Unit Title: Government
Karen Johnson
Childs Elementary
Theme: Democracy
Lesson One: The Rise of Democracy
Essential Question: How did democracy develop?
Standards:
6.2.1 Identify and compare major forms of historical and contemporary governments in Europe
and the Americas.
6.2.2 Explain how elements of Greek direct democracy and Roman representative democracy
are present in modern systems of government.
Objectives:
Students will trace the transition from tyranny and oligarchy to early democratic forms of
government and back to dictatorship in Ancient Greece. They will be able to compare Greek
Democracy to American Democracy.
Background Information and Resources:
Students studied the Foundations of Government (Standards 5.2.1 – 5.2.4). They raised
questions about the beginning of democracy. Today we will unpack the beginning of democracy
and how it was developed and how successful or unsuccessful it was.
Ancient Civilizations for Children: Ancient Greece. Schlessinger Media, 1998. This program
invites students to explore the history and culture of ancient Greece, a civilization comprised of
over 700 city-states, the largest of which was the legendary city of Athens.
Clare, John D. Historical Civilizations: Ancient Greece. Gareth Stevens, Inc, 2005. This book
describes Greece, the birthplace of democracy, and its city states before coming under the
control of foreign rulers.
Roberts, Jennifer T. and Tracy Barrett. The Ancient Greek World. Oxford Press, 2004.
A woven array of primary sources representing a rich history of politicians, general, soldiers,
slaves, farmers, playwrights, who shaped the ancient Greek world.
Materials Needed:
 Lesson Guide, Student Textbook and Interactive Student Notebooks: History Alive! The
Ancient World. Teacher’s Curriculum Institute, Palo Alto, CA. 2011.
 Music CD’s brought to class by students (or YouTube)
 Interactive Student Notebook pages 183-188
 Document reader, overhead projector
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1 Purple and 1 Green Paper Crown
Play money
Yardstick
Pencils
Engage Student Interest:
Suppose that you are on a sports team that is one play way from winning a game. Which of
these options do you think is the best way to choose the final play of the game? A. Have the
coach or the asst. coach choose the final play. B. Have the three most talented players choose
the final play. C. Have the most popular player choose the final play. D. Have all the team
members choose the final play. Explain your reasons for your choice.
Place CD player at front of the room or have access to YouTube – Tell the class that they will
listen to music today. Which songs should we listen to? How loudly should we play the music?
Let students offer suggestions. Then explain that they will use the principles of 4 forms of
government from ancient Greece to select the songs and set the volume.
Phase 1: Monarchy
We will introduce our essential question, “How did democracy develop in ancient Greece?” We
will give students time to offer suggestions and record their ideas on the board.
Introduce the word monarchy. Explain it is the earliest form of government in ancient Greece.
One person – king or emperor – had power to make all political decisions. Students will sit on
the floor. Tell them they have no power while they are sitting on the floor. Choose 2 students to
come to the front of the classes and place crowns on each. One will be king and the other will
be the prince. He will kneel next to the king representing the king’s heir. The king will select a
song. He will ignore any suggestions from the class. This represents the absolute power of a
monarch. The king will play a song and choose the volume. Tell the king that he has died and
he will lie on the floor as the prince is now the new king. Replace the prince’s crown with the
king’s. Have the prince select and play a new song.
Debrief: How did you feel? Do you like the choices made by the king and prince? Was there
any way to have the king or prince play music you wanted? Who makes the decisions in a
monarchy? What are the advantages/disadvantages?
Phase 2: Oligarchy
Introduce oligarchy. Since many students were dissatisfied with the monarchy, they will now
use principles of oligarchy to select songs. This was developed as an alternative to monarchy.
In oligarchy a few individuals have the power to make political decisions. Choose music
according to principles of oligarchy. Students continue to sit on the floor – they have no power.
Have 3 students come to the front of the room and give them large amounts of play money
(Oligarch - wealthy member of the community). The three are oligarchs and they will select the
next song. They are also called aristocrats. Have oligarchs select music. Play song softly so
only they could hear it. Oligarchs looked after their own interest.
Debrief: How did you feel? Ask the oligarchs how they felt and why they were give money? Ask
students how did you feel that you could not hear music? Who makes decisions? What
advantages or disadvantages were there? What caused oligarchs to develop after monarchy?
Phase 3: Tyranny
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Discontent with oligarchies in ancient Greece let to the rise of new leaders called tyrants. One
individual seizes power by force and rules single handedly. The class sits on the floor with no
power. They choose one student to select the music by asking: Which of you believe that the
class would like you to be the one to select music? Have those students stand and tell the
remaining class to stand by the next music selector. Choose student with the greatest support to
select the song. Everyone else sits back on the floor again. (Tyrants rose to power because of
the support from some of the people) The chosen student comes to the front and holds
yardstick (military background) the student should ask and follow advice of those people who
supported him. To stay in power tyrants had to please some of the people by giving them a say
in decision making. The tyrant plays a song.
