Enduring understandings

The President has various roles including Commander in Chief of the Armed Forces, Chief
Executive, Chief Agenda Setter, Representative of the Nation, Chief of the State, Foreign
Policy Leader, and Party Leader.
Key Vocabulary: chief of state chief executive chief administrator chief diplomat commander in chief chief legislator chief of party chief citizen oath of office executive order ordinance power
Thematic Focus: Rule of Law

The student 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.
Georgia Performance Standards
SSCG12 The student will analyze the various roles played by the President of the
United States including 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.
SSCG15 The student will explain the functions of the departments and agencies of the federal bureaucracy.
a.
Compare and contrast the organization and responsibilities of independent regulatory agencies, government corporations, and executive agencies.

b.
Explain the functions of the Cabinet.
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 invention).
Prerequisites:
SS1H1 : The student will read about and describe the life of historical figures in
American history.
SS2G2: The student will identify the roles of elected officials.
SS2CG3: The student will give examples of how the historical figures under study demonstrate the positive citizenship traits of honest, dependability, liberty, trust worthiness, honor, civility, good sportsmanship, patience, and compassion.
SS4CG3: The student will describe the functions of government.
Connections:

World Literature (10 th grade): How do political circumstances shape our personal values? (“In the Time of Butterflies” by Julia Alvarez)
Enduring understandings
.
The President has various roles including Commander in Chief of the Armed
Forces, Chief Executive, Chief Agenda Setter, Representative of the Nation, Chief of the State, Foreign Policy Leader, and Party Leader.
Thematic Focus: Rule of Law

The student 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.

Culminating Unit Assessment Suggestions

Students will be given scenario of various duties of the president. Students will have to research the scenario through the media i.e. newspapers, television news broadcast and various websites (politico, center on budget and policy priorities) students will then present their research and how they would play out the role of the president.

Students can create a photo essay to demonstrate their understanding of the functions federal bureaucracy. Using the enduring understandings as a guide, students can choose 10 photos that illustrate the importance of the departments and agencies of the federal bureaucracy. Each photo should include a caption that identifies the concept and explains its significance.

Have students write and perform an original song that reflects the enduring understandings of the legislative process.
Resources: www.ipl.org/ref/POTUS
Background on presidents and their administrations. www.whitehouse.gov/government/eop.html
Information about the Executive Office of the President. www.ibiblio.org/lia/president/
Links to presidents and presidential libraries. www.whitehouse.gov/
Links to presidential speeches, documents, schedules, radio addresses, federal statistics, and White House press releases and briefings. www.whitehouse.gov/government/eop.html
Information about the Executive Office of the President

Unit 4 Executive Branch
Section 1 The Presidency (Day 1)
AIM: What are the qualifications for becoming President of the United
States?
GPS Standard: SSCG13 The student will describe the qualifications for becoming President of the United States.
Core Text: Magruder’s: American Government pp. 354-358
Vocabulary: natural born citizen
Instructional Point to Teach:
•
Qualifications for President
Be “a natural born citizen.”
A person must be born a citizen of the
United States to be able to become
President.
Discussion Questions:
-What qualifications must you have to run for president?
-What are the terms and benefits of the presidency?
Be at least 35 years of age
.
John F. Kennedy at age 43 was the youngest person to be elected President.
Have lived in the United States for at least 14 years.

Informal qualifications, such as intelligence and character, are also important considerations.
•
The 22nd Amendment placed limits on presidential terms. A
President now may not be elected more than twice or only once if they became
President due to succession.
Performance Expectation: Students will describe the qualifications for being President of the
United States.
Accelerated Students: Have students choose one of the people who have served as President of the United States. Ask them to research the major events that took place during this President’s term, including noteworthy personal characteristics, public opinion polls, and political successes and failures. After researching their subject, students should write a report about the President they have chosen that highlights his years in the White House. Encourage them to share their work with their peers.

English Language Learners: List words the students will be expected to know for this section on the board. Have students list, define, and give and example of the terms.
Less Proficient Learners: Have students to write an essay that answers the
Essential Question, What makes a good President ? Students should use the prompts that are provided on the following pages to help them structure their essay.
Additional Instructional Suggestions:
Purpose: Create a television advertisement for a presidential candidate.
Grouping: Groups of 4-5 students.
Activity: Each group is allotted a 30-second television time slot for an advertisement for their candidate. They will write and perform a promotional ad that highlights their candidate as the best possible choice for the presidency.
Roles: Presidential candidate, writer, narrator, cameraperson, producer.
Close: Students will vote for the candidate who promoted most effectively in his or her advertisement. www.whitehouse.gov/government/eop.html
Information about the Executive Office of the President

Unit 4 Executive Branch
Section 1 The Presidency (Day 2)
AIM: What are the various roles played by the President of the United
States?
GPS Standard: SSCG12 The student will analyze the various roles played by the President of the United States including 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 .
Core Text: Magruder’s: American Government pp. 354-358
Vocabulary: chief of state, chief executive, chief administrator, chief diplomat, commander in chief, chief, chief legislator, chief of party, chief citizen
Instructional Point to Teach:
-The President is chief of state . This means he is the ceremonial head of the government
Discussion Questions:
-Why is it important for the president to establish friendships of the United States, the symbol of all the people of the nation.
- The Constitution vests the President with the executive power of the United States, making him or her, the nation’s executive .
-The President is the chief chief administrator , or director, of the United States government.
As the nation’s chief diplomat , the
President is the main architect of American with foreign leaders?
-What duties must the president assume as the country’s chief of state?
-What are the president’s responsibilities as commander in chief?
foreign policy and chief spokesperson to the rest of the world.
-The Constitution makes the President the commander in chief , giving him or her complete control of the nation’s armed forces.
-The President is the chief legislator , the main architect of the nation’s public policies.
-The President acts as the chief of party , the acknowledged leader of the political party that controls the executive branch
•
-The President is expected to be “the representative of all the people.”
Performance Expectation: Students will analyze the eight roles played by the President.

Accelerated Students:
Follow news reports of the President’s activities and find examples of the President filling any four of the eight roles. For each of the four roles, hand in a newspaper or magazine clipping or an Internet printout of the report, along with your explanation of which roles the President is filing.
English Language Learners: List words the students will be expected to know for this section on the board. Have students list, define, and give an example of each of the terms, using information from provided in the text.
Less Proficient Learners: Imagine that you are an adviser to the top officials of a country that is planning to hold its first presidential election. The country’s leaders want to use the office of the U.S. president as a model for its executive office. You have been asked to brief key government leaders on the role of the president in the U.S. political system. Write a report describing the roles and duties of the president. Including examples of activities associated with each role.
Additional Instructional Suggestions:
Discuss the importance of the president’s State of the Union Address with the class. Divide the class into four or five groups. Give each group photocopies of a
State of the Union Address or a section of one, making sure to give each speech from a different president. Have each group read the address and identify the main policies that the president is seeking to enact. Then have each group conduct research to see if the president was successful in enacting those policies.
Have groups share their information with the class. www.lib.umich.edu/libhome/govdocs/polisci.html
Wide range of documents regarding the president’s activities. www.whitehouse.gov/
Links to presidential speeches, documents, schedules, radio addresses, federal statistics, and White House press releases and briefings.

