1. Warm Up: make a quick list of developing countries and developed countries. S. 1; DOK: 1-2; Learning Target: I can create a model for younger students to use to identify “developed” and “developing” (under-developed) countries. Geography/World History January 17, 2014

2. Governments Step 1 Complete the frayer model for the different government systems. Put these systems in the 4 ovals that say “word”: democracy, autocracy, monarchy, dictatorship.

3. Governments Shade your world maps using atlases and provided charts, graphs and maps to differentiate between government systems. S. 1; DOK: 1-2; Learning Target: I can create a model for younger students to use to identify “developed” and “developing” (under-developed) countries.

4. Criteria list Brainstorm a list of criteria for determining if a country is developed or under-developed. Consensogram: Which is the most important factor in determining if a country is developed or under-developed? Vote with your dot, one spot per dot, stick in your class’ row please. Then we can compare through the classes. NOW for the fun! Using the following list of words, you are creating a brochure. Your brochure will guide a 10 year old, step by step, to determine whether a country he/she is studying is a developed or under-developed country. Remember, neatness, color, attractive work written so a 10 year old can understand these words and concepts is important. Democracy, Government, GNP, imports, exports, life expectancy, literacy rates, unemployment rates, poverty rates, suffrage, cars per person, water availability, natural resources, technology. S. 1; DOK: 1-2; Learning Target: I can create a model for younger students to use to identify “developed” and “developing” (under-developed) countries.

5. Exit What is suffrage? S. 1; DOK: 1-2; Learning Target: I can create a model for younger students to use to identify “developed” and “developing” (under-developed) countries.