Sample weekly plan - What is democracy and Why democracy ?

 My Sample weekly plan

UNIT PLAN

 

 

PART A (Unit essentials &overview)

GRADE: 9

SUBJECT:  Social Science

Unit/Chapter: Democratic Politics

Topic/Sub-Topic- What is Democracy Why Democracy

Total No of Periods required- 5

Expected Learning Outcomes at the end of this unit (Please specify in brackets whether they are for all/most/a few students)

Suggested resources/links

·         Define democracy. ·         With this useful definition of democracy student will be able to separate democracy from forms of government that are clearly not democratic. ·         Differentiate between direct and indirect democracy. ·         By understanding each word in this definition carefully the student will be spelling out the features of a democratic government ·         Appreciate democracy after knowing that ills of democracy can be cured by more democracy. ·         Comparative analysis of the case of Pakistan when Parvez Musharraf issued a legal Framework order. ·         Analyse the situation when Elected representatives are not really the rulers. ·         Critical analysis of the merits and demerits of democracy. ·         Examine the case studies of China, Pakistan and Mexico.

Textbook - https://ncert.nic.in/textbook/pdf/iess401.pdf External reading-- https://www.ippr.org/files/images/media/files/publication/2011/09/everyday-democracy-110922_7993.pdf   Direct democracy reading material- https://www.eda.admin.ch/aboutswitzerland/en/home/politik/uebersicht/direkte-demokratie.html   Video - https://www.youtube.com/watch?v=mNEXo_DJXYk   Maps- https://ncert.nic.in/ncerts/l/iess401.pdf

Pre-requisites for learning (Key concepts/skills in previous grade)

Key concepts/skills in next grade

Citizens in a democratic country participate in the government through elections. In a democracy an important means for people to exercise their political power are elections. All adult men and women vote to elect their representations. ( Grade 7 - Democracy And Equality) Village panchayats are democratic institutions at local level. They provide a forum for the people to discuss and decide on issues concerning their lives in the village.

Grade 10- Chapter 7 – Outcomes of Democracy. you will learn how to assess the outcomes of democracy. You will get to know the expected and actual outcomes of democracy in various respects such as quality of government, economic well-being, inequality, social differences and conflict and finally freedom and dignity.   Democracy Produces Accountable, Responsive and Legitimate Government

Why should I learn this? (Real Life Application)

How does this link to other areas of learning? (CCL)

We need to use democracy for organisations other than the government. It can be implemented in our life. Whenever a decision has to be taken in our family, we all sit down and arrive at a consensus. Student’s opinion matters as much as their father. A democratic decision involves consultation with and consent of all those who are affected by that decision. Those who are not powerful have the same say in taking the decision as those who are powerful. This can apply to a government or a family or any other organisation. Thus democracy is also a principle that can be applied to any sphere of life

UAE SST - Is UAE a democracy?  Why ?

Question Bank /Key Questions (LOTS)

Question Bank/Key Questions (HOTS)

♦   What is meant by democracy? ♦   Differentiate between Indirect democracy or Representative Democracy and direct democracy ♦   Why Pakistan under General Musharraf should not be called a democracy? ♦   How is Zimbabwe government undemocratic and autocratic? Give reasons. ♦   Explain the arguments put forward against democracy? ♦   Analyse the arguments put forward for democracy?

♦   Should we consider the elections held in China and Mexico as democratic elections? Analyse ♦   Popular governments can be undemocratic. Popular leaders can be autocratic- Justify the statement. ♦   The country took loan from international agencies. One of the conditions for giving loan was that the government would reduce ♦   its expenses on education and health. Consider the above fact about a country and decide if you would call it a democracy. Give reasons to support your decision.

PART B (Period-wise planning)

PERIOD

KEY CONCEPTS

SPECIFIC LEARNING OUTCOME(S)

HOW WE ACCOMPLISH IT

HOW WE MEASURE IT (Please list the key questions in to gauge the achievement of the LOs)

1

Democracy is a form of government in which the rulers are elected by the people.   1. In a democracy the final decision making power must rest with those elected by the people. 2. A democracy must be based on a free and fair election where those currently in power have a fair chance of losing. 3. In a democracy, each adult citizen must have one vote and each vote must have one value. 4. A democratic government rules within limits set by constitutional law and citizens’ rights.

Define democracy.     Differentiate between direct and indirect democracy   By understanding each word in this definition carefully the student will be spelling out the features of a democratic government  .

