K-U-D (Know, Understand, Do) Chart
Grade/Course: Civics 9th
Unit Title Unit 1
Content Standards: (Standards) Civics Standard One 9-12a: Students will analyze the ways in which the
structures and purposes of different governments around the world reflect different ideologies, cultures, values
and histories. 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.CCSS.ELALiteracy.RH.11-12.7Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g.,
visually, quantitatively, as well as in words) in order to address a question or solve a problem. CCSS.ELA-Literacy.W.910.1.aIntroduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that
establishes clear relationships among claim(s), counterclaims, reasons, and evidence. CCSS.ELA-Literacy.W.9-10.1.b
Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of
both in a manner that anticipates the audience's knowledge level and concerns.CCSS.ELA-Literacy.W.9-10.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single
sitting or a day or two) for a range of tasks, purposes, and audiences.
Know
(Note: concepts, facts,
formulas, key vocabulary)
Culture, ideology, unitary structure,
confederate structure,
parliamentary system, autocracy,
monarchy, oligarchy, theocracy,
dictatorship, republicanism,
faction.
Understand
Unit One: Civics
Do
 Recognize the different elements of
culture.

Provide examples of cultural
There are various forms and
elements in various countries.
structures of government
 Recognize the various forms of
throughout the world.
government structures.
 Identify the structures of
The structures and purposes of
government from information about
a country’s culture.
different governments around the
world reflect different ideologies,  Analyze the competing interest
among factions within a country
cultures, values and histories.
when forming a new government
 Evaluate the merits of the needs of
The US government was
various factions within a county to
founded on ideologies, cultures,
determine those that must be
addressed to form a viable
values history that need to be
government structure for the country
addressed by the Founding

Create a government structure that
Fathers.
would be acceptable to all factions
within the country.
Ideologies, cultures, values and
 Analyze the cultural and competing
history can change over time and
interests that the Founding Fathers
affect government structure.
had to address when forming our
government.
 Evaluate whether the cultural
interests of the US have changed
since the time that the Founding
Fathers created our government.
 Create a new or modified form of
our government to address current
cultural issues and interests in the
U.S.
Unit Essential Question:
How does a country’s ideologies, culture, values and histories, impact its form
of government?
Key Learning:
The ideologies, culture, values and histories of a country dictate its form of
government.
Lesson Essential Question 1
Lesson 1 Vocabulary
What are the main forms of government in the
world today?
autocracy, monarchy, oligarchy,
theocracy, dictatorship,
republicanism, confederation,
republic,
Lesson Essential Question 2
Lesson 2 Vocabulary
What is the relationship between a country’s
ideology and its form of government?
Culture, ideology, values,
monotheism, polytheism, diffusion
Lesson Essential Question 3
Lesson 3 Vocabulary
How did ideas influence the Founding Fathers’
thinking when forming the American government?
Monotheism, polytheism,
diffusion.
(What ideologies influenced the formation of the
U.S. government?)
Lesson Essential Question 4
Lesson 4 Vocabulary
How did ideas influence the Founding Fathers’
thinking when forming the American government?
“moral philosophy”
(What ideologies influenced the formation of the
U.S. government?)
Major Unit Assignments: 1) Extended Response: Student picks the form of government he/she
believes is the most effective with reasons to support choice. 2) Project “Problem in Inarqi”
Problem-based Learning lesson.
Student Assessments
(How students will indicate learning and understanding of the concepts in the unit.
Note: Can have multiple assessments, one on each page.)
Unit Topic: How Culture Influences the Structure of Government.
Title
The Problem in Inarqi
http://sscde.org/lessons/files/C_912_LES_ProbleminInarqi.pdf
Description
This Problem Based lesson is designed to help students
understand how the structures of government around the
world are influenced by the ideologies, cultures, values and
histories of different people by having them play various roles
to try to create a new government for a country that has just
experienced the overthrow of its dictator.
Assessment 1: Students will analyze the ways in which the
structure and purposes of different governments around the
world reflect different ideologies, cultures and values by
writing and extended response to the prompt: Why might two
different countries adopt different structures of governments
for their countries? Support your answer with evidence.
Time (In Days)
Differentiation
Writing assessment will be one day.
