Unit I
6 days
SECTIONS
What is Government?
1. The Purpose of Government (1 Day)
2. Forms of Government (5 Days)
Enduring understandings
 Government is necessary to establish order, provide security, and protect the
common good.
 There are many forms of government-democratic, unitary, confederal, federal,
presidential, and parliamentary.
 In a democracy the supreme political authority rests with the people and the
fundamental importance of each individual is essential.
Key Vocabulary:
government
unitary
confederation
federal
oligarchy
democracy
autocratic
anarchy
Thematic Focus: Governance
 The student will understand that as a society increases in complexity and interacts with
other societies, the complexity of the government also increases.
Georgia Performance Standards
SSCG19 The student will compare and contrast governments that are unitary, confederal,
and federal governments; unitary, oligarchic and democratic governments; and
presidential and parliamentary governments.
Prerequisites:
In 9th grade students study the structure and historical impact of several forms of government
including the Greek democracy, oligarchy, and autocratic governments.
 SSWH3 The student will examine the political, philosophical, and cultural interaction
of Classical Mediterranean societies from 700 BCE to 400 CE (Greece/Rome).
 SSWH17 Describe the nature of totalitarianism and the police state that existed in
Russia, Germany, and Italy and how they differ from authoritarian governments.
Connections:
In World Literature, students will read a variety of works that take place under various forms of
government such as Night, In the Time of the Butterflies, and Farewell to Manzanar.
1
Unit I
5 days
SECTIONS
What is Government?
Culminating Unit Assessment
Enduring understandings
 Government is necessary to establish order, provide security, and protect the
common good.
 There are many forms of government-democratic, unitary, confederation, federal,
presidential, and parliamentary.
 In a democracy the supreme political authority rests with the people and the
fundamental importance of each individual is essential.
Thematic Focus: Governance
 The student will understand that as a society increases in complexity and interacts with
other societies, the complexity of the government also increases.
Suggested Culminating Unit Assessments
 Have students create a short skit where they act out characteristics of each of the forms of
government discussed in the unit. Students should make sure to incorporate all the unit vocabulary
and answer the AIM questions.
 As an individual assessment, have students write a short monologue where they compare
at least three of the governments discussed in the unit. Students should compare the governments
and then explain which one they think is most effective.
 Students can create a newsletter where they report on the conditions in three fictional
countries. Each country must have a different form of government. Have students report on how
the type of government influences the everyday lives of the citizens, the economy, and foreign
relations.
Resources:
 Rubrics for performance assessments can be found at rubistar.4teachers.org and
www.teach-nology.com/web_tools/rubrics
2
Essential Teaching Elements
Unit I
Section 1
What is Government?
The Purpose of Government (1 Days)
AIM 1: How is government defined and what is its purpose?
GPS: SSCG19 The student will compare and contrast governments that are
unitary, conferral, and federal governments; unitary, oligarchic and
democratic governments; and presidential and parliamentary governments.
Core Text: Magruder’s: American Government, pp.4-11
Vocabulary: anarchy, government
Instructional Points to Teach:
Discussion Questions:
• Government is the institution
 What would life be like if no
government existed?
through which a society makes
and enforces its public policies.
Differentiation Strategies
Performance Expectation: Students will use the Frayer model to understand the meaning of
government and how it contrasts with anarchy. A template for the Frayer model is located in the
Graphic Organizers folder on the Government Curriculum website.
Accelerated Students: See lesson attached.
English Language Learners: Provide students with picture examples of societies
in anarchy versus societies ruled by a government. Make sure students
understand the meaning of each word. Compile a class list of the characteristics
of each. Have students refer to the list as a guide while they complete a collage
comparing anarchy versus government. Students should use the discussion
questions as prompts to write a 2-3 paragraph comparison of anarchy and
government.
Less Proficient Learners: Students can write an acrostic poem using the word
government. In their poem they include their definition of government and why it
is significant. Have several students share their poems and then use responses to
create a group authored acrostic on the meaning and purpose of government.
Discuss with students the benefits and disadvantages of government based on
individual freedom versus the common good. To close the activity, have students
answer the discussion question in a short writing.
Additional Instructional Suggestions:
 A lesson plan on the role of government can be found at
http://www.eduref.org/Virtual/Lessons/Social_Studies/US_Government/GOV003
4.html
3
Resources
 See the Magruder’s American Government Teacher Materials for
Chapter 1 Section1 for a ready to use presentation (Presentation Pro CD).