Pre-assessment & instructional strategies:   MS form – will be used to test the previous knowledge of learners.

What do you mean by democracy?           How does direct democracy is differed from indirect democracy?       Why does India follow representative democracy?       Explain the features of democracy .

TASK 1(all)

TASK 2(all)

TASK 3(some)

TASK 4(few)

5. After passing this law, elected representatives have some powers but the final power rests with military officers and General Musharraf himself. Because of these reasons Pakistan under General Musharraf should not be called a democracy.

Video review.   Few questions will be given about democracy and students will find out answer while watching video. https://www.youtube.com/watch?v=mNEXo_DJXYk

Draw “T” Table.   Differentiate between direct and indirect democracy?   Why does India represent indirect democracy?

How democracy is differed from monarchy ?   Is Britain a democratic country? If yes, then why do they have a queen and king?

Can a direct democracy system like that of Switzerland work in India? Analyse.   https://www.eda.admin.ch/aboutswitzerland/en/home/politik/uebersicht/direkte-demokratie.html

Plenary:

2

In Pakistan, General Pervez Musharraf led a military coup and overthrew a democratically elected government and declared himself the ‘Chief Executive’ of the country. 2. Later he conducted a referendum which was based on malpractices and fraud. He changed his designation as President in 2002.   3. In August 2002 he issued a ‘Legal Framework Order’ that amended the constitution of Pakistan. According to this Order, the President can dismiss the national or provincial assemblies.

Appreciate democracy after knowing that ills of democracy can be cured by more democracy.         Comparative analysis of the case of Pakistan when Parvez Musharraf issued a legal Framework order.

Pre-assessment & instructional strategies:   Analyse the map and draw your conclusion. Take a look at these two maps below and find out if there was a pattern in the way democracies have evolved in the twentieth century. 2

Why Pakistan under General Musharraf should not be called a democracy?                                                     Why Pakistan under General Musharraf should not be called a democracy?

TASK 1

TASK 2

TASK 3

TASK 4

In August 2002 he issued a ‘Legal Framework Order’ that amended the constitution of Pakistan. According to this Order, the President can dismiss the national or provincial assemblies.   4. The work of the civilian cabinet is supervised by a National Security Council which is dominated by military officers.

Video review.   Few questions will be given about democracy and students will find out answer while watching video. https://www.youtube.com/watch?v=mNEXo_DJXYk

“Think- pair- share"   Which conclusion can be drawn from this drawing?   This cartoon was drawn in the context of Latin America. Do you think it applies to the Pakistani situation as well? Think of other countries where this could apply?  Does this happen sometimes in India as well?

Discussion   Why do Parvez Musharraf Stays in Dubai? Why does not he return to his home country ?

Research   What are your views on ex Pak President Parvez Musharraf being sentenced death penalty by a special court?

Plenary: Sequencing the Order of Events   A) In August 2002 he issued a ‘Legal Framework Order’ that amended the Constitution of Pakistan. According to this Order, the President can dismiss the national and provincial assemblies. The work of the civilian cabinet is supervised by a National Security Council which is dominated by military officers. B) In Pakistan, General Pervez Musharraf led a military coup in October 1999. In Pakistani media, human rights organisations and democracy activists said that the referendum was based on malpractices and fraud.   C) He overthrew a democratically elected government and declared himself the ‘Chief Executive’ of the country. D) He changed his designation to President and in 2002 held a referendum in the country that granted him a five year extension.   E) After passing this law, elections were held to the national and provincial assemblies. So Pakistan has had elections, elected representatives have some powers. But the final power rests with military .

PART C (Please give details for each period)

Possible Modifications for Students of Determination

Possible Modifications for G&T

Concept Definition Map - what is democracy? What are the features? What are The differences between direct and indirect democracy.       Draw a “T” Table and compare the differences between democracy of Pakistan and China.

