UNIT 4 The Executive: Dream Job or Nightmare?
|
|
- Janice Skinner
- 5 years ago
- Views:
Transcription
1 UNIT 4 The Executive: Dream Job or Nightmare? Elaborated Unit Focus The purpose of this unit is to take a detailed look at the executive branch, focusing primarily on the president and the powers of the office. Through the concept of individuals, groups, and institutions the students will look at the various roles of the president and his influence in foreign affairs. The concept of conflict resolution will be used to provide some focus to the discussion on foreign policy and the impeachment process. Finally, rule of law is used to look at the responsibilities of the national executive branch in comparison with the state governor as well as the requirements to become president. Standards/Elements SSCG4 The student will demonstrate knowledge of the organization and powers of the national government. a. Describe the structure and powers of the legislative, executive, and judicial branches. SSCG12 The student will analyze the various roles played by the President of the United States; include Commander-in-Chief of the Armed Forces, chief executive, chief agenda setter, representative of the nation, chief of state, foreign policy leader, and party leader. SSCG13 The student will describe the qualifications for becoming President of the United States. a. Explain the written qualifications for President of the United States. b. Describe unwritten qualifications common to past presidents. SSCG14 The student will explain the impeachment process and its usage for elected officials. a. Explain the impeachment process as defined in the U.S. Constitution. b. Describe the impeachment proceedings of Andrew Johnson and Bill Clinton SSCG17 The student will demonstrate knowledge of the organization and powers of state and local government described in the Georgia Constitution. a. Examine the legislative, executive, and judicial branches SSCG20 The student will describe the tools used to carry out United States foreign policy (diplomacy; economic, military, and humanitarian aid; treaties; sanctions and military intervention). UPDATED 2/14/2011 Page 1 of 5
2 Enduring Understandings/Essential Questions Students will understand that in a democracy, rule of law influences the behavior of citizens, establishes procedures for making policies, and limits the power of government. What are the requirements to become president? Should there be more or less stringent requirements to become president? In what ways is the president limited in power by the Constitution or other rules and laws? How do the powers of a president and a governor compare? Students will understand that societies resolve conflicts through legal procedures, force, or compromise. How is the president kept in check? Other than impeachment, what options are available to resolve conflicts between the president and other branches of government? What tools does the president have available to conduct foreign policy? Students will understand that individuals, groups, and institutions make decisions that impact a society through intended and unintended How does a president s personality impact his term in office? What roles of the president are more reliant on personality than intellect? Why are presidential decisions so important on a global scale? Sample Balanced Assessment Plan Description of assessment GPS Type of assessment Graphic organizer comparing the organization, structure, and powers of the national legislature with the state legislature. 4a 17a *Informal Observation True/false quiz where students are given statements about presidential qualifications. This should lead to a class discussion about common qualities all presidents have shared and why that is the case. This will tie directly in with the performance task. 13 *Informal Observation *Selected Response In pairs, students write the Official White House Statement that will be given following the impeachment proceedings of Andrew Johnson or Bill Clinton. In the statement they are to explain the impeachment process and describe what happened in each situation. After some discussion, have students compose an essay stating their personal opinion on the impeachment process. Is it fair? Does it work? Is it an appropriate check on power? After reading several current event articles relating to the president and foreign policy, have students create something that represents the president s role in foreign affairs. Allow for creativity (drawing, model, poem, etc). UPDATED 2/14/2011 Page 2 of 5 14 *Informal Observation *Self-Assessment 20 *Informal Observation *Self-Assessment
3 Sample Performance Task Performance Task for Unit 4: The Chief Executive Enduring understanding: Students will understand that individuals, groups, and institutions make decisions that impact a society through intended and unintended Standards: SSCG 12, 13 So far, we have continually returned to the idea that society is impacted in intended and unintended ways (both positively and negatively) by individuals, groups, and institutions. In addition, we have discussed that when more weight or attention is given to the actions of those individuals, groups, or institutions then the consequences intended or not will make a greater impact. Arguably no one individual s decisions are more scrutinized and analyzed than the president s. Because of this, your committee has been designated to prepare, defend, and present a new amendment to the Constitution delineating at least 3 additional requirements to become president. Your requirements for this task are: A written copy of the amendment in appropriate language. - The amendment must include all of your new A position paper for the amendment that will go to the media. - Analyze the current requirements and explain why they are inadequate. - Explain why the impeachment process is not enough of a check on power to ensure good decision