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Separation of Powers (whats for lunch) .pdf - Teacher’s...

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Separation of Powers: What’s for Lunch?Learning Objectives.Students will be able to:Simulate the roles of each of the three branches ofgovernmentIdentify the main role and function of each ofthe three branchesCompare the simulation to a real-life example of abill that became lawCompare and contrast the simulation activity to thereal-life interaction of the three branchesThis lesson plan is part of theThree Branchesseries by iCivics, Inc. a nonprofit organization dedicated to advancing civic education. For more resources,please visit , where you can access the state standards aligned to this lesson plan.Provide feedback to [email protected]©2011 iCivics, Inc. You may copy, distribute, or transmit this work for noncommercial purposes if you creditiCivics. All other rights reserved.Time Needed:Two class periodsMaterials Needed:Student worksheetsProjector (PowerPoint optional)Copy Instructions:Simulation Activity (4 pages; one packet pergroup)Post-Simulation Activity(1/2 sheet; class set)Real-Life Crossover (2 pages; class set)STEPBYSTEPTeacher’s GuideANTICIPATEby quickly polling the class: Is it easier if one person makes a decision, or if severalgroups work together to make a decision? Remind them that in our government,decisions about laws are made by several parts of government. Tell students thattoday they will do an activity that simulates the way laws in our country are made.DIVIDEstudents into groups. Make sure you have at least three groups.PROJECTthe “Official Procedure for Deciding New School Lunch Menus” master. Explain thatthe activity will have 5 rounds, and that each group will act as Lead Chefs, MenuWriters, and Nutrition Inspectors, depending on the round. (This master is alsoavailable as a Power Point slide in the Power Point presentation.)DISTRIBUTEthe Simulation Activity so each group has one 4-page packet.PROCEEDwith the activity according to the instructions on the Simulation Activity TeacherGuide (found with the other Teacher Guide pages at the end of the lesson).After the simulation activity...DISTRIBUTEa Post-Simulation Activity half sheet to each student. Assign students to complete.Alternatively, do the Power Point versions of these activities as a class.DEBRIEFstudents by reviewing the answers to the half sheet and asking groups to talkabout the process. Were their menus vetoed? Did their menus pass inspection bythe Nutrition Inspectors?DISTRIBUTEa Real-Life Crossover reading and activity page to each student.READthe Real-Life Crossover reading with the class. Pause to discuss as appropriate.ASSIGNstudents to complete the Real-Life Crossover activity page. Make sure studentsunderstand that they won’t find the exact answers in the reading. They will have touse what they learned to draw conclusions and make educated guesses.

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Term
Fall
Professor
Elizabeth Dockery Wright
Tags
Supreme Court of the United States, United States Congress, Lead Chefs, Menu Writers

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