Chapter 6 Planning Guide - Millersburg Area School · PDF fileCHAPTER 6 PLANNING GUIDE CHAPTER 6 pp. 156–175 Overview: Students will learn about the executive branch of the United

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CHAPTER 6pp. 156–175

Overview: Students will learn about the executive branch of the United States government.

Civic Participation Activities Guide

Community Service and Participation Handbook:Chapter 6*

Constitution Study Guide

Creative Teaching Strategies: Chapter 6*

Holt Online Researcher

Teaching Transparencies: Chapter 6

Active Citizenship Video Program

Media Investigations: Chapter 6*

Students Take Action Activities*

Law 101: Chapter 6*

Alternative Assessment Handbook*

Chapter and Unit Tests: Chapter 6: Tests A and B*

Chapter and Unit Tests for Differentiated Instruction: Chapter 6: Test C*

Spanish Audio Summaries

Interactive Skills Tutor

Quiz Game

OSP Teacher’s One-Stop Planner

Online Chapter Summaries in Spanish

Standardized Test Practice Handbook: Activity 6*

Vocabulary Activities: Chapter 6*

Section 1 The PresidencyThe Big Idea: The president and the vice president are required to have certain qualifications.

Internet Activity: Presidential Succession

From the Source: Readings in Economics and Government: Reading 17: U.S. Presidential Oath of Office; Reading 31: John F. Kennedy’s Inaugural Address

Simulations and Case Studies: Lesson 5: PublishingPresidential Prose*

Daily Quizzes: Section 1*

Online Quiz: Section 1

Guided Reading Strategies: Section 1*

Main Idea Activities for Differentiated Instruction: Section 1*

Section 2 Powers and Roles of the PresidentThe Big Idea: The president of the United States has certain powers and roles that affect the citizens of the United States and people throughout the world.

Graphic Organizer Activities: Chapter 6*

From the Source: Readings in Economics and Government: Reading 28: Woodrow Wilson’s Fourteen Points

Political Cartoons for Government, Civics, and Economics: Cartoon 6: The Test of Watergate*

U.S. Supreme Court Case Studies: Case 20: UnitedStates v. Nixon*





Section 3 Executive Departments and the CabinetThe Big Idea: The executive branch of the U.S. government is divided into several departments.

Internet Activity: Executive Departments Online

Challenge and Enrichment Activities: Chapter 6* Daily Quizzes: Section 3*




Section 4 Independent Agencies and Regulatory CommissionsThe Big Idea: The independent agencies and regulatory commissions of the U.S. government perform specialized duties.





Chapter 6 Planning Guide

156a TEACHER’S EDITION

The Executive BranchReview, Assessment, InterventionInstructional ResourcesChapter Overview

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Student Resources

Teacher Resources

HOLT

Active Citizenship

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Chapter and Unit Tests for Differentiated Instruction:Chapter 6: Test C*

Differentiated Instruction: Teaching ESOL Students

Student Edition on Audio CD Program


Differentiated Instruction Modified Worksheets and Tests CD-ROM





Graphic Organizer Activities: Chapter 6*



Challenge and Enrichment Activities: Chapter 6*



THE EXECUTIVE BRANCH 156b

KEYWORD: SZ7 TEACHER

KEYWORD: SZ7 CH6

Video Program (VHS/DVD)Alternatives to Gangs

• Document-Based Questions

• Interactive Multimedia Activities

• Current Events• Chapter-based Internet

Activities• and more!

Differentiated Instruction

With the Teacher’s One-Stop Planner, you can easily organize and print lesson plans, planning guides, and instructional materials for all learners.

Holt InteractiveOnline Student EditionComplete online support for interactivity, assessment, and reporting

• Interactive Art and Notebook

• Standardized Test Prep• Homework Practice

and Research Activities Online

SE Student Edition Print Resource Audio CD

TE Teacher’s Edition Transparency CD-ROM

go.hrw.com Learning Styles Video

OSP Teacher’s One-Stop Planner * also on One-Stop Planner

Quiz Game CD-ROMQuiz Game CD-ROM is an interactive multimedia game that assesses student understanding, makes learning fun, and tracks student performance.

