1. Essential Question: How does the structure of modern governments in Europe impact its people?
Instructional Approach(s): The teacher should introduce the essential question and the standard that aligns to the essential question.

2. Standards:
Standard: SS6CG5a. Compare the parliamentary system of the United Kingdom of Great Britain and Northern Ireland (United Kingdom), the federal system of the Federal Republic of Germany (Germany), and the federation of the Russian Federation (Russia), distinguishing the form of leadership and the role of the citizen in terms of voting and personal freedoms.
Instructional Approach(s): The teacher should introduce the standard that aligns to the essential question.

3. Government Matching Pair Cards
Instructional Approach(s): The teacher should facilitate the Government Matching Pair Cards activity to review the basic government standards. Students can do the activity individually or with a partner. Partners can be determined by the students or the teacher can provide more specific directions such as turn to the person directly in front/behind you or to the right/left of you, etc. It may be necessary to have a group of three if you have an uneven number of students. Do not allow more than 5-7 minutes of time for the activity. The teacher should be walking around listening and redirecting discussions as needed. The teacher can briefly discuss the correct matches when ready.

4. Form of Leadership Chief of State: Head of Government:
Leader of a country who represents the state at official and ceremonial functions, but who may not be involved with the day-to-day activities of the government.
Head of Government:
A country’s top administrative leader who is designated to manage the day-to-day activities of the government.
Instructional Approach(s): The teacher should present the information on the slide. The students need to be aware of the difference between a Chief of State and the Head of Government.

5. Form of Leadership Chief of State Head of Government
Instructional Approach(s): The teacher should use the examples on the slide of Chief of State and Head of Government. The bottom left images are characters from the movie The Hunger Games. If the teacher is not familiar with the movie or book, ask a student to give a 30 second summary of the movie/book. Then, ask the same student or a different student why each character might be considered a Chief of State or Head of Government.

6. Use the Governments of Europe Chart
Instructional Approach(s): The teacher should give each student a copy of the Governments of Europe Chart [linked on the curriculum map] to record important information during the lesson.

7. United Kingdom The United Kingdom is a Parliamentary Democracy.
Instructional Approach(s): The teacher should present the information on the slide while the students record the important information on their notes. The teacher may want to ask the class to answer the two questions based on their previous knowledge from earlier lessons.
How is power distributed? How do citizens participate?

8. Parliamentary Democracy
Instructional Approach(s): Ask the class or have students discuss with a partner how the diagram illustrates a Parliamentary Democracy. The teacher should briefly discuss student responses.

9. Structure of Government: United Kingdom
A parliamentary system in which the power in the United Kingdom’s government lies with the Parliament (legislature).
Instructional Approach(s): The teacher should present the information on the slide while the students record the important information on their notes.

10. Structure of Government: United Kingdom X
Legislature controls power
Separation of Powers
Prime Minister
President
Leader answers to the people
Leader answers to the legislature
Checks and Balances
Elections held if leader forced to resign
Leader elected by the people
Instructional Approach(s): The teacher should use the information from a previous lesson on government to review the basic concepts of a Parliamentary system of government.

11. Form of Leadership: United Kingdom
The monarch (Queen Elizabeth II) is the ceremonial head of state with very little power.
The prime minister is the head of government (nominated from the elected legislature).
Instructional Approach(s): The teacher should present the information on the slide while the students record the important information on their notes.

12. Form of Leadership: United Kingdom
The monarch is hereditary.
Following legislative elections by the people, the leader of the majority party is usually the prime minister.
The UK legislature has two houses (bicameral). One house is elected by popular vote.
Instructional Approach(s): The teacher should present the information on the slide while the students record the important information on their notes. The teacher may want to start by asking students what hereditary means.

13. Role of the Citizen: United Kingdom
Citizens over 18 can vote for members of one of houses of the legislature [House of Commons].
Instructional Approach(s): The teacher should present the information on the slide while the students record the important information on their notes.

14. Role of the Citizen: United Kingdom
Citizens are granted basic rights and personal freedoms like the right to vote and freedom of speech, press, religion, and assembly.
Instructional Approach(s): The teacher should present the information on the slide while the students record the important information on their notes.

15. Turn to a seat partner and identify 1-2 similarities and differences between the U.S. government and the United Kingdom’s government.
Instructional Approach(s): Have students turn to a partner and discuss the question on the slide. Partners can be determined by the students or the teacher can provide more specific directions such as turn to the person directly in front/behind you or to the right/left of you, etc. It may be necessary to have a group of three if you have an uneven number of students. Do not allow more than 30 seconds to 1 minute of discussion time. The teacher should be walking around listening and redirecting discussions as needed. The teacher can briefly discuss student responses.

16. Germany Germany is a Federal Republic.
Instructional Approach(s): The teacher should present the information on the slide while the students record the important information on their notes. The teacher may want to ask the class to answer the two questions based on their previous knowledge from earlier lessons.
How is power distributed? How do citizens participate?

