World Title Governments
Geography Unit 3
Suggested Dates 1 week 1st Six weeks
Big Idea/Enduring Understanding Geographical processes influence political divisions, relationships, and policies.
Guiding Questions Do physical processes affect political boundaries today? How?
Different points of view influence the development of public policies and decision-making processes on local, state, national, and international levels.
Do physical processes affect the type of government that develops in a country? How? How do different points of view affect political decisions? TEKS
Readiness TEKS
Supporting TEKS
Process Skills
14C 13B 14AB 15AB
13A 22C
Vertical Alignment Expectations *TEKS one level below* *TEKS one level above* SS TEKS Sample Assessment Question -Describe and compare how each government system operates in specific countries. -Identify groups or individuals that are responsible for making public policy or decisions at the local [i.e., city council, county commissioners, school boards], state [i.e., legislature, governor, state agencies], national [i.e., Congress, cabinet departments, execu ve orders], and/or international [i.e., United Nations, NATO] levels. Use specific examples of ways cultural beliefs infl uence citizenship, public policy, and decision-making by citing historic or current examples.
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The resources included here provide teaching examples and/or meaningful learning experiences to address the District Curriculum. In order to address the TEKS to the proper depth and complexity, teachers are encouraged to use resources to the degree that they are congruent with the TEKS and research-based best practices. Teaching using only the suggested resources does not guarantee student mastery of all standards. Teachers must use professional judgment to select among these and/or other resources to teach the district curriculum. Some resources are protected by copyright. Knowledge and Skills with District Specificity/Examples Vocabulary Instructional Suggested Resources Student Expectations Strategies Resources listed and categorized to indicate suggested uses. Any additional resources must be aligned with the TEKS. (13) Government. The Bloom’s interpret compare and McGrawHill text/Online student understands the 13B-Analyzing distribution of contrast maps spatial characteristics of a Identify the types of political power -Comparing maps of voting districts in Texas will help variety of global political government systems in Political power students apply the concept of divisions of power at the units. The student is each region. Understand Boundary local level. A key understanding related to this standard is expected to: how the framework and Patterns that control of territory is one way a political entity government type affects [countries, states, local government] solidifi es power. (A) interpret maps to borders, distribution of Voting patterns in the United States often refl ect the explain the division of power, allies, and division of power established by the creation of voting land, including man-made boundaries. districts. These are often redrawn by the political party in and natural borders, into power to benefi t that party in general elections. Students separate political units can also examine maps of the Middle East or Europe such as cities, states, or before and after the Treaty of Versailles and the French countries; and British mandates in the Middle East to infer the impact SUPPORTING of those political boundaries on later developments in the (B) compare maps of 20th and 21st centuries. voting patterns or political boundaries to make inferences about the distribution of political power. SUPPORTING (14) Government. The student understands the processes that influence political divisions,
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Bloom’s14B-Analyzing -Identify the types of government systems in each
Distribution of Power Democracy-a system of
Focus on comparing certain
Introduction to Governments Governments Power point and graphic organizer
relationships, and policies. The student is expected to: (A) Analyze current events to infer the physical and human processes that lead to the formation of boundaries and other political divisions; SUPPORTING (B) compare how democracy, dictatorship, monarchy, republic, theocracy, and totalitarian systems operate in specific countries; SUPPORTING
region. Understand how the framework and government type affects borders, distribution of power, allies, and boundaries. Democracy- any system of government where the leaders rule with the consent of the citizens Dictatorship- an autocratic form of government where a single leaders rules all areas of social and economic life. Monarchy-an autocratic form of government where a king or a queen rule and usually inherit their power. Some monarchies are absolute -the ruler has absolute power in the government. Other monarchies are constitutional where the monarch shares power with elected legislatures or has only ceremonial powers. Republic-government in which people elect their major officials. Theocracy- government ruled by a god or priest. Totalitarian- or absolute –the decision of a single person or
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government in which the people are invested with the power to choose their leaders and determine government policy Dictatorship-a system of government in which absolute power is held by a small group or one person Absolute Monarchy- wields unrestricted political power over the sovereign state and its people. Constitutional Monarchy: A monarch who is restricted in their power and rule Ex: England Republica political system or form of government in which people elect representatives to exercise power for them
government types: Absolute Monarchy & Constitutional Monarchy Democracy & Republic Dictatorship & Totalitarian
small group determines government policy
(14) Government. The student understands the processes that influence political divisions, relationships, and policies. The student is expected to: (C) analyze the human and physical factors that influence the power to control territory and resources, create conflict/war, and impact international political relations of sovereign nations such as China, the United States, Japan, and Russia and organized nation groups such as the United Nations (UN) and the European Union (EU). READINESS
