IP+Geopolitics+T3

=Instructional Plan/Learning Activities= Hook: Article on life in North Korea: []
 * Content: **
 * Instructional Plan || Understanding || Know || Skills || MLR ||
 * 1.

Learning Activity (Graphic Organizer, Cooperative Learning, Technology): Venn Diagram ( [] )

Artifact: Blog: Imagine you lived in North Korea. What are at least three freedoms that you enjoy now that you would not be able to in North Korea? || Students will understand that dictatorships and democracies have many different forms || That dictatorships vary in their control of the political system and the lives of their citizens || Describe the differences between authoritarianism and totalitarianism || ** B1 Knowledge, Concepts, Themes, and Patterns of Civics/Government **: Students understand the basic ideals, purposes, principles, structures, and processes of constitutional government in Maine and the United States as well as examples of other forms of government in the world. || Hook:
 * 2.

Learning Activity (Graphic Organizer, Cooperative Learning, Technology): Venn Diagram ( [] )

Artifact: Blog: If you could amend the constitution, would you establish a presidential democracy or a parliamentary democracy? Why? || Students will understand that dictatorships and democracies have many different forms || That democracies vary in how they appoint leaders in the legislative and executive branches || Evaluate the differences between the presidential democracy of the United States and the parliamentary democracy of England, along with the Mubarek regime in Egypt. || ** B1 Knowledge, Concepts, Themes, and Patterns of Civics/Government **: Students understand the basic ideals, purposes, principles, structures, and processes of constitutional government in Maine and the United States as well as examples of other forms of government in the world. || Hook:
 * 3.

Learning Activity (Graphic Organizer, Cooperative Learning, Technology): Inspiration.

Artifact: Blog entry: // In what ways are the United States and Egypt similar? In what ways are the United States and Egypt different? Make sure to compare and contrast not only the structural differences but also the practical differences between the two countries, as seen in your news research and in the // Frontline // documentary // || Students will understand that democratic institutions do not guarantee democracy, and that social upheavals like the one in Egypt are rooted in demands for more authentic democratic reforms. || That institutions alone are not enough to ensure democracy, as evidenced by Hozni Mubarek's presidency over Egypt || Adapt the ideas of democracy and polyarchy to the Mubarek regime in Egypt and regimes elsewhere || ** B1 Knowledge, Concepts, Themes, and Patterns of Civics/Government **: Students understand the basic ideals, purposes, principles, structures, and processes of constitutional government in Maine and the United States as well as examples of other forms of government in the world. || Hook: Youth Journalism International report []
 * 4.

Learning Activity (Graphic Organizer, Cooperative Learning, Technology): Technology--Inspiration

Artifact: Podcast: youth news reporter podcasting from Tahrir Square in Cairo Egypt. || Students will understand that democratic institutions do not guarantee democracy, and that social upheavals like the one in Egypt are rooted in demands for more authentic democratic reforms || The motives of the protesters who took to the streets in Egypt || Examine the accounts of Egyptian protesters to role-play and deliver a protester's perspective on the events in Egypt. || ** B1 Knowledge, Concepts, Themes, and Patterns of Civics/Government **: Students understand the basic ideals, purposes, principles, structures, and processes of constitutional government in Maine and the United States as well as examples of other forms of government in the world. || Hook:
 * 5.

Learning Activity (Graphic Organizer, Cooperative Learning, Technology): Cooperative Learning: team research project

Artifact: Glogster (or Wix): student is working for a large philanthropy organization looking to give money to a country that is willing to make democratic reforms || Students will understand that dictatorships and democracies have many different forms

Students will understand that democratic institutions do not guarantee democracy, and that social upheavals like the one in Egypt are rooted in demands for more authentic democratic reforms. || That Egypt will have ripple effects on other countries || Contrast the conditions for protest in Egypt with conditions in another country to assess the possibility for revolution elsewhere || ** A1: Researching and Developing Positions on Current Social Studies Issues **: Students research, select, and present a position on a current social studies issue by proposing and revising research questions, and locating, selecting, evaluating, and synthesizing information from multiple and varied sources. || Hook: Martin Luther King speech
 * 6.

Learning Activity (Graphic Organizer, Cooperative Learning, Technology): Graphic Organizer: Goal-Reasons Web ( [] )

Artifact: iMovie: What do you stand for, and how might you go about getting it? || Students will understand that democratic institutions do not guarantee democracy, and that social upheavals like the one in Egypt are rooted in demands for more authentic democratic reforms. || Social movements come in many forms || Reflect on one's values and beliefs and understand that there are peaceful methods to achieving those objectives. || A1: Researching and Developing Positions on Current Social Studies Issues** : Students research, select, and present a position on a current social studies issue by proposing and revising research questions, and locating, selecting, evaluating, and synthesizing information from multiple and varied sources. ** ||