FOG Unit Template

							                                                                     FOG Unit Planning Template
                     Standards-Based Unit Planning Template
Part I: Unit Planning Template

Teacher(s): High School Kentucky Teacher Network for Civic Education and Engagement

Subject(s)/Course(s): Social Studies        Grade/Level: High School

Unit Topic/Focus: Forms and Powers of Government (FOG)

Integration with other content areas (if applicable): Ancient History, Language Arts

Estimated time for implementation: 2 Weeks

Connections to previous/future learning: Designed as the first of five units

Unit Organizer/Big Idea:
A statement or question that:
     Focuses on realistic issues or problems
     Communicates the content standards in a way that engages students
     Connects learning to prior knowledge, experiences, skills, beliefs, and customs


Students will understand that the structure and purposes of governments influence how
governments respond to protect their existence and needs of their citizens .


Enduring Understanding(s):
A statement that:
        Involves the big ideas that give meaning and importance to facts.
        Can transfer to other topics, fields, and adult life.
        Is usually not obvious, often counterintuitive, and easily misunderstood.
        May provide a conceptual foundation for basic skills.
        Is deliberately framed as a generalization-the "moral of the story."

Enduring Understanding (EU) # 1: EU1: Students will understand that the structure
and purposes of governments influence how governments respond to protect their
existence and needs of their citizens.

Essential Questions (EQ) (3-5 questions that guide lesson planning/focus):
Each question reflects
    Selected content standards
    Connection of learning with living
    Thinking, Problem-Solving, Application of Learning
    Engaging, Student-Centered Instruction

EU1- EQ1: How do needs and wants of people shape the structure and purposes of a
government?

EU1- EQ2: How have governments used different sources (e.g., documents, national
symbols, language) to represent powers, leaders, and individuals?

EU1- EQ3: How can societal changes impact the structure and purposes of governments?
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                                                                              FOG Unit Planning Template
                           Standards-Based Unit Planning Template
Standards (see Combined Curriculum Documents and others):
Academic Expectations:
2.14    Students understand the democratic principles of justice, equality, responsibility, and
        freedom and apply them to real-life situations.
2.15    Students can accurately describe various forms of government and analyze issues
        that relate to the rights and responsibilities of citizens in a democracy.
 Program of Studies               Program of Studies Skills                   Core Content for
    Understandings                                                              Assessment
SS-H-GC-U-1                 SS-H-GC-S-1                                 SS-HS-1.1.1
Students will               Students will demonstrate an                Students will compare
understand that             understanding (e.g., illustrate, write,     and contrast (purposes,
people form                 model, present, debate) of the              sources of power)
governments to              nature of government:                       various forms of
establish order,            a) compare purposes and sources             government in the world
provide security and           of power of various forms of             (e.g., monarchy,
accomplish common              government in the world, and             democracy, republic,
goals. Governments in          analyze their effectiveness in           dictatorship) and
the world vary in terms        establishing order, providing            evaluate how effective
of their sources of            security and accomplishing               they have been in
power, purposes and            goals                                    establishing order,
effectiveness.              b) examine conflicts within and             providing security and
                               among different governments              accomplishing common
                               and analyze their impacts on             goals.
                               historical or current events                                 DOK 3

                            SS-H-GC-S-5
                            Students will analyze and
                            synthesize a variety of information
                            from print and non-print sources
                            (e.g., books, documents, articles,
                            interviews, Internet, film, media) to
                            research issues, perspectives and
                            solutions to problems

Other: English Language Proficiency, Kentucky World Languages Framework, Technology Student
Standards, Kentucky Occupational Skill Standards



Lesson Essential Questions:
Lesson 1
   1. What is government?
   2. Why do governments form and why do their powers vary?

Lesson 2
   1. What are principles of democratic governments?
   2. How do governments use constitutions to reflect powers, leaders, and rights and
      responsibilities of citizens?

Lesson 3 (days 1 and 2 are optional)
   1. How do political ideologies impact how governments establish order, provide security,
      and accomplish common goals?
   2. How do governance documents establish order, provide security, accomplish common
      goals, meet citizens’ needs and protect rights and liberties?
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                                                                       FOG Unit Planning Template
                         Standards-Based Unit Planning Template



Students will know (SWK) and Students will do (SWD):
       Identified content within the unit of what students will know and be able to do by the
         end of the unit.

