L3+Ford,+Brody


 * UNIVERSITY OF MAINE AT FARMINGTON**
 * COLLEGE OF EDUCATION, HEALTH AND REHABILITATION**
 * LESSON PLAN FORMAT**

**__Facet:__** Perspective
 * __ Teacher’s Name __**** : ** Mr. Ford **__Lesson #__:** 3
 * __ Grade Level __**** : ** 6-8 **__Topic__:** Governments Around the World
 * __ Objectives __**
 * Student will understand that ** there are different forms of government in the world.
 * Student will know ** Monarchy, Democracy, Oligarchy, Republic, Democratic Republic, Authoritarian, Absolute Monarchy, Constitutional Monarchy, Single-party State, Military Junta
 * Student will be able to ** compare governments around the world with the United States government.

Maine Learning Results: Social Studies- B. Civics and Government B1: Knowledge, Concepts, Themes, and Patterns of Civics/Government Grades 6-8 //**Students understand the basic ideals, purposes, principles, structures, and processes of constitutional government in Maine and the United States as well as examples of other forms of government in the world.**//
 * __ Maine __****__ Learning Results Alignment __**


 * Rationale:** Students will first research forms of governments in other countries and then apply that knowledge in a simulation game. Thus, they can explore the structures, principles, ideals, and purposes of governments in countries unlike the United States.


 * __ Assessment __**


 * Formative (Assessment for Learning) **

** Pre-Assessment: ** My pre-assessment for this lesson is a whiteboard group response. Students will use whiteboards to respond to questions posed by me. The questions will be derived from the next two lessons- which focus on the same understanding. When students write an answer, they will hold them up so I can circulate the room and check for understanding. This assessment will inform me of the different levels of understanding students have upon entering the lesson. I will use this information to tier the lesson to make sure all students are appropriately challenged by the workload.
 * Checking for Understanding: ** The three-step interview process where teammembers are cluing each other in on their country's form of government will be another formative assessment. While interviewing each other, students will compare Clusterwebs and fill out a Describing Wheel about everyone's new countries. I will circulate the room to check for understanding. If a student is not up to par in understanding the material, I will speak with them and provide more class time before presentations of their country's form of government.


 * Checking for Understanding:** My next formative assessment will be the presentations on students' forms of government. I will be using a checklist to make sure each student hits the aspects of the research that I was looking for. If students haven’t hit the points I wanted, I will build in time for discussion while additionally altering part of the next day’s activity.


 * Checking for Understanding:** The U.N. simulation game will be another area to formatively assess students. Student understanding in this instance is directly related to success in the game. If they understand their country, its form of government, and the issues it advocates for, students will succeed in the game. Failure to succeed is not a letdown for me however as it is a game. There will be winners and losers. The most important aspect of this activity is what students learn from it. I will however be paying attention to who is prepared via their knowledge base entering the game.
 * Checking for Understanding: ** After the U.N. simulation, students will have a 10 minute debriefing where they will discuss what they learned from the lesson. This will be a checking for understanding checkpoint that I will use to determine if they need more scaffolding for tomorrow’s debriefing.


 * Reflection:** Students will write a short one-two page reflection saying why they made these changes and what the U.N. game taught them. If a student does not want to write a reflection, they can come up with a song where they sing about the advantages and disadvantages of certain forms of government.


 * Summative (Assessment of Learning) **

The summative assessment for this lesson will be a Springnote. It will be used for the U.N. simulation game and will provide students with the information they need to succeed. It's meant to act as an organizational tool to sort information. Group Springnotes will be evaluated based off of a rubric that I will provide.


 * __ Integration __**


 * Technology: ** The Type II technology being used in this lesson is a Springnote. The Springnote will be used to prepare students for the U.N. Simulation game as it will act as an organizational tool to collect information and have it be in one place.


 * English:** Students will integrate English when researching country's governments and when preparing information for the U.N. simulation game. This lesson focuses on research based methods to attain information, so students will need to evaluate and cite sources while putting together a strong profile of a country's government.


 * Music:** Students will integrate Music when given the option to reflect on their Springnote and U.N. Simulation participation in the form of writing a song about the advantages and disadvantages of different forms of government.


 * __ Groupings __**

Students will be broken up into teams of five using a simple head count to research forms of government in different countries. Each group will receive a different continent and each person within that group will get a country within that continent. This first activity is a formative assessment which will lead up to the summative. It will be evaluated based off of a checklist. Students will be grouped for the Springnote and U.N. Simulation game by picking a country's name out of a hat. The Springnote pages will provide information on common interests that the countries within each continent share as well as information about their differences as far as government is concerned. This information can be used for the U.N. simulation game. The Springnote summative assessment will be assessed based off of a rubric that I will provide.


