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TGC Fellow Unit Template

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Prepared by: Katherine Korte School/Location: Pattonville High School/ Maryland Heights, MO
Subject: Social Studies/Government Grade: 12 Unit Title: Foundations of Government Time Needed: 4 weeks
Unit Summary: President Obama, in his 2015 State of the Union address, spoke about a human mission Mars by 2030. Lets pretend the year is
now 2050 and there is a space race to colonize Mars. The United States is sending a colonizing force of 1,000 people to Mars. Your job is to
establish a colonial government. However, each group will represent a different perspective (religion, military, labor, entrepreneurship) and
create a government based on the needs and values of that particular perspective. At the end of the unit, students will create an infomercial,
advertising the qualities of their colonial government. Within this unit students will define government and evaluate its purpose, compare
and contrast various forms of government, examine the relationship between political and economic systems, identify their roles and
responsibilities as a US citizen and a global citizen.


Stage 1 Desired Results
ESTABLISHED GOALS: Transfer
G1: 1. History: Continuity and Change/ Students will be able to independently use their learning to…(real world purpose)
Theme- 2 Key Concepts and Understandings T1: Student can recognize, analyze, and evaluate the interconnections between their lives wand
D. Compare and contrast the structure and global issues.
function of democratic governments and T2: Students can generate projections for the future and weigh potential future scenarios.
authoritarian governments, noting their T3: Students will compare and contrast diverse cultural points of view and try to understand
impact on people groups and societies. them.
G2: 2. Government Systems and T4: Student will have the ability to suspend judgment when confronted with new information
Principles/Theme 1: Tools of Social Science about an issue when that information is in conflict with their own understandings and values.
Inquiry Meaning
B. Distinguish the powers and responsibilities UNDERSTANDINGS ESSENTIAL QUESTIONS
of citizens and institutions to address and solve Students will understand that… E1: Who has power and how did they get it?
problems. U1: Governments are not static, they change E2: What political power do people have and
G3: 1.History: Continuity and Change/Theme based on political, historical, social and how can they use it?
Tools of Social Science Inquiry economic factors. E3: What is the purpose of government?
D. Using an inquiry lens, develop compelling U2: No two political systems are the same,
questions and government, determine helpful they vary based on who has power and how
resources and consider multiple points of power is distributed.
views represented in the resources. U3: Political institutions have responsibilities
to the people and the people have
responsibilities within political systems.
GLOBAL COMPETENCY:
GC1: Develop an argument based on Acquisition
compelling evidence that considers multiple Students will know… (Content) Students will be able to… (Skills)
perspectives and draws defensible conclusions. K1: Students will know the 3 powers of S1: Compare/Contrast global political systems.
GC2: Examine perspectives of other people, government. S2: Analyze the relationship between political
groups, or schools of thought and identify the K2: Students will know the definition of state systems and economic systems.
influences on those perspectives. and the 4 origin of state theories. S3: Evaluate US civic duties and
GC3: Select and use appropriate technology K3: Students will know the difference between responsibilities and create global citizen duties
and media to communicate with diverse democracy, republic, theocracy, and responsibilities.
audiences. totalitarianism, monarchy, presidential and
Resources: parliamentary government systems
http://www.speakingtheirpeace.org a series of K4: Students will know their civic duties and
global personal stories from the frontlines of responsibilities.
war and peace K5: Students will know the difference between
http://pulitzercenter.org/education/lesson- capitalism, socialism, communism, command,
plan/lesson-plan-writing-about-arab-spring mixed and laissez-faire economic systems.
primary and secondary resources about the
Arab Spring
http://pulitzercenter.org/builder/lesson/19572
Case study, Sudan, and what happens when
governments fail to meet the needs of people
https://www.cia.gov/library/publications/the-
world-factbook/ CIA Worldfact- Refernce
material on history, people and political
systems various nation-states.