 There is a short student friendly article on the purpose of government
found at
http://www.associatedcontent.com/article/52050/what_is_the_purpose_of_the_go
vernment.html
4
We The People
An Educator's Reference Desk Lesson Plan
Submitted by: Debilyn Janota
School or Affiliation: St. Mary Grade School, Stayton, Oregon
Endorsed by: These lesson plans are the result of the work of the teachers who have attended
the Columbia Education Center's Summer Workshop. CEC is a consortium of teacher from 14
western states dedicated to improving the quality of education in the rural, western, United
States, and particularly the quality of math and science Education. CEC uses Big Sky Telegraph
as the hub of their telecommunications network that allows the participating teachers to stay in
contact with their trainers and peers that they have met at the Workshops.
Date: May 1994
Grade Level(s): 5, 6, 7, 8
Subject(s):

Social Studies/US Government
Overview: Learning about our American History and our United States Constitution can be fun
as well as educational. As a teacher, I want these areas to become alive for my students, to
convince my students that everyday they are living a part of history of our country and how these
historical events have effected their own lives. I do this by not only lecturing, assigning
paperwork but by various activities and projects.
Purpose: Why do we need a government? Lesson introduces the basic concept of the "natural
rights" philosophy. After the students recognize a need for government and rules, the students
will be asked to think about the benefits and problems of living in a "state of nature" where there
are no laws or government. Comparing their ideas with those of the English philosopher John
Locke and how his concepts are used in preparing a proper government that protects the natural
rights of an individual.
Note: This lesson would take a few class periods. The lesson you see is what I would do the very
first day of school to help establish classroom rules. I would continue to cover concepts of
natural rights, identify and state the problems of a "state of nature" and conclude with a
recapitulation of what was covered and have them try and apply some of these ideas into their
daily living.
Objectives: At the conclusion of this lesson:


Students should be able to recognize the need for rules and government.
Students should be able to explain the following terms from the natural rights
philosophy: natural rights, state of nature, social contract and consent.
5


Students should be able to explain the problems that come within a state of nature
and their possible solutions and compare their ideas with those of John Locke.
Students should be able to explain how government and laws can protect natural
rights.
Materials:
 student text
 paper
 pen
Time Required: 45 minute class -- first day of school/opening day of class
Activities and Procedures:
Introductory Activity -- Who's the boss?
Objective: To recognize the need for government.
1. The teacher writes on the board: "This is a government class. for the next 10 minutes, we
shall explore government."
2. Make no further comments. Answer no questions. At the end of 10 minutes (or shorter, if
the class becomes chaotic), continue.
3. Give explicit directions as to:
Where they should sit
Lesson assignment -- book, pages, and so on
Students distribution of books (or other materials to be used)
Reading assignment
Materials should:
a.) define government as an institution that makes and enforces laws at federal, state, and
local levels.
b.) describe its function to maintain social order, provide public service, provide security
and to make binding decisions.
4. Discuss by stating that they had a good example at the beginning of class of what
happens when there is no direction, no authority, no one to make decisions, and so on.
(Let the class express feelings.)
Problem Solving: Work together in groups of 5. Answer the following questions and be prepared
to present your answers to the class: (Grade 5 book, page 18 student text).
Questions:
6
1. What might happen in the classroom if there were no rules or laws?
2. What might happen if there were rules and laws, but no one to make sure people obeyed them?
3. What might happen if there were rules and laws, but no one to settle disagreements about
them?
4. Write five (5) rules for our classroom. (Keep in mind these rules should benefit all and be
accepted by the majority).
The students will present and share their answers and using question #4, work as a class to
establish their classroom rules. The time allotted here may have to extend to another day. If the
students could at least share their ideas, think about them then come back and decide.
Tying It All Together: My main purpose in using these books and teaching about our
American History and our United States Constitution is to provide the students a chance to want
to study the subject further and to give them a sense of pride in our American history and our
past which leads to our future. The students take a more active role in learning when they are
allowed to use the information given to them and be able to actively use the lesson(s) right away
and see results.
7
Unit I
Section 2
What is Government?
Forms of Government (5 Days)
Essential Teaching Elements
AIM 1: How are systems of government defined in terms of who can
participate?
GPS: SSCG19 The student will compare and contrast governments that are
unitary, conferral, and federal governments; unitary, oligarchic and
democratic governments; and presidential and parliamentary governments.
