American Government
Baltimore City Public
School System
2007
1
Unit Four
Executive Branches
2
How To Use This Guide
This is the instructional guide for Unit Four Executive Branches.
The guides have not been designed to be the “end all and be all” of social studies. They have
been designed as a way to meet the state standards in a meaningful manner and allow time for
re-teaching and/or extension. As with all new curriculum, time for extension may only become
available after the teacher has run through the curriculum once or twice.
The guide is to be read in its entirety before teaching any of the lessons in order to get the
“big picture.” This helps guide planning, preparation, and implementation. It allows the
teacher to plan for re-teaching and extension activities in a meaningful way.
Begin by reading the Essential Concepts and Possible Essential Questions from the
Maryland Voluntary State Curriculum. Those two items explain why it is necessary to study
this unit. The sessions will build to express the ideas in the Enduring Understanding.
Next review the WHAT. These are the MSDE indicators and session objectives. This is what
MSDE wants students to be able to know and do. These are placed in the sessions where they
are taught.
The rest of the guide and what you do in the classroom is the HOW.
WHY?
Essential Concepts
• The organization and power of the executive branch provides a structure for limited government
and law enforcement.
• The President has both foreign and domestic responsibilities in conjunction with Congress.
• The executive balances competing socio-economic goals to ensure economic equity.
• National, state and local executives create fiscal policy.
• The Electoral College system provides a structure for the election of the President.
• The power of the executive has changed over time.
• Executive power is constrained by the system of checks and balances.
• The branches and levels of government have separate spheres of influence and power, but our
government is a federal system that works in checks and balances.
• External factors (special interest groups, the media and public opinion) can influence the decisions
of the executive.
Possible Essential Questions
• What are the powers, structure, and authority of the executive branches (President, Governor and
local executives)?
• How do regulatory agencies carry out the policies of the executive on the national and state level?
• How does the executive branch balance competing socio-economic goals to ensure economic
equity?
• How does the executive branch develop fiscal policy to manage the economy?
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• What are the budget responsibilities of the executive branch at the national, state and local levels of
government?
• How does the Electoral College system function within the presidential election process?
• How and why has the power of the executive expanded over time?
• How can the executive use their power to maintain order and safety?
• How do the legislative and judicial branches limit the powers of the executive?
• How do the media, special interest groups and the public affect the policy decisions of the
executive?
• What are the President’s responsibilities in making foreign policy?
Source: MSDE Government Online Course
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MSDE Content Standards/VSC Objectives/Assessment limits Addressed in Unit 4
Session Title
MSDE Indicator
Structure and Organization of the
Executive Branch
(Electoral College and the Election of
the President)
• The student will evaluate how the
principles of government assist or
impede the functioning of
government (1.1.2)
• The student will evaluate roles and
policies the government has assumed
regarding public issues (1.1.3).
• The student will evaluate the impact
of governmental decisions and
actions that have affected the rights
of individuals and groups in
American society and/or have
affected maintaining order and/or
safety (1.2.3).
Roles and Powers of the Modern
Presidency
• The student will evaluate how the
principles of government assist or
impede the functioning of
government (1.1.2).
Objectives
Assessment Limits
 Describe the structure, power, and authority
 Federal and Maryland State
of the executive branch on the federal, state,
government:
and local levels (1.1.2 l)
- Powers structure and organization
of the Executive Branch
 Describe how executive departments and
- Selection of National and Maryland
agencies enforce governmental policies that
State leaders
address public issues, such as the Center for
- Electoral College and
Disease Control (CDC), Federal Bureau of
election/appointment process.
Investigation (FBI), Environmental
Protection Agency (EPA), Drug Enforcement  Environment (pollution, land use),
Agency (DEA) (1.1.3 a)
Health care and public health (costs,
substance abuse, diseases), Crime
 Explain how executive departments and
(prevention, punishments)
regulatory agencies assist in maintaining
order and protecting the safety of the nation,  Presidential use of power and
such as the Department of Defense (DOD),
executive orders affecting rights,
Federal Bureau of Investigation (FBI),
order and/or safety. National
Department of Homeland Security (DHS)
government agencies actions affecting
(1.2.3 b
rights, order and/or safety. State
actions affecting rights, order and/or
 Describe the selection process for the
safety.
president of the United States including the
Electoral College (1.1.2 n)
 Describe the structure, powers and authority  Federal and Maryland State
of the executive branch on the federal, state,
government:
and local levels (1.1.2 l)
- Powers structure and organization
of the Executive Branch
 Analyze the degree to which the powers of
- Selection of National and Maryland
the executive branch have changed over time,
State leaders
such as the War Powers Act (1973) (1.1.2
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• The student will explain roles and
analyze strategies individuals or
groups may use to initiate change in
governmental policy and
institutions (1.1.4).
• The student will evaluate the impact
of governmental decisions and
actions that have affected the rights
of individuals and groups in
American society and/or have
affected maintaining order and/or
safety (1.2.3).




The Chief Diplomat: The President
and Foreign Policy

• The student will evaluate how the
principles of government assist or
impede the functioning of
government (1.1.2).
• The student will analyze economic,
political, social issues and their effect
on foreign policies of the United
States (2.1.1)



m)
Analyze the role of the media, specialinterest groups, and public opinion in
influencing the policy and decisions of the
executive (1.1.4 c)
Describe the purpose, limitations and impact
of executive orders in maintaining order and
providing safety for citizens (1.2.3 a)
Analyze the impact of national emergencies
on the expansion of the powers of the
government (1.2.3 c)
Analyze the relationship between
governmental authority and maintaining
order under the rule of law (1.2.3 d)
Describe the structure, powers and authority
of the executive branch on the federal, state,
and local levels (1.1.2 l)
Explain how the executive develops and
implements foreign policy, such as executive
agreements, the appointment of foreign
ambassadors and the creation of treaties
(2.1.1 a)
Evaluate how policies of the executive affect
relationships with other countries including
alliances for national defense, arms control,
economic trade, and social programs (2.1.1
b)
Evaluate the goals of United States foreign
policy, such as national security, economic
stability, and promoting the spread of
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 Electoral College and
election/appointment process
 Political Parties, Public Opinion, the
Media and Special-Interest Groups
 Presidential use of power and
executive orders affecting rights,
order and/or safety. National
government agencies actions affecting
rights, order and/or safety. State
actions affecting rights, order and/or
safety.
 Policies of the United States
government that promote or fail to
promote relationships with other
countries include national defense
(military) arms control, and security
of other nations, trade, human
rights, economic sanctions, and
foreign aid
 Contemporary concerns which affect
international relationships
including: national security,
economic well-being, the spread of
democracy, developing nations,
weapons of mass destruction,
terrorism, and global economic
conditions
The President and Foreign Policy
Simulation




State and Local Executives
• The student will evaluate how the
principles of government assist or
impede the functioning of
government (1.1.2).
• The student will evaluate the impact
of governmental decisions and
actions that have affected the rights of
individuals and groups in American
society and/or have affected
maintaining order and/or safety




democracy (2.1.1 f)
Describe the structure, powers and authority
of the executive branch on the federal, state,
and local levels (1.1.2 l)
Evaluate how policies of the executive affect
relationships with other countries including
alliances for national defense, arms control,
economic trade, and social programs (2.1.1
b)
Explain how the executive develops and
implements foreign policy, such as executive
agreements, the appointment of foreign
ambassadors and the creation of treaties
(2.1.1 a)
Evaluate the goals of United States foreign
policy, such as national security, economic
stability, and promoting the spread of
democracy (2.1.1 f
Describe the structure, powers and authority
of the executive branch on the federal, state,
and local levels (1.1.2 l)
Describe the purpose, limitations and impact
of executive orders in maintaining order and
providing safety for citizens (1.2.3 a)
Describe how the governor of Maryland can
use executive power to maintain order and
safety in the state, such as calling out the
National Guard in the case of a natural
disaster (1.2.3 e)
Analyze the role of the state executive branch
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 Policies of the United States
government that promote or fail to
promote relationships with other
countries include national defense
(military) arms control, and security
of other nations, trade, human
rights, economic sanctions, and
foreign aid
 Contemporary concerns which affect
international relationships
including: national security,
economic well-being, the spread of
democracy, developing nations,
weapons of mass destruction,
terrorism, and global economic
conditions
 Federal and Maryland State
government:
- Powers structure and organization
of the Executive Branch
- Selection of National and Maryland
State leaders
- Electoral College and
election/appointment process
 Presidential use of power and
executive orders affecting rights,
order and/or safety. National
government agencies actions
(1.2.3).
• The student will evaluate the role of
government in addressing land use
and other environmental issues
(3.1.2).
• The student will examine regulatory
agencies and their social, economic,
and political impact on the country, a
region, or on/within a state (4.1.3).
The Executive and the Economy
• The student will utilize the principles
of economic costs and benefits and
opportunity cost to analyze the
effectiveness of government policy in
achieving socio-economic goals
(4.1.2).
• The student will examine regulatory
agencies and their social, economic,
and political impact on the country, a
region, or on/within a state (4.1.3).
in addressing land use and environmental
issues, such as Smart Growth, deforestation,
urban sprawl, pollution, natural disasters,
water resources, wetland preservation and
critical areas (3.1.2 a)
 Analyze the role of the state and local
governments in addressing land use, such as
zoning issues, building moratoriums and
wetland preservation (3.1.2 b)
 Describe the role of regulatory agencies in
carrying out the policies of the executive on
the national and state level (4.1.3 a)
affecting rights, order and/or safety.
State actions affecting rights, order
and/or safety.
 National, state and/or local issues
 Issues will include urban sprawl
and government policy regarding
growth and land use/zoning.
 Regulatory agencies that respond to
social issues and/or market failures:
- Environmental Protection Agency
(EPA)
- Food and Drug Administration
(FDA)
- Federal Trade Commission (FTC)
- Federal Communications
Commission (FCC)
- Federal Aviation Administration
(FAA)
 Explain examples of trade offs that occur
within competing socio-economic goals
during the budget-creation process at the
national, state and local levels, such as
economic freedom v. economic equity and
security (4.1.2 d)
 Describe the role of regulatory agencies in
carrying out the policies of the executive on
the national and state level (4.1.3 a)
 Analyze the role of the executive on the
national, state and local level in the
 The role of scarcity and opportunity
cost in government decisionmaking
 Competing socio-economic goals
including:
 Economic freedom, Growth,
Stability, Equity, Security,
Productivity, National defense,
Environmental protection,
Educational quality, Efficiency
 Regulatory agencies that respond to
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• The student will evaluate the
effectiveness of current monetary
and fiscal policy on promoting full
employment, price stability, and
economic performance (4.1.4).
budgetary process (4.1.4 d)
 Determine how the executive branch
influences economic performance by using
the two tools of fiscal policy including
increasing and decreasing taxes and tariffs
and/or spending (4.1.4 e)
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social issues and/or market failures:
- Environmental Protection Agency
(EPA)
- Food and Drug Administration
(FDA)
- Federal Trade Commission (FTC)
- Federal Communications
Commission (FCC)
- Federal Aviation Administration
(FAA) Legislative and Executive
actions and their effect on economic
performance, full employment, and
price stability.  Tools of fiscal policy including
increasing/decreasing taxes and
tariffs and/or spending.
Pre-Assessment
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Pre-assessment
Overview
Baltimore City public school students were introduced to key terms and concepts
of the executive branches in elementary and middle school, and in United States
History. The pre-assessment is designed to provide insight into the strengths and
weaknesses in the principles of government understandings of your students. Use
the information from the pre-assessment to inform instruction. The preassessment can also give information about student writing.
Indicators/Objectives
 Describe the structure, powers and authority of the executive branch on the federal,
state, and local levels (1.1.2 l)
 Describe the purpose, limitations and impact of executive orders in maintaining
order and providing safety for citizens (1.2.3 a)
 Describe how the governor of Maryland can use executive power to maintain order
and safety in the state, such as calling out the National Guard in the case of a natural
disaster (1.2.3 e)
 Analyze the role of the state executive branch in addressing land use and
environmental issues, such as Smart Growth, deforestation, urban sprawl,
pollution, natural disasters, water resources, wetland preservation and critical areas
(3.1.2 a)
 Describe the role of regulatory agencies in carrying out the policies of the executive
on the national and state level (4.1.3 a)
 Analyze the role of the executive on the national, state and local level in the
budgetary process (4.1.4 d)

Assessment Limits
 Federal and Maryland State government:
- Powers structure and organization of the Executive Branch
- Selection of National and Maryland State leaders
- Electoral College and election/appointment process
 Presidential use of power and executive orders affecting rights, order and/or safety.
National government agencies actions affecting rights, order and/or safety. State
actions affecting rights, order and/or safety.
 National, state and/or local issues:Issues will include urban sprawl and government
policy regarding growth and land use/zoning.
 Tools of fiscal policy including increasing/decreasing taxes and tariffs and/or
spending.
 Regulatory agencies that respond to social issues and/or market failures:
- Environmental Protection Agency (EPA)
- Food and Drug Administration (FDA)
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- Federal Trade Commission (FTC)
- Federal Communications Commission (FCC)
- Federal Aviation Administration (FAA)
Directions
1. Activating Prior Knowledge. Ask students to think about the government
under the Articles of Confederation. Then, post the following questions for
discussion:
• Why would you choose not to have an executive?
• Why is it important to have an executive?
• What is the main duty of the President and Governor?
Ask a few students to share their responses.
2. Assessing – Powers and Duties of Executives. Explain that the main duty of
the President and Governor is to enforce or carry out the laws. Tell students
that they are going to use their knowledge about executives and a word pool
to write a paragraph about the President and Governor. Distribute Part 1 and
direct students to complete their response.
Walk around the room. Observe students who clearly understand the duties
and responsibilities of executives. Make a note of students who are
struggling. Collect papers and score later. This will help plan for writing
instruction during this unit.
3. Assessing - Executive Branches Part 2 & 3. Explain to students that they
will learn about executive branches in Unit 4. In order to help plan for this
unit, you need to discover what they already know. Distribute the Executive
Branches Part 2 & 3 Pretest to students. Explain that this “test” will not affect
their grade, but it will be used to help plan instruction.
4. Follow-Up. Use the information from both parts of the pretest to support or
accelerate instruction. Keep in mind that all students are expected to learn the
same concepts and content to meet state and local expectations of learning.
Throughout the course, you will conduct formal and informal assessments
such as notebook entries that will check student understanding of content.
Use this data to guide instruction.
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Name
Date
Powers and Duties of Executive Branches
Part 1
Directions: This pretest will give your teacher information about what you know about
the executive branches of government. The test will not affect your grade, but you should
do your best. In your class you have discussed major responsibilities of the executive
branches. Use that information and the word pool below and the guiding questions to
write a short response about the powers of the President and Governor.
The President
1.
What are the powers and responsibilities of the President?
2.
How is the President’s power limited by the other branches of government?
3.
How is the executive branch organized?
The Governor
1.
What are the powers and responsibilities of the Governor?
2.
How do the duties of the Governor differ from those of the President?
3.
How is the executive branch organized?
Word Pool
Bureaucracy
Budget
Treaties
Checks and balances
Ambassadors
Executive orders
Cabinet
Regulatory agencies
Commander-in-Chief
Political party
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Name
Date
Executive Branches Pretest
Part 2
Directions: This pretest will provide your teacher with information about what you know
about government. This test will not affect your grade, but will be used to help you learn
what is necessary to pass later tests.
1. Which responsibility of the executive branch did President Eisenhower demonstrate
when he sent federal troops to integrate a public high school?
A. enforcing the law
B. directing foreign policy
C. leading his political party
D. preventing an economic recession
2. Which of these people is the leader of the executive branch of the federal
government?
A. a mayor
B. a senator
C. a governor
D. a president
3. Which action by the governor of Maryland would be an example of maintaining order
and safety?
A.
B.
C.
D.
calling in the Maryland National Guard to end a riot
working with the comptroller and treasurer to create next year’s budget
delivering the State of the State address to the Maryland General Assembly
speaking at the graduation ceremony for the Maryland State Police Academy
4. Which Maryland executive office is most like the office of United States President?
A. governor
B. treasurer
C. comptroller
D. attorney general
5. Which of these principles of government is demonstrated when the governor of
Maryland vetoes a bill?
A. federalism
B. popular sovereignty
C. checks and balances
D. representative democracy
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6. Which of these is most likely a reason Presidents issue executive orders?
A. to remove legislators from Congress
B. to create laws that contradict existing federal law
C. to force the Supreme Court to reverse legal decisions
D. to make policy without congressional approval
7. Which of these government policies was established specifically to address the
problem of air pollution?
A. mandating reduction of emissions from automobiles
B. passing laws to protect endangered species
C. funding a highway beautification project
D. researching soil conservation to improve farming
8. Which of these best explains why candidates for public office often spend more
money on advertising during the last week of a campaign?
A. Advertising costs are lower at the end of a campaign.
B. Advertising may persuade undecided voters to make a choice.
C. Campaign laws require that all money raised by candidates be spent.
D. Campaign laws require that advertising be restricted to the end of a campaign.
9. Which of these statements about presidential executive orders is true?
A. They are proposed by legislators.
B. They must be approved by voters.
C. They have the force of federal law.
D. They can be vetoed by state governors.
Read the information below.
“...to place qualified individuals with mental disabilities in community settings...The
Federal Government must...help ensure that all Americans have the opportunity to
live close to their families and friends...and to participate in community life.”
–Executive Order 13217
10. What was the purpose of the executive order above?
A.
B.
C.
D.
to maintain public order
to reduce unemployment
to protect the rights of individuals
to guarantee the safety of all citizens
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Read the headline below.
11. Which of these is the most likely reason for this government action?
A.
B.
C.
D.
to prevent labor strikes
to protect consumers
to promote competition
to provide economic support for businesses
12. When flooding occurs in Maryland, which of the following actions could the
governor take immediately to preserve order and ensure the safety of citizens?
A. mobilize the National Guard to protect private property
B. order the construction of more bridges
C. propose state legislation aimed at protecting the wetlands
D. propose federal legislation for low-interest loans
Part 3: Regulatory Agencies
Directions: Match the regulatory agency with its purpose.
1. Environmental Protection
Agency (EPA)
2. Food and Drug
Administration (FDA)
3. Federal Trade Commission
(FTC)
4. Federal Communications
Commission (FCC)
5. Federal Aviation
Administration (FAA)
A. protects public health by assuring the safety of drugs,
biological products, medical devices, our nation’s food
supply
B. regulates interstate and international communications
by radio, television, wire, satellite and cable
C. Works to improve the safety and efficiency of airplanes
and travel
D. prevents unfair methods of competition in commerce
E. protects human health and the environment.
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Session 1: Structure and Organization of the Executive Branch
Overview
Students learn the structure of the executive branch including the purpose of the HSA
assessed regulatory agencies. Then, students study graphics to determine the election
process for president. This leads to an examination of the roles and powers of the modern
presidency in the next session.
Objectives:
1. Describe the structure, power, and authority of the executive branch on the federal,
state, and local levels (1.1.2 l)
2. Describe how executive departments and agencies enforce governmental policies that
address public issues, such as the Center for Disease Control (CDC), Federal Bureau
of Investigation (FBI), Environmental Protection Agency (EPA), Drug Enforcement
Agency (DEA) (1.1.3 a)
3. Explain how executive departments and regulatory agencies assist in maintaining
order and protecting the safety of the nation, such as the Department of Defense
(DOD), Federal Bureau of Investigation (FBI), Department of Homeland Security
(DHS) (1.2.3 b)
4. Describe the selection process for the president of the United States including the
Electoral College (1.1.2 n)
Assessment Limits
• Federal and Maryland State government:
- Powers structure and organization of the Executive Branch
- Selection of National and Maryland State leaders
- Electoral College and election/appointment process.
• Environment (pollution, land use), Health care and public health (costs, substance
abuse, diseases), Crime (prevention, punishments)
• Presidential use of power and executive orders affecting rights, order and/or safety.
• National government agencies actions affecting rights, order and/or safety. State
actions affecting rights, order and/or safety.
Key Questions
1. How is the executive branch structured on the federal and state levels?
2. How do the regulatory agencies carry out the policies of the executives on the
national and state level?
3. How does the Electoral College system function within the presidential election
process?
4. What are the strengths and weaknesses of the Electoral College system?
Key Terms
 Cabinet
 Bureaucracy
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




