Leadership Days 1-10
Social Studies
Lesson Plan
2013-2014 School Year
Lesson Title:
Take Me to Your Leader: World Governance and Movement of People
Grade: 7 th
STRANDS
Governance and Civics
History
LESSON OVERVIEW Summary of the task, challenge, investigation, career-related scenario, problem, or community link.
This lesson will focus on the various forms of government found throughout the world and connect the different styles of leadership to that of our collaborative groups, classroom, school, and country. The “Solar Oven Project” will require students to make observations of their own group’s style of governance and then make comparisons to forms of governance found throughout the world. Students will also discover what causes people to emigrate and immigrate (push and pull factors). An
English/Language Arts connection is made with the “My Immigrant Story” assignment, giving students the opportunity to discover their own family history and create a hypothetical character that leaves his or her homeland. In the “Dock the Rock” project, students are presented with a similar scenario and required to identify what might cause their migrant family to leave their homeland.
MOTIVATOR Hook for the week unit or supplemental resources used throughout the week. (PBL scenarios, video clips, websites, literature)
The hook to be shown on day one will challenge students to create their own government with no instructions or assistance other than the simple statement, “Create a government.” Through self-discovery students will face the challenges of establishing one system amongst many voices and opinions, picking (or not picking) a leader, creating rules and laws, and more.
The hook to be shown on day six will feature a dramatic reading of the account of a Polish immigrant. The teacher will present in character with props and accent, drawing students into the presentation.

(I can….)
1
I CAN explain the purpose of various systems of governance.
• iPad
• Apple
TV/Projection system
• Leadership
Unit Pre-
Assessment
(Appendix A)
• Reading: The
Purposes of
Government
(Appendix B)
Essential Questions:
1. What is government?
2. What is the purpose of government?
I.
II.
Set: a.
As students are entering the classroom, do not speak or give any instruction. Once all of the students have taken their seats, display the statement “Create a government.” on the
Apple TV/projector. Do not give any further directions. b.
Give students 7-10 minutes to create (or not create) their system of government. Make notes of student behavior and comments as they work; these are to be shared during subsequent discussion. c.
After the allotted time has passed, regroup the students and discuss the government they created. Explain that through the unit on leadership, students will be learning about various systems of government found throughout the world.
Teaching Strategy: a.
Students will complete a comprehensive assessment to inform future instruction and measure student mastery of the standards. b.
Students will Think-Pair-Share the day’s essential question.
Allow for several student pairs to share their responses with the class. c.
Review with students the definition of government (a group
of people that rule a community or unit) and then ask for examples of a government. Direct student thinking to more than just the U.S. Federal Government (i.e. local government,
Enrichment Formative

Heterogeneous grouping

Peer Tutoring
Remediation

Heterogeneous grouping


Peer Tutoring
Extended time on assignments for selected students

Check often for understanding of subject matter

The journal prompt may be adapted from a welldeveloped paragraph to an outline for students with

Students will take a unit preassessment to measure prior knowledge and inform instruction.

Classroom discussion

Students will demonstrate understanding of the daily content via a journal entry.
Summative

Student mastery of the content standards will be assessed with an

2
III.
the school, the classroom, etc.) d.
Students will read The Purposes of Government . Encourage them to annotate, highlight, and underline the text as they encounter unfamiliar words, key vocabulary, important points, etc. e.
Discuss as a class the main points of the article regarding the function of government (to establish laws, protection, well-
being and happiness).
Summarizing Strategy: a.
Students will respond to the following journal prompt in their
Social Studies electronic binder: “Imagine our school with out a system of governance. What would be different? What would remain? Submit your answer in a well-developed paragraph keeping in mind the purposes of government as identified in class.” lower writing abilities. assessment at the end of the unit.
I CAN explain the basic structure of various systems of governance.
• iPad
• Socrative.com
• Prezi
Presentation:
Forms of
Government
(Appendix A)
• Guided
Notes: Forms of
Government
(Appendix B)
• Forms of
Government
Comparison
(Appendix C)
Essential Question: What are the various systems of governance found throughout the world?
I.
Set: a.
b.
Bell ringer: Students will answer a multiple-choice question pertaining to Governance and Civics using the Multiple Choice function on the Socrative iPad app or Socrative.com
Within collaborative groups of three or four, instruct students to discuss whether they think that rules are more effective when developed by the class as a whole than simply decided by the teacher. Have them briefly share their responses, probing for reasoning. c.
Explain that we will be examining different forms of government found throughout the world.
.
Enrichment Formative

Heterogeneous grouping

Peer Tutoring

Students who display strong note taking skills may not use the guided notes format, creating their own linear outline instead.

