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11 lessons found; showing 10 per page, sorted by Title...
Showing Grade 12, Unit 4c, Executive Branch
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Advising the President: A Simulated Cabinet Meeting

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Description: Washington, D.C. is an extremely competitive, political town and you must work hard to keep your agency an important part of government. It's the beginning of the legislative calendar and you must compete with other agencies and departments for a part of the budget and a high profile emphasis from the president. It is through his "bully pulpit" that you will garner support for the needs and programs of your department with Congress during the next year. It's up to you, as agency chief, to identify a pressing curent issue before your department/post and prepare an option paper or presentation for the president. Standards 12.4.4 and 12.7.8

Author: Bob O'Conner, Gahr High School

Lesson ID: 28

All the President's Men and Women: A Web Exploration about the Presidential Cabinet

Description: After reading and analyzing a New York Times article "Dueling Power Centers" students participate in a Web Exploration to learn about the government departments whose leaders comprise the presidential cabinet. After finding out about the departments and sharing the information as a class, select the government department that most interests you. Imagining that you are the newly-designated secretary for this department, develop an agenda for what should be accomplished in the next four years. Standards 12.7.1 and 12.7.5

Author: Alison Zimbalist, The New York Times Learning Network, Javaid Khan, The Bank Street College of Education in New York City

Lesson ID: 44

All Those In Favor: Holding a Mock Congressional Vote and Presidential Veto

Description: Share opinions about measures recently passed in your school. Then vote on and argue for and against hypothetical school policies and respond to a "president's" decision to pass or veto the measures. Standards 8.2.7, 12.4.1 and 12.4.4 civics

Author: Jennifer Rittner & Javaid Khan, New york Times Learning Network

Lesson ID: 432

Attack on the United States (September 11, 2001)

Description: In the tradition of the Choices Education Project's other outstanding material on foreign policy, here is a valuable tool for teaching about the terrorist attack on the U.S. September 11, 2001. Divergent policy alternatives are provided, each driven by different underlying values, each with pros and cons, risks and trade-offs. The Options are not intended as a menu of choices. Rather they are framed in stark terms to highlight very different policy approaches and the values that underlie them. Each Option includes a set of arguments against it designed to help students think carefully about the trade-offs of each. Standards 10.10 general, 11.9.4, 11.9.6, and Government 12.7.8

Author: Choices Educaton Project, Watson Institute for International Studies

Lesson ID: 108

Colorado River: Whose Water Is It Anyway?

Description: On December 18, 1997, U.S. Interior Secretary Bruce Babbitt announced first-ever rules to permit interstate transfers of Colorado River water from agricultural users to urban users. He also strongly cautioned that much still needs to be done before California is in a position to live within its allocation of Colorado River water. "I believe the time has come for me as River Master to play a more active role," Babbitt said. Did he do the right thing? Standards 4.4.6 and 4.4.7 and 12.7.8

Author: Math and Science Education Resource Center, University of Delaware

Lesson ID: 240


Description: Using a six-minute clip of President Bush in the East Room of the White House, this C-Span site examines the CIA detention program for terror suspects. Students analyze the arguments put forth by the President for the legality of the questioning of detainees, the movement of detainees from this program to the military detention facility in Guantanamo Bay, Cuba, and the creation of military commissions to try terror suspects. C-Span provides questions for student consideration and a framework of Constitutional principles from which to evaluate these actions by the executive branch. Standards 12.4.4 and 12.10

Author: C-Span in the Classroom

Lesson ID: 1466

Dear Presidential Diary

Description: Use a series of Web sites and other sources to experience a day in the life of a president. Discuss and become familiar with the President's surroundings and tasks during a typical day. Participate in presidential tasks such as writing letters, meeting with foreign leaders, working on a budget and giving a speech. At the end share the information you learned about a president's life. This activity can be done by different ages and at different levels of sophistication. Standards 3.4.4, and 12.4.4 general

Author: Betsy Norris, Dulcie Davis, and Donna Brock, PBS Kids Democracy Project

Lesson ID: 287

President Bush Outlines a New Strategy for Iraq

Description: View a 6-minute C-SPAN clip from the White House as President George Bush outlines a new strategy for the war in Iraq, calling for increased troop levels and stating that the commitment of U.S. forces is not open-ended. Discuss the president's role as commander-in-chief and how foreign polici is set and amended. Standards 12.4.4 and 12.7.8

Author: C-SPAN Classroom

Lesson ID: 1522

President's Powers

Description: The "Founding Fathers" of the United States wanted to make sure that no one person had too much power. This is why they created the three branches that are the main components of our federal government. Even though the Constitution spells out specific powers and duties for the president, presidents have frequently taken on powers and responsibilities that are not stated in the Constitution. In this activity, you need to consider the role of the president and think carefully about how much power and privilege you think the president should have. Standards 8.2.6., 8.2.7 and 12.4.4 civics

Author: , Social Studies School Service

Lesson ID: 849

Presidents and the Constitution: President as Chief Diplomat?

Description: Washington signed the unpopular treaty with Britain in the 1794 even though it had significant short-comings because, in his judgment as "Chief Diplomat," a flawed agreement was better than no agreement. Learn about the treaty and its consequence. Decide if you agree with his choice. Standards 8.5.1 and 12.4.4

Author: Bill of Rights Institute

Lesson ID: 688

11 lessons found; showing 10 per page, sorted by Title...
Showing Grade 12, Unit 4c, Executive Branch
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