Students will know…                                   Students will do…
Lesson 1:                                             Lesson 1:
how to demonstrate persistence, civility and open     demonstrate persistence, civility and
mindedness with a group to define government.         open mindedness in a group and form a
                                                      consensus definition of government
how to demonstrate critical mindedness and
persistence to compare government’s different         demonstrate critical mindedness and
forms and powers such as:                             persistence to compare the purposes,
    o monarchy (absolute and constitutional)          sources of power and forms of
    o totalitarian/dictator                           government (monarchy,
    o democracy- (constitutional democracy and        totalitarian/dictatorship, democracy and
        parliamentary democracy)                      republic).
    o republic (constitutional republic and federal
        republic)
                                                      demonstrate critical mindedness and
how to demonstrate critical mindedness and            persistence to compare forms of
persistence to analyze how each form of               government (monarchy,
government fulfills the purposes of government        totalitarian/dictatorship, democracy and
include establishing order, providing security,       republic) and their ability to establish
accomplishing common goals and/or meeting             order, provide security, accomplish
citizen needs.                                        common goals, and/or meet citizen
Lesson 2:                                             needs.
how to demonstrate persistence, open                  Lesson 2:
mindedness and negotiation and compromise to          demonstrate persistence, open
reach consensus on the criterion for being a          mindedness and negotiation and
democratic government.                                compromise to identify and explain the
                                                      criterion for democratic governments as
governments exist in many different forms and the     a class.
degree to which they are democratic varies.
                                                      demonstrate persistence, critical
governments use constitutions to reflect their        mindedness and civility to analyze with
powers, leader(s) and rights and liberties of         their group the degree to which world
citizens.                                             constitutions meet the criterion for
                                                      democratic governments.
how to demonstrate persistence, critical
mindedness and civility in a group to analyze         demonstrate persistence, critical
primary and secondary source documents to learn       mindedness and civility in a group to
about world governments and their constitutions.      explain how constitutions reflect a
                                                      government’s powers, leader(s) and
Lesson 3 (days 1 and 2 are optional):                 rights and liberties of citizens.
political Ideology- a closely linked set of beliefs
about politics.                                       Lesson 3 (optional):
                                                      mindedness to analyze current events
ideological perspectives are organized in different   and determine how your personal
ways that reflect variations in beliefs about         political ideologies influence your stance
establishing order, providing security, and           on the issue
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                                                                         FOG Unit Planning Template
                           Standards-Based Unit Planning Template
   accomplishing common goals.
                                                        demonstrate civility, negotiation and
   how to demonstrate civility and negotiation and      compromise and critical mindedness to
   compromise when working in groups.                   explain how political ideologies impact
                                                        how governments establish order,
   how to demonstrate honesty as you indicate your      provide security and accomplish
   stance on national issues.                           common goals.

   How to demonstrate open mindedness, critical         demonstrate civility, negotiation and
   mindedness and persistence to develop a              compromise, open mindedness, critical
   proposal for governing high schools in the 21st      mindedness and persistence to work
   Century and present the proposal at a town           with a group to develop and present a
   meeting.                                             high school governing proposal that
                                                        establishes order, provides security,
                                                        accomplishes common goals, meets
                                                        citizens’ needs and protects rights and
                                                        liberties.
   Student Friendly Learning Target(s):
   1. I can demonstrate persistence, civility and open mindedness with my group as I define
   government.
   2. I can demonstrate critical mindedness and persistence to analyze descriptions of
   governments to compare the purposes, structure and sources of power of the forms of
   government (monarchy, totalitarian, democracy and republic).
   3. I can demonstrate critical mindedness and persistence to analyze descriptions of
   governments to compare forms of government (monarchy, totalitarian, democracy and
   republic) and their ability to establish order, provide security, accomplish common goals
   and/or meet citizen needs.
   4. I can identify and explain the criterion for democratic governments while demonstrating
   persistence, open mindedness and negotiation and compromise.
   5. I can demonstrate persistence, critical mindedness and civility with my group as we
   analyze the degree to which world constitutions meet the criterion for democratic
   governments.
   6. I can demonstrate persistence, critical mindedness and civility with my group to identify
   and explain how constitutions reflect a government’s powers, leader(s) and rights and liberties
   of citizens.
7. 7. I can demonstrate persistence and critical mindedness to analyze current events and
   determine how my personal political ideologies influence my stance on the issue.
8. 8. I can demonstrate civility, negotiation and compromise and critical mindedness to explain
   how political ideologies impact how governments establish order, provide security and
   accomplish common goals.
   9. I can demonstrate civility, negotiation and compromise, open mindedness, critical
   mindedness and persistence to work with a group to develop and present a high school
   governing proposal that establishes order, provides security, accomplishes common goals,
   meets citizens’ needs and protects rights and liberties.
   Connections to Literacy: Literacy includes, reading, writing, and the creative and analytical
   acts involved in producing and comprehending text.
   Students will use a variety of literacy strategies including graphic organizers (Verbal and
   Visual Word Association – VVWA), word wall or metaphorical thinking to assess pre-
   knowledge, and will read a variety of sources including primary and secondary sources
   differentiated for student readiness.



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                                                                     FOG Unit Planning Template
                       Standards-Based Unit Planning Template
Connections to Career/Workplace: These are the skills necessary for a successful transition
to postsecondary education or work and a desire for life-long learning in a global society.
Students will create and present a proposal for an organization in the end of unit
assessment which will prepare them for possible roles they may take on in the workplace.
Students will practice using civic dispositions which will aid them in becoming active,
effective citizens.



End of Unit Assessment:
A product or performance that
    Allows learner to demonstrate their knowledge of targeted content standards through a
       variety of formats (Universal Design).
    Offers choice to meet learners differentiated needs.
    Directs the development of instructional strategies and activities.
    Includes scoring guide/rubric to inform learners of expectations.

Students will develop a proposal for the best way to govern high schools of the 21st
Century based on knowledge of past and existing forms, purposes and powers of
governments and present to a town hall meeting.



Resources/Technology:
Resources to be used that support teaching and learning within the unit of study. Resources
should include multiple means to access curriculum (i.e., audio, visual, multi-media,
technology).
Teachers are encouraged to guide students in the development and use of a wiki
throughout this unit to integrate technology into the classroom. FOG lessons 1 and 2
provide website resources for teachers the exercise option of including primary source
documents for students’ readings.

Provided resources include:
Resources 1A-1G
Resources 2A-2F




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