Student modifications from IEP, if applicable. Students who
need assistance will work with a partner, complex reading
material will be revised for reading level, and student’s written
response may be shortened to ability level. Students who
cannot write will provide written response.
Revise/Review
Resources &
Materials
Materials and handouts are contained within the website
noted above.
Student Assessments
(How students will indicate learning and understanding of the concepts in the unit.
Note: Can have multiple assessments, one on each page.)
Unit Topic: How Culture Influences the Structure of Government.
Title
Description
Which Form if Government?
Extended response essay graded to rubric. Student chooses
what he/she believes to be the best form of government.
Student explains why they made this choice over other forms of
government.
Students present their essays to the class teacher and other
students grade presentation with a rubric.
Time (In Days)
Differentiation
One Day
Student modifications from IEP, if applicable. Students
who need assistance will work with a partner, complex
reading material will be revised for reading level, and
student’s written response may be shortened to ability
level. Students who cannot write will provide written
response.
Revise/Review
Resources &
Materials
1.
Materials may be obtained at the iCivics website:
https://www.icivics.org/
Student Assessments
(How students will indicate learning and understanding of the concepts in the unit.
Note: Can have multiple assessments, one on each page.)
Unit Topic: How Culture Influences the Structure of Government.
Title
Extended Response
Description
Extended written response: What structures of government have the
people of the US adopted. Explain why the US might have embraced
these structures.
Time (In Days)
Differentiation
One Day
Student modifications from IEP, if applicable. Students who need
assistance will work with a partner, complex reading material will be
revised for reading level, and student’s written response may be shortened
to ability level. Students who cannot write will provide written response.
Revise/Review
Resources &
Materials
The Founding Fathers’ Library Thinking Like a Founding
Father:http://constitutioncenter.org/media/files/lesson_plan_fathers_library_plan.pdf
The Ideological Origins of American Politics:
https://services.online.missouri.edu/exec/data/courses/2315/public/lesson01/lesson01.aspx
Research: Performance Task (Essay)
Students’ Names: ________________________________________
CATEGORY
5-4
3
2
1
Quality of
Information
(Double
weighting)
Information clearly
relates to the main
topic and answers
the question. It
includes salient
examples, lucid
analysis and clear
links to the
question.
Information relates
to the main topic
and answers the
question. It
includes some
salient examples,
analysis and links
to the question.
Information has a
tenuous link to the
main topic.
Some details
and/or examples
are given, but
might be irrelevant
to the question.
Information has
little or nothing to
do with the main
topic.
Organization
(Half weighting)
Information is very
organized with
well-constructed
paragraphs and
very clear main
points.
Information is
organized with
well-constructed
paragraphs and
clear main point.
Information is
The information
organized, but
appears to be
paragraphs are not disorganized.
well-constructed,
and the main point
is unclear.
Introduction
The introduction
consists of a very
good argument,
and outlines
briefly the factors
to be examined,
and is very
consistent with the
essay.
The introduction
consists of a good
argument, and
outlines briefly the
factors to be
examined, and is
consistent with the
essay.
The introduction
consists of a rather
weak argument,
and outlines
briefly the factors
to be examined,
but is not very
consistent with the
essay.
The introduction
does not have an
argument, and
does not outline
the factors to be
examined.
Conclusion
The conclusion
deals fully with the
requirements of
the question, and is
very consistent
with the essay.
The conclusion
deals with the
requirements of
the question, and is
consistent with the
essay.
The conclusion
deals partially with
the requirements
of the question, but
is not very
consistent with the
essay.
The conclusion
does not deal with
the requirements of
the question, and is
not consistent with
the essay.
Mechanics
(Half weighting)
No grammatical, Almost no
spelling or
grammatical,
punctuation errors. spelling or
punctuation errors
A few
grammatical,
spelling, or
punctuation errors.
Many
grammatical,
spelling, or
punctuation errors.
Sources
All sources
(information and
graphics) are
accurately
documented in the
desired format.
All sources
Some sources are
(information and not accurately
graphics) are
documented.
accurately
documented, but
many are not in the
desired format.
Total marks: _________/ 30
All sources
(information and
graphics) are
accurately
documented, but a
few are not in the
desired format.
