Structure and Functions of the Executive Branch
Course
Principles of
GPA
Rationale
This lesson introduces students to foundations of governmental functions and
career opportunities within the United States. This knowledge is essential to
making informed decisions about government careers.
Unit III
Implementation Objectives
of the Three
The student will be able to
Branches of
1. Analyze the structure and functions of the executive branch of
Government
government, such as the constitutional powers of the president, the
growth of presidential power, and the role of the cabinet and executive
Essential
departments
Question
What are the
Engage
structure and
Use the following activity to start a class discussion: divide the class into
functions of
groups of three. Once the students are divided into groups, give each group
the executive
a set of seventeen different note cards. Each note card should be labeled
branch of the
with each one of the executive departments in addition to “Vice President”
government,
and “Speaker of the House.” Students will be given five minutes to place the
including the
note cards in the order pertaining to the Presidential line of succession. Use
constitutional
the Discussion Rubric for assessment.
powers of the
president, the
Key Points
growth of
I. Executive Branch – The Presidency
presidential
A. Roles
power, and
1. Chief of state
the role of the
a. Ceremonial head of the government
Cabinet and
b. Symbol of the people
executive
2. Chief executive
departments?
a. Broad executive power – domestic and foreign
b. Limited by checks and balances
TEKS
3. Chief administrator of the executive branch
§130.182(c)
a. 27 million civilians employed under his direction
(10)(B)
b. $3 trillion a year spent
4. Chief diplomat
Prior Student
a. Main architect of foreign policy
Learning
b. Nation’s spokesperson to the world
None
5. Commander-in-chief
a. Head of the nation’s armed forces
Estimated
b. Dominant in military and foreign affairs
Time
6. Chief legislator
45 minutes
a. Main author of public policy
b. Shapes the congressional agenda
7. Chief of party
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a. Leader of the party that controls the executive branch
b. Not a role set forth in the Constitution, but much of the
President’s real power and influence stem from this role
8. Chief citizen
a. Representative of all the people
b. Expected to champion public over private interests
c. Not a role set forth in the Constitution
B. Formal qualifications
1. A natural born citizen of the United States
2. At least 35 years old
3. Resided in the U.S. for at least 14 years
C. Term limits
1. Four-year term with eligibility for reelection
2. The Constitution placed no limit on the number of terms a
President could serve until 1951
3. Unwritten rule (starting with George Washington) was no more
than two terms until FDR, who served four
4. The 22nd amendment says that no President may serve more
than 10 years in office
II. Growth of Presidential Power
A. Powers given in the Constitution
1. Executive power to ensure the laws of the land are faithfully
executed
2. Command of the armed forces
3. Making of treaties
4. Approval or veto of acts of Congress
5. Calling of special sessions of Congress
6. Sending and receiving of diplomatic representatives
7. Judicial power to grant reprieves and pardons for federal
offenses against the U.S.
a. Commutation
b. Amnesty
B. Expanded powers
1. As the single, commanding officer, the President has unity, as
opposed to Congress, which is composed of two houses that
must agree before taking action
2. Strong Presidents such as Abraham Lincoln have increased
power in this office
3. An increasingly complex economic and social life has
demanded more power
4. Repeated need for immediate and decisive action in times of
crisis, such as war
5. The President has a unique position from which to attract and
hold public attention and build support for policies and actions
C. Executing the law
1. The Constitution requires the President to execute all federal
laws
2. To accomplish that task, the President must have ordinance
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power to issue and implement executive orders
3. In executing and enforcing law, the President and his
subordinates also interpret it
4. Congress enacts many laws written in broad terms; the specific
details are left to the executive branch to be worked out
III. Executive Office of the President (EOP)
A. The President’s right arm
B. A complex organization of several separate agencies staffed by 900
of the President’s closest advisors and assistants
C. Congress established the EOP in 1939
D. EOP is reorganized in every administration
E. Agencies in the EOP
1. White House Office
a. The President’s inner circle
b. Advises on foreign policy, defense, homeland security, the
economy, etc.