 * __ Differentiated Instruction __**


 * Strategies: **
 * Interpersonal: ** Students will use the interpersonal intelligence when completing the library search in groups of five. This intelligence will also be used during the three-step interview, Springnote creation, and U.N. simulation activity.
 * Intrapersonal:** Students will use the Intrapersonal Intelligence when debriefing from the U.N. activity to ponder what they learned. This intelligence will also be used when analyzing government quotes as students will reflect upon how that quote relates to the student’s own philosophies on government.
 * Logical:** Student will use the Logical Intelligence when formulating advantages and disadvantages of different forms of government.
 * Verbal:** Students will use the Verbal Intelligence when writing a short one-two page reflection on the changes they made to their Advantages & Disadvantages worksheet. This intelligence will also be used when researching for and formulating a Springnote.
 * Visual:** Students will use the Visual Intelligence by using a Clusterweb, Describing Wheel, and T Chart to sort information on forms of government. All of the graphic organizers are used to build to the summative assessment.
 * Musical:** Students will use the Musical Intelligence when they come up with a song about the advantages and disadvantages of certain forms of government.
 * Modifications/Accommodations **

//** I will review student's IEP, 504, or ELLIDEP and make appropriate modifications and accommodations. **//

If a student is absent during this lesson plan, they can still participate due to Skype buddies. We will set up Skype buddies at the beginning of the year. These buddies can be used in the country research teams as a student at home can receive their country, research in the same amount of time, and record that research using a pdf version of the Clusterweb. They can then be included in the conversation where they clue team members in on their country's form of government. The absent student can also present their country's form of government to the class via Skype. Absent students may also participate in the making of the team Springnote as Springnote has a commenting feature where the absent student can communicate with their team. Students may also participate in the U.N. Simulation game via Skype.
 * Extensions **
 * Absences: **

The Type II technology being used in this lesson is a Springnote. It will be used for the U.N. simulation game and will provide students with the information they need to succeed. It's meant to act as an organizational tool to sort information. Group Springnotes will be evaluated based off of a rubric that I will provide.
 * Extensions:**
 * __ Materials, Resources and Technology __**
 * laptops
 * handouts (T-Chart, Describing Wheel, Clusterweb)
 * writing utensils
 * Springnote rubric
 * __ Source for Lesson Plan and Research __**

[] [] [] [] // The Book of Rule: How the World Is Governed ////. London: DK, 2004. Print. //
 * Quotes (Hook): ** []
 * Clusterweb (Graphic Organizer):** []
 * Describing Wheel (Graphic Organizer):** []
 * T Chart (Graphic Organizer):** []
 * Web Sources: **
 * Book Sources: **
 * Rationale: ** I have decided to use a Springnote as the product for this lesson because it allows for groups to truly collaborate by way of the group notebook feature. This feature allows groups to work on a presentation on a number of laptops where they can send messages to each other about what needs work and what they have done. I have also decided to utilize a few different graphic organizers because this lesson is research intensive. The graphic organizers will assist students in not only keeping track of information but also developing a deep understanding of the information through hands-on learning.
 * __ Maine __****__ Standards for Initial Teacher Certification and Rationale __**


 * // Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. //**
 * // Rationale: //** My lesson will meet the four learning styles: Clipboard, Puppy, Microscope, and Beach Ball.
 * Clipboard:** Clipboard learners will positively respond to all of the graphic organizers that I have included in this lesson. The Clusterweb, Describing Wheel, and T Chart all allow for clipboard learners to organize their information in a structure conducive for future use. Clipboard learners will also appreciate the structure of the U.N. Simulation game as well as the corresponding reflection as they will be asked to analyze information.
 * Puppy:** Puppy learners will appreciate the graphic organizers as they allow the puppy learner to prepare for future usage of the information. This will create a feeling of safety. Puppy learners will also appreciate the Springnote application as it allows a commenting feature. Thus, if they're uncomfortable or afraid to ask a question out loud to their team or provide an opinion, they can do so through the Springnote feature. This encourages more participation.
 * Microscope:** Microscope learners will appreciate the research built into this lesson on different forms of government around the world. This plays to their strength of focusing on details and analyzing information. They will also benefit from the reflection of this lesson as it asks for analyzing the U.N Simulation games and the advantages and disadvantages of different forms of government.
 * Beach Ball:** Beach ball learners will appreciate exploring information of different country's forms of governments and exploring hands-on government in the Simulation game. They will also like the choice provided of reflecting on the information learned in this lesson through written response or song.

