1. Government Systems
Muno Abubakar
EDSS 4480 Unit Plan
Dr. C Earl
GA State University
Fall 2012
7th Grade Social Studies (Southwest Asia)

2. Week: December 3rd-7th Date: December 3rd, 2012
Teacher: Ms. Abubakar Subject/Grade Level: Social Studies/ 7th
Weekly Lesson Plans
Background Rationale:
Government is an inextricable aspect of our daily lives, from the schools we attend to the governance of
local community stores; it is in existence even in the smallest of ways. A strong central government is
what allows society to progress with the least bit of conflict as possible. In some areas around the world
government is highly active in the lives of its citizens and in other parts it is in mere existence.
Government has different roles, and comes in different forms, depending on what area you live in and
who the majority is in that area. It is equally important as a citizen to understand the role in which one
plays under this particular government system as it relates to ones lives. In this unit students will gain an
understanding of the modern political landscape of Southwest Asia (Middle East). Students will examine
how conflict and change have shaped and continue to shape the political boundaries of this region. When
examining the specific elements of government, students will work towards a deeper understanding of
the prominent government systems of the area. Students will examine the governance of the region
including the role citizens play in electing the official in this area and the international relations
associated with this region. Essentially, this unit provides students with a concise understanding of how
government systems distribute power on a global level, in relation to their own, the United States.
Nevertheless, students will understand the importance as well as details relating to the different systems
and their powers. Ultimately by analyzing the structures of governments systems students will be able
analyze why government is needed. And the ultimately be able to explain how does the structure of a
government system determine the participation of a citizen, and how does this system differ in
comparison to other systems of government as it relates to the federal and local government organization
we have here in regards to relative and absolute location.
Monday
I. Desired Results
Smith, P. and Ragan, T. (2005). Instructional Strategy. John Wiley & Sons, Inc.
Wiggins, G. P., & McTighe, J. (1998). Understanding by design. Alexandria, Va. Association for Supervision and Curriculum
Development.

3. Week: December 3rd-7th Date: December 3rd, 2012
Teacher: Ms. Abubakar Subject/Grade Level: Social Studies/ 7th
a. Unit Enduring Understanding(s): Students will be able to distinguish factors that compose the different forms of
government?
b. Unit Essential Question(s): How does the way in which a government system operates affect the people of that
country and/or region?
c. Daily Learning Objective
i. Students will describe the way government systems distribute power in unitary, confederation and
federal government systems.
II. GPS Standard(s):
SS7CG4 The student will compare and contrast various forms of government.
a. Describe the ways government systems distribute power: unitary, confederation, and federal.
b. Explain how governments determine citizen participation: autocratic, oligarchic, and democratic.
NCSS Standard: Power, Authority & Government
b. explain the purpose of government;
III. Introduction (5-10 minutes)
a. (Bell Ringer) Students will construct concept web of ideas and/or terms they may associated with
government.
b. Teachers is to informally assess students knowledge by observing responses given, take note to possible
responses such as its function, existence etc
c. Allow student necessary wait time to get their thoughts together and analyze the responses.
i. Briefly discuss what government is and the different types of government systems.
ii. Prepare students for guided notes assignment
IV. Learning Plan(20-35)
i. Teacher will present PowerPoint presentation. Students will complete Cornell notes assignment,
following along with teacher queue and discussion questions along the way to complete
assignment.
ii. Clear any misconceptions that students may have.
iii. Students will complete double bubble chart, comparing and contrasting two of the assigned government
systems (Unitary and Federal Government Systems)
V. Conclusion (5-10)
a. Students are to complete reflection question on the backside of worksheet. In 5-7 sentences students will
answer the question, “What are some benefits of a Federal government system?”
VI. Assessment
a. Informative assessment: Students response to concept map. Students’ response to reflection question.
b. Formative assessment: Students completion of Cornell Notes and double bubble assignment.
VII. Differentiation for Students with Exceptionalities
a. The lesson will be differentiated as they are seated in different skill levels spread in cluster groups by working in
groups students are able to contribute collaboratively. The teacher will provide opportunity for re-teaching and
open discussion and also be available as students work providing one on one assistance when needed.
VIII. Materials and Resources
Smart Board, World Studies Textbook, Double Bubble chart, Internet, Guided Notes, PowerPoint
Tuesday
Desired Results
Smith, P. and Ragan, T. (2005). Instructional Strategy. John Wiley & Sons, Inc.
Wiggins, G. P., & McTighe, J. (1998). Understanding by design. Alexandria, Va. Association for Supervision and Curriculum
Development.