Stage 2 - Evidence
Assessment Evaluation Criteria (Learning Target or Student Will Be Able To)
Assessments FOR Learning: (ex: kwl chart, exit
ticket, observation, draft, rehearsal)
1. Create a compare/contrast chart of global 1. Students will be able to to compare/contrast global political systems and reflect on
political systems using CIA World Factbook. emerging trends in political systems and the diversity of political systems.
2. Evaluate a case study on selected
perspective to identify factors and values 2. Students will be able to identify varying factors, values and purposes influencing government
influencing that perspective (Examples: creation through global case study analysis.
Military-Egypt, Religion-Saudi Arabia/Iran,
Labor-China, Entrepreneurship-South Korea) 3. Student will be able to recognize, analyze, and evaluate the interconnections between their
Students will use Thinglink to share their lives and global issues through development of global citizen definitions.
values.
3. Utilize iEARN network to talk to individuals
from 3 global places about their civic duties
and responsibilities and their definition of a
global citizen. Use Padlet to reflect on
definitions and create citizenship definitions
for Mars project.



Assessment OF Learning: (ex: performance
task, project, final paper) Students will be evaluated on the following criteria:

The scenario: President Obama, in his 2015 Content Knowledge:
State of the Union address, spoke about a • Demonstrates clear and accurate understanding of all key terms and concepts.
human mission Mars by 2030. Lets pretend • All terms and concepts are accurately integrated definitions and perspectives.
the year is now 2050 and there is a space race
to colonize Mars. The United States is sending
a colonizing force of 1,000 people to Mars. Critical Thinking:
Your job is to establish a colonial government. • Evaluates arguments for possible answers to the Driving Question by assessing whether
However, each group will represent a different reasoning is valid and evidence is relevant and sufficient
political perspective (religion, military, labor, • Revises inadequate drafts, designs or solutions and explains why they will better meet
entrepreneurship) and create a government evaluation criteria
based on the needs and values of that • Justifies choices made when answering the Driving Question or creating products, by
particular perspective. giving valid reasons with supporting evidence

Creativity/Style
The project: At the end of the unit, students
will create an infomercial, advertising the • Is well-crafted, striking, designed with a distinct style but still appropriate for the purpose
qualities of their colonial government. • Combines different elements into a coherent whole

Reflection:
• Response demonstrates an in-depth reflection on, and personalization of, the theories,
concepts, and/or strategies presented in the course materials to date. Viewpoints and
interpretations are insightful and well supported. Clear, detailed examples are
provided, as applicable.
• Can clearly explain new understanding gained in the project and how it might transfer to
other situations or contexts

Collaboration: (Peer evaluated)
• Is prepared and ready to work; is well informed on the project topic and cites evidence to
probe and reflect on ideas with the team
• Consistently uses technology tools as agreed upon by the team to communicate and
manage project tasks
• Does tasks without having to be reminded
• Completes tasks on time
• Uses feedback from others to improve work

Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction ( Make this a useful outline or summary of your unit, your daily lesson plans will be separate)

Week One: Purpose of government- Students will create an inventory assessing the various ways government influences their life. Students will
analyze the Preamble to the US Constitution and search for news articles that show government fulfilling that purpose or not fulfilling that
purpose. Students will look at other countries purpose of government and compare/contrast common themes. (U3)



Week Two: Different forms of government- Students will study 10 different forms of government comparing/contrasting the power dynamics of
each system and the pros/cons of each system. Students will support their work with global case studies on various political systems (ThingLink).
(U2)



Week Three: Role of citizen in the government- Students will examine the duties and responsibilities of Americans and find a person who
exemplifies these qualities. Students will engage with their global peers on creating a definition of a global citizen and post their findings to a
Padlet page (iEARN). (U3)



Week Four: Role of government in the economy- Students will compare/contrast 6 different forms of government and evaluate the factors that
influence the role of government in each system. Select global economies will be use to show the relationship between the government and
economy can change with time. (U1)



*adapted from Understanding by Design Model