Core Text: Holt, Magruder’s: American Government pp.12-17
Vocabulary: autocracy, oligarchy, democracy
Instructional Points to Teach:
Discussion Questions:
• In a democracy, supreme
 What are the similarities and
differences between autocratic,
political authority rests with the
oligarchy, and democratic forms of
people.
government?
• An autocracy is a government
in which a single person holds
unlimited political power.
•
An oligarchy is a government
in which the power to rule is
held by a small, usually selfappointed elite.
Differentiation Strategies
Performance Expectation: Students will examine the similarities and differences between
autocratic, oligarchy, and democratic forms of government.
Accelerated Students: Students should identify one country, past or present, that
has/had each of the forms of government listed above. Students will create a short
profile of each country. Finally, have students compare the extent to which
citizens were allowed to participate in government. Students can present their
research to the class.
English Language Learners: See the lesson below. After the guided lecture,
have students draw a picture that represents the meaning of each word so you can
check for understanding. Complete the remainder of the lesson as described.
Also, consider giving students a copy of the presentation to the night before.
Less Proficient Learners: Use PowerPoint for Chapter 1 Section 2 on the
Presentation Pro CD (teacher materials) to facilitate a discussion/guided lecture on
the similarities and differences between each type of government listed in the
AIM. Students should rank the forms of government from most participation by
the people to the least participation by the people. Students should create a flow
chart that illustrates this ranking. For each box, have them provide a description
of the form of government in terms of participation. To close the activity, have
students answer the discussion question as a class or individually.
8
Resources
Additional Instructional Suggestions:
 Use a Venn diagram to help students compare the different forms of
government. They can then use the completed diagram as a pre-writing guide to
complete a short take home essay. Use the AIM question as the essay prompt.
 A very brief and student friendly description of oligarchy can be found
at http://www.historyforkids.org/learn/government/oligarchy.htm.
 An excellent article that discusses Democracy vs. Autocracy? in Ethiopia
and can be found at http://www.somalilandtimes.net/2003/65/6523.htm. This
would be a great comparative government reading.
9
Unit I
Section 2
What is Government?
Forms of Government (5 Days)
Essential Teaching Elements
AIM 2: How is power distributed within a state?
GPS: SSCG19 The student will compare and contrast governments that are
unitary, confederal, and federal governments; unitary, oligarchic and
democratic governments; and presidential and parliamentary governments..
Core Text: Magruder’s: American Government pp.12-17
Vocabulary: unitary, confederation, federal
Instructional Points to Teach:
Discussion Questions:
• A unitary government has all
 What are the similarities and
differences between unitary,
powers held by a single, central
confederate, and federal forms of
agency.
government?

Which of the 3 governments has a
• A confederation is an alliance
strong centralized government?
of independent states.
 Which of the 3 governments has a
weak centralized government?
• A federal government is one in
which the powers of
government are divided between
a central government and
several local governments.
Differentiation Strategies
Performance Expectation: Students will examine the similarities and differences between
unitary, confederate, and federal forms of government.
Accelerated Students: Use PowerPoint for Chapter 1 Section 2 on the
Presentation Pro CD (teacher materials) to facilitate a discussion/guided lecture on
the similarities and differences between each type of government listed in the
AIM. Have students create a brochure that explains the similarities and
differences among the three forms of government. Make sure students include a
definition, a comparative analysis, and a picture for each type of government.
English Language Learners: Explain to students the idea of strong vs. weak
centralized government. Next, discuss the characteristics of each form of
government using the PowerPoint for Chapter 1 Section 2. Divide students into 3
groups, one for each form of government. Have them list the characteristics that
all 3 forms have in common and how they are dissimilar. Students can share their
findings with the class. Have students respond to the discussion questions as a
class or individually.
10
Resources
Less Proficient Learners: See the lesson above. In addition, students can
outline the section in the text the night before in preparation for the lesson. Take
several minutes at the beginning of class ask students what they felt were the main
points. Have students compare their main ideas to those presented in the
presentation.
Additional Instructional Suggestions:
 Have students reflect on the Civil War. Discuss with students how for a
period of time, the United States had a confederate and federal government.
Discuss the pros and cons of each form of government.
 An excellent Document Based Question activity can be found at
http://www5.esc13.net/socialstudies/docs/era%203/8AOCLesson.pdf. It
addresses confederate vs. federal governments and also introduces students to the
Articles of Confederation which will be studied in the next unit.
 http://government.pppst.com/types.html has several presentations on
different types of government.
11
Unit I
Section 2
What is Government?