Unit 4 Executive Branch
Section 1 Roles of the President (Day 3)
AIM: How would you describe the roles of the president?
GPS Standard : SSCG12 The student will analyze the various roles played by the President of the United States including 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.
Core Text: Magruder’s: American Government pp. 354-358
Vocabulary: 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 .
Instructional Point to Teach:
The President of the United States wears many different hats in the performance of his duties.
Some presidential actions deal with foreign policy, while others require him to lead the armed forces, while others require him to act
Discussion Questions:
How does the President function as chief of party and chief citizen?
-Explain the President’s role as chief of state. as leader of his own political party.
Balancing these roles is often challenging.
Performance Expectation: The students illustrate the various roles of the president.
Accelerated Students: Working in pairs, students will analyze any TEN of the documents that are listed on the next page. As they analyze the documents, they will group according to which role the President was performing—Commander-in
Chief, Chief Executive, Chief Agenda Setter, Representative of Nation, Chief of
State, Foreign Policy Leader, and Party Leader. For each document, the students will complete a “Presidential Role Assignment Form”, which will require them not only to describe the document but also to predict consequences of the action taken
English Language Learners: List words the students will be expected to know for this section on the board. Have students list, define, and give an example of each of the terms, using information from provided in the text.
Less Proficient Learners: Distribute pieces of paper on which an octagon is drawn. Ask students to create a graphic organizer that illustrates the major responsibilities of the President. At each vertex, or corner of the figure, have them list one of the President’s roles. From each role, have students extend a line outward, write a brief description of the role, and provide one example of how the
President fulfills it.

Additional Instructional Suggestions:
Have students determine which role the President filled when presented with the following scenarios:
1.
www.ibiblio.org/lia/president/
Links to presidents and presidential libraries. www.whitehouse.gov/
Links to presidential speeches, documents, schedules, radio addresses, federal statistics, and White House press releases and briefings.

Presidential Scenarios
1. President Clinton oversaw the signing of a new accord in September, 1993 between Palestinian leader Yasir Arafat and Israeli Prime Minister Yitzhak Rabin.
Clinton and his administration hosted this historic compromise at the White
House.
2.
President Grover Cleveland in his first term (1885-1889) received a controversial bill approved by the House of Representatives and the Senate, he chose to “reject” the bill, in fact, Cleveland “rejected” more bills in his first term than all proceeding presidents combined.
3.
Once in office, Clinton quickly set about starting the reforms he had promised during his campaign. To achieve his vision of change, Clinton put together the most racially diverse and gender-balanced cabinet in US history. Those hand picked by Clinton were Henry Cisneros as Secretary of Housing and Urban
Development, Ron Brown Secretary of Commerce, Jocelyn Elders as Surgeon
General, and Press Secretary Dee Myers.
4.
North Korean people are starving. They are in desperate need of food and other supplies. They have asked the United States for help. They also have several weapons that could be used against us if they fell into the wrong hands. If Clinton decides to send food and aid in the interest of keeping North Korea on our side, which role is he filling?
5.
Richard Nixon was part of Watergate Affair which involved such criminal acts as burglary, illegal wiretapping, perjury, conspiracy to obstruct justice, and misuse of campaign funds. Gerald Ford, Nixon’s successor, “excused” him which allowed him to be immune from prosecution.
6.
George Bush’s experiences during WWII contributed to his strong interest in foreign affairs. During his presidency, terrible memories about WWII resurfaced when he felt it necessary to send troops to Kuwait during Operation Desert Storm.
When he executed this plan to aid Kuwait and bombard Saddam Hussein, which role was he filling?

Unit 4 Executive Branch
Section 2 Presidential Powers (Day 1)
AIM: What is the source of the President’s executive powers?
GPS Standard: SSCG12 The student will analyze the various roles played by the President of the United States including 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.
Core Text: Magruder’s: American Government pp. 399-403
Vocabulary: oath of office, executive order, ordinance power
Instructional Point to Teach:
Executing the Law
• As chief executive, the President executes
(enforces, administers, carries out) the provisions of federal law.
•
The oath of office instructs the President to carry out the laws of the land.
The Ordinance Power
•
The President has the power to issue executive orders. An executive order is a directive, rule, or regulation that has the effect of law.
• The power to issue these orders, the ordinance power , arises from two sources: the Constitution and acts of Congress.
The Appointment Power
• With Senate consent, the President names most of the top-ranking officers of the
Federal Government, including:
(1) ambassadors and other diplomats;
(2) Cabinet members and their top aides;
(3) the heads of such independent agencies as the EPA and NASA;
(4) all federal judges, attorneys, and
U.S. marshals;
(5) All officers in the armed forces.
The Removal Power
• Debate ensued in the First Congress as to whether the President could remove appointees without the consent of the
Senate.
•
The view that the President may remove the officials he appoints without Senate
Discussion Questions:
•
Where does the
President get the power to execute federal laws?
•
What is ordinance power, and where does it come from?
•
How does the appointing power work?

consent has prevailed over time.
Performance Expectation: The student will analyze the various roles played by the President of the United States.
Accelerated Students: The power of the President has greatly increased since the Constitution was written. Have students find three examples of increases in the power of the President in the book or using other on line sources. Then, based on their reading of the Constitution and observations, have then to add two more examples.
English Language Learners: List words the students will be expected to know for this section on the board. Have students list, define, and give an example of each of the terms, using information from provided in the text.
Less Proficient Learners: Have students read Article II of the Constitution.
Then have them make a list of the most important powers that the Constitution gives to the President, and explain why?
Additional Instructional Suggestions:

Ask students if they feel as thought the power of the President has grown too much? Have them to choose an example from the news or from history where people disagree bout whether the President overstepped his authority. Briefly explain how the President used his power. Then encourage students to comment on whether the amount of power that the
President used was appropriate for the circumstances. ( Hint: Issues of presidential authority often arise in times of war or other national crisis.)

The student will analyze the various roles played by the President of the
United States by creating flashcards illustrating the importance of each role. www.whitehouse.gov/government/eop.html
Information about the Executive Office of the President.

