Government and the state
Goals & Objectives
Students will learn how government enables a society to protect the peace and carry out its policies.
Students will learn a state, not to be confused with one of the 50 U.S. states, is a land with people, a defined territory, and a sovereign government. Students will learn each government is unique, but governments can be grouped into categories according to the three sets of characteristics.
Students will learn Democratic governments rely on the participation of the people, while dictatorships concentrate power in the hands of a few.
Students will learn a state, not to be confused with one of the 50 U.S. states, is a land with people, a defined territory, and a sovereign government. Students will learn each government is unique, but governments can be grouped into categories according to the three sets of characteristics.
Students will learn Democratic governments rely on the participation of the people, while dictatorships concentrate power in the hands of a few.
California Content Standards
12.1 Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy.
12.1.1. Analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, and William Blackstone on the development of American government.
12.1.3 Explain how the U.S. Constitution reflects a balance between the classical republican concern with promotion of the public good and the classical liberal concern with protecting individual rights; and discuss how the basic premises of liberal constitutionalism and democracy are joined in the Declaration of Independence as “self- evident truths.”
12.3.4 Compare the relationship of government and civil society in constitutional democracies to the relationship of government and civil society in authoritarian and totalitarian regimes.
12.1.1. Analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, and William Blackstone on the development of American government.
12.1.3 Explain how the U.S. Constitution reflects a balance between the classical republican concern with promotion of the public good and the classical liberal concern with protecting individual rights; and discuss how the basic premises of liberal constitutionalism and democracy are joined in the Declaration of Independence as “self- evident truths.”
12.3.4 Compare the relationship of government and civil society in constitutional democracies to the relationship of government and civil society in authoritarian and totalitarian regimes.
Accessing prior knowledge
Ask the class to take out a piece of paper and answer the following: Why do we have a government? What type of government do we have in the United States of America? What other types of governments are there? Write down anything else you know about “government.”
Vocabulary
We will add the "Important Vocab!" from the lecture on the Word Wall.
Todays words: State, Sovereignty
Todays words: State, Sovereignty
Content Delivery
Deliver a lecture presentation. The lecture will discuss Government vs. Public Policies, 3 types of government power, Characteristics of the State, Theories of the origin of the state, 3 Classifications of Government.
CLICK the slideshow to advance through the presentation.
CLICK the slideshow to advance through the presentation.
origin_theories_of_the_state.docx | |
File Size: | 89 kb |
File Type: | docx |
gov_and_the_state_lp.docx | |
File Size: | 95 kb |
File Type: | docx |
Click to set custom HTML
Student engagement
Students will organize what they’ve learned by completing a concept map on the characteristics of the state.
Students will complete the guided notes as they listen to the lecture.
Students will complete the guided notes as they listen to the lecture.
Critical thinking
Have students organize themselves into their assigned groups. Have the students discuss and choose which theory about the origin of the state is most likely to be true and why. After 10 to 15 minutes, call on each group to share what they've discussed.
Demonstrated Learning
Have students answer questions on the back of their notes at specific points during the lecture presentation.
Lesson Closure
Thumbs/Thumbs down activity. The teacher will pose a series of questions and students will show whether they are in agreement or disagreement by showing thumbs up or thumbs down.
gov_and_the_state_lp.docx | |
File Size: | 95 kb |
File Type: | docx |