2. National Security Council (NSC)
a. Advises on domestic, foreign, and military matters related
to national security
b. Includes the Vice President, and the secretaries of state,
treasury, and defense
3. Office of Management and Budget
a. Prepares the federal budget
b. Monitors spending
c. Keeps the President up to date on the work of all agencies
4. Other EOP agencies
a. Office of National Drug Control Policy
b. Council of Economic Advisors
c. Domestic Policy Council
d. Council on Environmental Quality
IV. The Cabinet Departments
A. Also known as the executive departments, much of the work of the
federal government is done by these 15 departments
1. Department of State
2. Department of Defense
3. Department of Treasury
4. Department of Justice
5. Department of Interior
6. Department of Agriculture
7. Department of Commerce
8. Department of Labor
9. Department of Health and Human Services
10. Department of Housing and Urban Development
11. Department of Transportation
12. Department of Energy
13. Department of Education
14. Department of Veterans Affairs
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15. Department of Homeland Security
B. Employ nearly two-thirds of the federal government’s nonmilitary
workforce
C. The First Congress created three of these departments in 1789
D. As the size and workload of the federal government grew, Congress
added new departments
E. The Cabinet is an informal advisory body made up of the heads of
each of the executive departments, in addition to top officials chosen
by the President
F. Importance of the cabinet has declined in recent years
G. In the past, the cabinet was the principal source of presidential
advice, meeting as often as twice a week to provide counsel to the
President
H. The growth of other presidential resources, such as the staff of the
EOP, has eclipsed the cabinet’s role
I. Now, cabinet sessions serve more to show unified support for some
policy rather than to thrash out the details of the policy
V. Independent Agencies
A. There are more than 100 agencies located outside the cabinet
departments
B. Some independent agencies administer programs similar to those of
the cabinet departments
C. Distinguishing these independent agencies from executive
departments is difficult, causing administrative confusion
D. Examples of independent agencies
1. NASA
2. General Services Administration (GSA)
3. Social Security Administration
Activities
1. Executive Power: Teaching Through Current Events Article – Do an
Internet search for executive power teaching through current events.
Have students read and summarize the article. After summarizing the
article, have the students participate in a guided discussion using the key
points from the lesson, as well as key points from the article over
executive power. Use the questions below for the discussion. The
Summary Rubric and/or the Discussion Rubric may be used for
assessment.
 What are limits to Executive Power?
 When must the executive be checked?
 When does executive oversight turn into micromanagement?
 Based on your opinion, what are current examples of “executive
micromanagement”?
2. Who are these people anyway? Have students research the thirteen
executive cabinet positions. Have them identify the names of the
government officials who currently hold the positions, how long each
person has held their position, and which president appointed them to that
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position. Have students write their answers. Use the Who Are These
People Anyway? Handout (answers are dependent upon current
information).
Assessments
Structure and Functions of the Executive Branch Quiz and Key
Discussion Rubric
Individual Work Rubric
Summary Rubric
Materials
Structure and Functions of the Executive Branch computer-based
presentation
Structure and Functions of the Executive Branch Key Terms
Who Are These People Anyways? handout
Resources
9780133656329, Macgruder’s American Government, McClenaghan, W.,
Pearson, Prentice Hall, 2008. (Chs. 13-15)
Frayer, D., Frederick, W. C., and Klausmeier, H. J. (1969). A Schema for
Testing the Level of Cognitive Mastery. Madison, WI: Wisconsin
Center for Education Research
Do an Internet search for the following: executive power teaching through
current events.
Accommodations for Learning Differences
For reinforcement, have students create a Frayer Model with the different
Executive Office Agencies. Through the Frayer Model, students should be
able to identify characteristics and examples of the executive agencies. Use
the Individual Work Rubric for assessment.
For enrichment, have students identify a current event article using sources
such as newspapers, online new sources, journal articles, or research
databases. The current event should pertain to the President exercising his
executive power. Students should be able to identify the main points of the
article and be able to identify any bias presented by the author. Use the
Individual Work Rubric for assessment.
State Education Standards
Texas Essential Knowledge and Skills for Career and Technical Education
§130.182. Principles of Government and Public Administration (One-Half to
One Credit).
(10) The student will select an appropriate method of communication to
facilitate the flow of ideas and information among government, public
administration, the business community, and the general public. The student
is expected to:
(B) analyze the structure and functions of the executive branch of
government, such as the constitutional powers of the president, the
growth of presidential power, and the role of the cabinet and
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executive departments
College and Career Readiness Standards
Cross-disciplinary Standards
I. Key Cognitive Skills
C. Problem solving
1. Analyze a situation to identify a problem to be solved.
3. Collect evidence and data systematically and directly relate to solving a
problem.
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Structure and Functions of the Executive Branch – Key Terms
1. Executive orders – directives, rules, or regulations that have the effect of law
2. Ordinance power – the power to issue executive orders
3. Discretion – the freedom to make a decision
4. Reprieve – the postponement of the execution of a sentence
5. Pardon – legal forgiveness of a crime
6. Clemency – the power of mercy or leniency
7. Commutation – the power to reduce a fine or the length of a sentence imposed by a
court
8. Amnesty – a blanket pardon offered to a group of law violators
9. Inner circle – those most influential, closest to the center of power
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Who Are These People Anyway?
Research the following executive cabinet positions. Identify the names of the government
officials who currently hold the positions. Include how long each person has held their position
and which U.S President appointed them to their position. Write your answers.
