Brooke Currier

Lesson Cycle
Lesson Title/Topic: Limited and Unlimited Types of Government for 6th Grade
Concept: Differences between limited and unlimited governments
Standards/Rationale: 113.18. (11) (A) identify and describe examples of limited and unlimited
governments such as constitutional (limited) and totalitarian (unlimited); (B) compare the characteristics
of limited and unlimited governments

Learning Target:

Assessment:

The learner will differentiate limited and

unlimited governments by writing 4 examples
in a journal with 75% accuracy.

Completed journal

Materials: Whiteboard and markers, Monty Python video, PowerPoint presentation Limited
and Unlimited Government, student journals
Lesson Cycle: (Direct instruction)
The teacher will:
Focus/Mental Set:
Divide students in two teams
Draw 2 blank pizzas on whiteboard
Tell students theyre going to order a
pizza
Write students topping choices on the
board for each team
Ask students to vote on preferred
toppings and draw voted upon pizza
Strike out students toppings and create
pizza based on teacher preference
Ask students what was the difference
between the two teachers? Ask each
team how they felt during the process?
Label pizzas as Limited and
Unlimited
Teacher Input:
Ask students to create graphic
organizer and explain that they will
take notes using organizer
Use Limited and Unlimited

The student will:

Sit with team
Brainstorm pizza toppings
Team 1 will vote on preferred pizza
toppings
Team 2 will listen and respond as
teacher dictates pizza design
Think about teachers questions and
respond

Create graphic organizer of their

choice (Venn diagram, T-chart, etc.)
Write characteristics and examples of
limited and unlimited government in

Brooke Currier

Government PowerPoint to provide

basic definitions of both limited and
unlimited government, as well as
corresponding systems (democracy,
dictatorship, fascism, etc.)
Provide real-world examples such as
North Korea, Nazi Germany
(unlimited) and United States, UK
(limited). Connect characteristics to
examples.
Ask student to brainstorm other
examples of each type and provide one
characteristic to support their claim
Show Monty Python clip
(https://www.youtube.com/watch?
v=rAaWvVFERVA) and ask students
to discuss what types of government
the king and the peasant each support.
Prior to showing the clip, explain that
students may not understand every
line, but should listen for the main
ideas.

Guided Practice:
Use Numbered Heads Together
Structure from Kagan book, pg. 6.30
Divide students in groups of 4,
numbering each student (1, 2, 3, 4)
Ask students one of the questions
below, making sure to allow them time
to think and write their answers
privately, followed by time to share
answers within the group until
everyone knows the answer
Call out a number, and listen to
students answers
Repeat steps until all questions have
been answered
Questions:
o State in your own words
limited and unlimited
government
o What are some examples of
types of government with
unlimited power?

graphic organizer
Brainstorm and provide examples of
governments and supporting
evidence or ideas
Respond to video illustration of
limited/unlimited government
Identify any words or concepts that
are unclear

Divide in groups of 4, each with their

own number
Write answers to question privately
and then share answers with the rest
of the group, until everyone in the
group knows the answers
Listen for numbers called and share
answers orally with the rest of the
class
Listen to classmates

Brooke Currier

o What would happen if the

United States was a dictatorship
instead of a democracy?
Independent Practice:
Use RallyRobin structure from
Kagan, p. 6.33
Tell students to turn to their shoulder
buddy
Pose question: Think of as many
characteristics and benefits of limited
government as you can.
Provide 30 seconds of think time
Set timer for 90 seconds.
Tell students to list each thought one
by one, alternating with their partner.
After allotted time, select two students
to share one response each
Pose question: Think of as many
characteristics and benefits of
unlimited government as you can.
Repeat process for initial question.
Closure:
Give students time to think about the lesson
and ask them to write 4 characteristics that
differentiate limited and unlimited government
in their journals
Options:
Enrichment:
Modifications/Correctives:

References:

Turn to shoulder buddy and greet

them
Think about posed question for 30
seconds
Take turns with shoulder buddy
answering the posed question with
thoughtful and creative responses
Share one idea if/when called upon
Repeat process for second question
Listen attentively and participate
actively throughout activity.

Complete Journal

Reteach: