Today’s class requires a lot of quick thinking and quick writing. Where you sit determines your group. Do not move any desks. There will also be weird sounds from this PowerPoint. Pick up a Separation of Powers Guide Notes sheet. Write your first and last name, today’s date, and the period you have civics in the upper- right hand corner of the page.

- by the end of this lesson: you should be able to explain the concept of limited government as put forth in the U.S. Constitution you should be able to describe and distinguish between the concepts of ‘separation of powers’ and ‘checks and balances’ you should be able to analyze how government power is limited by ‘separation of powers’ and ‘checks and balances’ you should be able to recognize examples of ‘separation of powers’ and ‘checks and balances’

Flip to the back of your worksheet, please. Write this definition under the title Separation of Powers: three branches with their own distinct powers & responsibilities Write Checks and Balances on the back of your paper. Write this definition: each branch of government can limit the power of other branches

Pop Quiz! Pick from the multiple choice options. Do not write the questions. Write the answer on the BACK OF YOUR WORKSHEET. Do not share answers (yet). 1. How would you rate the food in your school cafeteria overall? Horrible Average Delicious I don’t eat there

2. Do you tend to eat food from the cafeteria or the snack line? Cafeteria (the right line) Snack Line (the left line) Both Neither Pop Quiz! Pick from the multiple choice options. Do not write the questions. Write the answer on the BACK OF YOUR WORKSHEET. Do not share answers (yet).

3. Is the food being served in your cafeteria healthy? Not at all Sometimes Always What does healthy mean? Pop Quiz! Pick from the multiple choice options. Do not write the questions. Write the answer on the BACK OF YOUR WORKSHEET. Do not share answers (yet).

4. Do you think the food being served in your cafeteria needs to be improved? Yes! Some of it No No opinion Pop Quiz! Pick from the multiple choice options. Do not write the questions. Write the answer on the BACK OF YOUR WORKSHEET. Do not share answers (yet).

5. Do you have ideas about what you’d like to see served in your cafeteria? Change everything Keep some things No change No opinion Pop Quiz! Pick from the multiple choice options. Do not write the questions. Write the answer on the BACK OF YOUR WORKSHEET. Do not share answers (yet).

Today’s class is completely timed. You will need to read instructions and listen for rotations. When the class is completely quiet, I will begin the process.

Lead Chefs Round 1! Six minutes! Write your groups’ members first and last names on the round 1 group members line near the top of the page. Read the instructions and select exactly five categories.

Menu Writers (Rotate the paper Clockwise) Round 2! Five minutes! Write your groups’ members first and last names on the round 2 group members line near the middle of the page. Read the instruction and make a menu!

Lead Chefs (Rotate Counter-Clockwise) Round 3! Three minutes! Read the instructions and vote!

Menu Writers (Rotate Clockwise) Round 4! Two minutes! Read the instructions and vote to overrule the lead chefs! (or you can rewrite your menu)

Judges (Rotate Clockwise) Round 5! Write your groups’ members names (first and last) on the round 5 line. Read the instructions, discuss it, and vote. Turn in your paper when your group finishes.

Guided Notes Executive Branch Key Player: The President Job of Executive Branch: There are many!  Sets important issues for Congress to work on  Signs a bill into law or vetoes it  Makes sure that the government carries out law Cares about: All Americans! Legislative Branch Key Players: Congress made up of the House of Representatives and the Senate Job of Legislative Branch: Write and pass bills Cares about: Their constituents or the people who have elected them to office Judicial Branch Key Players: The Supreme Court Job of Judicial Branch: Makes sure people are playing by the rules! Cares about: The Constitution

Guide Notes  Lead Chefs select healthy categories for a healthy lunch.  Menu writers write the actual menu for a healthy lunch.  Lead Chefs approve or veto the menu. Round 1: President sets the agenda for laws that are important. Round 2: Congress writes the bills that may become law. Round 3: President vetoes or signs the bills into law.

Guided Notes  Menu Writers had to make changes OR overrule the Lead Chefs.  Judges had to make sure that the final menu met the healthy rule. Round 4: Congress makes changes to bills or overrides the President’s veto. Round 5: Supreme Court ensures that the laws passed follow the Constitution.

03 LUNCH Writing Prompt On a blank page, write your first and last name, today’s date, and the period you have civics in the upper-right corner. Title this paper “03 LUNCH W I R”. Write a well-crafted informative response. Well-crafted means that your sentences fit together instead of jumping around. Informative means facts should come from the documents; your opinions are not required. Response means you answer the prompt; don’t just write what you feel like writing.