Unit 4 Executive Branch
Section 2 Presidential Powers (Day 2)
AIM: What are the President’s diplomatic and military powers?
GPS Standard: SSCG12 The student will analyze the various roles played by the President of the United States including 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.
Core Text: Magruder’s: American Government pp. 399-403
Vocabulary: treaty, executive agreement, recognition
Instructional Point to Teach:
The President shares various diplomatic and military powers with Congress, but in some areas the President’s power is almost unlimited .
The Power to Make Treaties
•
A treaty is a formal agreement between two or more sovereign states.
•
The President, usually through the secretary of state, negotiates these international agreements.
•
All treaties must pass approval by two thirds of the members present vote in the Senate.
Executive Agreements
•
An executive agreement is a pact between the President and the head of a foreign state, or a subordinate.
•
Unlike treaties, executive agreements do not require Senate consent.
The Power of Recognition

The power of recognition is exercised when the President, acting for the
United States, acknowledges the legal existence of another sovereign state.
Commander in Chief
The Constitution makes the President the commander in chief of the nation’s armed forces.
-Making Undeclared War
•
Many Presidents have used the armed forces abroad without a declaration of war.
-Wartime Powers
• The President’s powers as commander
Discussion Questions:
•
In what ways are the
President’s diplomatic powers among his strongest?
•
What is the difference between a treaty and an executive agreement?
• Which of the President’s powers is almost unlimited? Why?

in chief are far greater during a war than they are in normal times.
-The War Powers Resolution
•
The War Powers Resolution of 1973 limits the President’s war-making powers.
Performance Expectation: Students will analyze the military and diplomatic powers of the
President.
Accelerated Students: Ask students to prepare a report that illustrates the use of presidential powers in action. Using magazine and newspaper articles or other resources, have students identify President’s Clinton’s use of diplomatic and military powers in the Middle East in 1999. Ask for volunteers to present their reports to the class.
English Language Learners: List words the students will be expected to know for this section on the board. Have students list, define, and give an example of each of the terms, using information from provided in the text.
Less Proficient Learners: Have students to review the roles of the president :
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, now have them to list the powers that are granted to him under each role.
Additional Instructional Suggestions:

Organize the class into groups of three students, assigning one student in each group treaties, another executive agreements, and the last, recognition of foreign countries. Have each student outline the significance of the assigned duty and present information on it to the group. Encourage students to use historic examples to help clarify information on their assigned topics. Have one student report to the class on each topic.

Students will analyze the military and diplomatic powers of the President by creating two sided-by-side charts, one for the diplomatic powers and another for military powers; in one column ask students to list the various powers and in the second column have them provide examples. www.ipl.org/ref/POTUS
Background on presidents and their administrations.
Unit 4 The Executive Branch
Section 3
AIM: What is the President’s role in shaping the foreign Policy of the United
States?

GPS Standard: SSCG-20: The student will describe the tools used to carry out the United states foreign policy (diplomancy, economic, military, and humanitarian aid; treaties; santions and military intervention).
Core Text: Magruder’s American Government; pp 469-475
Vocabulary: Domestic Affairs, Foreign Affairs, Isolationism, Foreign Policy,
Right Legation, Ambassador, Diplomatic Immunity
Instructional Point to Teach:

The United States Constitution divides foreign policy powers between the
President and the Congress so that both
Discussion Questions: How are family distutes settled in your household. share in the making of foreign policy.
The executive and legislative branches each play important roles that are different but that often overlap. Both branches have continuing opportunities to initiate and change foreign policy, and the interaction between them continues indefinitely throughout the life of a policy.
The President or the executive branch can make foreign policy through:
1) -- responses to foreign events
2) -- proposals for legislation
3) -- negotiation of international agreements
4) -- policy statements
5) -- policy implementation
6) -- independent action.
Performance Expectation: Students will be able to explain the tools used to carry out the United states foreign policy
Accelerated Students: Students will write a there own artical using the Analyzing the
Current Event handout. Students will select a topic on world issues. The teacher will type only the heading and allow students will write the article that support the heading.
Students will recall prior knowledge of current events, insight and vision.
English Language Learners: ELL students will be aided with the use of any audio in their language to assist along with printed materials in their native language.
Less Proficient Learners: Students will be guided step by step with a rubric and pacing chart for the class along with their own printed notes additional times for the assignment will aid in their success of the mastery of the standards.

Additional Instructional Suggestions: Students will view various foreign policy speeches and compare and contrast the different speeches and and hallow the student to form their own opinions.
Additonal Resources: http://alexwdc.wordpress.com/2009/07/11/u-s-foreign-policy-summary-of-june-4-
2009-president-barack-obama%E2%80%99s-speech-in-egypt/ this a webite that gives the reader President Barack Obama veiws on various international issues and foreign country.
ANALYZING CURRENT EVENTS
Complete the following to help you analyze the current event you’ve selected

1. Article Citation: Identify the source of your information following correct MLA format.
2. Give a brief introduction to the information in your article by citing WHO or WHAT the article is about and WHEN and WHERE the event took place.
3. Main Ideas: Using keywords and bullets, summarize the information in this article.
4. Author Bias: Do you believe the reporting is accurate? Why or why not? Include a quote to support your assessment of the author’s point of view.

5. Is the coverage in sufficient depth for your understanding of your portfolio topic? What else do you want or need to know to further your understanding?
White House National Security Council, National Security Strategy of the United States of America, Chapter 5
September 17, 2002
Prevent Our Enemies from Threatening Us, Our Allies, and Our Friends with Weapons of
Mass Destruction
“The gravest danger to freedom lies at the crossroads of radicalism and technology. When the spread of chemical and biological and nuclear weapons, along with ballistic missile technology — when that occurs, even weak states and small groups could attain a catastrophic power to strike great nations. Our enemies have declared this very intention, and have been caught seeking these terrible weapons. They want the capability to blackmail us, or to harm us, or to harm our friends —and we will oppose them with all our power.”
President Bush
West Point, New York
June 1, 2002
The nature of the Cold War threat required the United States —with our allies and friends—to emphasize deterrence of the enemy’s use of force, producing a grim strategy of mutual assured

destruction.With the collapse of the Soviet Union and the end of the Cold War, our security environment has undergone profound transformation.
Having moved from confrontation to cooperation as the hallmark of our relationship with Russia, the dividends are evident: an end to the balance of terror that divided us; an historic reduction in the nuclear arsenals on both sides; and cooperation in areas such as counterterrorism and missile defense that until recently were inconceivable.
But new deadly challenges have emerged from rogue states and terrorists. None of these contemporary threats rival the sheer destructive power that was arrayed against us by the Soviet
Union. However, the nature and motivations of these new adversaries, their determination to obtain destructive powers hitherto available only to the world’s strongest states, and the greater likelihood that they will use weapons of mass destruction against us, make today’s security environment more complex and dangerous.
In the 1990s we witnessed the emergence of a small number of rogue states that, while different in important ways, share a number of attributes. These states:
 brutalize their own people and squander their national resources for the personal gain of the rulers;
 display no regard for international law, threaten their neighbors, and callously violate international treaties to which they are party;
 are determined to acquire weapons of mass destruction, along with other advanced military technology, to be used as threats or offensively to achieve the aggressive designs of these regimes;

