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GOVERNMENTGOVERNMENTGOVERNMENTGOVERNMENTELECT The Program For You
americanPEARSON
ELECTThe Program For You
5© Pearson Education, Inc., publishing as Pearson Prentice Hall. All rights reserved.
Running Foot
Lesson Plan �Time: Two to three 50-minute class periods: one to introduce the lesson and organize
students into small role groups; two for small groups to jigsaw and discuss thesources and student handouts; and three for class discussion and culminatingactivity.
Materials Needed for Lesson� Sources 4.a, 4.b, 4.c� Role cards� Copies of Student Handouts 1–6 and Rubric for each student
Overview
This activity is based on a fictional tsunami that crashed into the Indonesian coastone month ago. Students will play the roles of White House Staff in order to make adecision regarding how to respond to a plea for additional financial support from theUnited Nations. By using manipulatives, photographs, a map, and handouts, stu-dents will explore the political, personal, and economic issues involved in making acomplex decision as they assume different roles and personalities in the activity.
Objectives
Students will:
� activate prior knowledge by answering questions investigating their attitudestoward international aid and what level of support the United States shouldprovide.
� role-play the President and members of the Cabinet in order to make a decisionabout how the United States should respond to a foreign crisis.
� learn about the complexity of foreign policy issues� develop communication skills through debate, writing, and speech.� Analyze sources in order to make a decision.� answer the unit’s essential question “What makes a ‘good’ President?”
Step-by-Step Instructions
Day 11. Tell students that this activity will give them insight and understanding into
important issues that the President must consider when making a decision. Firstmake copies and distribute the Rubric (page x) so that students know what isexpected of them. To get them thinking about leadership and making informeddecisions, ask: What type of leadership do you think is best? Suggest they thinkabout the leaders of their after-school activities or the decision makers in theirfamilies. Students may suggest that a good leader is one who considers others’feeling and gets input from the affected parties.
2. Hand out Student Handout 1: Daily Briefing that explains to students the situationin Southeast Asia, specifically in Indonesia, the hardest hit area. You may alsohand out Student Handout 2: Fact Sheet, which lays out some basic informationabout the region affected. Have students read the documents. Encourage them toask questions, as they will later be analyzing these and other documents in small
ee 50-minute class periods: one to intree 50-minute class periods: one to introduce the lesson and oroduce the lesson and oroups; two for small groups; two for small groups to jigsaw and discuss theoups to jigsaw and discuss the
ee for class discussion and culminatingee for class discussion and culminating
Copies of Student Handouts 1–6 and Rubric for each studentCopies of Student Handouts 1–6 and Rubric for each student
This activity is based on a fictional tsunami that crashed into the Indonesian coastThis activity is based on a fictional tsunami that crashed into the Indonesian coastoles of White House Stafoles of White House Staf
espond to a plea for additional financial support frespond to a plea for additional financial support frUnited Nations. By using manipulatives, photographs, a map, and handouts, stuUnited Nations. By using manipulatives, photographs, a map, and handouts, stu
the political, personal, and economic issues involved in making athe political, personal, and economic issues involved in making aoles and personalities in the activityoles and personalities in the activity
activate prior knowledge by answering questions investigating their attitudesactivate prior knowledge by answering questions investigating their attitudesd international aid and what level of support the United States shouldd international aid and what level of support the United States should
esident and members of the Cabinet in oresident and members of the Cabinet in orespond to a forespond to a for
eign policy issueseign policy issuesough debate, writing, and speech.ough debate, writing, and speech.
der to make a decision.der to make a decision.answer the unit’s essential question “What makes a ‘good’ Pranswer the unit’s essential question “What makes a ‘good’ Pr
ell students that this activity will give them insight and understanding intoell students that this activity will give them insight and understanding intoesident must consider when making a decision. Firstesident must consider when making a decision. First
make copies and distribute the Rubric (page x) so that students know what ismake copies and distribute the Rubric (page x) so that students know what iso get them thinking about leadership and making informedo get them thinking about leadership and making informed
decisions, ask: What type of leadership do you think is best? Suggest they thinkdecisions, ask: What type of leadership do you think is best? Suggest they think-school activities or the decision makers in their-school activities or the decision makers in their
families. Students may suggest that a good leader is one who considers others’families. Students may suggest that a good leader is one who considers others’fected parties.fected parties.
Student Handout 1: Daily BriefingStudent Handout 1: Daily Briefing that explains to students the situationthat explains to students the situationAsia, specifically in Indonesia, the harAsia, specifically in Indonesia, the hardest hit ardest hit ar
Student Handout 2: FStudent Handout 2: Fact Sheetact SheetStudent Handout 2: FStudent Handout 2: Fact SheetStudent Handout 2: FStudent Handout 2: F ,,act Sheetact Sheet,act Sheetact Sheet which lays out some basic informationwhich lays out some basic informationegion afegion affected. Have students rfected. Have students region afegion affected. Have students region afegion af ead the documents. Encourage them toead the documents. Encourage them to
ask questions, as they will later be analyzing these and other documents in smallask questions, as they will later be analyzing these and other documents in small
©©
in Southeast in Southeast hand out hand out Student Handout 2: FStudent Handout 2: Fabout the rabout the region afegion afask questions, as they will later be analyzing these and other documents in smallask questions, as they will later be analyzing these and other documents in small
in Southeast in Southeast hand out hand out about the rabout the rask questions, as they will later be analyzing these and other documents in smallask questions, as they will later be analyzing these and other documents in small
Magruder’s American Government
Foundations Series:American Government
American Government:Experience It!
2 For product updates, downloadable resources, and samples visit www.PearsonSchool.com/AmGovt 3
Three AMERICAN GOVERNMENT programs to personalize learning
Foundations Series: American Government © 2010
NEW, for an accessible curriculum! Embedded reading support—Explicit reading strategies, such as point-of-use vocabulary support and a considerate text, are designed for students reading at about a 6th grade level.
Technology to assist learning—The rich digital assets such as audio, video, and animations on the American Government Online Student Center provide multiple ways for learners to access the content.
Differentiated teaching resources—Teachers can quickly choose from multiple levels of worksheets and assessments found on the Online Teacher Center and on the Resource Library CD-ROM.
American Government:Experience It! © 2010
NEW, for a hands-on curriculum! Active learning—Students explore the Essential Questions of American Government through real-world simulations and hands-on activities.
Unique online resources—The American Government: Experience It! Online Student Center offers the same digital assets as the Magruder’s and Foundations programs plus additional “interactivities” unique to American Government: Experience It!
Detailed Teacher’s Guide—The accompanying Teacher’s Guide provides complete classroom management support for teaching with the simulations and the American Government: Experience It! Online Student Center.
400 The Presidency in Action
Reasons for
the Growth of
Presidential
Power
Objectives
1. Explain why Article II of the Con-
stitution can be described as “an
outline” of the presidential of� ce.
2. List several reasons for the growth
of presidential power.
3. Explain how the Presidents’ own
views have affected the power of
the of� ce.
The presidency is regularly called “the most powerful o� ce in the world,”
and it is. But is this what the Framers had in mind when they created the
post in 1787? At Philadelphia, they purposely created a single executive with
very broadly stated powers. Still, they agreed with � omas Je� erson, who
wrote in the Declaration of Independence that “a Tyrant is un� t to be the ruler
of a free people.” So, just as purposefully, they constructed a “checked,” or
limited, presidency.
Article IIArticle II of the Constitution is known as the Executive Article, which in
only a few words established the presidency. It begins this way:
FROM THE CONSTITUTION
The executive Power shall be vested in a President of the United
States of America. —Article II, Section 1
With this one sentence, the Framers laid the basis for the vast power and in� u-
ence the nation’s chief executive possesses today.
� e Constitution also sets out other, somewhat more speci� c grants of
presidential power. � us, the President is given the power to command the
armed forces, to make treaties, to approve or veto acts of Congress, to send and
receive diplomatic representatives, and to “take Care that the Laws be faithfully
executed.” 1
Still, the Constitution lays out the powers of the presidency in a very
sketchy fashion. Article II reads almost as an outline. It has been called “the
most loosely drawn chapter” in the nation’s fundamental law.2 It does not
Guiding Question
What factors have contributed
to the growth of presidential
power? Use a concept web like the
one below to keep track of the main
ideas on the growth of presidential
power.
