OP6: Three Branches of Government The Founding Fathers created three branches of government to help prevent governmental abuse of power

ss.7.c.1.7: Describe how the Constitution limits the powers of government through separation of powers and checks and balances. I can define the “limited government” set up in the Constitution “constitutional government” I can define and compare and contrast “separation of powers” and “checks and balances” I can understand the limits the government has because of separation of powers and checks and balances I can recognize examples of separations of powers and checks and balances (and distinguish between them- can tell them apart)

ss.7.c.3.2: Compare parliamentary, federal, confederal, and unitary systems of governments I can define “parliamentary,” “federal,” “confederal,” and “unitary” systems of government I can spot examples of these systems of governments I can compare the organization of these systems to each other I can analyze scenarios describing different systems of government

ss.7.c.3.3: Illustrate the structure and function (three branches of government established in Articles I, II, and III with corresponding powers) of government in the United States as established in the Constitution. I can create a visual of the structure of the legislative branch, executive branch and judicial branch I can list the powers of the legislative branch, executive branch and judicial branch I can compare the roles and responsibilities of the three branches

ss.7.c.3.8: Analyze the structure, functions, and processes of the legislative, executive and judicial branches I can examine the processes of the legislative branch How a bill becomes a law Confirming appointments Committee selection I can examine the processes of the executive branch Executive order Veto appointments I can examine the processes of the judicial branch Judicial review Court order Writ of certiorari Summary judgment I can define and compare “ordinances,” “statues,” and “acts” I can understand the difference in lawmakers at the local, state and federal levels I can compare and contrast the lawmaking process at the federal, state and local levels

What do we already KNOW??? Use sticky notes at group to write anything you already know about the information from your “I CAN…” statements ONE fact per sticky note Work together to come up with FACTS Can use as many sticky notes as facts!!! You will have 1-2 minutes, have your #3 person put them on the K window when you complete as many as you can

What do you think the cartoon is trying to show?

Video: Separation of powers OR Checks and Balances

Breakdown the Constitution Preamble Articles I: Legislative Branch II: Executive Branch III: Judicial Branch IV: States V: Amendment Process VI: Supremacy Clause VII: Ratification Amendments

Reading with a Purpose: Each group will be assigned a branch of government. Using the article from the Constitution you are going to find the JOB DUTIES of your branch. Put the code “J” next to the jobs you find. Creatively list the jobs of your branch using the green chart paper provided. ***Think of these as the “leaves” on your branch*** Job duties are what they can and can’t do… what their powers are. What are some key terms that may indicate a “duty” of the branch?

Legislative Branch Notes After taking notes from the PowerPoint, you are going to work with your group to find WHERE in the Constitution the information is located. Put the section # on the RIGHT side margin of your notes. Then create a graphic organizer to show your understanding of the branch of government… can use the visual on the right to START… Make sure you tell me the amount of people in each house, who is the leader of each house, the qualifications to become a representative and their main duty

Legislative Branch Paragraph Using your notes, your organizer and Article I of the Constitution, you are going to write one paragraph about the Legislative Branch. Think about formal writing… I expect full and complete sentences, correct spelling and grammar. You must explain what the main job of the branch is, who is involved, what their duties are and how they have to check and balance the other branches. You must write AT LEAST 5 sentences and you must include at least one quote from the Constitution.

Executive Branch Notes After taking notes from the PowerPoint, you are going to work with your group to find WHERE in the Constitution the information is located. Put the section # on the RIGHT side margin of your notes. Then create a graphic organizer to show your understanding of the branch of government… can use the visual on the right to START… Make sure you tell me the amount of people in the branch, who is the main people involved in the branch, what are the qualifications to become President and the main duty of the branch.

Executive Branch Paragraph Using your notes, your organizer and Article II of the Constitution, you are going to write one paragraph about the Executive Branch. Think about formal writing… I expect full and complete sentences, correct spelling and grammar. You must explain what the main job of the branch is, who is involved, what their duties are and how they have to check and balance the other branches. You must write AT LEAST 5 sentences and you must include at least one quote from the Constitution.

Judicial Branch Notes After taking notes from the PowerPoint, you are going to work with your group to find WHERE in the Constitution the information is located. Put the section # on the RIGHT side margin of your notes. Then create a graphic organizer to show your understanding of the branch of government… I would suggest starting with a triangle… Make sure you tell me the amount of judges in each level of courts, the qualifications to become a supreme court justice, the amount of courts at each level, the type of jurisdiction each level of courts has and the main duty of the branch

Judicial Branch Paragraph Using your notes, your organizer and Article III of the Constitution, you are going to write one paragraph about the Judicial Branch. Think about formal writing… I expect full and complete sentences, correct spelling and grammar. You must explain what the main job of the branch is, who is involved, what their duties are and how they have to check and balance the other branches. You must write AT LEAST 5 sentences and you must include at least one quote from the Constitution. KEEP IN MIND THAT THE ONLY COURT SYSTEM DISCUSSED IN THE CONSTITUTION IS THE SUPREME COURT!!!!

Evaluate the Political Cartoon

Checks and Balances Highlight/ Color-code based on our colors: PINK: Legislative YELLOW: Executive GREEN: Judicial

Legislative

Executive

Judicial

Checks and Balances Paragraph Using your notes and the Constitution, you are going to write one paragraph about checks and balances. Think about formal writing… I expect full and complete sentences, correct spelling and grammar. You must explain what the definition of checks and balances is, describe at least one check each branch has on the other two it checks. For example… “the Judicial branch checks the Legislative branch by… and it checks the Executive branch by…” This paragraph must be at least 4 sentences

Putting our Paragraphs together You have written four body paragraphs that we are going to put together to create a SIX paragraph essay about the three branches of government Now we need to create out INTRO and CONCLUSION paragraph to bring it all together. Remember your introduction gives a bit of background and explains what the essay is about The conclusion should wrap up and summarize your information

Checks and Balances Paragraph INTRODUCTION: When creating our country the Founding Fathers used the ideas of Montesquieu to separate the powers of our government so no one branch can become too _______________. The government was broken into ______ branches; the __________, _____________, and _____________ branch. The Founding Fathers created a ________________ government by writing the _________________ to setup the structure of the government. Within the document it clearly states the structure and function of the _______ branches and how the check and _______________ each other.

