We The People
Unit 1: Types of Government
Big Ideas/Enduring Understandings
1. All civilizations have governments.
2. Governments evolve just like people grow.
3. Good citizenship depends on understanding our history.
Essential Questions
1. What is government?
2. What should be the role of government?
3. How have other country‟s ideas influenced our government?
VT Standard 6.10
Students compare and evaluate the philosophical underpinnings and the workings of different types
of governments, including constitutional governments, in various times in their local community, in
Vermont, in the United States, and in various locations world-wide. This is evident when students:
Analyze how people organize and exercise political power in limited and unlimited
governments;
Trace the origins and interpret the continuing influence of different political
philosophies as they emerged from other cultural traditions (i.e. Greeks, Romans, European
Enlightenment, etc.); and
Evaluate how political systems, including the American system evolve.
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Unit Plan Overview:
This unit plan is designed to compare and evaluate the philosophical and historical foundations of our
American government. We will explore these areas of knowledge by asking a series of underlying questions
and then allow each student to demonstrate his/her ability to independently and relevantly reply to these
questions in a series of tasks, performances, and products.
The underlying questions include:
Lesson 1:
1. What is government?
2. What would life be like in a „state of nature?‟
Lesson 2:
3. What is republican government?
Lesson 3:
4. How were the Americans influenced by their English Background?
Lesson 4:
5. What experiences led to the American Revolution?
The tasks, performances, and products that the student will be assessed upon will include:
Reading, interpreting, and analysis of lesson materials;
Small and whole group work and discussion;
Film analysis;
Journal responses;
Role playing; and
Other student-centered activities.
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Name: ______________________________
Date: _____________________
TYPES OF GOVERNMENT: FORMATIVE ASSESSMENT WORKSHEET
Instructions: Take a few minutes in class to answer the following questions. Be sure to analyze how people
organize and exercise political power in limited and unlimited governments.
1. What is human nature? That is, what traits of personality and character, if any, do all human beings have in
common? For example, are all people selfish or do they tend to care for the good of others?
2. What should be the purpose of government? Be sure to justify your response.
3. How do people running a government get the right to govern? How do they gain power? Provide at least two
examples?
4. How should government be organized? Should it be limited or unlimited? Explain.
5. What kinds of government should be respected and supported? Provide at least one example.
6.
What kinds of government should be resisted and fought? Be sure to justify your opinion.
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Name: ______________________________
Date: _____________________
Lesson 1 Terms to Know: Answer the questions (in italics) based on your understanding of the vocabulary words.
Terms
Definitions and Compare and Evaluate Skills
political
philosopher
A person who studies/writes about basic ideas of government.
founders
The men and women who lived in America during the colonial period who influenced the
creation of our government.
The men who wrote our constitution (plan of government) in 1787 in Philadelphia.
framers
 Compare (connect) the meaning of a political philosopher as to how you are learning about government
right now.
 Evaluate how a person living in 1787 could be a “founder” but not a “framer.”
natural rights
philosophy
state of nature
human nature
laws of nature
(natural rights)
John Locke‟s political philosophy which is based on imagining what life would be like in a
“state of nature.”
A situation where there is no government, no laws, no consequences to govern how we live
together.
Traits of personality and character that people possess.
Laws that exist in a “state of nature.” These laws are not written down nor agreed upon by
the people. Natural laws are simply the morals or values that we may all possess that are
influenced by our human nature.
 Compare or connect how John Locke‟s “natural rights philosophy” relates to his concerns about
people‟s “human nature” and “laws of nature” when they exist in a “state of nature.”
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legitimate
Someone or something that is honest, genuine, or authentic.
consent
To give permission.
 Compare/connect “legitimate” and “consent” together in a sentence.
natural rights
Life (security); Liberty (freedom); and Property (possessions).
unalienable
Something that cannot be taken away.
civil rights
Rights that help to secure freedom of thinking and privacy, and protects you from unfair
discrimination by the government and/or people.
The right to vote, run for political office, etc.
political rights
social contract
An agreement where the people create and live under a government (plan) and give it the
power to make and enforce laws.
 Compare and evaluate how or why a “social contract” may apply to “natural rights,” “unalienable,”
“civil rights,” and “political rights.”
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Name: ______________________________
Date: _____________________
LESSON 1: CRITICAL THINKING WORKSHEET
Instructions: Answer the following questions after you have read the article entitled “What Would Life Be Like
in a State of Nature.” Be sure to analyze how people organize and exercise political power in limited and
unlimited governments.