Political Dictionary
SECTION 1
The Growth of
Presidential Power
Executive Article
imperial presidency••
Images Above: President George
Washington; Mount Rushmore (back-
ground)
1 Most of the specifi c grants of presidential power are found in Article II, Sections 2 and 3. A few are elsewhere in
the Constitution—for example, the veto power, in Article I, Section 7, Clause 2.
2 Edward S. Corwin, The President: Offi ce and Powers.
0400_MAG09se_Ch14_s1.indd 400
6/3/08 5:02:16 PM
and it is. But is this what the Framers had in mind when they created the
us, the President is given the power to command the
armed forces, to make treaties, to approve or veto acts of Congress, to send and
receive diplomatic representatives, and to “take Care that the Laws be faithfully
Still, the Constitution lays out the powers of the presidency in a very
sketchy fashion. Article II reads almost as an outline. It has been called “the
most loosely drawn chapter” in the nation’s fundamental law.2 It does not
he presidency is regularly called “the most powerful o�
and it is. But is this what the Framers had in mind when they created the
post in 1787? At Philadelphia, they purposely created a single executive with
very broadly stated powers. Still, they agreed with �
wrote in the Declaration of Independence that “a Tyrant is un�
of a free people.” So, just as purposefully, they constructed a “checked,” or
Article II of the Constitution is known as the
only a few words established the presidency. It begins this way:
he presidency is regularly called “the most powerful o� ce in the world,”
he presidency is regularly called “the most powerful o� ce in the world,”
he presidency is regularly called “the most powerful o�
and it is. But is this what the Framers had in mind when they created the
The executive Power shall be vested in a President of the United
With this one sentence, the Framers laid the basis for the vast power and in�
ence the nation’s chief executive possesses today.
e Constitution also sets out other, somewhat more speci�
he presidency is regularly called “the most powerful o�
and it is. But is this what the Framers had in mind when they created the
post in 1787? At Philadelphia, they purposely created a single executive with
very broadly stated powers. Still, they agreed with � omas Je�
very broadly stated powers. Still, they agreed with � omas Je�
very broadly stated powers. Still, they agreed with � erson, who omas Je� erson, who omas Je�
wrote in the Declaration of Independence that “a Tyrant is un� t to be the ruler
wrote in the Declaration of Independence that “a Tyrant is un� t to be the ruler
wrote in the Declaration of Independence that “a Tyrant is un�
of a free people.” So, just as purposefully, they constructed a “checked,” or
Article II of the Constitution is known as the Executive Article, which in
only a few words established the presidency. It begins this way:
The executive Power shall be vested in a President of the United
—Article II, Section 1
With this one sentence, the Framers laid the basis for the vast power and in� u-
With this one sentence, the Framers laid the basis for the vast power and in� u-
With this one sentence, the Framers laid the basis for the vast power and in�
ence the nation’s chief executive possesses today.
e Constitution also sets out other, somewhat more speci� c grants of
e Constitution also sets out other, somewhat more speci� c grants of
e Constitution also sets out other, somewhat more speci�
us, the President is given the power to command the
armed forces, to make treaties, to approve or veto acts of Congress, to send and
receive diplomatic representatives, and to “take Care that the Laws be faithfully
On level
3
—Students explore the Essential Questions of
Hands on1
American Government:Experience It! © 2010
2
3
414 Legislative and Judicial Powers
If the President does not sign or veto a bill, the bill will become law in 10 working days. If the President does nothing and Congress adjourns before the 10-day period, the bill does not become law. This is called a pocket veto. This veto has been used often because Congress passes many bills in the last days of a session. For more on the power of the veto, see Figure 14.6.
Presidents have sometimes issued signing statements that are used to point out problems in a new law. Often they are used to tell how the law is to be enforced. Andrew Jackson issued signing statements in the 1830s. In recent times, President George W. Bush used these statements in place of a veto. In the statements, he said how he thought the law should be applied and used. In 1996 Congress passed The Line Item Veto Act, but the Supreme Court struck it down. A line-item veto means the President can cancel some parts of a new law. Most Presidents are in favor of being allowed to do this as part of the veto process. People who favor line-item vetoes say it would cut down on federal spending. Some people say line-item vetoes would give too much power to the executive branch. According to the Supreme Court decision, an amendment to the Constitution would have to be passed to allow a line-item veto.
Reading StrategyMetacognition
Before you read this page, think about what you can do that will help you understand the text.
Pocket veto An indirect veto of a bill by the President not acting on itSigning statements Statements used to point out problems in a new law
Line-item veto A President’s cancellation of specific dollar amounts (line items) from a congressional spending bill
Fig. 14.6, The Power of the Veto
The veto power is used when the President opposes a piece of legislation. When the President and the majority of Congress belong to the same party, opposition is rare. However, under a divided government, views on policy differ resulting in a struggle over legislation.
President Ford prepares to address the nation about his decision to veto or approve a tax cut.
Divided Government 1973–1975
Gerald R. FordRepublican President
39 VETOES
94th Congress Democratic Majority
8 OVERRIDES
Divided Government 1975–1977
United Government 2005–2007
George W. BushRepublican President
1VETO
109th Congress Republican Majority
0 OVERRIDES
United Government 2005–2007
MAGRUDER’SOnline Update
GOVERNMENT ONLINEOnline UpdateCheck out the history of presidential vetoes atPearsonSuccessNet.com
Foundations Series: American Government © 2010
NEW, for an accessible curriculum!
Foundations Series: American Government © 201022
Accessible
Magruder’s American Government © 2009
NEW, for an on-level curriculum! Essential Questions—Instruction and assessment are organized
around an Essential Question that explores the big ideas of American Government.
American Government Online Student Center—Rich digital learning support includes two online Student Editions, Government on the Go Audio and Video resources, interactive assessment, and more!
American Government Online Teacher Center—Teachers easily access complete online planning, teaching, and assessment including lecture notes, multiple levels of worksheets and assessments, and easy-to-use management tools.
Pearson, announces the debut of three outstanding new programs to personalize the teaching and learning of American Government.
Each program is part of Pearson’s American Government series.
Each program teaches the same core American Government content.
Each program is tailored to suit the unique needs of students in your class.
So, make your choice: Magruder’s American Government for your on-level readers; Foundations Series: American Government for a more accessible approach; or American Government: Experience It! for the best in hands-on learning. Best of all, you can mix and match all three and enjoy access to the shared resources for all three programs!
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Differentiate instruction with SHARED LEVELED COMPONENTS
Differentiate instructionwith INTERACTIVE LEARNING
The shared American government print and digital resources allow for true differentiation!
Shared Components
Access these resources no matter what programs you use!
Student ResourcesEssential Questions Journal American Government Online Student Center including:
Magruder’s Online Student Edition Foundations Online Student Edition Essential Questions Journal Online Web Quests Self-tests Government on the Go Audio and Video
Supportfor all three programs
HANDS-ON LEARNING
Energize and engage your students using the hands-on components in American Government: Experience It! The Essential Questions are explored through a variety of classroom and online simulations.
American Government: Experience It! Activity PackThis activity pack contains a wide range of documents, maps, role cards, and data to be used in the classroom for simulations. The accompanying Experience It! Teacher’s Guide and Lesson Plans include everything teachers need to plan for instruction.
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American Government Teacher and Student CenterFor schools wanting an online learning experience, the American Government Online Student and Teacher Centers offer all the resources needed for a digital classroom!
In the Online Student Center, students can access two levels of Online Student Editions, the Essential Questions Journal, the rich media assets on Government on the Go Audio and Video, and online self-tests.
The Online Teacher Center has everything teachers need to plan, teach, assess, and manage their classrooms.
January 15, 2009
To: All party leaders/party leadershipFrom: Campaign ManagerRe: Ford factory closure in Kansas City, Missouri/GM factory
closure in Fairfax, Kansas
I received confidential information this morning regarding the
closures of the Ford factory in Kansas City, Missouri, and the
GM factory in Fairfax, Kansas. GM and Ford are estimating job
loss numbers at 20,000+. The consequences of these layoffs have
the potential to seriously disrupt the economies of the Midwest
and the country as a whole. Due to the President’s desire for reelection in the fall, I
recommend that we focus our energies on lessening the impact
of these closures. The auto industry has not looked favorably
upon the President as of late, and this is one step of many we
can take to begin reparations. In sum, we need these votes to
secure another term. Therefore, I recommend $10 million be al-
located to this cause. Please advise as soon as possible. As
far as we know, this information has not yet been leaked to the
press.