Maine Learning Results: Social Studies- B. Civics and Government B1: Knowledge, Concepts, Themes, and Patterns of Civics/Government Grades 6-8 //**Students understand the basic ideals, purposes, principles, structures, and processes of constitutional government in Maine and the United States as well as examples of other forms of government in the world.**//
 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * // Rationale: //** Students will experience what it's like to experience the forms of governments in other countries. They will first research a country alone, share and present their research, then divy up into groups to prepare information for a U.N. simulation game. This content will meet the Maine Learning Results standards for B1, Civics and Government.


 * Rationale: ** Students will first research forms of governments in other countries and then apply that knowledge in a simulation game. Thus, they can explore the structures, principles, ideals, and purposes of governments in countries unlike the United States.

I have used one of the six facets of understanding, application, to encourage true understanding of the material. Students will first gain knowledge through research, then apply that knowledge in the form of a Springnote and U.N. Simulation game. Reflection will offer a chance for deeper understanding.


 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * // Rationale: //** I will be using technology in a type II way to further student understanding of different forms of government around the world. Student laptops will be used to research different country's forms of government. They will also use a Springnote to prepare for a U.N. simulation game. I have planned to include six of the eight intelligences from Howad Gardner's MI Theory to vary my instructional strategies.

** Strategies: **
 * Interpersonal: ** Students will use the interpersonal intelligence when completing the library search in groups of five. This intelligence will also be used during the three-step interview, Springnote creation, and U.N. simulation activity.
 * Intrapersonal:** Students will use the Intrapersonal Intelligence when debriefing from the U.N. activity to ponder what they learned. This intelligence will also be used when analyzing government quotes as students will reflect upon how that quote relates to the student’s own philosophies on government.
 * Logical:** Student will use the Logical Intelligence when formulating advantages and disadvantages of different forms of government.
 * Verbal:** Students will use the Verbal Intelligence when writing a short one-two page reflection on the changes they made to their Advantages & Disadvantages worksheet. This intelligence will also be used when researching for and formulating a Springnote.
 * Visual:** Students will use the Visual Intelligence by using a Clusterweb, Describing Wheel, and T Chart to sort information on forms of government. All of the graphic organizers are used to build to the summative assessment.
 * Musical:** Students will use the Musical Intelligence when they come up with a song about the advantages and disadvantages of certain forms of government.


 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
 * // Rationale: //** Formative checking for understanding assessments will be used as checkpoints to make sure every student is on the right track. This builds up to the summative assessment, a Springnote which will be used for more formative assessments (ie. the U.N. Simulation game and corresponding reflection.)


 * Formative (Assessment for Learning)**


 * Pre-Assessment: ** My pre-assessment for this lesson is a whiteboard group response. Students will use whiteboards to respond to questions posed by me. The questions will be derived from the next two lessons- which focus on the same understanding. When students write an answer, they will hold them up so I can circulate the room and check for understanding. This assessment will inform me of the different levels of understanding students have upon entering the lesson. I will use this information to tier the lesson to make sure all students are appropriately challenged by the workload.
 * Checking for Understanding: ** The three-step interview process where teammembers are cluing each other in on their country's form of government will be another formative assessment. While interviewing each other, students will compare Clusterwebs and fill out a Describing Wheel about everyone's new countries. I will circulate the room to check for understanding. If a student is not up to par in understanding the material, I will speak with them and provide more class time before presentations of their country's form of government.


 * Checking for Understanding:** My next formative assessment will be the presentations on students' forms of government. I will be using a checklist to make sure each student hits the aspects of the research that I was looking for. If students haven’t hit the points I wanted, I will build in time for discussion while additionally altering part of the next day’s activity.


 * Checking for Understanding:** The U.N. simulation game will be another area to formatively assess students. Student understanding in this instance is directly related to success in the game. If they understand their country, its form of government, and the issues it advocates for, students will succeed in the game. Failure to succeed is not a letdown for me however as it is a game. There will be winners and losers. The most important aspect of this activity is what students learn from it. I will however be paying attention to who is prepared via their knowledge base entering the game.
 * Checking for Understanding: ** After the U.N. simulation, students will have a 10 minute debriefing where they will discuss what they learned from the lesson. This will be a checking for understanding checkpoint that I will use to determine if they need more scaffolding for tomorrow’s debriefing.