Forms of Government (5 Days)
Essential Teaching Elements
AIM 3: How are governments defined by the relationship between the
legislative and executive branches?
GPS: SSCG19 The student will compare and contrast governments that are
unitary, conferral, and federal governments; unitary, oligarchic and
democratic governments; and presidential and parliamentary governments.
Core Text: Magruder’s: American Government pp.12-17
Vocabulary: presidential, parliamentary
Instructional Points to Teach:
Discussion Questions:
• A presidential government
 What are the similarities and
differences between presidential
features separation of powers
and parliamentary forms of
between the executive and the
government?
legislative branches of
 What are the pros and cons of
government.
having the legislative branch
separate from the executive branch?
• In a parliamentary
government , the executive is
selected from the majority party
of the legislature. Voters do not
elect officials to the executive
office.
Differentiation Strategies
Performance Expectation: Students will examine the similarities and differences between
presidential and parliamentary systems of government.
Accelerated Students: Assign students the reading in the text the night before.
Facilitate a discussion using the questions above. Next, allow students to conduct
independent research as described in the lesson below. Students should create a
3-5 minute presentation based their findings.
English Language Learners: Use the chart on p.16 to help students understand
the fundamental differences between a presidential and parliamentary system.
Next, identify as a class at least two other countries that use a parliamentary or
presidential system. Have them compare the characteristics of the governments in
each country. Use the Internet and classroom projector to involve the whole class
as you model how to use the Internet to find reliable information.
Less Proficient Learners: Students will need access to the internet to complete
this activity. Use the website at
http://teacher.scholastic.com/researchtools/researchstarters/presidents/. Guide
students through the reading and have them complete the questions under
Recommended Research Topics.
12
Resources
Additional Instructional Suggestions:
 Use the slide presentation found at
http://www.slideboom.com/presentations/76890/Presidential-vs.-Parliamentary to
help students understand the similarities and differences between presidential and
parliamentary systems of government.
 See lesson attached.
 See the presentation for Chapter 1 on the Presentation Pro.
 An in depth article on these two forms of government can be found at
http://www.undp.org/governance/docs/Parl-Pub-govern.htm. It would be great as
teacher background for lecture material or for gifted readers.
 A detailed PowerPoint comparing these two systems of government can be
found at www.mona.uwi.edu/.../USPresidentiavsBritishParliamentary.ppt.
13
COMPARATIVE POLITICAL SYSTEMS
Overview
This lesson is designed to describe the government of the Republic of Hungary since the
transition in 1990 from a one-party Soviet-style regime to a multi-party parliamentary
democracy. This lesson supplements the study of American government by providing a
comparative study of political systems.
In order for students to understand the government of Hungary they must understand three interrelated concepts: Parliamentary vs. Presidential models of representative democracy; the role of
Hungary’s Parliament or National Assembly; and Hungary’s unique electoral system. The
underlying theme of the lesson is the importance of electoral or voting systems in determining
the outcome of elections and how governments operate. The importance of analyzing the
operation and political consequences of an electoral system is further explained by Arend
Lijphart:
Except in very small communities, democracy necessarily means representative
democracy in which elected officials make decisions on behalf of the people.
How are these representatives elected? This indispensable task in representative
democracies is performed by the electoral system - the set of methods for
translating the citizens’ votes into representatives’ seats. Thus the electoral
system is the most fundamental element of representative democracy (1).
The above quote is clearly illustrated in Hungary were the parliamentary system offers multiple
parties the opportunity to compete for national elections versus the American two-party system.
Grade Level: Secondary This lesson can be found at www.flrea.org. Objectives:
As a result of this lesson, students will:
 Analyze and evaluate different models of democratic government;
 Understand the role and function of the Hungarian National Assembly; and
 Understand the importance of voting in a representative democracy.
Materials:
Handout A - Presidential vs. Parliamentary Model of Government
14
Procedure
Part I: Parliamentary vs. Presidential Democracy 1.
Explain that from 1946-1989, the Hungarian government was modeled on the Sovietstyle one-party system. In 1989, a "democracy package," which included trade union
pluralism; freedom of association, assembly, and the press; a new electoral law; and a
radical revision of the constitution including the establishment of a Constitutional Court
and the deletion of the word “peoples” from the “Republic of Hungary” was
implemented. A democratic parliamentary form of government was established. This
mirrored similar political events throughout Central and Eastern Europe as Soviet
influence diminished with the ultimate collapse of the Soviet Union as a political entity in
1991.
2.