Have students research on how important democracy is today and compare the direct democracy of Ancient Greek and modern Switzerland.     Draw a Venn diagram which shows the features of China and Mexican democracy ( differences and similarities )

 

100 Ideas for Plenaries

1. List 3 things you found out/learnt today

2. List 3 things your neighbour has learnt today

3. Summarise this character/scene/chapter in 5 bullet points

4. Summarise topic in 5 sentences – reduce to 5 words – reduce to one word

5. 60 second challenge – sum up knowledge of text, or write down all the words you can think of to 

describe…

6. Identify the key points of the lesson from anagrams

7. Break the code to identify the 3 main points from today’s lesson (a=b, b=c…)

8. Write 5 top tips/golden rules for…

9. Design your own writing mat to give advice to other students about…

10. Create a poster to illustrate the spelling strategy you have learnt 

11. Create a mnemonic which reflects the meaning of a new word or term you have learnt today

12. Write dictionary definitions for new terms learnt today

13. The answer is XYZ – now write the question. N.B. the question must begin with the words 

‘What is…’

14. Spot missing words in cloze summary of learning

15. Wordsearch containing key words or information learnt during lesson – use clues/definitions to 

help you

16. Poetry bingo – teacher reads/shows quotations. Pupils must spot technique and mark card

17. If the aim of the lesson was set as a question… Pupils answer questions on whiteboards – with 

word limit for sentence to provide extra challenge

18. Take one minute to compose two statements in your head to explain what we have learnt and 

how we have learnt it

19. In pairs, answer the question set at the start on a ‘post it’ note. Stick on board and review – did 

class agree?

20. Where can you apply this skill in your HW/other subjects? Give 3 examples

21. Choose from 5 statements on the board. Which 3 best reflect…

22. In pairs, sequence the 5 factors/influences/events – justify your choices

23. Prediction – what will happen next? Why do you think this?

24. Brainstorm the conventions of the text type studied. Aim for 5 or more

25. Use the style – in pairs or fours, tell a story in the style/genre being taught

26. Self-assessment/target-setting - choose from a list of suggestions on OHT

27. Show work to peer – work in pairs to set targets

28. Teacher shows extract from previous pupil’s work – students identify 3 strengths and 3 pieces of 

advice for redrafting

29. Answer teacher’s questions without saying yes or no

30. Fist of five – pupils assess effectiveness of an image or technique by holding up the appropriate 

number of fingers

31. True or false – hold up card/whiteboard to show whether statement on OHT is true or false

32. Write the epitaph for a character you have been studying

33. Write a short blurb for a new book jacket

34. Jigsaw feedback – groups work on different parts of task, then reform to share findings

35. Envoying – representatives travel to other groups to share findings, then report back to ‘base’

36. Group ‘show and comment’ on what was learnt – on OHT

37. Feedback to whole class by one or two groups only – according to rota or roll of dice

38. Change role – student as teacher. What questions would you ask the class and why?

39. Groups of 3, numbered 1-3. Put up 3 statements on OHT which individuals must explain to 

group

40. Set ‘who wants to be a millionaire’ questions for your neighbour or other groups

41. Quick-fire oral quiz to review/revisit learning

42. Label a diagram or illustration – one word in each box

43. Brainstorm or mind map of what has been learnt during lesson

44. Graphic summary of lesson – steps, flowchart

45. Pictures/cartoons – which would you put with the day’s learning and why

46. Pictionary – draw the word without speaking or writing

47. Tension chart – give score out of 5 for tension at various points in text. Plot on graph and review 

findings

48. Simple timeline of events in chapter/scene

49. Drama activity – freeze frame summary

50. In role answering – hot seating activity

Another 50 ideas for plenaries

1. Look at the main objects/props representing ideas from the lesson and put them in priority 

order. Put the reasons for your priority order on the cards and place in front of the objects.

2. From you KWL grid write the “what I have learned” part on individual cards and distribute to 

other pupils in the class. They read your ideas, compare with their own and explain the 

similarities and differences.

3. Draw a character cloud with key vocabulary to sum up the main points about the character.4. Design a cloze exercise for your partner to fill in, leaving gaps to describe the main points 

about a character, plot or setting.

5. On the blank envelope write “Guess Who”. On the small pieces of card inside write key 

words or objects connected with a main character. Pass to the next table to guess the 

character from your clues.

6. Write an important key quotation from the text on your paper or whiteboard. The class 

composes a statement to introduce the key quotation.

7. Write an important key quotation from the text on your paper or whiteboard. The class 

composes a comment to support the key quotation.

8. On the shades of meaning cards write a range of weak to strong words to describe a topic or 

feeling.

9. In the circles of paper provided quickly sketch a symbol to represent the key ingredients of 

the poem studied today. Be prepared to answer questions about your symbol design.

10. On the coat of arms shapes provided, sketch in very quickly the key features to represent the 

character, place, novel etc. and add quotations to the coat of arms to show why you have 

chosen particular images.