 sponsor terrorism around the globe; and reject basic human values and hate the United States and everything for which it stands.
At the time of the Gulf War, we acquired irrefutable proof that Iraq’s designs were not limited to the chemical weapons it had used against Iran and its own people, but also extended to the acquisition of nuclear weapons and biological agents. In the past decade North Korea has become the world’s principal purveyor of ballistic missiles, and has tested increasingly capable missiles while developing its own WMD arsenal. Other rogue regimes seek nuclear, biological, and chemical weapons as well. These states’ pursuit of, and global trade in, such weapons has become a looming threat to all nations.
We must be prepared to stop rogue states and their terrorist clients before they are able to threaten or use weapons of mass destruction against the United States and our allies and friends.
Our response must take full advantage of strengthened alliances, the establishment of new partnerships with former adversaries, innovation in the use of military forces, modern technologies, including the development of an effective missile defense system, and increased emphasis on intelligence collection and analysis.
Our comprehensive strategy to combat WMD includes:

Proactive counterproliferation efforts. We must deter and defend against the threat before it is unleashed.We must ensure that key capabilities —detection, active and passive defenses, and counterforce capabilities —are integrated into our defense transformation and our homeland security systems. Counterproliferation must also be integrated into the doctrine, training, and equipping of our forces and those of our allies to ensure that we can prevail in any conflict with WMD-armed adversaries.

Strengthened nonproliferation efforts to prevent rogue states and terrorists from acquiring the materials, technologies, and expertise necessary for weapons of mass destruction.
We will enhance diplomacy, arms control, multilateral export controls, and threat

reduction assistance that impede states and terrorists seeking WMD, and when necessary, interdict enabling technologies and materials.We will continue to build coalitions to support these efforts, encouraging their increased political and financial support for nonproliferation and threat reduction programs. The recent G-8 agreement to commit up to $20 billion to a global partnership against proliferation marks a major step forward.

Effective consequence management to respond to the effects of WMD use, whether by terrorists or hostile states. Minimizing the effects of WMD use against our people will help deter those who possess such weapons and dissuade those who seek to acquire them by persuading enemies that they cannot attain their desired ends. The United States must also be prepared to respond to the effects of WMD use against our forces abroad, and to help friends and allies if they are attacked.
It has taken almost a decade for us to comprehend the true nature of this new threat. Given the goals of rogue states and terrorists, the United States can no longer solely rely on a reactive posture as we have in the past. The inability to deter a potential attacker, the immediacy of today’s threats, and the magnitude of potential harm that could be caused by our adversaries’ choice of weapons, do not permit that option.We cannot let our enemies strike first.
In the Cold War, especially following the Cuban missile crisis, we faced a generally status quo, risk-averse adversary. Deterrence was an effective defense. But deterrence based only upon the threat of retaliation is less likely to work against leaders of rogue states more willing to take risks, gambling with the lives of their people, and the wealth of their nations.

In the Cold War, weapons of mass destruction were considered weapons of last resort whose use risked the destruction of those who used them. Today, our enemies see weapons of mass destruction as weapons of choice. For rogue states these weapons are tools of intimidation and military aggression against their neighbors. These weapons may also allow these states to attempt to blackmail the United States and our allies to prevent us from deterring or repelling the aggressive behavior of rogue states. Such states also see these weapons as their best means of overcoming the conventional superiority of the
United States.

Traditional concepts of deterrence will not work against a terrorist enemy whose avowed tactics are wanton destruction and the targeting of innocents; whose so-called soldiers seek martyrdom in death and whose most potent protection is statelessness. The overlap between states that sponsor terror and those that pursue WMD compels us to action.
For centuries, international law recognized that nations need not suffer an attack before they can lawfully take action to defend themselves against forces that present an imminent danger of attack. Legal scholars and international jurists often conditioned the legitimacy of preemption on the existence of an imminent threat —most often a visible mobilization of armies, navies, and air forces preparing to attack.
We must adapt the concept of imminent threat to the capabilities and objectives of today’s adversaries. Rogue states and terrorists do not seek to attack us using conventional means. They know such attacks would fail. Instead, they rely on acts of terror and, potentially, the use of weapons of mass destruction —weapons that can be easily concealed, delivered covertly, and used without warning.
The targets of these attacks are our military forces and our civilian population, in direct violation of one of the principal norms of the law of warfare. As was demonstrated by the losses on
September 11, 2001, mass civilian casualties is the specific objective of terrorists and these losses would be exponentially more severe if terrorists acquired and used weapons of mass destruction.

The United States has long maintained the option of preemptive actions to counter a sufficient threat to our national security. The greater the threat, the greater is the risk of inaction — and the more compelling the case for taking anticipatory action to defend ourselves, even if uncertainty remains as to the time and place of the enemy’s attack. To forestall or prevent such hostile acts by our adversaries, the United States will, if necessary, act preemptively.
The United States will not use force in all cases to preempt emerging threats, nor should nations use preemption as a pretext for aggression. Yet in an age where the enemies of civilization openly and actively s eek the world’s most destructive technologies, the United States cannot remain idle while dangers gather. We will always proceed deliberately, weighing the consequences of our actions. To support preemptive options, we will:
 build better, more integrated intelligence capabilities to provide timely, accurate information on threats, wherever they may emerge;
 coordinate closely with allies to form a common assessment of the most dangerous threats; and
 continue to transform our military forces to ensure our ability to conduct rapid and precise operations to achieve decisive results.
The purpose of our actions will always be to eliminate a specific threat to the United States or our allies and friends. The reasons for our actions will be clear, the force measured, and the cause just
Unit 4 Executive Branch
Section 3 Foreign Policy and National Defense (Day2)
AIM: What are the tools used by the State Department to carry out foreign policy?
GPS Standard: SSCG-20: The student will describe the tools used to carry out the United states foreign policy (diplomancy, economic, military, and humanitarian aid; treaties; santions and military intervention).

Core Text Magruder’s American Government; pp 469-475
Vocabulary: Domestic Affairs, Foreign Affairs, Isolationism, Foreign Policy,
Right Legation, Ambassador, Diplomatic Immunity
Instructional Point to Teach:
•
Diplomancy is defined as the art or practice of conducting international relations, as in negotiating alliances,
Discussion Questions: What was your most recent punishment and what effect did it have on you? treaties, and agreements.
•
Economic Sanction are domestic penalties applied by one country (or group of countries) on another for a variety of reasons. Economic sanctions include, but are not limited to, tariffs , trade barriers, import duties, and import or export quotas. The most famous example of an economic sanction is the fifty-year-old United States embargo against Cuba .
•
Military has been used on various war around the world and is still operate a vast network of military bases around the globe.
• Humanitarian Aid is material or logistical assistance provided for humanitarian purposes, typically in response to humanitarian crises . The primary objective of humanitarian aid is to save lives, alleviate suffering , and maintain human dignity . It may therefore be distinguished from development aid , which seeks to address the underlying socioeconomic factors which may have led to a crisis or emergency.
Performance Expectation : The student will describe the tools used to carry out the United states foreign policy
Accelerated Students: Students will analyze the differences between treaties, santions,and military intervention and determain there effectiveness. Students must research and present supporting documents of all three foreign policy interventions and be able to compare and contrast the effectiveness of each.
English Language Learners: ELL learners will use the native language dictionaries for words they do not understand along with support documents to help with the grade level understanding.

Less Proficient Learners: Students will be granted additional time along with peer helper and additional teacher support. Student will allowed to come before school and after school if additional time is need for complete mastery of standard.
Additional Instructional Suggestions: Students will use the wed to complete a scaverger hunt on the United States use of foreign aid. Teacher will present the tools used by the United States to carry out their Foreign Policy. Studentss will have to search for related news articals or media resources to support the policy.
http://www.foreignpolicy.com/ this website offers great foreign policy news articles http://www.whitehouse.gov/issues/foreign_policy/ is the official website of the whitehouse on foreign policy
Unit 4 Executive Branch
Section 3
AIM: In whats ways do the United States play the role of “Big Brother” to other countries?
GPS Standard: SSCG-20: The student will describe the tools used to carry out the United states foreign policy (diplomancy, economic, military, and

humanitarian aid; treaties; sanctions and military intervention).
Core Text: Magruder’s American Government; pp 469-475
Vocabulary: Domestic Affairs, Foreign Affairs, Isolationism, Foreign Policy,
Right Legation, Ambassador, Diplomatic Immunity
Instructional Point to Teach:
• How the United States willingness to help other countries through humanitarian aid, economic sanctions, military support, embargos, and treaties. Show that the
Discussion Questions: You ever needed the help of an older sibling or relative in any aspect of your life?
U.S. is here to help there own insterst can be traced back to WWI.
Performance Expectation: Students will explore the ways the United States aid other other countries around the globe.
Accelerated Students: Students will use the world map and place a U.S. flag on all the countries where the Unites States are using a tool of Foreign policy i.e.
(humaitarian aid, military action, or economic sanction)
English Language Learners: ELL students will be able to use the internet to find the world map and place a U.S. flag on all the countries where the Unites States are using a tool of Foreign policy i.e. (humaitarian aid, military action, or economic sanction)
Less Proficient Learners: Students will be granted additional time along with peer helper and additional teacher support. Student will allowed to come before school and after school if additional time is need for complete mastery of standard.
Additional Instructional Suggestions: Students will identify how the United
States have contributed the the spread of democracy around the world. The most recent was the transformation od Iraqi. Students will use United Streaming to to view films of the first democratic elections. http://www.usip.forumone.com/resources/us-human-rights-policy-toward-africa great artical to use as a warm-up or and wrap-up to cullminate the days activity. http://www.fas.org/irp/crs/IB95112.pdf
a great pdf file that can be used during your preperation for this lesson

Unit 4 Executive Branch
Section 3 Foreign Policy and National Defense (Day4)
AIM: Why are presidential decisions so important on a global scale?
GPS Standard: SSCG-20: The student will describe the tools used to carry out the United States foreign policy (diplomancy, economic, military, and humanitarian aid; treaties; sanctions and military intervention).
Core Text: Magruder’s American Government; pp 481-489
Vocabulary: Domestic Affairs, Foreign Affairs, Isolationism, Foreign Policy,
Right Legation, Ambassador, Diplomatic Immunity
Instructional Point to Teach:
Collective Security
• Collective security, approached by the
United States following World War II,
Discussion Questions: Why should the United States be involved or concerned about other countries problems? involves a world community in which most nations would agree to act together against any nation that threatened the peace.
Deterrence
• Deterrence is the policy of making
America and its allies so militarily strong that their very strength will deter— discourage, or even prevent—any attack .
Performance Expectation: Students will identify describe the the tools used to carry out the
United States Foreign Policy around the world.
Accelerated Students: Students will identify all of the Independent agencies and the Regulatory agencies of those agencies student would have to research their specific responsibilities and compare and contrast each one line by line and determine if there is true need for this agency or if it can be downsized. If So explain your rational for your decision

English Language Learners: Students will identify all of the Independent agencies and the Regulatory agencies of those agencies student would have to research their specific responsibilities and compare and contrast each one line by line and determine if there is true need for this agency. Students will be encouraged to use the translation
Less Proficient Learners: Students will be granted additional time along with peer helper and additional teacher support. Student will allowed to come before school and after school if additional time is need for complete mastery of standard.
Additional Instructional Suggestions: Students will identify all of the
Independent agencies and the Regulatory agencies of those agencies student would have to research their specific responsibilities and compare and contrast each one line by line and determine if there is true need for this agency or if it can be downsized http://www.usforeignpolicy.about.com/od/backgroundhistory/a/congress.htm
this website gives you the backgound history of the United States foreign policy. www.archives.gov/research/alic/reference/foreign-affairs.html

Unit 4 The Executive Branch
Section 3 Foreign Policy and National Defense (Day5)
AIM : Why are presidential decisions so important on a global scale?
GPS Standard: 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).
Core Text:Magruder’s American Government ; pp481-489
Vocabulary: Domestic Collective Security, Deterrence, Cold War, Containment,
Dentente
Instructional Point to Teach:
Collective Security
•
Collective security, approached by the United States following World
Discussion Questions: Why should the
United States be involved or concerned about other countries problems?
War II, involves a world community in which most nations would agree to act together against any nation that threatened the peace.
Deterrence
• Deterrence is the policy of making
America and its allies so militarily strong that their very strength will deter—discourage, or even prevent—any attack .
Performance Expectation: Students will be divided into four groups each group will create times lines focused on major foreign policies of the U.S. in the following categories: 1. Foreign Policy From
Independence Through World War I; 2. World War I and World War II; 3. Resisting Soviet Aggression;
& 4. Détente Through the Present. Each group will display and present their time lines before their classmates.

Accelerated Students: Student will complete the same assignment with the addition of they must add opinion if they agree or disagree and state why or why not.
English Language Learners: ELL students will be aided with the use of any audio in their language to assist along with printed materials in their native language.
Less Proficient Learners: Students will be guided step by step with a rubric and pacing chart for the class along with their own printed notes additional times for the assignment will aid in their success of the mastery of the standards.
Additional Instructional Suggestions: Students will analyze the political cartoon on p.
483 and answer the Interpeting political Cartoons. Unpon completeion students will then create their own Political Cartoon on a current for this present administration. http://www.usforeignpolicy.about.com/od/backgroundhistory/a/congress.htm
students will be able to use this website to research current foreign policy of the United States. www.foreignpolicy.com
This site that aid students in their search for information to create their poliical cartoon.