Electoral College
Framers of the Constitution
Electors
Candidate
Primaries
Directions
1. Activating Prior Knowledge. Place the transparency of the White House and
Maryland Government House on the overhead. Ask:
• Which branch of government is represented by these images?
• What do you know about these branches?
Record student responses.
2. Developing Understanding – Before and During Reading - Executive Branch.
Explain that there are executive branches at the national, state, and local levels of
government. This part of the session focuses on the national executive branch but it
will also include some information about the Maryland executive.
Place the Comparison of Executive Branches on the overhead. Ask students to
compare this information to the opening activity.
Direct students to the textbook (Remy, Chapter 10, p. 282 chart of the Government of
the United States) and ask them to study the chart to determine the structure of the
executive branch.
Alternative reading: A reading “What Offices Are in the Federal Executive Branch”
is supplied at the end of the session for those who may prefer this.
Note: Students need to know the executive branch consists of president, executive
offices of the president, cabinet, and specified independent/regulatory agencies. It is
not necessary to dwell on the numerous agencies that are part of this branch.
3. Checking for Understanding - After Reading – Federal Executive Branch. Direct
students to respond in writing to the following:
• Describe the structure of the federal executive branch.
• Describe the purpose of regulatory agencies and give an example.
4. Developing Understanding – Before and During Reading – Election of President.
Transition to the Electoral College by explaining that now that students have learned
about the structure of the executive branch, they will now learn about the election of
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the chief executive, the President. Assess student knowledge by asking students to
work with a partner to respond to the following:
• explain how the President is elected
Conduct a brief discussion reviewing student responses. Emphasize that candidates
for other offices follow the same process except for national convention and electoral
college.
Direct students to the appropriate section of the textbook (Remy, Chapter 8, Section 1
and 2). Set a purpose to read:
•determine the qualifications to be president
•describe the process to elect the president
Alternative Reading with graphic – included in this session.
5. Developing Understanding – After Reading – Election of President. Distribute
Student Resource: Road to the White House and direct students to complete
responses.
Note: Highlight the Electoral Map in the Reference Section of the Remy text in order
for students to determine the number of Maryland electors.
After a brief review of materials, ask:
• What are some benefits and drawbacks of the electoral system?
• Should the electoral system continue?
6. Checking for Understanding – After Reading – Structure of the Executive
Branch/Election of President. Distribute quiz and direct students to think carefully
about each response.
Executive Branch Resources:
1. United States Government Democracy in Action (Remy, Glencoe/McGraw-Hill).
Limited information is found in Chapter 10 including a chart. Teachers will have to
include additional resources to prepare students for the Government HSA.
2. Executive Branch information for the President, White House: Offices and Agencies,
The Cabinet, Federal Agencies and links to other sites are found at
http://usinfo.state.gov/usa/infousa/politics/execbran.htm
Electoral College Resources:
1. United States Government Democracy in Action (Remy, Glencoe/McGraw-Hill),
Chapter 8 includes the election process and the debate over the Electoral College.
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2. National Archives provides a site with information about the Electoral College that
includes FAQs, 2004 Presidential Election, How Electors Vote. Teaching Resources,
Electoral College Calculator, Historical Election Results and Election Central: Voting
Resources. The address: http://www.archives.gov/federal-register/electoral-college/
This is an outstanding resource that will provide abundant information on the topic.
Links to other valuable websites are included.
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Which branch of government?
http://en.wikipedia.org/wiki/White_House and http://www.hometownannapolis.com/tour_governor.html
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Comparison of Executive Branches
National Executive
Branch
Maryland Executive
Branch
The President
Governor
Vice President
Lieutenant Governor
President's Cabinet
Governor's Cabinet
Federal Departments
and Agencies
State Departments and
Agencies
Federal Bureaucracy
State Bureaucracy
Ambassadors
Note: Teacher transparency
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What Offices are in the Federal Executive Branch?
Federal Executive Branch
The Executive Branch is made up of the people, agencies and organizations that help the
president carry out the laws. At the national level, the president is the chief executive and head of
the executive branch. The president and vice president are elected to carry out or enforce the
laws made by Congress.
The vice president can be a key player in the executive office of the president. The vice president
is next in line for the presidency in case of death or incapacitation. The vice president is also the
President of the Senate and casts a vote when the Senate is deadlocked in a tie.
There are 3 components to the Federal Executive Branch. These are
• the Executive Office of the President,
• the Executive Departments, and
• the independent and regulatory agencies.
The Executive Office of the President
The Executive Office of the President (EOP) is made up of individuals and agencies that directly
assist the President. It includes the National Security Counsel (NSC) and the Office of
Management and Budget (OMB). The White House Office is made up of a small group of
advisors working directly with the President on day-to-day matters. It includes the Chief of Staff
and White House Counsel. Currently, there are about 3,000 staff members in the EOP.
The Government Bureaucracy
Although the President is the head of the executive branch, he must depend on thousands of
advisors and other employees to carry out the responsibilities of the office. These people make
up the bureaucracy, the organization of government departments, agencies and offices.
The President uses the bureaucracy, the executive departments and agencies, to help maintain
order and protect the safety of our nation. For example, the Department of Defense manages the
military forces to protect the United States. The Department of Homeland Security was created
after the September 11, 2001 attack to develop plans to protect the United States from future
terrorist attacks. The Center for Disease Control (CDC) works to control the spread of infectious
diseases such as AIDS, flu, and tuberculosis. The Environmental Protection Agency works to
protect clean air and water for citizens.
In the past 60 years, the bureaucracy has grown from a few thousand people to over two million
people working for the government. Some people feel that the government bureaucracy is too big
and too expensive and that we could save millions of tax dollars by getting rid of useless or
outdated government agencies. Other people feel that the bureaucracy has got to increase to
handle the increase in population and continue to add more governmental services. They believe
that as our country's needs change, the federal government must be ready to meet these needs.
23
There are also elected and appointed officials who give advice to the president, including the
vice president and the cabinet. Members of the president's cabinet are made up of policy
advisors, including the heads of the executive departments.
The executive departments have the job to help carry out the laws of Congress. These
departments do the major work of running the government. The heads of these departments are
directly responsible to the president. The head of the executive departments are called
secretaries. A secretary, appointed by the president and approved by the Senate, leads each
department. The Secretary of State, Secretary of Defense, and Secretary for Homeland Security
are probably most familiar to you.
Independent and Regulatory Agencies
The executive branch also consists of many independent and regulatory agencies and
commissions.
There are over 2000 independent and regulatory agencies in the executive branch. The
independent and regulatory agencies were created to set rules and enforce regulations on
businesses and industries, which affect the public welfare. The names of the major federal
regulatory agencies are probably familiar to you. In fact, the name of the agency is often a clue to
its purpose.
Regulatory agencies enforce laws about health and safety, consumer protection, and
environmental protection.
These agencies and their major purposes are the ones that you must know.
Federal Communications Commissions (FCC) - Regulates television, radio, telegraph, and
telephone; grants broadcast licenses, creates and enforces rules of behavior for broadcasting
Federal Aviation Administration (FAA) - Regulates civil aviation, air traffic and piloting
standards, and air commerce
Federal Trade Commission (FTC) - Regulates product warranties, unfair methods of
competition in interstate commerce, and fraud in advertising
Environmental Protection Agency (EPA) - Develops and enforces environmental standards
for air, water, and toxic waste
Food and Drug Administration (FDA) - Regulates purity and safety of foods, drugs, and
cosmetics
Examples of regulatory agencies and commissions that are contained within the executive
departments include the Internal Revenue Service, Federal Bureau of Investigation, Centers for
Disease Control and Prevention, U.S. Customs and Border Protection, the Federal Aviation
Association (FAA), and the Food and Drug Administration (FDA).
24
Agencies exercise a blend of legislative, executive and judicial powers, by proposing and
enacting rules, carrying them out and enforcing them. These powers are limited. Federal courts
can overturn a regulatory action if it does not follow the law the agency is supposed to enforce.
Congress can also change the law under which an agency operates.
Source: MSDE Government Online Course, Unit 4
25
Departments
1. Agriculture
http://www.usda.gov/wps/portal
/usdahome
2. Commerce
http://www.commerce.gov/
3. Defense
http://www.defenselink.mil/
4. Education
http://www.ed.gov/index.jhtml
5. Energy
http://www.energy.gov/engine/c
ontent.do
6. Health and Human Services
http://www.os.dhhs.gov/
7. Homeland Security
http://www.dhs.gov/dhspublic/
8. Housing and Urban
Development
Executive Departments and Functions
Functions
• Manages national forests
• Assists farmers and ranchers
• Administers food stamp and school lunch
programs
• Inspects food
• Conducts census
• Grants patents and registers trademarks
• Promotes international trade economic growth, and
technological development
• Provides military forces to deter war and protect
the nation’s security
• Administers Federal Aid to Schools
• Conducts educational research
• Promotes production of renewable energy, fossil
fuels, and nuclear energy
• Transmits and sells hydroelectric power
• Funds health care research programs
• Conducts programs to prevent and control disease
• Enforces pure and drug laws
• Administers Medicare and Medicaid
• Border and transportation security
• Emergency preparedness and response
• Chemical, biological, radiological, nuclear defense
• Information analysis and infrastructure protection
• Operates public housing programs
• Enforces Fair Housing Laws
26
Agencies within the Department
• Food and Nutrition Service
• Food Safety and Inspection Service
• Forest Service
• Bureau of Census
• Patent and Trade
• Joint Chiefs of Staff
• Departments of the Army, the Navy, and
the Air Force
• Office of Elementary and Secondary
Research
• Office of Energy and Renewable Energy
• Regional Power Administration
• Food and Drug Administration (FDA)
• National Institutes of Health (NIH)
• Centers for Disease Control (CDC)
• Coast Guard
• Secret Service
• Bureau of Citizenship and Immigration
Services
• Bureau of Immigration and Customs
Enforcement
• Transportation Security Administration
• Office of Fair Housing and Equal
Opportunity
http://www.hud.gov/
9. Interior
http://www.doi.gov/index.html
• Manages public lands, wildlife refuges, and
national parks
• Operates hydroelectric power plants
• Helps Native Americans manage their affairs
10. Justice
http://www.usdoj.gov/
• Prosecutes those accused of violating federal law
• Provides legal advice to President
• Represents United States in court
11. Labor
http://www.dol.gov/
• Enforces federal laws on minimum wages,
maximum work hours and safe working conditions.
• Operates job training programs
• Administers unemployment insurance and worker’s
compensation programs.
• Advises President on foreign policy
• Negotiates agreements with foreign countries
• Represents the United States abroad and in
international organizations
• Administers and programs to promote and regulate
highways, mass transit, railroads, waterways, air
travel, and oil and gas pipelines
• Produces coins and bills
• Borrows money and manages public debt
• Enforces alcohol, tobacco, and firearms laws
• Collect taxes
• Administers benefits, pensions, and medical
programs for veterans of the armed forces
• Oversees Military Cemeteries
12. State
http://www.state.gov/
13. Transportation
http://www.dot.gov/
14. Treasury
http://www.ustreas.gov/
15. Veteran’s Affairs
http://www.va.gov/
Source: MSDE Government Online Course, Unit 4
27
• U.S. Fish and Wildlife Service
• Bureau of Land Management
• Bureau of Indian Affairs
• National Park Services
• U.S. Geological Survey
• Federal Bureau of Investigation (FBI)
• Drug Enforcement Administration
• Bureau of Alcohol, Tobacco, Firearms,
and Explosives (ATF)
• Civil Rights Division
Bureau of Prisons
• Occupational Safety and
Health Administration (OSHA)
• Bureau of Labor Statistics
• Foreign Service
• Bureau of consular Affairs (Office of
Passport Services)
• Federal Highway Administration
• Federal Aviation Administration (FAA)
• Internal Revenue Service (IRS)
• United States Mint
• Bureau of Engraving and Printing
• Veterans Benefits Administration (VA)
Road to the White House
Qualifications
Article II of the United States Constitution defines the qualifications of the
presidency. To be President a person must be:
• at least 35 years old
• a natural-born citizen of the United States
• a resident of the United States for at least 14 years.
The President is elected for a term of four years. The Twenty-second Amendment
to the Constitution states that no President may hold the office for more than two
terms.
Seven Steps to the Presidency
Source: MSDE Government Online Course, Unit 4
Announce Candidacy
When a decision is made to run for the president, the individual announces that
he/she will be a candidate for president. The candidate alerts newspapers,
magazines. and television and radio stations about the announcement. The
Internet will also have information about this important announcement.
Campaign
Candidates begin their campaign to become president. Candidates campaign to
win the support of voters throughout the nation. Candidates work hard to let the
voters know their views on issues.
Primary Election
Next, the field of presidential candidates must be narrowed down to one for each
political party. This is done through a primary election.
This stop (primary election) on the road to the White House is when delegates are
selected to go to the national convention. In the primary elections, voters choose
their delegates either by electing them directly or by selecting a presidential
candidate. In Maryland, we select a presidential candidate.
National Convention
Once delegates are chosen at the state level they go to the national convention and
vote for the candidate that they were selected to represent.
28
Campaign
After the national convention, presidential candidates campaign across the
country and meet with voters to hear their views on the issues. They persuade
votes to give them their vote spreading their message through media, campaign
brochures and buttons, and slogans.
General Election
The next step in the election process is the general election. On Election Day in
November, the people vote for the candidate of their choice. The result of this
vote goes to the Electoral College.
Electoral College
In Mid-December the Electoral College votes for President and Vice-President.
When all the electoral votes are counted, the candidate with the most votes wins.
The results are sent to a joint session of Congress that tallies the votes and
confirms the election results.
In most cases, the candidate who wins the popular vote also wins in the Electoral
College. However, this has not always been the case. A candidate running for
President needs to win at least 270 electoral votes out of a total 538 to become
President. There have been four elections in which the candidate with the most
number of popular votes did not win the in the Electoral College, 1800, 1824,
1876, and the Bush Gore election of 2000.
Source: MSDE Government Online Course, Unit 4
29
What is the Electoral College?
The Electoral College is a group of electors (people) from each state that formally
select the President and Vice President. It is the Electoral College, not the
popular vote, which formally selects the President and Vice President of the
United States. The Electoral College was a compromise between direct election of
the President by Congress and election by popular vote. In the system today, the
people of the United States vote for the electors, who then vote for the President
and Vice President.
How Does the Electoral College Work? Study the image below to see how the
Electoral College system works.
Source: MSDE Government Online Course, Unit 4 - Source: SIRS Goldstein, Joel “The Electoral College”
http://sks.sirs.com/cgi-bin/
30
Maryland Electors
The Electoral College maintains a federal system of government and
representation. Each state has the same number of electors as it has U.S. Senators
and Representatives in the House. The Electoral College was designed to
represent each state's choice for the Presidency.
Based on what you know, choose the number of U.S. Senators and U.S.
Representatives to find out how many electors the state of Maryland has in the
Electoral College.
Find out how many electors Maryland sends to the Electoral College.
Select the number of U.S. Senators for Maryland
1
2
4
6
Select the number of U.S. Representatives for Maryland
2
6
8
10
Select the number of electors to Electoral College from Maryland
4
8
10
16
Note: If a presidential candidate wins Maryland’s general election, with the
"winner take all" system, that candidate receives all of Maryland's Electoral
College votes.
Source: MSDE Government Online Course,
Unit 4, Electoral College
31
Electoral Map
A candidate running for president needs to win at least 270 electoral votes out of a total
538 to become President.
Look at the map below. What do you notice about the number of electors assigned
to each state?
Source: MSDE Government Online Course,
Unit 4, Electoral College
32
Student Resource: Road to the White House
Name:
Directions: In your textbook, read about the president to learn:
•
the qualifications to be president
•
how the president if officially elected
After reading, carefully respond to the questions below.
1. What are the qualifications to be president?
2. How often do presidential elections happen in the United States?
3. What are the steps a candidate takes to become President?
4. What is the Electoral College?
5. What happens after the people choose the candidate they support on Election Day?
33
Executive Branch Quiz
Part 1
Directions: Read each question carefully and respond to the short answer questions as
directed by your teacher.
1. Describe the structure of the federal executive branch.
2. What are the qualifications to become President?
3. Presidential elections happen in the United States every ___ years.
4. What is the Electoral College?
5. List an advantage of the Electoral College system.
6. List a disadvantage of the Electoral College system.
Part 2
Directions: Read each question carefully and place the letter of the correct response on
your answer sheet.
1.
Which of these is a responsibility of the Federal Communications Commission
(FCC)?
A. producing television shows
B. granting licenses to television stations
C. hiring television directors and actors
D. deciding which television advertisements are effective
34
2. Sugar substitutes are used in many diet soft drinks. They were tested for many years
before being approved for use.
Which of these regulatory agencies is responsible for giving this approval?
A.
B.
C.
D.
3.
the Federal Trade Commission (FTC)
the Food and Drug Administration (FDA)
the Environmental Protection Agency (EPA)
the Federal Communications Commission (FCC)
Which of the following government agencies would be most involved in developing
proposals to preserve wetlands such as swamps, bogs, and marshes?
A. Environmental Protection Agency (EPA)
B. Federal Trade Commission (FTC)
C. Federal Communications Commission (FCC)
D. Food and Drug Administration (FDA)
4.
Which of these regulatory agencies is responsible for inspecting airline equipment,
maintenance, and safety procedures?
A. Environmental Protection Agency (EPA)
B. Federal Trade Commission (FTC)
C. Federal Communications Commission (FCC)
D. Federal Aviation Administration (FAA)
5.
Which of these is a responsibility of the Federal Trade Commission (FTC)?
A. inspecting and improving new medications
B. enforcing state and local environmental regulations
C. resolving disputes between labor and management
D. encouraging fairness in advertising and marketing
6.
Which of these is a responsibility of the Food and Drug Administration (FDA)?
A. to manage the use of public airwaves
B. to evaluate the contents of medications
C. to review the safety of household appliances
D. to investigate the practices of financial firms
Source: Items from MSDE Public Release Government Exams
35
Session 2: Roles and Powers of the Modern Presidency
Overview
In this session, students create symbols to represent the powers and duties of the
president. To conclude, legislative and judicial checks on the executive are reviewed. In
the next session, students describe the goals of foreign policy and analyze the president’s
role in foreign policy.
Objectives:
1. Describe the structure, powers and authority of the executive branch on the federal,
state, and local levels (1.1.2 l)
2. Analyze the degree to which the powers of the executive branch have changed over
time, such as the War Powers Act (1973) (1.1.2 m)
3. Describe the purpose, limitations and impact of executive orders in maintaining
order and providing safety for citizens (1.2.3 a)
4. Analyze the impact of national emergencies on the expansion of the powers of the
government (1.2.3 c)
5. Analyze the relationship between governmental authority and maintaining order
under the rule of law (1.2.3 d)
6. Analyze the role of the media, special interest groups, and public opinion in
influencing the policy and decisions of the executive (1.1.4c)
Assessment Limits
• Federal and Maryland State government:
- Powers structure and organization of the Executive Branch
- Selection of National and Maryland State leaders
- Electoral College and election/appointment process
• Presidential use of power and executive orders affecting rights, order and/or safety
• National government agencies actions affecting rights, order and/or safety. State
actions affecting rights, order and/or safety
Key Questions
1. What are the powers, structure, and authority of the executive branches (President,
Governor and local executives)?
2. What are the roles of the president?
3. How and why has the power of the executive expanded over time?
4. How can the executive use their power to maintain order and safety?
5. What is the purpose, limitations and impact of executive orders?
6. How do the legislative and judicial branches limit the powers of the executive?
7. How do the media, special interest groups and the public affect the policy decisions
of the executive?
Key Terms
 Executive Order
36