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156c TEACHER’S EDITION

Why It MattersWhen most citizens think of the federal government, they think of the executive branch. The president is certainly the best known, and most important, single individual in American gov-ernment. Behind the president stand the dozens of federal departments, agencies, and commis-sions—and millions of federal employees, with whom citizens are most likely to have direct contact. This chapter outlines for students the structure of the vast executive branch.

Hail to the Chief The Constitution provides only a general framework for the offi ce of the president. Section 1 discusses the few constitutional qualifi cations for offi ce, as well as the relatively recent enactment of the two-term limit. To complete the nuts-and-bolts overview,

this section also discusses the vice presidency, and the rules for fi lling the offi ces of president and vice president if they become vacant.

Presidential Power The Constitution very briefl y describes the president’s powers and duties, but they are enormous, as Section 2 shows. Though not a member of the legislature (unlike the prime ministers in parliamentary governments), the president is required to inform Congress of “the State of the Union,” to recommend legislation, and to “take Care that the Laws be faithfully executed.” The Constitution also puts the president in charge of the military, including the state militias when pressed into national service, and foreign affairs, including appointing and receiving ambassadors.

Advising the President Clearly, the president and vice president alone cannot carry out all of the functions of the executive branch. Yet the Constitution has very little to say about the make-up of that branch. Except for the Army and the Navy, no specifi c departments are mentioned; however, the president is given the power to “require the Opinion, in writing, of the Principal Offi cer of each of the executive Departments.” Section 3 outlines the structure that has devel-oped through custom and tradition, and in response to the needs of the country, to carry out the most important execu-tive functions under the president’s authority and direction.

The Bureaucracy Still under the umbrella of the executive branch, but with less direct presidential control, are the many independent agencies and commissions. As Section 4 explains, the independent agencies perform functions that are, or ought to be, free from political infl uence. The regulatory commissions, on the other hand, make policies and resolve disputes that, because they are necessarily political in nature, need some degree of insulation from the political process.

Recent ScholarshipIn his 1996 book, The Strategic Presidency, author James Pfi ffner explains the process of transitioning from one presi-dent to the next. He points out that it is very important for the new president to take control, select cabinet members, and establish a legislative plan as quickly as possible. This is no easy task considering thousands of appointments have to be made and all the president’s actions at this time are being scrutinized by the press and the people of the country. Pfi ffner believes that the best time for the president to accomplish policy goals is at the very beginning of the presi-dency, which makes a quick transition even more important. He argues that Congress is often more receptive to the president’s initiatives at the beginning of a presidency and the president’s approval rating will most likely drop later in the presidency.

Refresh Your KnowledgeThe president has many important roles including legislative leader, commander in chief, and foreign policy leader. He has help fulfi lling these roles and others from the vice president and members of the executive department. Along with independent agencies, such as the Federal Election Commission, the president, vice president, and executive depart-ments make up the executive branch of government.

Have students read about the executive branch in Article II of the Constitution. How has the executive branch changed?

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Before You Teach

Greg Massing

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Name Class Date

Contacting and Working with Government Officials

Students Take ActionTIP 2

Copyright © by Holt, Rinehart and Winston. All rights reserved.

Holt Civics 1 Students Take Action Activities

Some of the best sources of information for your community-project research will begovernment officials-both elected officials or those working for government agencies.However, these people are often very busy and receive many requests for their time. Youwant to be able to present yourself in a way that guarantees their respect and attention.

CONTACT BY MAIL

1. It is often best to contact a government official first by mail, especially if you arecontacting a state or federal official. Your letter should clearly state your name, whereyou go to school, and why you are contacting the official. It should then explain theproblem you are examining and what you hope to gain by contacting the official.This may be a request for an interview or merely information about the subject.

