Title: The President and His Cabinet
Grade: 5th Grade
Time Needed: two class periods
Essential Standards:
5.C&G.1.2 summarize the organizational structures and powers of the United States government (legislative, judicial and executive branches of government)
Integrated Content Standards:
Information and Technology
5.TT.1 Use technology tools and skills to reinforce and extend classroom concepts and activities.
Language Arts
5.W.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
5.W.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
5.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
5.W.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
5.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
5.SL.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
5.SL.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
Theatre
5.C.1 Use movement, voice, and writing to communicate ideas and feelings.
5.C.2 Use performance to communicate ideas and feelings.
Art
5.V.2 Apply creative and critical thinking skills to artistic expression..
Lesson Objectives: Students will be able to…
Materials: A copy of Article II of the Constitution for all students, Condensed versions of the text for those who need it, Computers/Internet, Pictures of a day in the life of the President, poster paper, construction paper, markers, scissors, glue, and any other materials students might need for visual aids or skit costumes and props.
Introduction:
Five students will volunteer to portray each of the five characters using costumes (i.e. wigs, masks, hats) when appropriate.
George Washington: Hi, I’m George Washington and I was the first president of the United States. I represent the executive branch of the branches of the United States government. Perhaps many of you have seen my face on the $1 bill or the quarter. Rest assured I play an important role in the branches of government. Here at the executive branch our duties and responsibilities cover a wide range of what makes the executive branch an important aspect within the US government. In the Constitution, the executive branch is listed under Article II section I. It states, “The executive Power shall be vested in a President of the United States of America. He shall hold his Office during the Term of four Years, and, together with the Vice President, chosen for the same Term, be elected…Every President must take the oath of office. ‘I do solemnly swear that I will faithfully execute the Office of President of the United States, and will to the best of my Ability, preserve, protect and defend the Constitution of the United States.’ Now lets see, what are the other responsibilities of the executive branch as set forth by the Constitution? Ladies and Gentlemen, boys and girls, the current President of the United States, Barack Obama!”
Barack Obama: “My fellow Americans, the tradition of the cabinet dates back to the presidency itself, established in Article II, section 2 of the Constitution. The cabinet’s role is to advise the president on any subject he may require relating to the duties of each member’s respective office. There are 15 departments that fall under the executive branch. Let me introduce you to one of my former cabinet members. May I introduce the former Secretary of the State, Hilary Rodham Clinton?
Hilary Clinton: “Thank you, Mr. President. As Secretary of State I dealt with matters of foreign policy. I traveled all over the world to negotiate with other countries and to supervise the activities of different departments of the US government overseas. Hmmm, let me tell you about the order of succession, or what happens if the President is unable to fulfill his duties. First in line would be the Vice President of the United States, Joseph Biden. After that, the job falls to the following people in order; the Speaker of the House, President pro Tempore of the Senate, Secretary of State, Secretary of Treasury, Secretary of Defense, Attorney General, Secretary of the Inte….
Barack Obama: Alright, Mrs. Clinton, thank you. I think you are overloading their brains with information. There are 15 members in my cabinet apart from the Vice President. Each department headed by a member of my cabinet has different responsibilities for insuring the safety and prosperity of our country. The executive branch plays a great role in the government of the United States.
Thomas Jefferson: “You’re right Mr. President. But the founding fathers made sure that there were checks and balances put in place to keep you all at the Executive Branch from gaining too much power. Hello, all. I am Thomas Jefferson and I was the third President of the United States. As a founding father it was important to draft a constitution that did not give any one person absolute control of the government. As a result, we came up with a system of checks and balances to insure that no one part of our government can have too much power. The Executive branch holds checks on the Legislative Branch such as veto power if we do not wish to sign a bill into a law. We can also call an emergency session of either or both houses of congress. While it is the Legislative Branch that declares war, the President is Commander and Chief of the military. We have the power over the Judicial Branch to appoint judges and pardon citizens. The Executive Branch can check the other two branches but they also have several powers over us. This is the system of checks and balances. So, there you have it!”
George W. Bush: “Whoa, Whoa, Whoa, hold on there partner. I think I’d like to throw in some information. Did you know that there are 50 independent agencies attached to the executive branch or that Thomas Jefferson was the first President to be sworn in to office in Washington D.C? Or how about that there were three different presidents named ‘Roosevelt’ and that Theodore Roosevelt gave the name of the White House?
Barack Obama: “Thank you, George. That was very informative. It is also important to note that in order to be elected, one must be at least 35 years old. Also, each candidate must be a natural-born U.S. citizen and have lived in the U.S. for at least 14 years. When elected, the President serves a term of four years. The most one President can serve is two terms, for a total of eight years. Now you should know a little more about the Executive Branch. Have a great day, and God bless America!”
Adapted from: https://www.youtube.com/watch?feature=endscreen&v=ps95vsgvlWk&NR=1
Lesson Activities:
Closing: Students will present their finished products to the class. Those who have done skits will perform them, those that have written songs, raps, or poems will sing or recite them, and those that have researched a federal agency will present the information they have found including their visual aid. Students do not have to present their final products if they do not wish to, however, they will miss points from the rubric for that piece.