Executive Agreement
Mandate
Separation of Power
Checks and Balances
Pardon
War Powers Act
Directions
1. Activating Prior Knowledge. Divide students into pairs or groups and to discuss the
following:
•
•
What do you think are the powers of the president?
What do you think are some of the duties?
Ask students to share their ideas to determine how much they know about the
presidency.
2. Developing Understanding – Before and During Reading – Roles/Powers of the
President. Distribute “The Executives Chart.” Explain that the President has six basic
roles: Chief or Head of State, Chief Executive, Chief Legislator, Party Leader, Chief
Diplomat, and Commander in Chief. Each of these roles has powers and/or duties.
Direct students to the appropriate textbook sections (Remy – Chapter 9, section 2, 1)
on the Executive Branch. Set the purpose to read:
• describe the powers associated with each role
• provide examples of the power
In student groups, read for information and record on the chart.
3. Developing Understanding – Making Meaning – Using Symbols. Conduct a brief
discussion of the powers of the president. Model making a symbol to represent one of
the roles of the president on the overhead. Direct students to create their own symbols
for each of the roles and place the symbol beneath the role.
Share examples.
4. Developing Understanding – After Reading – Checks on Presidential Power.
Explain that the framers of the Constitution were concerned about allowing too much
executive power so they included checks on powers in the Constitution. Record
checks on presidential powers on The Executives Chart.
Review student responses.
Note: Some of the limitations on presidential power are found in Remy, Chapter 9,
Section 1.
37
5. Developing Understanding – After Reading – Increased Power of the President.
Distribute Changes in Presidential Power reading and set the purpose to read:
• explain how executive orders and executive agreements increase the power of the
President
• explain how in times of emergencies Presidents may gain power
• describe the War Powers Act and how it affects presidential power
6. Checking for Understanding – Conduct a whole class discussion to review the
changing power of the President. Ask:
• How can the executive use their power to maintain order and safety?
• How may the powers of the executive be limited?
Additional Resources:
1. United States Government Democracy in Action (Remy, Glencoe/McGraw-Hill),
Chapters 8,9 covers the content of this lesson. Note: Not all sections of these chapters are
necessary to meet the objectives.
2. Ben’s Guide ( http://bensguide.gpo.gov/6-8/government/national/president.html )
writes about the powers that the President can exercise in his own right and others that
require the consent of the Senate or Congress. The lesson will cover only part of the
objectives included in the online lesson.
3. National Constitutional Center at
http://www.constitutioncenter.org/education/ForEducators/LessonPlans/FederalPowers/5
496.shtml develops an integrated lesson on “War Making: Executive and Legislative
Powers” that includes executive powers and the War Powers Act 1973. This is a detailed
lesson that includes the Iraq war. Note: some of the handouts include a lot of reading and
may need modification by teachers.
38
Presidential Powers
Name:
Directions:
Read the following excerpts from the United States Constitution, Article II, Sections 2 and 3
and their descriptions, then respond to the questions. Consider underlining the powers in the
excerpt before writing them.
Article II, Section. 2.
Clause 1: The President shall be Commander in Chief of the Army and Navy of the United
States… he may require the Opinion, in writing, of the principal Officer in each of the
executive Departments, upon any Subject relating to the Duties of their respective Offices,
and he shall have Power to grant Reprieves and Pardons for Offences against the United
States, except in Cases of Impeachment.
•
What are the powers granted to the President in Clause 1?
Clause 2: He shall have Power, by and with the Advice and Consent of the Senate, to make
Treaties, provided two thirds of the Senators present concur; and he shall nominate, and by
and with the Advice and Consent of the Senate, shall appoint Ambassadors, other public
Ministers and Consuls, Judges of the supreme Court, and all other Officers of the United
States…

What are the powers granted to the President in Clause 2?
Clause 3: The President shall have Power to fill up all Vacancies may happen during the
Recess of the Senate…

What power is granted to the President in Clause 3?
Article II, Section 3.
…He shall from time to time give to the Congress Information of the State of the Union…; he
may, on extraordinary Occasions, convene (call together) both Houses…; he shall receive
Ambassadors and other public Ministers; he shall take Care that the Laws be faithfully
executed (carried out), and shall Commission (hire) all the Officers of the United States…

What are the powers and responsibilities of the President as stated in Article II,
Section 3 above? .
39
Roles of the President
Directions: Read the information about each of the roles of the President. Record a description and examples of the role. Draw a
symbol that will help you remember the role under the role. Complete the chart by giving an example of who can check this power
and how it can be checked.
Role
Description and Examples
Check
Chief of State
Chief Executive
Chief Diplomat
40
Commander in Chief
Chief Legislator
Political Party Leader
41
Changes in Presidential Power
In addition to constitutional powers, the President of the United States has gained other powers
throughout the years. Former Presidents have redefined the powers of the office by the priorities
they set or by their responses to national emergencies. Congress, the media, executive
agreements, executive orders, and electoral mandates have all contributed to increase the powers
of the President.
As Chief Diplomat, the President can also negotiate executive agreements with other countries.
While executive agreements do not have to be ratified by the Senate, they are supposed to be
reported to Congress and involve non-controversial subjects, such as food deliveries or customs
enforcement. The North American Free Trade Agreement (NAFTA) is an example of an
executive agreement with a foreign state.
The results of elections are an indicator of public opinion regarding the President. An electoral
mandate, the perception that the voters strongly support the President’s character and policies,
can be a powerful symbol in American policies. It gives credibility to the President’s proposals.
In addition, many member of Congress support the President because they fear being voted out
of office. They feel that if the people voted for the President then they must share the same
beliefs.
Many believe that Congress has delegated much of their powers to the President over the years.
During times of crisis or national emergency, Congress has given more powers to the President.
However, Congress has also checked the power of the President.
Executive Orders
Executive orders originate from the executive branch. They carry the force of law and are used to
implement statutes, treaties and provisions of the Constitution.
For example, after Japan's surprise attack on Pearl Harbor on Dec. 7, 1941, some Americans
turned their anger toward people of Japanese ancestry. As this anti- Japanese hysteria grew,
President Franklin D. Roosevelt issued Executive Order 9066. Under this order about 112,000
people of Japanese ancestry were forced to leave their homes and businesses and re-locate to
internment camps inland away from the West Coast.
Many of the camps were in the California desert and in other remote areas of the country. For
some people this move was a considerable physical hardship, while for many others it meant the
loss of their jobs and property. About two-thirds of those interned were citizens of the United
States.
On August 10, 1988, 46 years after President Roosevelt signed Executive Order 9066
authorizing the internment, President Ronald Reagan signed the Civil Liberties Act of 1988,
42
providing for an official governmental apology, individual redress payments and a public
education fund so that this injustice would never be forgotten or repeated.
The War Powers Resolution
During times of crisis or national emergency, Congress often gives more power to the President.
For example, during the Great Depression, Congress allowed President Roosevelt the authority
to lead the economy by setting up many welfare and relief programs with the New Deal. During
the Vietnam era, Congress passed the Gulf of Tonkin Resolution, which allowed the President to
use “any means necessary” to protect Americans in Southeast Asia.
However, Congress can also limit the power of the President. In 1973, during the Vietnam war,
Congress passed the War Powers Resolution (Act) which attempted to check the power of the
President by requiring the President to “ consult with Congress before introducing United States
Armed Forces into hostilities.”
The law also required the withdrawal of armed forces from conflict after 60 days unless
Congress declared war or granted an extension. This legislation was created to place limits on the
President’s war powers. It was vetoed by President Richard Nixon but passed in to law by
Congress in 1973.
Read the following statement from the White House on November 7, 1973 after the House voted
to override President Nixon’s veto of the War Powers Resolution.
THE PRESIDENT is extremely disappointed with the House vote to override his veto of House
Joint Resolution 542.
He feels the action seriously undermines this Nation's ability to act decisively and convincingly
in times of international crisis.
The confidence of our allies in our ability to assist them will be diminished by the House's action.
Our potential adversaries may be encouraged to engage in future acts of international mischief
because of this blow to our deterrent posture.
Source:http://www.presidency.ucsb.edu/ws/index
Think about. . .
• how executive orders and executive agreements increase the power of the President
• how in times of emergencies Presidents may gain power
• the War Powers Act and how it affects presidential power
Source: Adapted from MSDE Government Online Course,
Unit 4
43
Student Resource - Changes in Presidential Power
NAME:
Directions: Based on what you read, answer the following questions.
1. Describe the purpose of executive orders.
2. Should the President have the power to issue executive orders? Explain why or why not.
3. What is the War Powers Act?
4. Should the president have restrictions placed on his war-making powers? Why or Why not?
Source: Adapted from MSDE Government Online Course,
Unit 4
44
Session 3: The Chief Diplomat: The President and Foreign Policy
Overview
Students focus on one role of the president, chief diplomat, to learn the goals of foreign policy
and how the executive branch makes foreign policy. In the next session, students apply their
knowledge of the Chief Executive and foreign policy to a simulation in which they take on the
role of advisors to the president. This concludes work on the presidency and then students will
learn more about the powers and duties of state and local executives.
Objectives:
1. Describe the structure, powers and authority of the executive branch on the federal, state, and
local levels (1.1.2 l)
2. Explain how the President utilized executive departments and regulatory agencies to assist in
maintaining order and protecting the safety of the nation, such as: the Department of Defense
(DOD), Federal Bureau of Investigations (FBI), Department of Homeland Security (DHS).
(1.2.3b)
3. Explain how the executive develops and implements foreign policy, such as executive
agreements, the appointment of foreign ambassadors and the creation of treaties (2.1.1 a)
4. Evaluate how policies of the executive affect relationships with other countries including
alliances for national defense, arms control, economic trade, and social programs (2.1.1 b)
5. Evaluate the goals of United States foreign policy, such as national security, economic
stability, and promoting the spread of democracy (2.1.1 f)
6. Explain the various roles of the United Nations (UN) such as maintaining international
peace, enforcing international law, addressing human rights violations and solving
international problems (2.1.2 a)
7. Explain the role of the International Federation of the Red Cross and the Red Crescent and
other agencies, such as United States Agency for International Development (USAID) and
the World Health Organization (WHO) in addressing humanitarian issues (2.1.2 b)
8. Describe the roles of the International Monetary Fund (IMF) and the World Bank (2.1.2 c)
9. Examine the function and purpose of the North American Free Trade Agreement (NAFTA),
the United Nations and the North Atlantic Treaty Organization (NATO) (2.1.2 d)
Assessment Limits
• Federal and Maryland State government:
- Powers structure and organization of the Executive Branch
- Selection of National and Maryland State leaders
- Electoral College and election/appointment process
• Presidential use of power and executive orders affecting rights, order and/or safety
• National government agencies actions affecting rights, order and/or safety. State actions
affecting rights, order and/or safety
 Policies of the United States government that promote or fail to promote relationships with
other countries include national defense (military) arms control, and security of other
nations, trade, human rights, economic sanctions, and foreign aid
45

Contemporary concerns which affect international relationships including: national security,
economic well-being, the spread of democracy, developing nations, weapons of mass
destruction, terrorism, and global economic conditions
Key Questions
1. What are the powers, structure, and authority of the executive branches (President, Governor
and local executives)?
2. What are the President’s responsibilities in making foreign policy and setting the legislative
agenda?
3. How is foreign policy developed and implemented?
4. How do regulatory agencies carry out the policies of the executive on the national and state
levels?
5. What is the purpose of international organizations including the United Nations (UN), North
Atlantic Treaty Organization (NATO), North American Free Trade Agreement (NAFTA),
International Red Cross, World Bank, and International Monetary Fund (IMF)?
6. What is the goal of US membership in the UN, NATO, NAFTA, International Red Cross,
World Bank, and IMF?
7. What role does the US play in the UN, NATO, NAFTA, International Red Cross, World
Bank, and IMF?
8. What are the advantages and disadvantages of US membership in the UN, NATO, NAFTA,
International Red Cross, World Bank, and IMF?
Key Terms
 Executive Agreement
 Ambassador
 Treaty
 Alliance
 Foreign Policy