2. Try to keep the letter to one page. It should be as neat and professional as possible,with no errors of any kind. Be sure to type it and print it on clean paper. Ask an adultsuch as your teacher to proofread it before mailing.

CONTACT BY TELEPHONE

1. Even if you contact a source by mail, you should follow up with a telephone call tothe person’s office. In most cases, you will talk to a member of their staff. As in yourletter, clearly state who you are and why you are calling.

2. Ask the staff member how you can set up an interview with the official or speak tohim or her by telephone. This is also a good time to request any written informationthat the staff might have on the topic.

REMEMBER

• Always be courteous and polite when talking with government officials and membersof their staff.

• Always be respectful of your contact’s time. Thank him or her for taking the time todiscuss the subject with you.

• When making public presentations about your topic, be sure to acknowledge any helpyou received from government officials.

Read about how one group of students worked with government officials on their projectin Chapter 8 of your textbook.

What They DidIn this chapter, your class will read about a group of students in the Quabbin region of western Massachusetts who pro-posed a bill to solve some of the problems with their state’s recycling system. Students interested in the environment had found that many bottle and can redemption centers in the state could not afford to remain open. Those that did remain open had to ask consumers to sort their own cans and bottles, which discouraged some people from recycling. To address these problems, the students’ bill proposed increasing the fee paid to container redemption centers.

What Your Class Can DoAs interested citizens, students should properly dispose of their own recyclable items. As active citizens, students then follow the democratic process one step further: They work to make the entire recycling system run more smoothly for the larger community.

As you discuss this chapter’s Students Take Action project with your class, work with students to brainstorm ways they can help increase their community’s participation in recycling efforts. In order to begin thinking of ways they can help, con-sider the following questions with your class:

• What do most people in your community do with their empty cans and bottles?

• Are recycling facilities easily available to individuals and businesses in your community?

• What might make people in your community more likely to recycle their cans and bottles?

Students may suggest the following ways to encourage recy-cling in their community, among others:

• Inform people about what they can recycle and how.

• Make recycling easier and more convenient.

• Establish an incentive to recycle, such as getting money back.

Service-Learning Teaching Tip Contacting State Offi cials Tell students that there are several ways to contact state offi cials. For example, students can quickly connect to their state government’s Web site through the U.S. government’s offi cial Web portal at http://www.fi rstgov.gov. These sites often show offi cials’ work addresses or telephone numbers.

Whether students contact an offi cial by email, letter, or telephone, students should prepare their statements ahead of time. They should write a clear and concise statement explain-ing the reason for contacting the offi cial: “Hi, my name is _________ and I am contacting you because __________.” Remind students that they should always speak or write to offi cials in a respectful, polite manner.

Students Take Action:Promoting Recycling

THE EXECUTIVE BRANCH 156d

Students Take Action Activities“Contacting and Working with Government Offi cials,” page 22 of the Students Take Action Activities booklet, provides tips for students on how to contact government offi cials by mail and telephone. The booklet’s plan-ning guides, rubrics, forms, and additional tip sheets can also be used to orga-nize, assist, and evaluate student performance at each phase of the project.

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Introduce the Chapter

THE EXECUTIVE BRANCHThe Presidency

Powers and Roles of the President

Executive Departments and the Cabinet

Independent Agencies and Regulatory Commissions

SECTION 1

SECTION 2

SECTION 3

SECTION 4

III.How does the government established by the Constitution embody the purposes, values, and principles of American democracy?

A. How are power and responsibility distributed, shared, and limited in the government established by the U.S. Constitution?

B. How is the national government organized, and what does it do?©1994, 2003 Center for Civic Education. All Rights Reserved.