The bell ringer question will serve as formative assessment

“Thumbs Up,
Thumbs Down”

Exit Activity will check for student understanding of the day’s lesson.

3
• Document:
•
Exit Activity
(Appendix D)
World
Leaders
Profile Sheets
(Appendix E)
II.
III.
Teaching Strategy: a.
Explain to students the various forms of government via
Prezi.com
and the guided notes worksheet. b.
Before moving on, check for student understanding by way of probing questions, “Thumbs Up, Thumbs Down”, etc. c.
Direct students to begin the “Forms of Government
Comparison” worksheet. Allow this to be individual seatwork and be available for individualized instruction.
Summarizing Strategy: a.
Before students are allowed to leave, they must complete the following exit activity, working together within their collaborative groups of three or four. b.
Distribute the five photographs and five words from the “Exit
Activity” PDF. Student groups must successfully match each artifact with its proper form of government in order to be dismissed from class. c.
Homework: Assign each student one of the seven world leaders from the World Leaders Profiles. d.
Group students so that each group has at least one world leader. Other word leaders may be added (beyond the standards) if necessary, in order to adjust group numbers. e. Emphasize that students will be taking on the character of the assigned leader and the lesson on Day 3 depends on the completion of the homework assignment.
Remediation

Heterogeneous grouping

Peer Tutoring

Extended time on assignments for selected students

Check often for understanding of subject matter
Summative

Forms of
Government
Worksheet

Student mastery of the content standards will be assessed with an assessment at the end of the unit.
I CAN identify political

iPad

Socrative.com
Essential Question: Who are the major world political leaders?
Enrichment Formative

leaders from prominent contemporary countries.

“Take Me to
Your Leader” cartoon
(Appendix C)

Worksheet:
World
Leaders
Profile Sheets
(Appendix B)

World
Leaders
Graphic
Organizer
(Appendix C)
Materials for
Enrichment:

World
Government
Comparison
(Appendix D)
I.
II.
III.
Set: a.
Bell ringer: Students will answer a multiple-choice question pertaining to Governance and Civics using the Multiple Choice function on the Socrative iPad app or Socrative.com
. b.
Display the “Take Me to Your Leader” cartoon, giving students a few moments to interpret its meaning. c.
Discuss student interpretations as a class. Direct the discussion to the importance of having a system of governance, knowing about one’s own system of governance, and knowing about other systems of governance throughout the world.
Teaching Strategy a.
Throughout the course of the lesson, address students only by the name of the world leader whose character they have assumed. b.
Welcome the world leaders to the Annual (School Name)
World Leader Meet ‘n’ Greet—a very important meeting of world leaders for purposes of international trade, security, and diplomacy. c.
Review with the class the names of the leaders present to so student know who is who and how to pronounce names. d.
As students introduce themselves to one another they are to keep notes in the World Leaders Graphic Organizer.
Summarizing Strategy: a. Using the Exit Ticket function on the Socrative iPad app or
Socrative.com
students will complete the following sentences: “Today I learned ____ and ____. I was most surprised that ____.

Heterogeneous grouping

Peer Tutoring

Government
Comparison
Essay assigned to selected students
Remediation

The bell ringer question will serve as formative assessment

An Exit Ticket will check student understanding of the day’s lesson.

Heterogeneous grouping

Peer Tutoring

Extended time on assignments for selected students

Check often for understanding of subject matter
Summative

World Leaders
Graphic
Organizer

Student mastery of the content standards will be assessed with an assessment at the end of the unit.

