Teacher Page
| Home
| Introduction
| Task | Process & Resources
| Evaluation | Conclusion
| Teacher Page | Credits |
Goals
The students will work cooperatively.
The students will gain knowledge and insight about the four types of
government.
The students will create a new form of government using concepts gathered
from their research.
Objectives
The
students will:
identify a type of government.
research their type of government and find
pros and cons.
share information gathered.
choose best concepts, and create a new
form of government.
create a name and symbol for their government.
create a flag, slogan and/or anthem.
Multiple Intelligences
Verbal - group discussion
Logical -
pros and cons
Visual -
surfing the web
Musical -
anthem
Interpersonal
- coming together to form new government as a group
Intrapersonal
- researching and reflecting on their government research
alone
Naturalist -
N/A
Spatial -
create a flag
Learning Styles
Concrete Random - composition of new government as a group
Abstract Random - group discussion when sharing the information gathered
Abstract Sequential - creating the flag, symbol and/or slogan for the new
government
Concrete Sequential - the layout of the WebQuest, the linear aspect of the
process
Bloom’s
Taxonomy
Knowledge-
state/write definitions of types of government
Comprehension-
describe types of government (restate definition in own words)
Application-
juggle elements of researched governments to begin creative process
Analysis-
compare a successful government with one that may not be as successful
Synthesis-
create a new type of government using research and student generated ideas
Evaluation-
does the created government have elements of the researched governments?
Is the created government possible?
Primacy/Recency
Students
remember best what they learn first and last. Researching a type of
government is the first task they will accomplish.
At the end of the unit students will apply concepts of government to
create a new, ideal government with their groups. These are
the two most important objectives of our lesson. That is why they were
placed at the beginning and end of the unit.
Sense and Meaning
A
student’s retention is better when learned material makes sense and has
meaning. Most students have a fairly good understanding of government
already. The school has its own form of government which includes the
principal, the teachers, the parents and the student council. The town has
a town government which directly impacts the children. They are exposed to
these types of government on a daily basis. Even amongst friends for
children, there may be a type of caste system which is a form of
government. Creating a new government will make sense to them because of
the understanding they already possess. When students relate personal
experiences, and incorporate them while creating the new government, they
can imagine what might be good for their society and themselves. This will
help them to have meaning within this project.
New Jersey Core Content Standards
6.2A. Civics All students will know,
understand and appreciate the values and principles of American democracy
and the rights, responsibilities, and roles of a citizen in the nation and
the world.
6.2A-2 Describe the underlying values and principles of
democracy and distinguish these from authoritarian forms of government.
6.2A-3 Discuss the major characteristics of democratic
governments.
3.1 Reading- All students will understand and apply the
knowledge of sounds, letters, and words in written english to become
independent and fluent readers, and will read a variety of materials and
texts with fluency and comprehension.
3.1 E Reading Strategies (before, during, and after)
3.1 G Comprehension Skills and Respnse to Text
3.1 H Inquiry and Research
3.2 Writing- All students will write in a clear, consice,
organized language that varies in content and form for different audiences
and purposes
3.2 D Writing Forms, Audiences, and Purposes (exploring a
variety of forms)
3.3 Listening- All students will listen actively to
imformation from a variety of sources in a cariety of situations.
3.3 A Active Listening
3.3 B Listening Comprehension
3.3 Speaking All students will speak in clear, concise,
organized language that varies in content and form for different audiences
and purposes.
3.3 A Discussion
3.3 B Questioning (Inquiry) and Contributing
3.3 D Oral Presentation