–Campaign Manager
M E M O R A N D U M
Office of Presidential Campaign Manager
• Before winning the presidency, you were the Governor of Ohio for eight years where you initiated a successful program to ignite economic growth in the state, which in turn grew jobs.
• When campaigning for President, you made the promise to increase the number jobs in America.
• You have intentionally selected your Cabinet members to represent a diverse slice of America. This sometimes leads to deadlocks.
• You daughter left last month to study abroad for a year in Indonesia.
• You make the final decision.
Background Information
President
Governorprogram to
the promise
membersleads to deadlocks.
for a year
Background InformationBackground Information
• Before winning the presidency, you were the Governor of Ohio for eight years where you initiated a successful program to ignite economic growth in the state, which in turn grew jobs.
• When campaigning for President, you made the promise to increase the number jobs in America.
• You have intentionally selected your Cabinet members to represent a diverse slice of America. This sometimes leads to deadlocks.
• You daughter left last month to study abroad for a year in Indonesia.
• You make the final decision.
Background InformationPresident
All three Pearson American Government programs share robust print and digital resources. This means that no matter which program being using, teachers and students can select from a wide range of leveled resources to differentiate learning, instruction, and assessment!
Unique Program Components
Each program offers unique core components.
Teacher Resources American Government Online Teacher Center including:
Magruder’s Online Teacher’s Edition Foundations Online Teacher’s Edition Success Tracker™ Teacher’s Resource Library with Editable Worksheets AYP Monitoring Assessment Color Transparencies Essential Questions Journal Answer Key All resources included on the Online Student Center
American Government Essential Questions Video on DVDExamView® Test Bank on CD-ROMTeacher’s Resource Library on disk
Magruder’s Student Edition Magruder’s Online Student Edition
on disk with audio Magruder’s Teacher’s Edition
Foundations Series Student Edition Foundations Series Online Student
Edition on disk with audio Foundations Series Teacher’s Edition
Experience It! Activity Pack Experience It! Teacher’s Guide
and Lesson Plans Experience It! Online Student Center Experience It! Online Teacher Center
INTERACTIVE LEARNINGINTERACTIVE LEARNING
January 15, 2009
All party leaders/party leadership Campaign Manager Ford factory closure in Kansas City, Missouri/GM factory
Ford factory closure in Kansas City, Missouri/GM factory
closure in Fairfax, Kansas
I received confidential information this morning regarding the
I received confidential information this morning regarding the
closures of the Ford factory in Kansas City, Missouri, and the
closures of the Ford factory in Kansas City, Missouri, and the
GM factory in Fairfax, Kansas. GM and Ford are estimating job
GM factory in Fairfax, Kansas. GM and Ford are estimating job
loss numbers at 20,000+. The consequences of these layoffs have
loss numbers at 20,000+. The consequences of these layoffs have
the potential to seriously disrupt the economies of the Midwest
the potential to seriously disrupt the economies of the Midwest
and the country as a whole.
and the country as a whole. Due to the President’s desire for reelection in the fall, I
Due to the President’s desire for reelection in the fall, I
recommend that we focus our energies on lessening the impact
recommend that we focus our energies on lessening the impact
of these closures. The auto industry has not looked favorably
of these closures. The auto industry has not looked favorably
upon the President as of late, and this is one step of many we
upon the President as of late, and this is one step of many we
can take to begin reparations. In sum, we need these votes to
can take to begin reparations. In sum, we need these votes to
secure another term. Therefore, I recommend $10 million be al
secure another term. Therefore, I recommend $10 million be al-
located to this cause. Please advise as soon as possible. As
located to this cause. Please advise as soon as possible. As
far as we know, this information has not yet been leaked to the
M E M O R A N D U M
Office of Presidential Campaign Manager
President
6 For product updates, downloadable resources, and samples visit www.PearsonSchool.com/AmGovt 7
425
Chapter 18:TThhee Federal Court SystemChapter 19:Civil Liberttiess:: FFFFFiiiiirrrrrssssstttt Ammmmeeeennnnddmmmeeeennnnttt FFFFFrrreeeedomsChapter 20:CCivil Libeeeerrrrtttiieeeessss:: PPProoootttteeeecctttinngggg Inndividddduuuuaaaaalll RRiighhhhhtttttsssChapter 21:CCCCCCiiiiiivvvvvvviiiiillll RRRRRRRiiiiggghhhhhts: Equaaaaaaaaal JJJJJJussttiicceeeee UUUUUUnddddeeerrrr LLLLLaaaaaaaaaw
Photo Caption: Massachusetts Attorney General Tom Reilly speaks to reporters.
Unit 5The Judicial BranchEssential Question What should be the role of the judicial branch?
Explore big ideas with ESSENTIAL QUESTIONS
Essential Questions in Active Learning and Simulations
The print and online simulations explore the Essential Questions through an interactive learning experience.
9Copyright © by Pearson Education, Inc., or its affiliates. All rights reserved.
Find OutC. The Framers placed checks on the President’s power. Other limits have developed over
time. Using your online or print textbook and your knowledge of government, briefly
describe each limit and its effect.
Return to the scale of power that you filled in at the beginning of the lesson.
What Do You Think?
Now that you have explored the question of presidential power further, would you change
your rating of where you would place an ideal President on the scale? Explain
____________________________________________________________________________
____________________________________________________________________________
CHAPTER 14 How much power should the President have?
EffectsLimits
__________________________________________________________
__________________________________________________________Public Opinion
International
Opinion
__________________________________________________________
__________________________________________________________
Term Limits __________________________________________________________
__________________________________________________________
Party System
__________________________________________________________
__________________________________________________________
Legislative
Checks
__________________________________________________________
__________________________________________________________
Judicial Checks
__________________________________________________________
__________________________________________________________
Bureaucracy __________________________________________________________
__________________________________________________________
an unpopular President lacks influence; the public can vote the
__________________________________________________________
an unpopular President lacks influence; the public can vote the
__________________________________________________________
President out of office.
Effects
No real Power
Absolute Power
?
425 425
al Tom Reilly speaks to reporters.
Unit 5Unit 5Unit 5Unit 5Unit 5Unit 5The Judicial BranchEssential Essential Question Question What should be the role of the judicial branch?
What should be the role of the judicial branch?
424
There are as many answers to the question of what makes a good
President as there are Presidents. The following examples each
offer a perspective on the answer.
ON THE OPPORTUNITY TO
BECOME A GREAT PRESIDENT:
All our great presidents were
leaders of thought at times
when certain ideas in the life of
the nation had to be clarifi ed.
— Franklin D. Roosevelt
ON THE QUALITIES OF A GREAT PRESIDENT:
. . . [R]esearch indicate[s] that great presidents, besides being stubborn
and disagreeable, are more extraverted, open to experience, assertive,
achievement striving, excitement seeking and more open to fantasy, aes-
thetics, feelings, actions, ideas and values. Historically great presidents
were low on straightforwardness, vulnerability and order.
—American Psychological Association News Release announcing the results of a study of the personali-
ties of the Presidents, August 2000
ON HISTORY’S JUDGMENT OF THE PRESIDENT:
Throughout this unit, you studied the job and the
of� ce of the President. Use what you have learned
and the quotations and opinions above to answer
the following questions. Then go to your Essential
Question Journal.
1. How do voters judge candidates?
2. Why does history often judge a President
differently than they were judged in their
own time?
3. Should a President strive to be popular or
strive to be effective?
4. Can a President be great if there is no clear
opportunity to show greatness?Essential Question Warm-Up
Essential Question
What makes a good President?
In a pun on the names of cars and Presidents, Gerald
Ford was known during his presidency as “a Ford, not a
Lincoln.” Today, many people are reevaluating whether
Ford’s qualities were actually what the nation needed at
the time.
Essential Questions
Journal
To continue to build a
response to the chapter
Essential Question, go to your
Essential Questions Journal.
0424_mag09se_UO_4.indd 424
6/2/08 11:47:58 AM
Return to the scale of power that you filled in at the beginning of the lesson.
What Do You Think?Now that you have explored the question of presidential power further, would you change
your rating of where you would place an ideal President on the scale? Explain
____________________________________________________________________________
____________________________________________________________________________
No realNo realNo realPower
Absolute
14
Copyright © by Pearson Education, Inc., or its affiliates. All rights reserved.