4 I CAN locate various systems of governance using a map key.
 iPad

Blank World
Maps
(Appendix A)

Video:
“Thirsty
Planet:
Introducing
Solar Ovens in
West Africa”
(Appendix B)
Materials for
Differentiated
Instruction:

Assignment:
Government
Comparison
Writing
Prompt
(Appendix C)
Essential Question: How are different systems of governance distributed throughout the world?
I.
II.
III.
Set: a.
Bell ringer: Students will answer a multiple-choice question pertaining to Governance and Civics using the Multiple Choice function on the Socrative iPad app or b.
Display a thematic map without a key and ask students to interpret what information the map is trying to convey. c.
Explain to students the importance of map keys as part of creating and interpreting maps.
Teaching Strategy
Socrative.com
. a.
Explain to the students that they will be traveling all over the globe in search of different types of governments. b.
Students will work within their collaborative groups of three or four for this activity. c.
Distribute the large paper world maps and randomly assign ten of the 196 Independent Countries on Earth to each group.
(You may pull from a hat or use an online randomizer). d.
Review the instructions of the assignment emphasizing the importance of a clear map key. Students will need to research and verify each country before coloring it on their maps.
Summarizing Strategy a.
After the allotted time has passed (approximately 30 minutes) conduct a gallery walk for students to view and compare their maps with their classmates’. Each map will show different countries with no two maps alike. b.
In preparation for the project day on Day 5, regroup the students and recall one of the major functions of government, to secure the well being of its citizens. c.
List the things that we do on a daily basis (that we may take for granted) that is a result of our local, state, and federal
Enrichment Formative

Heterogeneous grouping

Peer Tutoring

Government
Comparison
Essay assigned to selected students

The bell ringer question will serve as formative assessment

World
Governments
Map
Summative
Remediation

Heterogeneous grouping


Peer Tutoring
Extended time on assignments for selected students

Check often for understanding of subject matter

Student mastery of the content standards will be assessed with an assessment at the end of the unit.

5 governments (i.e. roads, drinking water, police/EMS/firefighters, etc.) d.
Have students consider the question “What if our government was corrupt or simply failed to provide these daily commodities/necessities?” e.
View the video “Thirsty Planet: Introducing Solar Ovens in
West Africa” f.
Assign enrichment assignment to selected students for homework.
Essential Question:
Project Day – Refer to Unit Plan
Solar Cooker Project
6 I CAN identify reasons why

iPad

Apple
Essential Question: What factors cause people to move?
Enrichment Formative

7 people choose to settle in different places.

I CAN identify
TV/Projector

Photograph of Ellis Island
(Appendix A)

Reading: “The
New
Colossus” by
Emma
Lazarus
(Appendix B)

Video:
Excerpts from
Coming to
America: A
Virtual Field
Trip to Ellis
Island

 iPad
Apple
I.
Set: a.
Students will answer a multiple-choice question pertaining to
Governance and Civics using the Multiple Choice function on the Socrative iPad app or Socrative.com
. b.
Begin class with a dramatic reading of an immigrant’s account, Polish immigrant Dominik Zieba. If possible, memorize/summarize the account so as to make it more realistic and personable. Props or character dress add authenticity. c.
Within collaborative groups of three or four, ask students to identify reasons why Dominik left Poland and reasons why he moved to America (push and pull factors). d.
Explain to students that they will be learning about the why people choose to settle in different places.
IV.
Teaching Strategy: a.
Using the Apple TV/Projector display a photograph of Ellis
V.
Island along with the poem “The New Colossus” by Emma
Lazarus. b.
Discuss with students the historical background of Ellis Island. c.
View an excerpt from the video (Up until section with student questions, more if time and/or school policy allows) Coming to America: A Virtual Field Trip to Ellis Island .
Summarizing Strategy: a.
Allow for students to share their own experience with immigration, whether the students are immigrants themselves, their parents, or grandparents. b.
As students share, probe for the push and pull factors from each student experience.

Heterogeneous grouping

Peer Tutoring
Remediation

Heterogeneous grouping

Peer Tutoring

Extended time on assignments for selected students

Check often for understanding of subject matter

The bell ringer question will serve as formative assessment

Classroom discussion and questioning
Summative

Student mastery of the content standards will be assessed with an assessment at the end of the unit.
Essential Question: How has immigration affected our region in the past 200 years?
Enrichment Formative

reasons why people choose to settle in different places.

