Students look at a map to see the areas of the world that are considered “not free.” Then they learn about some of the ways that “not free” governments function. They explore the way that the North Korean government controls its citizens. Next, they individually research another “not free” country and report back to the group. Finally, students write their own freedom manifesto, listing the freedoms they believe are most important.
Students are introduced to the idea that freedom varies across countries, then view the Freedom in the World map to see which regions are categorized as “free,” “partly free,” and “not free.” They record observations about the map in a shared table and post their ideas about what “not free” might mean on a collaborative wall. They conclude by reading that they will continue exploring what “not free” means and what life is like in such countries.
Teacher MovesPresent the lesson overview and objective, then guide students in interpreting the map, prompting them to notice patterns such as large areas of Africa and Asia being “not free” and the United States being “free.” Ask whether the map results surprise them and why. Facilitate discussion of student ideas about the meaning of “not free,” using their responses to surface initial conceptions that will be developed in later scenes.
Students read background text explaining that 60% of the world’s population lives in countries categorized as “not free” or “partly free” and learn definitions and examples of absolute monarchy, authoritarianism, and totalitarianism. They infer what the high percentage of “not free” countries suggests about the types of governments many people live under, recording their ideas in a shared table. Students then watch North Korean Government Explained to examine how a totalitarian regime functions and post an explanation on a collaborative wall of how North Korea’s dictator maintains control despite holding elections.
Teacher MovesClarify key government types (absolute monarchy, authoritarianism, totalitarianism) and connect them to the earlier map data. Lead a brief discussion of student inferences about the prevalence of powerful, citizen-limiting governments. After students view the North Korea resource and respond, use the teacher note details to explain how North Korea’s elections are controlled—single-party dominance, preselected unopposed candidates, constitutional entrenchment of leadership, and severe consequences for dissent—reinforcing the distinction between genuine elections and controlled appointments.
Students return to the Freedom in the World map, select a “not free” (purple) country, open its report, and read the overview section. They summarize this overview in one or two sentences on a teacher-visible wall. Using additional Internet research, they investigate their chosen country’s form of government, citizens’ rights, and restrictions on freedoms. They then post an explanation to a shared wall describing what makes their country “not free,” citing examples from their research, and finally read classmates’ posts and respond by comparing levels and types of freedom across countries.
Teacher MovesIf helpful, narrow student choices to a manageable set of “not free” countries (for example, Saudi Arabia, Cuba, China, Syria, Venezuela, Russia). Monitor students’ summaries and research for accuracy and depth, prompting them to specify forms of government and concrete examples of rights and restrictions. Encourage students to make evidence-based claims in their posts and to use replies to highlight similarities and differences in how governments limit freedoms, supporting comparative discussion.
Students reflect on what they have learned about freedom and lack of freedom around the world and how this affects their thinking about their own freedoms. They write a “freedom manifesto” on a collaborative wall, naming the freedoms they believe are most important for individuals and countries and providing reasons to support their views. They then review classmates’ manifestos, noting similarities and differences, and respond to at least two peers with questions or positive comments.
Teacher MovesPrompt students to connect their manifestos to specific examples from the countries studied, encouraging them to justify why certain freedoms matter most. Highlight thoughtful or diverse perspectives during whole-class discussion. If time allows, organize small groups to synthesize their ideas into a joint freedom manifesto and display these in the classroom to reinforce shared values and ongoing reflection about political freedom.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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