making. - Describe 3 different roles of the President and your new Explain, USING THE ENDURING UNDERSTANDING, why your requirements will lead to better decision-making. A 5-7 minute presentation to a joint session of Congress. - Using AT LEAST 3 SPECIFIC historical or current examples, explain how presidents have made decisions that have impacted society in intended and unintended ways. - Using your examples, and AT LEAST 3 roles of the president as discussed in class explain how your proposed amendment would help to ensure better decisions by the president that would lead towards more positive, intended consequences for the country. Your product requirements are as follows: The amendment must be TYPED in Times New Roman, using 12 point font, AND be consistent with the language used in the other The position paper must be TITLED, TYPED in Times New Roman, using 12 point font. The presentation should be 5-7 minutes. You will be STOPPED at 10 minutes so PRACTICE ahead of time! Each member of the group MUST give at least one example explaining an intended or unintended The following rubric will give you further guidance on what to do to demonstrate understanding. Map and Globe Skills: Information Processing Skills: 1, 3, 4, 5, 6, 8, 11, 15, 16 *Note concerning rubrics: Each performance task is accompanied by two rubrics: a content rubric and a product rubric. The content rubric (with bolded borders) is designed to measure how well a student can use the standards to demonstrate the enduring understanding(s). The second rubric focuses on the product of the performance task. This is where students are scored on items involving grammar, punctuation, spelling, creativity, presentation, etc. It is intended that the CONTENT rubric is weighed more heavily when assigning a grade to the students. UPDATED 2/14/2011 Page 3 of 5
4 Scale Criteria Content Rubric for Unit 4 Task: New requirements for the Chief Executive (Below Standard) (Needs Improvement) (Meets Standard) (Exceeds Standard) Analyzes the current requirements and explains why they are inadequate. Analyzes the effectiveness of the impeachment process. Correctly identifies 3 historical or current examples of presidential decisions and explains their intended or unintended Synthesizes info. and explains how the proposed amendment would lead to decisions that produce positive, intended Correctly describes 1 Correctly describes 2 current requirement, but current requirements and offers no positive or offers 1 positive and negative aspects. No negative aspect of the explanation or why the current requirements are inadequate. Incorrectly explains the impeachment process. Identifies less than 3 historical examples OR makes no connection between decisions and Correctly identifies less than 3 roles of the president OR provides no explanation of how the amendment will affect decision-making. Correctly explains the impeachment process, but uses no factual example in explaining why it is not an effective check on power. Identifies 3 historical or current examples, but relationship to consequences are vague or ambiguous. Correctly identifies 3 roles of the president. Explanations connecting the amendment to the roles of the president are vague or illogical. Correctly describes all 3 current requirements and offers several positive and negative aspects of the Explains why they are inadequate by giving 2 correct, logical reasons. Correctly explains the impeachment process and uses a factual example to explain why it is not an effective check on power. Makes a direct connection between each example and a specific intended or unintended Everything in 3 PLUS: Explains why the current requirements are inadequate by giving MORE than 2 factually correct, logical reasons. Everything in 3 PLUS: Uses multiple factual examples in explaining why it is not an effective check on power. For EACH example, identifies an intended AND unintended Correctly identifies 3 Everything in 3 PLUS: roles of the president. For Uses more than 3 roles of the each role there is a logical president AND discusses possible explanation of how the drawbacks of their amendment. amendment would lead to decisions that produce positive, intended UPDATED 2/14/2011 Page 4 of 5
5 Criteria Scale Written amendment Position paper Presentation 1 (Below Expectations) 2 or more of the - In modern, conversational language or in some other way not consistent with the other 2 or more of the - Not titled. - Missing names. Meets BOTH: - Beyond 10 minutes - Each group member does not present an example Product Rubric 2 (Needs Improvement) 1 of the - In modern, conversational language or in some other way not consistent with the other 1 of the - Not titled. - Missing names. Meets one of the - Beyond 10 minutes. - Each group member does not present an example. 3 (Meets Expectations) Typed. 12 point, Times New Roman font. Largely consistent with the language of other Titled with all group member s names. Typed in 12 point, Times New Roman font. Stays within time limits. Each group member gives an example explaining an intended or unintended 4 (Exceeds Expectations) Everything in meets expectations PLUS: Language of amendment is perfectly in line with other N/A Everything in meets expectations PLUS: EACH group member gives MORE than 1 example. Resources for UNIT 4 *Resource list is minimal and provided simply as a starting point. - This page will get you to any of the 15 cabinet departments you need. - Interesting comparison of the Johnson/Clinton impeachments. More for the teacher as a content resource than for students. UPDATED 2/14/2011 Page 5 of 5
UNIT 3 Rules were made to be broken or at least interpreted
UNIT 3 Rules were made to be broken or at least interpreted Elaborated Unit Focus This unit is designed to help students understand how rules and laws are created in American Government. Rule of law is
More informationUNIT 6 Why THIS type of government? How did we get here?
UNIT 6 Why THIS type of government? How did we get here? Elaborated Unit Focus The idea behind this unit is that students, with all the working knowledge they have acquired the first 5 units, can now take
More informationSubject Area: Social Studies State-Funded Course: American Government/Civics
The Georgia Performance s for grades K-12 Fine Arts, K-12 Social Studies, K-12 Health and Physical Education, and SSCG1 SSCG1 a. SSCG1 b. he student will demonstrate knowledge of the political philosophies
More informationAmerican Government Unit 3 Rules were made to be broken or at least interpreted
The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary for the American Government course. American Government
More informationSocial Studies Curriculum Guide Ninth Grade AMERICAN GOVERNMENT
Social Studies Curriculum Guide Ninth Grade AMERICAN GOVERNMENT It is the policy of the Fulton County School System not to discriminate on the basis of race, color, sex, religion, national origin, age,
More informationJackson County Schools Curriculum Pacing Guide High School Social Science - Civics Fall / Spring Semester Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6
Jackson County Schools Curriculum Pacing Guide High School Social Science - Civics Fall / Spring Semester Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Foundations of Government and Declaration of Independence
More informationGeorgia Department of Education Teacher and Leader Keys Effectiveness Systems. Assessment Table of Specifications - (Analyzed by Item)
Assessment Table of Specifications - (Analyzed by Item) Using the Table of Specifications to build an assessment is the second step of the assessment development process. The purpose of this table is to
More informationSS4CG2 The student will explain the importance of freedom of expression as guaranteed by the First Amendment to the U. S. Constitution.
The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary for the Fourth Grade Social Studies. UNIT # 7 Our
More informationAmerican Government /Civics
American Government /Civics AMERICAN GOVERNMENT/CIVICS The government course provides students with a background in the philosophy, functions, and structure of the United States government. Students examine
More informationOne Stop Shop For Educators Eighth Grade Unit 4 Statehood Elaborated Unit Focus conflicts and changes governance
The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary for the Eighth Grade Social Studies course. Eighth
More informationGeorgia Standards of Excellence American Government and Civics 2016
A Correlation of 2016 To the Georgia Standards of Excellence American Government and Civics 2016 FORMAT FOR CORRELATION TO THE GEORGIA STANDARDS OF EXCELLENCE (GSE) GRADES K-12 SOCIAL STUDIES AND SCIENCE
More informationOhio s State Tests ANSWER KEY & SCORING GUIDELINES AMERICAN GOVERNMENT PART 1
Ohio s State Tests ANSWER KEY & SCORING GUIDELINES AMERICAN GOVERNMENT PART 1 Table of Contents Questions 1 4: Content Summary and Answer Key...1 Question 1: Question and Scoring Guidelines...3 Question
More informationEssential Questions: Lesson One: Government by the People for the People. 1. Explain the basic structure of the Georgia state constitution.
Essential Questions: 1. Explain the basic structure of the Georgia state constitution. 2. Discuss the concepts of separation of powers and checks and balances. 3. Describe the rights and responsibilities
More informationAmerican Government Syllabus
American Government Syllabus Teacher: Mr. Benjamin Ford Room: D2213 Mrs. Tracy Arnett Text: United State Government by Glencoe Voicemail Contact: (770) 651-2747 Email: benjamin.ford@douglas.k12.ga.us (770)
More informationReading, Charts, Exit Ticket, Writing activity Common Core Aligned
CHECKS & BALANCES Activities Reading, Charts, Exit Ticket, Writing activity Common Core Aligned Teacher Tips Checks & Balances Lesson This lesson fits in perfect during American Government or Constitution
More informationPerformance Level Descriptors Civics Grade 2
Grade 2 Content Standard 1.0 Rules, Law, and Government: Students know why society needs rules, laws, and governments. Identify a variety of rules, laws, and authorities that keep people safe and property
More informationCivics Grade 12 Content Summary Skill Summary Unit Assessments Unit Two Unit Six
Civics Grade 12 Content Summary The one semester course, Civics, gives a structure for students to examine current issues and the position of the United States in these issues. Students are encouraged
More informationAmerican Government/Civics - Unit Number 4- The Federal System of Government
The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary for the American Government / Civics Social Studies
More informationHIST-CE SOL CE 6 Unit Test Exam not valid for Paper Pencil Test Sessions
HIST-CE SOL CE 6 Unit Test Exam not valid for Paper Pencil Test Sessions [Exam ID:4W9T4A 1 In America, who makes the laws? A People elected to serve in the legislature B Cabinet members C People elected
More information7 Principles of the Constitution
7 Principles of the Constitution Name Class Period Principle Definition 2 Examples 1) Popular Sovereignty 1) Republicanism 1) 3) Limited Government 1) 4) Federalism 1) 5) Separation of Powers 1) 6) Checks
More informationGACE Political Science Assessment Test at a Glance
GACE Political Science Assessment Test at a Glance Updated June 2017 See the GACE Political Science Assessment Study Companion for practice questions and preparation resources. Assessment Name Political
More informationIndicate the answer choice that best completes the statement or answers the question.
Indicate the answer choice that best completes the statement or answers the question. 1. What does Section 2 of the executive order explain? a. the mission of the Office of Homeland Security b. the establishment
More informationChapter 3 The Constitution. Section 1 Structure and Principles
Chapter 3 The Constitution Section 1 Structure and Principles The Constitution The Founders... 1) created the Constitution more than 200 years ago. 2) like Montesquieu, believed in separation of powers.
More informationIII. Presidential Qualifications (pages ) A. The Constitution sets several requirements for the president:
Chapter 8 Notes I. Duties of the President (pages 213 214) A. Presidents have enormous power and responsibility in government. B. Presidents make sure the national laws are fully executed; serve as commander
More informationPRACTICE TEST ANSWER KEY & SCORING GUIDELINES AMERICAN GOVERNMENT
Ohio s State Tests PRACTICE TEST ANSWER KEY & SCORING GUIDELINES AMERICAN GOVERNMENT Table of Contents Questions 1 23: Content Summary and Answer Key... iii Question 1: Question and Scoring Guidelines...
More informationThree Branches of the American Government Packet
Name: Three es of the American Government Packet THREE BRANCHES OF GOVERNMENT Directions: Use the Civics in Action section in your book to complete the flow chart below by filling in the blanks with words
More informationChapter 8 The Presidency. Section 1 President and Vice President
The Presidency Chapter 8 The Presidency Section 1 President and Vice President Standard SSCG13: The student will describe the qualifications for becoming President of the United States Duties of the President
More informationWho s Who and What s What in American Government Diane R. Neylan John F. Kennedy High School Richmond City Public Schools
Social Studies GOVT.7, GOVT.8 Collaborative Project, Presentation Who's Who and What's What in American Government This lesson uses Internet resources, digital images, and presentation software to help
More informationThe Presidency Flashcards Part of the AP U.S. Government collection
The Presidency Flashcards Part of the AP U.S. Government collection Overview This resource contains a collection of 38 flashcards that will help students master key Presidency concepts that may be covered
More informationThe Executive Branch
The Executive Branch Each state has its own constitution based on its unique history, needs, philosophy, and geography. Just like the national government, each state's constitution separates power between
More informationStudent Reading. American Indian Tribal Governments
Student Reading American Indian Tribal Governments American Indians who live on reservations are citizens of the United States but they are also citizens of their reservation. They live on federally protected
More informationOhio s State Tests ITEM RELEASE SPRING 2015 AMERICAN GOVERNMENT
Ohio s State Tests ITEM RELEASE SPRING 2015 AMERICAN GOVERNMENT Table of Contents Questions 1 44: Content Summary and Answer Key...iv Question 1: Question and Scoring Guidelines...1 Question 1: Sample
More informationChapter 8 The Presidency - Section 1 SSCG12&13 Duties of the President President s Term Salary and Benefits
The Presidency Chapter 8 The Presidency - Section 1 SSCG12&13 Duties of the President The constitutional duties of the nation s first president,, and those of a modern president are much the same. However,
More informationUnit #11: The National Government
Unit #11: The National Government 1. What document defines the current structure and powers of the national government? A. Magna Carta B. Articles of Confederation C. Constitution of the United States
More informationThe Legislative Branch
The Legislative Branch What you need to know Differences between the House of Representatives and the Senate The legislative process Influence of lobbyists How a bill becomes a law The National Legislature
More informationTitle of Lesson: Jacksonian Democracy and Indian Removal (Suggested grade level: 10)
Title of Lesson: Jacksonian Democracy and Indian Removal (Suggested grade level: 10) This lesson was created as a part of the Alabama History Education Initiative, funded by a generous grant from the Malone
More informationPopular Sovereignty. Limited Government. Separation of Powers. Checks and Balances. Judicial Review. Federalism
U.S. Constitution distributes the powers of the National Government among Congress: the legislative branch makes laws President: the executive branch enforces laws Courts: the judicial branch interprets
More informationCIVICS TEACHER S GUIDE
TABLE OF CONTENTS Course Overview... 5 Unit Overviews... 8 Unit 1: Introduction to Civics and Government... 8 Unit 1 Focus Standards... 9 Unit 2: The Constitution... 10 Unit 2 Focus Standards... 11 Unit
More informationPRINCIPLES OF THE CONSTITUTION
PRINCIPLES OF THE CONSTITUTION The Constitution of the United States is based on such fundamental principles of government as representative democracy, separation of powers, checks and balances, and federalism.
More informationWe the People.. The Failings of the Articles of Confederation and the Solutions of the Constitutional Convention Unit Two- BD
We the People.. The Failings of the Articles of Confederation and the Solutions of the Constitutional Convention Unit Two- BD Sorting Out the Problems: Article One * Two plans are put forth to address
More informationScoring Notes for Secondary Social Studies CBAs (Grades 6 12)
Scoring Notes for Secondary Social Studies CBAs (Grades 6 12) The following rules apply when scoring any of the Social Studies Classroom Based Assessments (CBAs) for grades 6 12. 1. Position: All CBA responses
More informationGrade 04 Social Studies Unit 07 Exemplar Lesson 02: The Influence of the U.S. Constitution
Unit: 07 Lesson: 02 Suggested Duration: 2 days Grade 04 Unit 07 Exemplar Lesson 02: The Influence of the U.S. Constitution This lesson is one approach to teaching the State Standards associated with this
More informationTRUE/FALSE. Write 'T' if the statement is true and 'F' if the statement is false on the blanks provided.
Institutions of National Government: The Presidency & Bureaucracy AP American Government and Politics Spring 2011 Wolski Name TRUE/FALSE. Write 'T' if the statement is true and 'F' if the statement is
More informationCONSTITUTION TEST Your Name
CONSTITUTION TEST Your Name 1. Which of the following is a right guaranteed by the Bill of Rights? Public Education Employment Voting Trial by Jury 2. The federal census of population is taken each five
More informationThird Grade, Unit 6 American Government Basics
The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary for the Third Grade Social Studies Course. Third Grade,
More informationGrade 8: Sample Social Studies Extended Response Questions
: Sample Social Studies Extended Response Questions The following is a sample of a social studies extended response question with a range of student answers. These answers were written by Tennessee students
More informationChapter 3: The Constitution Section 1
Chapter 3: The Constitution Section 1 Introduction six main principles on which the Constitution is based Popular Sovereignty Limited Government Separation of Powers Checks and Balances Judicial Review
More informationStudent Performance Q&A:
Student Performance Q&A: 2010 AP United States Government and Politics Free-Response Questions The following comments on the 2010 free-response questions for AP United States Government and Politics were
More information[ 3.1 ] An Overview of the Constitution
[ 3.1 ] An Overview of the Constitution [ 3.1 ] An Overview of the Constitution Learning Objectives Understand the basic outline of the Constitution. Understand the basic principles of the Constitution:
More informationGovernment Brochure Project
Government Brochure Project You will be making an informational brochure that discusses the major functions and officials in Georgia s Government. You will be given notes on each section that you will
More informationUnited States Government: Our Democracy. Chapter 9: The Presidency
Chapter Planner and Suggested Pacing Guide UNDERSTANDING BY DESIGN Enduring Understanding The president, as the head of the executive branch, executes laws, commands the armed forces, and engages with
More informationGrade 7 Social Studies Sample Task Women s Rights Movement
Read and study the sources about the women s rights movement. As you read the four sources, think about the influences on and goals of the women s rights movement during the 1800s. After you read the sources,
More informationTHE PRESIDENCY. In this lecture we will cover
THE PRESIDENCY THE PRESIDENCY In this lecture we will cover The Roots of the Office of President of the United States The Constitutional Powers of the President The Development of Presidential Power The
More informationCongress, Lobbyist, and the Legislative. Ch. 6 &7 SSCG 10 &11
Congress, Lobbyist, and the Legislative process Ch. 6 &7 SSCG 10 &11 Constitutional Powers Article 1, Section 8 of the Constitution spells out the powers of Congress. Congress has expressed powers, or
More informationFederal Civil Legal Writing and Motion Practice
Federal Civil Legal Writing and Motion Practice Virna L. Santos, Lecturer virnasantosdc@gmail.com 202-378-4973 Course dates and hours: June 27-July 1 6:00-8:30 p.m. Classroom: Course objectives: Impart
More informationCongressional Structure
Name: Date: Block # Government Guided Notes Unit Three Day #1 The Legislative Branch Structure, Organization and Leadership Directions Activity listen and view today s PowerPoint lesson. As you view each
More informationStudent Performance Q&A:
Student Performance Q&A: 2015 AP United States Government & Politics Free-Response Questions The following comments on the 2015 free-response questions for AP United States Government & Politics were written
More informationTo Kill a Mockingbird Final Assessment
To Kill a Mockingbird Final Assessment Lucky you! You have been chosen to design a brand new newspaper for Maycomb. You will plan, write, and publish a newspaper that shows your understanding of the people
More information20 th CENTURY UNITED STATES HISTORY CURRICULUM
20 th CENTURY UNITED STATES HISTORY CURRICULUM NEWTOWN SCHOOLS NEWTOWN, CT. August, 2002 K-12 SOCIAL STUDIES PHILOSOPHY The primary purpose of social studies education is to prepare young people to make
More informationAP Government and Politics Summer Assignment Due: 1 st day of class!
AP Government and Politics Summer Assignment Due: 1 st day of class! In order to prepare you for this course, you will complete three assignments for the 1 st day of class. This is not something that you
More informationGeorgia s Government. Presentation, Graphic Organizers, & Activities
Georgia s Government Presentation, Graphic Organizers, & Activities STANDARDS: SS8CG1 The student will describe the role of citizens under Georgia s constitution. a. Explain the basic structure of the
More informationLaw Day Essay Contest
2018 Law Day Theme ====================================================================== ====================================================================== Spartanburg County Bar Association Law Day
More informationHumanities Research Paper
Spring 2016 Topics Humanities Research Paper For this paper, select a topic related to U.S. History that interests you. You must develop an argument based on this topic and use research to support your
More informationTHE GROWTH OF CANADA
THE GROWTH OF CANADA Submitted by: Cameron Vu Date: June 27, 2003 Description: This activity introduces the growth of Canada since its establishment July 1, 1867. Students will first learn a brief history
More informationGP210 American Government. VIP - Week 7. Lectures:
GP210 American Government VIP - Week 7 Lectures: In this week you will investigate the decisions of three early American presidents, George Washington, Thomas Jefferson, and Abraham Lincoln and their influence
More informationCalendar Monday Due: Assignment 1 In Class: Introduction to the Executive Branch and the Presidency Homework: Assignment 2
