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Georgia Performance Standards for American Government/Civics Grades 9-12

UNIT 4 The Executive: Dream Job or Nightmare?

Elaborated Unit Focus The purpose of this unit is to take a detailed look at the executive branch, focusing primarily on the president and the powers of the office. Through the concept of individuals, groups, and institutions the students will look at the various roles of the president and his influence in foreign affairs. The concept of conflict resolution will be used to provide some focus to the discussion on foreign policy and the impeachment process. Finally, rule of law is used to look at the responsibilities of the national executive branch in comparison with the state governor as well as the requirements to become president. Standards/Elements SSCG4 The student will demonstrate knowledge of the organization and powers of the national government. a. Describe the structure and powers of the legislative, executive, and judicial branches. SSCG12 The student will analyze the various roles played by the President of the United States; include Commander-in-Chief of the Armed Forces, chief executive, chief agenda setter, representative of the nation, chief of state, foreign policy leader, and party leader. SSCG13 The student will describe the qualifications for becoming President of the United States. a. Explain the written qualifications for President of the United States. b. Describe unwritten qualifications common to past presidents. SSCG14 The student will explain the impeachment process and its usage for elected officials. a. Explain the impeachment process as defined in the U.S. Constitution. b. Describe the impeachment proceedings of Andrew Johnson and Bill Clinton SSCG17 The student will demonstrate knowledge of the organization and powers of state and local government described in the Georgia Constitution. a. Examine the legislative, executive, and judicial branches SSCG20 The student will describe the tools used to carry out United States foreign policy (diplomacy; economic, military, and humanitarian aid; treaties; sanctions and military intervention).

Georgia Department of Education Dr. John D. Barge, State School Superintendent American Government/Civics Grades 9-12 Unit 4 UPDATED 2/14/2011 Page 1 of 5 Copyright 2011 All Rights Reserved

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Georgia Performance Standards for American Government/Civics Grades 9-12

Enduring Understandings/Essential Questions Students will understand that in a democracy, rule of law influences the behavior of citizens, establishes procedures for making policies, and limits the power of government. What are the requirements to become president? Should there be more or less stringent requirements to become president? In what ways is the president limited in power by the Constitution or other rules and laws? How do the powers of a president and a governor compare? Students will understand that societies resolve conflicts through legal procedures, force, or compromise. How is the president kept in check? Other than impeachment, what options are available to resolve conflicts between the president and other branches of government? What tools does the president have available to conduct foreign policy? Students will understand that individuals, groups, and institutions make decisions that impact a society through intended and unintended consequences. How does a presidents personality impact his term in office? What roles of the president are more reliant on personality than intellect? Why are presidential decisions so important on a global scale?

Sample Balanced Assessment Plan Description of assessment

Graphic organizer comparing the organization, structure, and powers of the national legislature with the state legislature. True/false quiz where students are given statements about presidential qualifications. This should lead to a class discussion about common qualities all presidents have shared and why that is the case. This will tie directly in with the performance task. In pairs, students write the Official White House Statement that will be given following the impeachment proceedings of Andrew Johnson or Bill Clinton. In the statement they are to explain the impeachment process and describe what happened in each situation. After some discussion, have students compose an essay stating their personal opinion on the impeachment process. Is it fair? Does it work? Is it an appropriate check on power? After reading several current event articles relating to the president and foreign policy, have students create something that represents the presidents role in foreign affairs. Allow for creativity (drawing, model, poem, etc).

GPS
4a 17a 13

Type of assessment
*Informal Observation *Constructed Response *Informal Observation *Dialogue and Discussion *Selected Response *Informal Observation *Dialogue and Discussion *Constructed Response *Self-Assessment *Informal Observation *Dialogue and Discussion *Constructed Response *Self-Assessment

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Georgia Department of Education Dr. John D. Barge, State School Superintendent American Government/Civics Grades 9-12 Unit 4 UPDATED 2/14/2011 Page 2 of 5 Copyright 2011 All Rights Reserved

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Georgia Performance Standards for American Government/Civics Grades 9-12

Sample Performance Task

Performance Task for Unit 4: The Chief Executive Enduring understanding: Students will understand that individuals, groups, and institutions make decisions that impact a society through intended and unintended consequences. Standards: SSCG 12, 13 So far, we have continually returned to the idea that society is impacted in intended and unintended ways (both positively and negatively) by individuals, groups, and institutions. In addition, we have discussed that when more weight or attention is given to the actions of those individuals, groups, or institutions then the consequences intended or not will make a greater impact. Arguably no one individuals decisions are more scrutinized and analyzed than the presidents. Because of this, your committee has been designated to prepare, defend, and present a new amendment to the Constitution delineating at least 3 additional requirements to become president. Your requirements for this task are: A written copy of the amendment in appropriate language. - The amendment must include all of your new requirements. A position paper for the amendment that will go to the media. - Analyze the current requirements and explain why they are inadequate. - Explain why the impeachment process is not enough of a check on power to ensure good decision making. - Describe 3 different roles of the President and your new requirements. Explain, USING THE ENDURING UNDERSTANDING, why your requirements will lead to better decision-making. A 5-7 minute presentation to a joint session of Congress. - Using AT LEAST 3 SPECIFIC historical or current examples, explain how presidents have made decisions that have impacted society in intended and unintended ways. - Using your examples, and AT LEAST 3 roles of the president as discussed in class explain how your proposed amendment would help to ensure better decisions by the president that would lead towards more positive, intended consequences for the country. Your product requirements are as follows: The amendment must be TYPED in Times New Roman, using 12 point font, AND be consistent with the language used in the other amendments. The position paper must be TITLED, TYPED in Times New Roman, using 12 point font. The presentation should be 5-7 minutes. You will be STOPPED at 10 minutes so PRACTICE ahead of time! Each member of the group MUST give at least one example explaining an intended or unintended consequence. The following rubric will give you further guidance on what to do to demonstrate understanding.

