Scott's+LEP

**Objectives:**
Students will be able to name the three branches of government. Students will be able to give examples of how each branch checks the others. Students will be able to identify the powers delegated to the three branches of government. Students will be able to determine how the checks and balances system can be seen in today's modern democratic system. Students will be able to identify values and issues that are present in today's politics.

**Oregon State Standards:**
SS.08.CG.03 Understand the powers of each branch of government as stated in the Constitution. SS.08.CG.02.02 Understand how laws are made and enforced at the federal, state, and local levels. SS.08.CG.03.01 Understand the basic idea of checks and balances of each branch of the federal government. SS.08.CG.03.02 Identify the legislative, executive, and judicial institutions at each level of government.

**Procedure:**
**1. Branches of Power Interactive Online Video Game** Students can play this game with a partner or as individuals. If there are enough computers it would be better to play individually. Students should learn the game on their own. The game is designed for students to learn about the three branches’ power and interactions through the trial and error of playing. Allow them time to go through the instructions and be able to answer questions if they get stuck. Allow at least 45 minutes of game time. At the end of the game, have each student print out their detailed score report. This can be used to make sure they all participated and as a competition. The student with the highest score can be President in the following activity.

The game can be found here: Branches of Power

After playing the game, follow up with a few questions and discuss as a class.

What was your experience with Branches of Power? What did you learn about how the government works? What surprised you with the way laws are passed? How did this change how you view the government? Thinking about what you learned about how the branches interact with one another, if you could summarize this in one word, what would it be? Who had the power in the game? Explain. Which role did you like playing the best? Why? If you could change something about how laws are made, what would it be? Which issues did you choose? Which was your best issue tower? Is there an issue in the game that you would be interested in learning more about? Which one, and why? How do you think students can take this game and apply it real life? After a law is made, do you know who would be responsible for carrying out the policies in it?

Active, Critical Learning Semiotic Domains Psychosocial Moratorium Identity Self Knowledge Committed Learning Probing Principle On-demand and Just-in-Time Cultural Models about the World
 * Learning Principles Utilized:**


 * 2. In class Simulation**
 * Tell the students a certain amount of money ($10, for example) is available to the class to use to purchase a special snack (or for some other worthwhile purpose). Ask each student — without consulting others — to write down how s/he would spend the money.
 * Divide the class into three groups (and appoint one or more students who will later mount a legal challenge as described below). Group 1 controls the money (the executive branch); Group 2 decides how the money will be spent (the legislative); Group 3 (judicial — make sure this group has an odd number of members) will rule on any challenges. Begin by having each group select a spokesperson in a closed session. From this point on, when any group meets it is done in fishbowl style, with the rest of the class surrounding the group members, but observing only.
 * The legislative branch meets to decide how to spend the money. Have supermarket ads or circulars available for reference. The proposal is written down. Add a place for signatures in case of approval and another place for a veto.
 * Next the executive branch meets. The group discusses whether to approve or veto the proposal. If changes are desired, the group vetoes the entire proposal. Any recommendations can be written down, but the executive branch itself cannot create a new proposal. If necessary, the legislative group meets again to reshape the proposal or, in case of a 2/3 majority, to override the veto.
 * Once the legislative branch creates a proposal that is approved by the executive branch, unveil a challenge to it. For example, the challenge could be based on desiring some fresh fruit to accompany the snack or on a food allergy. The judicial group hears the challenge and rules on it. If the proposal is turned down, the legislative group should meet once more to refine the proposal.
 * Now ask students to read aloud some of the snack suggestions they originally wrote down. In all likelihood, the final proposal is different from most of the students' original ideas. Had this been a monarchy with any one of those class members serving as the ruler, something completely different would have resulted. Discuss the ways in which this activity mirrored the three branches of government. Discuss the pros and cons of the system used by the class and a system where one individual holds all the power.
 * If possible, use the money as proposed by the class.

Active, Critical Learning Semiotic Domains Self-Knowledge Situated Meaning Cultural Models about the World
 * Learning Principles Utilized:**


 * 3. Wrap-Up Activity**: Pictionary on Checks and Balances
 * 1) Divide the class into 5-6 teams of 4.
 * 2) Choose an individual to come to the board to draw ideas relating to checks and balances for the class. No words, numbers or talking can be used. The teacher supplies the term to be drawn.
 * 3) The first team to guess the concept gets the point and sends the next person to draw up to the board.
 * 4) Review the main idea of each concept before moving on to the next one by analyzing the elements of the drawing made by the student.
 * 5) Continue until all concepts have been reviewed.

Appoint Law Branch Courts Override Ratify Bill Executive Congress Impeachment Veto Treaty President Confirm
 * Terms:**

Active Critical Learning Multimodal Semiotic Domains
 * Learning Principles Utilized:**

Evaluation:
Have students take the Branches of Government quiz to assess comprehension.


 * Optional Homework:** Have students research online from the past or currently of the branches checking each other. Discuss the next day in class.

Balancing Three Branches at Once: Our System of Checks and Balances US Government: The Checks and Balances System of the US Constitution
 * Resources:**