Examples of Foreign Policy Political Cartoons

Unit 4 The Executive Branch
Section 4
AIM: Who controls the federal bureaucracy?
GPS Standard: SSCG-15: The student will explain the functions of the departments and agencies of the federal bureaucracy a.
Compare and Contrast the organizations and responsibilities of independent regulatory agencies, government corporation and executive agencies
Core Text: Magruder’s American Government; p. 430-432
Vocabulary: Independent Agencies, Bureaucracy, Bureaucrat, Administration
Staff agency, Line agency
Instructional Point to Teach:

The federal bureaucracy organizes employees to achieve specific goals. They attempt to do so efficiently and effectively however their goals and procedures are components of a continual struggle for power and this often leads to ineffective and inefficient behavior. Often called "red tape," many have attempted to determine how the bureaucracy might overcome inefficiency and improve service to the public.

The federal bureaucracy, like many, falls into to organizational categories—line agencies and staff agencies. Line agencies execute policy and provide services while staff agencies gather information for use by the chief executive officer. In the federal government, line agencies are executive departments, government agencies, government corporations, independent regulatory commissions, and other central services and control agencies.

The president constrains the bureaucracy through his appointment power, removal powers, his power to significantly change the organizational structure of the executive branch, and through the exercise of leadership to guide the bureaucracy and keep it within certain bounds
.

Congress controls the bureaucracy by setting limits on appropriations to
Discussion Questions: Have you ever heard the term “Government
Red Tape” think about it and list everything you know or understand about government red tape.

agencies, by regulating and administering certain programs, by deregulating within policy areas, by occasionally eliminating an agency, and by passing legislation to control agencies and change the decisions of agencies.
Performance Expectation: The student will explain the functions of the departments and agencies of the federal government and compare and contrast the organizations and responsibilities of independent regulatory agencies
Accelerated Students: Students will
English Language Learners: ELL students will be aided with the use of any audio in their language to assist along with printed materials in their native language.
Less Proficient Learners: Students will be guided step by step with a rubric and pacing chart for the class along with their own printed notes additional times for the assignment will aid in their success of the mastery of the standards.
Additional Instructional Suggestions: Students will
Additional Resources: http://www.teachervision.fen.com/tv/printables/poster_1.pdf
this a PDF file can be used in supoport of the accelerated learner activity. It is a very heart moving lesson on 9/11.

Unit 4 The Executive Branch
Section 4
AIM: What are the functions of Independent Agencies, Regulatory Commissions and the Civil Service?
GPS Standard: SSCG-15: The student will explain the functions of the departments and agencies of the federal bureaucracy. a.
Compare and Contrast the organizations and responsibilities of independent regulatory agencies, government corporations, and executive agencies.
Core Text: Magruder’s American Government; p 430-432
Vocabulary: Independent Agencies, Independent Regulatory Commissions,
Quasi-legislative & Quasi-judicial
Instructional Point to Teach:

The independent agencies were created by Congress and located outside the executive departments. Congress has given some agencies independent status
Discussion Questions: What are some agencies designed to better our daily lives? to protect them from the influence of both partisan and pressure politics.

The independent regulatory commissions stand out among the independent agencies because they are largely beyond the reach of presidential direction and control. There are ten of these agencies today, each created to regulate, or police, important aspects of the nation’s economy.

Government Corporation (Civil
Service) falls up under independent agencies and also falls under the direction of the executive branch. Key agencies that falls under the government corporation are the FDIC (insure bank deposits), USPS (deliver the mail), TVA
(generate, sell and distribute electric

power) are just a few examples that falls under government corporations.
Performance Expectation: The student will explain the functions of the departments and agencies of the federal government and compare and contrast the organizations and responsibilities of independent regulatory agencies, government corporation and executive agencies.
Accelerated Students: Students will research for government jobs on http://www.usajobs.gov/ students must find a job that will fall in the agency of independent regulatory agency, government corporation and executive agency.
Students will compare and contrast the pay scale, qualifications, application process, job description, and what agency will it fall under.
English Language Learners: ELL students will be aided with the use of any audio in their language to assist along with printed materials in their native language.
Less Proficient Learners: Students will be guided step by step with a rubric and pacing chart for the class along with their own printed notes additional times for the assignment will aid in their success with the mastery of the standards.
Additional Instructional Suggestions: Students will complete the comparison and contrast graphic organizer to gain understanding of the standard.,
Additional Resources: http://www.usajobs.gov/ students can use this website to look for government jobs. http://federaljobs.net/exams.htm
this websites gives students an insight to the qualifications and test procedures to obtaining a civil service job.

K-W-L
What is the function of the this agency

How is it different from the other two

Unit 4
Section 4
The Executive Branch
AIM: What are the principal functions of the State Department and the
Department of Treasury?
GPS Standard: SSCG-15: The student will explain the functions of the departments and agencies of the federal bureaucracy. b.
Explain the functions of the Cabinet.
Core Text: Magruder’s American Government; pp. 424-429
Vocabulary: Executive Department, Secretary & Attorney general
Instructional Point to Teach:

The United States Secretary of
State is the head of the United
States Department of State, concerned with foreign affairs. The
Secretary is a member of the
President's Cabinet and the highestranking cabinet secretary both in line of succession and order of precedence. The current Secretary of
State selected by President Barack
Obama is Hillary Rodham Clinton.
The office of the Secretary of State is one of the most high-profile positions in U.S. government.

The Treasury Department is the executive agency responsible for promoting economic prosperity and ensuring the financial security of the
Discussion Questions: Why are some Executive departments in the succession order and some are not?

United States. The Department is responsible for a wide range of activities such as advising the
President on economic and financial issues, encouraging sustainable economic growth, and fostering improved governance in financial institutions. The Department of the
Treasury operates and maintains systems that are critical to the nation's financial infrastructure, such as the production of coin and currency, the disbursement of payments to the American public, revenue collection, and the borrowing of funds necessary to run the federal government. The
Department works with other federal agencies, foreign governments, and international financial institutions to encourage global economic growth, raise standards of living, and to the extent possible, predict and prevent economic and financial crises. The
Treasury Department also performs a critical and far-reaching role in enhancing national security by implementing economic sanctions against foreign threats to the U.S., identifying and targeting the financial support networks of national security threats, and improving the safeguards of our financial systems.
Performance Expectation: The student will be able to explain the function of the presidential cabinet.
Accelerated Students: Students will complete the Understanding the Executive
Departments handout and compile the date requested to for a final wrap-up activity.
English Language Learners: ELL students will be aided with the use of any audio in their language to assist along with printed materials in their native language.