Debrief: Why did you choose to support the person you did? If chosen how did you feel? If
asked your advice about the song to play, how did you feel? If not asked how did you feel? Who
makes decisions in a tyranny? What are the advantages – disadvantages? What do you think
caused tyrannies to develop after oligarchies?
Phase 4: Democracy
Some people were dissatisfied with the actions of the tyrant. They will use the principles of the
fourth form of government – democracy. After the overthrow of a harsh tyrant the citizens of
Athens decide they would rule themselves. This was the beginning of democracy, people vote
to make the political decisions. Choose music according to the principles of democracy. All
students sit in their seats. Tell them how all have equal rights to decide on a song. A student
records names of songs the class suggests. Class votes on the suggestions. Explain that they
will play the song that receives more than ½ of the votes. Play the song voted on.
Debrief: How did you feel during the part of the activity? Who makes decisions in a democracy?
How are these decisions made? What are the advantages-disadvantages? What kind of
government do we have in our country? What caused democracy to develop after tyranny. Why
do you think democracy was the last government to develop?
Assessment:
Students will read Chapter 26 and complete reading notes on worksheets. Have students write
about the connections between the classroom experience and what they read.
Students will then compare what they have learned in previous lessons about American
Democracy and demonstrate the differences and similarities between Direct Democracy and
Representative Democracy which we practice today in America.
*Lesson Modified from Social Studies Alive! The Ancient World. Chapter 26, Lesson Guide pp.
329-333.
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Unit Title: Government
Karen Johnson
Childs Elementary
Theme: Constitution
Lesson Two: You and the U.S. Constitution
Essential Question: Why do people who work and play together need to follow rules?
How are these rules developed?
Standards:
5.1.14 Explain why the United States Constitution was created in 1787 and how it established a
stronger union among the original 13 states by making it the supreme law of the land.
5.2.1 Summarize the principles of purposes of government as stated in the preamble of the
United States Constitution.
5.2.5 Describe and give examples of individual rights guaranteed by the Bill of Rights.
5.2.7 Describe the three branches of the United States government, their functions and their
relationships.
Objectives:
*To develop awareness of the necessity for rules. *To use logic to decide whether things are
right or wrong. *To give practice in classifying.
Background Information and Resources:
A constitution contains basic laws that govern people. The U. S. constitution contains rules that
govern our country. It protects the rights and freedoms of America’s citizens. The Constitution is
over 200 years old. Social Studies is the study of past and current events of a society – the
ongoing history of people, places and things.
Kim-Scott Miller http:youth.net/cec/cecsst/cecsst.91.txt
Materials Needed:
 Copy of the U.S. constitution
 Digital camera
 Computer/document reader/media presenter
 Poster (We the People…)
 Colored construction paper
 Colored chart paper
Engage Student Interest: Introduce the topic. Ask: What do you celebrate on your birthday?
What other kinds of anniversaries call for celebrations? (weddings, special occasions) What
does our country celebrate on the Fourth of July? (It’s birthday – the founding of the United
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States of America) Explain that our country is over 200 years old and that once it became a
country, it needed rules to follow. Display a copy of the US Constitution. Explain that this
document tells the laws of our country. It lists our country’s rules and the rights of its citizens.
Without much detail, point our certain parts of the constitution that spell out the three branches
of government – Executive (The branch of government concerned with putting a country’s laws
into effect), Legislative (Having the power to create laws), Judicial (Of or pertaining to courts,
judges, or the administration of justice) – and how they balance each other to keep each other
in check, the rights of citizens and how changes, amendments, can be made.
Teach: Open Discussion. Have students give opinions about how people who lived in the U.S.
200 years ago might have dressed, the kinds of homes they lived in, and the kinds of schools
students might have attended.
Day One: Take full-length pictures of each other (Digital photographs). Show on media
presenter or document camera. Ask: How do the people in these photos differ from people who
lived in 1787? Establish that people who lived 200 years ago might have looked much like the
people of today. Differences in manner of dress and hair styles should be noted. Look at things
around the classroom and identify the computer, telephone, document reader, smart board,
book, etc, and discuss which objects would be familiar to people who lived 200 years ago?
Which would be unfamiliar? Why/ do you think anyone took photographs of the men who wrote
the Constitution? Why not? (Cameras had not been invented) If photographs had been taken,
what do you think they would have shown? If people met today to make changes in the
Constitution, could there be photos of the meetings? What might be in the photos to let you
know they were taken in the 2000s and not in the 1700s?
Display side one of the poster (We the People) in a prominent place. Discuss the illustrations
and what each means to the students. Invite students to tell of any bicentennial celebrations
they have heard about. Ask them to read the first three works (We the People . . .) of the
Constitution. What do the words mean to you? If you could take one photograph to show the
meaning of the words, what would be in the photograph? Discuss various ideas and have
students bring photographs of themselves. Duplicate the poster design to create a bulletin board
display. Use colored construction paper to make the tree’s trunk, branches and leaves. Have
each student write his or her name on one leaf. **As the unit progresses, have students write
about the rights depicted on the poster and add these writings to the bulletin board as they are
done.
