VocabularyQuest A_Vocab Quest STUDENT TEMPLATE TEACHER SAY: As we begin our study today, let’s use KNOWLEDGE and INITIATIVE to understand keywords in today’s lesson that will guide our learning. Open your Vocabulary Quest log and find blank rows in your document. Today’s words for understanding are: democracy authoritarian oligarchy TEACHER DO: Allow students to access their Vocab Quest documents. Provide 3-4 words above on display on board or computer for students. When possible MODEL one word across the four-column tasks in VocabQuest: WORD/PART OF SPEECH/DEFINITION/SYNONYM/ANTONYM/CONNOTATION/VISUAL. Allow students time to complete two other words on their own. Use the structured conversation stems below to allow ONE or TWO students to share out. TEACHER SAY: (after 8 minutes) Let’s share out 1-2 words for review before we begin today’s lesson. TEACHER STRUCTURED STEMS: What does the particular word mean? What are the synonyms/antonyms of the word? What picture did you choose to represent the word? Why did you choose this picture? STUDENT STRUCTURED STEMS: This word means—- This word is important because—-A synonym/antonym for this word is—- I chose the picture of to show— TEACHER DO: Break students into pairs to work and discuss in pairs for 1-2 minutes. Then take 1-2 minutes to randomly choose 1-2 students to share out 1-2 different words of the day.
NOTE: The process of completing VocabuQuest is independent. The sharing out is collaborative and should be facilitated by the instructor. REFRAIN from giving this activity as a stand-alone task without brief discussion. The activity involves listening, speaking, reading, and writing. Maximum time for this activity: 15 minutes. TEACHER SAY: How do different types of government and its leaders affect the citizens of its country? Are there some international governments which are better than others? Think about the traits of DEPENDABILITY and INTEGRITY and how valuable it is for government leaders in international countries to demonstrate these. Take a look at this brief video and think about some of these questions as we view.
TEACHER DO: Display video and engage students in brief 3-5 minute discussion with ONE of the guiding questions below: ( Consider using Nearpod, Padlet or mentimeter or another digital platform for students to anonymously respond to ONE of the questions below)Forms of Government GUIDING QUESTIONS: How does a government provide DEPENDABILITY for its citizens around the world? How do societies follow different governments throughout the world? How do leaders demonstrate a lack of INTEGRITY or DEPENDABILITY in a different type of leadership/government? TEACHER SAY: As we continue our study of leaders in government, think about how DEPENDABILITY and INTEGRITY from the leaders of other TYPES of government is important in how its citizens follow. Today we are going to look at not only an example of a different type of government in action but also what types of international leaders exist and have existed throughout history. TEACHER DO: Provide students with copy of the student guide: B_STUDENT RESPONSE & INFO GUIDE International Governments & Leaders Divide students into groups of 3 or 4.
TEACHER SAY: (from slide 2) While there are numerous political philosophies and systems, there are five specific types of government that are most common around the world. Most forms of government are some variation of one of the following: authoritarian, democracy, oligarchy and monarchy. WHY is it important to learn about other government leaders around the world? For about 20 minutes, you and your group are going to do a leadership dive of each type of government. During this time you will: Utilize the link and read the definition of government. With your group, come up with qualities and name of leader in these systems Be prepared to share out the positive and negative qualities for each. We will do the first one together. TEACHER DO: DISPLAY and MODEL the first definition: AUTHORITARIAN and WRITE OUT ON SLIDE 6 so students know what you expect from them. After 20 minutes, allow 1-2 students to share what their groups have identified.
TEACHER SAY: Now you’re going to take some time to actually identify countries and the leaders of those countries in each type of government. (SLIDE 8) Your group has about 10-15 minutes to complete this list.