156 CHAPTER 6

cp11se_c06_final(r).indd 156 5/7/09 10:26:40 PM cp11se_c06_final(r).indd 157 5/27/09 7:59:44 PMBelow Level Basic-level activities designed for all students encountering new material

At Level

Intermediate-level activities designed for average students

Above Level

Challenging activities designed for honors and gifted-and-talented students

Standard English Mastery

Activities designed to improve standard English usage

Key to Differentiating Instruction

Standards FocusStandards by SectionSection 1: III.BSection 2: III.ASection 3: III.BSection 4: III.B

Preview StandardsIII.A Students should be able to evaluate, take, and defend positions on issues regard-ing the distribution of powers and responsi-bilities within the federal system.

III.B Describe the purposes, organization, and functions of the three branches of the national government, including the executive branch and its most prominent departments (State, Defense, Health and Human Ser-vices, Justice, Education) and independent regulatory agencies (Federal Reserve Board, Food and Drug Administration, Federal Communications Commission).

Components of the Executive Branch1. On the board, create a concept web with the

term Executive Branch in the center. Explain to students that the executive branch of the government is responsible for carrying out the country’s laws.

2. Add these terms to the web: president, vice president, executive departments, independent agencies. Ask students what they know about the president and the vice president. Add their ideas to the web. Then ask students to share what they know about our country’s executive

departments and independent agencies. You may need to give students one or two examples to get them started. Add students’ responses to the web.

3. Explain that in this chapter, students will learn about our government’s executive branch. As you read the chapter, check off students’ ideas on the web as you come across them or eliminate them as necessary. You may also wish to add ideas to the web.

Verbal/Linguistic

156 CHAPTER 6

At Level

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On January 20, 2009, Barack Obama became the 44th president of the United States and the fi rst African American to hold that offi ce. More than 1 million people gathered in Washington, D.C., to attend his inauguration. En route to the inauguration, Obama conducted a whistle stop train tour, emulating the one taken by Abraham Lincoln in 1861.

PROMOTING RECYCLING Many recycling centers in Massachusetts had closed because they were not making enough money. A group of students fi gured out ways to make recycling profi table again, and proposed changes that will put these recycling centers back in business. What can you do in your community to promote or expand recycling efforts?

A CHARACTER SKETCH What qualifi cations and characteristics must a man or woman have to hold the highest offi ce in our country? As you read this chapter, take notes on the duties and responsibilities of the president. Think about the types of skills and knowledge a person must have to do the job well.

THE EXECUTIVE BRANCH 157

Active Citizenship video programWatch the video to learn how young citizens can work for change at the local level.


HOLT

Active Citizenship� Video Program

See the Active CitizenshipVideo Teacher’s Guide for strategies for using the video Alternatives to Gangs.

Chapter Main Ideas Section 1 The president and the vice president are required to have certain qualifi cations.

Section 2 The president of the United States has certain powers and roles that affect the citizens of the United States and people throughout the world.

Section 3 The executive branch of the U.S. government is divided into several departments, each of which has certain duties.

Section 4 The independent agencies and regulatory commissions of the U.S. government perform specialized duties.

Analyzing Photos In this photo, President-elect Barack Obama addresses a crowd before his inauguration.

• What responsibilities and duties does the president have? Students’ answers may include acting as the head of the armed forces, establishing foreign policy, and suggesting new laws.

• What questions would you ask the president about his job if you were to meet with him? Answers will vary, but should focus on the president’s duties.

The Media Literacy Civics Skill in this chapter teaches students how to identify good and bad Internet resources. Encourage students to apply what they have learned when they are conducting Internet research to complete school projects.


Reading and Skills Resources

158 CHAPTER 6

In this chapter you will read about the executive

branch of the federal government, which is re-

sponsible for carrying out the country’s laws. You

will learn about the qualifi cations and election

of the president, who is the head of the execu-

tive branch. You will learn about the powers

and roles of the president and the 15 executive

departments. Finally, you will read about the

independent agencies and other departments

that assist the executive branch.

