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CLSM · Student practiceCivic Literacy

Who can stop a bill?

Trace a decision, then explain what the process shows about power.

Name _____________________________Date _______________

Start with the context

Article I, Section 7 of the U.S. Constitution gives the president a role in the lawmaking process. A president can return a bill with objections. Congress can reconsider it. A two-thirds vote in each chamber can override the veto. This activity follows that route; it does not cover every way a bill can become law.

Veto
The president returns a bill with objections.
Override
Congress passes the bill despite a veto, with the required votes.
Chamber
One part of Congress: the House or the Senate.

1 · A bill passes

In this fictional case, both chambers pass the same bill to fund a new public program.

2 · The president objects

The president returns the bill because of concerns about its cost.

3 · Congress reconsiders

Two-thirds of the House vote to override. Only three-fifths of the Senate vote to override.

Use the evidence

  1. Does the bill become law through this override attempt? Use the rule and both vote results.

  2. Identify one way the president checks Congress and one way Congress can check the president.

  3. Revise this claim: “The president always has the final say about a bill.” Keep your explanation to two sentences.

Close it. Recall it. Check it.

Cover the case and vocabulary. From memory, explain why support in just one chamber is not enough to override a veto. Then uncover the page and check your explanation.

Evidence statements are paraphrases unless identified as quotations.

Original activity · Amanda Huber / CLSM Framework · Classroom copying permitted for this assigned activity. Complete shop lessons are separate.

Course connections

Explain how the veto and override limit the power of more than one branch.

Reviewed state references: TX · §113.44(d)(7)(E) · NC · CL.C&G.2 · CA · Principles of American Democracy 12.4.1

Voluntary national references: D2.Civ.4.9-12

Compare the scope and reasoning with your own course requirements. A short activity supports practice; it does not establish mastery of a complete standard or alignment in every state.