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Web Quest Roles and Systems of Government

My Web quest

Tryout this link to a website to help you create an online version.



Welcome: 6th Grade Roles and Systems of Governments

Description: This web quest is designed to explore the Ohio State Social Studies Standard 10 that says: the purpose government in the United States is to establish order, protect the rights of individuals and promote the common good. Governments may be organized in different ways and have limited or unlimited powers.

Grade Level: 6-8

Curriculum: Social Studies

Keywords: democracy, dictatorship, monarchy, theocracy, anarchy, limited powers, liberties, responsibilities

Introduction: In this web quest you will become a world explorer! You will take a virtual vacation and travel around the world investigating the different forms of governments to answer the question: Who has the power? Is this a form of government that protects the rights of citizens and promotes the common good? Is this a type of government where one person has control and its citizens have very limited rights, if any at all? Or is this a type of government that falls somewhere in the middle?

This web quest will take you around the world through interactive maps, videos, informational websites, and PowerPoint presentations. Throughout your journey you will find information to help you answer questions to start you on the path to become a World Ambassador for our class.

After this web quest you will be able to describe the following types of governments: Democracy, Republic, Monarchy, Aristocracy, Dictatorship, Democratic Republic, Theocracy, Totalitarian and Anarchy. You will also be able to give an example of a country or situation for each of these to answer the BIG question: How does governmental authority affect citizens' rights?

Task: This web quest will consist of 5 tasks and take 3-4 class periods:

     Task 1- You will learn the definitions for a set of vocabulary words by going to informational websites.

     Task 2- You will watch a video about the types of governments and fill out a questions about each type.

     Task 3- You will use an interactive map for a scavenger hunt to find countries that have each of the different types of governments listed.

     Task 4- You will get into your table groups and watch a slide show presentation. Afterwards your group will choose a type of government then create and perform a situational skit that enacts the basic ideas of that type of government in a school setting type of situation. 

     Task 5-You will write an essay describing each of these types of government (democracy, dictatorship, monarchy, and theocracy) and comparing their limits of authority, and citizen's rights.  

These tasks will focus on Ohio's 6th Grade Social Studies Learning Standards for Government.

Topic: Roles and Systems of Government

The purpose of government in the United States is to establish order, protect the rights of individuals and promote the common good. Governments may be organized in different ways and have limited or unlimited powers. 

Content Statement 10: Governments can be categorized as monarchies, theocracies, dictatorships or democracies, but categories may overlap and labels may not accurately represent how governments function. The extent of citizens’ liberties and responsibilities varies according to limits on governmental authority. 

Process:

Let’s Begin!

Task 1- Use the following resources to find definitions/descriptions for the vocabulary listed on the Student Task Sheet.





















Task 2-Watch the following video and answer the questions about it listed on the Student Task Sheet.



Inquire Further: If you would like to learn more about governments and see what happened to the people on the island, you can watch this second video link.

(Inquire further, what happened next?)

Task 3-Use the link to the interactive map to find examples of countries that have the following types of governments listed on the Student Task Sheet.

1. Keep in mind that actual systems of government are not always easily categorized and can be misrepresented. Though we use the labels of monarchy, theocracy, dictatorship or democracy, government characteristics often overlap and are inconsistent. (ONLS G6 C.S SS 10)

2. For example, some governments labeled as democracies might have some of the characteristics of dictatorships, as is the case with the Democratic People’s Republic of Korea (North Korea), which in reality is a communist state led by a dictator. (ONLS G6 C.S SS 10)

3. Some countries may use a combination of two governmental systems. For instance, the United Kingdom has a royal family, which suggests a monarchy, but as a constitutional monarchy is in practice much closer to a democracy. (ONLS G6 C.S SS 10)



Task 4- Go through the interactive slide show at Then get into your table groups and choose a type of government. Next your group will work together to create and perform a situational skit that enacts the basic ideas of that type of government in a school setting type of situation like the examples from the slideshow. This will be graded as a separate group assignment.



Task 5- Write an essay describing each of these types of government (democracy, dictatorship, monarchy, and theocracy) and comparing their limits of authority, and citizen's rights. You could use the website resources from Task 1 to help you. Questions to consider in your essay: Who has the power? Is this a form of government that protects the rights of citizens and promotes the common good? Is this a type of government where one person has control and its citizens have very limited rights, if any at all? Or is this a type of government that falls somewhere in the middle?

Way to go!

You have completed your quest! You are now a World Government Ambassador for our classroom and hopefully you enjoyed learning about the different kinds of governments around the world.

I hope that one day that you will get to visit some of the place that you have learned about today to see some of these governments first hand.

