government systems - amazon s3€¦ · * essential questions for each chapter drive the unit of...

B e n c h m a r k e d u c a t i o n c o m p a n y

PRIMESOCIAL STUDIESTeacher’s Guide

Level R/40

Level X/60

* Essential Questions for each chapter drive the unit of study. These questions encourage students to think critically about the big ideas, or essential understandings, and to formulate further questions for inquiry. Students who have read the text with comprehension should be able to demonstrate their understanding through discussion and through the Putting It All Together activities at the end of each chapter.

** If you are using this text with ExC-ELL students, please refer to the ExC-ELL Vocabulary Strategies Card.

Government Systems

skills & strategies

anchor comprehension strategy• Compareandcontrast

essential understanding*Governmentisthesystemorstructurethatrulesandrunsasociety.Eachtypeofsystemdiffersintermsofhowitdeveloped,howitisorganized,andhowitservescitizens.

social studies Objectives• Identifythedifferencesamongthemajortypes

ofgovernmentsystemsandidentifycurrentexamplesofthesegovernmentsintheworld.

• Understandtheroleandresponsibilitiesofgovernment.

Metacognitive strategies• Visualize• Determinetextimportance

content Vocabulary• SeeGlossary,page46

Vocabulary strategy** • Usecontextcluestodeterminewordmeaning

Word study• GreekandLatinroots• Suffixes

Language Forms and Functions • Conjunctions(and/or)

Writing connection• Howtowriteaspeech,page44

Graphic Features Focus • Mapsandtimelines

related resources • GovernmentSystemsInteractiveWhiteboard

Edition• ComprehensionStrategyAssessments• ComprehensionQuestionCard• ComprehensionPowerToolFlipChart• ExC-ELLVocabularyStrategiesCard**

Government SyStemS2

Introduce the Book• Generatealistonchartpaperoronthewhiteboardof

placestoaccessspeeches.(newspapers,television,radio)Discusshowthisformofwritingisusedtocommunicateinformation.IfyouhaveInternetaccess,gotoareputableonlinenewsagencyorlibraryforexamples.

• Reviewmodelstogetheranddiscusstheconsistentcharacteristicsofaspeech.CreateaSpeechCharacteristicsAnchorChartliketheonebelow.

• Generate Ideas and Conduct Research:Askstudentstodoresearchanddecideonthetopictheywouldliketowriteabout.Studentsshouldusenewspaper,television,orInternetresourcestoconducttheirresearchandpreparetowritetheirfirstdraft.

• Usingtheanchorchart,reviewthecharacteristicsofaspeech.

• AskstudentstousetheSpeechPlanningGuide(BLM1)todecideonatopictheywouldliketofocusonandresearchfortheirspeech.

• Conferwithindividualstudentsandfocusontheirplanningefforts.Aretheyincludingkeyinformationtheyhavelearnedaboutinthetext,suchashowleadersinfluencegovernmentsystems?

How to Write a Speech1. Give your speech a

focus.• What you want to tell your

listeners?

2. Write an outline. • Include introduction, main points, a conclusion.

3. Include details. • Use facts and examples to support your main points.

4. Know your audience Use words and phrases that your listeners will understand and appreciate.

5. Practice reading aloud.

Rewrite any sentences that cause you to stumble or don’t flow well.

Make Connections/Build Background Build Social Studies Concepts and Vocabulary• ReadthePRIMEQuestionsontheinsidefrontcoverof

thebook. Ask:When you think of the word government, what

images or ideas pop into your head? Ask:What do you think the role and responsibilities of

government should be: in your city or town? in your state? in your country? Ask:How do you think your government meets these

responsibilities? In what areas do you think that your government still has room for improvement?

• Think/Pair/Share:Askstudentstoworkinsmallgroupstogenerateanswerstothequestionsyouposed.Askeachgrouptosharesomeoftheiranswers.

• Createaconceptwebforthetermgovernmentandpostthisasananchorcharttosupportstudents’useofconcepttermsthroughouttheunit.Feelfreetoaddnewwordstothischartasyoureadthebook.

Preview the Book• Invitestudentstoflipthroughthebookandviewphotos

(orprojectthewhiteboardversionofthetextandpreviewthepagestogether).

• HavestudentsturntotheTableofContentsandreadthechapterheadsandEssentialQuestionsforeachchapter.

• InvitestudentstoreadthebookdescriptionandAbouttheAuthorblurbonthebackcoverofthebook.Ask:How do these features help you figure out what you’ll learn about in this book?

• Think/Pair/Write/Share:FocusingontheTableofContents,askstudentstoworkinsmallgroupstogeneratealistofquestionstheyhaveaboutgovernmentsystemsthattheywouldliketofindtheanswerstoastheyread.Askeachgrouptosharesomeoftheirquestions.

Read Aloud the Book Introduction • Ask:Has anyone ever watched the results of an election?

What do you know about how government systems affect people in the United States as well as in other countries?

• HavestudentsturntothepictureofaNigerianelectiononpages4–5(ordisplaythispageonthewhiteboard).Askstudentstodescribewhattheyobserveinthepicture.

• Readaloudthetextonpages4–5orlistenandfollowalongwiththetalkinge-bookinthewhiteboardedition.

• Invitestudentstothinkofothertypesofgovernmentsystems.Explainthatstudentswilllearnmoreaboutthedemocraticsystemofgovernment,aswellasothernon-democraticformsofgovernment,duringthisunitofstudy.

Write a Speech: Introduce and Plan• Havestudentsturntopages44–45.Readthewriting

featureandmodeltogether.• Say:This week, you will get to use what you learn

about government systems to write your own speech. Before you do that, let’s look at some other examples of speeches. Where can we find examples?(Allowresponses.)