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Bloom’s-Analyzing The importance of the transition in the countries of the former Soviet Union ● During the 1990’s the former Soviet Union changed from a one-party, communist rule to more liberal political and economic systems. This has been, for the most part, tumultuous. ● In the Soviet Union, political power was firmly exercised by an oligarchic leadership of senior Soviet communist party members backed by a pervasive and vigorous national security apparatus. ● Additionally, nearly all economic activity was directed by government central planners. As
Theocracygovernment by a god or by priests Totalitarian System-absolute control by the state or a governing branch of a highly centralized institution Sovereign nation Organized nation group Power National International
mini research
-It is important to help students understand the concept of national power and sovereignty. There are combinations of human and physical factors that contribute to a nation gaining and maintaining power over their own territory and over the territory of others through aggression [see example list under content builder]. Using the four suggested nations as case studies, have students determine the degree to which each of these factors has extended that nation’s ability to control their own territory and perhaps, create confl ict with others. Using the current debates in the United Nations over the recognition of Palestine as a sovereign nation might provide a current example. Research recent examples of political instability in Russia and the CIS map out the regions of instability. Discuss how political instability often slows economic development. Some suggestions could include the fear of multi-national companies to develop in this area; inability to obtain venture capital; escalation of troubles outside of the region.
traditional political lines of authority dissolved or became increasingly fragmented, the new political institutions were not always able to affect needed policies and programs, nor were they universally seen as legitimate. ● Added to the economic challenges of moving from public ownership of key resources and central planning to a mixed market economy – especially once many key factories and natural resources became the property of other countries – the effect on economic development and the environment has been severe. Economic Challenges. ● Privatization of public enterprises in a way that creates viable enterprises but is still perceived as fair by citizens. ● Creating a system of laws governing property rights and contracts. ● Ensuring adequate social services for those
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Give students information about some environmental challenge (such as the Chernobyl nuclear power plant disaster) and have them describe in detail two scenarios: 1) the response in a country whose government is divided and ineffective, and in which public corruption and social unrest is rampant; and 2) the response in a country whose government is unified and that enjoys support from most of its citizens. . Compare and contrast the two scenarios.
adversely impacted by transition to a market economy; dealing with increased income inequality. ● Creating a public acceptance of competition and private ownership. ● Implementing a system of prices in which the market price of a product reflects the actual cost of producing it. ● Creating a system of incentives for entrepreneurs to produce. ● Striking an acceptable and realistic balance between government intervention in the market and laissez faire. Environmental Challenges. ● Stewardship of vital national resources. ● Balancing private profit motives with public good and public welfare in the use of environmental resources; exploitation vs. conservation. ● Creation and enforcement of environmental regulations. ● Clean up of toxic waste.
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In 6th grade, students describe how geographic factors influence the economic development, political relationships, and policies of societies. They also study the impact of interactions between people and the physical environment on the development of places and regions. (15) Citizenship. The student understands how different points of view influence the development of public policies and decision-making processes on local, state, national, and international levels. The student is expected to: (A) identify and give examples of different points of view that influence the development of public policies and decision-making processes on local, state, national, and international levels; SUPPORTING
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Bloom’s-Remembering -Students need to understand the concept of levels of decision and policy making beginning with local levels and extending further and further away from individuals to the state, national, and international levels. Usually, points of view influencing decision and policy making at the local level are less divergent than those at more global levels. Students can identify those enties charged with public policy and decision-making at various levels in a given region.
Point of view Public policy Decision-making Local State National International
-Brochure project -Case study
-Using examples from the United States, have students identify groups or individuals that are responsible for making public policy ordecisions at the local [i.e., city council, county commissioners, school boards], state [i.e., legislature, governor, state agencies], national [i.e., Congress, cabinet departments, executive orders], and/or international [i.e., United Nations, NATO] levels. Discuss how differences of opinion impact these decisions leading to an understanding that as the locus of the decision-making moves further away from the individual, there is more likelihood the diff erences in points of view will be more signifi cantly diff erent. Examples of diff erent points of view at the local, state, and national levels may include diff ering policalti parties, self-interest groups, and so on. Points of view at the national and international levels may more often include those infl uenced by economic or cultural diff erences.
