Escolar Documentos
Profissional Documentos
Cultura Documentos
I. Objectives
• Analyze government system examples and apply 3 characteristics of absolute governments Apply and
Analyze
Common Core standards (or GLCEs if not available in Common Core) addressed
• 5.3.5 Europe through the 18th Century – Analyze the major political, religious, cultural and economic
transformations in Europe
• 4.3.5 Western Europe to 1500 – Explain the workings of feudalism, manorialism, and the growth of centralized
monarchies and city-states in Europe including
• K1.7 Understand social problems, social structures, institutions, class, groups, and interaction.
5.3.5-Analyze
4.3.5- Understand
K1.7- Understand
Students will need to understand what a monarchy is and how general government systems work.
Identify prerequisite Students must understand injustice and be able to conceptualize a government with problems and
knowledge and skills. people who suffer from them. It will help if students know about oppressive governments.
Pre-assessment (for learning): Scatagories
Ask students to talk about governments they know of that have complete control over citizens, and
see if they understand how oppressive governments affect people today; the scattergories game is a
form of pre assessment
Formative (for learning):
Discussion time about what people do when they are taken advantage of. Teacher walks around during
discussion and asks each table what their main ideas are. Ask the students to talk in table groups about the 3
Outline assessment characteristics.
activities
(applicable to this lesson) Formative (as learning):
Students read examples and evaluate texts; fill out work sheet and will check in with teacher if they
completed it correctly. Errors will be corrected one- on -one
Summative (of learning):
Students have a similar homework to the in class assignment and will turn it in next class, as well as
a, creative writing assignment where they will make up a theoretical government with the
characteristics of an absolute government
Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of
Engagement Representation Action and Expression
1-19-13
Provide options for self-regulation- Provide options for comprehension- Provide options for executive functions-
expectations, personal skills and activate, apply & highlight coordinate short & long-term goals,
strategies, self-assessment & reflection Students will be asked to apply the monitor progress, and modify strategies
Students will participate in a mini- concept of government to Short term, I will ask questions
group project. They will have the revolutions. Oppressive during the lecture, more long term I
opportunity to push themselves as governments make people upset will look at the activity and
much or as little as they would like. and revolt, which we learn about homework. If they do not do well
later in the unit. on the activity, I will need to
review the material with them and
What barriers might this reexplain it in a new form.
lesson present?
Provide options for sustaining effort and Provide options for language, mathematical Provide options for expression and
persistence- optimize challenge, expressions, and symbols- clarify & connect communication- increase medium of
collaboration, mastery-oriented feedback language expression
What will it take – Students will not be able to start the Instead of only explaining Students are able to express all
neurodevelopmentally, homework activity until they go absolutism in a monarch form, I ideas in the opening activity. They
experientially, over the in class assignment with a also explain it in modern day can come up with any idea they
emotionally, etc., for your teacher. If they do not complete the governments. If they do not would like if they give an
students to do this lesson? activity right, they will also understand how a monarch works, explanation.
complete the homework they may understand how
incorrectly. dictatorship works.
Provide options for recruiting interest- Provide options for perception- making Provide options for physical action-
choice, relevance, value, authenticity, information perceptible increase options for interaction
minimize threats Explain information verbally and Students will have to get up from
The students can gain interest in on powerpoint. Show definition desks to show teacher their activity
this topic by looking at modern day and point out important parts for worksheet. I can pick one student
examples. This pulls the them to remember. They will also to write on the board instead of
information from the past to the receive an example in full text myself during the game if they are
present, making it more relevant. fidgety.
- Powerpoint
- Pencil
Materials-what materials - Paper
(books, handouts, etc) do - White bored and markers (Or Google Doc projection if no white boards)
you need for this lesson - Timer
and are they ready to - Note sheet
use? - Document papers, in class worksheet, and homework sheet
- Laptops for homework (wifi needed)
1-19-13
4
“To start off today, we are going to play a game, -If a student is familiar with the game, have them
and each member of the winning table will receive explain it to the class
a Jolly Rancher. There are three rounds. This game
is called Scattagories. Each round will be 30
Motivation seconds or 45 seconds, and once the 30 or 45
(opening/ seconds are up, you have to stop writing, so write
introduction/ as much as you can in the time you have. Please
engagement) designate a speaker and also remember to speak
quietly so other groups do not hear your ideas and
write them down because you only get points for -Students will hear the question read to them and
things other people did not come up with" will write down options.
2
—put “List problems these places have in -Students will hear and read the questions and will
common” on screen and set a timer for 45 seconds write down connections: this gets the students in
- Go around to each table and allow them to give the idea of oppressive governments and how
out their responses, write on board absolutism still affect people today
As this strength grew, the kings took this power -Think about what people do when they are
and started to misuse it. Now, this ruler is in charge oppressed. When students come up with ideas,
of people and is taking advantage of people. This they can share them with the class.
left people hungry, uneducated, and impoverished.
What do people do when they are being taken
advantage of, being marginalized, or oppressed?
Talk in table groups for 60 seconds.”
1-19-13
4 Allow time for discussion about oppression -Students listen to each other's ideas and contribute
Development to the discussion
(the largest -Lead into the next topic about revolutions. “When
2 component or things are not going well, or there is an injustice in
main body of society, people get pretty angry. Most people, as -Students take notes about problems with absolute
the lesson) far as I know, do not like being hungry, dirty, and monarchs
poor as the king of their nation sits in an oversized
palace drinking wine and wasting money.”
22
total
-After completing the in class work, students will -Students can work on homework if they have
Closure be told of an assignment on Google Classroom and extra time but can finish in class work and get help
(conclusion, work on a similar homework assignment as in from teacher
culmination, class activity and a creative writing assignment
wrap-up) where they write a story about a fictional absolute
government
35
total
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for
improvement for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson,
focus on the process of preparing the lesson.)
I allowed myself a 5 minute buffer, but it was a bit too much information. I cut down the background
information about different monarchs in Europe to allow more time for in class activity and game
I did not give clear enough directions for students- some students were confused about game instructions and
in class work sheet. I changed the worksheet and activity to give more explanation.
1-19-13