| Overview and Background: Unit: The Executive Branch |
| Matt Gallagher : Cheney USD 268 |
| Social Studies. : Government : Government |
| Cheney : Grades 12 - 12 : Aug. - Jun. |
| Title: | The Executive Branch |
| Topics: | the duties and pressures of the presidency |
| Start Date: | - |
| Other Designers: |
| Summary: In this unit students learn about the duties and pressures of the presidency. Students will demonstrate understanding of what challenges a person would face as president and the wide range of expectations inherent to the office. |
| Print
Materials Needed: government text (we use McClenaghan, William A. 1992. Magruder's American Government. Needham: Prentice Hall, ISBN #: 0-13-544529-9); current articles detailing the job and challenge of the president; journal entries/memoirs of previous presidents |
| Resources: online historical accounts & images of the presidency, videos interviewing current and previous presidents (The Real West Wing, Tom Brokaw), movie: The American President, video of the state of the union address |
| Resource Attachments: | http://www.cheney268.com/SS/gallagher/government/govtunits/executive.htm |
| Internet
Resource Links: Link 1:http://www.cheney268.com/SS/gallagher/government/govtlinks.htm Link 2:http://www.whitehouse.gov/ |
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| Notes: |
| Stage 1: Identify Desired Results |
| State: | KS Benchmarks 1, 3, & 5 |
| Title: | Civics-Government |
| Standard(s): | Benchmark
1: The student understands the rule of law as it applies to family,
school, local, state and national governments. Indicators: The student: 2. analyzes how the rule of law can be used to restrict the action of private citizens and government officials in order to protect the rights of individuals and to promote the common good (i.e., eminent domain, martial law during disasters, health and safety issues). Benchmark 3: The student understands how the U.S. Constitution allocates and restricts power and responsibility in the government. Indicators: The student: 1. describes the purposes, organization, and function of the three branches of government and independent regulatory agencies in relation to the U.S. Constitution. 4. explains the role the U.S. government plays in formulating economic and foreign policy. Benchmark 5: The student understands various systems of governments and how nations and international organizations interact. Indicators: The student: 5. discusses the purpose of international relations both regional and world wide (trade, defense, economic and defense alliances, regional security). 6. describes the purpose and functions of multi-national organizations (e.g., NATO, International Court of Justice, International Red Cross, Amnesty International, United Nations). 7. takes and defends a position concerning the use of various tools in carrying out U.S. foreign policy (e.g., trade sanctions, extension of śmost favored nation” status, military interventions). |
| Understandings: | |
| user | The
duties of the executive are both numerous and complicated. The job of the executive requires cooperation with other branches of government. Leadership is lonely and thankless. |
| Essential Questions: | |
| user | What
powers and responsibilities are assumed with the presidency? What influence does the president have on the actions of the nation? What makes a leader great? |
| Knowledge and Skills: |
| K: the
responsibilities of a president; the authority/jurisdiction of a
president; the limitation of the president S: empathize with the unique position of the president; analyze and problem solve the balance between the president's personal life and public life; analyze and problem solve how to represent a large and diverse constituency |
| Stage 2: Determine Acceptable Evidence |
| Assessment
Summary: Students will be asked to describe the experience of the presidency from a first person perspective or in a major magazine expose, describing the challenges, rewards, disappointments, and frustrations of being our nation's chief executive. |
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| Other assessment evidence to be collected: | |
| Process check | |
| Formative
evaluations will consist of reading assignments and quizzes, constructed
responses to reading and video, discussion and debates, unit test.
Students will present their performance task in front of the rest of the
class. |
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| Stage 3: Plan Learning Experiences and Instruction |
| Learning Activities: |
| Where is
the unit going? Students will demonstrate real understanding of the powers and duties of the president. We will begin examining the job of the president after students are challenged to confront any bias or preconceived ideas about this part of the government. Hook the student Show segments of The American President followed by guided response questions and discussion about the role of the president and the challenges he faces. Equip the student, explore the subject Through assigned readings and open research, students will develop a basic understanding of the powers and duties of the president. * Students will be asked to compare one president's experience in office and another, determining strengths and weaknesses of each. Students will then be asked to compare each presidency in the context of the time period. * Students will watch the movie "The American President" (Michael Douglass, Annette Benning) in short segments for the purpose of illustrating the intermingling of a president's job and personal life. Students will then construct an analysis of realistic lessons drawn from the movie. http://www.cheney268.com/SS/gallagher/government/govtprojects/americanpresidentresponseessay.htm * Student will watch parts of the state of the union address for the purpose of identifying the president's agenda and potential political posturing or spin. * Students will watch part of "Saturday Night Live: Presidential Bash" in order to identify the characteristics of former presidents that society is critical of and to the illustrate the importance of political knowledge in the mainstream. Rethink and revise opportunities To facilitate concept understanding, student will interact with ideas of quality leadership and debate their selections for good presidents. In this process, students will analyze the actions of their president, the context of their presidency, and the rating systems of present-day historians. Evaluate performance and progress Performance Task Students will be asked to describe the experience of the presidency from a first person perspective or in a major magazine expose, describing the challenges, rewards, disappointments, and frustrations of being our nation's chief executive. SCENARIO 1: You are the president of the United States. Compile a journal of your experience- the challenges, frustrations, rewards, etc. What is the personal toll of this job? Help others to understand to what it is like lead one of the largest nations of the 21st century. SCENARIO 2: You are a journalist chosen to chronicle the life of the president of the United States. Describe the experiences you observe- the challenges, frustrations, rewards, etc. Help others to understand to what it is like lead one of the largest nations of the 21st century. Areas of focus (these are questions you should answer) What is the: most difficult part of the job? most rewarding part of the job? part of the job least expected? most hurtful/troubling part of the job? impact on the family? relationship like with your cabinet? challenge like to work with Congress? media's influence in your presidency? Guidelines: Documentation will not be required as long as the stories and scenarios are the creation of the author. Projects can take on any form, as long as they contain detailed information of the activities of the president. A suggested format would be to create a magazine article. A creative and exceptional example would include pictures, captions, charts, etc. Your final product will consist of both a written work and an oral presentation. |