What makes a good President?Write an essay that answers the Essential Question, What makes a good President? Use
your answers to the Essential Question warmup questions on the previous pages, your
answers to the chapter Essential Questions, and what you have learned in this unit. Keep
in mind that your essay should reflect your thoughtful and well-supported personal point
of view. Answering the prompts below will help you structure your essay. Go to page X for a
rubric for writing an Essential Question essay.Thesis Statement: ______________________________________________________________
____________________________________________________________________________
Conclusion: __________________________________________________________________
___________________________________________________________________________
UNIT4 The Executive Branch
Main Idea________________________________________________________________________________________
Main Idea________________________________________________________________________________________
Main Idea________________________________________________________________________________________Supporting Details
1. ________________________________________________________________2. ________________________________________________________________
3. ________________________________________________________________
Supporting Details1. ________________________________________________________________
2. ________________________________________________________________3. ________________________________________________________________
Supporting Details1. ________________________________________________________________
2. ________________________________________________________________3. ________________________________________________________________
Body Paragraph 1 Body Paragraph 2 Body Paragraph 3
Essay
?
Sample pages from the Essential Questions Journal.
Sample pages from Magruder’s American Government.
In an exclusive partnership with Grant Wiggins, co-author of Understanding by Design, all three Pearson American government programs focus on the same Essential Questions. Print and digital resources have been carefully developed to guide students as they explore these key concepts. Each unit culminates in a performance-based assessment task that demonstrates students’ understanding.
Essential Questions in the Student Editions
Instruction and assessment at the unit, chapter, and section levels focus on an Essential Question.
Essential Questions in the Journal
In the Essential Questions Journal, students explore the big ideas and develop their understanding through activities at the unit, chapter, and section level.
Unit Warm Up introduces students to the unit Essential Question, asking them to brainstorm and access prior knowledge.
Chapter Exploration pages guide students throughout the chapter to explore the Essential Question, challenging them to think creatively.
Unit Essays at the end of every unit ask students to demonstrate their understanding of the essential question in a thoughtful and well-written essay.
A Pearson Exclusive!
3
© Pearson Education, Inc., publishing as Pearson Prentice Hall. All rights reserved.
Running Foot
Government Activity: The Executive BranchESSENTIAL QUESTION What makes a “good” President?Background �[Explain importance of Presidential decision-making and discuss inner-workings of
the executive branch; i.e., What to consider when making a decision.
Sample pages from the Essential Questions Journal.
yy EExxeeccuuttiivvee BBrraanncchhEESSSSEENNTTIIAALL QQUUEESSTTIIOONN What makes a “good” PrWhat makes a “good” Pr
OONN What makes a “good” PrWhat makes a “good” President?esident?Background Background ��
[Explain importance of Pr[Explain importance of Presidential decision-making and discuss inner
esidential decision-making and discuss inner-workings of-workings of
the executive branch; i.e., What to consider when making a decision.
the executive branch; i.e., What to consider when making a decision.
Essential Questions through video
Explore the Essential Questions through highly engaging video modules.
8 For product updates, downloadable resources, and samples visit www.PearsonSchool.com/AmGovt 9
Online Student Center
It all starts with the Online Student Center! Students can access a wide array of 21st century learning tools to help personalize learning.
Personalize learning with two Online Student EditionsWithin the Online Student Center, students can access both the Magruder’s and Foundations Series Online Student Editions. This allows students to use the Student Edition that best matches their reading level.
Each Student Edition is also available on disk.
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Name ___________________________ Class _____________________ Date _______
When President Franklin Roosevelt took office in 1933, the nation was in the middle of the Great Depression, the worst economic crisis of its history. That year, one fourth of all American workers were out of work. In his inaugural address, Roosevelt assured the American people that “our greatest primary task is to put people to work.” As soon as he took office, Roosevelt began to look for ways to reduce unemployment.
1. Identify the Problem/Gather Information
Imagine that you are an advisor to President Roosevelt. Conduct research to learn about the causes that led to the Great Depression. List at least five of those causes on a separate sheet of paper.
2. Identify Options/Consider Advantages and Disadvantages
Identify three strategies that Roosevelt might use to create jobs. Explain those options in a graphic organizer like the one below:
3. Choose a Solution
Choose the option that you think would be the most effective in reducing unemployment. Explain your decision on a separate sheet of paper.
4. Evaluate a Solution
One of the first steps Roosevelt took to tackle unemployment was the creation of the Civilian Conservation Corps (CCC). Roosevelt described the program as follows:
“. . .[W]e are giving opportunity of employment to one quarter of a million of the unemployed . . . to go into the forestry and flood prevention work. This is a big task because it means feeding, clothing, and caring for nearly twice as many men as we have in the regular army itself. In creating this civilian conservation corps we are killing two birds with one stone. We are clearly enhancing the value of our natural resources and second, we are relieving an appreciable amount of actual distress. . . .”
Analyze Roosevelt’s decision by answering these questions on a separate sheet of paper.
(a) What were the potential benefits and drawbacks of the CCC program?
(b) How would Roosevelt be able to determine if the program was working?
Option Advantages Disadvantages
SKILLS WORKSHEET
Problem Solving 3
CHAPTER
14SECTION 3
0001_mag09_Ch14s03_SW.indd 1 6/5/08 1:22:29 PM
Name ___________________________ Class _____________________ Date _______
SKILLS WORKSHEET
Problem Solving 3
HAPTER
14
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10 11
There are as many answers to the question of what makes a good
President as there are Presidents. The following examples each
offer a perspective on the answer.
ON THE OPPORTUNITY TO BECOME A GREAT PRESIDENT:All our great presidents were leaders of thought at times when certain ideas in the life of the nation had to be clarifi ed.— Franklin D. Roosevelt
ON THE QUALITIES OF A GREAT PRESIDENT:. . . [R]esearch indicate[s] that great presidents, besides being stubborn
and disagreeable, are more extraverted, open to experience, assertive,
achievement striving, excitement seeking and more open to fantasy, aes-
thetics, feelings, actions, ideas and values. Historically great presidents
were low on straightforwardness, vulnerability and order.
—American Psychological Association News Release announcing the results of a study of the personali-
ties of the Presidents, August 2000
ON HISTORY’S JUDGMENT OF THE PRESIDENT:
Throughout this unit, you studied the job and the of� ce of the President. Use what you have learned
and the quotations and opinions above to answer
the following questions. Then go to your Essential
Question Journal.1. How do voters judge candidates?2. Why does history often judge a President
differently than they were judged in their own time?
3. Should a President strive to be popular or strive to be effective?4. Can a President be great if there is no clear
opportunity to show greatness?
Essential Question Warm-Up
Essential QuestionWhat makes a good President?
In a pun on the names of cars and Presidents, Gerald
Ford was known during his presidency as “a Ford, not a
Lincoln.” Today, many people are reevaluating whether
Ford’s qualities were actually what the nation needed at
the time.
Essential QuestionsJournal
To continue to build a response to the chapter Essential Question, go to your Essential Questions Journal.
0424_mag09se_UO_4.indd 424
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14Copyright © by Pearson Education, Inc., or its affiliates. All rights reserved
What makes a good President?
Write an essay that answers the Essential Question, What makes a good President? Use
your answers to the Essential Question warmup questions on the previous pages, your
answers to the chapter Essential Questions, and what you have learned in this unit. Keep
in mind that your essay should reflect your thoughtful and well-supported personal point
of view. Answering the prompts below will help you structure your essay. Go to page X for a
rubric for writing an Essential Question essay.
Thesis Statement: ______________________________________________________________
____________________________________________________________________________
Conclusion: __________________________________________________________________
___________________________________________________________________________
UNIT 4 The Executive Branch
Main Idea
______________________
______________________
______________________
______________________
Main Idea
______________________
______________________
______________________
______________________
Main Idea
______________________
______________________
______________________
______________________
Supporting Details
1. ____________________
______________________
______________________
2. ____________________
______________________
______________________
3. ____________________
______________________
______________________
Supporting Details
1. ____________________
______________________
______________________
2. ____________________
______________________
______________________
3. ____________________
______________________
______________________
Supporting Details
1. ____________________
______________________
______________________
2. ____________________
______________________
______________________
3. ____________________
______________________
______________________
Body Paragraph 1 Body Paragraph 2
Body Paragraph 3
Essay
?
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1Copyright © by Pearson Education, Inc., or its affiliates. All rights reserved.
CHAPTER
14SECTION 2
Name ___________________________ Class _____________________ Date _______
What Are the Limits of Executive Privilege?
SNAPSHOT OF THE TIME
The early 1970s was a time of growing distrust in the National Government. The
Pentagon Papers exposed the intentional deception of the American people about
Vietnam. Americans were shocked when the National Guard opened fire at a
Kent State University protest following President Nixon’s authorization to attack
Cambodia. Four students were killed at this protest. Nixon would soon add more
fuel to the fire, attempting to cover up illegal actions taken by himself and people in
his administration.
In 1973, Congress launched an investigation into a break-in into Democratic
National Committee headquarters at Watergate building in Washington, D.C.
As suspicion grew that the White House was involved, President Nixon claimed
executive privilege to keep tape recordings of Oval Office conversations out of the
Senate’s hands.
CONSTITUTIONAL ISSUES
Does the separation of powers created by the Constitution provide the President
with an absolute power to withhold information from other branches of
government? If the power is not absolute, should President Nixon be able to claim
executive privilege under the aforementioned circumstances? Does the separation of
powers allow for the settlement of this dispute to reside in the executive branch or
should the judicial branch settle it? Does the claim of executive privilege damage the
precedent set by the 5th Amendment, which ensures due process?
DECISION AND RATIONALE
The Court ruled unanimously that President Nixon had to surrender the tapes.
Chief Justice Warren Burger delivered the opinion of the Court. Burger wrote, “The
impediment that an absolute, unquali-
fied [executive] privilege would place
in the way of the primary constitutional
duty of the Judicial Branch to do justice in
criminal prosecutions would plainly con-
flict with the function of the courts under
Art[icle] III.”
Burger then turned his attention to the
damage that a privilege of confidential-
ity would cause to citizens’ constitutional
rights: “The right to the production of
all evidence at a criminal trial similarly
has constitutional dimensions. The Sixth
Amendment explicitly confers upon every
defendant in a criminal trial the right ‘to
be confronted with the witnesses against
him’ and ‘to have compulsory process for Analyze Political Cartoons How does the cartoonist
illustrate President Nixon here?
LANDMARK CASES OF THE SUPREME COURT
United States v. Nixon, 1974 3, 4
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Name ___________________________ Class _____________________ Date _______
When President Franklin Roosevelt took office in 1933, the nation was in the middle of
the Great Depression, the worst economic crisis of its history. That year, one fourth of
all American workers were out of work. In his inaugural address, Roosevelt assured
the American people that “our greatest primary task is to put people to work.” As
soon as he took office, Roosevelt began to look for ways to reduce unemployment.
1. Identify the Problem/Gather Information
Imagine that you are an advisor to President Roosevelt. Conduct research to learn
about the causes that led to the Great Depression. List at least five of those causes on
a separate sheet of paper.
2. Identify Options/Consider Advantages and Disadvantages
Identify three strategies that Roosevelt might use to create jobs. Explain those
options in a graphic organizer like the one below:
3. Choose a Solution
Choose the option that you think would be the most effective in reducing
unemployment. Explain your decision on a separate sheet of paper.
4. Evaluate a Solution
One of the first steps Roosevelt took to tackle unemployment was the creation of the
Civilian Conservation Corps (CCC). Roosevelt described the program as follows:
“. . .[W]e are giving opportunity of employment to one quarter of a million of the
unemployed . . . to go into the forestry and flood prevention work. This is a big task
because it means feeding, clothing, and caring for nearly twice as many men as we
have in the regular army itself. In creating this civilian conservation corps we are
killing two birds with one stone. We are clearly enhancing the value of our natural
resources and second, we are relieving an appreciable amount of actual distress. . . .”
Analyze Roosevelt’s decision by answering these questions on a separate sheet of paper.
(a) What were the potential benefits and drawbacks of the CCC program?
(b) How would Roosevelt be able to determine if the program was working?
Option Advantages Disadvantages
SKILLS WORKSHEET
Problem Solving 3
CHAPTER
14SECTION 3
0001_mag09_Ch14s03_SW.indd 1
6/5/08 1:22:29 PM
3. Choose a Solution
Choose the option that you think would be the most effective in reducing
unemployment. Explain your decision on a separate sheet of paper.
4. Evaluate a Solution
One of the first steps Roosevelt took to tackle unemployment was the creation of the
Civilian Conservation Corps (CCC). Roosevelt described the program as follows:
“. . .[W]e are giving opportunity of employment to one quarter of a million of the
unemployed . . . to go into the forestry and flood prevention work. This is a big task
because it means feeding, clothing, and caring for nearly twice as many men as we
have in the regular army itself. In creating this civilian conservation corps we are
killing two birds with one stone. We are clearly enhancing the value of our natural
resources and second, we are relieving an appreciable amount of actual distress. . . .”
Analyze Roosevelt’s decision by answering these questions on a separate sheet of paper.
(a) What were the potential benefits and drawbacks of the CCC program?
(b) How would Roosevelt be able to determine if the program was working?
Option Advantages DisadvantagesOption Advantages Disadvantages
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Name ___________________________ Class _____________________ Date _______
Franklin Delano Roosevelt became President in 1933 during the Great Depression. One-fourth of all American workers did not have a job. Roosevelt told the American people that “our greatest . . . task is to put people to work.”
Apply the Skill
1. Identify the Problem/Gather Information
Imagine that you are doing research for President Roosevelt. List three causes of the Great Depression on a separate sheet of paper.
2. Identify Options/Consider Advantages and Disadvantages
Identify three things Roosevelt might do to create jobs. Explain those choices in a graphic organizer like the one below.
3. Choose a Solution
Which choice do you think would be the best in putting people to work? Explain your decision on a separate sheet of paper.
4. Evaluate a Solution
One of the first things Roosevelt did was to create the Civilian Conservation Corps (CCC). He described his ideas for the program.
“. . . [W]e are giving opportunity of employment to one quarter of a million of the unemployed . . . to go into the forestry and flood prevention work. This is a big task because it means feeding, clothing, and caring for nearly twice as many men as . . . in the regular army itself. In creating this . . . corps we are . . . enhancing [improving] the value of our natural resources and . . . relieving an appreciable [significant] amount of actual distress [suffering]. . . .”
(a) What were the potential benefits and drawbacks of the CCC program?
(b) How would Roosevelt know if the program was working?
SKILL ACTIVITY
Problem Solving 2
Option Advantages Disadvantages
CHAPTER
14
0001_mag09_Ch14_LL_SA.indd 1 6/6/08 10:38:21 AM
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CHAPTER
13SECTION 1
Name ___________________________ Class _____________________ Date _______
A. Key Terms
Directions: Match each term in Column II with the number of the correct definition
in Column I.
Column I
______ 1. part of the Constitution that establishes the
presidency
______ 2. to put in danger
______ 3. to express using a particular style
______ 4. the taking of something by force
______ 5. view that the President should do all he or she
can for the people without limitation
______ 6. term for an all-powerful President
B. Main Ideas
Directions: Write the letter of the correct answer in the blank provided.
______ 7. Article II of the Constitution
a. provides detailed information about the extent of presidential power.
b. defines the limits of the presidential powers.
c. outlines presidential powers in broad, sketchy terms.
d. gives the President the power to override acts of Congress.
______ 8. Which of the following best describes the presidency as it was estab-
lished by the Framers of the Constitution?
a. an all-powerful chief executive
b. a weak presidency, subordinate to Congress
c. a strong, independent, co-equal chief executive
d. a presidency that has no checks on its power
______ 9. Which of the following is NOT why presidential power has grown?
a. The Constitution has been amended to grant the President more power.
b. Congress has delegated substantial authority to the executive branch.
c. The President is able to act quickly and decisively in times of crisis.
d. Americans have grown to rely more on governmental guidance.
_____ 10. How can the Supreme Court check the growth of presidential power?
a. It can override presidential vetoes.
b. It can amend the Constitution to reduce presidential powers.
c. It can remove the President from office.
d. It can rule that actions by the President are unconstitutional.
Column II
a. couch
b. Executive
Article
c. imperial
presidency
d. imperil
e. seizure
f. stewardship
theory
QUIZ A
The Growth of Presidential Power 3
CHAPTER
14SECTION 1
0001_mag09_Ch14s01_QA.indd 1
6/5/08 3:53:47 PM
______ to express using a particular style
______ 4. the taking of something by force
view that the President should do all he or she
can for the people without limitation
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1
© Pearson Education, Inc., or its affiliates. All rights reserved.
