We can compare how an autocracy operates in specific countries, including how power is concentrated and maintained by a single individual or group.
If you were an autocratic leader, what measures would you implement within your government in order to consolidate power and prolong your rule?
If I were an autocratic leader, one measure I would implement as a way to to consolidate power is... because...
By studying this visual, students might:
- The autocratic leader is positioned above others, indicating control.
- Citizens are arranged below the leader, showing hierarchy.
- There are no visible voting symbols or ballots.
- The use of arrows shows decision-making power flowing one way—from the leader to the people.
- Other government types like democracy and monarch are presented for comparison.
- Why does the leader in an autocracy have so much control?
- What stops people from challenging an autocratic leader?
- Can an autocracy exist with some democratic features?
- How are autocracies and democracies different in real life?
- Are there current countries that are considered autocracies?
Extending the Discussion
- After randomly calling on students, if there is anything from this list that was not mentioned, then ask the class, "Did anyone notice...?"
- After students have shared what they notice, ask the class, "Did anyone wonder...?" using the suggestions above or anything else you might think is interesting or relevant to the lesson.
Structured Conversation Prompts
What is autocracy?
Autocracy is...
How are autocracies different from democracies?
One way autocracies are different from democracies is... because…
If you were an autocratic leader, what measures would you implement within your government in order to consolidate power and prolong your rule?
If I were an autocratic leader, one measure I would implement as a way to to consolidate power is... because...
Example Student Responses to the Observational Question
Autocracy means one leader is in charge of everything.
Autocracy is a form of government where one person holds all power and makes decisions without input from citizens.
Responding to Responses
Emphasize and celebrate each student's use of the key vocabulary to support a culture of "no wrong answers."
Structuring Student Conversations
Have students list observations from the visual as a warm-up, then use the Q-SSS-A process to guide small-group conversations. In the slide decks, brackets can be moved to prepare the structured conversation. In the example to the right, students will be instructed: Q-SSS-A.
- To put a thumb up, then lower their hand when they are ready to answer the question
- To share with their elbow/shoulder partner, and that the student with the darkest shoe will share first
- That they will be randomly called on after the conversation
Here is an example of structuring a conversation with Q-SSS-A.
Note: the inferential question is the same as the language objective. It is recommended that students answer the inferential question in a small-group discussion before answering it individually as the closure or exit ticket of the lesson.
Structured Reading
The purpose for reading is to compare different types of autocratic governments to democracies so we can understand how unchecked power can lead to oppression.
- Words that describe how autocracy works
- Differences between autocracy and democracy
- Examples of autocratic leaders in history and today
- Ways autocratic governments keep power
- What happens when power is not limited
What do past and present autocratic leaders show us about the dangers of unchecked power?
Past and present autocratic leaders show that unchecked power is dangerous because...
Structuring the Reading
Communicate the purpose of reading to the students and instruct them to make a note every time they see something on the PAT ("Pay Attention To") list. How you have students note items on the PAT list is up to you. This could include:
- Putting an asterisk in the margin
- Underlining text that supports the PAT list
- Putting a comment in the margin
Follow the reading with the post-reading discussion. Structure this discussion using the Q-SSS-A process just like the structured conversations in this lesson.
Note: you might find the relational question is better discussed before or after the reading. This depends on whether the relational question is directly related to the reading or might make connections across units.
Differentiating the Reading
You will notice that three different reading passages are provided with this lesson. Look at the shapes in the top-left of each passage to determine the grade level.
In a class with students at diverse reading level proficiencies, you can give the appropriate reading passage to different students, while having all students follow the same PAT list and post-reading discussion.