Helpful Hints for Identifying Supporting Facts and Details

1. Look for facts and statis-tics. Facts are statements that can be proved. Sta-tistics are facts in number form.

2. Watch for examples, spe-cific instances that illus-trate the facts.

3. Recognize anecdotes, brief stories that help explain the facts.

4. Watch for definitions,explanations of unusual terms or words.

5. Look for comments from experts or eyewitnesses,statements that help support the reasons.

Main ideas and big ideas are just that, ideas. How do we know what those ideas really mean?

Understanding Ideas and Their Support A main idea or big idea may be a kind of summary statement, or it may be a statement of the author’s opinion. Either way, a good reader looks to see what support—facts and various kinds of details—the writer provides. If the writer does not provide good support, the ideas may not be trustworthy. Notice how the passage below uses facts and details to support the main idea.

Supporting Facts and Details

The writer concludes with a fact that sums up the history of the president’s title.

The main idea is stated first.

When George Washington became the nation’s first president, no one knew what to call him. Vice President John Adams wanted to call him His Highness, the Presi-dent of the United States and Protector of the Rights of the Same. The Senate supported the title, but the House of Representatives did not. Washington also wanted a simpler title. Leaders of the new government agreed to simply call their new presi-dent Mr. President. All U.S. presidents since then have gone by this title.

These sentences provide facts and anecdotes about the process of deciding a formal title for the president.

158 CHAPTER 6

Understanding the SkillExplain to students that writers are more effective when they provide credible statements that explain or prove their points. Point out how the supporting details in the paragraph on p. 158 sup-port the main idea. Ask student volun-teers to read the helpful hints on this page and then discuss each as a class. After students have completed the exer-cise on p. 159 individually, review the answers as a class.

Write Supporting Facts and Details Provide students with the following main idea: Many U.S. presidents were once vice presidents. Tell students to write supporting details for the main idea. Encourage them to use their textbooks and conduct outside research to fi nd supporting statistics and examples.

Reading Support Student Edition on Audio CD Program


Guided Reading Strategies

Reading Support

OSP Teacher’s One-Stop Planner

Vocabulary Support Vocabulary Activities

Standardized Test Practice Handbook

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After you have read the passage, answer the following questions.

1. Which sentence best states the writer’s main idea?

a. A consul represents U.S. commercial interests in foreign countries.

b. Ambassadors are the highest-ranking U.S. representatives in foreign countries.

c. Foreign policy is the special responsibility of the Department of State.

2. Which method of support is not used to support the main idea?

a. facts

b. definitions

c. anecdotes

3. Which sentence in this passage provides an example?

Department of State

Foreign policy is the special responsibilityof the Department of State. The secretary of state heads a large staff of offi cials who rep-resent the United States around the world. Ambassadors are the highest-ranking U.S. representatives in foreign countries. The offi cial residence and offi ces of an ambas-sador in a foreign country are called an embassy. A consul represents U.S. commer-cial interests in foreign countries.

From Chapter 6p. 169

The following passage is from the chapter you are about to read. Read it and then answer the questions below.

As you read Chapter 6, notice what kinds of supporting facts and details help you understand the big ideas.

You Try It!

KEY TERMSChapter 6

Section 1

presidential succession (p. 162)

Section 2

State of the Union Address (p. 164)foreign policy (p. 165)diplomacy (p. 166)treaties (p. 166)reprieve (p. 166)pardon (p. 166)commutation (p. 166)

Section 3

secretary (p. 168)attorney general (p. 169)ambassadors (p. 169)embassy (p. 169)consul (p. 169)consulate (p. 169)passports (p. 169)visas (p. 169)Joint Chiefs of Staff (p. 169)Department of Homeland Security (p. 170)

Section 4

independent agencies (p. 171)regulatory commission (p. 172)bureaucracy (p. 173)

Academic Vocabulary

Success in school is re-lated to knowing academic vocabulary—the words that are frequently used in school assignments and discussions. In this chapter, you will learn the following academic words:role (p. 162)neutral (p. 166)distinct (p. 168)established (p. 172)