11. As a group on the four blank sheets provided name four main themes of the poem or novel 

and make up two sentences to link the themes.

12. On the green leaf shapes sum up the content of the poems studied in the lesson. Present to 

the class and then add the leaves to the class poet tree.

13. Draw a pyramid of power for the text studied in the class today.

14. Write three “Who wants to be a Millionaire” type questions based on the content of today’s 

lesson with four different answer options in each case.

15. Make up three headlines to sum up three different views of the content of today’s lesson.

16. Compose three questions for or against the character making a decision in conscience alley.

17. As a group, make a collective drawing of the setting of the novel studied and define the space 

used. Demonstrate this at the front of the class.

18. Design a writing frame to support the writing task set for homework.

19. Compose a word bank to support the homework task set by the teacher.

20. Compose some clever sentence starters to support the homework task set by the teacher.

21. Compose a letter fragment from one character to another in order to encourage the class to 

predict what is contained in the “whole letter”

22. Make up five sounds to represent setting and atmosphere in a novel, poem, play studied. The 

remainder of the class to be asked to identify the textual clues used to provide your ideas.

23. Compose a timeline for the main events of poetry, drama or novel and explain the references 

to the main events from the text.

24. Make up a mini-saga of 25 word summing up the best features of stories read in your class.

25. Pose a problem at the end of the lesson about a text for other pupils to solve ready for the 

next lesson.

26. Write an acrostic to sum up the main themes of the text you are studying.

27. Mask a picture used in text from the lesson. Invite pupils to talk about the rage of different 

possibilities beneath the masked picture.

28. Write three subheadings for the main areas explored in the lesson today. Be prepared to say 

how they summarise different parts of the lesson.

29. As a group write five sentences beginning “what if” in order to change events in a story you 

have read

30. Write ten hot tips for writing this particular text type next time.

31. Make a list of questions to evaluate a web-site at the beginning of the next lesson.

32. Set the class up with some interview questions to prepare for your group speech in the next 

lesson.

33. As a group compose some arguments against the main points put forward in the lesson. Place 

them on the whiteboard to show the contrasting views.

34. Make up an evaluation sheet to assess the strength and weaknesses of a piece of writing.

35. Write three sentences of good advice for attempting the homework.

36. List some unusual items to add to a story and suggest ways of introducing the unusual items.

37. As a group make up some sentences on the card provided in order to answer the homework 

set. Put the most relevant sentences close to the question, less relevant sentences further 

away and put the irrelevant points on another table.

38. Design a very quick outline on your whiteboard of a board game for the book you have been 

reading with some key places to be shown from the text and some key complications in the 

plot to be resolved.

39. Present you writing on OHT to the class, explaining how you composed the text together, 

your first ideas and parts of the drafting process.

40. Compose five newspaper headlines to sum up the content of the chapter you have just read.41. Make up five labels to describe an artefact in different ways, for example a belt could be an 

accessory, a fashion accessory, a support or a threat.

42. Write down five reasons for reading the book you have just finished.

43. On the post it notes provided compose individual sentences to make a paragraph, discuss and 

re-arrange the order to fit the writing purpose. Explain your choices/discussion to the 

remainder of the class.

44. Annotate the passage on OHT to show how a national curriculum level 5 could be awarded to 

this piece of writing.

45. Make up a new set of questions to accompany the English word mat.

46. Provide eight paragraph headings for your storyboard plan and invite the class to discuss the 

content of each one.

47. Compose three powerful sentences for opening a story.

48. Compose three powerful sentences for closing a story.

49. Using your story prop box make a flow diagram/plan for your narrative writing.

50. Share with the class your strategy check prompt sheet from your guided reading session 

Courtsey 

 https://cdn.southampton.ac.uk/assets/imported/transforms/content-block/UsefulDownloads_Download/E986180ECAD24444B2925B03E68F4ABD/100%20Ideas%20for%20Plenaries.doc.

Question papers in different countries

 It is always interesting to understand how the education system take places in different countries.

Is is good to compare and analyse the various textbooks from different countries and assessment as well.

Here I would like to share few assessment papers of different states from UAE.

If you have anymore kindly comment its link.