Less Proficient Learners: Students will be guided step by step with a rubric and pacing chart for the class along with their own printed notes additional times for the assignment will aid in their success with the mastery of the standards.
Additional Instructional Suggestions:
Additional Resources: http://www.state.gov/ this site Can be used as a portal for information from the U.S. State Department.
http://www.ustreas.gov/ this is a website that explain the function of the
Treasury department.
Understanding the Executive Departments
Year
Agency was created
Function & Duties Head of
Agency
Recent Current Event
Heading Only
State Dept.

Dept. Of
Treasury
Unit 4 The Executive Branch
Section 4
AIM: What are the principal functions of the Department of Defense and the
Department of Justice?
GPS Standard: SSCG-15: The student will explain the functions of the departments and agencies of the federal bureaucracy. c.
Explain the functions of the Cabinet.
Core Text: Magruder’s American Government; pp. 424-429
Vocabulary: Executive Department, Secretary & Attorney General
Instructional Point to Teach:

The United States Department of
Defense is the federal department charged with coordinating and supervising all agencies and functions of the government relating directly to national security and the military.

The President of the United States is the
Commander-in-Chief of the U.S. military, though in that position he is a
Discussion Questions:

civilian and not a member of the military

The United States Department of
Justice is a Cabinet department in the
United States government designed to enforce the law and defend the interests of the United States according to the law and to ensure fair and impartial administration of justice for all
Americans. The Department of Justice is headed by the United States Attorney
General, one of the original members of the cabinet.
Performance Expectation: The student will be able to explain the function of the presidential cabinet.
Accelerated Students: Students will analyze currents events of each agency and decide and explain the
English Language Learners: ELL students will be aided with the use of any audio in their language to assist along with printed materials in their native language.
Less Proficient Learners: Students will be guided step by step with a rubric and pacing chart for the class along with their own printed notes additional times for the assignment will aid in their success with the mastery of the standards.
Additional Instructional Suggestions:
Additional Resources: http://www.defenselink.mil/ is the official website of the Department of Defense which links to current events happening within the DOD. http://www.usdoj.gov/ is the official website of the Department of Justice which links to current events within the Justice department

Understanding the Executive Departments
Year
Agency was created
Function & Duties Head of
Agency
Recent Current Event
Heading Only
Dept. Of
Defense

Dept. Of
Justice
Unit 4 The Executive Branch
Section 4
AIM: What are the principal functions of the Department of Interior and the
Department of Agriculture?
GPS Standard: SSCG-15: The student will explain the functions of the departments and agencies of the federal bureaucracy. d.
Explain the functions of the Cabinet.
Core Text: Magruder’s American Government; pp. 424-429
Vocabulary: Executive Department, Secretary & attorney general
Instructional Point to Teach:

The Department of the Interior (DOI) is the nation's principal conservation agency. Our mission is to protect
America's treasures for future generations, provide access to our nation's natural and cultural heritage, offer recreation opportunities, honor our trust responsibilities to American
Indians and Alaska Natives and our
Discussion Questions: What are some ways we save our plant as high school students?

responsibilities to island communities, conduct scientific research, provide wise stewardship of energy and mineral resources, foster sound use of land and water resources, and conserve and protect fish and wildlife.

The United States Department of
Agriculture (informally the Agriculture
Department or USDA) is the United
States federal executive department responsible for developing and executing U.S. federal government policy on farming , agriculture , and food .
It aims to meet the needs of farmers and ranchers , promote agricultural trade and production, work to assure food safety , protect natural resources , foster rural communities and end hunger in the
United States and abroad.
Performance Expectation: The student will be able to explain the function of the presidential cabinet.
Accelerated Students: Students will complete the Understanding the Executive
Departments handout and compile the date requested to for a final wrap-up activity.
English Language Learners: ELL students will be aided with the use of any audio in their language to assist along with printed materials in their native language.
Less Proficient Learners: Students will be guided step by step with a rubric and pacing chart for the class along with their own printed notes additional times for the assignment will aid in their success with the mastery of the standards.
Additional Instructional Suggestions:
Additional Resources: http://www.doi.gov/ this website gives students a overview of the Department of
Interior http://www.usda.gov/wps/portal/usdahome gives students current events website to complete the handout.

Understanding the Executive Department
Dept. of
Interior
Year
Agency was created
Function & Duties Head of
Agency
Recent Current Event
Heading Only

Dept. of
Agriculture
Unit 4 The Executive Branch
Section 4
AIM: What are the principal functions of the Department of Commerce and the
Department of Labor?
GPS Standard: SSCG-15: The student will explain the functions of the departments and agencies of the federal bureaucracy. e.
Explain the functions of the Cabinet.
Core Text: Magruder’s American Government; pp. 424-429
Vocabulary: Executive Department, Secretary & Attorney general
Instructional Point to Teach:

The Department of Commerce is the
Cabinet department of the United States government concerned with promoting economic growth. It was originally created as the United States Department of
Commerce and Labor on February 14,
1903. It was subsequently renamed to the
Department of Commerce on March 4,
1913.
Discussion Questions: Who looks out for the workers?


The Department of Labor many activities affect virtually every man, woman, and child in our country. Such activities include protecting the wages, health and safety, employment, and pension rights of working people; promoting equal employment opportunity; providing job training, unemployment insurance and workers' compensation; strengthening free collective bargaining; and collecting, analyzing, and publishing labor statistics. Although created to help working people, the Department's services and information benefit many other groups such as employers, business organizations, civil rights groups, government agencies at all levels, and the academic community.
Its enforcement activities and job training services, in particular, affect large numbers of people who are not currently working.
Performance Expectation: The student will be able to explain the function of the presidential cabinet.
Accelerated Students: Students will complete the Understanding the Executive
Departments handout and compile the date requested to for a final wrap-up activity.
English Language Learners: ELL students will be aided with the use of any audio in their language to assist along with printed materials in their native language.
Less Proficient Learners: Students will be guided step by step with a rubric and pacing chart for the class along with their own printed notes additional times for the assignment will aid in their success with the mastery of the standards.
Additional Instructional Suggestions:
Additional Resources: http://www.commerce.gov/ Students can use this wedsite to research the
Department of Commerce and find related current events articles. http://www.dol.gov/ Students can use this wedsite to research the Department of
Commerce and find related current events articles.

Understanding the Executive Department
Year
Agency was created
Function & Duties Head of
Agency
Recent Current Event
Heading Only

Dept. Of
Defense
Dept. Of
Justice
Unit 4 The Executive Branch
Section 4
AIM: What are the principal functions of the Department of Health and Human
Services and the Department of Housing and Urban Development?

