EDSC 304 Comparing Political Systems Unit Plan Presentation

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Comparing Political Systems Unit plan:

Comparing Political Systems Unit plan Joseph Beauregard EDSC 304

Content Standards:

Content Standards History-Social Science Content Standards 12.9. Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. 12.9.1. Explain how the different philosophies and structures of feudalism, mercantilism, socialism, fascism, communism, monarchies, parliamentary systems, and constitutional liberal democracies influence economic policies, social welfare policies, and human rights practices. 12.9.4. Describe for at least two countries the consequences of conditions that gave rise to tyrannies during certain periods (e.g., Italy, Japan, Haiti, Nigeria, Cambodia). 12.9.7. Describe the ideologies that give rise to Communism, methods of maintaining control, and the movements to overthrow such governments in Czechoslovakia, Hungary, and Poland, including the roles of individuals (e.g., Alexander Solzhenitsyn, Pope John Paul II, Lech Walesa, Vaclav Havel).

Big Ideas/Learning Goals And 21st Century Skills:

Big Ideas/Learning Goals And 21 st Century Skills Big Ideas/Learning Goals What are the defining features of various political systems, such as constitutional democracies, monarchies, fascism, communism, etc.? How are they structured? What are the ideologies and philosophies that inform these political systems? What are the similarities and differences between various forms of political systems, such as constitutional democracies, monarchies, fascism, communism, etc. that have existed in the past and present? Why do governments rise and fall? What conditions allow governments to rise or fall? How do people participate in the creation, maintenance, and destruction of governments? 21 st Century Skills Students will work together to conduct research using online sources. They will use the information they find for their assignments. Students will create and deliver presentations for the class by using computers and presentation software such as PowerPoint or Google Slides. Students will collaborate together on group projects using computers. They will work using programs such as Google Docs to allow them to all edit the same file together.

Student Learning Objectives and Assessments:

Student Learning Objectives and Assessments Student Learning Objectives Students will be able to explain the nature of various forms of political systems, including the philosophies and structures of those systems. Students will be able to compare and contrast different political systems, explaining how they are similar and different from one another. Students will be able to explain how governments came to power and how they either remained in power or were replaced. Assessments Students will work in groups to create presentations for the class about a particular political system, including its philosophy and structure. They will present this to the other students as a group. Students will work in groups to write articles about which of the other political systems are most similar to theirs, which are most different, and explaining why. Students will work in groups to create a timeline of a nation, showing the rise of a particular political system or government, including significant events in its history and its ongoing continuation or fall.

Two Different Learning Activities:

Two Different Learning Activities Student Presentations on Political Systems Students will be broken up into groups of about 4 each. Each group will be assigned a particular political system that they will be in charge of, such as monarchy, fascism, communism, socialism etc. Working together, each group will create a presentation about each political system, including information on its philosophy, structure, and examples of countries that are or have been governed under that system. The groups will create presentations using computers on software such as PowerPoint or Google Slides. After they have finished, each group will then show their presentation to the rest of the class and answer any questions from their fellow students. Timeline of the Rise and Fall of Governments Students will still be in their groups of about 4 each. Each groups will still be working with the same political system that they had for the Student Presentations activity. Every group will be assigned a country that either was or is currently governed under that group’s political system (such as Italy for fascism, Poland for communism, etc.). Students will work together to construct a timeline of the history of that political system in that country, chronicling its rise, time in power, and potentially its fall. Important people and events will be included and have explanations for their importance in the history of that country. Groups will then present their completed timelines to the rest of the class and answer questions from other students.

Why I Chose this topic:

Why I Chose this topic I chose this topic because I believe it is important for students to understand the various political systems that exist in the world, including the one they live in. Students should be able to understand the differences between them, including their philosophies and structures. Students should understand how governments rise to power and either maintain that power or fall. This is an important topic for students to understand if they are going to understand the world at large. If students want to understand international events, they should have a better understanding of the other countries of the world, including those countries’ governments and political systems. By understanding other political systems, students also gain a greater understanding of their own political system here in the US through comparison. Students also come to understand the important role that people play in the creation and maintenance of governments and political systems, allowing them to better understand their own roles of civic engagement as they grow into adulthood. Students hear about many of these political systems on a regular basis from the media, such as socialism, communism, or fascism. A better understanding of those systems will allow students to be better informed citizens who will be able to follow current events to make informed decisions. This can prepare students to be better able to make a difference both in their own communities and in the world at large.

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