Olivet College Education Department

Instructional Process Lesson Format

Lesson 1: Days 1, 2 and 3
Lesson/Content Standard(s): Why Government?
C1.1.2 C1.1.3 C3.4.2
Objective(s): Students will be able to identify how human interactions influence government and the creation
thereof. Students will have a basic understanding as to why people form government and why it is needed.
Vocabulary: power, legitimacy, authority, sovereignty, government natural rights, equality, state of nature,
absolute freedom,board
socialand
contract, civil society
white board/chalk markers/chalk, pens, pencils, comput Students will receive cards and instructions
asPrerequisite
to what to doSkills:
with cards. Oncenote
listening, all students have arrived, teacher will inform students what they are doing
taking, reading,
with the cards.er, internet and white screen.
critical thinking, writing, basic U.S. HistoryStudents willHow to Assess
receive Prerequisites:
cards and journal
instructions as entry,
to what to do with
cards. formative assessment and question/answer
Once all students have arrived, teacher will inform students what they are doing with the cards. sessions
knowledge
Materials for Lesson:
Day 1: Teacher script, journals, Deserted Island worksheet, Ideas about Government worksheet (student and
teacher copy), PowerPoint presentation, white board/chalk board and markers/chalk, pens, pencils, computer,
internet and white screen.
Day 2: Teacher script, Philosopher Views graphic organizer worksheet (student and teacher copy), Thoughts
about Government philosopher information sheet, journal, white board/chalk board and markers/chalk, pens,
pencils, computer, internet and white screen.
Day 3: Teacher script, six scripts (multiple copies of each), Did you get it? worksheets (student and teacher
copy), pen/pencils, group deck cards - shapes, dry erase markers/chalk, paper, markers, craft items of various
sizes.
Cue Set/Motivation:
Day 1: Students will enter classroom and begin writing in journal. Teacher will then tell a story to introduce
today's lesson.
Day 2: Students will answer question on board. Students will then be given numbers.
Day 3: Students will receive cards and instructions as to what to do with cards. Once all students have
arrived, teacher will inform students what they are doing with the cards.
Best Shot:
Day 1: Students will be asked to create their own government if they were stranded on a deserted island.
Students will then take notes from a PowerPoint presentation.
Day 2: Students will work in six groups to become familiar with different philosophers and their views on
government. Students will then meet in a classroom group session where each group will assist other
students with completion of Philosopher Organizer worksheet.
Day 3: Students will be presenting Readers Theater Scripts to the class. In six groups, students will receive,
rehears and present scripts based on the objectives of this lesson. Peers will be listening and completing
Readers Theater worksheet after each performance.

Guided Practice:
Day 1: Students are informed they will be working in groups to create their own government after being
stranded on a deserted island.
Day 2: Students are informed that they will be working in groups to determine the influences of
philosophers on government. Students will be informed they will be presenting information from their
philosopher to the rest of the class as well as filling out accompanying worksheet.
Day 3: Students are informed that they are to perform a skit as well as watch their peers perform skits. They
will then be informed of the worksheet they are to complete after each skit is finished. Teacher will explain
to students that they will discuss the skits and worksheet.
 Olivet College Education Department
Instructional Process Lesson Format
Lesson 1: Days 1, 2 and 3 continued
Lesson/Content Standard(s): Why Government?
C1.1.2 C1.1.3 C3.4.2
Objective(s): Students will be able to identify how human interactions influence government and the creation
thereof. Students will have a basic understanding as to why people form government and why it is needed.

Independent Practice:
Day 1: Students will be filling out their own government worksheet.
Day 2: Students will be filling out the philosopher worksheet during small group time and large group
presentation time.
Day 3: Students will be filling out script worksheet after watching/participating in the various skits.

Correctives:
Day 1: No corrections needed, just discussion.
Day 2: After discussion of philosophers, teacher will go over correct answers of worksheet with students.
Day 3: After the end of the skits, teacher will assist students in obtaining the correct answers of worksheet
questions.

Extensions:
Day 1: None
Day 2: None
Day 3: Inform students that they should do some research on the different types of governments in the
world.

Closure:
Day 1: Teacher will refer students to go back to their journal and see if they would modify their islands.
Day 2: Teacher will then inform students about the skits that they will be performing the next class period.
Day 3: Teacher will conduct a recap and correct the skit worksheets. Teacher will then have students reflect
on what they have learned by writing a short reflection on the back of their skit worksheet. Afterward,
teacher will inform students of the topic of next class.

Formative Assessment: Summative Assessment:

Day 1: Journal and discussion. Day 1: None
Day 2: Worksheet, group work and discussions. Day 2: None
Day 3: Skit, teamwork, worksheet and discussion. Day 3: None

Last Update: June 06, 2017