©2011BenchmarkEducationCompany,LLC.Allrightsreserved.Teachersmayphotocopythereproduciblepagesforclassroomuse.Nootherpartoftheguidemaybereproducedortransmittedinwholeorinpartinanyformorbyanymeans,electronicormechanical,includingphotocopy,recording,oranyinformationstorageorretrievalsystem,withoutpermissioninwritingfromthepublisher.

ISBN:978-1-4509-4763-3

Characteristics of a Speech•Hasaclearfocusandmessage•Appealstoaspecificaudience•Iscompellingandinteresting•Providesfactsandevidencetosupportpositionorbelief•Isspokenaloudinfrontofagroupofpeople

Government SyStemS©2011 Benchmark education Company, LLC 3

Chapter 1: What Is Government?

Before Reading

Make It Comprehensible for ELsUsethefollowingstrategiestohelpELsunderstandconceptsandacquireacademiclanguage.•Asyouintroduceconceptsandvocabulary,useimages

fromthebookorfromtheimagebankontheinteractivewhiteboardeditiontoillustrateconceptsandterms.

•PairELswithfluentEnglishspeakersduringsmall-grouporpartnerdiscussionsandactivities.

•ModeltheuseofacademicsentenceframestosupportELs’vocabularyandlanguagedevelopment.(SeeSuggestedAcademicSentenceFramesforeachchapter.)

Discuss the Essential Question: What is the role of government?• Poseaquestion:Askstudentstoturntopage7.Read

theEssentialQuestiontogether.Ask: Why do societies have organized governments? How can governments be both helpful and challenging to the people they serve? How much power over individual citizens should government systems have?

• Journalentry:Havestudentsthinkaboutthequestionsyouaskedthem.Studentsshouldworkindividuallyintheirsocialstudiesjournalstowriteresponsestothequestions.Shareresponseswiththeclass.

Discuss the Essential Vocabulary: Use Context Clues (Direct Definitions) to Determine Word MeaningExC-ELL users, please refer to the ExC-ELL Vocabulary Strategies Card.• PointouttheEssentialVocabularyonpage7.• Ask: What do you already know about each of these

words? Take a moment to jot down what you know in your social studies journal. HavestudentsdrawagraphicorganizerliketheonebelowintheirjournaltoevaluatetheirknowledgeoftheEssentialVocabularywords.

Words I Know Words I Think I Know

Words I Don’t Know

• Invitestudentstoshareanddiscusstheirgraphicorganizerswithapartnerorthewholegroup.Model using context clues and direct definitions to determine word meanings:If I’m unsure of a word or it’s unfamiliar, I can use context clues around the word to help me with the meaning. Sometimes there’s a direct definition. On page 6, I see the term majority. Looking for nearby clues, I find a definition. A majority is more than half of a number of things in a group.

• Partnersearch:HavestudentsworkwithapartnertofindtheEssentialVocabularywordsinChapter1anddeterminewhatcontextcluesordefinitionsareavailableforeachword.Havestudentsrecordthedirectdefinitionofeachwordintheirsocialstudiesjournals.

• Reinforcetheimportanceofusingbothcontextcluesanddirectdefinitionstodeterminewordmeanings.

Share Essential Vocabulary Spanish/English Cognates

IfyouhaveELswhosefirstlanguageisSpanish,sharethecognatesbelowtosupportacademicvocabulary.Beaware,however,thatstudentsmaynotunderstandthemeaningofallofthesesocialstudieswordsintheirfirstlanguageeither.• citizen/elciudadano,page9• democracy/lademocracia,page9• government/elgobierno,page6• majority/lamayoría,page6

Preview Text and Graphic Features: Maps• Askstudentstoturntopage7.Pointoutthemap.• Ask:What do you think this feature is? (Allowresponses.)• Ifnecessary,say:This is a map. You will see this type of

feature used in many books.• Ask:Why do you think this graphic feature is included

here? How can it help you as a reader?(Allowresponses.)• Say:A map is a graphic representation of a geographical

area. Labels and color-coding help you know what the map is representing. The map on page 7 shows the continents of the world. The inset map shows India, which is represented in red. You can see where India is located in relation to other countries on the larger map by seeing where the country colored red is located.

• Helpstudentsunderstandthatsomeconceptsaretoodifficulttoexplainusingtextalone.Authorsoftenusediagramsormapstohelptheirreadersunderstandcomplexideasvisually.

• Say:As you read this book, you will see maps used to indicate a geographical area when a historical event took place. Use them to help you understand.

Activate Metacognitive Strategies: Determine Text Importance• Remindstudentsthatgoodreadersidentifythemost

importantpartsofatextasastrategytohelpthemunderstandthetext.

• Say: Some details in a text are more important than others. Also, some words are more important than other words. Let me show you how to figure out which words and information are most important to this text about democracy and government systems.

• Model. Readaloudpage9.Say: As I read this page, I know that I need to pay special attention to information that relates to the heading and to the boldfaced words. These two features help me focus on the important parts of the text. The heading on page 9 is “The Start of Government.” I also see that the term democracy is a boldfaced word in the text. The most important information should relate to this term. The third sentence in the fourth paragraph defines democracy as a government system in which the people hold the power and choose their leaders. The other paragraphs provide examples of other forms of early government systems. The examples help me visualize how government systems started but aren’t as important as the information that directly defines a major type of government system, democracy.

Chapter 1 (continued)

Government SyStemS4 ©2011 Benchmark education Company, LLC

Set a Purpose for Reading • Say:As you read this chapter, you will be using a strategy

called Cornell notes.• DistributeCornellNotes(BLM2).Say:Using Cornell notes

is a form of note taking. As you read the book, use the right side of the form to jot down important information. After you read, use the left column to write the main ideas or concepts that the information in the right column supports. The bottom of the paper provides space for you to summarize the chapter.