03 LUNCH Writing Prompt On a blank page, write your first and last name, today’s date, and the period you have civics in the upper-right corner. Title this paper “03 LUNCH W I R”. Write a well-crafted informative response. Well-crafted means that your sentences fit together instead of jumping around. Informative means facts should come from the documents; your opinions are not required. Response means you answer the prompt; don’t just write what you feel like writing. Prompt: How do the systems of separation of powers & checks and balances limit the power of the government? Give an example of a power one branch has and how another branch can “check” that power.

Time’s Up! Pass your Writing Prompt paper all the way back and all the way right.

Laws can change the way the country works. This next activity will change the way this class works. First, I need to divide the class into groups. Please do not write on any of today’s papers. The Lawmaking Process

Solo Step 1 Legislative Branch House of Senate Representatives Executive Branch Judicial Branch Vote for a Speaker of the House. This person will be the group writer. Vote for a Majority Leader. This person will be the group writer. Think of an idea for a new law in this class. Vote for a Chief Justice. This person will be the group speaker.

Spotlight Step 2 Executive Branch Legislative Branch House of Representatives Senate Executive Branch Judicial Branch Announce your idea to the class. Support Step 2 Listen to the President announce her/his idea to the class.

Spotlight Step 3 Legislative Branch Legislative Branch House of Representatives Senate Executive Branch Judicial Branch Discuss the President’s idea. The Speaker of the House will write an idea for a law on the board. The Speaker may write down the President’s idea or the Speaker’s idea. Support Step 3 Discuss the President’s idea to see if it violates any classroom rules. Discuss the President’s idea. The Majority Leader will write an idea for a law on the board. The Majority Leader may write down the President’s idea or the Majority Leader’s idea. Convince the Speaker of the House and the Majority Leader to write your idea on the board.

Spotlight Step 4 Legislative Branch Legislative Branch House of Representatives Senate Executive Branch Judicial Branch Vote on the idea. If it passes, ask the Senate to vote on it, too. Before the Senate can vote on it, they must erase what they’ve written and write down the House’s idea. Support Step 4 Discuss the ideas written on the board to see if they violate any classroom rules. Vote on the idea. If it passes, ask the House to vote on it, too. Before the House can vote on it, they must erase what they’ve written and write down the Senate’s idea. Convince the members of the House and the Senate how they should vote. When both houses agree, we can move to step 5.

Spotlight Step 5 Executive Branch Legislative Branch House of Representatives Senate Executive Branch Judicial Branch Decide if you like the bill that Congress passed. If you like the bill that Congress passed, sign the bill into law (sign the board). If you don’t like the bill that Congress passed, write “VETO” next to the bill. Support Step 5 Watch quietly as Congress passes a bill to the President. See if the President vetoes the bill.

Spotlight Step 6 Legislative Branch Legislative Branch House of Representatives Senate Executive Branch Judicial Branch If the President signed the bill, we all skip this step. Vote on the bill again to try and override the veto. If two-thirds of the House and two-thirds of the Senate votes to override, then the President’s veto doesn’t matter. Go to step 7. If the legislative branch can’t override the veto, go back to. Support Step 6 The Supreme Court does a lot of waiting and watching, doesn’t it? If you signed the bill, the class skips this step. If you vetoed the bill, convince Congress to go back to your original idea. step 3

Spotlight Step 7 Judicial Branch Legislative Branch House of Representatives Senate Judicial Branch Executive Branch If you are the Chief Justice: call the class to order; say “today we will hear the case Mr. Deutsch versus the class”; and then say “the petitioner will rise.” Listen to your teacher explain why the law violates classroom rules. Any justice may interrupt the teacher to ask questions at any time. Support Step 7 Listen to the teacher’s argument about the law so you can be ready to rebut the argument. Part 1 – Petitioner

Spotlight Step 7 Judicial Branch Legislative Branch House of Representatives Senate Judicial Branch Executive Branch If you are the Chief Justice, say “the respondents will rise.” Call on one student at a time. Listen to their arguments, interrupting as much as you like just like when your teacher was talking. Support Step 7 Stand up if you’d like to argue your case. Convince the Supreme Court that the new classroom law doesn’t violate current rules. Part 2 – Respondents

Spotlight Step 7 Judicial Branch Legislative Branch House of Representatives Senate Judicial Branch Executive Branch After all arguments, discuss the classroom law with the other members of the court. Vote privately to determine if the new law is not compatible with the older rules. Do not announce the results of your vote yet. Support Step 7 Be as quiet as possible to try and hear the Supreme Court talk. Part 3 – Deliberations

Spotlight Step 7 Judicial Branch Legislative Branch House of Representatives Senate Judicial Branch Executive Branch If the Chief Justice voted with the majority, she/he will announce the verdict and the reasons the court voted that way. If there is a dissenting opinion, that person will get to stand and share her/his feelings on the case, as well. Support Step 7 Listen to the justices announce the verdict. See if they cite any of your arguments in the majority opinion or in the dissenting opinion. Part 4 – Verdict