159

Using Key Terms Review the key terms with

the class. Have each student choose fi ve vocabulary terms and create a comic strip using the terms. Tell them to look at the supporting details for each term that are found in the section to help them think of ways to use the terms in their comics. Have students exchange comics with a partner. Then each student should write a brief paragraph explaining how each term is used in the comic strip. Interpersonal, Verbal/Lin-guistic, Visual/Spatial

Focus on ReadingSee the Reading Skill and Focus on Reading activities, annotations, and questions in this chapter for more prac-tice with this reading skill.

To fi nd facts and details tell stu-dents to ask questions that begin with what, when, why, how, andwhere. While many paragraphs will not include answers to all of these questions, students will learn to better identify a paragraph’s main idea and details.

Answers1. c 2. c 3. the third sentence

159


160 CHAPTER 6

The PresidencyBEFORE YOU READ

The Main Idea

The president and the vice president are required to have certain qualifications.

Reading Focus

1. What are the qualifications and terms of office for the presidency?

2. What are the duties of the vice president?

3. What are the rules of succes-sion for the presidency?

Key Terms

presidential succession,

p. 162

As you read, take notes on the

qualifications to be president, the vice president’s duties, and presidential succession. Use a chart like this one to record your notes.

TAKINGNOTES

The U.S. president is our highest elected offi cial and is one of the most powerful persons in the world.

The PresidencyWho can become president? The Constitu-tion sets forth only three qualifi cations that the president of the United States must meet. The president must

1. be a native-born U.S. citizen;

2. be at least 35 years of age; and

3. have been a resident of the United States for at least 14 years.

As stated by the U.S. Constitution, the president is elected to a four-year term. How-ever, the Constitution did not originally spec-ify how many terms the president could serve. In fact, many people urged George Washing-ton to run for a third term. He refused to do so and thereby set the precedent of a two-term limit. No one broke this two-term tradition until Franklin D. Roosevelt was elected to a third term as president in 1940. In 1944 he won a fourth and fi nal term. In 1951 the pas-sage of the Twenty-second Amendment set a two-term limit to the presidency.

Barack Obama celebrated his victory in the 2008 presi-dential election with his supporters in Chicago’s Grant Park. He is pictured here with his wife, Michelle, and their daughters, Sasha and Malia (left to right).

President’sQualifi cations

Vice President’s Duties

PresidentialSuccession

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160 CHAPTER 6

Why It MattersExplain to students that the president and vice president must meet certain qualifi cations to run for offi ce. Ask stu-dents to think about how our country’s president is different from other kinds of leaders, such as a king or dictator. Have students consider how their lives would be different if our country’s leader were not a president. Help stu-dents to realize that the presidency does not allow one person to stay in power for very long, which limits the infl uence of that leader.

Academic VocabularyReview with students the high-use academic term in this section. role a part or function (p. 162)

Key TermsPreteach the following term: presidential succession order in which the offi ce of president is to be fi lled (p. 162)

Taking Notes

President’s Qualifi cations

Vice President’s

DutiesPresidential Succession

Be a native-born citizen; be at least 35 years of age; be a U.S. resident for at least 14 years

Serve as president if president dies, leaves offi ce, or is unable to fulfi ll his or her duties; preside over Senate

President, vice president, Speaker of the House, president pro tempore of Senate, cabinet members in order in which departments were created

Teach the Main Idea

The Presidency1. Teach Ask students the Reading Focus

questions to teach this section.

2. Apply Have students compare and contrast the qualifi cations and terms of offi ce of the president and vice president using a Venn diagram.

3. Review To review the section’s main ideas, allow students to share their diagrams with

the class. Create a master diagram on the board.

4. Practice/Homework Have students summarize the rules of sucession in their own words. Encourage them to model the process using the names of current administration and congressional offi cials.

