• 2.1(B) respond appropriately and courteously to directions and questions (K-3);
• 2.1(C) participate in rhymes, songs, conversations, and discussions (K-3);
• 2.1(D) listen critically to interpret and evaluate (K-3);
• 2.3(C) ask and answer relevant questions and make contributions in small or large group discussions (K-3);
• 2.3(D) present dramatic interpretations of experiences, stories, poems, or plays (K-3);

• 2.11(A) identify functions of governments;
• 2.11(C) describe how governments establish order, provide security, and manage conflict.
• 2.12(B) identify ways that public officials are selected, including election and appointment to office.

• Identifying Similarities and Differences
• Summarizing and Note Taking
• Questions, Cues and Organizers
• Interactive Teaching and Learning

• Use of Information
• Synthesis

Day 2: Begin by showing the Constitution to the class. Explain you are going to show them the recipe for government. I use a poster board tree to introduce the three branches of government. As I give an simple overview of each branch I display a book that features a prominent photo of that branch of government. Following the introduction I place each book on a separate table, effectively turning the tables into the White House, Congress and the Supreme Court. Tell the class they will be selecting some of their classmates to do some government jobs. Help the class elect the president and vice-president, the representatives and senators. As they are elected students take the picture that represents the role they are playing, President, senator etc. to the appropriate table. At this point the President will appoint the 5 Supreme Court Justices with the Congress giving the okay to the choices. The remaining students are gathered on the floor, and are probably feeling somewhat left out. These are the people, the most important part of the government. This group is going to come up with an idea they think would be good for the country. Ideas students have come up with are: no smoking, recycling etc. When the group has come up with an idea they would like to see on the books they write it down, and carry it over to the Congress. The members of congress discuss the idea, which is now called a bill. They either decide to pass it or not. If they decide to pass it they send it to the President. The president and Vice-president consider the bill. They either veto it or approve it. If approved the President signs the bill and it becomes law. If it is vetoed it is carried back to the Congress for changes. When the bill is finally a law, one of the people has an objection to the law. They do not like it. The law is then taken to the Supreme Court Justices, who either say it agrees with the Constitution and stays a law, or it does not agree with the Constitution and will be trashed. When the play is finished call the class together. Have ready an outline of the branches of government with boxes to the side for notes. Have the class explain the job of each branch of government and the people in relation to creating a law. Record these comments in the boxes. When finished ask which group they think is most important? Is there any group they feel could be eliminated without dire consequences? What would happen if the Supreme Court were eliminated? How about the president and congress? They will begin to understand the idea of checks and balances, although not the terminology. Give the teacher the URL for Ben's Guide to Government. During center time in the classroom children can pull up the site and review their learning.