1.
Upon arrival on a deserted island (no people, buildings, social structures, etc.) would there be any government
or laws to control how you lived, what rights or freedoms you exercised, or what property you had? Why or
why not? Provide and underline at least one „term to know‟ in your response.
2. Would anyone have the right to govern you? Explain your answer. Would you have the right to govern
anyone else? Why or why not? Provide and underline at least two „term to know‟ in your response.
3. Would you have any rights? What would they be? Provide and underline at least two „term to know‟ in
your response.
4. What might people who were stronger and/or smarter than others try to do? Why? Provide and underline
at least one „term to know‟ in your response.
5. What might the weaker and/or less sophisticated people try to do? Why? Provide and underline at least
one „term to know‟ in your response.
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6. What might life be like for everyone? How would people try to organize and exercise political power in this
unlimited environment? Explain.
7. Explain the following phrases of the Declaration of Independence as if you were trying to explain the
phrases to a 3rd grader.
All men are created equal:
People have certain rights that are unalienable:
Unalienable rights include rights to life, liberty, and the pursuit of happiness:
Governments are created to secure these rights:
Governments derive their just powers from the consent of the governed:
People have the right to alter or abolish their government if it becomes destructive of the purpose for
which it was created:
8. What is meant by the “law of nature” or “natural law?” How did Locke try to establish or figure out what
limitations it imposed on human conduct?
9. How did Locke use the idea of a “state of nature” to try to establish or figure out what the purpose of
government should be?
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10. What was Locke‟s view of human nature? How did it influence his ideas about what type of government is
best?
11. What is meant by the term “social contract?” How is it connected to the idea that government derives its
authority from the consent of the governed?
12. Evaluate (judge or decide) the philosophical underpinnings (ideas about government) that John Locke created
during the time of the Enlightenment Period.
13. Compare Locke‟s ideas or philosophy of government to our ideas or philosophy of government in the United
States today. Are there any similarities? Are there any differences?
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Types of Government Film Study
“The Lord of the Flies”
PART 1: TYPES of GOVERNMENT
VT Standard 6.10
Students compare and evaluate the philosophical underpinnings and the workings of different types of
governments, including constitutional governments, in various times in their local community, in Vermont, in
the United States, and in various locations world-wide. This is evident when students:
Analyze how people organize and exercise political power in limited and unlimited governments;
Overview
The students will observe the film, The Lord of the Flies, and respond to the film worksheet (Student Handout
A) during the film. After watching and analyzing the film, the class will be divided into five groups. Each
group will be assigned two target questions to read and interpret on Student Handout B. (Groups A-D will
have two questions, whereas Group E will only have one question as there are only nine questions.) After
the film, please follow the procedure below:
Part I: Jig-Saw-Last Word Protocol
1. As a group, review your responses to FILM STUDY WORKSHEET #1;
2. Next, read, discuss, and respond to the teacher-assigned focus question on FILM STUDY
WORKSHEET #2;
3. Pick two ambassadors from each group. Each ambassador will be rotating to each group in a
clockwise rotation;
4. The ambassadors will read to the visiting group their focus questions;
5. The visiting group will give their immediate responses, while the ambassadors listen without
comment;
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6. The ambassadors will then give their interpretations to the visiting group for discussion;
7. The visiting group will then read their focus questions to the ambassadors and the ambassadors will
give their immediate responses;
8. The visiting group will then give their interpretations to the ambassadors for discussion;
(Steps 4-8 should last for approx. 5-6 minutes. Let the students know when they are at the half-way mark
to properly budget their time.)
9. The ambassadors will rotate clockwise to the next group and follow the same procedure;
10. After all of the questions have been discussed by the ambassadors and their visiting groups, the
ambassadors will return to their original groups and share their discussions they had with their
visiting groups to compare notes;
Part II: Thematic Analysis
11. Next, each group will be given a placard representing the various themes of the film. They will be
asked to analyze each of the themes in their own groups and they may use their film analysis
worksheets as references to their answers. After their analysis, they will then flip over the placard to
read and compare their answers to the background information. The groups will not rotate during
this procedure.
12. The class will then discuss their responses to their thematic analysis as a whole group and apply their
analysis to the film, the film questions, political philosophy, as well as historic/contemporary events,
people, places, etc. on FILM STUDY WORKSHEET #3.