Have students classify the various contributions of these four culture groups into economic, political, social and/or cultural characteristics. Using their text or other reference source, have students add other important information in each of these categories. Have students develop a cultural brochure for a "tourist" to one of these ancient civilizations. The brochure should highlight forms of entertainment, types of food, sporting events, and scenic locations. Students should also include unique cultural practices, along with a list of “do’s and don’ts” appropriate to the culture. Instruct students to prepare a one-page case study of a particular cultural conflict in Russia. The case study should include an annotated sketch map of the region in conflict, factors addressing the reasons and responses for the conflict from the Russian and other party's perspective. Using ethnic, political and resources maps of Russia conduct a class discussion regarding the cultural conflicts. During this discussion help students develop reasons why ethnic autonomy, political autonomy, and control of resources might impact relations between each group. Pose economic questions such as: ● Which countries have/do not have oil and gas resources? ● Which countries have/ do not have technical capabilities? ● Which countries are export driven economies? ● Which countries are/are not agriculturally self-sufficient?
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● ● ●
Which countries have regional separation due to income disparity? Which countries have/do not have access to transportation corridors? Which countries have/do not have high levels of economic development including per capita income?
Pose political questions such as: ● Is territorial size a problem/asset? ● Is the government largely dependent on oil/gas revenues or is political stability dependent on oil/gas resources? ● What role does population size play in the geo-political relationships? ● How does the government control/influence the land? ● Are there traditional or inherited “seats of power?” ● Do different nationalities present a challenge to governmental leadership? ● Is the government secular or non-secular? ● Is the government a military state? Why? Pose social/cultural questions such as: ● What are "cultural icons" of this region? ● What role has westernization played in the nations? ● What is the role of women in this region? ● What is the situation for ethnic minorities in this region? I.e. the Kurds, Maronnite Christians, Druze Muslims, Palestinians ● How does religion influence the region and the geo-politics?
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Have students respond to the following prompt in writing or in debate format: The _______ created the most significant contributions from Mesoamerica/South America. Evidence to support my conclusions includes… Role play a “United Nations” meeting of delegates from the Mayan, Aztec, and Incan empires. Assume that each is at the height of its civilization. Analyze the collective reason for cultural conflict in Russia, citing specific examples of these conflicts. Create a written or visual representation describing the nature of the conflict(s) and possible resolutions. Have students make a chart of the countries included in this region and indicate the ethnic groups represented in each country. In a third column, have students indicate which of these groups (if any) are involved in cultural conflicts and briefly detail the nature of the conflict. Divide the class into groups by sub-regions and/or countries and have each group research the economic, social, and political events and issues in the assigned area. Have the student groups create a chart or other visual to detail the major issues. As student groups present the research findings, post the visuals and discuss the similarities and differences within the entire region. Have students pick one social, political, or economic issue in Southwest Asia and North Africa and research this issue in greater depth using both primary and
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secondary sources. Group students into three panels representing economic, political, and social issues and conduct Regional Issues Panel Discussions in which students discuss individual areas of expertise based on individual research.
(15) Citizenship. The student understands how different points of view influence the development of public policies and decision-making processes on local, state, national, and international levels. The student is expected to: (B) explain how citizenship practices, public policies, and decision making may be influenced by cultural beliefs, including nationalism and patriotism. SUPPORTING
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-This standard serves as a bridge between the government/citizenship standards and the culture strand by asking students to explain how cultural beliefs infl uence citizenship practices, public policies, and decision-making. It specifi cally mentions nationalism and patriotism as examples of ways culture influences policy and decision-making.
Citizenship Public policy Decision-making Belief Nationalism Patriotism
small group activities
-Use specifi c examples of ways cultural beliefs infl uence citizenship, public policy, and decision-making by citing historic or current examples, such as limiting voting rights for women until the19th Amendment in the United States [1920]; limited citizenship opportunities in many countries like Ancient Greece [historically] or Switzerland today; policies against women driving in Saudi Arabia; policies requiring veiling in some Muslim countries; forced “westernization” policies enacted by Ataturk in Turkey in the 1920s, and so on. Students should be able to explain how cultural beliefs directly aff ected these decisions. They should also be able to defi ne na onalism and patriotism and determine how these specifi c examples infl uence citizenship, public policy, and decision-making. For instance, extreme na onalism is generally accepted as one cause of WWI. Answering the question, “How did this nationalism lead to confl ict?” will help students understand one example of how cultural beliefs impact policies and decisions at the na onal/international level.