REGENTS EXAM IN GLOBAL HISTORY AND GEOGRAPHY

Tennessee TCAP_Social_Studies_Grade_8

California Social Studies 

All Qps

Verbs and meaning

 

100 Teachers' ideas for differentiated tasks for SODs

 ●     Extra video reference links,

●     Graphic organizers(Mind map/story map)

●      Extra time,

●     Worksheets,

●      Buddy Support,

●      Scaffolding questions(Cues to the answer) Simplified Tasks

●     ,More opportunities to express orally

●     Positive reinforcement

●     Constructive Comments/Feedback to move on to the next level

●     Choice Board

●     LIVE WORKSHEETS

●     SCAFFOLDING SHEETS

●     VISUAL CLUES

●     EXTRA TIME

●     MODIFIED INSTRUCTIONS

●     MIND MAPS

●     GRAPHIC ORGANIZER

●     THING LINK

●     NEARPOD

●     PEER LEARNING

●     BUDDY SUPPORT

●     STEP BY STEP INSTRUCTIONS

• Solved examples for maths,
• extra time, 
• choice of submission, 
• extra video links, 
• formulas chart, 
• simplified task, group motivation, 
• game links to make learning interesting, 
• extra enhancement links ,
• keywords, 
• self assessment , 
• more opportunities, 
• step by step instructions, 
• appreciation, 
• peer support during collaborative activities, 
• visual aids, 
• leadership,hands on acti

(P.E)Make him the captain/leader of the team,Give easy exercises,guidance,group activity,appreciation,post their workout videos,reward

DANCE - Show the correct dance steps and let the SD kid be a leader with the help of other kid.Repeated instructions will be given.

Use the breakout room.

Give them a choices: make their own dance step, they can follow also the steps which you did in the class.

1. Helping words

2. Links

3. highlighted keywords 

4. prompts, clues

5. modified instructions

6. direct instructions

7. modified task

8. peer learning

9. read aloud

10. graphic organizers

11. video links

12. simplified reading material

13. guided questions

14. extra time

15. simplified language

16. online activities, match the following, picture interpretation, drag & drop

17. motivation

1. Modifications in tasks

2. Keywords

3. Prompts

4. Extended time framework

5. Buddy support

6. Modelling

7. Individualised attention

8. Read aloud

9. Verbal Guidance

10. Recordings

11. choice board in the tasks.

1. Key words are given in brackets to be used 

2. Flow chart

3. Answers in points

4. live worksheet - Drag and drop

5. Simplified activities - options to answers (match the columns, fill in the blanks)

6. Buddy support

7. Recorded instructions

8. Simplified instructions

9. Repeat instructions by student (intervals) as given by teacher to stay focused

10. Key Chart - with words & meanings

11. Modified task as per students learning style

1. Quiz.

2. MODIFIED WORKSHEET,

3. Extra Time 

4. Notes with important keywords

5. Modified content

6. Live worksheet

7. Buddy support

8. One to one interaction / instructions

9. Think and reflect time that reflect on their learning

10. Audio & visual resources

11. Syllabification - new vocabulary

12. Graphic Organizer

● Simplified instruction

● One to one attention and instruction

● Visual and Audio clues

● Buddy support

● Key words

● Appreciation token

● Hands on activities

● Extra time

● Modified worksheet, 

Support Material (Video link, Real life examples, Mind map etc to clear the concept), Peer teaching 

● Simplified worksheets(help box)

● visual aids,

● Audio-visual

● Clues

● step by step instructions

● flowchart,mind map

● extra time

● picture based learning

● buddy support

● Appreciation

● recording voice

● post class support

● highlight keywords

● modified task

● multiple opportunities

● Real life examples

● Hands on learning

● Online tools

● leadership

• Scaffolding during the task; 
• Simplified Instruction;
• Highlighted keywords; 
• Modified task; 
• Peer learning;
• Extra time; 
• Graphic organizers;
• Appreciation and motivation to answer/perform

Audio recordings, picture and visual cues, extra time, helping words, worksheets, online games, one to one clear instructions, videos, flash cards with key words, puzzles, connections to real life, manipulatives, simple modified worksheets, buddy support, drawings.

Extra time, choice questions, cues or help box,visual aid, real life examples, leading questions, starting line or word,outlines, highlighted LO and text, more detailed instructions, in advance providing them concept video link, manipulatives, continuous appreciation in the session, peer support

Simplified and step by step instruction, Visual aids,Leadership, Choice of questions, Simplified worksheet, Translation (in languages), Extended time, real life life examples, manipulatives,

WikiCite Conference

 https://meta.wikimedia.org/wiki/WikiCite/2020_Virtual_conference#Proyek_Wikicite_Indonesia