 * Reflection:** Students will write a short one-two page reflection saying why they made these changes and what the U.N. game taught them. If a student does not want to write a reflection, they can come up with a song where they sing about the advantages and disadvantages of certain forms of government.


 * Summative (Assessment of Learning) **

The summative assessment for this lesson will be a Springnote. It will be used for the U.N. simulation game and will provide students with the information they need to succeed. It's meant to act as an organizational tool to sort information. Group Springnotes will be evaluated based off of a rubric that I will provide. Students will examine and analyze quotes about different forms of government to spark their interest. One person will have a quote and another person around the room has a form of government with its definition. Students have to get up to find who their match is. Once they have found their match, they will determine what the quote means and what it might be applied to. They will then be asked how they feel about the quote. Do they agree? Disagree? Once I notice that conversation has died down, I will change the course of conversation from partners to the whole class. Pairs will say their quote aloud, talk about what they discussed, and then open it up to the classroom as a whole.
 * __ Teaching and Learning Sequence __**** : **
 * Day 1: **
 * (18 minutes) **

Students will be broken up into teams of five to complete a library search about forms of government in different countries. They will be broken up using a simple head count. They will use a Clusterweb where the inner topic will be forms of government and the outer circles will be examples, definitions, and countries. All graphic organizers will be filled in on the computer so they don’t get lost. Use of the internet will be allowed only after a certain amount of required library resource time. I will have a pre-made list of books to look for information in. Teams will be assigned different countries. So, the Africa team would research countries like Egypt, Libya, etc. **(40 minutes)**

Students will then use the three-step interview process to clue in members of their team about their findings. Here, they will compare Clusterwebs and fill out a Describing Wheel about everyone's new country. **(22 minutes)**


 * Homework: **** If students have not completed their Describing Wheels, they will be asked to email their teams their Clusterwebs so teammates can fill in the Describing Wheels. **

Teams will then present their findings to the class. While listening to the oral presentations, other students will fill out a T Chart on the types of government. I will be using a checklist to make sure each student hits the aspects of the research that I was looking for. If students haven’t hit the points I wanted, I will build in time for discussion while additionally altering part of the next day’s activity. After all teams have gone, students will compare the advantages and disadvantages of all of the government types included in the oral presentations and whether or not there are themes to governments in areas of the world. They can use their Describing Wheel and T-Chart as conversation starters to jog their memory for the discussion. One team member will be the recorder and will need to write a short paragraph length blog based off of this discussion. **(40 minutes)** For the next activity, students will be using the Springnote program. I will build in time for them to play with the program and view a tutorial. **(15 minutes)**
 * Day 2:**

Students will first pick a country out of a hat. They will then find other countries on their continent and use Springnote to create a "continent page" with the other students who have a country on their continent. These pages will provide information on common interests that the countries within each continent share. I will give each group the Springnote rubric so they know what they are working towards. They will use their Describing Wheel and T Chart as a starting point for their information. However, they will have to do more research. **(25 minutes)**


 * Day 3: **


 * Springnote work session. **** (80 minutes) **

** Day 4: ** Students will participate in a U.N. simulation by each representing a country of the world. Countries will include a wide array of government types such as an oligarchy, democracy, dictatorship, and monarchy. The U.N's job is to promote democracy, keep the peace, improve health and education, minimize nuclear threats, fight poverty, and stand up for human rights. These objectives will conflict with some countries' goals as a government however as many countries involved will not be democracies. The purpose of the game for the students is to have as large of a sphere of influence as you can- convincing other countries to approach and act on matters the way that your government does. If you are a military junta for instance, you need to convince other countries to approach issues such as education, health care, and the environment in the same way as the country with the military junta. This allows students to compare and contrast a democracy with other forms of government. **(70 minutes)**
 * Homework:** For homework, they will complete any additional research and form an action plan for the U.N. simulation, a game where all countries and continents come together to discuss important issues and persuade others to look favorably at their interests. **(Homework should roughly be around 30-45 minutes)**

After the U.N. simulation, students will have a 10 minute debriefing where they will discuss what they learned from the lesson. This will be a checking for understanding checkpoint that I will use to determine if they need more scaffolding for tomorrow’s debriefing. **(10 minutes)** Based off of the U.N. activity, students will debrief by brainstorming lessons that they learned as a class. **(20 minutes)**
 * Day 5:**