• Instructstudentstoreadpage6andrecordtheirnotesintherightcolumn.Explainthattheymayusewhateverconcisenote-takingmethodhelpsthemcapturetheinformationeasilyandaccurately.(singlewords,phrases,abbreviations,symbols,drawings,etc.)Circulatetomonitorandprovidehelpasneeded.Remindstudentsthattheyaretakingnotesastheyreadthechaptersotheycanidentifyandsummarizethemostimportantideaswhentheyhavefinished.

Read the ChapterChoosetheoptionbelowthatmeetstheneedsofyourstudents.Promptstudentstousethemetacognitivestrategyofdeterminingtextimportancetohelpthemcompareandcontrastinthechapter.• ReadwithaTeacher.Meetwithsmallgroupsof

studentstofocusoncontent-comprehensionstrategiesasyoureadthetexttogether.Studentscanreadsilently,oryoucandoasharedread-aloudofthetext.UsetheCornellnotestofocusonkeyconcepts.

• ReadwithaPartner.HavestudentsreadthetextwithapartnerandcompletetheirCornellnotestogether.

• ReadIndependently.Assignstudentsthechaptertoreadontheirownbeforethenextclassperiod.StudentsshouldcompletetheirCornellnotesforthechapter.

After ReadingChoosefromtheactivitiesbelowtoextendstudents’socialstudiesandcontent-literacyskills.

Discuss Key Concepts• InvitestudentstosharetheresultsoftheirCornellnotes.

WhatquestionsdidtheyaskforChapter1?Weretheyabletodeterminethemostimportantpartsofthetext?Didstudentsuseheadings,topicsentences,andboldfacedwordstoformtheirquestions?Weretheyabletoanswertheirquestionsbasedontheirreading?

Suggested Academic Language Frame •Beforereadingthechapter,Ithought________.After

reading,Inowunderstandthat________.

Model Comprehension Strategies: Compare and Contrast• Explain:Compare and contrast is a good comprehension

strategy to use when a text discusses two or more topics. When you compare things, you’re determining how they are alike. When you contrast things, you’re determining how they are different.

• Modelcompareandcontrast:Readaloudpages9–10.Say:The main topics here are ancient and modern forms of government systems in Greece. When I compare these two systems to find similarities, I find that both systems evolved because when groups of people began to form communities, they needed a leader. The difference, or contrast, between these two government systems is that in ancient Greece, the leaders were often kings or groups of rich landowners who were not elected by the people. In modern Greece, the leaders of the country are elected by the people.

• Say:What are some other factors mentioned here that can be used to compare and contrast government systems? (Allowresponses.Possibleanswers:Somegovernmentsystemsarestillrunbyakingorqueenwhileothersystemselecttheirleaders.)

• Say:As you are reading, think about the similarities and differences between things the book discusses. Comparing and contrasting helps you focus on key information.

Vocabulary/Word Study: Greek and Latin Roots• TellstudentsthatmanywordscomefromGreekand

Latinwords,andthatknowingandunderstandingtheGreekorLatinrootinawordwillhelpthemunderstandthemeaningoftheword.

• Havestudentsturntopage6andlocatethewordmajority.PointoutthatmajoritycomesfromtheLatinwordmaior,whichmeans“greater.”

• Writethewordsofficial,bill,anddemocracyonchartpaperoronthewhiteboard.TellstudentsthatthesewordsalsohaveeitheraGreekrootoraLatinroot.

• Conductawhole-groupmini-lessoninstructingstudentshowtofindaword’setymologyinadictionary.Asaclass,lookupthefollowingwordsinadictionarytodeterminetheiroriginandtheGreekorLatinmeaning.(official:Latinofficium,meaning“duty,service”;bill:Latinbulla,meaning“asealonadocument”;democracy:Greekdemo,meaning“people”)

• CreateaGreekandLatinRootsWordChartandhangitintheclassroom.TellstudentsthattheycanaddtothechartastheyfindwordswithGreekorLatinroots.

Language Forms and Functions: Conjunctions (and/or)• ReadthefollowingsentencefromChapter1,page8. On-level: Government consists of all the laws and public

services in a country, a state, a city or a town . . . Bridges:Government is all the laws and the people that

run a country, a state, a city, or even a town.• Explain:Conjunctions are used to connect or join parts

of a sentence. The conjunction and links words, phrases, and clauses. The conjunction or suggests options or alternatives.

• Havestudentsworkwithapartnertofindadditionalexamplesoftheconjunctionsand/orinChapter1.Havethemlisttheconjunctionsandthephrasestheywereusedin.Asstudentssharetheirfindings,recordthemonthewhiteboardoronchartpapertitled“Conjunctionand/Conjunctionor.”


Differentiated Collaborative LearningInvitepartnersorsmallgroupstocompleteoneofthePuttingItAllTogetheractivitiesonpage11todemonstratetheirunderstandingoftheessentialinformation.Notethattheactivitychoicesaccommodatelearnerswitharangeoflearningstyles.

Write a Speech: Draft• TellstudentstheywillbeusingtheSpeechPlanning

Guide(BLM1)tobegindraftingtheirspeech.• Discuss organization:Remindstudentsthataspeech

isaformoforalcommunicationaimedataspecificaudience.Thepurposesofaspeecharevaried,butaprimarypurposeistocommunicatesomethingofimportanceorinterest.Havestudentsturntopages44–45andreviewhowtoorganizeaspeech.Say:A speech is a way to communicate with an audience by explaining, encouraging, or informing leaders of something interesting or important. Good speeches include details that support the main points in a speech. Once you have the necessary details, you can use these and your outline to organize your text. The next step will be to write a sentence stating your main point of view. You will also write one or two additional sentences that support your point of view and provide more information. Remember to organize your speech so that it will be most effective for the audience.