Unit 1, Lesson 1: Learning Goals for this
Lesson: The structures and purposes of
different governments around the world
reflect different ideologies, cultures, values
and histories.
Students Will Know: The various
structures of government around the
world.
Standards Civics Standard One 9-12a: Students will analyze the ways
in which the structures and purposes of different governments around
the world reflect different ideologies, cultures, values; CCSS.ELALiteracy.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.
 Students Will Be Able
 Identify the major forms of government structures.
 Compare and contrast the major features of different structures of government.
 Analyze and evaluate information about various information about countries and
determine the structure of their governments.
Lesson Essential Question: What are the main forms of government in the world today?
Activating Strategy: Cooperative partners, list as many forms of government that you and your partner can. Place
them on the distributed mind map.
Key vocabulary to preview and vocabulary strategy: Autocracy, monarchy, dictatorship, direct democracy,
representative democracy, oligarchy, theocracy. Students will complete a graphic organizer (web word map)
Lesson Instruction
Learning Activity 1: Teacher will draw a copy of the mind map on the board. Students will go
the board and fill in the forms of government that they came up with. Students will then read
hand-out, Who Rules.
Assessment Prompt for Learning Activity 1: Students will read material and look for changes
and additions to the mind map. As a group students will assess the mind map and make the
additions and changes.
Learning Activity 2: Working as cooperative partners, each group will be assigned a
vocabulary word, or more depending on the number of students and complete a word web
map to share with class.
Assessment Prompt for Learning Activity 2: Students working with partner, or in groups, if
there are enough students, will be given information about six countries. From that
information, identify the form of government for each country. Students will share answers
defend their decisions if there are different answers
Graphic Organizer
 Mind Map
 Word Web
Assignment
Learning Activity 3: Students will share answers defend their decisions if there are different
answers
Assessment Prompt for Learning Activity 3: Each student, working alone, will complete true
or false questions and provide an example or reason for each answer. Teacher will project,
one feature of the various forms of government with an A/B choice, students will answer as
chorus. Teacher will listen for any mixed answer, and correct any confusion.
Summarizing Strategy: Each student will write a response to prompt: What do you believe is the most effective form
of government, and what would be the least effective? Support your answer with at least three reasons for each
choice.
Unit 1: Lesson 2: Learning Goals for
this Lesson: Students will learn how the
culture affects a country’ governmental
structure.
Standards: ) Civics Standard One 9-12a: Students will analyze the ways in which the
structures and purposes of different governments around the world reflect different
ideologies, cultures, values and histories. 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.
 Students Will Be Able To: Recognize the different elements of
culture.
 Provide examples of cultural elements in various countries.
 Recognize the various forms of government structures.
 Identify the structures of government from information about a
country’s culture.
Lesson Essential Question: What are the different cultural and ideological views that may influence a country’s form of
government?
Students Will Know: The structures and purposes of
different governments around the world reflect different
ideologies, cultures, values and histories.
Activating Strategy: Put the words “politics,” “culture” and ideology on the board. Give students sticky notes and have them
write what they think the words mean and place their answer for each word on the board next to the appropriate word.
Key vocabulary to preview and vocabulary strategy: Politics, culture, and ideology. Students will develop definitions from the
materials presented.
Lesson Instruction
Learning Activity 1: Teacher presents power point; Power Point: 7 Elements of
Culture: http://www.slideshare.net/apersone/7-elements-of-culture. Students
identify and share elements of their culture as they are identified in the power point
slides.
Graphic Organizer


Problem/possible solutions.
Flow of Power/Where is the
Power Located.
Assessment Prompt for Learning Activity 1: Short response 1. How does my culture
shape me? 2. How does culture shape the way we see ourselves, others, and the world?
3. Why is it important to understand culture?
Learning Activity 2: Begin Project Inarqi http://www.ipa.udel.edu/democracy.
Brainstorm some of the ways people solve problems. Hand out memo containing
information for the problem: The country has overthrown its dictator, the people must
decide on a new form of government.
Assessment Prompt for Learning Activity 2: Working in cooperative pairs, the
students will answer two questions: 1) What is the problem outlined in the memo? 2)
What are some of the issues surrounding the problem?