Images used:















Student Task Sheet

Name: ___________________ Date_________________

Task 1: Define or describe the following words using the websites provided. (11 pts)

Democracy-

Anarchy-

Dictatorship-

Monarchy-

Theocracy-

Republic-

Aristocracy-

Democratic Republic-

Government-

Direct Democracy-

Indirect Democracy-

Task 2-Watch the following video and answer the following questions about it. (6pts)

1. Who decides who gets the coconuts in a direct democracy?

2. Who decides who gets the coconuts in an indirect democracy?

3. What else is an indirect democracy called?

4. In an oligarchy a small group of leaders make all of the decisions for the whole group and they are usually members of the same ______________ _______________.

5. What are the two types of autocracies?

Inquire Further: If you would like to learn more about governments and see what happened to the people on the island, you can watch the second video link.

Task 3-Use the link to the interactive map to find examples of countries that have the following types of governments. (10pts.)

• Keep in mind that actual systems of government are not always easily categorized and can be misrepresented. Though we use the labels of monarchy, theocracy, dictatorship or democracy, government characteristics often overlap and are inconsistent. (ONLS G6 C.S SS 10)

• For example, some governments labeled as democracies might have some of the characteristics of dictatorships, as is the case with the Democratic People’s Republic of Korea (North Korea), which in reality is a communist state led by a dictator. (ONLS G6 C.S SS 10)

• Some countries may use a combination of two governmental systems. For instance, the United Kingdom has a royal family, which suggests a monarchy, but as a constitutional monarchy is in practice much closer to a democracy. (ONLS G6 C.S SS 10)

Find the following countries and write down their government type.

Color Country Type of Government

Gray Iran _______________________

Color Country Type of Government

Bright Green Mauritania _______________________

Fuchsia Libya _______________________

Maroon Canada _______________________

Light Green China _______________________

Lavender Afghanistan _______________________

Olive Green Germany ________________________

Orange Finland ________________________

Light Blue United States_______________________

Cream Morocco ________________________

What is the most common type of government and color on the map?

Task 4- Go through the interactive slide show at Then get into your table groups and choose a type of government. Next your group will work together to create and perform a situational skit that enacts the basic ideas of that type of government in a school setting type of situation like the examples from the slideshow. This will be graded as a separate group assignment.

Task 5- Write an essay describing each of these types of government (democracy, dictatorship, monarchy, and theocracy) and comparing their limits of authority, and citizen's rights. You could use the website resources from Task 1 to help you. The essay will be scored with the following rubric:



Web Quest Scoring Sheet/ Answer Key:

Answer Key for Tasks 1, 2, & 3

Task 1- Answers may vary

Task 2-

1. Everyone votes equally

2. A few elected individuals to make the decision

3. Representative democracy or a republic

4. Political party

5. Monarchy and Dictatorship

Task 3-

Iran- Theocratic Republic

Mauritania- Military Junta (dictatorship)

Canada- Parliamentary Democracy, Federation, Constitutional Monarchy

Libya- Transitional Government

China- Communist

Afghanistan- Islamic Republic

Germany- Federal Republic

Finland- Republic

United States-Constitutional Republic-Strong Democratic Tradition

Morocco-Constitutional Monarchy

What is the most common type of government and color on the map?

Orange/ Republic

Skit Performance Rubric

|Category |4 |3 |2 |1 |

|Speaks Clearly |Speaks clearly and distinctly|Speaks clearly and |Speaks clearly and |Often mumbles or cannot |

| |all (100-95%) the time, |distinctly all (100-95%) |distinctly most (94-85%) |be understood OR |

| |mispronounces no words. |the time, mispronounces |the time, mispronounces |mispronounces more than |

| | |one word. |no more than one word. |one word. |

|Volume |Volume is loud enough to be |Volume is loud enough to |Volume is loud enough to |Volume often too soft to |

| |heard by all audience members|be heard by all audience |be heard by all audience |be heard by all audience |

| |throughout the presentation. |members at least 90% of |members at least 80% of |members. |

| | |the time. |the time. | |

|Stays on Topic |Stays on topic all of the |Stays on topic most |Stays on topic some of |It was hard to tell what |

| |time. |(99-90%) of the time. |the time (89-75%). |the topic was. |

|Content |Shows a full understanding of|Shows a good |Shows a good |Does not seem to |

| |the topic. |understanding of the |understanding of parts of|understand the topic very|

| | |topic. |the topic. |well. |

|Preparedness |Student is completely |Student seems pretty |The student is somewhat |Student does not seem at |

| |prepared and has obviously |prepared but might have |prepared, but it is clear|all prepared to present. |

| |rehearsed. |needed more rehearsal. |that rehearsal was | |

| | | |lacking. | |

|Props |Student uses several props |Student uses 1 prop that |Student uses 1 prop that |The student uses no props|

