Course: Government Theme: Gov’t-forms, philosophies & principles


Academic Vocabulary: (Content to Know)



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Academic Vocabulary: (Content to Know)

Focus 1- Focus 3-



  1. Government a. Union

  2. public policies b. Justice

  3. state c. Domestic

  4. territory d. tranquility

  5. sovereign e. common defense

f. welfare

Focus 2- g. Liberty



  1. force theory

  2. evolution theory Focus 4-

  3. divine right theory a. democracy

  4. social contract theory b. dictatorship

  5. Hobbes c. autocracy

  6. Locke d. oligarchy

  7. Machiavelli e. unitary government

  8. Montisquieu f. federal government

  9. Rousseau g. division of powers

h. confederation

Focus 5- i. presidential government

a. equality j. parliamentary government

b. compromise

c. free enterprise system

d. mixed economy



Skills to learn:
Disscussions

Applying history to present day

Imaginative writing with academic context

Highlighting text for important information


Time Frame: 8-10 50 minute periods

Instructional Design: Outline of lessons, in step-by-step progression. Attach additional pages.


  1. To illustrate need for rules in society have students create a game with only the instructions that the game must be played, everyone must participate and only 4 classroom items chosen by teacher can be used.

  2. What is government? Magruder’s pgs 4-7

  3. Theories behind creation of state Magruder’s pgs 7-8

  4. Philosophy (Hobbes, Locke, Machiavelli, Montisquieu, Rousseau)- Character corners students become expert on philosophers of choice and then work in small groups to compare and contrast the philosophers using Venn Diagrams and finally list which philosophies applicable to present day.

  5. Different types of government Magruder’s pgs 12-16

  6. Students list the characteristics of a type of government of their choice. They then list what they imagine daily life under this government would be like. They take the brainstorm and write a short imaginative essay on life under the government. Class discussion on comparing their essays with life in US democracy.

  7. Philosophy and US democracy modified DBQ—prompt: which political philosophies do the current US democracy & leadership support?

    1. On chart paper in groups students write the prompt on the top

    2. Create a spectrum on paper related to prompt i.e. Social Contract Theory_______________people evil unless forced to do good

    3. On chart paper paste or write prior knowledge brainstorm on US democracy & philosophers (under prompt/ above spectrum)

    4. Give students 6-8 documents concerning the 5 philosophers studied & philosophy of US gov’t

    5. Students highlight information on documents related to prompt

    6. Students will assess the document underneath— (value of document)

    7. Students will paste the document along the spectrum where they feel it belongs

    8. At the bottom of the chart paper groups write a group Claim/Thesis

    9. Can be turned into essay or used as an assessment as is


Resources and materials: (Text, links, videos, speakers, etc. Please note if available district-wide)
Magruder’s Government Text

We the People Text



More details posted on GIST

Additional supports and extensions: (TAG, SPED, ESL, etc.)
Group Brainstorms and group thesis creation help ESL, SPED students have information for papers.
For ESL & some SPED students note outlines are given ahead of readings—these can have space for students to fill in information from the readings. Students are asked to make picture/symbols in outlines for key vocabulary to demonstrate understanding.
TAG students can be asked to write a formal essay for modified DBQ and use at least 2-3 current events in their answer.





Sarah Epstein, Date1/17/2021

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