Assignment: Project Inarqi
Written Response: Why might two
different countries adopt different
structures of government.
Learning Activity 3: Students are assigned roles of stakeholders who want different
forms of government. (Handout 2, PBL roles). Each student picks a role at random.
Hand out 3: Structures of government, student complete the handout based on previous
lesson (Lesson 1). Teacher projects transparency to review and clear up any confusion.
Assessment Prompt for Learning Activity 3: Based on his or her assigned role, the
student will identify the type of government their people would want, develop
arguments to support their positions. Students will then debate and compromise on a
form of government for the country.
Summarizing Strategy: Short writing response: What happens if there is no agreement among the groups as to the form of
government? (This is if there was agreement, if not, the question becomes, “now what.”
Unit 1, Lesson 3:
Learning Goals for this
Lesson: That students
understand the various
ideologies and cultural
values that influence the
Founding Fathers.
Standards Standards) Civics Standard One 9-12a: Students will analyze the ways in which the structures and
purposes of different governments around the world reflect different ideologies, cultures, values and histories.
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. CCSS.ELALiteracy.RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and
media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem .
 Students Will Be Able To: Analyze the cultural and competing interests that the Founding Fathers had
to address when forming our government.
US government was

Evaluate whether the cultural interests of the US have changed since the time that the Founding
founded on ideologies,
Fathers created our government.
cultures, values history
 Create a new or modified form of our government to address current cultural issues and interests in
that need to be addressed
the U.S.
by the Founding Fathers.
Students Will Know: The
Lesson Essential Question: How did cultural values and ideologies influence the Founding Fathers’ when they were forming the
American government?
Activating Strategy: Students will create a list of books, movies, music, etc., that have influenced them and the decisions they make.
Key vocabulary to preview and vocabulary strategy: Moral Philosophy, treatise, discourse. These will be addressed in context.
Lesson Instruction
Learning Activity 1: Teacher leads a review of the Constitutional Convention. First ask
students what the recall from previous courses. Use power point Constitutional Convention
at: mrkash.com/activities/convention.ppt
Graphic Organizer
Assessment Prompt for Learning Activity 1: Short response: What do you think are the
main points about the Constitutional Convention that you need to remember from the power
point? Share with class. Teacher listens to ensure that students are identifying important
points, especially relating to the N.J. Plan, the Virginia Plan and the Great Compromise.
http://constitutioncenter.org/media/files/less
on_plan_fathers_library_plan.pdf.
Learning Activity 2: Teacher will review the contents of Article 1, 2, and 3, with students.
Students will complete Graphic Organizer.
http://gshsschneiter.weebly.com/uploads/2/9/1/8
/2918366/the_constitution_graphic_organizer.pd
f
Influences on the Constitution organizer
provided at The Founding Fathers’ Library
Constitution GO at
Assessment Prompt for Learning Activity 2: Completion of Constitution GO. Teacher
makes sure they are complete for next activity.
Assignment
Learning Activity 3: Students in groups will be given excerpts from various preconstitution documents and writings.
Assessment Prompt for Learning Activity 3: Students will complete handout, Influences
on the Constitution from Founding Fathers website. Students share their responses.
Summarizing Strategy: Ticket out the door. What do you think is the most important idea contained in our Constitution.
Learning Goals for this Lesson
Students Will Know
Standards
Students Will Be Able To
Lesson Essential Question
Activating Strategy:
Key vocabulary to preview and vocabulary strategy
Lesson Instruction
Learning Activity 1
Graphic Organizer

Assessment Prompt for Learning Activity 1
Learning Activity 2
Assessment Prompt for Learning Activity 2
Assignment
Learning Activity 3
Assessment Prompt for Learning Activity 3
Summarizing Strategy
Learning Goals for this Lesson
Students Will Know
Standards
Students Will Be Able To
Lesson Essential Question
Activating Strategy:
Key vocabulary to preview and vocabulary strategy
Lesson Instruction
Learning Activity 1
Graphic Organizer

Assessment Prompt for Learning Activity 1
Learning Activity 2
Assessment Prompt for Learning Activity 2
Assignment
Learning Activity 3
Assessment Prompt for Learning Activity 3
Summarizing Strategy