Holding "class elections" helps students understand how Utah's government officials are chosen, and how they go about passing laws.
This works best if your class is already sorted in some way (rows, columns, desk clumps, etc.).
Let the students know that they will be electing some people to help write a new classroom rule.
Have each unit (row/column/desk clump) elect 1 person to be their State House Representative. This should end up being a fairly large body of students
Once the house has all been elected, let them know what their job is- on behalf of the class, they need to write a new classroom rule (have them write it on paper/on the board). It can be whatever rule they want, but it has to be "constitutional" (in accordance to the classroom rules you've already set, and the school's rule).
I usually get students writing laws like "Mr. Hahn will bring us snacks every Friday." Just let that happen, there will be an opportunity later to get rid of rules that you, as the teacher, don't like.
Divide the class into two sections however you like, and have each half elect a senator. Explain that Senators represent a larger section of people, and there are fewer of them as a result.
Explain to the Senators that their job is to take the bill that the House writes, and either deny it, revise it, or agree to it.
Let the kids know that they need to elect 1 student to be governor. I usually start with this step, but I put it after the elections because if you're worried about your students passing a dumb rule, you can claim the governorship yourself, and veto any rule you don't like.
For gubernatorial elections, I usually ask students for volunteers, and have each volunteer give a 10 speech on why the class should vote for them.
Once the governor has been elected, explain that their job will be to have final say on whether a bill will become a law. They also have the job of appointing State Supreme Court Judges
Have the governor choose 3 judges
Explain to them that their job is to look at the "constitution" (again, class rules, school rules, etc.) and decide if a rule is constitutional.
Make sure to have the class and school rules are easily available
Have the House write a law, then vote to pass the law. If it fails, have them start over, if it succeeds, it will move onto the Senate.
Have the Senate review the law
if they deny it, have the House write a new law, and allow them to ask the senators what is needed in order to get it passed.
if they revise it, make sure that it is revised on the board/paper where the original law was written
If they agree to it, it will move on to the Governor
Have the governor review the bill
if they accept it, have them sign the paper or the board
if they veto it, have them write veto
then have the house start over with a new bill- working with the governor to see what it will take for him to sign it
(explain to the class that the house and senate can overrule a veto, but we won't be doing that today)
Have a lawsuit
Ask if any non-elected person has a problem with the bill. If someone does, have them "file a lawsuit" (they can just say that they don't like it).
If no one dislikes the law, say that you dislike it for [make up a reason], and file the lawsuit yourself.
Take the bill to the supreme court of the state, and have them determine if the law contradicts any of the "founding documents".
if it does, then the law is invalidated, and the house can start over with a new law.
if the court finds that it is legal, let the class know that the law is official class policy now.
this is the most important step- follow through. Whatever the rule is, implement it. Show them that there are actual stakes at play when the state legislature passes laws. IF the rule is reasonable, use it in your class for a certain time (you can decide that).
Now, if a law has sneaked through that you don't like (such as you having to provide snacks, phone use, nap time, etc.) now would be a good time to explain to the students the importance of specificity in writing laws. Pick apart their law in a way that gets you out of whatever they have written.
For example: I had a class write a law that said something along the lines of, "Mr. Hahn will provide snacks and a movie for us on the last day of the week every week." (they were trying to make it so I had to do it, even on a short week). I, of course, didn't want to buy snacks, and didn't want to give up class time to watch a movie every Friday. So, I pointed out to them that they did not specify a) when the law was supposed to take effect, so I could start it in the summer if I wanted to; b) what "the last day of the week" means, because I see that as Saturday; and c) what determines a snack and/or a movie. If we watched a 30 second clip and I handed out a tick tack to everyone, that would count.
If it comes to this, they start to feel a little defeated, so be careful with how you handle it.
Students will ask in the days following this activity if they can try to write another law. You can either use that as a reward, or simply tell them that the legislative session is over, and they'll have to try again next year.