Students will look back at their group’s Advantages & Disadvantages blog entry based off of the U.N. activity. They will then write a short one-two paragraph blog saying what the U.N. game taught them. If a student does not want to write a reflection, they can come up with a song where they sing about the advantages and disadvantages of certain forms of government.
 * (60 minutes)**

In previous lessons, students learned about the United States government, how it is set up, and what documents determine how an issue should be legislated. This leads into this lesson which broadens the scope of government by having students explore governments of the world. Now, students can compare different governments around the world with the democratic government here in the United States. My classroom will originally be arranged in groups with five desks in each group. This will allow for the groupwork during the "library" search. The group will be arranged so no groupmember has their back to the blackboard. This is due to the fact that groups will be presenting their research to the other students at the end of the day. Desks will be set up the same way for day 2 as students will continue working in groups of five. On day 3, desks will be arranged in a circle with desks having a name of the country a student is representing taped to the front. Openings in the circle will allow students to enter the middle of the circle during the game. On day 4, desks will be in rows as the activity for this day is more of an intrapersonal styled reflection. Agenda: See above. Students will understand that there are different forms of government in the world. Students need to understand other governments of the world to gain a more complete global perspective as well as to appreciate our own form of government. //**Students understand the basic ideals, purposes, principles, structures, and processes of constitutional government in Maine and the United States as well as examples of other forms of government in the world.**// Students will examine and analyze quotes about different forms of government to spark their interest.
 * Where, Why, What, Hook, Tailors: Interpersonal:** Analyzing the quotes in the hook exercise will be in the form of a short discussion.

Students will be broken up into teams of five to complete a library search about forms of government in different countries. They will use a Clusterweb where the inner topic will be forms of government and the outer circles will be examples, definitions, and countries. Use of the internet will be allowed only after a certain amount of required library resource time. Students will then use the three-step interview process to clue in members of their team about their findings. Students will show evidence of learning in a Springnote later on in the lesson.
 * Students will know** ** Monarchy, Democracy, Oligarchy, Republic, Democratic Republic, Authoritarian, Absolute Monarchy, Constitutional Monarchy, Single-party State, Military Junta **
 * Equip, Explore Rethink, Revise Tailors: Intrapersonal:** Each student will be given their own country, so students work by themselves to determine what information is useful and what information isn't.
 * Interpersonal:** Students use the interpersonal intelligence when using the three-step interview process to clue in members of their team about their country's information.
 * Visual:** Students use the visual intelligence when using the Clusterweb graphic organizer. Instead of simply taking notes, the Clusterweb organizes information visually.

Teams will then present their findings to the class. While listening to the oral presentations, other students will fill out a worksheet on the types of government. After all teams have gone, students will compare the advantages and disadvantages of all of the government types included in the oral presentations. Students will first pick a country out of a hat. They will then find other countries on their continent and use Springnote to create a "continent page." These pages will provide information on common interests that the countries share. They will then form an action plan for the U.N. simulation, a game where all countries and continents come together to discuss important issues and persuade others to look favorably at their interests. Students will participate in a U.N. simulation by each representing a country of the world. Countries will include a wide array of government types such as parliament, oligarchy, democracy, dictatorship, and monarchy. U.N.'s job is to promote democracy, keep the peace, improve health and education, minimize nuclear threats, fight poverty, and stand up for human rights. These objectives will conflict with some countries' goals as a government however. Based off of the U.N. activity, students will debrief by brainstorming lessons that they learned. They will then bring in their findings from the library research activity and revise to include what they learned in the U.N. activity. Students will look back at their group’s Advantages & Disadvantages blog entry based off of the U.N. activity. They will then write a short one-two paragraph blog saying what the U.N. game taught them. If a student does not want to write a reflection, they can come up with a song where they sing about the advantages and disadvantages of certain forms of government.
 * Student will be able to compare governments around the world with the United States government. **
 * Explore, Experience, Rethink, Revise, Refine, Tailors: Intrapersonal: ** Students will use the intrapersonal intelligence when debriefing from the U.N. activity to ponder what they learned.
 * Interpersonal:** Students use the interpersonal intelligence when participating in the U.N. simulation game.
 * Logical:** Student will use the logical intelligence when formulating advantages and disadvantages of different forms of government.
 * Verbal:** Students will use the verbal intelligence when writing a short one-two page reflection on the changes they made to their Advantages & Disadvantages worksheet.
 * Musical:** Students will use the musical intelligence when they come up with a song about the advantages and disadvantages of certain forms of government.