AP U.S. Government & Politics 2017-18 Unit 4: Institutions of National Government: The Presidency Calendar Monday 11.13 Due: Assignment 1 In Class: Introduction to the Executive Branch and the Presidency
More informationPolitical Party Project
Political Party Project A party of order or stability, and a party of progress or reform, are both necessary elements of a healthy state of political life -- John Stuart Mill (1859) Which One of the Two
More informationThe Electoral College
Teacher Notes Activity at a Glance Subject: Social Studies Subject Area: American Government Category: The Constitution Topic: The Electoral College The Electoral College Activity 3 Electoral College and
More informationLeviathan by Thomas Hobbes
Leviathan by Thomas Hobbes Published in 1651, Thomas Hobbes s book Leviathan discusses the structure of society and legitimate government. In this excerpt from the book, Hobbes describes his idea of a
More informationCherokee County School District Student Performance Standards Unit Guides - Social Studies: Third Grade
Unit 1 Connecting Themes (Enduring Understandings/Essential Questions) Beliefs and Ideals: The student will understand that the beliefs and ideals of a society influence the social, political, and economic
More informationWS/FCS Unit Planning Organizer
WS/FCS Unit Planning Organizer Subject(s) Social Studies Conceptual Lenses Grade/Course American History 1 Leadership Unit of Study Unit 3: The New Nation: Presidents Power Washington to Monroe (5.2, 6.1,
More informationENGLISH LANGUAGE ARTS IV Correlation to Common Core READING STANDARDS FOR LITERATURE KEY IDEAS AND DETAILS Student Text Practice Book
ENGLISH LANGUAGE ARTS IV Correlation to Common Core READING STANDARDS FOR LITERATURE KEY IDEAS AND DETAILS Student Text Practice Book CC.11-12.R.L.1 Cite strong and thorough textual evidence to support
More informationNine of the 13 states had to approve the Constitution in. order for it to be the law of the land. This happened on June 21,
Task 1: Read Nine of the 13 states had to approve the Constitution in order for it to be the law of the land. This happened on June 21, 1788 when New Hampshire ratified it. The government of the United
More informationLearning Expectations
Learning Expectations Dear Parents, This curriculum brochure provides an overview of the essential learning students should accomplish during a specific school year. It is a snapshot of the instructional
More informationU.S. American Government AP Syllabus/Curriculum Guide
U.S. American Government AP Syllabus/Curriculum Guide Requirements for Credit: Course Title: Advanced Placement- U.S. Government Periods per week: 5 Clock Hours per year: 120 Grade Level: 10-12 Length
More information1. What are the requirements for becoming a Representative? How long do they serve?
20 th /Raffel Constitution Study Questions Directions: To complete these questions, you need to read an online version of the constitution, available from the class website (select Online Constitution
More informationChapter 3: The Constitution Section 3
Chapter 3: The Constitution Section 3 Objectives 1. Identify how basic legislation has added to our understanding of the Constitution over time. 2. Describe the ways in which the executive and judicial
More informationUnit: The Legislative Branch
- two houses. Name: Date: Period: Unit: The Legislative Branch Part One: How Congress is Organized Gerrymandering- to a state into an odd-shaped district for reasons. - people in a representative s district.
More informationGovernment & Economics, GP
East Penn School District Secondary Curriculum A Planned Course Statement for ernment & Economics, GP Course # 230 Grade(s) 12 Department: Social Studies Length of Period (mins.) 41 Total Clock Hours:
More informationCopyright Center for Civic Education. All rights reserved.
THIS LESSON IS PROVIDED FOR REVIEW AND TRAINING PURPOSES ONLY REPRODUCTION IS PROHIBITED WITHOUT PRIOR WRITTEN PERMISSION FROM THE CENTER FOR CIVIC EDUCATION This sample lesson for middle school students
More informationNAME: C. MASON WEEK 16 LESSON PLANS FOR NOV TH GRADE
Monday Content Lesson Learning Format/Technology Opening: (5-10 minutes) Strengths and weaknesses of the Georgia constitution of 1777 (2-3 days) 1) Why does our government now operate under the U.S. Constitution
More informationTHE ALMOST PAINLESS GUIDE TO THE U.S. CONSTITUTION #3401 Grades 5-Up Running Time: 20 minutes GENERAL DESCRIPTION OF THE PROGRAM
THE ALMOST PAINLESS GUIDE TO THE U.S. CONSTITUTION #3401 The Almost Painless Guide to the U.S. Constitution uses contemporary video footage, archival video footage and photographs, original graphics, and
More informationAmerican History 11R
American History 11R 3 Branches of Government Legislative Branch To Make the Laws Executive Branch To Enforce the Laws Judicial Branch To Interpret the Laws Legislative Branch Article I of the Constitution.