17. Structure of Government: Germany
A federal system of government in which power is shared between a central government and state governments
Ultimate power rests with the people who elect their government representatives
Instructional Approach(s): The teacher should present the information on the slide while the students record the important information on their notes.

18. Form of Leadership: Germany
The president is the head of state with very little power.
The chancellor is the head of government.
Instructional Approach(s): The teacher should present the information on the slide while the students record the important information on their notes.

19. Form of Leadership: Germany
The president is elected by a group formed up of legislators. The chancellor is elected by one of the two houses of Germany’s Parliament . One house of Germany’s bicameral legislature is elected [Federal Assembly or Bundestag].
Instructional Approach(s): The teacher should present the information on the slide while the students record the important information on their notes.

20. Role of the Citizen: Germany
Citizens over 18 can vote. Germany’s constitution guarantees basic rights and personal freedoms, such as the right to vote, equal rights, and freedom of speech, religion, and press.
Instructional Approach(s): The teacher should present the information on the slide while the students record the important information on their notes.

21. Turn to a seat partner and identify 1-2 similarities and differences between the U.S. government and the Germany’s government.
Instructional Approach(s): Have students turn to a partner and discuss the question on the slide. Partners can be determined by the students or the teacher can provide more specific directions such as turn to the person directly in front/behind you or to the right/left of you, etc. It may be necessary to have a group of three if you have an uneven number of students. Do not allow more than 30 seconds to 1 minute of discussion time. The teacher should be walking around listening and redirecting discussions as needed. The teacher can briefly discuss student responses.

22. How is power distributed? How do citizens participate?
Russia
Russia is a federation.
Instructional Approach(s): The teacher should present the information on the slide while the students record the important information on their notes. The teacher may want to ask the class to answer the two questions based on their previous knowledge from earlier lessons.
How is power distributed? How do citizens participate?

23. Structure of Government: Russia
In a federation (federal), power is divided between a central authority and a number of districts.
The central government exerts influence directly upon people as well as upon the districts.
Instructional Approach(s): The teacher should present the information on the slide while the students record the important information on their notes.

24. Form of Leadership: Russia
The president is the head (chief) of state. The Prime Minister (Premier) is the head of government.
Instructional Approach(s): The teacher should present the information on the slide while the students record the important information on their notes.

25. Form of Leadership: Russia
Unlike in other countries we have studied, the head (chief) of state in Russia has considerable executive power.
Instructional Approach(s): The teacher should present the information on the slide while the students record the important information on their notes.

26. Form of Leadership: Russia
The President is elected by popular vote. The Prime Minister (Premier) is appointed by the President. The bicameral legislature consists of a lower house (State Duma) which is elected and an upper house (Federation Council) which is appointed.
Instructional Approach(s): The teacher should present the information on the slide while the students record the important information on their notes.

27. Form of Leadership: Russia
The legislative branch is far weaker than the executive branch. The President can pass decrees without consent from the legislature.
Instructional Approach(s): The teacher should present the information on the slide while the students record the important information on their notes.

28. Role of the Citizen: Russia
Citizens over 18 can vote. Russia’s constitution guarantees basic rights and personal freedoms such as the right to vote, equal rights, and freedom of religion, speech, and the press.
Instructional Approach(s): The teacher should present the information on the slide while the students record the important information on their notes.

29. Role of the Citizen: Russia
The constitution provides for freedom of speech and of the press; however, in practice government pressure on the media persists, resulting in numerous violations of these rights. The government uses its influence to restrict access to information deemed “sensitive”.
Instructional Approach(s): The teacher should present the information on the slide while the students record the important information on their notes. The teacher may want to ask the students what type of information might the government deem as “sensitive”. Opposition movements or political parties are often restricted. Additionally, ask the students if there have been any recent events in which the government might have controlled the type and amount of information its citizens received (the situation with Ukraine).

30. Turn to a seat partner and identify 1-2 similarities and differences between the U.S. government and the Russia’s government.
Instructional Approach(s): Have students turn to a partner and discuss the question on the slide. Partners can be determined by the students or the teacher can provide more specific directions such as turn to the person directly in front/behind you or to the right/left of you, etc. It may be necessary to have a group of three if you have an uneven number of students. Do not allow more than 30 seconds to 1 minute of discussion time. The teacher should be walking around listening and redirecting discussions as needed. The teacher can briefly discuss student responses.

31. Use your Government Chart to Complete the Comparison Graphic Organizer
Instructional Approach(s): The students should use their government chart to complete the European Governments Comparison Graphic Organizer [linked on the curriculum map]. The teacher can use the graphic organizer as a type of formative assessment [however, if used as a formative assessment, students should not use their notes].

32. Governments of Europe Frames
Instructional Approach(s): The students should complete the Governments of Europe Frames [linked on the curriculum map] to reinforce the characteristics of each government in Europe or use for differentiation after summarizer on the next slide.

33. Governments of Europe Summarizer
Instructional Approach(s): Each student should complete the summarizer. The teacher should use the summarizer to determine the level of student mastery and if differentiation is needed.