4. Week: December 3rd-7th Date: December 3rd, 2012
Teacher: Ms. Abubakar Subject/Grade Level: Social Studies/ 7th
a. Unit Enduring Understanding(s): Students will be able to distinguish factors that compose the different forms of
government?
b. Unit Essential Question(s): How does the way in which a government system operates affect the people of that
country and/or region?
c. Daily Learning Objective
i. Students will describe the way government systems distribute power in unitary, confederation and
federal government systems.
II. GPS Standards
SS7CG4 The student will compare and contrast various forms of government.
a. Describe the ways government systems distribute power: unitary, confederation, and federal.
b. Explain how governments determine citizen participation: autocratic, oligarchic, and democratic
NCSS Standard: Power, Authority & Government
b. explain the purpose of government;
I. Introduction (5-10)
a. (Bell Ringer) Students will answer question in their interactive notebooks under section of opening:
b. What Government System do we live in? And how does it relate to that of a Confederation government
system?
c. Open Class discussion. Informal assessment -observe student response to gauge lesson progress.
d. Clear any misconceptions.
II. Learning Plan (25-30)
a. With Vocabulary words listed on board, students will define terms
b. After defining terms students will construct Terms Trees.
c. Terms will be written on the stem of the leaf, with the definition provided on the leaves.
d. The Trunk of the tree should state Government Systems.
e. The Teacher will model an example of how the assignment should be completed and one that is already done.
f. Students will begin handout on How Governments Distribute Power
III. Conclusion (10-15)
a. Students will continue working on Government handout.
b. Pause. Students should reach a good stopping point.
c. Before exiting class. Students will write 3-4 questions that they have about government systems.
d. Remind students to clean up around area, and prepare for dismissal.
IV. Assessment
a. Informative assessment: Students response to opening question. Open discussion.
b. Formative assessment: Students completion of Tree Term assignment. Exit Ticket on minimum of three questions
on section.
V. Differentiation for Students with Exceptionalities
a. The lesson will be differentiated as they are seated in different skill levels spread in cluster groups by
working in groups students are able to contribute collaboratively. The teacher will provide opportunity
for re-teaching and open discussion and also be available as students work providing one on one
assistance when needed.
VI. Materials and Resources
Smart board, World Studies Textbook, Teacher handout, Construction paper, Markers, Crayons
Wednesday
VII. Desired Results
Smith, P. and Ragan, T. (2005). Instructional Strategy. John Wiley & Sons, Inc.
Wiggins, G. P., & McTighe, J. (1998). Understanding by design. Alexandria, Va. Association for Supervision and Curriculum
Development.

5. Week: December 3rd-7th Date: December 3rd, 2012
Teacher: Ms. Abubakar Subject/Grade Level: Social Studies/ 7th
a. Unit Enduring Understanding(s): Students will be able to distinguish factors that compose the different forms of
government?
b. Unit Essential Question(s): How does the way in which a government system operates affect the people of that
country and/or region?
c. Daily Learning Objective
i. Students will describe the way government systems distribute power in unitary, confederation and
federal government systems.
VIII. GPS Standards
SS7CG4 The student will compare and contrast various forms of government.
a. Describe the ways government systems distribute power: unitary, confederation, and federal.
b. Explain how governments determine citizen participation: autocratic, oligarchic, and democratic
NCSS Standard: Power, Authority & Government
b. explain the purpose of government;
I. Introduction (10-20)
a. (Opening) Vocabulary Term and Definition match assignment.
b. Students are to pick up assignment off front desk and get started on completing Opening
II. Learning Plan (20-25)
a. If not completed in previous class
b. Students will complete How do governments distribute power handout
c. Students are to place assignment in interactive notebooks.
d. Students who have already completed assignment should begin working on Collage with guided instruction.
e. Students will create collage of a chosen government system (Federal, Confederation, and Unitary)
f. Students are to choose pictures from provided magazines and newspapers, either through pictures or words to
better explain government system
a.
III. Conclusion (10-15)
a. Complete Rocket Reflection
b. Rocket Reflection and turn in to appropriate class box.
c. Clean up around area
IV. Assessment
g. Informative assessment: Students response to opening activity. Open discussion. Reflection.
h. Formative assessment: Government Distribution Handout, Collage, Rocket Reflection.
V. Differentiation for Students with Exceptionalities
a. The lesson will be differentiated in whole group discussion, providing opportunity to reteach and review
information, and preparing students with exceptionalities. Students are able to contribute collaboratively. The
teacher will provide opportunity for re-teaching and open discussion and also be available as students work
providing one on one assistance when needed.
VI. Materials and Resources
Smart Board, Teacher Handout, Magazines, Newspapers,
Thursday
IX. Desired Results
d. Unit Enduring Understanding(s): Students will be able to distinguish factors that compose the different forms of
government and how these government systems determine citizen participation.
Smith, P. and Ragan, T. (2005). Instructional Strategy. John Wiley & Sons, Inc.
Wiggins, G. P., & McTighe, J. (1998). Understanding by design. Alexandria, Va. Association for Supervision and Curriculum
Development.

