Fernando M. Reimers et 3].

Overview

In this unit, students will examine the second case in the extended com—
parison of governments: the United Kingdom and its constitutional
monarchy.

[Note that at this point, the students have studied the three branches
of government in the United States and should have developed some
analytic tools that will help them move on to an analysis of the three
branches in the United Kingdom more independently. As a method of
engagement, the unit starts with biographical studies of historical and

modern monarchs]

Activity 6.6.2.1

King George III of England

The teacher will review the life of King George III of England. This will
be a review for most who have studied the American Revolution (in the
fifth’grade World Course), but the teacher should be prepared for students
to need more review or for those who have transferred to the school to be
unfamiliar with King George III.

Students (in groups) should be given a variety of choices of ways to sum’
marize their knowledge of King George III. They could, for example,
write a play, compose a letter from King George to George Washington,
or write an editorial for the Colonial Times newspaper as King George III.

Individually, students should research historical and modern monarchs.
Ideally, the students will be given many choices from which to choose, but
try to have as many students researching modern monarchs as historical
monarchs. They should “become” this monarch and present themselves
with a brief introduction summarizing who they are, what time period
they are from, some of the challenges they faced, and their power or the
limits to their power (if any). They then can take questions from the other
students.

210