• AskstudentstoreviewtheirSpeechPlanningGuides.Say:Have you decided on a topic for your speech? Are you writing down the important facts and figures to support your main points? Have you written your outline of important points?

• Conferencewithstudentsastheycompletetheirdrafts.UsetheSpeechChecklist(BLM3)todrawstudents’attentiontocharacteristicstheyneedtoinclude.Focusonhowstudentshaveorganizedtheirideasandthevoiceofthewriter.Didstudentsselectanappropriatetopicfortheirspeech?Havetheyorganizedthenecessaryfactsandfigurestosupporttheirtopic?Havetheywrittenanoutlineofimportantpoints?

• Pairstudentsforpeerconferencing.

Home Connections: Constructed Response Journal WritingIntheirsocialstudiesjournal,havestudentsanswerthetext-dependentcomprehensionquestionsforChapter1onBLM4.Thesequestions,atfourtext-dependentcomprehensionlevels,helppreparestudentsforthequestionstheywillencounteronstandardizedcontent-areareadingassessments.Tomodelstrategiesforansweringtext-dependentcomprehensionquestions,usetheinformationandpromptsprovidedontheComprehensionPowerToolFlipChart.AnswersforeachquestiononBLM4,alongwithadditionquestions,canbefoundontheComprehensionQuestionCard.


Chapters 2 and 3: A Monarchy; A Democracy

Before Reading

Discuss the Essential Questions: What is a monarchy?; What is a democracy?• Askstudentstoturntopage13.ReadtheEssential

Questiontogether.• Askstudentstoturntopage23.ReadtheEssential

Questiontogether.• Ask:What kind of government system does a country

have if it is ruled by a king or a queen? What are some positive and negative aspects of being ruled by a king or a queen? What kind of government system does the United States have? What are some positive and negative aspects of this kind of government system?

• Open discussion: Havestudentsthinkaboutanddiscussthequestionsthatyouaskedthem.Asaclass,generatealistofanswerpredictions.Alsorecordanyadditionalquestionsstudentshaveaboutthistopicasdiscussionoccurs.Createa2-columnchartwiththefirstcolumntitled“TypesofGovernments”andthesecondcolumntitled“Definition.”Addmonarchyanddemocracytothe“Types”columnandformulatedefinitionsbasedonstudents’priorknowledge.Explainthattheywillbecomingbacktothesedefinitionstorefinethemafterthereading.

Discuss the Essential Vocabulary: Use Context Clues (Descriptions) to Determine Word Meanings• PointouttheEssentialVocabularyonpages13and23.• Say:Writers often use descriptions to help the reader

determine a word’s meaning. Descriptive words and phrases give even more information about a word and can help the reader visualize what a word means.

• Model:For example, on page 16, I see the term revolutions. The second paragraph describes how, in the 1700 and 1800s, citizens of various countries overthrew the ruling monarchs and established new governments that were more responsible to the people rather than the crown.

• HavestudentswriteeachofthevocabularywordsfromChapters2and3intheirsocialstudiesjournalsandthenworkinpairstofindthedescriptivecontextcluesusedtodefineeachword.

• Bringstudentsbacktogetherandhavethemsharesomeoftheirdescriptivedefinitions.

Share Spanish/English Cognates for Essential VocabularyIfyouhaveELswhosefirstlanguageisSpanish,sharethefollowingcognatestosupportacademicvocabulary.Beaware,however,thatstudentsmaynotunderstandthemeaningofallofthesesocialstudieswordsintheirfirstlanguageeither.

•absolutepower/elpoderabsoluto,page12•monarchy/lamonarquía,page12•revolution/larevolución,page16•separationofpowers/laseparacióndepoderes,page26

Preview Text and Graphic Features: Maps and Time lines• Askstudentstoturntopages16–17.Pointtothetime

lineonthebottomofthespread.• Ask:What do you think this feature is?(Allowresponses.)• Askstudentstoturntopage18.Pointtothemapinthe

middleofthepage.• Ask:What do you think this feature is?(Allowresponses.)• Ifnecessary,say:These features are a time line and a

map. The time line indicates the major revolutions in the world between the years 1710 and 2010. The color-coded map shows the countries that still have monarchies.

• Ask:Why do you think these graphic features are included here? How can they help you as a reader?(Allowresponses.)

• Helpstudentsunderstandthatusingmapsandtimelinesallowustounderstandwhereandwheninthecourseofhistorycertaineventshappened.Bylookingatthemap,forexample,wecanseethatAustraliaisacountrythatstillhasagoverningmonarchy.

• Say:As you read this book, pay attention to the time lines and maps. These help add to your understanding of events.

Activate Metacognitive Strategies: Determine Text Importance, Visualize• Review:RemindstudentsthatwhentheyreadChapter1,

theyusedcluesinthetexttohelpthemdeterminewhichpartsofthetextweremostimportant.Say:Features of the text like headings, boldfaced print, tables, and charts are good strategies to use to help you determine the importance of text.

• Explain:Tellstudentsthatanothereffectivereadingstrategyisvisualization.Explainthatwhengoodreadersvisualizewhiletheyarereading,theymentallypicturethetopicbeingdiscussed.

• Model:Readaloudthefirstparagraphonpage12.Say:As I’m reading, I’m picturing thousands of workers cutting stone to build the giant statue of Ramses II. When I create a picture in my mind of what I’m reading, it helps me understand. Visualizing also helps me connect to the text because it provides mental pictures of things.