(The teacher may wish to label the 5 themes on the board and record the class‟ abbreviated observations. The
teacher does not need to follow the order strictly from A-E, but may bounce around to link the concepts
involved during the discussion. Also, the teacher may wish to link the film worksheets found in Student
Handouts A & B to the class discussion.)
13. Finally, as a culminating activity, the students will apply their analysis to Vermont Standard 6.10:
“Analyze how people organize and exercise political power in limited and unlimited governments”
on FILM STUDY WORKSHEET #3.
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Name:
Date:
FILM STUDY WORKSHEET #1
LORD OF THE FLIES
A State of Nature vs. Natural Rights
DIRECTIONS: Try to imagine yourself as one of the characters in this film. You have no idea where you
are. You have no idea if you are to be rescued. You don‟t even know what time or what day it is. All you
know is that you and your classmates have been washed upon shore. How would you get along? How would
you survive? What would be the advantages of working together? What would be the disadvantages?
Answer the questions below.
1. What immediate problems do the boys face upon arrival to the island?
2. How was Ralph elected as the leader? Did you agree with this method? Why or why not? What could
have been done differently?
3. What characteristics does Ralph possess that makes him a leader? Why could you argue that he is NOT a
good leader?
4. What problems does the injured captain place upon the group? How might things have been different
had he not been injured?
5. What internal problems occur between the boys that start to divide their beliefs?
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6. Based on what you have seen, what “type” of government does Ralph represent? What does Jack
represent? Support your answer with at least one specific detail.
Absolute Monarch: a king or queen with absolute or total power.
Dictatorship: a form of government in which all power is in the hands of one person or a small group of
people also known as a TOTALITARIAN GOVERNMENT.
Democracy: rule by the people either directly or through representatives also known as a REPUBLIC.
Name
Type of
Government
Examples of Leadership
Ralph
Jack
7. Given the conditions the students are in, which “type” of government do you think would be more
effective? Please explain your answer.
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Name:
Date:
FILM STUDY WORKSHEET #2
LORD OF THE FLIES
Follow-up Target/Focus Questions
Instructions: Please answer only the Target/Focus questions that your teacher assigns you. You will be
answering the rest of the questions in the Jig-Saw-Last Word Protocol later in class.
1. Why is fire similar to government? (Hint: What does fire provide? What does government provide?
What happens if they are not watched by the people?)
2. Make a list of the natural rights that were violated on the island?
3. Was there a “state of nature” in this film? Explain.
4. What type of government would have worked well on the island? Who should have been in charge?
Why?
5. What rights should have been allowed on the island? What rights should not be allowed on the island?
6. How did the weaker (younger) kids react to the confrontations between Ralph and Jack? Why did they
react this way?
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7. How did Jack use the “monster” to his advantage? (Hint: think about the type of leader Jack is
representing.) Can you relate this technique to a time in our history? Our present? Explain.
8. “Piggy” said, “We did everything just the way grown-ups would have. Why didn‟t it work?” Why do you
think the boys had a hard time managing themselves on the island? Explain.
9. At the end of the film, the boys are rescued and will be returning home. Answer the following questions
and explain.
*What should happen to Ralph considering he was the ranking officer in charge?
*What should happen to Jack?
*What should happen to the others who followed Jack?
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Name:
Date:
FILM STUDY WORKSHEET #3
Instructions
Part I: You will be given a Thematic Analysis placard (STUDENT HANDOUT D) from your instructor to
read, interpret, and analyze as a group. DO NOT IMMEDIATELY READ THE REVERSE SIDE THAT
CONTAINS A WRITTEN ANALYSIS. Instead, please analyze and apply your group‟s theme to the film
and record your observations in the chart below under the “Your Analysis” column.
The five themes to be analyzed are:
1. Group A: Civilization vs. Savagery;
2. Group B: The Loss of Innocence;
3. Group C: The Nature of Evil;
4. Group D: The Negative Consequences of War;
5. Group E: The Lord of the Flies.
Part II: After ten minutes of self-analysis, you may then flip over the Thematic Analysis placard and compare
your answers to the written analysis. What was similar? What was different?
Your Analysis
Written Analysis
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Part III: Now that you have analyzed the film‟s events, peoples, and themes, apply your analysis to Vermont
Standard 6.10 by responding to the following question.
How do people organize and exercise political power in limited and unlimited governments?
o
Political Power
Provide at least one example for each of the underlined concepts above by completing the
chart below.
