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Forms of Government

Arts Integrated Lesson Plans and Materials for Teaching Forms of Government & Grade 10 Social Studies

Jump to topic: Forms of Government (Create a Song)

Understanding Forms of Government (Create a Song)

Pairs with Grade 10 Social Studies

Students will explore different forms of authoritarian and democratic governments. Then, students will create a persuasive song that reflects key aspects of one form of government. Body percussion techniques will be integrated to support musical elements, including beat, rhythm, and dynamics.

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SOCIAL STUDIES

  • GOV.SOG.1a: Compare and describe the challenges and advantages of authoritarian and democratic governments.
  • D2.Civ.2.9-12: Analyze the role of citizens in the U.S. political system, with attention to various theories of democracy, changes in Americansʼ participation over time, and alternative models from other countries, past and present.

NATIONAL ARTS STANDARDS

  • Creating
    • Anchor Standard 1: Generate and conceptualize artistic ideas and work.
  • Performing / Presenting / Producing:
    • Anchor Standard 4: Analyze, interpret, and select artistic work for presentation.
    • Anchor Standard 5: Develop and refine artistic work for presentation.
    • Anchor Standard 6: Convey meaning through the presentation of artistic work.
  • Connecting:
    • Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

ESSENTIAL QUESTION

  • Which type of government—authoritarian or democratic—do you believe is the most effective for running a country?

OBJECTIVES

  • Students will comparatively analyze democratic and authoritarian governments and compose an original song that explains which form of government they believe is most effective.
  • Language Objective: Students will use descriptive and comparative language to create lyrics that analyze and explain the effectiveness of democratic and authoritarian governments, incorporating key vocabulary and concepts learned in class.

ASSESSMENT

  • Students compose an original, persuasive song that explains which form of government they believe is most effective (citing structure, function, and impact on citizens). Songs must include evidence from the lesson and body percussion techniques. 

MATERIALS & CLASSROOM SETUP

KEY SOCIAL STUDIES VOCAB

  • Authoritarian, Oligarchy, Monarchy, Dictatorship, Democratic, Representative, Direct, Presidential, Parliamentary

KEY ARTS INTEGRATION VOCAB

  • Melody, Beat, Tempo, Rhythm, Body-Cognition, Body Percussion

TEACHER BACKGROUND

LET’S GET STARTED!

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Printable Version

Slides

Video Playlist

Video Playlist

Concept Map

ENGAGE

“You’re in Charge Now” Scenario
Present the scenario to students (slides): You’re starting a brand-new community on an island. You have to decide how rules are made, who makes them, and how decisions affect everyone. Ask students to choose (students turn and talk or stop and jot on the lesson graphic organizer):
    • A) One leader decides everything
    • B) A small group decides
    • C) Everyone gets a voice
Discuss (either in 3 small groups based on selection or as a class) for each option:
    • Why did you choose this option? What do you see as the benefits?
    • Who has power here?
    • How fair does this feel?
    • Whose voices might be left out?

CONNECT/EXPLAIN OBJECTIVE

Explain that in this lesson, students will learn more about the different forms of government. Then, students will select the form they think is most effective, and present their argument in the form of a song. Share the objective: Students will comparatively analyze democratic and authoritarian governments and compose an original song that explains which form of government they believe is most effective.

LEARN

Use the included slides and this reference video to present the different forms of government.
    • Provide students with the note-taking graphic organizer to:
      • Record: “What is an Authoritarian government?” and “What is Democracy?”
      • What is the structure, function, and impact of each form of government?
        • Note: There is space provided for students to draw an illustration or symbol to help them remember the different forms.
Ask students to consider, from this initial learning, which form or forms of government they are beginning to think are the most effective (or best) and why.
    • Provide students with time to conduct additional research into why they think certain forms are most effective.

WRITE AN EVIDENCE-BASED CLAIM

Students use the assessment section of the note-taking graphic organizer to organize their claim, evidence, and analysis.
    • Note: Check for understanding – A rubric has been included on the handout

CREATE A SONG

When students have completed their claims, it’s now time to turn that thinking into a song: Students compose an original, persuasive song that explains which form of government they believe is most effective (citing structure, function, and impact on citizens). Songs must include evidence from the lesson and body percussion techniques.
    • Watch: Show students the elements of music video to provide some basic vocabulary for music-making.
Learn body percussion: explain that body percussion uses claps, stomps, snaps, and pats to make beats, rhythm, and dynamics. Students will use these music-making techniques to add a beat and rhythm to their song. Explain that student songs can be simple. They can use the ideas they gathered in their notes and claims to create lines put to a simple beat, or they can use lyrical substitution to replace the lyrics of an existing song they know with their own lyrics about which form of government they think is the most effective and why.
    • Students are encouraged to have a chorus and at least two verses.
WATCH: Show students the example video. Students work independently or in groups to create their songs.

PERFORM

Students share their songs with the class, a peer, or another small group. Checks for understanding:
    • The form of government is clearly selected
    • Evidence from the learning experience is included
    • There is an explanation in the lyrics for why this form is arguably most effective.
Students can provide feedback in the form of positive “glows” following performances. Return to Topic
Materials Google Folder

ROOT BRANCH MEDIA GROUP – BRING ROOT BRANCH TO YOUR SCHOOL!

All video content made in partnership with Baltimore’s Root Branch Media Group.

MURRAY PIPER – BRING MURRAY TO YOUR SCHOOL!

Murray S. Piper is a noted performer, instructor, clinician, and adjunct professor at Johns Hopkins University Peabody Preparatory Institute. He founded Passionate Drumming & Music Lessons, inspired by his early passion for drums. Piper holds a B.S. in music with a concentration in instrumentalists from Morgan State University and has been teaching drums/percussion since 2004. He has led percussion programs and clinics nationwide and serves on the drum set committee for the National Percussion Arts Society. An Emmy-nominated drummer, Piper excels in all music styles and is one of the most sought-after instructors and drummers today. He is dedicated to helping students reach their goals, using his passion to motivate and inspire them to perform at their highest level. Murray’s motto: Building His Community One-Beat-At-A-Time.

AFRIKIIA ROBERTSON

A native of Baltimore, Maryland, AfriKiia Robertson is a proud graduate of Morgan State University and is currently pursuing a master’s degree in the Curriculum and Instruction program at Loyola University Maryland. With five years of experience as a social studies teacher in Baltimore City Public Schools, AfriKiia is also a dedicated professional learning facilitator and content specialist. An enthusiastic advocate for education, AfriKiia is committed to fostering a love of learning and academic excellence in students and educators alike.

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