Teacher Script: Checks & Balances: Government Power Play?

Warm-Up: Minds On! (5 minutes)

Teacher: "Good morning/afternoon, everyone! To kick things off today, I want us to think about a big question. On your warm-up sheet, please respond to this prompt: 'Imagine a government where one person or one group had all the power. What might be some potential problems with that kind of system?' Take about three minutes to write down your thoughts. Don't worry about perfect answers, just get your ideas flowing."

Teacher: "Alright, let's hear a few ideas. Can anyone share one potential problem they thought of?" (Call on 2-3 students, encouraging brief responses. Validate all contributions.)

Introduction to Constitutional Principles (15 minutes)

Teacher: "Thank you for sharing. Those are excellent points, and they lead us perfectly into our essential question for today: 'How does the Constitution structure and limit government power?'" (Refer to Checks & Balances: Government Power Play? Slide Deck - Slide 1)

Teacher: "Our goal today is to understand how the U.S. Constitution, this really important document, makes sure that no single person or group in government gets too much power. It does this in two main ways: separation of powers and checks and balances."

(Refer to Checks & Balances: Government Power Play? Slide Deck - Slide 2)

Teacher: "Think of it like a team. If one person on a team does everything, it's not very fair, right? And they might make mistakes or get tired. Our government is designed similarly. Separation of powers means we've divided the big job of governing into three main parts, or branches, each with its own responsibilities."

Teacher: "Then, to make sure these three parts work together and don't overstep, we have checks and balances. This means each branch has certain powers to check or limit the other branches, making sure there's a good balance of power. It's like having different coaches who can give feedback to each other, preventing any one coach from running the whole show without input."

Deep Dive: Constitutional Excerpts (15 minutes)

Teacher: "So, what are these three branches? Let's take a look!" (Refer to Checks & Balances: Government Power Play? Slide Deck - Slide 3)

Teacher: "First up, we have the Legislative Branch. This is primarily Congress, made up of the House of Representatives and the Senate. What do you think their main job is?" (Pause for responses. Guide towards "making laws.")

Teacher: "Exactly! They are the law-makers. The Constitution talks about them in Article I." (Refer to Checks & Balances: Government Power Play? Slide Deck - Slide 4)

Teacher: "But even Congress, with its power to make laws, isn't all-powerful. What are some ways the other branches might 'check' the Legislative Branch? Think about what the President or the courts can do with a new law." (Prompt students. Guide towards vetoes and judicial review.)

Teacher: "Next, we have the Executive Branch. Who is the head of the Executive Branch?" (Pause for responses. Guide towards "the President.")

Teacher: "That's right, the President, along with their cabinet and various agencies. Their main job is to carry out and enforce the laws that Congress makes. This is covered in Article II of the Constitution." (Refer to Checks & Balances: Government Power Play? Slide Deck - Slide 5)

Teacher: "Now, how do we keep the President's power in check? What can Congress do if they disagree with the President, or if the President makes an appointment? What can the courts do?" (Prompt students. Guide towards impeachment, approving appointments, and judicial review of executive actions.)

Teacher: "Finally, we have the Judicial Branch. This includes the Supreme Court and all the federal courts. Their main job is to interpret the laws – to decide what laws mean and whether they are constitutional. This is found in Article III." (Refer to Checks & Balances: Government Power Play? Slide Deck - Slide 6)

Teacher: "The Judicial Branch has a powerful tool called judicial review, where they can declare a law or executive action unconstitutional. But even their power is checked. How are judges selected? And what can Congress do if a judge abuses their power?" (Prompt students. Guide towards presidential appointments, Senate approval, and impeachment.)

(Refer to Checks & Balances: Government Power Play? Slide Deck - Slide 7)

Teacher: "So, you see, it's a constant dance! Each branch has its own job, but also a way to watch over the other two. This system is designed to prevent tyranny and protect our freedoms. It makes sure that decisions are carefully considered and that power is shared, not concentrated."

Activity: Government Power Play (20 minutes)

Teacher: "Now it's your turn to be constitutional detectives! I'm going to hand out the Government Power Play Activity Handout. You'll work in small groups of 3-4. On this handout, you'll find several scenarios describing actions taken by the government. Your task is to:

1. Read each scenario carefully.
2. Identify which branch or branches of government are involved.
3. Explain which constitutional principle(s) – separation of powers or checks and balances – are at play.
4. Describe how the power is being structured or limited in that scenario.

You'll have about 15 minutes to work through these scenarios in your groups. I'll be walking around to answer any questions. When time is up, we'll come back together to discuss your findings." (Refer to Checks & Balances: Government Power Play? Slide Deck - Slide 8)

(Distribute handouts. Circulate, answer questions, and facilitate group discussions.)

Teacher: "Alright everyone, let's bring it back together. Great discussions I heard happening! Now, let's go through some of these scenarios." (Refer to Checks & Balances: Government Power Play? Slide Deck - Slide 9)

(Go through each scenario from the Government Power Play Activity Handout, calling on different groups to share their answers. Use the Government Power Play Activity Answer Key to guide the discussion. Encourage debate and clarification.)