• Ask: How will visualizing what you are reading help you become a better reader?(Allowresponses.)

• Say:As you read Chapters 2 and 3, remember to visualize, or create mental pictures of, what you are reading. When you visualize the text during your reading, you become more active and involved with the text.

Set a Purpose for Reading• AskstudentstoreturntotheirCornellNotes(BLM2)

andcontinuetotakenotestorecordandsummarizekeypointsastheyreadChapters2and3.

Read the ChaptersChoosethefollowingoptionsthatmeettheneedsofyourstudents.Promptstudentstousethemetacognitivestrategiesofdeterminingtextimportanceandaskingquestionstohelpthemidentifythemainideasinthechapter.






• ReadwithaTeacher.Meetwithsmallgroupsofstudentstofocusoncontent-comprehensionstrategiesasyoureadthetexttogether.Studentscanreadsilently,oryoucandoasharedread-aloudofthetext.UsetheCornellnotestofocusonkeyconcepts.


• ReadIndependently.Assignstudentsthechapterstoreadontheirownbeforethenextclassperiod.StudentsshouldcompletetheirCornellnotesforthechapters.


Discuss Key Concepts•Returntothe2-columnanchorchartthatyoucreatedfor

“GovernmentTypes”and“Definitions”beforereadingthesetwochapters.InvitestudentstosharetheiranswerstotheEssentialQuestionsandthenworktogethertoreformulatedefinitionsformonarchyanddemocracy.StudentscanusetheirCornellnotestorecalldetails.Werestudentsabletodeterminethemostimportantpartsofthetext?Didstudentsuseheadings,topicsentences,andboldfacedwordstoformtheirquestions?Weretheyabletoanswertheirquestionsbasedontheirreading?

Suggested Academic Language Frame•Beforereading,Iwantedtoknow________.Ilearnedthat

________.

Practice Comprehension Strategies: Compare and Contrast• Ask:What does it mean to compare and contrast

information in the text?• Guide practice:Readaloudpages26and28. Ask: What

can you learn when you compare and contrast democratic systems in different countries?

• Ifnecessary,model:When I read these pages, I see that the author compares and contrasts the democratic systems of the United States and Mexico. I understand that as in the United States, people in Mexico vote for their leaders. Unlike the president of the United States who can serve more than one term, Mexico’s president can serve for only one term.

• Say:The author also compared and contrasted other government systems in Chapters 2 and 3. What other things were compared? (Allowresponses.)

Vocabulary/Word Study: Greek and Latin Roots• Remindstudentstheyhavebeenlearningaboutwords

witheitherGreekorLatinroots.Reinforcethattheywillbeabletobetterunderstandaword’smeaningiftheyknowtheGreekorLatinrootinawordandwhatitmeans.

• Writethewordsabdicate,revolution,andtelevisionontheGreekandLatinRootsWordChartyoucreatedforChapter1.UnderlinetheGreekand/orLatinrootineachword(ab,re,tele).Askstudentstorecallorpredictthemeaningofeachroot.

• HavestudentslocateeachwordinthedictionaryandfindthemeaningoftheGreekandLatinroots.Havestudentswritethewordmeaningsintheirjournalsandthensharewiththegroup.

Suggested Language Frame•________and/or________.

Language Forms and Functions: Conjunctions (and/or)• ReadthefollowingsentencesfromChapter2,page12. On-level and Bridges: He decided when people would

farm and what they would grow. • Explain:Remember, conjunctions are used to connect

or join parts of a sentence. The conjunction and links words, phrases, and clauses. The conjunction or suggests options or alternatives.

• Havestudentsworkwithapartnertofindadditionalexamplesoftheconjunctionsand/orinChapters2and3.Asstudentssharetheirfindings,recordthemonthewhiteboardoronchartpapertitled“Conjunctionand/Conjunctionor.”Extendlearningbyhavingstudentspracticeconnectingshortersentencesusingtheseconjunctionsintheirownwriting.

• Askpairsofstudentstosharethesentencestheygenerated.Writethesentencesonchartpaperoronthewhiteboardandmodelcorrectusageasnecessary.

Differentiated Collaborative Learning InvitepartnersorsmallgroupstocompleteoneofthePuttingItAllTogetheractivitiesonpages19and29todemonstratetheirunderstandingoftheessentialinformation.

Share the Cartoonist’s Notebook• Havestudents’readtheCartoonist’sNotebookspreadon

pages20–21independently,withpartners,orasawholegroup.(Youmaywishtoprojectthespreadonyourwhiteboard.)

• Opendiscussion: Askstudentstothinkaboutanddiscussthefollowingdiscussionquestions.

•Whatstrategyshouldthepresidentuse? •Whydoyouthinkheshouldusethisstrategy? •Whataretheprosandconsofusingthisstrategy?

Write a Speech: Edit and Revise • Basedonyourobservationsofstudents’writing,conduct

appropriatemini-lessonstohelpthemimprove. Say: An important trait to use in writing a speech is

word choice. Your speech should show enthusiasm for your topic and use vivid language that helps the audience picture what you are saying. Word choice also includes using persuasive language to convince the audience of your main points.

Ask: •Did you use appropriate word choice in your speech? •Did you select a topic you felt strongly about? •Did you collect facts and figures? •Did you outline the important points? •Did you write an introduction and a conclusion? •Did you keep your audience in mind throughout your

speech?

Home Connections: Constructed Response Journal Writing Intheirsocialstudiesjournal,havestudentsanswerthetext-dependentcomprehensionquestionsforChapters2and3onBLM4.


