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Siena era A Creating a Government Directions: Pretend you are shipwrecked on a deserted, uncharted island. With no chance of being rescued, you need (0 work together as a class to build a community. To clo so, follow the guidelines below to create a rulebook for the community. The rulebook must be approved and signed by all members of the class. UCR AUT Ug To create the rulebook for your island’s government, you must decide: + On a name and flag for your island. + Who in the class will perform the following duties: hunting and gathering food, cooking food, making shelter, exploring the rest of the island, fishing for food, and caring for the ill. + How your community will determine if someone is guilty of breaking rules. + What, if any, will be the punishment for those who do not obey rules. + Any other rules you wish to have for your community. + How you will make rules in the future and who will make them. 6 Weserm Burepe inthe Modem Word (© Techere" Crean nat Idea for Class Notes: Provide students with the definitions of autocracy (government in which one person possesses unlimited power) and democracy (government in which power rests with the people), Have them record the definitions on the tight side of their notebooks, Have the class determine an appropriate visual symbol representing each of the terms, For example, students might draw a ballot box as the symbol for democracy, To help students better understand the concepts, discuss with students any of the following examples of democratic or autocratic actions from daily life. You may also want students to add examples during the activity that showed democratic or autocratic decision-making. + A teacher decides there will be a test on Friday. (autocratic) A group of friends decide on which movie to go to by discussing three possible movies and voting on which one they want to see. (democratic) A manager of a fast-food restaurant decides to give workers a 50 cent per hour raise. (autocratic) A mother listens to her daughter complain about not being allowed to stay out late at night and then decides to let her daughter stay out one hour later. (autocratic) A mother, father, and their three children all choose to go to the beach for vacation, even though one child wanted (o go camping in the mountains. (democratic). ‘Todd planned a surprise romantic night for his girlfriend Dana, He took her to dinner at her favorite restaurant and then took her dancing at a new club. (autocratic) ‘The Mayor, elected by the citizens of the town, decided to build a new City Hall. (democratic—representative democracy) ‘The citizens voted in favor of a city tax measure that would increase funding for libraries. (democratic—direct democracy) ‘© Tears Cutieulo Tstute ‘este Europe inthe Modem World. $ ex 4, As the exercise unfolds, expect varied reactions from students, Some students will become frustrated or bored as they try to complete the tasks on their own, while other students may demand that the teacher intervene. Occasionally, some classes may discuss the tasks quietly and efficiently, voting methodically on every issue. But in most cases expect that students will react to their newfound classroom freedom by either failing to complete the task or by allowing a few students to make decisions autocratically. Regardless of how they react, this exercise allows students to experience the challenges of governing. As you observe their behavior, take careful note of which student reactions are more democratic and which are more autocratic. 5, With at least 10 to 15 minutes remaining in the period, stop the activity, and have students return to their seats. Connecting the Experience with History 1. Tell students this activity was designed to have them experience the challenges of governing, Hold a class discussion centering on these questions: + How did you feel during the course of this activity? Why? + How did you fecl when the teacher stopped the activity and told you to go back to your desks? Why? + Give an example during the activity when a majority of the class agreed upon a decision, What are some advantages and disadvantages to everybody having a say in the decision? + Give an example during the activity when one person made decisions, or tried to make decisions, for the entire class. What are some advantages and disadvantages to one person making the decisions? + Based on this experience, do you think people can be trusted to govern themselves? Give specific examples from the activity to support your opinion. 2. After the discussion, help students make connections between the activity and different forms of government by reviewing the definitions of democracy and aurocracy. Then, help students clarify the meaning of these terms. Students often have a vague notion that democracy means something good, but, in practice, they often make decisions autocratically. For example, sometimes during the activity a student will take the initiative in trying to make rules and ask, “Okay, does everybody agree on this rule?” ‘A few students respond, most stay silent, and the idea becomes a rule. Clarify why such examples are not truly democratic. To check for understanding, encourage students to use examples from the activity to illustrate when they acted democratically or autocratically. Tf necessary, use your notes taken during the activity to point out instances when decisions were made autocratically or democratically. 4 Westem Europe inthe Medem World ‘© Teachers’ Cuscutam stints

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