United Nations (UN)
International Committee of Red Cross (ICRC)
Economic Sanctions
North American Free Trade Agreement (NAFTA)
North Atlantic Treaty Organization (NATO)
International Monetary Fund (IMF)
World Bank
Directions
1. Activating Prior Knowledge. Divide students into pairs or groups and ask them to discuss
the following:
• As Chief Diplomat, what are the responsibilities of the President?
Review student responses.
46
2. Developing Understanding – Before and During Reading – Foreign Policy Goals.
Explain that the President is responsible for establishing foreign policy. Define the term and
direct students to record the definition in their notebooks:
• foreign policy - consists of goals and strategies (tools) that guide a nation’s relationship
with other nations. Foreign policy goals and strategies affect how other nations relate to the
United States.
Explain that the President establishes broad goals and the importance of some goals may
change at times because of what is happening in the world. Distribute The Chief Diplomat:
The Executive and Foreign Policy to complete as students read.
Direct students to the appropriate textbook (Remy, Chapter 22, Section 1). Set the purpose to
read:
• describe the major goals of foreign policy
Note: A handout, Foreign Policy Goals, is included for your use. The information provided in
the textbook meets MSDE indicators.
3. Developing Understanding – Before and During Reading – Implementing Foreign
Policy. Review the goals of foreign policy. Explain that the President is responsible for
implementing these goals. Direct students to the appropriate textbook (Remy, Chapter 22,
Section 2) and set a purpose to read:
• who helps the President make foreign policy
• explain how public opinion can influence foreign policy
4. Developing Understanding – Before and During Reading -Tools of Foreign Policy.
Briefly review how the President and advisors implement foreign policy. Then, introduce the
tools of foreign policy. Follow the same process as previously directing students to the text
(Remy, Chapter 22, Section 4) and setting a purpose to read:
• describe the tools of foreign policy
Conclude with a discussion of foreign policy. Ask:
• How does foreign policy affect our relations with other nations?
5. Checking for Understanding. Explain to students that they will use the textbook to
determine the purpose of some organizations/alliances with which the United States is
associated. After the purpose is determined, identify the foreign policy goal that is fulfilled.
•
•
•
•
•
North American Free Trade Agreement (NAFTA)
United Nations (UN)
International Red Cross
World Bank
International Monetary Fund (IMF)
47
Distribute the “International Organizations” quiz located at the end of the session. Use the
data from the quiz to inform instruction.
Additional Resources:
1. United States Government Democracy in Action (Remy, Glencoe/McGraw-Hill), Chapter 9
relates to the president and foreign policy. More specific information about foreign policy goals
and development are found in Chapter 22.
2. A History of Diplomacy (video/DVD). This video provides an overview and specifics of
United States diplomacy. Participants of the Governor’s Academy received copies of this
resource. Copies may be obtained from the U.S. Department of State. The guide for the video is
at http://future.state.gov/documents/organization/74016.pdf Other links and documents are
available at this site.
48
Goals of United States Foreign Policy
Goal
National Security
Economic Well-being
World Peace
Spread of Democracy
Humanitarian Relief and
the Promotion of Human
Rights
Description
National security includes policies about arms control,
terrorism, and weapons of mass destruction.
Economic well being of the United States including free and
open trade is a very important goal of foreign policy. To keep
Americans employed (working) and obtain natural resources,
The United States needs to trade with other nations.
The United States has continuously worked for world peace
as one of its foreign policy goals. If other nations are at peace,
then the United States has less of a chance of being drawn
into a conflict. Our own national security depends on our
ability to maintain peaceful relations and negotiate with other
nations.
Throughout the history of the United States, we have
encouraged and helped other nations form democratic
political systems. A basic principle of democracy is the belief
that the people rule.
One of the United States’ foreign policy goals is to encourage
basic human rights for all citizens of the world and to ensure
that all people are treated with dignity and respect. This
United States shows its concern for others by responding to
those in need by providing food and medical supplies and
disaster relief. This foreign aid helps support developing
nations and promotes political stability
49
Tools of Foreign Policy
The United States carries out its foreign policy goals by using tools of foreign policy. These tools
include: the military, alliances, diplomacy, foreign aid, trade measures, and intelligence.
Tool
Military
Alliances
Diplomacy
Foreign Aid
Trade
Measures
Intelligence
Ways to Meet Foreign Policy Goals
Used to defend against foreign aggressors
Used to discourage aggression.
Promote peace talks
Promote economic relationships and alliances, such as NAFTA (North
American Free Trade Agreement) and CAFTA (Central American Free
Trade Agreement)
 Promote security, such as North Atlantic Treaty Organization (NATO)
 Communication between nations may help resolve disagreements
 Communication can lead to treaties
 Summit Meetings bring all the parties involved to a neutral gathering place
or assembly.
1. Economic Aid
 Giving loans or grants to nations in need
 Help developing countries develop an infrastructure (foundation for
roads, power, and water).
 Help rebuild after a war or natural disaster.
2. Humanitarian Aid
 Give food, shelter and clothing after a disaster.
 Offer counsel for political prisoners and refugees.
 Provide medicine and training for health care
 Tariffs and trade regulations
 Embargoes (Prohibit others from trading with a particular nation)
 Boycotts (to stop dealing with as a means of protest)
 Sanctions (any coercive measures to pressure a nation to comply to
something or stop doing something)
 Spies can discover information that may be harmful to the United States.
 Knowledge of other countries’ defense plans may help the United States
protect its citizens and infrastructure.




50
The Chief Diplomat: The Executive and Foreign Policy
Name
Directions: Read the textbook to describe the major goals of foreign policy.
Part 1
1. Describe the major goals of foreign policy.
a. National Security
b. Economic well-being
c. World peace
d. Spread of democracy
e. Humanitarian relief
Think about . . .
• who helps the President make and conduct foreign policy?
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Directions: Read the textbook to describe how the President makes foreign policy.
Part 1
1.
Explain how the Secretary of State helps the President establish foreign policy.
2.
How do the National Security Adviser and the Central Intelligence Agency help make
foreign policy decisions?
3.
What is the role of Congress in making foreign policy?
4.
How may public opinion influence foreign policy?
5.
Summarize how the President determines foreign policy.
Think about . . .
• Why is it important for the United States to settle conflicts peacefully?
• What are the main alliances of the United States today?
• What are some ways the United States can influence the policies of other nations?
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Part 3
Directions: Read the following and then use your textbook to describe the tools that the United
States and the President use to carry out foreign policy.
The tools that are available to carry out foreign policy include
• alliances and pacts
• programs of foreign aid
• economic sanctions
• military action
Alliances and Pacts
1. What is the purpose of the North Atlantic Treaty Organization (NATO)? How did its purpose
change after the end of the Cold War?
2. What alliances exist with Latin America and the Pacific? What is the purpose of these
agreements?
Foreign Aid
3. What are the purposes of economic aid?
Economic Sanctions
4. What is an economic sanction? What is its purpose?
Military Action
5. Why might military action be considered a foreign policy tool? Give examples.
53
International Organizations/Treaties Quiz
1. Which of these is a purpose of the International Red Cross?
A. to assist people who are victims of war
B. to make trade agreements with businesses
C. to provide military aid to countries being invaded
D. to loan money to countries with economic problems
2. How was trade among the United States, Mexico, and Canada changed by the North
American Free Trade Agreement (NAFTA)?
A. Tariffs on all goods and services were reduced.
B. Strict trade licensing requirements were imposed.
C. Higher quotas on goods and services were established.
D. Inspections of shipments across international borders were eliminated.
3. The World Bank is most associated with which of the following activities?
A. supplying medical care after natural disasters
B. providing loans for capital improvements
C. supporting political candidates
D. offering military expertise
4. Which of these statements about the United Nations (UN) is true?
A. Its membership rules exclude poor nations.
B. Its policies discourage international cooperation.
C. Its councils elect leaders for many nations.
D. Its goals include international stability.
5. Which of these was formed as a security alliance among the United States and its Western
European allies?
A. the United Nations
B. the International Red Cross
C. the International Monetary Fund
D. the North Atlantic Treaty Organization
6. Which of these is the main goal of both the World Bank and the International Monetary
Fund?
A. to improve the economies of member nations
B. to promote democratic reforms in member nations
C. to increase reliance on agriculture in member nations
D. to support the educational institutions of member nations
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Session 4: The President and Foreign Policy Simulation
Overview
In this activity students engage in a role-play activity in which they apply their knowledge of
foreign policy, powers of the executive branch, and powers of the legislative branch to seek
possible solutions to foreign policy problems. This activity helps students understand the
complexity of foreign policy issues and how the US foreign policy system operates. Following
this role-play, students examine the powers, structure, and organization of state and local
executive branches.
Objectives:
1. Describe the structure, powers and authority of the executive branch on the federal, state,
and local levels (1.1.2 l)
2. Evaluate how policies of the executive affect relationships with other countries including
alliances for national defense, arms control, economic trade, and social programs (2.1.1 b)
3. Explain how the executive develops and implements foreign policy, such as executive
agreements, the appointment of foreign ambassadors and the creation of treaties (2.1.1 a)
4. Evaluate the goals of United States foreign policy, such as national security, economic
stability, and promoting the spread of democracy (2.1.1 f)
Assessment Limits
 Policies of the United States government that promote or fail to promote relationships with
other countries include national defense (military) arms control, and security of other
nations, trade, human rights, economic sanctions, and foreign aid
 Contemporary concerns which affect international relationships including: national security,
economic well-being, the spread of democracy, developing nations, weapons of mass
destruction, terrorism, and global economic conditions
Key Questions
1. What are the powers, structure and authority of the executive branches?
2. What are the roles of the Executive Departments and Regulatory Agencies?
3. What is the purpose and impact of Executive orders?
Directions – Day 1
1. Activating Prior Knowledge. Place the transparency Foreign Policy Review on the
overhead and direct students to work in pairs and respond to the questions.
Review responses.
2. Developing Understanding – Role Play Foreign Policy Situation. Explain to
students that they will have a chance to learn how the government of the United
States makes foreign policy decisions. They will participate in a role-play in which
they will provide a recommendation to the President about actions that are occurring
in North Korea.
55
Follow the teacher directions for the role-play.
Distribute the Student Directions page and a copy of the North Korean situation to
each student.
Review the North Korean situation with students. Then provide readings and allow
students to read, collect information, and determine their answers to the questions that
they were given.
3. Checking and Developing Understanding – Homework. Direct students to review
the questions they were given to answer in their group. Ask them to respond to the
following:
•
•
How does my person whom I represent help make foreign policy?
What are some problems that this person may have in giving advice to the
President?
Directions – Day 2
1. Checking for Understanding. Review student understanding of the North Korean
situation. Set the objectives for the day. Announce any time limits that will be in
force.
Review student homework to start a discussion about the extent of each person’s role
in helping to formulate foreign policy. Leave the questions open-ended and explain
that as groups communicate with one another today, the realities of making decisions
will surface.
2. Developing Understanding – Role Play Foreign Policy Situation. Continue the
role-play, encouraging groups to talk with one another in order to seek solutions,
make alliances, and develop the best recommendation for the President.
Follow directions to bring the role-play to a close.
Conclude with the debriefing.
3. Check for Understanding. Direct students to respond to the following:
•
Do you agree or disagree with the decision by the President to resolve this situation?
Explain.
•
Include details and examples to support your response.
56
57
Teacher Directions: North Korea Role Play
Role Play Questions
Do you think the United States should prepare to take action against the North Korean
government’s human rights abuses and the lack of basic freedoms for North Korean citizens? If
so, what actions can the United States take to resolve this issue?
Do you think the United States should prepare to take immediate military action to disarm the
nation or should the North Korea situation be resolved diplomatically without the use of military
force?
Rationale
Role-playing provides the opportunity for students to learn more about foreign policy, the
relationships among nations, branches of the United States government, and the individuals
involved in decision-making. Students learn by doing – debating issues, making decisions, and
thinking about short and long term consequences of decisions through this role-play. They are
engaged in an activity that is unpredictable. After the role-play, students better understand the
content because they have prepared for this activity, gained new insights and clarified
misunderstandings about the issue.
In this activity students engage in a role-play activity in which they apply their knowledge of
foreign policy, powers of the executive branch, and powers of the legislative to seek possible
solutions to foreign policy problems. This activity helps students understand the complexity of
foreign policy issues and how the US foreign policy system operates.
Materials
Teachers will need to copy The North Korea Readings packet for student use in the role-play.
The selections vary in length and difficulty. Teachers may choose to create the full packet or
choose what is appropriate based on student needs. It is recommended that all students read the
North Korea profile and the Elie Wiesel comments regarding human rights abuses in North
Korea.
The selections in this packet will provide background knowledge of North Korea and its relations
with the United States and other nations. However, the focus is on the possible foreign policy
goals and tools the United States might use to resolve the situation. This is an opportunity for
students to use their creativity and thinking skills to problem solve a situation.
Each student should receive his/her copy of the Student Directions that includes the description
of the North Korea situation.
Procedure
1. Foreign Policy Review. Use the Foreign Policy Review as needed to review basic
information about the goals, tools, and players in foreign policy.
2. North Korea Situation. Place the transparency of the North Korea Situation on the overhead
58
and review it with students. You may also wish to show a map showing the location of the
nations involved in the situation.
3. Assign roles. There are many different roles for students to play. Consider assigning two or
three students to each role, depending on the size of the class. Teachers may decide if the
Secretary of State and Secretary of Defense can meet with the Security Council or
independently.
The students who take the role of the press should be skilled at gathering information from
others do not want to give it to them.
Think about who might be able to think or act in a covert manner and assign these students to
the CIA.
Students who can think creatively may be best suited to role-play the United Nations
members or Allies.
Teachers may choose a student or two for this role. It is the President(s) who will listen to the
advisors, ask questions, and make the final decision about actions to take in the North Korean
situation.
Roles for the Simulation
President*
National Security Council - members may include:
Vice President
Presidential Advisors (National Security Advisor and Council)
Assistant to the President for National Security Affairs
Secretary of State
Secretary of Defense
Chairman of the Joint Chiefs of Staff
Director of National Intelligence
Central Intelligence Agency
Secretary of Defense
Joint Chiefs of Staff
Secretary of State and members of the North Korean desk at the State Department
Secretary of Commerce
United Nations leaders*
US Allies (South Korea, Japan, Russia, and China )*
Congress (Senate Foreign Relations Committee and House International Relations
Committee and Armed Services Committee in both houses)
Journalists
North Korea (played by the teacher)
*Can meet directly with North Korea
59
Additional Stipulations
These players may be invited to attend any meeting in the role-play: Chief of Staff to the
President, Counsel to the President, and Assistant to the President for Economic Policy
4. Seating. Assign students to an area of the classroom. Place table tents on assigned areas so
that all students can identify the various groups and negotiate with them at the appropriate
time. The teacher’s desk is North Korea.
5. Reading. Direct groups to review the textbook and readings (provided in the role play) to
help them understand the North Korean situation and their role in this situation. Students
should assume that this information is in this morning’s newspaper and that they have been
called in to help the President think about the ways to resolve the situation.
Members of the press should review all materials considering what they might present near
the end of the period in a news broadcast that summarizes the day’s work.
6. Role Play. Encourage students to discuss the problems first in their small groups. Remind
them that they are to use their role to think about the resolution of the situation.
Each group should record responses to the following based on their roles:
• What are the goals of U.S. foreign policy that should be considered in this issue?
• What are the possible foreign policy tools that can be used to resolve this issue?
• What are some possible solutions to the issue?
• What groups or individuals might be helpful to resolve this issue?
• What is the best solution to the issue? Which groups or individuals will be involved in
this solution?
• What are the possible consequences of this choice?
After initial groups develop their possible solutions, direct them to begin discussions with
other groups that are helpful to them. For example, if a group suggests that military
intervention should be used, they may want to talk with Congress and the President regarding
use of troops and funding.
Groups may compare goals, tools, and possible solutions. To arrive at the best solution,
groups should continue to discuss possible solutions to the North Korean situation.
Remind groups that after this period of information gathering, that each group will have to
develop recommendations for the President.
While groups are meeting, talk with the press and explain that their role is to gather
information for a news broadcast that will take place near the end of class. The press may
include editorial commentary in the broadcast as well as reports on the efforts to solve the
foreign policy crises. Encourage the press to gather news like the professionals and present it,
60
if possible, like the evening news broadcast.
7. Prompting Students. While students are working, circulate around the room and make
suggestions as needed. Remind students who are members of Congress that the President
must confer with them if money will be spent or if troops will be sent to North Korea.
Remind allies that they have their own interests at stake and they do not have to follow the
United States in this issue.
After a while, several groups will develop plans of action and may wish to negotiate with the
North Korea. If, as teacher, you are playing the role of North Korea, put on your North
Korea hat and meet with the UN, the allies, or the President. You may refuse to meet with
other groups. You are especially wary of the press and the CIA. Be a tough negotiator
because you want students to think carefully about their policies.
8. Continuing the Role Play. It is unlikely that all groups will complete the reading and
develop solutions to the issue during the first session. As the role-play continues, remind
students that they have a limited time to finish. The teacher determines the time limit.
Remind reporters that they will present a news broadcast near the end of each period. (The
report at the end of the first period may be more vague because advisors are reluctant to talk
to the press, thus demonstrating how communications problems may plague complicated
negotiations.) The report at the end of the second period may be more detailed.
9. Concluding the Role Play. Following the second news report, direct each group to
determine their recommendations to the President. The teacher determines the format. This
may be a group report that is written or you may choose to have students create a bulleted list
at this time.
Then the President calls on the “Advisors” to present their recommendations.
Record these recommendations. Direct students to reflect on these recommendations
considering which might be the best for this North Korean situation.
Note: Reporters may be called upon to provide “news flashes” during these presentations.
10.
Debriefing. Conduct a whole class discussion. Ask the following:
 What is the role of the President in making foreign policy?
 What are the goals of United States foreign policy in this situation?
 What tools of foreign policy best resolve this situation?
 Why is it important to communicate clearly in foreign policy?
 Is is necessary and/or possible to talk with all parties involved? Explain.
 Why is making a foreign policy decision so complicated?
 Why is it so important to consider the consequences?
61
Decision and Assignment. After considering the advisors’ recommendations, call upon the
President to identify the action(s) that the United States will take in this situation.
11.
After the President announces the potential solution to the situation, students conclude by
responding to the following:
•
Do you agree or disagree with the decision by the President to resolve this situation?
Explain.
•
Include details and examples to support your response.
Adapting the Role-Play
It may be necessary to adapt the North Korea Role play to meet the needs of your students or
schedule. The following are suggestions may help you make changes:
 Roles. There are many roles included in the North Korea role-play. Choose the number
that is best for your class. Consider reducing the number of members of the National
Security Council. Journalists may be omitted or limited in numbers.
 Readings. There are many readings included in the North Korea role-play. Consider
using the North Korea background information and the major readings about human
rights. Then coach students on pulling information from the readings.
 Reading. If reading the content is difficult for some students, consider small groups and
encourage students to read materials aloud.
 Socratic Seminar. Students may read the same content and debate the questions using a
Socratic Seminar. Directions for conducting a seminar are included.
Socratic Seminar
Socratic Seminars are usually based on a text or reading. Students may refer to the textbook,
notes, or any other materials received to enable them to develop understanding and meaning
about the content and formulate opinions about the question posed. This is a collaborative
approach and discussion instead of a competitive debate.
Guidelines for Participants in a Socratic Seminar
1.
2.
3.
4.
Refer to the text when needed during the discussion. A seminar is not a test of memory.
You are not "learning a subject;" your goal is to understand the ideas, issues, and values
reflected in the text.
It's OK to "pass" when asked to contribute.
Do not participate if you are not prepared. A seminar should not be a bull session.
Do not stay confused; ask for clarification.
62
5.
Stick to the point currently under discussion; make notes about ideas you want to come
back to.
6. Don't raise hands; take turns speaking.
7. Listen carefully.
8. Speak up so that all can hear you.
9. Talk to each other, not just to the leader or teacher.
10. Discuss ideas rather than each other's opinions.
11. You are responsible for the seminar, even if you don't know it or admit it.
Dialogue is characterized by:







suspending judgment
examining our own work without defensiveness
exposing our reasoning and looking for limits to it
communicating our underlying assumptions
exploring viewpoints more broadly and deeply
being open to disconfirming data
approaching someone who sees a problem differently not as an adversary, but as a
colleague in common pursuit of better solution.
http://www.mcps.k12.md.us/schools/wjhs/depts/socialst/ams/Skills/SocraticSeminar/SocraticSe
minarIntro.html
63
Name
Date
Period
Foreign Policy Role-Play
The Constitution gives the President the responsibility for making foreign policy. The President
shapes foreign policy in his role as Commander-In-Chief and Head of State. The President
makes defense policies, meets with leaders of other nations, and makes treaties and executive
agreements. Ambassadors are appointed by the President and confirmed by the Senate. The
President seeks advice on foreign policy issues from the Secretary of State and Defense, the
National Security Council, and other advisors. The President also consults Congress, especially
if the issue involves treaties, appointments, the use of the military, or appropriation of funds.
Today, you will be learning about a situation involving North Korea and the United States. You
will read background information and role-play to help you prepare a recommendation for the
President about this situation.
You will learn:
• how foreign policy decisions are made
• the complex nature of foreign policy and international negotiations
• to negotiate and compromise with your peers
At the end of the role-play, you will hear a number of recommendations made by the advisors to
the President to solve the situation. After the President announces the potential solution to the
situation, you will respond to the following:


Do you agree or disagree with the decision by the President to resolve this situation?
Explain.
Include details and examples to support your response.
Playing Your Role
1. Your Role. You will play the role of an advisor to the President. In this role, your job is to
develop a recommendation or plan of action to present to the President. In order to do this,
you will be assigned a role by your teacher and assigned to an area of the classroom where
you will meet the other members of your group. You may be assigned the role of President,
member of the Security Council, member of Congress, a United States ally, reporter or other
official. Throughout this activity, you must remember your role and consider how this person
would respond to the North Korean situation.
2. Read about the North Korean Situation. Once your role is assigned, you will read about
the North Korean situation. This will alert you to the issues facing the United States as it
makes a foreign policy decision.
Then you will read information that will provide background information about North Korea.
This information may provide clues about possible solutions to the situation.
64
3. Responding to Foreign Policy Questions. After reading, each group will record responses
to the following based on their roles:
•
What are the goals of U.S. foreign policy that should be considered in this issue?
•
What are the possible foreign policy tools that can be used to resolve this issue?
•
What are some possible solutions to the issue?
•
What groups or individuals might be helpful to resolve this issue?
•
What is the best solution to the issue? Which groups or individuals will be
involved in this solution?
•
What are the possible consequences of this choice?
4. Communicate with Other Groups. After your group develops possible solutions to this
situation, you may begin discussions with other groups that may be helpful to you. For
example, your group believes that military intervention should be used, you may want to talk
with Congress and the President regarding use of troops and funding. You believe that your
solution is best, so you try to develop “friendships” or alliances so that your recommendation
will be followed. Discuss your goal, tools, and possible solutions with as many groups as you
can. You may find that some groups don’t want to talk with you. You must use your conflict
resolution powers and be your most persuasive!
Your teacher will let you know how much time you have to determine your final
recommendation for the President on this important issue.
5. Members of the Press and CIA. Members of the press will be trying to gather information
from all groups in order to provide news broadcast at the end of the session. Those in secret
negotiations must be careful about the amount of information that is released.
The CIA group will try to infiltrate the groups to gather information to take back to the
President and the National Security Council. Again, remember your role and how much
information you should give the CIA.
6. Concluding the Role Play. Your teacher will indicate that it is time for your group to write
your recommendations to the President. Then the President will call on the “Advisors” to
present their recommendations.
Reporters may be called upon to provide “news flashes” during these presentations.
After considering the advisors’ recommendations, the President decides the action(s) that
the United States will take in this situation. You will write a response that explains why you
agree or disagree with this presidential decision.
65
Foreign Policy Review
1.
What are the foreign policy goals of the United States?
2.
What are some tools that are used to carry out foreign policy decisions?
3.
What are the constitutional powers of the President related to foreign policy?
4.
What are the duties of the President as Head of State?
5.
Which advisors may give advice regarding foreign policy situations to the
President?
6.
What are the constitutional powers of Congress related to foreign policy?
7.
How might citizens influence decisions about foreign policy issues?
66
North Korean Situation
North Korea has nuclear, chemical and biological weapons. In the 1990s, North
Korea refused to allow international inspectors to observe the withdrawal of fuel
rods from a nuclear reactor. Officials were concerned that the North Koreans
would use the fuel rods to make nuclear weapons. In 1994, former President Carter
got North Korea to announce a freeze of its nuclear arms program. In the following
years, North Korea agreed to limit its arms production. However, it has recently
revived its nuclear weapons program and it has tested missiles. Nations around the
globe have begun to put pressure on North Korea to end its nuclear program.
The North Koreans accuse the United States, Japan, and South Korea of being the
Asia’s biggest security threats. However, Japan and South Korea are especially
concerned about nuclear weapons that could be aimed at them by North Korea.
North Korea’s neighbors, China and Russia, have similar concerns.
In addition to the concern about weapons, there is concern about human rights in
North Korea. The United Nations Security Council, United Nations General
Assembly, and the U.S. Committee for Human Rights called attention to the need
for the North Korean government to respect human rights and fundamental
freedoms. These groups question the prison camp system, access to food, and the
plight of North Korean refugee populations.
The President asked for recommendations to resolve this dilemma. Provide a
recommendation to the President that helps answer these two questions.
United States Foreign Policy Questions
• Do you think the United States should prepare to take action against the North
Korean government’s human rights abuses and the lack of basic freedoms for
North Korean citizens? If so, what actions can the United States take to resolve
this issue?
• Do you think the United States should prepare to take immediate military action
to disarm the nation or should the North Korea situation be resolved
diplomatically without the use of military force?
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Roles for the Simulation
President*
National Security Council
Vice President (member of the National Security Council)
Presidential Advisors (National Security Advisor and Council)
Assistant to the President for National Security Affairs
Secretary of State
Secretary of Defense
Chairman of the Joint Chiefs of Staff
Director of National Intelligence
Central Intelligence Agency
Secretary of Defense
Joint Chiefs of Staff
Secretary of State and members of the North Korean desk at the State
Department
Secretary of Commerce
United Nations leaders*
US Allies (South Korea, Japan, Russia, and China )*
Congress (Senate Foreign Relations Committee and House International
Relations Committee and Armed Services Committee in both houses)
Journalists
North Korea (played by the teacher)
*Can meet directly with North Korea
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Profile of the Democratic People’s Republic of Korea
Source:http://www.state.gov/p/eap/ci/kn/
Official Name: Democratic People’s Republic of Korea
Geography Area: 47,000 square miiles, about the size of Mississippi.
Capital--Pyongyang.
Land: About 80% of land area is moderately high mountains separated by deep, narrow valleys
and small, cultivated plains. The remainder is lowland plains covering small, scattered areas.
Climate: Long, cold, dry winters; short, hot, humid, summers.
Population (2006): 23.1 million.
Education: Years compulsory--11. Attendance--3 million (primary, 1.5 million; secondary, 1.2
million; tertiary, 0.3 million).
Literacy--99%.
Health (1998): Medical treatment is free; one doctor for every 700 inhabitants; one hospital bed
for every 350; there are severe shortages of medicines and medical equipment.
Life expectancy--males 68 yrs., females 74 yrs. (2006 est.).
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Government
Type: Highly centralized communist state.
Independence: August 15, 1945--Korean liberation from Japan; September 9, 1948-establishment of the Republic of Korea (R.O.K., or South Korea), marking its separation from
North Korea (Democratic People's Republic of Korea, or D.P.R.K.). Almost immediately war
broke out between the North and South Korea. In 1950, in a surprise attack, North Korean forces
invaded South Korea. The United Nations established the UN Command and sent assistance. The
United States sent troops. China sent troops to support the North Koreans. In 1953, the military
commanders of the North Korean People's Army, the Chinese People's Volunteers, and the UNC
signed an armistice agreement in which Korean is divided at the 38th parallel. Neither the United
States nor South Korea is a signatory to the armistice per se, although both adhere to it through
the UNC. No comprehensive peace agreement has replaced the 1953 armistice pact.
Constitution: Branches: Executive--President of the Presidium of the Supreme People's
Assembly (chief of state); Chairman of the National Defense Commission (head of government).
Legislative--Supreme People's Assembly. Judicial--Central Court; provincial, city, county, and
military courts.
Political party: Korean Workers' Party (communist).
Economy (In most cases, the figures used are estimates based upon incomplete data and
projections).
26.7% in agriculture and fishery, 27.2% in mining, 13.7% in manufacturing, 32.3% in services
(2004).
Per capita GNI (2004): $914.
Agriculture: Products--rice, potatoes, soybeans, cattle, pigs, pork and eggs.
Mining and manufacturing: Types--military products; machine building; chemicals; mining
(gold, coal, iron ore, limestone, magnesite, etc.); metallurgy; textiles; food processing; tourism.
Trade (2005): Exports--$1.34 billion: minerals, non-metal products, machinery, textiles,
agriculture and fishery products. The D.P.R.K. is also thought to earn hundreds of millions of
dollars from the unreported sale of missiles, narcotics and counterfeit cigarettes, and other illicit
activities.
Imports--$2.72 billion: petroleum, coking coal, machinery, textiles and grain.
Major trading partners (2005): (1) China, (2) R.O.K., (3) Thailand, (4) Russia and (5)
Japan.
GOVERNMENT AND POLITICAL CONDITIONS North Korea has a centralized
government under the rigid control of the communist Korean Workers' Party (KWP), to which
all government officials belong. A few minor political parties are allowed to exist in name only.
Kim Il-sung ruled North Korea from 1948 until his death in July 1994.
Little is known about the actual lines of power and authority in the North Korean Government
despite the formal structure set forth in the constitution. Following the death of Kim Il-sung, his
son--Kim Jong-il--inherited supreme power.
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Officially, the legislature, the SPA, is the highest organ of state power. Its members are elected
every four years. Usually only two meetings are held annually, each lasting a few days.
North Korea's judiciary is "accountable" to the SPA and the president. The SPA's standing
committee also appoints judges to the highest court for four-year terms that are concurrent with
those of the Assembly.
Relations Outside the Peninsula Throughout the Cold War, North Korea balanced its
relations with China and the Soviet Union to extract the maximum benefit from the relationships
at minimum political cost.
The establishment of diplomatic relations by South Korea with the Soviet Union in 1990 and
with China in 1992 seriously strained relations between North Korea and its traditional allies.
There was a significant drop in aid to North Korean when the Soviet Union and other nations
dropped communism. North Korea continued to proclaim a militantly independent stance in its
foreign policy in accordance with its official ideology of "juche," or self-reliance.
Both North and South Korea became parties to the Biological Weapons Convention in 1987.
(North Korea is not a member of the Chemical Weapons Convention, nor is it a member of the
Missile Technology Control Regime, or MTCR.)
North Korea became a member of the UN in 1991.
During the present period of limited, extremely cautious opening, North Korea has sought to
broaden its formal diplomatic relationships. The D.P.R.K. established diplomatic relations with
Italy, Australia, the Philippines, Australia, Canada, the U.K., Germany, and many other
European countries.
Source: Adapted from country profiles at http://www.state.gov/p/eap/ci/kn/
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Human Rights Situation in North Korea
Jay Lefkowitz, Special Envoy for Human Rights in North Korea
Statement to the House Committee on Foreign Affairs, Subcommittee on Asia, the Pacific, and
the Global Environment
Washington, DC
March 1, 2007
I am pleased to appear once again before the Committee to discuss the North Korean human
rights situation and our efforts to help the people of North Korea. Few would doubt that working
to secure for all North Koreans the inalienable and fundamental rights that we possess is work
toward a worthy and noble end. But the promotion of human rights is not just a noble end in and
of itself. It is something much more. It is also a means to a broader foreign policy objective.
Modern history has repeatedly demonstrated that the human rights is also a means to peace, and I
believe this is true in regard to North Korea.
Since my testimony last April, the North Korean government regrettably has taken no significant
steps to improve its abysmal human rights record. Its conduct stands as an affront to its citizens
and also to the norms of the international community. The regime ignores the fundamental
prerogatives laid out in the Universal Declaration of Human Rights, which are recognized by the
majority of the society of nations.
Many of the human rights abuses in North Korea are all too familiar to members of this
Committee, but certain points bear repeating. There are an estimated 150,000 to 200,000 North
Koreans in a vast network of political concentration camps. The rights of free speech, worship,
assembly, press, fair trial and emigration are ignored. The regime conducts mandatory political
indoctrination, attempts to control all information, and supports a cult of personality around Kim
Jong Il that is reminiscent of the worst dictators of the 20th century. North Korea has been
sanctioned under the International Religious Freedom Act since 2001.
The North Korean government also has grossly negligent policies that exact a shocking
humanitarian toll and put its population at risk of mass starvation. The state's highly centralized
economy fails each year to produce even enough food for the country to subsist. Nonetheless, we
believe the regime could feed its population if it wanted, but instead squanders revenue and
foreign assistance on a massive military, weapons development and a small but pampered elite.
In the mid-1990s, these policies resulted in a food shortage and famine that killed an estimated 12 million North Koreans, and sparked a refugee exodus. According to the World Food Program,
the average 7-year-old North Korean boy is eight inches shorter, 20 pounds lighter and has a 10year-shorter life expectancy than his 7-year-old counterpart in South Korea. While information is
limited, we have indications that the food shortage this spring in North Korea could be more
acute than it has been since the famine years of the 1990s. Our policy is to separate food aid from
policy issues, and we would like to provide humanitarian assistance to the North Korean people,
regardless of any political differences that exist between our governments. However, as with
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humanitarian assistance anywhere in the world, we must insist on minimum international
standards for monitoring aid distribution, in order to ensure reasonably that it reaches those for
whom it is intended. We suspect North Korea of diverting foreign assistance to its military, the
elite, and the black market.
What has changed in the last year is the response by the U.S. and other countries to this human
rights and humanitarian tragedy. Transforming the situation in North Korea will require pressure
from within, but it will also need strong insistence on reform from the international community.
Our government has opened America's doors to North Korean refugees. When President Bush
appointed me as his Special Envoy, he directed that this should be my highest priority. In May,
2006, the first group of 6 North Korean refugees was brought to the U.S. We have now resettled
a total of 30 refugees, and we expect this rate to increase. While we expect that most North
Korean refugees will continue to choose to resettle in South Korea, we impose no quota or limit
on the number we are willing to accept. With the highest number of refugee resettlements
worldwide, America continues to demonstrate its leadership as a refuge for the oppressed.
To encourage a peaceful, long-term transformation, we need to enhance significantly the quantity
and quality of information going into North Korea that is not subject to censorship. Voices that
are not part of the government's propaganda apparatus can open peoples' minds and provide
encouragement to those who seek freedom. Through means such as radio broadcasting, North
Koreans can learn that they do not live in a ‘socialist paradise,' and that contrary to the claims of
the regime, people who live in freedom can enjoy a remarkable degree of prosperity.
Last year, the Broadcasting Board of Governors (BBG) provided increased resources to the
Korean services of Voice of America and Radio Free Asia. For the next fiscal year beginning
this October, the Administration has requested a significant increase for these services, from $4.6
to $8 million. Along with many other improvements, this increase will allow Radio Free Asia to
begin transmitting in medium wave, which we believe will be a highly effective supplement to
its current shortwave broadcasting. I ask the Committee to support this important increase.
Appropriated funds have also contributed partially to broadcasts by independent groups. Some of
the most persuasive voices are not those of U.S. government employees, but private citizens who
can sympathize with those living under repression. These include the voices of Korean
democracy activists, defectors from North Korea, and Korean-Americans. Some Japanese groups
also have limited broadcasts that attempt to reach those abducted in Japan by the North Korean
government.
. . .Other changes in the last year include a greater focus on North Korean human rights abuses
by the international community. In October, the UN General Assembly's human rights
committee voted 91-21 in favor of a resolution on North Korean abuses. . .
A direct dialog with the North Korean government on human rights has been elusive in the past
year. The governments of North and South Korea invited me to visit the Kaesong Industrial
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Complex, which is inside North Korea just above the demilitarized zone. I had planned to
commence a human rights discussion in relation to that. However, this trip was postponed twice
in response to North Korean ballistic missile and nuclear weapons testing.
In the coming months, I intend to seek a human rights dialog with North Korea. . . . We believe
a discussion on human rights should take place prior to a full normalization of relations. The
Administration remains committed to this cause. This is an issue of importance to President
Bush. . . Our strategy is to support the aspirations of the North Korean people, attempt to
alleviate their suffering, and build an international consensus that the North Korean government
must begin to recognize the rights of its citizens.
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Elie Wiesel
Elie Wiesel, a survivor of the Holocaust, has dedicated his life to ensuring that none of us forget
the Holocaust. Elie Wiesel's statement, "...to remain silent and indifferent is the greatest sin of
all..."stands as a succinct summary of his views on life and serves as the driving force of his
work. Wiesel is the author of 36 works dealing with Judaism, the Holocaust, and the moral
responsibility of all people to fight hatred, racism and genocide.
This is a portion of a transcript of an event in which Nobel Peace Prize winner Elie Wiesel,
former president of the Czech Republic Václav Havel, and former Norwegian Prime Minister
Kjell Magne Bondevik facilitated a briefing. Their remarks are included in “Failure to Protect:
A Call to the UN Security Council to Act in North Korea.”
November 16, 2006
ECOSOC Chamber
“Thank you Mr. Gershman, and thank you my friends on the dais. I am between two planes, I
cannot stay until the end of the session but I just feel I have to be here together with President
Havel and Prime Minister Bondevik to say how touched, moved I am to be part of the campaign,
which is absolutely urgent to lead and hopefully to achieve.
We are dealing now with a very special case. North Korea today remains one of the very few
dictatorships in the world. Since 1989, many disappeared, but North Korea, and a few others are
still here. Headed by a man who is a mystery, all dictators like to be mysteries, but he succeeds.
Kim Jong is a man who is secretive, hidden, and active; he wanted to be God-like. People see
him but cannot talk to him. Kofi Annan, the Secretary General of the United Nations told me that
he is the only world leader that he had never met in 10 years. He refuses to travel, goes very
rarely in a special train, is afraid of planes, heís afraid maybe he himself knows that something is
wrong with the image that he projects, which in this case, reflects his true person.
Why is he so secretive? Is he embarrassed? He should be. He should be because his prisons are
full, his people starve, and his children are desperate. The children suffer more than the adults.
Always. In every particular condition, every particular situation, the adults make war. Children
die. The adults hate one another and children starve. Children are sick. Children have nowhere to
go; homeless. We know that where they are, we know their despair. And because of the
magnitude of the issue, which is the nuclear issue of course, unfortunately, and how can I say,
the most embarrassingly, the issue of human rights that has been accounted, has been ignored.
People forget that the nuclear threat is part of the battle for human rights. It is maybe the ultimate
issue, which we must be concerned with that we deal with human rights, for nuclear is the
ultimate catastrophe and we must prevent it. And those who believe that when we speak of
human rights, the nuclear issue would be forgotten or obliterated is wrong. The more we speak
about human rights, the more the issue will be treated even in North Korea, on his land, we must
make these two issues a combined battle.
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Now, we know of his land, that is land where freedom is in shambles, human dignity ridiculed
and hope repressed. So what then must we do? All we can do is pull the alarm, thus free citizens
of the world.
Both President Havel and Prime Minister Bondevik are free. They used to have power. Now they
are simple citizens. I never had power, but I am a free citizen. It is the freedom that we are
protecting, not our own belief in free lands, the freedom of those who have no freedom.
We speak of people who have no hope and therefore we try to give them hope. After all, I have
spent years of my life, many many years fighting indifference. I went around schools,
universities, campuses and communities speaking, alerting, saying to people, Look, the
indifference is not the beginning of a process, it is the end of a process. If I am indifferent to the
suffering of the other, I shall be indifferent to my own. If I am indifferent to the flight of anyone,
I shall never feel the fear and the exalting hope that that person because he or she suffers,
experiences day after day.
So, if we are here on North Korea it is because we believe North Korea needs our help, needs the
help of the United Nations, needs at least the very idea that they are not alone. That we are here
to hear their cry and we will help them. Yes, I have spoken before to the Security Council.
Before I spoke here in the United Nations on anti-Semitism, I spoke at the first ceremony on, the
Holocaust ceremony here, a remembrance ceremony in the United Nations.
This is part of the same concern. Part of the same obsession that the victims should never feel
abandoned. The victims in North Korea should know that there are people in the world who feel,
who try to feel their pain, their anguish and their despair. We are their hope. Let’s not deceive
them. Thank you.
Source: http://www.hrnk.org/documents/FailtureToProtect-ECOSOC.pdf
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North Korean Defense and Military Issues
North Korea now has the fourth-largest army in the world. It has an estimated 1.21 million armed
personnel, compared to about 680,000 in the South. Military spending is estimated at as much as
a quarter of GNP, with about 20% of men ages 17-54 in the regular armed forces. North Korean
forces have a substantial numerical advantage over the South (between 2 and 3 to 1) in several
key categories of offensive weapons--tanks, long-range artillery, and armored personnel carriers.
The North has perhaps the world's second-largest special operations force, designed for insertion
behind the lines in wartime. While the North has a relatively impressive fleet of submarines, its
surface fleet has a very limited capability. Its air force has twice the number of aircraft as the
South, but, except for a few advanced fighters, the North's air force is obsolete. The North
deploys the bulk of its forces well forward, along the demilitarized zone (DMZ). Several North
Korean military tunnels under the DMZ were discovered in the 1970s.
Source: http://www.state.gov/r/pa/ei/bgn/2792.htm
North Korean Missiles
On July 4-5, 2006 (local Korea time), the D.P.R.K. launched seven ballistic missiles, including
six short- and medium-range missiles and one of possible intercontinental range. In response, the
UN Security Council unanimously adopted Resolution 1695 on July 15, which demands that the
D.P.R.K. suspend all activities related to its ballistic missile program and reestablish existing
commitments to a moratorium on missile launching.
On October 9, 2006, North Korea announced a successful nuclear test, verified by the United
States on October 11Source: based on information from http://www.state.gov/r/pa/ei/bgn/2792.htm
U.S. Support for North-South Dialogue and Reunification
The United States supports the peaceful reunification of Korea on terms acceptable to the Korean
people and recognizes that the future of the Korean Peninsula is primarily a matter for them to
decide. The United States believes that a constructive and serious dialogue between the
authorities of North and South Korea is necessary to resolve outstanding problems, including the
North's nuclear program and human rights abuses, and to encourage the North's integration
with the rest of the international community.
Source: http://www.state.gov/r/pa/ei/bgn/2792.htm
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Security Council Condemns North Korea’s Missile Launches (July 15, 2006)
The United Nations Security Council today condemned the Democratic People’s Republic of
Korea’s recent test-firing of a series of missiles, and demanded that the North-East Asian country
suspend all ballistic missile related activity and reinstate its moratorium on missile launches.
Acting “under its special responsibility for the maintenance of international peace and security”,
the Council unanimously adopted resolution 1695 (2006), by the terms of which it also required
all Member States to prevent the transfer of missile and missile-related items, materials, goods
and technology to the Democratic People’s Republic of Korea’s missile or weapons of mass
destruction programmes, as well as procurement of such items and technology from that country.
It also addressed the transfer of financial resources in relation to those programmes.
The resolution affirmed that such launches jeopardize peace, stability and security in the region
and beyond, particularly in light of the country’s claim that it has developed nuclear weapons.
The Council underlined that the Democratic People’s Republic of Korea needed to show
restraint and refrain from any action that might aggravate tension, and continue to work on the
resolution of non-proliferation concerns, through political and diplomatic efforts. In that
connection, it strongly urged the country to return immediately to the six-party talks without
precondition, to work towards expeditious implementation of the September 2005 joint statement
and return to the Treaty on the Non-Proliferation of Nuclear Weapons (NPT) and International
Atomic Energy Agency (IAEA) safeguards.
Source: http://www.un.org/News/Press/docs/2006/sc8778.doc.htm
North Korean and Foreign Relations
In 1992, North Korea signed a nuclear safeguards agreement with the International Atomic
Energy Agency (IAEA), as it had pledged to do in 1985 when it acceded to the Nuclear NonProliferation Treaty (NPT).
As the 1990s progressed, concern over the North's nuclear program became a major issue in
North-South relations and between North Korea and the United States. The situation worsened
rapidly when North Korea, in January 1993, refused IAEA access to two suspected nuclear waste
sites and then announced in March 1993 its intent to withdraw from the NPT. During the next
two years, the United States held direct talks with the D.P.R.K. that resulted in a series of
agreements on nuclear matters, including the 1994 Agreed Framework which broke down in
2002 when North Korea was discovered to be pursuing a uranium enrichment program for
nuclear weapons.
Source: http://www.state.gov/r/pa/ei/bgn/2792.htm
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Denuclearization of the Korean Peninsula
North Korea joined the Nuclear Non-Proliferation Treaty (NPT) as a non-nuclear weapons state
in 1985. North and South Korean talks begun in 1990 resulted in the 1992 Joint Declaration for a
Non-Nuclear Korean Peninsula. However, there has been a stand-off regarding inspections of the
North’s nuclear facilities.
There have been ongoing talks with North Korea and other nations. In early 2003, the United
States proposed multilateral talks on the North Korean nuclear issue. North Korea initially
opposed such a process, maintaining that the nuclear dispute was purely a bilateral matter
between the United States and the D.P.R.K. However, under pressure from its neighbors and
with the active involvement of China, North Korea agreed to three-party talks with China and the
United States in Beijing in April 2003 and to Six-Party Talks with the United States, China,
R.O.K., Japan and Russia in August 2003.
There were continued rounds of Six-Party Talks in 2004, 2005, 2006, and 2007. The six parties
established working groups to form plans in the following areas: denuclearization of the Korean
Peninsula, normalization of D.P.R.K.-U.S. relations, normalization of D.P.R.K.-Japan relations,
economic and energy cooperation, and a Northeast Asia peace and security mechanism. All
parties agreed that the working groups would meet within 30 days of the agreement, which they
did. The agreement also envisions the directly-related parties negotiating a permanent peace
regime on the Korean Peninsula at an appropriate separate forum.
On February 13 2007, the parties reached an agreement on "Initial Actions for the
Implementation of the Joint Statement" in which North Korea agreed to shut down and seal its
Yongbyon nuclear facility, including the reprocessing facility and to invite back IAEA personnel
to conduct all necessary monitoring and verification of these actions.
Source: based on information from http://www.state.gov/r/pa/ei/bgn/2792.htm
79
Famine in North Korea (2005)
North Korea experienced a severe famine following record floods in the summer of 1995 and
continues to suffer from chronic food shortages and malnutrition. The United Nations World
Food Program (WFP) provided substantial emergency food assistance beginning in 1995 (2
million tons of which came from the United States), but the North Korean Government
suspended the WFP emergency program at the end of 2005. It has since permitted the WFP to
resume operations on a greatly reduced scale through a Protracted Relief and Recovery
Operation.
External food aid now comes primarily from China and South Korea in the form of grants and
long-term concessional loans. South Korea also donates fertilizer and other materials, while
China provides energy. South Korea suspended food and fertilizer shipments to the North in
response to North Korea's missile launches in July 2006. However, when severe floods later that
month threatened to produce another humanitarian crisis, South Korea announced a one-time
donation of 100,000 tons of food, matching contributions from South Korean non-governmental
organizations (NGOs). South Korea resumed fertilizer shipments to North Korea in late March
2007.
North Korean Economic Interaction with the United States
The United States imposed a near total economic embargo on North Korea in June 1950 when
North Korea attacked the South. Sanctions were eased in stages beginning in 1989 and following
the Agreed Framework on North Korea's nuclear programs in 1994. In June 2000, a U.S.
Executive Order legalized most transactions between U.S. and North Korean persons. It allowed
most products, other than those specifically controlled for military, non-proliferation, or antiterrorism purposes, to be exported to North Korea without an export license. Restrictions on U.S.
investments in North Korea and travel of U.S. citizens to North Korea were also eased, and U.S.
ships and aircraft were allowed to call at North Korean ports. To date, however, U.S. economic
interaction with North Korea remains minimal, licenses are still required for imports from North
Korea, and North Korean assets frozen since 1950 remained frozen.
. . . Most forms of U.S. economic assistance, other than purely humanitarian assistance, are
prohibited. North Korea does not enjoy "Normal Trade Relations" with the United States, so any
goods manufactured in North Korea are subject to a higher tariff upon entry to the United States.
Source: http://www.state.gov/r/pa/ei/bgn/2792.htm
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North Korea - Denuclearization Action Plan
In September 2005, our nations agreed on a Joint Statement that charted the way forward
toward achieving a nuclear weapons-free peninsula. Today's announcement represents the first
step toward implementing that agreement."
-- President George W. Bush
During the Third Session of the Fifth Round of the Six-Party Talks held in Beijing February 813, 2007, representatives from China, Japan, Russia, South Korea, North Korea, and the United
States agreed on a set of initial steps toward achievement of North Korea's reaffirmed
commitment to abandon its nuclear weapons and existing nuclear programs. . . .
This significant achievement commits all six parties to a denuclearized Korean Peninsula and
will lead to a more stable and secure Northeast Asia.
As a follow-on to the February 13 Agreement, the parties also agreed to hold Economic, Energy
and Humanitarian Assistance To North Korea.
As North Korea complies with its commitment to declare all its nuclear programs and to disable
all existing nuclear facilities (including reactors and processing plants), further shipments of
economic, energy and humanitarian assistance equivalent to 950,000 tons of heavy fuel oil will
be delivered in line with the principle of "action for action."
White House Press Release, Office of the Press Secretary
April 3, 2007
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The U.S. Committee for Human Rights in North Korea
The Committee's work is laying a foundation of current and comprehensive information that will
enable it to shine a spotlight on the abuses being perpetrated in North Korea, and also to help
individuals, NGOs and policymakers seek ways to improve the treatment of the North Korean
people. In particular, the Committee is focusing on the prison camp system, the question of
access to food, and the plight of North Korean refugee populations.
Source: http://www.hrnk.org/
82
Session 5: State and Local Executives
Overview
Students read excerpts from the Maryland Constitution and an executive order to learn about the
powers of state and local executives including how these leaders maintain order and safety in
their jurisdictions. The role of the executive in economy is the focus of the next session.
Objectives:
1. Describe the structure, powers and authority of the executive branch on the federal, state,
and local levels (1.1.2 l)
2. Describe the purpose, limitations and impact of executive orders in maintaining order and
providing safety for citizens (1.2.3 a)
3. Describe how the governor of Maryland can use executive power to maintain order and
safety in the state, such as calling out the National Guard in the case of a natural disaster
(1.2.3 e)
4. Analyze the role of the state executive branch in addressing land use and environmental
issues, such as Smart Growth, deforestation, urban sprawl, pollution, natural disasters,
water resources, wetland preservation and critical areas (3.1.2 a)
5. Analyze the role of the state and local governments in addressing land use, such as zoning
issues, building moratoriums and wetland preservation (3.1.2 b)
6. Describe the role of regulatory agencies in carrying out the policies of the executive on the
national and state level (4.1.3 a)
Assessment Limits
• Federal and Maryland State government:
- Powers structure and organization of the Executive Branch
- Selection of National and Maryland State leaders
- Electoral College and election/appointment process
• Presidential use of power and executive orders affecting rights, order and/or safety.
• National government agencies actions affecting rights, order and/or safety. State actions
affecting rights, order and/or safety.
• National, state and/or local issues
• Issues will include urban sprawl and government policy regarding growth and land
use/zoning.
• Regulatory agencies that respond to social issues and/or market failures:
• Environmental Protection Agency (EPA)
• Food and Drug Administration (FDA)
• Federal Trade Commission (FTC)
• Federal Communications Commission (FCC)
• Federal Aviation Administration (FAA)
Key Questions
4. What are the powers, structure and authority of the executive branches?
5. What is the election process for state and local executives?
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6. What are the roles of the Executive Departments and Regulatory Agencies?
7. What is the purpose and impact of Executive orders?
Key Terms
 Veto
 Pardon
 Bills
 Executive orders
 Governor
Directions
1. Activating Prior Knowledge. Place the transparency of “Separation of Powers” ( from an
earlier unit) on the overhead. Divide students into pairs or groups to discuss the following:
• What do you know about the powers of the Governor and how the Maryland
government is organized?
• How are these powers similar to those of the President?
Briefly review a few student responses.
Note: The focus of this lesson is on the Governor. Make students aware of the powers of
local executives.
2. Developing Understanding – Before and During Reading – State and Local Executives.
Explain that the executive for our state is the governor and local executives may have the title
of County Executive or Mayor. The focus of this lesson is the Governor. Distribute “State
and Local Executives” reading. Set the purpose to read:
• identify the powers of the Governor
• explain how the Governor might use executive orders
• explain how the Governor helps maintain safety and keep citizens safe
• explain how the Governor affects policies such as land use
Remind students that they will be reading each section, stopping to reflect on the reading and
then recording information on “Student Resource – State and Local Executives.” Distribute
the student resource sheet.
3. Checking for Understanding - After Reading – State and Local Executives - Quiz.
Conduct a brief whole class discussion reviewing structure and major powers of the
executives. Ask:
• How are the powers of the Governor and President the same? Different?
• How do the actions of the executives affect citizens?
Distribute the State and Local Government quiz and direct students to complete. Review
responses and use the data to inform instruction.
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Additional Resources:
1. United States Government Democracy in Action (Remy, Glencoe/McGraw-Hill) is not a
match for state and local executives. Chapter 23 and 24 provide generic information about
this topic.
2. Maryland Governor. The origin and functions of the Maryland governor are found at
http://www.msa.md.gov/msa/mdmanual/08conoff/html/01govf.html Links are provided for
information about departments, agencies and counties. Additional information is available on
the Governor’s webpage at http://www.gov.state.md.us/
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State and Local Executives
Part 1: The Maryland State Constitution and the Executive Branch
The Governor is the head of the executive branch in Maryland. The executive branch of
government is responsible for executing and enforcing the law. Article II of the Maryland State
Constitution created the executive department in government.
The Maryland Constitution gives the governor executive power in the first sentence of Article II,
Section 1.
"...The executive power of the State shall be vested in a Governor, whose term of office
shall commence on the third Wednesday of January next ensuing his election, and
continue for four years...
Qualifications for the office of Governor in Maryland are detailed in Section 5:
"... A person to be eligible for the office of Governor or Lieutenant Governor must have
attained the age of thirty years, and must have been a resident and registered voter of the
State for five years next immediately preceding his election..."
The Governor’s most important job is to "... take care that the Laws are faithfully executed..."
Part 2: Structure, Functions and Powers of the Maryland State Executive Branch
State and local governments have executive branches like the national government. In Maryland,
the governor is the chief executive and head of the executive branch. The Governor and
Lieutenant Governor are elected to carry out or enforce the laws made by the General Assembly.
The Governor has elected and appointed officials who help and give advice including the
Lieutenant Governor and the cabinet.
State and local governments have departments and agencies that advise these executives and help
carry out laws. Most state and local governments have executive departments in areas such as
health, transportation, parks and prisons. The executives chose the people who help enforce the
policies within the departments.
The Governor, as head of the executive branch of the state of Maryland, has the power to:
• Propose laws and programs to the General Assembly
• Approve or veto bills passed by the General Assembly
• Carry out all state laws and supervise the work of the executive departments
• Grant pardons
• Control the state police force and National Guard or militia
• Issue executive orders
• Prepare the state budget
• Appoint cabinet members and civil officers of the state
• Appoint state judges
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In addition to these powers, the governor may appoint civil officersof the state (confirmed by the
State Senate) and make changes in the organization of the Executive Branch.
Part 3: State Executive Powers
In a previous lesson, we learned about executive orders. Executive orders are regulations
originating from the executive branch. They carry the force of law and are used to implement
statutes and provisions of the Maryland Constitution. The State Governor has the power to create
and issue executive orders that have the force of law in the state of Maryland.
Read the example below of a state executive order signed by Governor Robert Ehrlich in June of
2005:
EXECUTIVE ORDER01.01.2005.34
Governor's Office for Children - Children's CabinetAdvisory Council for Children
WHEREAS, It is the policy of the State to promote a stable, safe, and healthy environment for
children and families;
WHEREAS, This policy includes the commitment to systems of care for children and families
that are child focused and family centered, based on individual strengths and needs, utilize best
practices, and provide services in the least restrictive setting;
WHEREAS, To implement this policy, it is essential that the programs, policies and budgets of
the State child-serving agencies are coordinated through a Children's Cabinet to ensure the
effective, efficient, and comprehensive delivery of services;
WHEREAS, An Advisory Council for Children should provide recommendations to the
Children's Cabinet on methods for meeting the policy goals of the State;
WHEREAS, There is a need for an office within the Executive Department to promote the
coordinated delivery of services; and
WHEREAS, This office should also be responsible for the development of a State 3-year Plan
for integrated children and family services, interagency policies to carry out that Plan, and the
efficient interagency use of federal and State funds.
NOW, THEREFORE, I, ROBERT L. EHRLICH, JR., GOVERNOR OF THE STATE OF
MARYLAND, BY VIRTUE OF THE AUTHORITY VESTED IN ME BY THE
CONSTITUTION AND LAWS OF MARYLAND, HEREBY PROCLAIM THE FOLLOWING
EXECUTIVE ORDER, EFFECTIVE IMMEDIATELY
GIVEN Under My Hand and the Great Seal of the State of Maryland, in the City of Annapolis,
this 9th Day of June, 2005.
Source: www.gov.state.md.us/index.html
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Think about . . .
• What issue does this executive order address?
• Why was this executive order created and signed by the governor?
Part 4: Maintaining Order and Safety in the State
The govenor is responsible for maintaining order and safety in the state. Remember this power as
written in the Maryland Constitution.
In extreme and dangerous situations, governors may declare a state of emergency. States of
emergency are called in response to potential or real devastation brought on by natural disasters
or extremely dangerous incidents, such as a bombing.
During a state of emergency, the Governor has expanded powers in order to maintain peace and
protect the state’s citizens. Under a state of emergency, the Governor might:




Disperse the state militia or National Guard
Seize control of transportation networks
Restrict travel or order evacuations
Seize control of communication structures
Read the following scenario:
A Class IV hurricane is moving up the East Coast and is scheduled to hit somewhere in
Maryland along the Chesapeake Bay in 48 hours. The hurricane is considered extremely
dangerous, having already caused extensive damage and death in several other states.
Think about . . .
•
In Maryland, what might be some concerns that the Governor will have about the
hurricane?
•
What can the Governor do to maintain order and protect citizens? Give specific
examples.
Part 5: The Executive's Role in Land Use and Environmental Policy
Think about the Smart Growth land use policy that we read about earlier.
Smart Growth is a program that protects our state's resources from urban sprawl. Due to urban
sprawl, or the spreading of the city, much of the state's open land is being developed to support
growing populations and economic development.
Read the article below:
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Governor Ehrlich Announces Priority Places Designees (04/20/05)
“Governor Robert L. Ehrlich, Jr., and Lt. Governor Michael S. Steele, today announced the
designation of Maryland's second round of Priority Places in cities of Hyattsville and Crisfield,
continuing the Ehrlich-Steele Administration's new effort to promote well-planned development
in targeted growth areas.”
The Priority Places Strategy is designed to make well-planned community development and
revitalization easier to achieve in cities, suburbs and small towns across the state. The
designations so far target a variety of communities. As Priority Places, four communities will
receive heightened assistance from state agencies, which will direct a variety of resources,
regulatory help and technical expertise their way. The communities are:
Poppleton neighborhood in Baltimore
Hyattsville in suburban Washington
Leonardtown in Southern Maryland
Chrisfield on the Eastern Shore.
City
Suburb
Small town
Small town
The Priority Places initiative is supported by all of the state agencies that play a role in land-use
and growth decisions. The goal is to support promising projects and planning proposals that have
the greatest potential to spark broad-based development trends and land-use patterns that are
good for the economy, quality of life and the environment.
Think about . . .
• What is the Priority Places Strategy?
• How does the state government support Priority Places?
Source: MSDE Government Online Course (www.gov.state.md.us)
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Student Resource: State and Local Executives
Part 1: The Maryland State Constitution and the Executive Branch
1.
What is the most important job of the Governor?
2.
What are the qualifications to become Governor?
Part 2: Structure, Functions and Powers of the Maryland State Executive Branch
3.
What departments help state and local governments carry out the laws?
4.
List examples of the powers of the Governor.
Part 3: State Executive Powers
5.
What are executive orders?
6.
Why was this executive order created and signed by the governor?
Part 4: Maintaining Order and Safety in the State
7.
If a disaster such as a hurricane is predicted to strike Maryland, what can the Governor do to
maintain order and protect citizens? Give specific examples.
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Part 5: The Executive's Role in Land Use and Environmental Policy
8.
What is Smart Growth?
9.
What is the Priority Places Strategy?
10. How is the Priority Places Strategy supported by the state?
Source: MSDE Government Online Course (www.gov.state.md.us)
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State and Local Executives Check for Understanding
1. The state regulatory agencies that play a role in land-use and growth decisions are under
which branch of State government?
A. Judicial Branch
B. Maryland General Assembly
C. Governor
D. Local Government
2. Which power(s) of the state executive branch allows the governor to oversee land-use and
environmental policy?
A. Supervisory power to supervise the work of state agencies.
B. Budget-making power where the governor may appropriate monies to a particular
agency or program.
C. Chief executive power where the governor sets goals for the state and the public good.
D. All of the Above
Read the following scenarios and determine which power or role or the executive is
demonstrated.
1. Read the following statement by President Clinton:
“We welcome the launch of the “Euro.” The United States has long been an advocate for
European integration, and we admire the steady progress that Europe has demonstrated in
making the often difficult budget decisions that make this union possible. A strong and stable
Europe, with open markets and robust growth, is good for America and for the world.”
Statement on the launch of the “Euro,” January 4, 1999
Which presidential role is demonstrated by this statement from the President?
2. The Governor does not like a bill that the House of Delegates and State Senate passed.
3. The President campaigns for member of his political party.
4. The President sends troops to help after a tornado devastates an area.
5. The Governor suggests that the General Assembly pass a bill to help clean the Chesapeake
Bay.
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Session 6: The Executive and the Economy
Overview
Students analyze the role of the executive and the trade-offs in the budgetary process at all levels
of government. An assessment concludes the unit.
Objectives:
1. Explain examples of trade offs that occur within competing socio-economic goals during the
budget-creation process at the national, state and local levels, such as economic freedom v.
economic equity and security (4.1.2 d)
2. Describe the role of regulatory agencies in carrying out the policies of the executive on the
national and state level (4.1.3 a)
3. Analyze the role of the executive on the national, state and local level in the budgetary
process (4.1.4 d)
4. Determine how the executive branch influences economic performance by using the two
tools of fiscal policy including increasing and decreasing taxes and tariffs and/or spending
(4.1.4 e)
Assessment Limits
 The role of scarcity and opportunity cost in government decision-making
 Competing socio-economic goals including: Economic freedom, Growth, Stability, Equity,
Security, Productivity, national defense, environmental protection, educational quality,
efficiency
 Regulatory agencies that respond to social issues and/or market failures:
• Environmental Protection Agency (EPA)
• Food and Drug Administration (FDA)
• Federal Trade Commission (FTC)
• Federal Communications Commission (FCC)
• Federal Aviation Administration (FAA)
 Business cycle and fiscal policy
 Legislative and Executive actions and their effect on economic performance, full
employment, and price stability.
 Tools of fiscal policy including increasing/decreasing taxes and tariffs and/or spending
Key Questions
1. How do regulatory agencies carry out the policies of the executive on the national and state
level?
2. How does the executive branch balance competing socio-economic goals to ensure economic
equity?
3. How does the executive branch develop fiscal policy to manage the economy?
4. What are the budget responsibilities of the executive branch at the national, state and local
levels of government?
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Key Terms
 Socio-economic goals
 Equity
 Fiscal policy
 Revenue
 Tariff
 Tax
 Spending
Directions
1. Activating Prior Knowledge. Think back to earlier sessions about budgets, taxes and
spending.
• What are some ways that the government spends money on you?
• How do executives (President, Governor and local executive) make decisions about what
to spend money on and whether to raise or lower taxes.
In a brief discussion, ask students to share responses.
2. Developing Understanding – Before and During Reading – Executives and the
Economy. Remind students that the legislative branch approves the budget (taxing and
spending – fiscal policy) and the executive branch proposes the budget. This power applies to
both the President and the Governor and to local executives. Distribute “The Executive and
the Economy” reading and the Student Resource – The Executive and Economy.
Set the purposes to read:
• explain how the government is able to provide services for people
• identify socio-economic goals of the United States
• what are the trade-offs in creating the budget
Note: This reading is divided into four parts. It is preferable to direct students to read a
section at a time and then check for understanding on that section.
After reading Part 2, review student work and answer questions. Place Socio-economic Goals
Check on the overhead and direct students to independently complete the check for
understanding. Review responses, and then assign the next section.
A check for understanding is provided for trade-offs.
3. Checking for Understanding - After Reading – Executives and the Economy Quiz.
Conduct a brief whole-class discussion asking:
• What are the budget responsibilities of the executive branch at the national and state
levels of government?
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• How does the executive branch develop fiscal policy to manage the economy?
Distribute The Executive and the Economy Quiz and review directions for each part. Analyze
results to inform instruction.
Additional Resources:
1. United States Government Democracy in Action (Remy, Glencoe/McGraw-Hill), Chapter 20
has a limited amount of information about the budget process but lacks information about the
state and local process. Addition materials will need to be provided by the teacher.
2. Maryland Budget. Each governor publishes information about the budget that includes
graphs of income and expenditure. These are presented to the General Assembly yearly, thus,
a new search for current information is essential. A sample is at http://www.gov.state.md.us/
3. Federal Budget. Each President published information about the budget that includes graphs
of income and expenditure. The budget is presented yearly to Congress for approval , thus, a
new search for current information is essential. A sample is at
http://www.whitehouse.gov/omb/budget/fy2007/pdf/07msrcharts.pdf
5. The Role of Government: The Federal Government and Fiscal Policy. Link to
http://www.econedlink.org/lessons/index.cfm?page=teacher&lesson=EM190 for a lesson in
which students visit “A Citizen’s Guide to the Federal Budget” and sue the federal
government web site to learn about the budget of the United States. Additional links are
included.
6. Ask Dr. Econ. This lesson from the Federal Reserve Bank of San Francisco answers two
questions: What type of fiscal policy is the United States following in 2004? and How does
fiscal policy impact the economy? Link to the lesson at
http://www.frbsf.org/education/activities/drecon/2004/0405.html
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The Executive and the Economy
Part 1
Taxes
Do you pay taxes? Taxes are a way the government collects money to provide services for the
people. Taxes are collected by federal, state, and local governments. You may not realize it, but
the government collects taxes in many ways. If you have bought a CD or video game recently,
you paid a sales tax. If your parents own a home, they pay property tax. If you work, you pay
federal, state and local taxes.
Study the example of a pay stub below.
Notice the amount of Federal taxes (Fed Tax), Maryland Tax (MD tax), and Local Tax
(Montgomery County) for the year taken from the earnings.
Notice the difference between amount earned (gross pay) and amount received in the paycheck:
the difference is $731.91 per pay and $2,950.02 for the year
What are taxes and why do we have to pay them? Taxes are required payments of money to
various levels of government.
• Taxes provide revenue (money) for public goods and services that benefit the community
and the nation as a whole.
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• Although taxpayers oftern complain about paying taxes, the benefits of taxation are
positive.
• The amount of revenue raised by taxes determines the amount of services the government
can afford to provide.
Think about . . .
• How does the government provide services (e.g. schools, roads, public transportation) for the
people?
• Why does the government provide these services for the people?
Government spending affects you. You may not realize it, but the government spends a great
deal of money on you. The government pays for roads, public schools, parks, libraries, defense,
police and fire departments. In this lesson, we will learn about how the executive (President,
Governor and local executive) makes decisions about what to spend money on and whether to
raise or lower taxes.
Part 2
Socio Economic Goals
Executives at the national, state and local levels of government determine priorities and propose
a budget to the legislatures for approval. A budget is created based on how much money will be
collected (revenue) and how much money will be spent (expenditures). For example, each year
the President proposes a federal budget to the Congress including suggestions for taxing and
spending. In Maryland, the Governor proposes a budget to the General Assembly every year.
The U.S. Congress and the General Assembly (legislature) modifies and approves the budget. In
developing and setting priorities for spending, national, state, and local governments consider the
socio-economic goals that are most important to its citizens and the common good.
Why are the socio economic goals important?
The socio-economic goals of government include economic freedom, economic efficiency,
economic equity, economic security, full employment, price stability, economic growth and
other goals such as education, defense, environmental protection, and medical care.
Other goals
•
•
•
•
•
•
•
high quality public education
national defense
environmental protection
space exploration
technological development
high quality medical care
images - schoolhouse defense environment space technology medical
The Executive and Socio-Economic Goals
The President of the United States delivers a State of the Union Address each year. This speech
sets forth the priorities of the government based on socio-economic goals the President wants
Congress to address.
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Study the following excerpts from President George Bush’s speech and think about the socioeconomic goals that are important.
• “With unemployment rising, our nation needs more small businesses to open, more companies
to invest and expand, more employers to put up the sign that says, ‘Help Wanted.”
• “To lift the standards of our public schools, we achieved historic education reform -- which
must now be carried out in every school and in every classroom, so that every child in
America can read and learn and succeed in life.”
• “Our third goal is to promote energy independence for our country, while dramatically
improving the environment.”
• “Our second goal is high quality, affordable health care for all Americans.”
• “Our first goal is clear: We must have an economy that grows fast enough to employ every
man and woman who seeks a job.”
Part 3
Budget Creation and Trade Offs
When developing and approving a budget, the Legislative and Executive Branches compromise
on which goals should take priority for the nation or state and fund them accordingly. The budget
should maximize the benefits of taxing and spending and also keep the economy growing.
On the national level, the budget is proposed by the President and approved by Congress. The
process is similar on the state level, with the Governor developing and the General Assembly
approving the state budget.
In setting priorities and proposing the budget, the executive plans for the costs of enforcing
various policies. For example, if a goal is environmental protection for the nation, the President
will recommend budget funds for expenses of the Environmental Protection Agency (EPA). This
agency works to provide clean air and water. On the state level, the governor may increase
funding for the Maryland Department of the Environment.
Other federal government agencies such as the Food and Drug Administration (FDA), Federal
Trade Commission (FTC), Federal Communications Commission (FCC) and the Federal
Aviation Administration (FAA) work to carry out the goals and policies of the government in an
effort to provide economic security, stability and growth. These agencies address issues that
individuals alone cannot address. State and local executives have similar agencies to carry out
their goals and policies.
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Trade offs in Decision Making
When you came home from school yesterday, you may have had choices in what to do with your
time. Each choice you make has possible consequences. If you played video games, a possible
trade-off could be the time you did not spend studying for school.
Executive and Legislative decisions on how to meet socio-economic goals, also have trade offs
(Other options to consider when making an economic decision).
Whenever the government spends money on a service or program that meets an economic goal,
money is not being spent on another goal.
Spending decisions of Congress and the President are important. Not only does the President's
budget influence what public services are available, they also influence the health of the
economy.
In 2005, Maryland will spend about $6 billion on Health, 4.7 billion on Elementary and
Secondary Education, 3.8 billion on higher education and 3.2 billion on transportation. In
making these decisions, the government had to think about its goals and trade-offs.
Source: MSDE Government Online Course
99
Part 4
Budget Creation in Maryland
There are many social and economic goals, Presidents, Governors, County Executives and
Mayors have to consider, since all levels of government collect taxes and create budgets.
Study the chart below of the budget creation process in Maryland.
The state of Maryland collects money from the taxpayers. Approximately $23.8 billion in
tax revenue (money the government receives from individuals and businesses) was
collected in 2005.
The government of Maryland, like all governments, has socio-economic goals
(government objectives to benefit the common good and meet the needs of the people) it
wants to maintain, but not enough money to fully fund all of these goals. So the Governor
and the General Assembly must decide how to spend this money.
The Governor will check with his executive agencies and ask how much money they will
need to help him enforce the laws. The Governor must set priorities and suggest a budget
to the General Assembly.
The General Assembly will debate different spending priorities and create a budget.
After the legislative branch passes the budget, it has to be signed and approved by the
governor.
Source: MSDE Government Online Course
100
Maryland Revenues
In Maryland, the governor makes decisions for spending based on government revenues.
Revenue is the money that is collected by the government.
Look at the chart below and answer the question that follows on your resource sheet:
Source: Understanding Maryland’s Taxes (pp.43-44 of
http://www.whitehouse.gov/news/releases/2002/01/20020129-11.html)
Think about:
• For the year 2005, out of the monies received from federal funds, higher education (state
colleges and universities), and taxes, which source provides the state government with the most
revenue?
Use your Resource Sheet to study the Governor's proposed budget for 2006 and answer
questions.
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http://www.dbm.maryland.gov/dbm_publishing/public_content/dbm_taxonomy/budget/publications/budget_highlig
hts/fy2006budhighlights.pdf
Look at the three categories in the chart on your resource sheet.
For each spending category, decide if the category should receive more or less money and
identify which groups of people would be affected by an increase in spending in this category.
Category
Should this category
receive more or less
money?
Who will be affected by an
increase or decrease in
spending?
Transportation
Health
Elementary and
Secondary Education
There are many important goals of government, but not only does the government have to
provide public services like schools and roads, government also has to protect the economy,
business and our system of free-enterprise, where people are free to work where they want, earn
and keep their profits.
102
Maryland Revenues
Look at the chart below and answer the questions that follow on your resource sheet.
Source: Understanding Maryland’s Taxes (pp.43-44 of
http://www.whitehouse.gov/news/releases/2002/01/20020129-11.html)
On your student resource sheet, answer the following questions:
•
•
•
According to the chart, what priorities does the government set for spending in the state of
Maryland?
If you were the Governor and preparing next year’s budget, consider your priorities for
spending. Which areas would you increase spending in? Why?
Which areas would you decrease spending in? Why?
Source: MSDE Government Online Course
103
Student Resource: The Executive and the Economy
Directions: As you read “The Executive and the Economy” respond to the following questions.
Part 1 - Taxes
1. How does the government provide services (e.g. schools, roads, public transportation) for the
people?
2
Why does the government provide these services for the people?
Part 2 – Socio-economic Goals
3. Who proposes budgets and determines its priorities? Who approves budgets?
4. What are some of the major socio-economic goals of the United States?
5. Why are socio-economic goals important?
Part 3 - Budget Creation and Trade Offs
6. What is a trade-off?
7. What are some trade-offs when creating budgets?
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Part 4 - Budget Creation in Maryland
8. Briefly describe the budget creation process in Maryland.
Study the graph below, then answer question 9.
9. For the year 2005, out of the monies received from federal funds, higher education (state
colleges and universities), and taxes, which source provides the state government with the most
revenue?
Source: Understanding Maryland’s Taxes (pp.43-44 of
http://www.whitehouse.gov/news/releases/2002/01/20020129-11.html)
105
Study the Governor's proposed budget for 2006.
http://www.dbm.maryland.gov/dbm_publishing/public_content/dbm_taxonomy/budget/publications/budget_highlig
hts/fy2006budhighlights.pdf
Look at the three categories on the chart.
10. For each spending category, decide if the category should receive more or less money and
identify which groups of people would be affected by an increase in spending in this category.
Category
Should this category
receive more or less
money?
Transportation
Health
Elementary and
Secondary Education
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Who will be affected by an
increase or decrease in
spending?
Maryland Revenues
Study the graph below and answer the questions that follow.
11. According to the chart, what priorities does the government set for spending in the state of
Maryland?
12. If you were the Governor and preparing next years budget, consider your priorities for
spending. Which areas would you increase spending in? Why?
13. Which areas would you decrease spending in? Why?
Source: MSDE Government Online Course
107
Socio-economic Goals Check for Understanding
Directions: For each example, select the correct socio-economic goal of the United States.
1. Freedom from government control in the economy for producers and consumers, workers
and management
a. Economic Productivity
b. Economic Growth
c. Economic Freedom
2. Producing increasing amounts of goods and services over the long term; measured by GDP
(Gross Domestic Product) and GDP (total amount of goods and services produced in a nation
in a year) per capita (divided by population)
a. Economic Productivity
b. Economic Growth
c. Economic Freedom
3. Getting the most economic benefits from limited resources
a. Economic Productivity
b. Economic Growth
c. Economic Freedom
4. Fairness in allowing everyone the same economic opportunities
a. Economic Security
b. Economic Equity
5. Protection against economic risks over which individuals have little or no control
a. Economic Security
b. Economic Growth
6. People who choose to work have jobs that are suited to their ability and experience, allows 35 % unemployment
a. Full Employment
b. Economic Stability
7. Prices remain steady, allows limited inflation
a. Full Employment
b. Economic Stability
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Trade – Offs - Check for Understanding
For each socio-economic goal and government action below, identify a possible trade-off.
Socio-Economic Goal: Defense
Government Decision and Action: President announced increased spending on defense to
modernize military.
Possible Trade Off:
Socio-Economic Goal: Productivity
Government Decision and Action: President announces tax cuts for businesses to improve
profit incentive.
Possible Trade Off:
Socio-Economic Goal: Productivity
Government Decision and Action: President announces 500 new government jobs created in
the Department of Homeland Security.
Possible - Trade Off:
Socio-Economic Goal: Security
Government Decision and Action: President announces tax increase and increased spending on
social programs.
Possible Trade Off:
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The Executive and the Economy Quiz
Part 1
Directions: Study the following excerpts from President George Bush’s speech. For each
example, identify the socio-economic goal of the United States.
1.
“To lift the standards of our public schools, we achieved historic education reform -- which
must now be carried out in every school and in every classroom, so that every child in
America can read and learn and succeed in life.”
2.
“Our third goal is to promote energy independence for our country, while dramatically
improving the environment.”
3.
“Our second goal is high quality, affordable health care for all Americans.”
4.
“Our first goal is clear: We must have an economy that grows fast enough to employ every
man and woman who seeks a job.”
Part 2
Directions: For each question, select the correct response.
5.
Maryland has a budget surplus and needs to decide what to do with the extra money.
Which of these options would the state government least likely choose?
A.
B.
C.
D.
6.
Which of these is a responsibility of the Maryland General Assembly?
A.
B.
C.
D.
7.
give the surplus to the federal government
spend the surplus on state programs
save the surplus for future needs
give the surplus back in a tax refund
approving the annual state budget
supervising the Maryland State Police
reviewing criminal appeals
vetoing unpopular laws
Which of these has the most control over the United States' defense spending?
A.
B.
C.
D.
the Supreme Court
the Secretary of the Treasury
the Congress
the Secretary of State
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8.
Suppose the President and leaders of Congress agreed to increase funding for the military
and for education, while not funding protection of wetlands for migrating cranes.
Which of these does the above decision reveal about economic costs and benefits?
A.
B.
C.
D.
9.
There must be priorities in a limited budget.
Money is available to fund all programs.
Choices are made with a focus on local goals.
Budget decisions always benefit the environment.
Which of these United States government actions is most directly related to the goal of
economic equity?
A.
B.
C.
D.
passage of equal employment laws
enforcement of clean air laws
regulation of workplace safety
protection of important industries
10. Which of these best reflects how the federal government manages the economy through
fiscal policy?
A.
B.
C.
D.
taxing and spending
buying and selling securities
controlling the money supply
controlling interest rates
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Study the chart below and use it to answer the BRIEF CONSTRUCTED RESPONSE that
follows.
Source: http://www.montgomerycountymd.gov/content/omb/fy06/appr/vol1/1-1.pdf