6. Week: December 3rd-7th Date: December 3rd, 2012
Teacher: Ms. Abubakar Subject/Grade Level: Social Studies/ 7th
e. Unit Essential Question(s): How does the way in which a government system operates affect the people of that
country and/or region?
f. Daily Learning Objective
i. Students will describe the way government systems distribute power in unitary, confederation and
federal government systems.
ii. Students will explain how the government determines citizen participation under autocratic, oligarchic,
and democratic government systems.
X. GPS Standards
SS7CG4 The student will compare and contrast various forms of government.
a. Describe the ways government systems distribute power: unitary, confederation, and federal.
b. Explain how governments determine citizen participation: autocratic, oligarchic, and democratic
NCSS Standard: Power, Authority & Government
b. explain the purpose of government;
VII. Introduction (10-20)
a. Play review game: “So you think you know…”
b. In review game, review-reteach systems of government. Have students stand on a line in front of the class if they
agree, have them move forward if they disagree have them stay still. Continue throughout the list of questions to
assess student understanding.
c. Discuss: Have students tell which the wrong answer is and justify their reasoning.
d. Allow student necessary wait time to get their thoughts together and analyze the answer choices provided.
VIII. Learning Plan (20-25)
a. Students will take section One Quiz on forms of Government Systems
b. Students will be given 15-20 minutes to complete quiz.
c. When quiz is complete, students will begin reading class textbook and complete outline of section 2 of
government
IX. Conclusion (10-15)
d. Continue working on Government outline of chapter
e. Highlight key vocabulary
X. Assessment
a. Informative assessment: Students response to opening activity. Open discussion.
b. Formative assessment: Quiz. Outline of chapter
XI. Differentiation for Students with Exceptionalities
a. The lesson will be differentiated in whole group discussion, providing opportunity to reteach and review
information, and preparing students with exceptionalities. Students are able to contribute collaboratively. The
teacher will provide opportunity for re-teaching and open discussion and also be available as students work
providing one on one assistance when needed.
XII. Materials and Resources
Teacher instruction. Quiz, Textbook. Teacher Handout Worksheet on outline
Friday
XI. Desired Results
Smith, P. and Ragan, T. (2005). Instructional Strategy. John Wiley & Sons, Inc.
Wiggins, G. P., & McTighe, J. (1998). Understanding by design. Alexandria, Va. Association for Supervision and Curriculum
Development.

7. Week: December 3rd-7th Date: December 3rd, 2012
Teacher: Ms. Abubakar Subject/Grade Level: Social Studies/ 7th
g. Unit Enduring Understanding(s): Students will be able to distinguish factors that compose the different forms of
government and how these government systems determine citizen participation.
h. Unit Essential Question(s): How does the way in which a government system operates affect the people of that
country and/or region?
i. Daily Learning Objective
i. Students will describe the way government systems distribute power in unitary, confederation and
federal government systems.
ii. Students will explain how the government determines citizen participation under autocratic, oligarchic,
and democratic government systems.
XII. GPS Standards
SS7CG4 The student will compare and contrast various forms of government.
a. Describe the ways government systems distribute power: unitary, confederation, and federal.
b. Explain how governments determine citizen participation: autocratic, oligarchic, and democratic
NCSS Standard: Power, Authority & Government
b. explain the purpose of government;
XIII. Introduction (10-20)
a. Government Ladder Model.
b. One the Board, construct government ladder, of :
c. Local, State, and National Government types
d. Discuss on each operates different from the other
e. How is National Government different from the State?
f. Pose the Question for understanding: How is the government of Atlanta different from Georgia?
g. And How is the Government of Georgia Different from The United States?
XIV. Learning Plan (20-25)
a. Prepare students for station reading. Give detailed instruction and timed rotation.
b. Station reading: With the provided books students will circulate on a timer and complete the stations of reading
material.
c. At each station students are to read and complete the activity at the station.
d. Double-Bubble Comparison chart of two out of the three books read
XV. Conclusion (10-15)
f. Homework assignment: Watch the news and find 3 stories around the world that relate to government operation,
countries that are not agreeing, presidents or officials that are in the news and why?
XVI. Assessment
a. Informative assessment: Students response to opening activity. Open discussion.
b. Formative assessment: Double Bubble. Station assignments
XVII. Differentiation for Students with Exceptionalities
a. The lesson will be differentiated in whole group discussion, providing opportunity to reteach and review
information, and preparing students with exceptionalities. Students are able to contribute collaboratively. The
teacher will provide opportunity for re-teaching and open discussion and also be available as students work
providing one on one assistance when needed.
XVIII. Materials and Resources
Overhead Projector, World Studies Textbook, Pete for President by Daisy Alberto, Leaving Glory Town by Eduardo
Calcines, Kings and Queens by Eleanor and Herbert Farjeon
Smith, P. and Ragan, T. (2005). Instructional Strategy. John Wiley & Sons, Inc.
Wiggins, G. P., & McTighe, J. (1998). Understanding by design. Alexandria, Va. Association for Supervision and Curriculum
Development.