Assessment: Students will be assessed based on the three assignments they choose to do. Each assignment will have its own corresponding rubric. However, every student will be assessed based on whether or not they have met the objectives for the lesson. We will use a checklist to determine whether or not a student has met each objective.
Differentiation:
For students who are struggling readers or ESL learners, we will provide an alternate copy of the text passed out to the entire class. The text will be condensed and will use language that is more explicit in stating the responsibilities, roles, and powers of the President. Students will be able to use these documents along side the actual text to help them better comprehend what is being stated.
There is also differentiation in the assignments given. Students are allowed to choose three of five that match their interests and ability level. There are opportunities for students to extend their thinking through the activities. Students who want to do more may choose to do more than three of the tasks or create their own task that is relevant to the lesson objectives and that is approved by the teachers.
If there are students who need more time to work on specific tasks and need extra support from the teacher or alternate resources, the teachers may decide to allow those students to complete two of the tasks presented.
Resources:
Article II section 1, Constitution guide. Annenberg Classroom. The Leonore Annenberg Institute for Civics. http://www.annenbergclassroom.org/page/article-ii-section-1
Executive branch. iCivics Inc. http://www.icivics.org/curriculum/executive-branch
Executive Command. iCivics Inc. http://www.icivics.org/games/executive-command
Executive Branch. https://www.youtube.com/watch?feature=endscreen&v=ps95vsgvlWk&NR=1
Grade: 5th Grade
Time Needed: two class periods
Essential Standards:
5.C&G.1.2 summarize the organizational structures and powers of the United States government (legislative, judicial and executive branches of government)
Integrated Content Standards:
Information and Technology
5.TT.1 Use technology tools and skills to reinforce and extend classroom concepts and activities.
Language Arts
5.W.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
5.W.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
5.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
5.W.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
5.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
5.SL.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
5.SL.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
Theatre
5.C.1 Use movement, voice, and writing to communicate ideas and feelings.
5.C.2 Use performance to communicate ideas and feelings.
Art
5.V.2 Apply creative and critical thinking skills to artistic expression..
Lesson Objectives: Students will be able to…
- Identify the powers of the executive branch by reading a section of the US Constitution
- Identify the requirements for a person to run for president
- Explain the responsibilities of at least one executive department
- Work cooperatively in small groups (2-4 students), sharing responsibilities and respecting all members of the group
- Use appropriate technology to research specific information and organize that information
- Present a finished product of their creating using a clear and loud voice
Materials: A copy of Article II of the Constitution for all students, Condensed versions of the text for those who need it, Computers/Internet, Pictures of a day in the life of the President, poster paper, construction paper, markers, scissors, glue, and any other materials students might need for visual aids or skit costumes and props.
Introduction:
Five students will volunteer to portray each of the five characters using costumes (i.e. wigs, masks, hats) when appropriate.
George Washington: Hi, I’m George Washington and I was the first president of the United States. I represent the executive branch of the branches of the United States government. Perhaps many of you have seen my face on the $1 bill or the quarter. Rest assured I play an important role in the branches of government. Here at the executive branch our duties and responsibilities cover a wide range of what makes the executive branch an important aspect within the US government. In the Constitution, the executive branch is listed under Article II section I. It states, “The executive Power shall be vested in a President of the United States of America. He shall hold his Office during the Term of four Years, and, together with the Vice President, chosen for the same Term, be elected…Every President must take the oath of office. ‘I do solemnly swear that I will faithfully execute the Office of President of the United States, and will to the best of my Ability, preserve, protect and defend the Constitution of the United States.’ Now lets see, what are the other responsibilities of the executive branch as set forth by the Constitution? Ladies and Gentlemen, boys and girls, the current President of the United States, Barack Obama!”
Barack Obama: “My fellow Americans, the tradition of the cabinet dates back to the presidency itself, established in Article II, section 2 of the Constitution. The cabinet’s role is to advise the president on any subject he may require relating to the duties of each member’s respective office. There are 15 departments that fall under the executive branch. Let me introduce you to one of my former cabinet members. May I introduce the former Secretary of the State, Hilary Rodham Clinton?
Hilary Clinton: “Thank you, Mr. President. As Secretary of State I dealt with matters of foreign policy. I traveled all over the world to negotiate with other countries and to supervise the activities of different departments of the US government overseas. Hmmm, let me tell you about the order of succession, or what happens if the President is unable to fulfill his duties. First in line would be the Vice President of the United States, Joseph Biden. After that, the job falls to the following people in order; the Speaker of the House, President pro Tempore of the Senate, Secretary of State, Secretary of Treasury, Secretary of Defense, Attorney General, Secretary of the Inte….
Barack Obama: Alright, Mrs. Clinton, thank you. I think you are overloading their brains with information. There are 15 members in my cabinet apart from the Vice President. Each department headed by a member of my cabinet has different responsibilities for insuring the safety and prosperity of our country. The executive branch plays a great role in the government of the United States.