Organize
Exercise
Limited
Unlimited
How can you apply this analysis of limited and unlimited government to the film? Provide at least
one example.
How can you apply this analysis of limited and unlimited government to the real world? Provide at
least one example.
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Name: ______________________________
Date: _____________________
LESSON 2 TERMS TO KNOW: Answer the questions (in italics) based on your understanding of the vocabulary
words.
Terms
Definitions and Compare and Evaluate Skills
Roman Republic
A government in ancient Europe that excised over 2,000 years before our nation began, and
greatly influenced the ideas of our Founding Fathers.
Wealthy, upper-class people.
A government where the “citizens” have the power to govern. The “citizens” give the power
to the leaders they elect to represent and serve their interests
Aristocrats
republican
government
 Evaluate which type of government would work best: a government run by Aristocrats or a republican
government. Explain.
common welfare
civic virtue
dictator
The good of the entire community.
Where the people (civic) place a high value (virtue) in putting the interests of the community
ahead of any individual. People who possess “civic virtue” are self-less not selfish.
Supreme ruler with unlimited power.
 Evaluate how a dictator may or may not possess “civic virtue” and therefore, support or deny the
“common welfare” for his citizens.
separated powers
balance of powers
When the people who hold office in government will be divided into different branches
(sections) of government in order to carry out different roles and responsibilities.
Where the people who hold office have the ability to deny any one branch of government
from becoming too powerful by having a system of checks and balances.

Compare our system of government in the U.S. when it comes to “separating” and “balancing” the powers of
government. Do we have such a system? Then evaluate the effectiveness of our government‟s ability to
“separate” and “balance” our government by using any historic and/or current event to explain your answer.
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Name: ______________________________
Date: _____________________
LESSON 2: CRITICAL THINKNING WORKSHEET
Instructions: Answer the following questions after you have read the article entitled “What is Republican
Government.” Be sure to be able to interpret the continuing influence of different political philosophies as they
emerged from other cultural traditions.
1. What is republican government? What are the advantages and disadvantages of republican government?
Provide at least two examples for each.
2. What is the meaning of the term “common good”?
3. What is the difference between direct democracy and representative democracy?
4. What is civic virtue? Why is it important that citizens and their representatives have civic virtue?
5. How were the values of republican government promoted in the colonies? Why were these values promoted?
Provide at least two examples.
6. What is the common good as represented in the story of Cincinnatus? What are the self-interests represented in
the story? Do you agree with the actions taken by Cincinnatus? Why or why not?
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7. Describe a person you know or a leader in our nation who you think has civic virtue. Give reasons for your
opinion based on the person‟s life.
8. Explain some situations where you think you should put the common good above your own interests.
9. Explain some situations in which you might want to put the common good above your own interests.
10. Explain some situations in which people might disagree about what is best for the common good. What
should be done when there are such disagreements? Why?
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Name: ______________________________
Date: _____________________
LESSON 3 TERMS TO KNOW: Answer the questions (in italics) based on your understanding of the vocabulary
words.
Terms
Definitions and Compare and Evaluate Skills
feudalism
A system of government that began in Western Europe by William the Conqueror after the
collapse of the Roman Republic. This system was based on the concentration of three groups
of people: royalty; nobility; and the common people.
This group included the king/queen (monarchy) and his/her family. A government that is
ruled by a king/queen is called a monarchy.
This group of people included the nobles or “lords” and “ladies” who held titles such as earls,
dukes, duchess, and barons.
This group of people included knights, merchants, and peasants.
royalty
nobility
common people
 Compare/connect the relationship the royalty, nobility, and common people shared. How are they all
interdependent (reliant) on one another to live?
Magna Carta
representative
government
Parliament
English Bill of
Rights
Latin for “Great Charter,” this was a „social contract‟ that was signed by King John I and his
nobles in 1215.
Where a group or all of a country‟s citizens‟ interests, needs, etc. are represented in a branch of
government.
A legislative body (makes the laws) that is made up of two houses (Lords and Commons) that
represent the interests of the most powerful groups in the kingdom created in 1258.
A law passed by Parliament in 1689 that gave certain rights to Englishmen and further limited
the powers of the monarch. The Bill of Rights gave Parliament the balance of power in the
English government.
 Evaluate the evolution of a „representative government‟ from the time of the Magna Carta in 1215 to
the English Bill of Rights in 1689. Have the king‟s powers increased or decreased? Has this
evolution been rapid or slow? Why?
