officially suggesting it, as that would be violating copyright laws).
Class time: One-and-a half or two 45-minue class periods, depending
Teacher Preparation: Fill a container (box, grocery bag) with the snacks and
drinks, and put it in an appropriate, out-of-the-way place (a neighboring teacher’s
classroom, the counselor’s office, the front office, etc). Class begins with the
assignment on each desk.
Preview the assignment by having students read it aloud.
The assignment:
An Experiment in Self-Government
(Teacher name) is not teaching class today. There is no teacher today. You are in charge
of the class. There are only two rules:
Rule #1 Complete the your assignment
Rule #2 At all times, the school rules and (teacher name) class rules must
be followed:
Work during all work times
Hands feet and objects to yourself
Respect school property
Do not leave the room without permission
Use a pass to go anywhere, and two people go at a time
Be safe, respectful, and responsible
Your assignment
1. The class must decide and agree whether you want to have a snack and chat with
friends or watch a DVD. Write down your choice.
a. If you choose the movie, skip #2
2. If you choose snacks and chatting, you must go get your snacks. Write down who
goes to get them. Decide what to do about a pass. With a pass, get your snacks
and bring them back to the class.
3. Watch your movie and relax, or have your snacks and chill.
Do you have any questions? Ask now, because I will not help you with any of this. You
are on your own.
Monitor the confusion and intervene only when completely necessary. Students
might argue, disagree, take sides, and form political factions. When the food
arrives, students will see that some of the food is less desirable, and will
eventually discover that there is not enough to go around.
Debriefing: Lead a class discussion.
Talking Points: Did everyone get to do what they wanted? Who chose
what the class was going to do? How was the decision made (by
consensus or by the rule of the strong)? Did everyone have a snack? Did
everyone have the one they wanted? How did you get your snacks (were
they passed out by someone or was it a free-for-all)? Was this fair? How
did you feel about it?
Drawing Conclusions: How do people act without rules, laws, structures, and
government?
Talking Points: people might fight, disagree, argue, and use
strength rather than agreement. Is this fair to all? If fairness is a
better way to do things, what is fair? How do you get everyone to
agree on what is fair?
Making a Compact: In small groups, decide on the ten rules that everyone must
follow. Write the rules down on one piece of paper. Have everyone sign the
compact.
Congratulations! You have just established a democratic consensus, rights,
responsibilities, and self-government.
© Clane Hayward 2008