Chapters 4 and 5: Communism; A Dictatorship

Before Reading

Discuss the Essential Questions: What is communism?; What is a dictatorship?• Askstudentstoturntopages31and37.Readthe

EssentialQuestionstogether.• Turn and Talk:Havestudentsturnandtalktoanswer

theEssentialQuestions.Askthemtomakepredictionsaboutthetwogovernmentsystems.

• Share ideas:Havestudentssharetheiranswersandpredictions.

Discuss the Essential Vocabulary: Use Context Clues (Direct Definitions and Descriptions) to Determine Word Meanings• PointouttheEssentialVocabularyonpages31and37.• HavestudentsrecordtheEssentialVocabularywordsin

theirsocialstudiesjournalsontheWordsIKnowChart.• Remindstudentstheyhavebeenusingdirectdefinitions

anddescriptionstodeterminewhatawordmeans.• Ask:How can you recognize a direct definition? How can

you recognize a descriptive definition?(Allowresponses.)• Model:On page 32, I see the term capitalism. The

paragraph in which the word occurs is describing the rights of citizens who live in a capitalist system. An example of those rights is owning businesses and private property. On page 36, I see the term dictatorship. The text explains that a dictatorship is a form of government that is run by a single ruler known as a dictator.

• Havestudentsturntopage36.Ask:What context clue is used on this page to define the Essential Vocabulary word?(propaganda—definition)

Share Spanish/English Cognates for Essential VocabularyIfyouhaveELswhosefirstlanguageisSpanish,sharethecognatesbelowtosupportacademicvocabulary.Beaware,however,thatstudentsmaynotunderstandthemeaningofallofthesesocialstudieswordsintheirfirstlanguageeither.

• capitalism/elcapitalismo,page32

• communism/elcomunismo,page31

• dictatorship/ladictadura,page36

• propaganda/lapropaganda,page36

• socialism/elsocialismo,page31

• totalitarian/totalitario,page37

Preview Text and Graphic Features: Maps and Time lines• Ask studentstoscanChapters4and5andpointoutan

exampleofamapandatimelineinthischapter.(pages30–41)

• Ask:Why do you think these graphic features are included here? How can they help you as a reader? (Allowresponses.)

• Help studentsunderstandthatusingamaphelpsusunderstandwhereontheglobecountriesarelocated.Atimelineallowsustounderstandwhereinthecourseofhistorycertaineventshappened.Bylookingatthetimeline,forexample,wecanbetterunderstandwhenvariousdictatorsfromaroundtheworldheldpower.

Review and Discuss Metacognitive Strategies: Determine Text Importance, Visualize• Say:An important reading strategy is to determine text

importance. What does this mean? What features in the text help you determine the important parts?(Allowresponses.)Engagestudentsinadiscussionofhowtheycanuseheadings,boldfacedwords,phrases,andgraphicstodeterminetextimportance.

• Say:Using visualization strategies is also an important reading strategy. What does it mean to visualize what you are reading? (Allowresponses.)When you visualize while you are reading, you’re creating pictures in your mind, or mental images. When you visualize during reading, it’s easier to connect to the text and become an active reader.Engagestudentsinadiscussionofhowtheyusedvisualizationstrategiesastheyread.

Set a Purpose for Reading• AskstudentstocontinueusingCornellNotes(BLM2)as

theyreadthelastchapters.

Read the ChaptersChoosetheoptionbelowthatmeetstheneedsofyourstudents.Promptstudentstousethemetacognitivestrategiesofdeterminingtextimportanceandvisualizingtohelpthemcompareandcontrastinthechapter.• ReadwithaTeacher.Meetwithsmallgroupsof

studentstofocusoncontent-comprehensionstrategiesasyoureadthetexttogether.Studentscanreadsilently,oryoucandoasharedread-aloudofthetext.UsetheCornellnotestofocusonkeyconcepts.


• ReadIndependently.Assignstudentsthechapterstoreadontheirownbeforethenextclassperiod.StudentsshouldcompletetheirCornellnotesforthechapters.


Discuss Key ConceptsHavestudentssharetheresultsofCornellNotes(BLM2).Werestudentsabletoidentifymainideasandkeypointsandeffectivelysummarize?

Suggested Academic Language Frames• OneimportantquestionIhadwas________.• Afterreading,Ilearnedthat________.






Review and Discuss Comprehension Strategies: Compare and Contrast• Ask:What does it mean to compare and contrast

different points made in a book? How does it help your understanding of what you are reading when you compare and contrast information? (Allowresponses.)

• Say:It’s important to know how to compare and contrast information so that you can see any similarities and/or differences between two or more topics.

• Ask:What did you learn about government systems by comparing and contrasting the information in this book?(Allowresponses.)

Vocabulary/Word Study: Suffixes (–ism, –ship)• Tellstudentsthatsuffixesareendingsaddedtowordsto

changethemeaning.• Writethesuffixes–ismand–shiponchartpaperoron

thewhiteboard.Explainthatthesuffix–ismmeans“aprocessorresult.”Thesuffix–shipestablishesastateorcondition.

• Say:Several social studies terms discussed in these chapters are formed by adding –ism or –ship to a root word.Pointoutthatcommunismappearsonpage31.Say:I recognize that the base of this word is commune, and I know this word means “a group of people who live together and share everything.” I can tell that communism is a process or system in which citizens own no private property and share all the goods and services they produce.

• Askstudentstoworkinpairstofindthewordscapitalismanddictatorship.Havethemwritethewordsandcircletheirrootsandsuffixes.Helpthemasneededtounderstandthesewordsandtorecognizehowthesuffixaffectstheroots.

Language Forms and Functions: Conjunctions (and/or)• ReadthefollowingsentencefromChapter4,page34. On-level and Bridges:To stop the demonstrations,

the military killed thousands of protesters and arrested others.