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Name: ______________________________
Date: _____________________
LESSON 3: CRITICAL THINKING WORKSHEET
Instructions: Answer the following questions after you have read the article entitled “How Were the Americans
Influenced by their English Heritage?” Be sure to be able to interpret the continuing influence of different
political philosophies as they emerged from other cultural traditions.
1.
Explain the relationship between the royalty, nobility, and the common people. How did they all rely on each
other to co-exist?
2. Identify the Magna Carta‟s idea of “the rule of law” and how it may apply to the king and his nobles.
3. The establishment of Parliament was divided into two houses: the House of Lords and the House of
Commons.
Compare this “bicameral” legislature (two-house legislature) to our American government.
Evaluate at least one advantage and one disadvantage to England‟s organization of Parliament.
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4. The Magna Carta was written in 1215 and the English Bill of Rights was passed in 1689 (a difference of 474
years!!!). During the years between these documents, many changes occurred in the English government.
Review what you have read about these two documents and answer the following questions:
Compare and contrast the Magna Carta by including at least two examples as to how these documents
are alike and/or different. Hint: think about how these documents may relate to the evolution of a
limited or unlimited government.
Evaluate what basic rights were left out of the Magna Carta and the English Bill of Rights that you
think are important. Hint: think about the rights we have with our own U.S. Bill of Rights.
5. Match the four ideas, events, and/or documents to the four major ideas that were very important to our
Founders and Framers in the columns below:
____ separation of powers
A. English Bill of Rights
____ social contract
B. Feudal System
____ representative government
C. Magna Carta
____ balance & check of power
D. Parliament
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Name: ______________________________
Date: _____________________
LESSON 4 TERMS TO KNOW: Answer the questions (in italics) based on your understanding of the vocabulary
words.
Terms
Definitions and Compare and Evaluate Skills
colonial
governments
English colonists who came to America modeled their government after what they knew of
the English system of government (customs, laws, ideas)
indentured servant
People who had to work for a master for a specific amount of time, usually to pay off a debt
owed by him/her or his/her family or former master.
governor
The official who heads the executive branch of government and enforces the laws of the
colony. During colonial times, the governor was appointed by the king or owners of the
colony.
magistrates
The officials (judges) who headed the judicial branch of government and interpreted the
laws/handled conflicts with the law. During colonial times, the magistrates were appointed by
the governor of the colony.
 Evaluate any reasons or arguments that you may have as a colonist about the legitimacy of the offices
of the governors and magistrates. Do you have any concerns about their ability to fairly fulfill their
duties? Do you consider them to have your consent? Why or why not?
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Name: ______________________________
Date: _____________________
LESSON 4: CRITICAL THINKING WORKSHEET
Instructions: Answer the following questions after you have read the article entitled “What Experiences Led to
the American Revolution?” Be sure to be able to interpret the continuing influence of different political
philosophies as they emerged from other cultural traditions.
1.
We could easily compare the constitutional government in the colonies to the government in England. Both
held a respect for “natural rights,” “higher law,” “separation of powers,” “checks and balances,” and
“representative government and the right to vote.”
Evaluate the philosophies that the colonial governments had during this time period for each of these ideas.
Do you agree and/or disagree with these philosophies today? Explain.
Philosophies
Natural Rights
Your Evaluation (agree and/or disagree)
Higher Law
Separation of Powers
Selection of Governors
Selection of Magistrates
Checks and Balances
Representative Government
and the Right to Vote
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2. For much of the colonial period, Great Britain paid little attention to her colonies. Provide at least two
reasons as to why this occurred.
3. Why did the British government begin to tighten trade regulations (rules) and raise taxes in both Britain and
America? How did some of the colonies respond to these new British demands?
4. You are a colonist living in one of Britain‟s 13 colonies. Respond in character to at least three of any of the
British actions that would eventually lead to the American Revolution. Be sure to explain why you are upset
with the British government based on your character and these three actions.
5. The colonist believed that their rights would be protected only when their interests were represented in
government. What was the colonists‟ problem with Parliament?
6. Create a timeline by putting the following details in order as they occurred. Write the event on the top of the
line and a brief explanation on the bottom on the line.
Lexington and Concord
Washington & the Continental Army
“No taxation without representation”
1774
The Second Continental Congress
Declaration of Independence
The First Continental Congress
1776
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