Government Simulation

Day 1: Create States

• Tell students that they will be creating their own states. These states will be important during the next couple of lessons while learning about government.
• Allow each “state” to have around 4 students.
• Once students are placed into states, tell them it is their job to create a state name as well as a state flag.
• Show them the United States Flag and explain the symbolism for each part of the flag.
• Allow students to create a flag using any symbols they feel are important to their state. Display the “color meaning” sheet on the board so students can pick certain colors they want on their flag.
• Regroup and close by explaining how each student will have a job in their state and each state will combine to form the country.

 
Day 2: Form Country

• Tell students that you are going to vote on a country symbol. This symbol should have meaning for all states. Allow students to brainstorm different ideas (typically animals) that should be used as a class symbol.
• Show the students the United States symbol, the Bald Eagle. Explain why the Bald Eagle is the country’s symbol.
• Allow students to vote on the class symbol by using the ballots provided.
• Next, discuss who they believe is “in charge of our country.”
• Students will typically say 'the president' very quickly.
• Next, tell students they will vote for a president of their country.
• Play the BrainPop video: “Responsibilities of the President”
• Give students a thinking map to show the different responsibilities of our president.
• Next, allow students to brainstorm different character traits they believe are important for OUR classroom country’s president to have. Ex.) thoughtful, caring, helpful, honest, etc.
• Allow students to write the name of a person they wish to nominate for president. (Students are discouraged of nominating themselves simply because of how the votes would turn out)
• Take the top five students who receive the most votes and ask if they accept the nomination.
• If they accept, tell them that they will need to put together a speech about why they deserve to be president.
• Close by telling students they will be hearing the speeches and voting on the president tomorrow.

 
Day 3: Voting for officers

• Beginning of the day:
• Start the day by reviewing the information from the previous day.
• Allow students to share their presidential nomination speeches.
• Once students give their speeches, allow the other students to vote for president. All students may vote. Discuss how even the president can vote because they are still citizens.

*Later in the day: It is beneficial to break up the lesson because it allows you to count votes as well as gives students the true feeling of waiting for election results. *

• Once votes are counted, announce the results of the election.
• Now tell students they will be getting their jobs for their state.
  • Jobs:
  • House of Representatives
  • Senate
  • Governor
  • Judge
• Each state should have at least one of each job.
• How the election works:
  • Students will run for Governor if they would like
  • Students in each state will vote for whom they want as their governor.
  • The governor will appoint a judge based on the characteristics of a judge: honest, fair, etc.
  • The two remaining students will decide if they want to be a house or senate member.
• Close by telling students they will learn about each branch and their responsibilities.

 
Day 4: Learning about our government

• Start by explaining the layers of government.
• Give examples of local members of government: mayor, town council, etc. Show students pictures and fill out the chart.
• Next, talk about the state. Discuss that the governor is in charge of state-level issues. Say that the governor in our classroom is the only job that is at the state level. All the rest will be at the federal level. Also, say that there are House and Senate members at the state level.
• Finally, discuss the president and House and Senate members at the federal level.
• Tell students that the federal level is split even more. There are three branches. Identify the branches and allow them to watch the BrainPop video: Branches of Government.

 
Day 5: Creating Bills

• Ask students to think, pair, share, what a bill is.
• Next, allow students to share out some of their ideas.
• Ask where they believe the ideas/concepts for the bills come from.
• After they discuss, watch the School House Rock video.
• Ask students to share some information they learned from the video.
• Next, model the activity for the students. Tell students about a problem you see at school a lot. (Students not washing their hands before they eat). Ask students, “what should we do about this?”
• Fill out the chart and go through the process.
• Finally, tell students it is their turn to discuss with their states about problems they see. Right now, they are citizens of their state. Except for the House and Senate Members. They will discuss and brainstorm possible problems. They will then decide on the problem they see as most important.
• The House and Senate Members will then create the wording for the actual Law.
• After they write down the law, they will give a reason to why it is a good law.
• Tell students to come back to the floor. Discuss where the ideas for bills come from.
• Ask students:
  • Are the bills laws yet?
  • Do citizens have to follow a bill?
• Tell students that tomorrow, Congress will vote to see if the bills pass. (2/3 must vote yes in order for the bill to pass.)
• Give students an exit slip that asks, “where do many ideas for bills come from?” “Which branch writes the laws?” “Why is it important for citizens to talk with their legislators?

 
 
Day 6:

• Place chairs at the front of the room.
• Each house and senate member will sit in front of all the citizens and listen to why the citizens believe the bills should pass or not.
• Remind House and Senate members they are voting based on their citizen's feelings not their own.
• Have Governors read the bills that their state proposed.
• Allow citizens to share their feelings and allow house and senate members to rebuttal.
• Close the day by giving both House members and Senate members their ballot. They will check yes or no for each bill.
• Explain again that 2/3 must vote yes for the bill to pass.
• Give the results.
• Ask students, is this bill still a law yet?

 
Day 7:

• Meet with the president privately.
• Allow him to approve or veto each bill.
• If all bills are bills that the students think should pass, give the president some “surprise bills” that he/she could veto.
• After, announce what has been vetoed/ approved.
• Conduct a fishbowl with the judges.
• Explain that they will decide if they laws are fair or not.
• *if all the bills are fair, create bills that are not fair ex.) girls are the only ones that can use the bathroom) so there will be good discussions.
• The judges will then announce to the public why they believe the laws are fair/unfair

Day 8:

• Show students clips from the house and senate meetings. (schouse.gov has videos from the state level)
• Allow students to reflect on their experiences.
• What are the steps for a law to be passed?
• Is it easy or difficult?
• Which job is the most important (all are even)
• Where do the issues for bills come from? (citizens)
• Why is it important to talk to your legislators?