• Say:In this sentence, the conjunction and is used to connect two ideas. It’s important to pay attention to how conjunctions are used to help you clarify what you are reading.

• HavestudentsworkwithapartnertofindandlistotherplacesinChapters4and5wheretheconjunctionsandandorareused.Havethemdiscusshowtheyareusedineachinstance.

Suggested Language Frame• ________and/or________.

• Writethesentencesonchartpaperoronthewhiteboardandmodelcorrectusageasnecessary.

Differentiated Collaborative Learning InvitepartnersorsmallgroupstocompleteoneofthePuttingItAllTogetheractivitiesonpages35or41todemonstratetheirunderstandingoftheessentialinformation.

Write a Speech: Create Final Draft• Havestudentseitherrewriteortypetheirspeech.• Havestudentsmakesuretheyhaveanintroductionand

aconclusion.

• Havestudentsincludetheirmainpointsentenceandoneortwosentencestosupporttheirmainpoint.

• Conferencewithstudentsregardingtheirpublishingplansanddeadlines.

Home Connections: Constructed Response Journal Writing Intheirsocialstudiesjournal,havestudentsanswerthetext-dependentcomprehensionquestionsforChapters4–5onBLM4.

Synthesize and AssessUsethesuggestionsbelowtosynthesizetheinformationfromthetextandtoevaluateandextendstudentscontentknowledge,comprehension,andvocabularyknowledge.

Read Aloud the ConclusionReadaloudtheConclusiononpages42–43andinvitestudentstosummarizethekeyconceptsandconclusionstheycandrawfromthetext.Encouragestudentstousekeyvocabularytermstheyhavelearned.

Text-Dependent Comprehension Assessment• Reviewstudents’answerstothetext-dependent

questionsforBLM4.Ifnecessary,supporttheirtext-dependentcomprehensionstrategiesbyansweringadditionalquestions(fromtheComprehensionQuestionCard)asagroup.

Performance-Based Assessment• Invitestudentstocompletetheculminatingactivity

shownontheinsidebackcoverofthebook.Thisactivityprovidesanopportunityforstudentstodemonstratetheirunderstandingofthekeyconceptsdevelopedinthetext.

Vocabulary Challenge• WriteeachEssentialVocabularywordonanindexcard.• Dividetheclassintothreetofourteams.• Eachteamgetsanequalnumberofopportunitiesto

defineanEssentialVocabularytermanduseitinasentence.

• Theteamthatscoresthemostpointswins.OrusetheIWBGamesFeaturetoassesscontentknowledge.

Write a Speech: Publish and Share • Explain:When you give a speech, you are

communicating with an audience about a topic that is interesting or important. Often, you might be giving them a message. When writing a speech, consider your audience, pay attention to word choice, include an introduction and a conclusion, and practice reading your speech aloud before presenting it.

• Useoneormoreoftheideasbelowforsharingstudents’speeches.

•Havestudentsreadtheirspeechestotheclass. •Videotapestudents’speechesforschool-wide

presentation.

Content Assessment •HavestudentscompletetheformalContentAssessment

(BLMs5and6).Thisassessmenthelpsyouevaluatestudents’understandingofthestandards-basedconceptsdevelopedinthistext.Therearethreetestitemsforeach“chunk”ofthetextasdividedinthisTeacher’sGuide.Foreachchapter,therearethreetypesofquestions,representingthedifferentkindsofquestionsstudentswillencounteronstandardizedcontentassessments.

Conclusion & Assessment

Question Types and Explanations•Recall.Studentsanswerquestionsbasedoncontent

conceptslearnedfromthetext.Studentsarenotallowedtolookinthebookforanswers.

•Application.Studentsmusttransfertheirunderstandingofconceptslearnedinthebooktonew,real-lifesituations.

•Think about it.Studentsmustreadandinterpretthisquestioncarefully.Theymustconsiderinformationprovidedinthequestionandinformationfromthebooktoformulateananswer.

•Write a passage.Studentsdemonstratetheircontentknowledgebyconstructingashorttextusingabankofacademicvocabularywordsprovided.Studentsarescoredusingtherubricprovided.

Answer Key: Comprehension Questions

1. They moved around a lot, page 9

2. They are very valuable to the everyday lives of people. Clues/evidence: It serves and protects its people. Government also keeps people safe. It punishes people who break the laws. A government protects the nation. Most governments collect taxes. Then they use the tax money to provide services.

3. to show how things from the past influence things that happen today

4. transfer of power was smooth, page 14

5. they did not like being governed by a monarch who lived so far away, they thought some of the taxes were unfair, and they did not think the government was serving their interests fairly, page 24

6. to help the reader make text-to-world connections

7. Both are based on the idea that citizens should not own property, but instead share ownership. Socialism is an economic system. Communism is a more political system, page 32

8. He was appointed chancellor of Germany because he was a powerful speaker who promised the citizens that he would improve their lives, page 38

9. Cuba; Clues/evidence: The time line shows that Fidel Castro was dictator of Cuba from 1959 to 2008. That’s a total of 49 years.

Answer Key: Content Assessment

1. The majority, or more than half of leaders or represen-tatives, have to approve the law.

2. A government is a system that runs a society. Govern-ment is all the laws and the people that run a country, a state, a city, or a town. A government makes decisions for a society. It serves and protects its people.

3. In earliest times, there were no governments because there were so few people. People spent their time just surviving. Families and clans moved around a lot, so they didn’t have a need for laws or a system of order. Instead, the few adults in a family or group made the decisions about where to live or how to find food. But over time, people began to cultivate farms instead of hunting and gathering for food, they moved less and instead began to settle in places. They formed societies

and lived together in cities and towns. As people lived in larger and larger groups, it became harder to make decisions. They needed leaders to run things and settle disputes, so they began to establish governments.