Name ___________________________ Class _____________________ Date _______
A. Key TermsDirections: Match the descriptions in Column I with the terms in Column II.
Column I
Column II
______ 1. outlines the powers of the presidency______ 2. limits the President’s military actions______ 3. used to bring a nation’s enemies to trial______ 4. its rulings may keep the President from
acting______ 5. he greatly expanded presidental power______ 6. he believed the President should act
strictly within the ConstitutionB. Main IdeasDirections: Write the letter of the correct answer in the blank provided.
______ 7. How does Article II describe the presidential powers?
a. It defines its limits. c. It provides many details.
b. It offers a broad outline. d. It makes it absolute.
______ 8. Which describes the presidency as it was established by the Framers
of the Constitution?a. not as strong as the Senate c. strong but limited power
b. stronger than Congress d. strong with no checks on its power
______ 9. Why has presidential power grown over the past 200 years?
a. because Congress changed the Constitutionb. because the federal government plays a larger role
c. because the War Powers Act was passedd. because the President can use military tribunals
______10. How can the Supreme Court limit the growth of presidential power?
a. It can override presidential vetoes.b. It can remove the President from office.c. It can change the Constitution to reduce presidential powers.
d. It can rule that actions by the President are unconstitutional.
QUIZ BThe Growth of Presidential Power
2
CHAPTER
14SECTION 1
a. Article IIb. President Franklin Delano Roosevelt
c. President William Howard Taftd. Supreme Courte. tribunalf. War Powers Act
0001_mag09_Ch14s01_LL_QB.indd 1
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c. imperial
presidency
d. imperil
e. seizure
stewardship f. stewardship
theory
Name ___________________________ Class _____________________ Date _______
Name ___________________________ Class _____________________ Date _______
The Growth of Presidential Power 3
Match each term in Column II with the number of the correct definition
Column II
a.
b.
Name ___________________________ Class _____________________ Date _______
Match each term in Column II with the number of the correct definition
Column II
a. couch
b. Executive
Article
c. imperial
presidency
The Growth of Presidential Power 3On levelEDITABLE!
Name ___________________________ Class _____________________ Date _______
When President Franklin Roosevelt took office in 1933, the nation was in the middle of
the Great Depression, the worst economic crisis of its history. That year, one fourth of
all American workers were out of work. In his inaugural address, Roosevelt assured
the American people that “our greatest primary task is to put people to work.” As
soon as he took office, Roosevelt began to look for ways to reduce unemployment.
Imagine that you are an advisor to President Roosevelt. Conduct research to learn
about the causes that led to the Great Depression. List at least five of those causes on
2. Identify Options/Consider Advantages and Disadvantages
Identify three strategies that Roosevelt might use to create jobs. Explain those
Problem Solving 3
Name ___________________________ Class _____________________ Date _______
Name ___________________________ Class _____________________ Date _______
When President Franklin Roosevelt took office in 1933, the nation was in the middle of
the Great Depression, the worst economic crisis of its history. That year, one fourth of
all American workers were out of work. In his inaugural address, Roosevelt assured
the American people that “our greatest primary task is to put people to work.” As
soon as he took office, Roosevelt began to look for ways to reduce unemployment.
Imagine that you are an advisor to President Roosevelt. Conduct research to learn
about the causes that led to the Great Depression. List at least five of those causes on
Problem Solving 3On level
EDITABLE!
Name ___________________________ Class _____________________ Date _______
What Are the Limits of Executive Privilege?
SNAPSHOT OF THE TIME
The early 1970s was a time of growing distrust in the National Government. The
Pentagon Papers exposed the intentional deception of the American people about
Vietnam. Americans were shocked when the National Guard opened fire at a
Kent State University protest following President Nixon’s authorization to attack
Cambodia. Four students were killed at this protest. Nixon would soon add more
fuel to the fire, attempting to cover up illegal actions taken by himself and people in
his administration.
In 1973, Congress launched an investigation into a break-in into Democratic
National Committee headquarters at Watergate building in Washington, D.C.
LANDMARK CASES OF THE SUPREME COURT
United StatesCHAPTER
14SECTION 2
Name ___________________________ Class _____________________ Date _______
What Are the Limits of Executive Privilege?
SNAPSHOT OF THE TIME
The early 1970s was a time of growing distrust in the National Government. The
Pentagon Papers exposed the intentional deception of the American people about
Vietnam. Americans were shocked when the National Guard opened fire at a
Kent State University protest following President Nixon’s authorization to attack
Cambodia. Four students were killed at this protest. Nixon would soon add more
AccessibleEDITABLE!
© Pearson Education, Inc., or its affiliates. All rights reserved.
Write the letter of the correct answer in the blank provided.
______ 7. How does Article II describe the presidential powers?
a. It defines its limits. b. It offers a broad outline. 8. Which describes the presidency as it was established by the Framers
of the Constitution?a. not as strong as the Senateb. stronger than Congress 9. Why has presidential power grown over the past 200 years?
a. because b. because the federal government plays a larger role
c. because the War Powers Act was passedd. because the President can use military tribunalsHow can the Supreme Court limit the growth of presidential power?
It can override presidential vetoes.It can remove the President from office.It can change the Constitution to reduce presidential powers.
It can rule that actions by the President are unconstitutional.
______
______
______ 9. Why has presidential power grown over the past 200 years?c. d.
______10. How can the Supreme Court limit the growth of presidential power?
a. b. c. It can change the Constitution to reduce presidential powers.
d. It can rule that actions by the President are unconstitutional.
AccessibleEDITABLE!
of the unemployed . . . to go into the forestry and flood prevention work. This is a big task because it means feeding, clothing, and caring for nearly twice as many men as . . . in the regular army itself. In creating this . . . corps we are . . . enhancing [improving] the value of our natural resources and . . . relieving an
(a) What were the potential benefits and drawbacks of the CCC program?
One of the first things Roosevelt did was to create the Civilian Conservation One of the first things Roosevelt did was to create the Civilian Conservation
“. . . [W]e are giving opportunity of employment to one quarter of a million
One of the first things Roosevelt did was to create the Civilian Conservation
“. . . [W]e are giving opportunity of employment to one quarter of a million of the unemployed . . . to go into the forestry and flood prevention work. This is a big task because it means feeding, clothing, and caring for nearly twice as many men as . . . in the regular army itself. In creating this . . . corps we are . . . enhancing [improving] the value of our natural resources and . . . relieving an
(a) What were the potential benefits and drawbacks of the CCC program?AccessibleEDITABLE!
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ASSESSMENTSfor testing ALL students
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Skills WorksheetsSkills worksheets extend the skills lessons in the Student Edition Skills Handbook by providing additional guided practice and application for critical thinking and 21st century skills.
Additional on-level and accessible resources include: On-level and Foundations Lesson Plans
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The Confi rmation Process of a Presidential Appointee14C
A simple majority Senate vote
approves nominee•
White House staff conducts search for candidate.
Key experts provide White House with information and guidance.
President selects nominee and submits choice to Senate.•••
Nominee testifies before appropriate Senate committee.
Majority vote required before nominee is recommended to Senate.
••
Full Senate considers the nomination.
Senators debate the nominee’s qualifications.
If Senate strongly opposes, President may withdraw nomination or
nominee may bow out.
Floor vote is taken.
•••
•
Nominee ConfirmedNominee Rejected*
Nominee does not get a simple majority
and is rejected.• * Process begins again.
Senate Debates
Senate Committee Examines
President Nominates
0000_mag09CT_C14C_s2.indd 1
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National Committee headquarters at Watergate building in Washington, D.C.
As suspicion grew that the White House was involved, President Nixon claimed
executive privilege to keep tape recordings of Oval Office conversations out of the
Senate’s hands.
Does the separation of powers created by the Constitution provide the President
Name ___________________________ Class _____________________ Date _______
What Are the Limits of Executive Privilege?
SNAPSHOT OF THE TIME
The early 1970s was a time of growing distrust in the National Government. The
Pentagon Papers exposed the intentional deception of the American people about
Vietnam. Americans were shocked when the National Guard opened fire at a
Kent State University protest following President Nixon’s authorization to attack
Cambodia. Four students were killed at this protest. Nixon would soon add more
fuel to the fire, attempting to cover up illegal actions taken by himself and people in
his administration.
In 1973, Congress launched an investigation into a break-in into Democratic
National Committee headquarters at Watergate building in Washington, D.C.
LANDMARK CASES OF THE SUPREME COURT
United States
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1© Pearson Education, Inc., or its affiliates. All rights reserved.
Name ___________________________ Class _____________________ Date _______
LANDMARK CASES OF THE SUPREME COURT
United States v. Nixon, 1974 2
What Are the Limits of Executive Privilege?
SUMMARY OF THE CASEOn June 17, 1972, five burglars broke into the Watergate building. Watergate was part of the Democratic National Committee headquarters. The burglars wanted to gain information that would help re-elect President Nixon, a Republican. Before they got very far, a guard called the police and the burglars were arrested.
The five burglars were found guilty in January 1973. Later, one ofthe men said that the Nixon administration pressured him to lie under oath. He was told to take the blame for the break-in. Theyalso wanted him to leave out details about the other people involved. During the next several months, many of Nixon’s top advisors and assistants resigned or were fired.
By April, the Senate had formed a committee to investigate theactivities of the executive branch. They questioned a former assistant who said that Nixon approved paying the burglars to keep quiet. The Senate also learned that Nixon tape-recorded his White House meetings. Investigators tried to get the tape recordings of the President’s talks with staff members about the break-in. Nixon refused.
In October 1973, Nixon fired key people related to the Watergate investigation. Phone calls, telegrams, and newspapers protestedNixon’s actions. To prevent further complaints, Nixon handed over the tapes. A section of one tape had been erased, and other tapes could not be found.
By July 1974, facts against Nixon were piling up. He finally gave in and handed over typed records of the tapes. The records proved that Nixon was a part of the Watergate cover-up from the beginning.
To avoid being impeached, Nixon resigned from office on August 9, 1974.
LASTING IMPACTUnited States v. Nixon is the Supreme Court’s major ruling on executive privilege. The Court ruled that although the Constitution provides for executive privilege, that privilege is limited. Executive privilege cannotprotect the President from the judicial process. Courts look to this case as an example when Presidents claim executive privilege. Recent Presidents who have done so are Bill Clinton and George W. Bush.
CHAPTER
14
0001_mag09_Ch14_LL_LC.indd 1 6/9/08 2:49:07 PM
On June 17, 1972, five burglars broke into the Watergate building. Watergate was part of the Democratic National Committee headquarters. The burglars wanted to gain information that would help re-elect President Nixon, a Republican. Before they got very far, a guard called the police and the burglars were arrested.
The five burglars were found guilty in January 1973. Later, one of
Name ___________________________ Class _____________________ Date _______
LANDMARK CASES OF THE SUPREME COURT
1974 2
What Are the Limits of Executive Privilege?
Name ___________________________ Class _____________________ Date _______
LANDMARK CASES OF THE SUPREME COURT
1974 2
What Are the Limits of Executive Privilege?
On June 17, 1972, five burglars broke into the Watergate building.
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ON THE OPPORTUNITY TO BECOME A GREAT PRESIDENT:All our great presidents were leaders of thought at times when certain ideas in the life of the nation had to be clarifi ed.
the nation had to be clarifi ed.
the nation had to be clarifi— Franklin D. Roosevelt
. . . [R]esearch indicate[s] that great presidents, besides being stubborn
and disagreeable, are more extraverted, open to experience, assertive,
achievement striving, excitement seeking and more open to fantasy, aes-
thetics, feelings, actions, ideas and values. Historically great presidents —American Psychological Association News Release announcing the results of a study of the personali-
Should a President strive to be popular or Can a President be great if there is no clear
To continue to build a response to the chapter Essential Question, go to your Essential Questions Journal.
ON THE QUALITIES OF A GREAT PRESIDENT:
ON THE QUALITIES OF A GREAT PRESIDENT:
What makes a good President?
Write an essay that answers the Essential Question, What makes a good President? Use
your answers to the Essential Question warmup questions on the previous pages, your
answers to the chapter Essential Questions, and what you have learned in this unit. Keep
in mind that your essay should reflect your thoughtful and well-supported personal point
of view. Answering the prompts below will help you structure your essay. Go to page X for a
rubric for writing an Essential Question essay.
Thesis Statement: ______________________________________________________________
____________________________________________________________________________
Conclusion: __________________________________________________________________
___________________________________________________________________________
______________________
______________________
______________________
______________________
Supporting Details
____________________
______________________
______________________
____________________
______________________
______________________
____________________
______________________
______________________
ParagraphON THE OPPORTUNITY TO ON THE OPPORTUNITY TO BECOME A GREAT PRESIDENT:
BECOME A GREAT PRESIDENT:All our great presidents were leaders of thought at times when certain ideas in the life of the nation had to be clarifi— Franklin D. Roosevelt
ON THE QUALITIES OF A GREAT PRESIDENT:. . . [R]esearch indicate[s] that great presidents, besides being stubborn
and disagreeable, are more extraverted, open to experience, assertive,
achievement striving, excitement seeking and more open to fantasy, aes-
thetics, feelings, actions, ideas and values. Historically great presidents
were low on straightforwardness, vulnerability and order.
—American Psychological Association News Release announcing the results of a study of the personali-
ties of the Presidents, August 2000
ON HISTORY’S JUDGMENT OF THE PRESIDENT:
Throughout this unit, you studied the job and the ce of the President. Use what you have learned
and the quotations and opinions above to answer
the following questions. Then go to your Essential
Question Journal. How do voters judge candidates? Why does history often judge a President differently than they were judged in their own time?
3. Should a President strive to be popular or strive to be effective?4. Can a President be great if there is no clear
opportunity to show greatness?
Essential Question Warm-Up
In a pun on the names of cars and Presidents, Gerald
In a pun on the names of cars and Presidents, Gerald
Ford was known during his presidency as “a Ford, not a
Lincoln.” Today, many people are reevaluating whether
Ford’s qualities were actually what the nation needed at
the time.
Essential QuestionsJournal
To continue to build a response to the chapter Essential Question, go to your Essential Questions Journal.
Throughout this unit, you studied the job and the of� ce of the President. Use what you have learned
of� ce of the President. Use what you have learned
of�and the quotations and opinions above to answer
the following questions. Then go to your Essential
Question Journal.1. How do voters judge candidates?2. Why does history often judge a President
differently than they were judged in their own time?
Essential Question Warm-Up
Ford was known during his presidency as “a Ford, not a
Lincoln.” Today, many people are reevaluating whether
Ford’s qualities were actually what the nation needed at
the time.
14Copyright © by Pearson Education, Inc., or its affiliates. All rights reserved
Write an essay that answers the Essential Question, What makes a good President?
your answers to the Essential Question warmup questions on the previous pages, your
answers to the chapter Essential Questions, and what you have learned in this unit. Keep
in mind that your essay should reflect your thoughtful and well-supported personal point
of view. Answering the prompts below will help you structure your essay. Go to page X for a
rubric for writing an Essential Question essay.
Thesis Statement: ______________________________________________________________
____________________________________________________________________________
Conclusion: __________________________________________________________________
___________________________________________________________________________
______________________
______________________
______________________
______________________
Main Idea
______________________
______________________
______________________
______________________
Main Idea
______________________
______________________
______________________
______________________
Supporting Details
____________________
______________________
______________________
____________________
______________________
______________________
____________________
______________________
______________________
Supporting Details
1. ____________________
______________________
______________________
2. ____________________
______________________
______________________
3. ____________________
______________________
______________________
Supporting Details
1. ____________________
______________________
______________________
2. ____________________
______________________
______________________
3. ____________________
______________________
______________________
Paragraph 1 Body
1 Body Paragraph 2
Body2
Body Paragraph 3
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Name ___________________________ Class _____________________ Date _______LANDMARK CASES OF THE SUPREME COURTUnited States v. Nixon, 1974
2
What Are the Limits of Executive Privilege?SUMMARY OF THE CASEOn June 17, 1972, five burglars broke into the Watergate building. Watergate was part of the Democratic National Committee headquarters. The burglars wanted to gain information that would help re-elect President Nixon, a Republican. Before they got very far, a guard called the police and the burglars were arrested.The five burglars were found guilty in January 1973. Later, one ofthe men said that the Nixon administration pressured him to lie under oath. He was told to take the blame for the break-in. Theyalso wanted him to leave out details about the other people involved. During the next several months, many of Nixon’s top advisors and assistants resigned or were fired.By April, the Senate had formed a committee to investigate theactivities of the executive branch. They questioned a former assistant who said that Nixon approved paying the burglars to keep quiet. The Senate also learned that Nixon tape-recorded his White House meetings. Investigators tried to get the tape recordings of the President’s talks with staff members about the break-in. Nixon refused.In October 1973, Nixon fired key people related to the Watergate investigation. Phone calls, telegrams, and newspapers protestedNixon’s actions. To prevent further complaints, Nixon handed over the tapes. A section of one tape had been erased, and other tapes could not be found.By July 1974, facts against Nixon were piling up. He finally gave in and handed over typed records of the tapes. The records proved that Nixon was a part of the Watergate cover-up from the beginning.To avoid being impeached, Nixon resigned from office on August 9, 1974.LASTING IMPACT
United States v. Nixon is the Supreme Court’s major ruling on executive privilege. The Court ruled that although the Constitution provides for executive privilege, that privilege is limited. Executive privilege cannotprotect the President from the judicial process. Courts look to this case as an example when Presidents claim executive privilege. Recent Presidents who have done so are Bill Clinton and George W. Bush.