Thomas Jefferson: “You’re right Mr. President. But the founding fathers made sure that there were checks and balances put in place to keep you all at the Executive Branch from gaining too much power. Hello, all. I am Thomas Jefferson and I was the third President of the United States. As a founding father it was important to draft a constitution that did not give any one person absolute control of the government. As a result, we came up with a system of checks and balances to insure that no one part of our government can have too much power. The Executive branch holds checks on the Legislative Branch such as veto power if we do not wish to sign a bill into a law. We can also call an emergency session of either or both houses of congress. While it is the Legislative Branch that declares war, the President is Commander and Chief of the military. We have the power over the Judicial Branch to appoint judges and pardon citizens. The Executive Branch can check the other two branches but they also have several powers over us. This is the system of checks and balances. So, there you have it!”
George W. Bush: “Whoa, Whoa, Whoa, hold on there partner. I think I’d like to throw in some information. Did you know that there are 50 independent agencies attached to the executive branch or that Thomas Jefferson was the first President to be sworn in to office in Washington D.C? Or how about that there were three different presidents named ‘Roosevelt’ and that Theodore Roosevelt gave the name of the White House?
Barack Obama: “Thank you, George. That was very informative. It is also important to note that in order to be elected, one must be at least 35 years old. Also, each candidate must be a natural-born U.S. citizen and have lived in the U.S. for at least 14 years. When elected, the President serves a term of four years. The most one President can serve is two terms, for a total of eight years. Now you should know a little more about the Executive Branch. Have a great day, and God bless America!”
Adapted from: https://www.youtube.com/watch?feature=endscreen&v=ps95vsgvlWk&NR=1
Lesson Activities:
- Students will be split into two groups, with one teacher supervising each group. All students will be given a copy of Article II of the Constitution. The teacher will explain that Article II of the Constitution outlines the powers of the Executive branch. Before reading, the teacher will ask the students, “What do you think the president does in his job?” Have the students read through the text and underline all of the places where they find responsibilities, roles, or powers of the president. Once the students have had time to do this (5-10 minutes) bring the students back as a group. Have the students share the things they underlined in the text. Discuss what these roles and powers might mean or look like today.
- After the two groups have finished their discussions, the class will meet back together as a whole. Students will share the roles, responsibilities, and powers they found in the text as the teachers create a graphic organizer of the information on chart paper. This organizer will be hung in the front of the classroom for all students to see and refer to.
- Following the class discussion, students will work individually or in small groups to complete at least 3 of the following tasks:
- Create a song/ rap/ or poem about the qualifications needed to run for President. You may work alone or in a small group (2-4)
- With a partner, choose one of the executive departments that help the president to carry out specific laws. Research that department and create a visual aid that helps you to describe the responsibilities of that department. Be sure to name the head of that department who is part of the President’s executive cabinet in the information you present. You will then present your findings to the class. (You may create a poster, model, video, Power Point, Prezi, or Glogster. If you want to use any other type of media let your teacher know first)
- Play the Executive Command game. Then, write a reflection on your experience as President. What did you do? Who did you meet with? What was the hardest part?
- With a small group (2-4) write and perform a skit of what it might be like to be the President for a day. Choose one activity that the president does and include where he/she is and with whom he/she will interact.
- Look through a set of pictures taken of the President in different parts of his day. Observe the pictures and write down what you see. What is the President doing? Who is he with? What are they different things the President has to do throughout the day? Do you think this is an easy job to do? Why or why not.
Closing: Students will present their finished products to the class. Those who have done skits will perform them, those that have written songs, raps, or poems will sing or recite them, and those that have researched a federal agency will present the information they have found including their visual aid. Students do not have to present their final products if they do not wish to, however, they will miss points from the rubric for that piece.
Assessment: Students will be assessed based on the three assignments they choose to do. Each assignment will have its own corresponding rubric. However, every student will be assessed based on whether or not they have met the objectives for the lesson. We will use a checklist to determine whether or not a student has met each objective.
Differentiation:
For students who are struggling readers or ESL learners, we will provide an alternate copy of the text passed out to the entire class. The text will be condensed and will use language that is more explicit in stating the responsibilities, roles, and powers of the President. Students will be able to use these documents along side the actual text to help them better comprehend what is being stated.
There is also differentiation in the assignments given. Students are allowed to choose three of five that match their interests and ability level. There are opportunities for students to extend their thinking through the activities. Students who want to do more may choose to do more than three of the tasks or create their own task that is relevant to the lesson objectives and that is approved by the teachers.
If there are students who need more time to work on specific tasks and need extra support from the teacher or alternate resources, the teachers may decide to allow those students to complete two of the tasks presented.
Resources:
Article II section 1, Constitution guide. Annenberg Classroom. The Leonore Annenberg Institute for Civics. http://www.annenbergclassroom.org/page/article-ii-section-1
Executive branch. iCivics Inc. http://www.icivics.org/curriculum/executive-branch
Executive Command. iCivics Inc. http://www.icivics.org/games/executive-command
Executive Branch. https://www.youtube.com/watch?feature=endscreen&v=ps95vsgvlWk&NR=1