Day Two: Have students take a walking tour of the school in action (classroom, hallways,
lunchroom, playground, etc.) Discuss what is observed. Ask: Are there rules involved in these
places? What are the rules? How did they come about? Are they good or bad rules? What or
whom do they protect? Why do you think we have rules? Continue by asking: If you play a
game for the first time, how do you know in what way the game should be played? (Learn the
rules) Why is it wrong to run in the school hallways? (against school rules) Through discussion,
help students understand that rules give order, ensure fair play and protect people’s rights and
welfare.
Have students suppose you made a rule stating that only children with blue eyes are allowed to
have recess. Why would such a rule be unfair? Stress the point that rules are best when they
protect the rights of all people.
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Write the words Safety, Health, Game on the chalkboard. Invite students to think of rules for
each category and write them under the proper heading. Explain that a government makes rules
called laws. Our Constitution is a set of rules or laws all people in our country must follow.
Assessment:
Have the students make a “visual reference” bulletin board of specific classroom procedures.
Title the bulletin board: The Right Things to Do. Subheads can read: Working Quietly, Cleaning
Up, Waiting to speak, Playing fairly, Asking Permission, Raising Your Hand, Sharing, Using
Equipment, Taking Turns. Have the students draw pictures to illustrate a visual reference. Write
a “Classroom Constitution” by having students suggest rules that will help make things run
smoothly in the classroom. As each rule is proposed, have the class vote on whether or not it
should be include in the document. If two-thirds or more votes yes, the rule becomes part of the
constitution. If no, the rule cannot be passed. Students might, at your direction, discuss the
following: 1) Should students be allowed to bring any kind of toy to use a recess: What kinds
should be allowed? What kinds should not be allowed? 2) Should there be a “court system: to
judge students who break rules? How many judges should there be? Should all class members
take turns being judges? What would be a reasonable punishment for breaking rules?
Have students observe various sports or other activities where safety devices are evident.
Discuss the special equipment needed as protection while playing certain sports (baseball,
football, ice hockey, etc) Ask: What do you use to protect yourself when it is very cold outside?
What are the people who protect you from harm: (parents , firefighter, police officers,
government officials). Help students understand that the Constitution protects their rights just as
an umbrella protects them from rain. Explain to students that a symbol is a picture, sign, sould
or object that stands for something else. Ask: What bird is a symbol of the United States? Why
might an umbrella be a good symbol for the Constitution? Discuss other symbols the students
might know.
**As the unit progresses, have students write about the rights depicted on the poster and add
these writings to the bulletin board as they are done.
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Unit Title: Primary Sources
Karen Johnson
Childs Elementary
Theme: Political Cartoons
Lesson Three: Political Cartoons in the Classroom
Essential Question: How do other people see issues facing the U.S. and the world?
Standards:
6.1.18 Create and compare timelines that identify major people, events and developments in the
history of individual civilizations and /or countries that comprise Europe and the Americas.
6.1.23 Form research questions and use a variety of information resources to obtain, evaluate
and present data on people, cultures and developments in Europe and the Americas.
Objectives:
Analyze and interpret political cartoons by identifying exaggeration and other persuasive
techniques.
Materials:
Historical Cartoons
harpweek.com
log.gov/rr/print/swann/herblock
cagelcartoons.com
editorialcartoonists.com
Document reader, overhead projector
After choosing a cartoon from another country that features America, note the background
information that accompanies it. Display cartoon on white board or make copies.
Engage Interest:
Show cartoons from other countries. Ask questions – How does the cartoonist use symbolism to
show one of the challenges America faces? What is the cartoonist trying to say? What view do
you think the artist has of America today? How is your view similar or different? Show other
countries – Panama, Jordan, Bulgaria, or Canada.
Teach:
Explain that political cartoons, also known as editorial cartoons, use illustration with limited text
to take a humorous look at a serious topic. A cartoon expresses the point of view of one person,
the cartoonist. It does not necessarily reflect the views of anyone else.
How do other countries see issues facing the US and the world?
Students will read “Not just for Laughs” (Junior Scholastic/September 19, 2011) Discuss
Analogy, Symbolism, Caricature, Irony, and Hyperbole.
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Distribute copies of a cartoon of your choice and ask students to identify its subject. What is the
topic of the cartoon? (National/international/historic or contemporary)
Students identify objects or people that may be identifiable by caricature or by levels. Are they
used as symbols? What do symbols represent? Discuss actions taking place. Has the impact of
an event been exaggerated? If the cartoon has text, discuss what it adds to the viewer’s
understanding.
Assessment:
Have students write a paragraph stating the cartoonist’s message and whether they agree or
disagree. Discuss how else the cartoonist might have conveyed the same message. What other
symbols or technique worked?
Students can also create their own political cartoon.
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