WORLD GOVERNMENTS MAP

TEACHER DO : Keep students in their groups. Move students to slide 9. Allow them to access links for The Hermit Kingdom and their personal responses. NOTE: Teachers should be guiding students through the reading and response learning guides for each unit and refrain from designing their own original content for direct instruction. The guide has links, response templates for written response and are organized for maximum student learning engagement and interaction. This is a student requirement for instruction. Students should also keep a copy of their completed templates on their own Google drive. TEACHER SAY: Today we will be looking at a brief view of a different type of government in a short article titled The Hermit Kingdom. As we cover the first paragraph and you read with your group, you will be stopping and discussing with your group significant sentences, ideas and reflections you have about the government and leader of North Korea. Follow along as I read aloud. TEACHER DO: Point out Hermit Kingdom Self RECAP slide for students. Explain to them the pieces of the organizer template they will fill out with another partner. Begin a shared reading session with students by reading the first paragraph aloud of The Hermit Kingdom. Be sure to stop along the way and ask clarifying questions to check for understanding of material. After paragraph 1 lead a brief 3-5 minute discussion with any or all of the below questions: GUIDING QUESTIONS: How is North Korea’s relationship with the world changing? What type of government does North Korea have? Does the government of North Korea appear dependable? Why or why not? How does Kim Jong Un provide DEPENDABILITY as a leader? How does Kim Jong Un provide INTEGRITY as a leader? TEACHER DO : You will now be reading out loud to your group to get through the remaining paragraphs. As you read with your group, you will be stopping and discussing with your group significant sentences, ideas and reflections you have about The Hermit Kingdom. You will need your RECAP slide out as you read. Be sure to stop along the way and complete these slides as a group. You will have the rest of class to complete these paragraphs and this task. Your group must be reading sections aloud to one another, stopping and discussing and responding on your slide in response. TEACHER DO: Allow students to read aloud. Consider the lead4ward dice toss for maximum student engagement. Students will read aloud pages 2-7 and complete filling out the self reCAP slides. ACTIVELY MONITOR groups by walking around the room and checking with students for the entire 30 minutes. Do not allow students to read chapters in groups silently. The purpose is for students to continue to develop interpersonal communication skills through active reading and writing out loud. DO NOT complete the pages as a whole group class activity with the audio book playing. Do not use an audio book on YouTube as the replacement for a teacher. After 25 minutes, allow students to share random ideas and reflection about The Hermit Kingdom. Consider assigning the comprehension questions which accompany the article. NOTE: This reading and writing activity may blend into next class period or be assigned for homework.

IF TIME: EXTENSION:(may also be utilized in another class period): TEACHER SAY: Everybody needs to move towards the “Who in the World” Visual Project slide. You and your partner will be assigned a TYPE of leader. It is your job today to look up the name of the TYPE of the international leader you have been given and create a visual representation in the next class period. We will only take one class period to complete this. Think about bringing any extra visual tools like markers, letters, pictures, etc for your representation. INTERNATIONAL LEADER: TYPE OF LEADER / TYPE OF GOVERNMENT / GRAPHIC-PHOTO / BIRTHPLACE / SERVED / TITLE RESPONSIBILITIES / NOTABLE SUCCESSES / NOTABLE FAILURES / QUOTES: (2) The task for you and your partner/group is to complete a visual representation of an assigned international leader type functioning in a non-US country/territory. You may CHOOSE the leader as long as they fit the TYPE of leader you were assigned and they are not US leaders. TEACHER DO: Assign pairs to a different type of leader. Try to spread out the types of leaders to all groups so that your class has a variety of types of leaders. Allow students 20-25 minutes to begin the “groundwork” of looking up a leader of their choice and committing the facts to a slide in their STUDENT RESPONSE & INFO GUIDE International Governments & Leaders guide. TEACHER DO: Allow students to informally share out from each of their groups their written ideas or respond to the following questions in an exit ticket: GUIDING QUESTIONS: How does a government provide dependability for its citizens around the world? How do societies follow different governments throughout the world? How do leaders demonstrate a lack of INTEGRITY or DEPENDABILITY in a different type of leadership/government?