GPS Standard: SSCG-15: The student will explain the functions of the departments and agencies of the federal bureaucracy. f.
Explain the functions of the Cabinet.
Core Text: Magruder’s American Government; pp. 424-429
Vocabulary: Executive Department, Secretary & attorney general
Instructional Point to Teach:

The Department of Health and
Human Services (HHS) is a Cabinet department of the United States government with the goal of protecting the health of all Americans and providing essential human services

HHS is administered by the Secretary of
Health and Human Services , who is appointed by the President with the advice and consent of the Senate . The
United States Public Health Service
(PHS) is the main division of the HHS and is led by the Assistant Secretary for
Health . The United States Public Health
Service Commissioned Corps , the uniformed service of the PHS, is led by the Surgeon General who is responsible for addressing matters concerning public health as authorized by the Secretary or by the Assistant Secretary of Health in addition to his primary mission of administering the Commissioned Corps.

The Department of Housing and
Urban Development , also known by as
HUD , is a Cabinet department in the
Executive branch of the United States federal government . Although its beginnings were in the House and Home
Financing Agency, it was founded as a
Cabinet department in 1965, as part of the " Great Society " program of President
Lyndon Baines Johnson , to develop and execute policy on housing and cities.
Discussion Questions: feel there is a need for school nurse? If so explain why .
Do you
Performance Expectation: The student will be able to explain the function of the presidential cabinet.
Accelerated Students: Students will complete the Understanding the Executive
Departments handout and compile the date requested to for a final wrap-up activity.

English Language Learners: ELL students will be aided with the use of any audio in their language to assist along with printed materials in their native language.
Less Proficient Learners: Students will be guided step by step with a rubric and pacing chart for the class along with their own printed notes additional times for the assignment will aid in their success with the mastery of the standards.
Additional Instructional Suggestions:
Additional Resources: http://www.hhs.gov/ Students can use this website to research the Department of
Health and Human Services and related current events articles. http://www.hud.gov/ Students can use this website to research the Department of
Housing and Urban Development and related current events articles.
Understanding the Executive Department

Dept. Of
Defense
Year
Agency was created
Function & Duties Head of
Agency
Recent Current Event
Heading Only
Dept. Of
Justice

Unit 4 The Executive Branch
Section 4
AIM: What are the principal functions of the Department of Transportation and the Department of Energy?
GPS Standard: SSCG-15: The student will explain the functions of the departments and agencies of the federal bureaucracy. g.
Explain the functions of the Cabinet.
Core Text: Magruder’s American Government; pp. 424-429
Vocabulary: Executive Department, Secretary & Attorney general
Instructional Point to Teach:

The Department of Transportation
(DOT) was established by an act of
Congress, signed into law by President
Lyndon B. Johnson on October 15,
1966. Its first secretary, Alan S. Boyd, took office on January 16, 1967. The department's first official day of operation was April 1, 1967.

The mission of the Department of
Transportation, a cabinet-level executive department of the United States government, is to develop and coordinate policies that will provide an efficient and economical national transportation system, with due regard for need, the environment, and the national defense. It is the primary agency in the federal government with the responsibility for shaping and administering policies and programs to protect and enhance the safety, adequacy, and efficiency of the transportation system and services.

The Department of Energy (DOE) was added as a cabinet position following the energy crisis of the 1970s demonstrated the need for unified energy planning within the federal government. On
August 4, 1977, President Jimmy Carter signed the Energy Research and
Discussion Questions: You think about how we got the so many different roads to get to s

Development Administration, the
Federal Power Commission and other energy-related government programs into a single presidential cabinet-level department.

The DOE was activated on Oct. 1, 1977, provided the framework for a comprehensive national energy plan by coordinating federal energy functions.
The new Department was responsible for long-term, high-risk research and development of energy technology, federal power marketing, energy conservation, energy regulatory programs, a central energy data collection and analysis program, and nuclear weapons research, development and production.
Performance Expectation: The student will be able to explain the function of the presidential cabinet.
Accelerated Students: Students will complete the Understanding the Executive
Departments handout and compile the date requested to for a final wrap-up activity.
English Language Learners: ELL students will be aided with the use of any audio in their language to assist along with printed materials in their native language.
Less Proficient Learners: Students will be guided step by step with a rubric and pacing chart for the class along with their own printed notes additional times for the assignment will aid in their success with the mastery of the standards.
Additional Instructional Suggestions:
Additional Resources: http://www.dot.gov/new/index.htm
Website that give s student the official website of the DOT for research and insight.
Understanding the Executive Departments

Dept. Of
Transportation
Year
Agency was created
Function & Duties Head of
Agency
Recent Current Event
Heading Only
Dept. Of
Energy

Unit 4 The Executive Branch
Section 4
AIM: What are the principal functions of the Department of Education,
Department of Veterans Affairs and the Department of Homeland Security?
GPS Standard: SSCG-15: The student will explain the functions of the departments and agencies of the federal bureaucracy. h.
Explain the functions of the Cabinet.
Core Text: Magruder’s American Government; pp. 424-429
Vocabulary: Executive Department, Secretary & attorney general
Instructional Point to Teach:

The U.S. Department of Education supports equal access to education for all individuals and "promotes excellence" towards all of students and educators.
The department contains materials that help benefit teachers, parents, students, and administrators.

The Department of Veterans Affairs was established in 1989, the Department of Veterans Affairs (VA) provides federal benefits to US military veterans and their families. The agency is the second largest of the 15 cabinet departments and offers health-care, financial assistance, and burial benefits programs. More than 60 million people -
- veterans, their family members, and survivors of veterans -- are eligible for the VA's benefits. The VA's annual budget is more than $90 billion, of which $40 billion is spent on health care.
Selected benefits include education assistance, home loans, life insurance, and vocational rehabilitation.

The United States Department of
Homeland Security (DHS), executive department of the federal government charged with protecting the security of the American homeland as its main responsibility. Its primary missions are preventing terrorist attacks within the
Discussion Questions:

United States, reducing the vulnerability of the United States to terrorism, and minimizing the damage from potential attacks and natural disasters. Established in the aftermath of the Sept. 11, 2001, terrorist attacks, the department unifies formerly dispersed nonmilitary government agencies that are responsible for many functions related to
American security.
Performance Expectation: The student will be able to explain the function of the presidential cabinet.
Accelerated Students: Students will complete the Understanding the Executive
Departments handout and compile the date requested to for a final wrap-up activity.
English Language Learners: ELL students will be aided with the use of any audio in their language to assist along with printed materials in their native language.
Less Proficient Learners: Students will be guided step by step with a rubric and pacing chart for the class along with their own printed notes additional times for the assignment will aid in their success with the mastery of the standards.
Additional Instructional Suggestions:
Additional Resources: http://www.ed.gov/index.jhtml
This website offer great insight for current events and for teachers, students and parents. http://www.va.gov/ is the official website of the department of veteran affairs. http://www.dhs.gov/index.shtm
this is a website that explains the department of
Homeland Security
Understanding the Executive Departments

Dept. Of
Defense
Year
Agency was created
Function & Duties Head of
Agency
Recent Current Event
Heading Only
Dept. Of
Justice
Dept. Of
Homeland
Security