More informationAPG UGRP Unit 2 Part 2: The Bureaucracy and the Executive Branch
/10 Workbook Score: /10 Notes Score: Name Date Period APG UGRP Unit 2 Part 2: The Bureaucracy and the Executive Branch Weeks: 2 Anchor Text: The Rise of the Plebiscitary Presidency, Craig Rimmerman (1993)
More informationOverview of the Presidency
Overview of the Presidency I. Official Qualifications A. Natural-born citizen. B. At least 35 years of age. C. Residency for at least last 14 years. II. Term of Office A. Four years. B. Maximum of two
More informationSocial Studies Lesson Plan- SS.3.C.3.3. Recognize that every state has a state constitution
Teacher s Name: Employee Number: School: Social Studies Lesson Plan- SS.3.C.3.3 Recognize that every state has a state 1. Title: Every State Has a State Constitution 2. Overview - Big Ideas: Enduring Understandings
More informationChapter 5.1 I. Understanding the Constitution
Chapter 5.1 I. Understanding the Constitution 8.2.6 - The U.S. Constitution balances the powers of the federal government among the legislative, executive, and judicial branches. A. The framers of the
More informationStage 1: Course Planning: Curriculum Map AP. Unit 1 Focus: Constitutional Underpinnings of United States Government
Stage 1: Course Planning: Curriculum Map AP Unit 1 Focus: Constitutional Underpinnings of United States Government Unit 2 Focus: Political Beliefs, Behaviors, Interest Groups Unit 3 Focus: Political Parties,
More informationEssential Question: What justifies the limitation or promotion of freedom?
Name _ Period Parent Signature (EC) LESSON PACKET - We The People 7 th Social Studies DUE DATE:_ Essential Question: What justifies the limitation or promotion of freedom? Directions: Read the following
More informationName Period Date. Grade 9, Unit 3 Pre-assessment. High Stakes for Children in Immigration Reform. By: Alison Burns
Name Period Date Grade 9, Unit 3 Pre-assessment Please read the following article and answer the questions below: High Stakes for Children in Immigration Reform By: Alison Burns RICHMOND, Va. - As a U.S.
More informationFederal Constitution Test Review & Study Guide
Name: AP GOPO 2018-2019 AP United States Government & Politics (AP GOPO) Sumer Work Federal Constitution Test Review & Study Guide AP Government will require you to do a high level of work and to have
More informationCongress. Congress STEP BY STEP. one Congress in a FLASH reading page to each student. students to complete the activities in the review worksheet.
Teacher s Guide Congress Time Needed: One class period Materials Needed: Student worksheets Copy Instructions: Reading (2 pages; class set) Primary Document Activity (1 page; class set) Review Worksheet
More informationCongress. Congress STEP BY STEP. through the first reading page with the class. one Primary Document Activity and Review Activity to each student.
Teacher s Guide Congress Time Needed: One class period Materials Needed: Student worksheets Copy Instructions: Reading (2 pages; class set) Primary Document Activity (1 page; class set) Review Activity
More informationProf. William D. Adler. and by appointment. The American Presidency
POLSC 230 Fall 2006 Sections 001 & 002: M/Th 1:10-2:25pm HN C004 Email: wadler@gc.cuny.edu Prof. William D. Adler Office: 1742 HW Hours: M/Th 12-1pm and by appointment http://adlers.home.att.net/william/
More informationExaminers Report June GCE Government & Politics 6GP04 4C
Examiners Report June 2011 GCE Government & Politics 6GP04 4C Edexcel is one of the leading examining and awarding bodies in the UK and throughout the world. We provide a wide range of qualifications including
More informationCurriculum Unit. Instructional Unit
Curriculum Unit Name of Course: American Government Grade Level(s): 10 Brief Description (Course Catalog): This course reviews the basic concepts of United States Government from pre-revolutionary days
More informationOhio s State Tests ITEM RELEASE SPRING 2017 AMERICAN GOVERNMENT
Ohio s State Tests ITEM RELEASE SPRING 2017 AMERICAN GOVERNMENT Table of Contents Questions 1 15: Content Summary and Answer Key... iii Question 1: Question and Scoring Guidelines... 1 Question 1: Sample
More informationBeing President. Formal Requirements. Informal Requirements. The Presidency. Secession and Impeachment. NOTES The Presidency
The Presidency Being President normal road to the White House is to be elected serves 1 or 2 terms of 4 years 22 nd Amendment limited Presidents to 2 terms most presidents have been elected to office Formal
More informationAssessment Highlights GRADE. Alberta Provincial Achievement Testing. Social Studies
Alberta Provincial Achievement Testing Assessment Highlights 2015 2016 GRADE 9 Social Studies This document contains assessment highlights from the 2016 Grade 9 Social Studies Achievement Test. Assessment
More informationUS GOVERNMENT 1 ST SEMESTER EXAM REVIEW
Adv Gov/Ms. Strong Name US GOVERNMENT 1 ST SEMESTER EXAM REVIEW Directions: You will turn this packet in the day of the exam and will receive a quiz grade. Compete this packet using your class notes, handouts,
More information