Students will be evaluated based off of a rubric containing revisal and final product. They will self-assess their own work through the use of this rubric as they will see what level their work corresponds with. I will be able to assess the work quickly because I have the rubric that lay out what I expect from the work. There won't be any assigned homework in this lesson. This lesson segues nicely into the next lesson which also focuses on different forms of government- only the next lesson focuses on how those regimes came to power.
 * Evaluate, Tailors: Intrapersonal:** Students will use the intrapersonal intelligence when they use the rubric to evaluate their work.


 * __ Content Notes __**

parties exist, they are authorized by the CCP, operate under its leadership, and are effectively powerless. [4] No independently organized and established political parties are tolerated. Since only one party can maintain control, it can be argued that power is only in the hands of a “few.” [5]
 * Democratic Republic: ** A country is considered a democracy when the government is elected by the people. All citizens who are eligible to vote can have their say about who will represent them to run the country. A literal democracy is impossible in a political system containing more than a few people. All "democracies" are really republics. In a republic, the people elect representatives to make and enforce laws. [1] Thus, most democratic countries are considered Democratic Republics, countries where people delegate authority to other people to represent their voice. These representatives get re-elected periodically. Examples of democratic republics include the United States, India, Ireland, Brazil, France
 * Monarchy: ** A monarchy is a government in which the supreme power is lodged in the hands of a monarch who reigns over a state or territory, usually for life and by hereditary right; the monarch may be either a sole absolute ruler or a sovereign - such as a king, queen, or prince. [2]
 * ** Absolute Monarchy: ** An absolute monarchy is a monarchy that is not restrained by people, laws, or a constitution. Modern examples of absolute monarchies include Bahrain, Oman, Saudi Arabia, and Qatar.
 * ** Constitutional Monarchy: ** A constitutional monarchy is a form of monarchy where the king, queen, or prince has limited power. This differs from an absolute monarchy because the head of state is bound a constitution. Examples of modern day constitutional monarchies include the United Kingdom, Spain, Canada, Japan, Norway, Denmark, and Sweden.
 * Totalitarian: ** A totalitarian form of government is one in which one person or group of persons hold unlimited power. They work to regulate all forms of public and private life while knowing they don’t need to be reelected because there aren’t any elections allowed.
 * ** Single-party **** State **** : ** A single-party state is a form of totalitarian government where the country is ruled by a single political party. Votes for alternative candidates and parties are simply not allowed. Citizens are allowed and 'encouraged' to vote, but only for the government's chosen candidates. [3] Examples of single-party states with the party in control are:
 * Mexico **** : ** National Revolutionary Party
 * North Korea **** : ** Communist Party
 * China **** : ** Communist Party
 * Vietnam **** : ** Communist Party
 * Cuba **** : ** Partido Communist
 * Syria **** : ** Baath Arab Socialist Party
 * Laos **** : ** Lao People’s Revolutionary Party
 * ** Military junta: ** A military junta is a form of totalitarian government where the regime came into power through force of arms, and policies are set by one or more career military officers. Examples include Burma and Mauritania. In Burma for example, people are ruled by a military body known as the SPDC, or State Peace and Development Council. The SPDC uses intimidation tactics such as censorship, suppression of ethnic minority groups, and stomping over individual rights to force citizens to obey.
 * Oligarchy: ** An oligarchy is a form of government where a few people rules, often because of their wealth or power. Absolute monarchies are often considered oligarchies as well because power rests in the hands of a family where heads of state are passed down through the generations. Thus, Saudi Arabia, Oman, Qatar, and Bahrain can be considered oligarchies. However, totalitarian forms of government can also be considered oligarchies. In China for example, the three branches of government remain subordinate to the CCP and exist primarily to implement party policies. Although other minor political


 * __ Handouts __**

Clusterweb Describing Wheel T Chart Worldwide government checklist Springnote rubric

[1] “Types of Governments,” Alverno College, @http://depts.alverno.edu/dgp/GEC/Types%20of%20Government.html (accessed May 2, 2011). [2] “Government Type,” Central Intelligence Agency, @https://www.cia.gov/library/publications/the-world-factbook/fields/2128.html (accessed May 2, 2011). [3] Matthew White, “One Party States,” @http://users.erols.com/mwhite28/oneparty.htm (accessed May 2, 2011). [4] Bill Caraway, “China Government,” Journey to Asia, @http://www.koreanhistoryproject.org/Jta/Ch/ChGOV0.htm (accessed May 2, 2011). [5] Michael Martin, “Understanding China's Political System,” Congressional Research Service, @http://www.fas.org/sgp/crs/row/R41007.pdf (accessed May 2, 2011).