LEARN NC

K–12 teaching and learning · from the UNC School of Education

Comparing Governments - International

This lesson focuses on comparing and contrasting national governments in North America and/or Central America. It is the second in a sequence, the first being "Comparing Governments - Local, State, and National" by Tami Weaver and Wendy Pineda, also on the Learn NC website.

This plan could be easily adapted for eighth grade or high school ESL students.

A lesson plan for grade 5 English Language Arts, English Language Development, and Social Studies

By Tami Weaver and Wendy Pineda

About the authors

Tami Weaver is a fifth grade teacher at Merrick Moore Elementary School in Durham, NC. She has been teaching for 19 years.

Wendy Pineda is an ESL Teacher at Merrick Moore Elementary School in Durham, NC. She has been teaching for 8 years.

Learn more

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Learning outcomes

Students will:

  • compare and contrast the governments of the United States, Mexico, Canada, and Honduras.
  • summarize the similarities and differences of the governments.

Teacher planning

Time required for lesson

3-5 days

Materials/resources

  • map of North and Central Americas
  • globe
  • atlas
  • transparency of the comparison grid
  • chart paper
  • markers

Technology resources

computer lab with internet connections
LCD projector
overhead projector
transparency
transparency markers

Pre-activities

Use the Comparing Governments - Local, State, and National lesson, located on the Learn NC website, to build background knowledge of the US Government and give the students the critical vocabulary they need to be successful in this lesson.

Activities

  1. Discuss with class the location of each of the countries while looking at a map, atlas, or globe. Point out that some of the countries share borders and because of that do influence each other.
  2. Hand out the comparison grid and fill out information on the U.S. as a whole group using an overhead projector. Once students understand how to complete the comparison grid, they may work with a partner in the computer lab or media center to research the information to complete the rest of the comparison grid.
  3. Divide your class into 6 different groups and assign them 2 countries each. Using the information on the comparison grid have students make a list of the similarities and differences of the 2 countries on chart paper. Have them circle the 2 most important ideas on the list. As an option, you can divide them into 12 smaller groups and have two groups with the same countries but one group does the similarities and the other group does the differences.
  4. Post the chart paper throughout the classroom and have the students walk around the room and read the other groups’ lists, looking for similarities and differences.
  5. Have an open discussion about what they noticed or learned by walking around the room and reading the other lists.
  6. Have each student create a flag from the country of his or her choice. Then have them write a short explanation about the background of the flag and what each symbol means, labeling it on the flag.

Assessment

The students will write a research report comparing and contrasting the similarities and differences of the governments of 2 countries of their choice. This report will be assessed using a rubric

Supplemental information

A good resource is the state adopted 5th Grade Social Studies Book.

Related websites

Learn NC Hot Topics: North America is a site Learn NC’s media center for 5th grade Social Studies.

ABC Country Book of Mexico is a website that gives factual data about the government of Mexico.

ABC Country Book of Honduras is a website that gives factual data about the government of Honduras.

Canada 2003 is a website that gives factual data about the government of Canada.

Modifications

Choose countries from Central America that your students are from, have family in, or have visited.

When completing the comparison grid the ESL students may work with a partner and only complete the first five questions for each country.

When the students are walking around the room and reading the lists on chart paper have them only read the circled items.

When the students create the flag, the ESL students can illustrate the flag and label it using single word descriptions. They would not have to write the explanation on the background.

The ESL students will work with partners, have extended time, and shortened assignments.

Ask the ESL teacher to work with the students on language needed to compare and contrast. For example, comparative and superlative.

Alternative assessments

The students will write 3 simple sentences about how the 2 countries are alike and 3 simple sentences about how the 2 countries are different. Use the Research Rubric for ESL students to assess work ESL Rubric

Critical vocabulary

government, capital, alike, different, map, flag, symbol

Comments

This lesson plan was developed during the English Language Development Standard Course of Study lesson planning institutes hosted by the North Carolina Department of Public Instruction and LEARN NC, June and July, 2004. It includes specific strategies, instructional modifications, and alternative assessments which make this lesson accessible to limited English proficient students. Please note that this lesson has been aligned with the goals and objectives of the N.C. English Language Development standards.

North Carolina Curriculum Alignment

Social Studies (2003)

Grade 5

  • Goal 2: The learner will analyze political and social institutions in North America and examine how these institutions respond to human needs, structure society, and influence behavior.
    • Objective 2.04: Compare and contrast the government of the United States with the governments of Canada, Mexico, and selected countries of Central America.

English Language Arts (2004)

Grade 5

  • Goal 1: The learner will apply enabling strategies and skills to read and write.
    • Objective 1.02: Select key vocabulary critical to the text and apply appropriate meanings as necessary for comprehension.
    • Objective 1.03: Increase reading and writing vocabulary through:
      • wide reading.
      • word study.
      • word reference materials.
      • content area study.
      • writing process elements.
      • writing as a tool.
      • debate.
      • discussions.
      • seminars.
      • examining the author's craft.
  • Goal 3: The learner will make connections through the use of oral language, written language, and media and technology.
    • Objective 3.06: Conduct research (with assistance) from a variety of sources for assigned or self-selected projects (e.g., print and non-print texts, artifacts, people, libraries, databases, computer networks).
  • Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts.
    • Objective 4.06: Compose a draft that elaborates on major ideas and adheres to the topic by using an appropriate organizational pattern that accomplishes the purpose of the writing task and effectively communicates its content.
  • Goal 5: The learner will apply grammar and language conventions to communicate effectively.
    • Objective 5.06: Proofread for accuracy of spelling using appropriate strategies to confirm spelling and to correct errors.

English Language Development (2005)

Grade 5

  • Goal 3. Reading: The learner will apply grammar and language conventions to communicate effectively.
    • Objective NH 3.05: Demonstrate comprehension of a story in simple or patterned text through graphic organizers, pictures or responding to simple questions or statements.
  • Goal 4. Writing: The learner will apply grammar and language conventions to communicate effectively.
    • Objective NH 4.01: Print legibly with appropriate capitalization (e.g., form letters, space words and sentences).
    • Objective NH 4.02: Begin to use correct word order, spacing, and punctuation in own writing with assistance.
    • Objective NH 4.05: Compose a simple sentence with direct instruction and support materials (e.g., word walls, personal dictionaries, teacher modeling, peer assistance).