4. (Answers may include: king, queen, pharaoh, emperor, sultan, czar, wanax, monarch, prince, princess) Today, most monarchies are constitutional monarchies in which monarchs in these countries are more like fig-ureheads that hold varying degrees of power but are bound in most cases by the constitutional laws made by the elected officials of their nations. Some monarchies are still absolute monarchies, where the king or queen still has supreme rule or absolute power.

5. Monarchy: one person rules; pharaoh inherited power at birth; pharaoh had absolute power; people had no power

Both: forms of government Democracy: people have power to make decisions,

elect leaders; branches of government share power; system of separation of powers and checks and bal-ances prevents anyone from getting absolute power

6. As times change, people’s needs change, and as peo-ple’s needs change, government changes. Sometimes, government evolves slowly. This type of change can be peaceful or violent. Other times, people rebel, or revolt, bringing about a revolution. This type of change is most often violent.

7. Both are based on the idea that citizens should not own property, but instead share ownership. Socialism is mainly an economic system in which goods should be distributed based on merit, or productivity. Communism is mainly a political system in which goods are often distributed based on need, not merit.

8. Propaganda is misleading or sometimes false informa-tion that is used to promote a certain cause or belief. Dictators control the information the people see, read, and hear. They use propaganda to influence the people and gain public support. Newspapers, posters, signs, radio, the Internet, and television can all be used to spread propaganda.

9. Answers may vary. Power corrupts, so even when people have the best intentions, often there are others who take advantage and try to control the society.

10. Answers may vary.

Assessment (continued)

Government SyStemS ©2011 Benchmark education Company, LLC10

©2011 Benchmark education Company, LLC

Name_______________________________________________________ Date_________________________________

Government SyStemS BLm 1

Speech Planning GuideDirections: Use this planning guide to record information and plan your speech.

Topic

Facts, Figures, and Information Outline

I. Introduction

II. Main Point:

III Supporting Sentence 1:

IV. Supporting Sentence 2:

V. My Conclusion and Suggestion for What the Audience Can Do:

Name_______________________________________________________ Date______________________________

©2011 Benchmark education Company, LLCGovernment SyStemS BLm 2

Cornell NotesDuring-Reading Directions: Use the large box on the right to take notes as you read. You do not have to use complete sentences. Use abbreviations whenever possible. Leave spaces between ideas and topics.

After-Reading Directions: Review your notes after you read. Pull out main ideas and key points. Write them on the left side of the form, across from the notes they match. Use the bottom of the form to write a summary of the chapter based on your review of the during- and after-reading sections.

After-Reading Notes During-Reading Notes

Summary

©2011 Benchmark education Company, LLCGovernment SyStemS BLm 3

Name_______________________________________________________ Date_________________________________

Speech Checklist

Features of a Speech YES NO

1. I selected a topic that I feel passionate about.

2. I thought about my audience and whom my speech is addressing.

3. I collected facts and figures to support my topic.

4. I wrote a sentence stating my main point.

5. I wrote one or two sentences to support my main point and to give additional information.

6. I provided concrete facts and details to support my ideas.

7. I wrote a suggestion at the end of my speech for what the reader could do to help support my topic.

8. I practiced reading my speech aloud so I could make sure the words and sentences flowed when spoken and avoided repetitive words or phrases.

Read and Revise YES NO

I looked for and corrected . . .

• run-on sentences • sentence fragments • subject-verb agreement • correct verb tense • punctuation • capitalization • spelling • indented paragraphs

Name_______________________________________________________ Date______________________________

©2011 Benchmark education Company, LLCGovernment SyStemS

Chapter 11. What was one reason people did not need laws or government systems early on?

2. What can you conclude about governments from the information on page 8?

3. Why did the author include the information on page 10?

Chapters 2 & 3 4. What was one benefit of a monarchy?

5. Why did the American colonists go to war with Great Britain?

6. Why did the author include examples at the bottom of page 13?

Chapters 4 & 57. What are the similarities and what are the differences between socialism and

communism?

8. How did Adolf Hitler come to power?

9. Look at the time line on page 40. Which country has been under a dictatorship the longest?

Directions: Reread the text to answer each question. Provide clues and evidence from the text to support your answers. Indicate the page(s) where you found your clues and evidence.

Government Systems: Comprehension Questions

Name_______________________________________________________ Date______________________________

BLm 4

©2011 Benchmark education Company, LLC

Name_______________________________________________________ Date_________________________________

Government SyStemS

Directions: Use what you have learned to answer the questions below.

Chapter 1 1. How does a bill become a law in most democratic governments like India?

2. What does the word government mean in this book?

3. Why were there no governments early on, and what caused governments to develop over time?

Chapters 2 & 3

4. Who rules in a monarchy? List four examples and explain the difference between a constitutional monarchy and an absolute monarchy in today’s world.

5. Use the Venn Diagram to compare and contrast a monarchy in ancient Egypt with a democracy in the United States.

Government Systems: Content Assessment

Name_______________________________________________________ Date_________________________________

BLm 5

Monarchy DemocracyBoth

Name_______________________________________________________ Date______________________________

©2011 Benchmark education Company, LLCGovernment SyStemS

6. Why and how do governments change?

Chapters 4 & 5

7. What is the main difference between socialism and communism?

8. What is propaganda and how do governments use it to control people and gain power?

9. Throughout history, communist governments have often led to dictatorships. Why do you think this is the case?

10. Use the concept circle to label the four major parts of United States government.

Name_______________________________________________________ Date_________________________________

BLm 6

How do these different parts work together to form a democratic republic?

government systems - amazon s3€¦ · * essential questions for each chapter drive the unit of...

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