1. How does the Constitution limit the powers of the government?
Students will explain the concept of limited government as set forth in the U.S. Constitution.
Students will describe and distinguish between the concepts of separation of powers and checks and balances.
Students will analyze how government power is limited by separation of powers and/or checks and balances.
Students will be able to recognize examples of separation of powers and checks and balances.

2. BELLWORK: What do the 2 football teams represent?
Answer the following questions on your activity sheet: Analyze and examine the objects in the political cartoon.
What do the 2 football teams represent?
What do the referees represent?
What principle is this cartoon illustrating?
Which document sets up this structure?

3. How does the Constitution limit the powers of the government?
Level 4
Students will research current events and/or historical examples of separation of powers and checks and balances to evaluate how they limit the powers of the government.
Level 3
Students will analyze how government power is limited by separation of powers and/or checks and balances and be able to recognize examples of separation of powers and checks and balances.
Level 2
Students will describe and distinguish between the concepts of separation of powers and checks and balances.
Level 1
Students will explain the concept of limited government as set forth in the U.S. Constitution.

4. explain the concept of limited government as set forth in the U. S
explain the concept of limited government as set forth in the U.S. Constitution.
Constitutional government is a form of government based on a written set of laws that all citizens agree to. In this form of government, the constitution is the highest law of the land.
The U.S. Constitution is the supreme law of the land.

5. explain the concept of limited government as set forth in the U. S
explain the concept of limited government as set forth in the U.S. Constitution
The legislative branch is made up of Congress, comprised of the House of Representatives and the Senate. The legislative branch creates and passes laws.

6. explain the concept of limited government as set forth in the U. S
explain the concept of limited government as set forth in the U.S. Constitution
The executive branch is made up of the President, the Cabinet and federal agencies. The executive branch signs bills into law and can veto bills. This branch makes sure that laws are carried out.

7. explain the concept of limited government as set forth in the U. S
explain the concept of limited government as set forth in the U.S. Constitution
The judicial branch is made up of the Supreme Court and lower federal courts. This branch makes sure laws are in line with the U.S. Constitution.

8. explain the concept of limited government as set forth in the U. S
explain the concept of limited government as set forth in the U.S. Constitution
Each branch has separate powers and they work together to accomplish the goal of governing the country. We have a limited government, a government that has been limited in power by a constitution, or written agreement.

9. Everyone needs a copy of the graphic organizer!
Using your notes, come up with a definition for the following terms:
LIMITED GOVERNMENT
CONSTITUTIONAL GOVERNMENT
Write your definitions in your own on your graphic organizer.

10. ADD YOUR DEFINITIONS!

11. Everyone needs a copy of the reading!
Number your paragraphs!

12. explain the concept of limited government as set forth in the U. S
explain the concept of limited government as set forth in the U.S. Constitution
As I read, mark up the text.
Put a V next to any vocabulary terms.
Put a D next to anything that helps you define those terms!

13. Remember, as I read, mark up the text. V D
Remember, as I read, mark up the text.
Put a V next to any vocabulary terms.
Put a D next to anything that helps you define those terms!
Do we need to add anything to the terms we have already defined?

14. How does the Constitution limit the powers of the government?
Level 4
Students will research current events and/or historical examples of separation of powers and checks and balances to evaluate how they limit the powers of the government.
Level 3
Students will analyze how government power is limited by separation of powers and/or checks and balances and be able to recognize examples of separation of powers and checks and balances.
Level 2
Students will describe and distinguish between the concepts of separation of powers and checks and balances.
Level 1
Students will explain the concept of limited government as set forth in the U.S. Constitution.

15. V D D V D
Read the rest of paragraph 1 and 2 with your shoulder partner, mark up the text.
Put a V next to any vocabulary terms.
Put a D next to anything that helps you define those terms!

16. Using your reading, come up with a definition for “separation of powers”. Write your definition in your own words on your graphic organizer.
Then, add examples of “separation of powers” from the text to your graphic organizer.

17. Read the rest of the passage with your shoulder partner, mark up the text.
Put a V next to any vocabulary terms.
Put a D next to anything that helps you define those terms!

18. Using your reading, come up with a definition for “checks and balances”. Write your definition in your own words on your graphic organizer.
Then, add examples of “checks and balances” from the text to your graphic organizer.

19. Teacher Note: Model one branch with the entire class, executive.
Each activity sheet includes a summary of the powers for a branch of government, a list of how that branch can check the other two and a role-play scenario.
Read the first three sections of the activity sheet that outlines the powers of the branch and the powers that branch has to check the other two branches.

20. Teacher note: Model one branch with the entire class, executive.
Find evidence from your reading to identify the powers and the checks on powers for your assigned branch of government.

21. You be the… With your shoulder partner:
Finish Part One: Actions to Accomplish Your Goal
Finish Part Two: Actions to Check the Other Branches Goal
Be prepared to share with your team.
Teacher note: Have students sit in teams of four. Give one pair the executive branch and the other pair the judicial branch. After time is called, have each group share their responses with the other.

22. Finish with your team…
Discuss the following questions with your teammates. Use examples from your reading and role play activity.
Remember to use vocabulary from the lesson and your accountable talk stems!
You have 2 minutes, add your responses to your graphic organizer!
Distinguish between the concepts of separation of powers and checks and balances.
How are these two concepts different? How do they support the idea of a limited government?

23. How does the Constitution limit the powers of the government?
Level 4
Students will research current events and/or historical examples of separation of powers and checks and balances to evaluate how they limit the powers of the government.
Level 3
Students will analyze how government power is limited by separation of powers and/or checks and balances and be able to recognize examples of separation of powers and checks and balances.
Level 2
Students will describe and distinguish between the concepts of separation of powers and checks and balances.
Level 1
Students will explain the concept of limited government as set forth in the U.S. Constitution.

24. Checking for understanding write a well-crafted informative response using one of the following prompts:
Prompt 1
How do the systems of separation of powers and checks and balances limit the power of the government? Give an example of a power for each branch and one example of how each branch can “check” that power.
Prompt 2
In Federalist No. 47, James Madison wrote the following: “…Montesquieu was guided… in saying ‘There can be no liberty where the legislative and executive powers are united in the same person, or body’ … he did not mean that these departments ought to have … no CONTROL over, the acts of each other.” Explain the passage in your own words and how this passage is related to the concept of checks and balances.