Map and Globe Skills:

Information Processing Skills: 1, 3, 4, 5, 6, 8, 11, 15, 16

*Note concerning rubrics: Each performance task is accompanied by two rubrics: a content rubric and a product rubric. The content rubric (with bolded borders) is designed to measure how well a student can use the standards to demonstrate the enduring understanding(s). The second rubric focuses on the product of the performance task. This is where students are scored on items involving grammar, punctuation, spelling, creativity, presentation, etc. It is intended that the CONTENT rubric is weighed more heavily when assigning a grade to the students.
Georgia Department of Education Dr. John D. Barge, State School Superintendent American Government/Civics Grades 9-12 Unit 4 UPDATED 2/14/2011 Page 3 of 5 Copyright 2011 All Rights Reserved

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Georgia Performance Standards for American Government/Civics Grades 9-12

Content Rubric for Unit 4 Task: New requirements for the Chief Executive
Scale Criteria

1 (Below Standard)

2 (Needs Improvement)

3 (Meets Standard)

4 (Exceeds Standard)

Correctly describes all 3 Everything in 3 PLUS: current requirements and Explains why the current offers several positive and requirements are inadequate by negative aspects of the giving MORE than 2 factually requirements. Explains correct, logical reasons. why they are inadequate by giving 2 correct, logical reasons. Incorrectly explains the Correctly explains the Correctly explains the Everything in 3 PLUS: Analyzes the effectiveness of impeachment process. impeachment process, but impeachment process and Uses multiple factual examples in uses no factual example uses a factual example to explaining why it is not an the in explaining why it is not explain why it is not an effective check on power. impeachment an effective check on effective check on power. process. power. Identifies less than 3 Identifies 3 historical or Makes a direct connection For EACH example, identifies an Correctly historical examples OR current examples, but between each example intended AND unintended identifies 3 makes no connection relationship to and a specific intended or consequence. historical or between decisions and consequences are vague unintended consequence. current consequences. or ambiguous. examples of presidential decisions and explains their intended or unintended consequence. Correctly identifies less Correctly identifies 3 Correctly identifies 3 Everything in 3 PLUS: Synthesizes than 3 roles of the roles of the president. roles of the president. For Uses more than 3 roles of the info. and president OR provides Explanations connecting each role there is a logical president AND discusses possible explains how no explanation of how the amendment to the explanation of how the drawbacks of their amendment. the proposed the amendment will roles of the president are amendment would lead to amendment affect decision-making. vague or illogical. decisions that produce would lead to positive, intended decisions that consequences. produce positive, intended consequences. Analyzes the current requirements and explains why they are inadequate.

Correctly describes 1 Correctly describes 2 current requirement, but current requirements and offers no positive or offers 1 positive and negative aspects. No negative aspect of the explanation or why the requirements. current requirements are inadequate.

Georgia Department of Education Dr. John D. Barge, State School Superintendent American Government/Civics Grades 9-12 Unit 4 UPDATED 2/14/2011 Page 4 of 5 Copyright 2011 All Rights Reserved

One Stop Shop For Educators

Georgia Performance Standards for American Government/Civics Grades 9-12

Product Rubric
Scale Criteria

1 (Below Expectations)
2 or more of the following: - Not typed. - Not in correct font. - In modern, conversational language or in some other way not consistent with the other amendments. 2 or more of the following: - Not titled. - Missing names. - Not typed. - Not in correct font. Meets BOTH: - Beyond 10 minutes - Each group member does not present an example

2 (Needs Improvement)
1 of the following: - Not typed. - Not in correct font. - In modern, conversational language or in some other way not consistent with the other amendments. 1 of the following: - Not titled. - Missing names. - Not typed. - Not in correct font. Meets one of the following: - Beyond 10 minutes. - Each group member does not present an example.

3 (Meets Expectations)
Typed. 12 point, Times New Roman font. Largely consistent with the language of other amendments.

4 (Exceeds Expectations)
Everything in meets expectations PLUS: Language of amendment is perfectly in line with other amendments.

Written amendment meets all requirements.

Position paper meets all requirements.

Presentation meets all requirements.

Titled with all group members names. Typed in 12 point, Times New Roman font. Stays within time limits. Each group member gives an example explaining an intended or unintended consequence.

N/A

Everything in meets expectations PLUS: EACH group member gives MORE than 1 example.

Resources for UNIT 4 *Resource list is minimal and provided simply as a starting point. http://www.whitehouse.gov/government/cabinet.html - This page will get you to any of the 15 cabinet departments you need. http://www.unco.edu/drshaff/johnsonclinton_paper.htm - Interesting comparison of the Johnson/Clinton impeachments. More for the teacher as a content resource than for students.

Georgia Department of Education Dr. John D. Barge, State School Superintendent American Government/Civics Grades 9-12 Unit 4 UPDATED 2/14/2011 Page 5 of 5 Copyright 2011 All Rights Reserved