Hungary is now a representative democracy. A representative democracy is one in
which the will of the majority is expressed through a smaller group of individuals
elected by the people to act as their representatives. These representatives are
responsible to the people for their conduct, and they can be voted out of office. This
system is also known as a republic.
3.
Explain that in the modern world, there are two forms of representative democracy:
presidential and parliamentary. A presidential democracy is one in which the
lawmaking and law-implementing branches of government are separate. For
example, the United States – where Congress has the power to make laws, and the
President has the power to carry them out. In a parliamentary democracy, the
lawmaking and law-implementing branches of government overlap. In Hungary, as in
England, the Prime Minister and the Cabinet are members of the Parliament, and they
enact the laws as well as carry them out.
4.
Distribute copies of Handout A: Presidential vs. Parliamentary Democracy. (Also
have students reference the sections on the President and Prime Minister in the
Background Note at the beginning of the resource document.) Discuss with students that
Presidential democracies clearly show the separation of powers between the executive
and legislative branches. The president is not a figurehead, but functions as the head of
government. In Parliamentary systems, the head of state (figurehead monarch or weak
president) is a separate office from the head of government. (Example: The Queen of
England) The head of government in a parliamentary democracy (Prime Minister,
Premier or Chancellor) is the important and powerful figure. In parliamentary systems
the voters elect only a legislature; the legislature or Parliament then elects an executive
from its own ranks. (The party with the largest number of seats in Parliament or the
leader of a coalition of two or three parties elects its party leader to serve as Prime
Minister.) Hungary’s Parliament, the National Assembly, is a single-chamber body
elected for four-years and has 386 members. The National Assembly elects the President
of the Republic (head of state), the Prime Minister (head of government), the members of
15
the Constitutional Court, the Ombudsman, the President of the Supreme Court and other
government figures.
LESSON SELECTING A POLITICAL SYSTEM
After reading and discussing presidential democracy versus parliamentary democracy, students
will be asked to evaluate and vote on which system they would prefer.
Materials:
Handouts and notes on Parliamentary vs. Presidential governments, Parliamentary Democracy in
Hungary.
Copy of U.S. Constitution
Poster board, markers
Time: 1-2 class periods
Tell class that they live in a new country recently created in Europe. The people
of the country have decided that they want a representative democracy as a
government. However, they must still vote on whether to have a presidential
democracy or to have a parliamentary democracy. There will be a rally when
people can speak in support of the form of government they support, and a vote
to decide which one to have.
Divide class into groups of four. Half of the groups will support a parliamentary democracy and
the other half will support a presidential democracy. Each group will create a campaign poster,
slogan and 1 minute speech to support their political system. Each group will present their point
of view in front of class before the vote.
Campaign poster must contain the following items:




Which democracy group supports
Campaign slogan
3 reasons to support the type of democracy
Colorful, neat, creative
Speech must include the following:



Which democracy group supports
Campaign slogan
Three reasons to support the type of democracy
Allow each group to present their speech and poster, then have class vote on the type of
democracy they want for their country.
16
Handout A
Representative Democracy: Presidential vs. Parliamentary
A Presidential System
President
elect
Legislature
Cabinet
Ministries or
Departments
elect
Voters
Parliamentary System
Coalition
Selects and ousts
Prime Minister
Parties
Parliament
Cabinet
guides
Ministries
elect
Voters
17
Unit I
Section 2
What is Government?
Forms of Government (5 Days)
Essential Teaching Elements
AIM 4: What are the foundations of democracy?
GPS: SSCG19 The student will compare and contrast governments that are
unitary, conferral, and federal governments; unitary, oligarchic and
democratic governments; and presidential and parliamentary governments..
Core Text: Magruder’s: American Government pp.18-23
Vocabulary: presidential system, parliamentary system
Instructional Points to Teach:
Discussion Questions:
• The American concept of
 What foundational concepts are
basic to democracy?
democracy rests on these basic
notions:
(1) A recognition of the
fundamental worth and
dignity of every person;
(2) A respect for the equality
of all persons;
(3) A faith in majority rule
and an insistence upon
minority rights;
(4) An acceptance of the
necessity of compromise;
and
(5) An insistence upon the
widest possible degree of
individual freedom.
Differentiation
Strategies
Performance Expectation: Students will analyze the concepts that provide the foundation for
democracy.
