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Lesson Plan
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\n\"American\n\n
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\nCurated OER\n
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\nAmerican Government\n

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\n\nFor Teachers\n\n4th - 5th\n
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\nChallenge your students with this lesson on American government! Learners discuss the three branches of government and its responsilbities, and then go on to more complex critical-thinking activities. Students interview members of the...\n
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\n\"Limited\n\n
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\nCurated OER\n
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\nLimited v. Unlimited Government\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nHigh schoolers compare and contrast the characteristics of a limited and unlimited government. In groups, they use this information to create a chart and write a description of how leaders are chosen in each. They share their...\n
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\n\"Life,\n\n
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\nCurated OER\n
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\nLife, Liberty, and the Pursuit of Limited Government\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents write a letter to King George III from the point of view of Thomas Jefferson. They defend constitutional democracy and explain the differences between limited and unlimited government.\n
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\n\"We\n\n
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\nCurated OER\n
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\nWe the People... How Does Government Secure Natural Rights?\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents investigate the Founders' ideas about what kind of government is most likely to protect the basic rights of people. They distinguish between limited and unlimited government.\n
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\n\"Foundations\n\n
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\nCurated OER\n
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\nFoundations of American Government\n

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\n\nFor Teachers\n\n4th\n
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\nFourth graders explore the origins of American government.\n
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\n\"Organize\n\n
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\nCurated OER\n
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\nOrganize Your Own Government\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents, in groups, design a government. They create a web page that describes the group's fictitious nation, details the citizen's culture, identifies the type of government and explores how the chosen government would respond to...\n
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\n\"Why\n\n
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\nCurated OER\n
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\nWhy Do We Need Limited Government?\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nLearners study how limited government protects individual rights and identify the limits that are placed on US authorities. They investigate the meaning of discrimination and individual rights as they complete the attached worksheet.\n
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\n\"It's\n\n
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\nCurated OER\n
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\nIt's a Grand Ol' Government!\n

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\n\nFor Teachers\n\nK - 4th\n
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\nStudents discuss the three branches of government and the different levels. They talk about the purpose of laws and use the Internet to locate information about governments. They watch the video, \"United States Constitution\" and look up...\n
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\n\"The\n\n
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\nCurated OER\n
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\nThe Government and Natural Rights\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents are introduced to some basic ideas the Framers used in creating the kind of government they thought would best protect the natural rights of each individual and promote the good of all. At the conclusion of the lesson, they know...\n
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\n\"Advise\n\n
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\nCurated OER\n
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\nAdvise And Consent Lesson 1: Limits of Power\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents examine the importance of citizens being involved in their community government for the common good. They look at the importance of limiting government and the concepts of philanthropy.\n
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\n\"Discovering\n\n
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\nCurated OER\n
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\nDiscovering Aristotle's Three Forms\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nStudents, working in small groups, role play different kinds of governments--oligarchy, monarchy, dictatorship, and democratic republic. They portray their form of government in a skit, while other groups guess which kind of government...\n
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Lesson Plan
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\n\"How\n\n
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\nCurated OER\n
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\nHow Does Government Secure Natural Rights?\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents explain why a government with a constitution is not necessarily a constitutional government, and identify alternative models of government that the Founders had to choose from.\n
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\n\"Economics:\n\n
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\nCurated OER\n
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\nEconomics: The Scarcity Principle\n

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\n\nFor Teachers\n\n10th - 12th\n
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\nStudents discover how scarcity leads to economic choices. They examine its effect on individuals, business, and governments. Students simulate various scenarios to determine the role scarcity plays in each.\n
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Lesson Plan
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\n\"Federalism\n\n
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\nFederalism and the Prevention of Abuse of Power in the US Federal Government\n

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\n\nFor Teachers\n\n4th\n
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\nFourth graders stud Federalism and identify examples of abuse of power.\n
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\n\"Overcoming\n\n
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\nCurated OER\n
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\nOvercoming Censorship Through Art\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nStudents create an art piece that expresses their opinions while circumventing hypothetical government restrictions in this lesson on art and government censorship. Emphasis is placed upon historical instances of censorship around the...\n
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Lesson Plan
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\n\"The\n\n
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\nCurated OER\n
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\nThe Energy Task Force\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents simulate a meeting of the President's energy task force in order to observe how energy policy may be developed with the input of various groups. Students will form groups with the following roles: lobbyists, members of the...\n
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Lesson Plan
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\n\"The\n\n
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\nCurated OER\n
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\nThe President's Role and Succession\n

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\n\nFor Teachers\n\n4th\n
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\nFourth graders examine the role the President of the United States plays in American government and the order of succession of cabinet members. They explain about presidential qualifications and the path to becoming President.\n
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\n\"Lobbying\n\n
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\nCurated OER\n
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\nLobbying\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nYoung scholars examine the role of lobbyists in Washington, D.C.  In this Legislative Branch lesson, students watch video segments and read excerpts about lobbying. Young scholars write essays that explore the pros and cons of...\n
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Lesson Plan
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\n\"Who\n\n
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\nCurated OER\n
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\nWho Has the Greatest Voice?\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nLearners identify the impact that interest groups, scientists, government health organizations and legislators have on health issues in the United States. They explain the role of the committee hearing in the lawmaking process. Students...\n
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\n\"George\n\n
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\nCurated OER\n
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\nGeorge Washington & Civic Virtue: The Necessary Elements of the Republic\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents examine the character of George Washington. In this George Washington instructional activity, students read \"Rules of Civility and Decent Behavior,\"  Washington's First Inaugural Address, and his Farewell Address....\n
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\n\"Gun\n\n
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\nGun Control and Terrorism: Laws or Loopholes?\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents examine the Second Amendment of the Constitution. They research and organize key arguments and other fundementals of gun control. They participate in a debate defending the wording of the Second Amendment.\n
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\n\"Hitler's\n\n
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\nHitler's Fatal Gamble\n

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\n\nFor Teachers\n\n7th - 12th\n
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\n \nStudents consider the differences between totalitarianism and democracy. In this comparative politics activity, students will read a handout describing the major components that comprise totalitarianism and democracy, then they will...\n
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\n\"They\n\n
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\nCurated OER\n
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\nThey Called Him Sequoyah\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nMiddle schoolers become familiar with George Gist and his life as a Cherokee.  In this Cherokee lesson, students research the ways people have communicated in the past and presently.  Middle schoolers recognize that better...\n
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Lesson Plan
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\n\"The\n\n
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\nCurated OER\n
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\nThe Case of Vanishing Farmland\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nHigh schoolers consider decisions about how to use resources that are in short supply. Students role-play different perspectives in a land-use simulation, and examine land use issues around the world. This interesting instructional...\n
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