Checks and Balances Paragraph CONCLUSION: Our government is broken into ______ branches; the __________, _____________, and _____________ branch. All ___________ branches have specific duties and responsibilities. These separate jobs are specifically laid out in the ________________. The branches can also ___________ each other to ensure no branch becomes too _________________.

Check what you know! https://www.brainpop.com/games/checksandbalances/ http://bookunitsteacher.com/government/test3.htm Quiz…

Legislative Branch Stations: Day 1 ACHIEVE expectations posted at each group for detailed instructions RED and ORANGE YELLOW and GREEN BLUE and PURPLE With Mrs. Evans With iPads With craft supplies

Legislative Branch Stations: Day 2 ACHIEVE expectations posted at each group for detailed instructions RED and ORANGE YELLOW and GREEN BLUE and PURPLE With craft supplies With Mrs. Evans With iPads

Legislative Branch Stations: Day 3 ACHIEVE expectations posted at each group for detailed instructions RED and ORANGE YELLOW and GREEN BLUE and PURPLE With iPads With craft supplies With Mrs. Evans

Executive Branch Stations: Day 1 ACHIEVE expectations posted at each group for detailed instructions RED and ORANGE YELLOW and GREEN BLUE and PURPLE With Mrs. Evans With computers With iPads

Executive Branch Stations: Day 2 ACHIEVE expectations posted at each group for detailed instructions RED and ORANGE YELLOW and GREEN BLUE and PURPLE With iPads With Mrs. Evans With computers

Executive Branch Stations: Day 3 ACHIEVE expectations posted at each group for detailed instructions RED and ORANGE YELLOW and GREEN BLUE and PURPLE With computers With iPads With Mrs. Evans

Judicial Branch Stations: Day 1 ACHIEVE expectations posted at each group for detailed instructions RED and ORANGE YELLOW and GREEN BLUE and PURPLE With computers With iPads With Mrs. Evans

Judicial Branch Stations: Day 2 ACHIEVE expectations posted at each group for detailed instructions RED and ORANGE YELLOW and GREEN BLUE and PURPLE With Mrs. Evans With computers With iPads

Judicial Branch Stations: Day 3 ACHIEVE expectations posted at each group for detailed instructions RED and ORANGE YELLOW and GREEN BLUE and PURPLE With iPads With Mrs. Evans With computers

Supreme Decision… con’t We are going to further investigate how the Supreme Court makes their decisions and look at some previous court cases that are historically important to how the United States works and how the government protects our rights

Clue Me In Cut up the “clues” and sort them into the correct branch of your foldable

Systems of Government Review our SYSTEMS of government… FUC Distribution of power

Systems of Government

Presidential versus Parliamentary system

Scenario 1: Since its 1988 constitution, Brazil has divided its country into twenty- six states and a central government district. The states are then broken into over 5,500 municipalities, which are like counties. All these political units have a local government that has its own laws and taxes. Brazilians vote for representatives at each level. The central government will not allow any states or municipalities to be independent or break away from the country’s national government.

Scenario 2: For only three years beginning in 1836, the countries of Bolivia, North Peru, and South Peru attempted a government system in which the three countries created a loose union that shared power as well as ruled themselves. Neighboring countries, including Argentina and Chile, were alarmed about this new government and a war followed that ended this shared government system between Bolivia and Peru.

Scenario 3: Established in 1993, the European Union (EU) is an economic and political union of twenty-seven independent countries, or member states, which has a foundation from the European Economic Community. The EU has allowed a single free trade market where all member states are guaranteed freedom of movement of people, goods, services, and capital. Most EU countries have adopted a common currency, called the euro. While it is governed by the EU Commission and Parliament over the union’s common interests, each country still controls its independently-run government.

Scenario 4: Costa Rica is a peaceful, democratic republic where power is only given by the central government, based in San Jose, the capital city. The seven provinces have leaders, but the laws and taxes of the central government have full control over the regional division.

Scenario 5: Since its 1917 constitution, Mexico has had a central government based in its capital, Mexico City, and thirty-one states that also have their own state governments and share power with the central government. Citizens vote for their representatives on three government levels: the central, state, and municipal governments.

Scenario 6: Fidel Castro took power as dictator over Cuba and made it communist in 1959 after leading the Cuban Revolution. Under this government system, only one political party was in control and only one person, Castro, made all decisions for the citizens. The laws he established from Havana, the capital, were to be followed by the entire country.

Federalism (Federal System)

Laws at the different levels…. A “Law” or an “Act” is a rule the national government passes A “Statute” is a rule the state government passes An “Ordinance” is a rule the local government (city or county) passes Using the information provided about what each level of government is in charge of, come up with TWO laws or acts, TWO statutes and TWO ordinances with the people at your group– make sure that level has the right to make that rule!

So… If you had to get rid of ONE of the branches of government, which would it be and why? How would you redistribute the power (keeping in mind separation of powers and checks and balances)?

REVIEW Work with a partner to complete study guide Use your brain, your notes and your textbooks TURN IN ON DAY OF TEST FOR EXTRA CREDIT!!!