1. Vice President
2. Secretary of State
3. Secretary of Defense
4. Secretary of the Interior
5. Secretary of Energy
6. Director of the FBI
7. Director of the CIA
8. National Security Advisor
9. Attorney General
10. Director of the Office of Management and Budget
11. Chairman of the Federal Reserve Board
12. Chief Justice of the Supreme Court
13. Chairman of the Joint Chiefs of Staff
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The Frayer Model
Definition
Characteristics
Word
Examples
Non-examples
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Name:
Date:
Structure and Functions of the Executive Branch Quiz
1.
Which of the following is true about the office of President?
a. The Constitution requires the President to execute all federal laws
b. In executing and enforcing the law, the President and his subordinates also
interpret it
c. Both a and b
d. Neither a nor b
2.
The Executive Branch of the U.S. government
a. Is headed by the President who employs 27 million nonmilitary people to advise,
and help interpret and enforce laws
b. Is the weakest link of the three branches
c. Was an afterthought, added to the Constitution after George Washington was
elected President
d. Has responsibility for making laws but no power to enforce them
3.
The President
a. Plays multiple roles, but none of them were designated in the Constitution
b. Is, among other things, the ceremonial head of government, the main architect of
foreign policy, and the commander-in-chief of the nation’s armed forces
c. Has the responsibility to enforce laws but does not have any judicial powers
d. Is required to spend at least half of his time in office outside the U.S.
4.
To be eligible for Presidential office in the U.S., a person must
a. Be a natural born citizen of the United States
b. Be at least 35 years old
c. Have resided in the U.S. for at least 14 years
d. All of the above
5.
The number of 4-year terms a President can serve
a. Was designated in the Constitution as no more than two terms
b. Was an unwritten rule until the 22nd Amendment – no more than 10 years in
office
c. Has changed with each Presidency
d. Is unlimited
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6.
The Constitution gave the President certain powers, but those powers have grown
over time. Which of the following Presidential powers were spelled out in the
Constitution?
a. Executive power to ensure the laws of the land are faithfully executed
b. Command the armed forces, make treaties, and approve or veto acts of
Congress
c. Judicial power to grant reprieves and pardons for federal offenses against the
U.S
d. All of the above
7.
Which of the following are reasons for the expansion of the President’s power?
a. Congress voted to give the President more power
b. Increasingly complex economic and social life have demanded more power as
has the repeated need for immediate and decisive action in times of crisis, such
as war
c. The President’s Cabinet voted to give the President more power
d. None of the above
8.
Which of the following describes the Executive Office of the President (EOP)?
a. The President’s right arm
b. A complex organization of several separate agencies staffed by 900 of the
President’s closest advisors and assistants
c. Includes agencies such as the White House Office, National Security Council,
and Office of Management and Budget
d. All of the above
9.
The Cabinet
a. Is an informal advisory body made up of heads of each of the executive
departments in addition to top officials chosen by the President
b. Does not play the critical role that it once did because it is no longer the principal
source of presidential advice
c. Both a and b
d. Neither a nor b
10.
Today, the “inner circle” or the most influential group advising the President is
a. The Executive Office of the President (EOP)
b. The Cabinet
c. Mass media
d. Independent agencies
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Structure and Functions of the Executive Branch Quiz Key
1. c
2. a
3. b
4. d
5. b
6. d
7. b
8. d
9. c
10. a
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Name_______________________________________
Date_______________________________
Discussion Rubric
Objectives
4 pts.
Excellent
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Participates in group discussion
Encourages others to join the
conversation
Keeps the discussion progressing
to achieve goals
Shares thoughts actively while
offering helpful recommendations to
others
Gives credit to others for their ideas
Respects the opinions of others
Involves others by asking questions
or requesting input
Expresses thoughts and ideas
clearly and effectively
Total Points (32 pts.)
Comments:
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Name______________________________________
Date_______________________________________
Individual Work Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Follows directions
Student completed the work as directed,
following the directions given, in order and to the
level of quality indicated
Time management
Student used time wisely and remained on task
100% of the time
Organization
Student kept notes and materials in a neat,
legible, and organized manner. Information was
readily retrieved
Evidence of learning
Student documented information in his or her
own words and can accurately answer questions
related to the information retrieved
*Research/Gathering information (if relevant)
Student used a variety of methods and sources
to gather information. Student took notes while
gathering information
Total Points (20 pts.)
Comments:
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Name_______________________________________
Date_______________________________
Summary Rubric
Objectives
4 pts.
Excellent
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
The critical analysis has all required
parts from introduction to body to
conclusion.
The critical analysis is concise but
complete.
The critical analysis demonstrates
that the writer comprehends the
content.
The critical analysis demonstrates
accurate spelling, grammar, and
punctuation.
The overall content of the critical
analysis emphasizes appropriate
points.
The writer shows an understanding
of sentence structure,
paragraphing, and punctuation.
The source of the critical analysis is
clearly and accurately documented.
The critical analysis demonstrates
the correct use of terminology.
Total Points (32 pts.)
Comments:
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