CHAPTER
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Pearson American GovernmentThree solutions to explore the Essential Questions of American Government
Essential Questions 1. What should be the goals of government? 2. In what ways should people participate in public affairs? 3. What makes a successful Congress? 4. What makes a good President? 5. What should be the role of the judicial branch? 6. How should a government meet the needs of its people? 7. What is the right balance of local, State, and federal government? 5
Running Foot
Lesson Plan �Time: Two to three 50-minute class periods: one to introduce the lesson and organize
students into small role groups; two for small groups to jigsaw and discuss thesources and student handouts; and three for class discussion and culminatingactivity.
Materials Needed for Lesson� Sources 4.a, 4.b, 4.c� Role cards� Copies of Student Handouts 1–6 and Rubric for each student
Overview
This activity is based on a fictional tsunami that crashed into the Indonesian coastone month ago. Students will play the roles of White House Staff in order to make adecision regarding how to respond to a plea for additional financial support from theUnited Nations. By using manipulatives, photographs, a map, and handouts, stu-dents will explore the political, personal, and economic issues involved in making acomplex decision as they assume different roles and personalities in the activity.
Objectives
Students will:
� activate prior knowledge by answering questions investigating their attitudestoward international aid and what level of support the United States shouldprovide.
� role-play the President and members of the Cabinet in order to make a decisionabout how the United States should respond to a foreign crisis.
� learn about the complexity of foreign policy issues� develop communication skills through debate, writing, and speech.� Analyze sources in order to make a decision.� answer the unit’s essential question “What makes a ‘good’ President?”
Step-by-Step Instructions
Day 11. Tell students that this activity will give them insight and understanding into
important issues that the President must consider when making a decision. Firstmake copies and distribute the Rubric (page x) so that students know what isexpected of them. To get them thinking about leadership and making informeddecisions, ask: What type of leadership do you think is best? Suggest they thinkabout the leaders of their after-school activities or the decision makers in theirfamilies. Students may suggest that a good leader is one who considers others’feeling and gets input from the affected parties.
2. Hand out Student Handout 1: Daily Briefing that explains to students the situationin Southeast Asia, specifically in Indonesia, the hardest hit area. You may alsohand out Student Handout 2: Fact Sheet, which lays out some basic informationabout the region affected. Have students read the documents. Encourage them toask questions, as they will later be analyzing these and other documents in small
55
Running FootRunning Foot
TTime:ime: TTwo to thrwo to thrTTwo to thrTT ee 50-minute class periods: one to intree 50-minute class periods: one to introduce the lesson and oroduce the lesson and organizeganizestudents into small rstudents into small role grole groups; two for small groups; two for small groups to jigsaw and discuss theoups to jigsaw and discuss thesoursources and student handouts; and thrces and student handouts; and three for class discussion and culminatingee for class discussion and culminatingactivityactivity..activityactivity.activityactivity
Materials Needed for LessonMaterials Needed for Lesson�� SourSources 4.a, 4.b, 4.cces 4.a, 4.b, 4.c�� Role carRole cardsds�� Copies of Student Handouts 1–6 and Rubric for each studentCopies of Student Handouts 1–6 and Rubric for each student
OverviewOverview
This activity is based on a fictional tsunami that crashed into the Indonesian coastThis activity is based on a fictional tsunami that crashed into the Indonesian coastone month ago. Students will play the rone month ago. Students will play the roles of White House Stafoles of White House Staff in orf in order to make ader to make adecision rdecision regaregarding how to rding how to respond to a plea for additional financial support frespond to a plea for additional financial support from theom theUnited Nations. By using manipulatives, photographs, a map, and handouts, stuUnited Nations. By using manipulatives, photographs, a map, and handouts, stu--dents will explordents will exploree the political, personal, and economic issues involved in making athe political, personal, and economic issues involved in making acomplex decision as they assume difcomplex decision as they assume differferent rent roles and personalities in the activityoles and personalities in the activity..oles and personalities in the activityoles and personalities in the activity.oles and personalities in the activityoles and personalities in the activity
ObjectivesObjectives
Students will:Students will:
�� activate prior knowledge by answering questions investigating their attitudesactivate prior knowledge by answering questions investigating their attitudestowartoward international aid and what level of support the United States shouldd international aid and what level of support the United States shouldprprovide.ovide.
�� rrole-play the Prole-play the President and members of the Cabinet in oresident and members of the Cabinet in order to make a decisionder to make a decisionabout how the United States should rabout how the United States should respond to a forespond to a foreign crisis.eign crisis.
�� learn about the complexity of forlearn about the complexity of foreign policy issueseign policy issues�� develop communication skills thrdevelop communication skills through debate, writing, and speech.ough debate, writing, and speech.�� Analyze sourAnalyze sources in orces in order to make a decision.der to make a decision.�� answer the unit’s essential question “What makes a ‘good’ Pranswer the unit’s essential question “What makes a ‘good’ President?”esident?”
Step-by-Step InstructionsStep-by-Step Instructions
Day 1Day 11.1. TTell students that this activity will give them insight and understanding intoell students that this activity will give them insight and understanding intoTTell students that this activity will give them insight and understanding intoTT
important issues that the Primportant issues that the President must consider when making a decision. Firstesident must consider when making a decision. Firstmake copies and distribute the Rubric (page x) so that students know what ismake copies and distribute the Rubric (page x) so that students know what isexpected of them. Texpected of them. To get them thinking about leadership and making informedo get them thinking about leadership and making informedexpected of them. Texpected of them. To get them thinking about leadership and making informedexpected of them. Texpected of them. Tdecisions, ask: What type of leadership do you think is best? Suggest they thinkdecisions, ask: What type of leadership do you think is best? Suggest they thinkabout the leaders of their afterabout the leaders of their after-school activities or the decision makers in their-school activities or the decision makers in theirfamilies. Students may suggest that a good leader is one who considers others’families. Students may suggest that a good leader is one who considers others’feeling and gets input frfeeling and gets input from the afom the affected parties.fected parties.
2.2. Hand out Hand out Student Handout 1: Daily BriefingStudent Handout 1: Daily Briefing that explains to students the situationthat explains to students the situationin Southeast in Southeast Asia, specifically in Indonesia, the harAsia, specifically in Indonesia, the hardest hit ardest hit area. ea. YYou may alsoou may alsoYYou may alsoYYhand out hand out Student Handout 2: FStudent Handout 2: Fact Sheetact SheetStudent Handout 2: FStudent Handout 2: Fact SheetStudent Handout 2: FStudent Handout 2: F ,,act Sheetact Sheet,act Sheetact Sheet which lays out some basic informationwhich lays out some basic informationabout the rabout the region afegion affected. Have students rfected. Have students region afegion affected. Have students region afegion af ead the documents. Encourage them toead the documents. Encourage them toask questions, as they will later be analyzing these and other documents in smallask questions, as they will later be analyzing these and other documents in small
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PearsonSchool.com/AmGovt1.800.848.9500
Copyright © 2008 Pearson Education, Inc. or its affiliate(s). All rights reserved.
PearsonSchool.com/AmGovt
Copyright © 2008 Pearson Education, Inc. or its affiliate(s). All rights reserved.
PearsonSchool.com/AmGovt1.800.848.9500
Copyright © 2008 Pearson Education, Inc. or its affiliate(s). All rights reserved.