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 read an introduction that contrasts their everyday sense of fairness and free expression with conditions in other countries. They then use the interactive map on Freedom in the World to observe global patterns of “free,” “partly free,” and “not free” countries and record their observations in a shared table. Next, they post their ideas about what “not free” might mean on a collaborative wall and read a brief note that they will explore this concept in more depth throughout the experience.
Teacher MovesPresent the lesson overview and objective, highlighting that students will investigate how different governments limit or protect freedom. Guide a whole-class discussion of map observations, prompting students to notice regional patterns and to reflect on any surprises. Facilitate conversation around students’ initial definitions of “not free,” drawing out prior knowledge and misconceptions without yet providing full explanations.
Students read explanatory text about how many people in the world live in “not free” or “partly free” countries and learn definitions and examples of absolute monarchy, authoritarianism, and totalitarianism, including Nazi Germany and dictatorships. They respond in a shared table about what the high percentage of “not free” countries suggests about the kinds of governments many of these countries have. Students then watch North Korean Government Explained to see how a modern totalitarian government operates, and post to a class wall explaining how North Korea’s dictator maintains control despite holding elections.
Teacher MovesClarify key government types (absolute monarchy, authoritarianism, totalitarianism, dictatorship) and connect them to the idea of limited freedom. Lead discussion of students’ table responses to help them infer that many “not free” countries concentrate power in the hands of one or a few leaders. After students post about North Korea, use the teacher note to explain how constitutional provisions, one-party rule, unopposed candidates, and severe punishments for dissent make elections noncompetitive and allow the dictator to retain control.
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 a sentence or two on a teacher-visible wall. Using additional online research, they investigate their chosen country’s form of government, the rights citizens have, and the freedoms they lack, then post an explanation to a shared wall describing what makes the country “not free,” supported with examples. Finally, they read at least two classmates’ posts and respond to at least one by comparing levels and types of freedom between 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 posts for accuracy and depth, prompting them to distinguish between formal government structures and how those governments function in practice. Encourage comparative discussion among students about similarities and differences in freedoms across countries, asking follow-up questions that connect back to earlier definitions of authoritarian and totalitarian systems.
Students reflect on what they have learned about freedom and lack of freedom around the world, including any surprises and how this affects their thinking about their own freedoms. They then write a “freedom manifesto” on a shared wall, naming the freedoms they believe are most important for individuals and countries and providing reasons to support their views. After posting, they review classmates’ manifestos, compare them to their own, and respond to at least two peers with questions or positive, thoughtful comments.
Teacher MovesPrompt students to connect their reflections to specific examples from the countries they studied and from North Korea. Encourage clear, reasoned statements in their manifestos that link valued freedoms to citizens’ daily lives. Facilitate peer-to-peer dialogue in the comments, modeling respectful questioning and comparison. If time allows, organize small groups to synthesize their ideas into a joint class freedom manifesto to display in the classroom.
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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