Accelerated Students: Have students take each one of the points listed in the
instructional points and brainstorm current issues that show the American
Democracy is still a work in progress. Students should then write their own social
commentary on how much progress has been made in America regarding each of
the 5 concepts. Students can use current event articles to support their position.
English Language Learners: See lesson attached. Students will need internet
access or use your computer and projector to complete the lesson as a class.
18
Resources
Less Proficient Learners: See lesson attached. Students will need internet
access or use your computer and projector to complete the lesson as a class.
Additional Instructional Suggestions:
 Use excerpts from Tocqueville’s Democracy in America (see link below). Have
students create a two column chart where they list the characteristics of American
democracy as described by Tocqueville. In the second column they should write
whether or not the characteristic is present today and its significance. Discuss
student responses as a class.
 http://www.tocqueville.org/ contains original writings and useful links regarding
Tocqueville’s writings on democracy in American. There are also links to lesson
plans.
19
Foundational Ideas and Values of American Democracy
This lesson can be found online at
http://congress.indiana.edu/lesson_plans/mcp_found_ideas.php on the Center on Congress
website.
Overview
In this lesson students will examine founding-era documents and consider why it is important for
diverse individuals, groups, and communities to make a common commitment to foundational
ideas and values of American democracy. Students will then reflect on why all citizens should
participate in civic activities and examine ways they can become civically engaged.
Grade Levels
9 – 12
Objectives
Students will:




examine founding-era documents and find examples of the core values that allow for
diverse opinions in our country and protect the minority;
describe responsibilities that accompany the rights guaranteed in the U.S. Constitution;
explain why it is important for all citizens to participate in civic activities; and
identify ways they can become civically involved.
Estimated Time
2 days
Materials Needed





E-Learning Module: Minority Civic Participation (optional)
Internet connection with Macromedia FLASH ® enabled
Projection device
Copies of the U.S. Constitution
Copies of founding-era documents, such as the Declaration of Independence, Virginia
Declaration of Rights, Federalist Papers, or the Massachusetts Constitution
Procedure
20
Day 1 1. Collaborate with students and brainstorm different groups that exist within the United
States. For example, students may think of different ethnic groups or political groups.
o Facilitate a discussion using the following questions:
o What differences exist among these groups?
o Do these groups ever have conflicts with each other? What problems do these
conflicts cause?
o What do all of these groups have in common in the United States?
2. Make sure students understand that all Americans share the rights and freedoms listed in
the U.S. Constitution.
3. Divide the class into small groups of three or four. Have each group examine the U.S.
Constitution and other founding-era documents to find examples of the core values that
allow for diverse opinions in our country and protect the minority. Allow each group to
share their examples.
4. Discuss the concept of civic identity with students. Students should know that equal
protection under the Constitution is a key part of Americans' shared civic identity.
5. Instruct students to examine the founding-era documents and find textual evidence of
provisions made for a shared civic identity. Then lead a discussion about why it is
important for all Americans to make a common commitment to these values and what
might happen if such a commitment were not made.
Day 2 1. Review with students some of the rights guaranteed to Americans in the U.S.
Constitution.
2. Lead students in a discussion about the responsibilities that accompany these rights.
3. One of the most important responsibilities that citizens have is to become civically
involved.
4. Invite students to share what they think it means to be civically involved and describe
ways they can become involved.
5. Use a projection device to show students the "Sources of Information" video from the
Minority Civic Participation e-learning module. Summarize the various ways youth can
get involved.
6. Mark Lopez encouraged students to visit the Circle Web site at
http://www.civicyouth.org/. Encourage students to visit the Web site. Have them first
examine Trends by Race, Ethnicity, and Gender and see how diverse populations
participate in government. Guide students in considering why minority populations are
not as likely to participate in civic activities.
7. Remind students why it is important for everyone to participate in civic activities. As a
class think of ways that more people could be encouraged to participate in civic activities.
Then have students visit other areas of the Circle Web site and find ways that they can
become civically engaged.
21
Extension Activities
The Minority Civic Participation E-Learning module had representatives from La Raza
and the Congressional Black Caucus. Encourage students to conduct a search on the
Internet and learn more about these organizations.
Assessment
Basic Concepts and Processes Ask your students to respond to the following requests for information and assess their
knowledge of key concepts taught in this lesson.
1. Why is it important for all Americans to make a common commitment to the core
values identified in founding-era documents? What might happen if such a
commitment were not made?
2. Why is it important for all citizens to become civically involved? What would
happen if citizens stopped participating in civic activities?
3. Describe ways you can become civically involved.
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