The purpose of this activity is to reinforce student knowledge of the structure of various governments found around the world. Before this activity can occur, all students must understand that many forms of government exist worldwide. These differences in government structure are relevant when examining not only the role of government, but the culture of a particular nation-state as well.

Students should be able to explain the meaning of the terms civic life, politics, and government. Students should be able to explain the essential characteristics of limited and unlimited governments. Students should be able to explain and evaluate competing ideas regarding the relationship between political and economic freedoms. Students should be able to explain different uses of the term "constitution" and to distinguish between governments with a constitution and a constitutional government. Students should be able to explain the advantages and disadvantages of federal, confederate, and unitary systems of government. Constructs imaginative scripts that convey story and meaning to an audience

Before students can attempt this assignment, they must understand Aristotle's philosophy behind characterizing government based on authoritative structure. In addition, students should be able to independently define the following terms: monarchy, constitutional monarchy, republic, democracy, dictatorship, autocracy, oligarchy, and absolute monarchy. Also, students must have prior knowledge of how the role of government differs in these various societies and how these differences effect lifestyle and culture. If possible, the Government teacher could work collectively with a Language Arts/Drama teacher to reinforce script writing skills.

The teacher who chooses to participate in this activity should have already covered the ways monarchies, republics and dictatorships differ from one another. Because this activity involves extensive student creativity and social interaction, I would advise that to use this lesson only if the students are motivated learners and the classroom setting is a controlled environment.

To assess comprehension of this activity, the teacher can easily do this by determining whether or not the students accurately portrayed the government they were assigned. However, the teacher must provide specific instructions to the students about what is expected of their performances. A short quiz should occur on the following day to assess retention and results of that quiz will determine whether further instruction on this topic is needed.

The students should be divided into small groups( I have found groups of 2-3 works best). Each group is assigned to be either a monarchy, a dictatorship, an oligarchy, or a democratic republic. When these assignments are given, the students in the group must prepare a script and/or actions to portray the aspects of their assigned form of rule. If necessary, the students may use the text and outside resources to acquire information about the form of government they have been assigned. Play a game similar to charades in which each group acts out their form of government and the other groups try to guess which one is being portrayed. Each group will have four specific issues to "act out": 1. A citizen petitioning the government for a law to be changed. 2. A Ruler acquiring political authority. 3. The distribution of goods and services. 4. An unexpected attack on the nation by an outside invader. After each group has performed, it is vital that the teacher point out inaccuracies in the student's portrayals to the class. In closing, discuss the differences in control of authority among each of the forms of rule.

If the Enrichment/Extension activity above is pursued, students would need access to: a computer Internet Web Browser