Describe which socio economic goals are reflected in the budget.

Explain how these goals differ from the goals of the Governor and the President.

Include details and examples to support your answer.
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Unit 4
End of Unit Assessment
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1. Which of these people is the leader of the executive branch of the federal government?
A. a mayor
B. a senator
C. a governor
D. a president
2. Which of these is most likely a reason Presidents issue executive orders?
A. to remove legislators from Congress
B. to create laws that contradict existing federal law
C. to force the Supreme Court to reverse legal decisions
D. to make policy without congressional approval
3. If the President and Congress disagree over a tax bill, the President can veto the bill.
Which of these applies to a presidential veto?
A. checks and balances
B. judicial review
C. representative democracy
D. federalism
4. In 1908, Theodore Roosevelt said, “Oh, if I could be President and Congress too, for just ten
minutes.”
Which principle of United States government was frustrating President Roosevelt when he
made this statement?
A.
B.
C.
D.
federalism
rule of law
majority rule
separation of powers
5. Which of these is most likely a responsibility of this government agency?
A. to help healthcare workers find jobs
B. to fund and operate medical schools
C. to establish immunization programs for children
D. to enforce laws that protect people from discrimination
6. Which action by the governor of Maryland would be an example of maintaining order and
safety?
A. calling in the Maryland National Guard to end a riot
B. working with the comptroller and treasurer to create next year's budget
C. delivering the State of the State address to the Maryland General Assembly
D. speaking at the graduation ceremony for the Maryland State Police Academy
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Read the newspaper headline below.
7. Which of these goals of the United States government is reflected in the President's
announcement?
A. establishing justice
B. ensuring domestic tranquility
C. promoting the general welfare
D. providing for the common defense
8. If the President and Congress disagree over a tax bill, the President can veto the bill.
Which of these applies to a presidential veto?
A.
B.
C.
D.
checks and balances
judicial review
representative democracy
federalism
Read the excerpt below.
The President in every possible instance shall consult with Congress before introducing United
States Armed Forces into hostilities [military conflicts]...and after every such introduction shall
consult regularly with the Congress until United States Armed Forces are no longer engaged in
hostilities....
The War Powers Act of 1973
9. Based on the excerpt, the War Powers Act was most likely issued in response to
A. protest against drafting women
B. lack of preparedness in the armed forces
C. expansion by the President of his role as Commander in Chief
D. attempts by the Supreme Court to control the Department of Defense
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10. The United States Department of Agriculture (USDA) provides help to landowners who want
to restore wetlands located on their property.
What is most likely the purpose of this program?
A. to protect the environment
B. to purchase private property
C. to encourage development
D. to increase tax revenues
11. Which of these statements about presidential executive orders is true?
A. They are proposed by legislators.
B. They must be approved by voters.
C. They have the force of federal law.
D. They can be vetoed by state governors.
12. When flooding occurs in Maryland, which of the following actions could the governor take
immediately to preserve order and ensure the safety of citizens?
A. mobilize the National Guard to protect private property
B. order the construction of more bridges
C. propose state legislation aimed at protecting the wetlands
D. propose federal legislation for low-interest loans
Which of these government policies was established specifically to address the problem of air
pollution?
mandating reduction of emissions from automobiles
passing laws to protect endangered species
funding a highway beautification project
researching soil conservation to improve farming
The United States stops trading with a country because of reported evidence that the government
of the country mistreats its citizens.
Which foreign policy tool is the United States government using in this situation?
economic sanction
peace treaty
foreign aid
military involvement
10.
Providing foreign aid helps meet United States foreign policy goals by
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A.
B.
C.
D.
reducing the chances of revolution and war
causing poor nations to turn to communist governments
helping strong nations take over weak nations
encouraging countries to establish colonies
11.
The United States protects its national security most directly by
A. passing environmental laws
B. entering into military alliances
C. providing low interest loans to poor nations
D. signing free trade agreements with bordering nations
12.
Which responsibility of the executive branch did President Eisenhower demonstrate when
he sent federal troops to integrate a public high school?
A. enforcing the law
B. directing foreign policy
C. leading his political party
D. preventing an economic recession
13.
In the 1980s, the United States, some European countries, and the United Nations banned
the trade of certain goods and services to South Africa. The policy was in response to South
African laws which enforced racial segregation.
Which of these best describes this action toward South Africa?
A.
B.
C.
D.
the use of diplomacy to gain military strength
the use of free trade to build military alliances
the use of humanitarian aid to win political support
the use of economic sanctions to bring about social change
Read the information below.
“...to place qualified individuals with mental disabilities in community settings...The Federal
Government must...help ensure that all Americans have the opportunity to live close to their
families and friends...and to participate in community life.”
–Executive Order 13217
14.
What was the purpose of the executive order above?
A.
B.
C.
D.
to maintain public order
to reduce unemployment
to protect the rights of individuals
to guarantee the safety of all citizens
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15. Read the scenario below.
A local board of education is preparing the budget for the next fiscal year. The board
decides to pay for repairs to school buildings instead of buying new computers.
What economic concept applies in this situation?
A. elasticity
B. market failure
C. interdependence
D. opportunity cost
16.
On July 5, 2000, Maryland launched a $9 million initiative designed to provide after-school
activities for middle school students.
Which of these is the socio-economic goal of this policy or program?
A. protecting public health
B. promoting child welfare
C. preserving affordable housing
D. providing public transportation
17.
In 1972, the United States and 143 other nations signed a treaty that banned the
development, production, and storage of biological weapons.
What is most likely the goal of this treaty?
A.
B.
C.
D.
18.
to give nations the right to defend themselves
to stop nations from acquiring military secrets
to conduct research on the effects of biological weapons
to prevent the use of biological weapons by nations at war
A federal regulatory commission recently charged a nationwide chain store with pressuring
manufacturers to supply toys exclusively to its stores.
The federal regulatory commission's action is an example of
A. settling a labor dispute
B. forbidding unfair competition
C. inspecting products before shipment
D. enforcing safety standards for consumers
19.
Which of these is an economic goal of United States government policy?
A. to limit competition
B. to create a classless society
C. to promote full employment
D. to own the means of production
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Read the news article excerpt below.
 Explain ways our foreign aid to other countries has benefited the United States.

Do you think the benefits of foreign aid are worth the cost? Explain why or why not.

Include details and examples to support your response
ECR
The modern presidency of the United States is often referred to as the most powerful office in the
world. Yet the President's powers are limited.
• Explain how the President's powers are limited.
• Explain how the President can be successful in overcoming these limitations.
• Which of the ways you described for overcoming limitations to presidential power would be
the most effective? Explain why.
• Include details and examples to support your answer.
Source: Items from MSDE Public Released Exams
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