Teacher: "Were there any scenarios that were particularly tricky? What did this activity help you understand better about how our government works?"

Cool-Down: Constitutional Connections (5 minutes)

Teacher: "Excellent work today, everyone! To wrap up, I'd like you to complete this Constitutional Connections Cool-Down activity. On your sheet, please write a short response to the essential question once more, incorporating what you've learned today: 'How does the Constitution structure and limit government power?' Also, tell me one new thing you learned or one concept that became clearer to you today. This will serve as your exit ticket." (Refer to Checks & Balances: Government Power Play? Slide Deck - Slide 10)

(Collect cool-down sheets as students leave or when they are finished.)

Teacher: "Thank you all for your thoughtful participation! Have a great day."

Minds On: Quick Write Warm-Up

Prompt: Imagine a government where one person or one group had all the power and could do whatever they wanted without anyone else being able to stop them. What might be some potential problems with that kind of system?

Think about what could go wrong, who might be affected, and why it might not be a fair or safe way to be governed.

 
 
Share: Be prepared to share one of your ideas with the class.

Government Power Play Activity

Instructions: Read each scenario below. For each scenario, identify:

1. Which branch(es) of government are involved?
2. Which constitutional principle(s) are at play (Separation of Powers and/or Checks and Balances)?
3. How is government power being structured or limited in this situation?

Scenario 1: New Education Bill

Congress passes a new law requiring all public schools to adopt a standardized national curriculum for science. The President believes this law is too expensive and gives the federal government too much control over local education, so he vetoes the bill.

1. Branches Involved:
   
   
   
2. Constitutional Principle(s):
   
   
   
3. How is power structured/limited?
   
   
   
   
   
   

Scenario 2: Judicial Appointment

The President nominates a new judge to fill a vacancy on the Supreme Court. Before the judge can take their position, the Senate holds hearings and must approve the nomination by a majority vote.

1. Branches Involved:
   
   
   
2. Constitutional Principle(s):
   
   
   
3. How is power structured/limited?
   
   
   
   
   
   

Scenario 3: Executive Order Challenge

The President issues an executive order to significantly change environmental regulations. Several states and environmental groups believe the order oversteps the President's constitutional authority. They sue, and a federal court rules that the executive order is unconstitutional and cannot be enforced.

1. Branches Involved:
   
   
   
2. Constitutional Principle(s):
   
   
   
3. How is power structured/limited?
   
   
   
   
   
   

Scenario 4: Treaty Negotiations

The President negotiates a new treaty with several foreign countries regarding international trade. After the treaty is signed by the President, it must be sent to the Senate for their advice and consent (approval) before it can officially go into effect.

1. Branches Involved:
   
   
   
2. Constitutional Principle(s):
   
   
   
3. How is power structured/limited?
   
   
   
   
   
   

Government Power Play Activity Answer Key

Scenario 1: New Education Bill

1. Branches Involved: Legislative (Congress) and Executive (President)
2. Constitutional Principle(s): Separation of Powers, Checks and Balances
3. How is power structured/limited?
   • Separation of Powers: Congress has the power to legislate (make laws), demonstrating its distinct role.
   • Checks and Balances: The President uses the power of the veto to check the legislative power of Congress. This prevents Congress from enacting a law without the President's approval (unless Congress overrides the veto), thereby limiting its power.

Scenario 2: Judicial Appointment

1. Branches Involved: Executive (President) and Legislative (Senate)
2. Constitutional Principle(s): Separation of Powers, Checks and Balances
3. How is power structured/limited?
   • Separation of Powers: The President has the distinct power to nominate (appoint) federal officials, while the Senate has the distinct power to approve or reject them.
   • Checks and Balances: The Senate's power to approve judicial nominations acts as a check on the President's appointment power. This ensures that the President cannot unilaterally place judges on the federal courts, limiting the Executive Branch's influence over the Judiciary.

Scenario 3: Executive Order Challenge

1. Branches Involved: Executive (President) and Judicial (Federal Courts)
2. Constitutional Principle(s): Separation of Powers, Checks and Balances
3. How is power structured/limited?
   • Separation of Powers: The President has the power to issue executive orders (a form of enforcing laws), and the Judicial Branch has the power to interpret the Constitution and laws.
   • Checks and Balances: The federal court's ability to declare the executive order unconstitutional (judicial review) acts as a check on the President's executive power. This limits the President's ability to act beyond their constitutional authority.

Scenario 4: Treaty Negotiations

1. Branches Involved: Executive (President) and Legislative (Senate)
2. Constitutional Principle(s): Separation of Powers, Checks and Balances
3. How is power structured/limited?
   • Separation of Powers: The President has the distinct power to negotiate and sign treaties with foreign nations.
   • Checks and Balances: The Senate's requirement to provide "advice and consent" (approve) treaties limits the President's power to make international agreements unilaterally. This ensures that foreign policy decisions have broader legislative support.

Constitutional Connections Cool-Down

1. Reflect on the essential question: How does the Constitution structure and limit government power? In your own words, summarize the main ways the Constitution achieves this.

2. One New Insight: What is one new thing you learned or one concept that became clearer to you today about how our government works?