I CAN describe how our region has been impacted by immigrati on througho ut history.
TV/Projector

Web
Resource:
Immigration
Explorer Map

Web
Resource:
Meet Young
Immigrants
I.
II.
III.
Set: a.
Bell ringer: Students will answer a multiple-choice question pertaining to Governance and Civics using the Multiple Choice function on the Socrative iPad app or Socrative.com
. b.
Working within collaborative groups of three or four, ask students to use the interactive Immigration Explorer Map to observe and describe trends they notice over the past 200 years in the region. c.
AirPlay/Project the map and progress through time, having students share their guesses as to why people settled in our region, when, where (specifically), and why.
Teaching Strategy: a.
Students will work in stations around the room, preferably in small, collaborative groups of three or four. As they move they will encounter a different immigrant via the Meet Young
Immigrants Resource . b.
As students read each immigrant story, they will need to identify the country of origin, the type of government of the country of origin, push factor, the pull factor, and the most important point made by the immigrant. c.
Keep students on task by displaying an online stopwatch, giving verbal cues, and moving about each station.
Summarizing Strategy a.
Allow students enough time to create a new journal entry in their electronic binder. b.
Use the following prompt: “Today you encountered several immigrants from across the world. Now, you are to create a scenario where YOU are the immigrant. Select a fictitious name, a country of origin, as well as push and pull factors that led you to leave your home country. Write your answer in at
least three well-developed paragraphs. Be creative! c.
Remind students of the Assessment Review Discussion Forum on the learning management system and that they will be

Heterogeneous grouping

Peer Tutoring
Remediation

The bell ringer question will serve as formative assessment

Classroom discussion and questioning

Meet Young
Immigrants
Activity

Heterogeneous grouping

Peer Tutoring

Extended time on assignments for selected students

Check often for understanding of subject matter
Summative

Student mastery of the content standards will be assessed with an assessment at the end of the unit.

8
9 tested on Day 10
Essential Question:
Project Day – Refer to Unit Plan
Dock the Rock
Essential Question:
Project Day – Refer to Unit Plan
Dock the Rock

10 I CAN demonstrate my knowledge of world government and leaders as well as movement of people on a written assessment.

iPad

Assessment:
Leadership
Cumulative
Assessment
(Appendix A)
Essential Question: What have I learned about leadership?
I.
II.
III.
Enrichment Formative
Set: a.
Bell ringer: Students will answer a multiple-choice question pertaining to Governance and Civics using the Multiple Choice function on the Socrative iPad app or Socrative.com
b.
Allow students to ask questions to ask remaining questions from the discussion forum and clear up any confusion about vocabulary/concepts
Assessment: a.
Students will complete the Leadership Unit Assessment
Summarizing Strategy: a.
When all students have completed the assessment, ask them to complete an exit ticket in which they reflect on how well they think they did on the assessment using a scale of one to five.

Remediation


Higher order test questions for selected students
Extended time and prompting upon request for selected students.
Oral Testing for selected students

The bell ringer question will serve as formative assessment

Exit Ticket
Summative

Student mastery of the content standards will be assessed with an assessment at the end of the unit.
Identify what you want to teach. Reference State, Common Core, ACT
College Readiness Standards and/or State Competencies.

Grade Level Expectations:
4.01 Understand different systems of governance.
4.02 Understand how cooperation and conflict among people influence the division and control of resources, rights, and privileges.
5.01 Understand the patterns of human settlement.
Student Performance Indicators:
7.4.spi.1. Define the different types of governments (i.e., democracy, autocracy, oligarchy, monarchy, dictatorship).
7.4.spi.2. Using a map key, locate various governance systems.
7.4.spi.4. Identify political leaders from selected contemporary settings (i.e. United States, India, Canada, Mexico, Great Britain, Russia, China).
7.5.spi.2. Identify reasons why people choose to settle in different places (i.e., occupation, family, climate, natural resources).