| |(this could include a |shows considerable |makes the presentation |OR the props chosen |

| |costume) that show |work/creativity and which|better. |detract from the |

| |considerable work/creativity |makes the presentation | |presentation. |

| |and which make the |better. | | |

| |presentation better. | | | |

|Use of Class Time |Used time well during each |Used time well during |Used some of the time |Did not use class time to|

| |class period. Focused on |each class period. |well during each class |focus on the project OR |

| |getting the project done and |Usually focused on |period. There was some |often distracted others. |

| |never distracted others. |getting the project done |focus on getting the | |

| | |and never distracted |project done but | |

| | |others. |occasionally distracted | |

| | | |others | |

Total Score for Performance Portion = ___________/ 32 points

The essay will be scored with the following rubric= _____/16 points



Comparison and Contrast Rubric

|CATEGORY |4 |3 |2 |1 |

|Purpose & Supporting|The paper compares and |The paper compares and |The paper compares and contrasts|The paper compares or |

|Details |contrasts items clearly. The |contrasts items clearly, but|items clearly, but the |contrasts, but does not|

| |paper points to specific |the supporting information |supporting information is |include both. There is |

| |examples to illustrate the |is general. The paper |incomplete. The paper may |no supporting |

| |comparison. The paper includes |includes only the |include information that is not |information or support |

| |only the information relevant |information relevant to the |relevant to the comparison. |is incomplete. |

| |to the comparison. |comparison. | | |

|Organization & |The paper breaks the |The paper breaks the |The paper breaks the information|Many details are not in|

|Structure |information into whole- |information into whole- |into whole- to-whole, |a logical or expected |

| |to-whole, similarities - |to-whole, similarities - |similarities - to-differences, |order. There is little |

| |to-differences, or point- |to-differences, or point- |or point- by-point structure, |sense that the writing |

| |by-point structure. It follows |by-point structure but does |but some information is in the |is organized. |

| |a consistent order when |not follow a consistent |wrong section. Some details are | |

| |discussing the comparison. |order when discussing the |not in a logical or expected | |

| | |comparison. |order, and this distracts the | |

| | | |reader. | |

|Transitions |The paper moves smoothly from |The paper moves from one |Some transitions work well; but |The transitions between|

| |one idea to the next. The paper|idea to the next, but there |connections between other ideas |ideas are unclear or |

| |uses comparison and contrast |is little variety. The paper|are fuzzy. |nonexistent. |

| |transition words to show |uses comparison and contrast| | |

| |relationships between ideas. |transition words to show | | |

| |The paper uses a variety of |relationships between ideas.| | |

| |sentence structures and | | | |

| |transitions. | | | |

|Grammar & Spelling |Writer makes no errors in |Writer makes 1-2 errors in |Writer makes 3-4 errors in |Writer makes more than |

|(Conventions) |grammar or spelling that |grammar or spelling that |grammar or spelling that |4 errors in grammar or |

| |distract the reader from the |distract the reader from the|distract the reader from the |spelling that distract |

| |content. |content. |content. |the reader from the |

| | | | |content. |

References

(n.d.). Retrieved July 26, 2016, from

(n.d.). Retrieved July 26, 2016, from

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(n.d.). Retrieved July 26, 2016, from grade/aaron tipping/world flags.jpg

"Theocracy." International Encyclopedia of the Social Sciences. 2008. (2008). Theocracy. Retrieved July 26, 2016, from

Compare and Contrast Rubric. (n.d.). Retrieved July 26, 2016, from

Countries With A Theocratic Government Today. (n.d.). Retrieved July 26, 2016, from

Democracy. (n.d.). Retrieved July 26, 2016, from

Dictatorship. (n.d.). Retrieved July 26, 2016, from

F. (2014). FLVS Civics: Going Global - Forms of Government. Retrieved July 26, 2016, from

F. (2014). FLVS Civics: Going Global - Systems of Government. Retrieved July 26, 2016, from

Government | . (n.d.). Retrieved July 26, 2016, from

Monarchy. (n.d.). Retrieved July 26, 2016, from

Theocracy. (n.d.). Retrieved July 26, 2016, from

Types of Government. (n.d.). Retrieved July 26, 2016, from of Government.html

Types of Government - Civics for kids | Mocomi. (2012). Retrieved July 26, 2016, from

Types Of Government - Lessons - TES. (n.d.). Retrieved July 26, 2016, from

Types of Governments. (n.d.). Retrieved July 26, 2016, from

US Government. (n.d.). Retrieved July 26, 2016, from

World government images - Google Search. (n.d.). Retrieved July 26, 2016, from government images

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