Online Resourcesgo.hrw.com

KEYWORD: SZ7 CH6ACTIVITIES: Presidential Succession

At Level

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Modern Vice PresidentsIn the first three U.S. presidential elections, vice presidents had little responsibility, outside of breaking tie votes in the Senate. As Thomas Jefferson once described the position, “a more tranquil and unoffending station could not have been found.” In the last 100 years, as the job of president has become more complex, the relationship be-tween the president and the vice president has changed. Vice presidents now attend cabinet meetings regularly, serve on the National Secu-rity Council, and take a visible role in domestic and foreign policy.

ANALYSISSKILL ANALYZING VISUALS

In today’s world, what are three ways a vice president might assist the president?

Linkingto Today

The Vice PresidencyFor much of the country’s history, a vice president had very little to do. What are the responsibilities of the modern vice presi-dent? One very important responsibility is to serve as president if the president dies, leaves offi ce, or is unable to fulfi ll his or her duties. Eight presidents have died while in offi ce, and one president resigned. In each case, the vice president was sworn in as president. The vice president also serves a four-year term and must meet the same constitutional qualifi cations as the presi-dent. The vice president receives a salary of $208,100 a year, plus a $10,000 taxable expense allowance.

The vice president has only one other job defi ned in the Constitution—to preside over the Senate. However, the vice president is not a member of the Senate. He or she can-not take part in Senate debates and may vote only in the case of a tie.

In recent years, presidents have given their vice presidents more responsibilities than those described by the Constitution.

The president is paid a salary of $400,000 a year, plus a $50,000 nontaxable allowance, plus an annual allowance for travel costs. What kind of person has taken the job of president? So far, all the people who have been elected president have shared similar traits. Until 2008, all had been white men. Most have been Christian. Most presidents have attended college. Many have been lawyers, and most have held other state or national political offi ces before becoming president.

Recently, though, more women and members of minority groups have run for president. In 2004 African Americans Carol Moseley Braun and the Reverend Alfred C. “Al” Sharpton sought the Democratic Party’s nomination. In 2008 Senator Barack Obama of Illinois made history when he became the fi rst African American to be elected president of the United States, as the Democratic nom-inee. Also in 2008 Sarah Palin, a Republican, became the second woman to run for vice president on a major-party ticket.

READING CHECK Summarizing What qualifica-tions does the Constitution require of the president of the United States?

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Reading Focus

What are the qualifi cations and terms of offi ce for the presidency?

The PresidencyRecall In what document are the qualifi cations for the presidency found? the Constitution

Contrast How have the candidates for the presidency and vice presidency changed in recent years? In the past, most candidates were white men. Re-cently, women have been major-party nominees for vice president, and Afri-can Americans have campaigned for the presidency, with Barack Obama winning it in 2008.

From the Source: Readings in Economics and Government: Reading 17: U.S. Presidential Oath of Offi ce; Reading 31: John F. Kennedy’s Inaugural Address

Simulations and Case Studies: Lesson 5: Publishing Presidential Prose

AnswersAnalyzing Visuals attend cabinet meetings regularly, serve on the National Security Council, and take a visible role in domestic and foreign policyReading Check native-born U.S. citizens, 35 years old, U.S. resident for at least 14 years

Present Campaign Speeches1. Organize students into pairs. Ask pairs to

imagine they are running for the presidency and vice presidency of the United States. Have pairs determine who will run for president and who will run for vice president.

2. Have pairs create two short campaign speeches—one for the president and one for the vice president. Tell pairs that the speeches should explain their job qualifi cations. For example, speeches might note such traits as

honesty, or include accomplishments, such as previous jobs or offi ces held.

3. Have pairs present their speeches to the class. After students present their speeches, show them a clip from a recent presidential primary debate. Discuss how the candidates presented their accomplishments. Interpersonal, Verbal/Linguistic Alternative Assessment Handbook: Rubric 14: Group Activity; Rubric 24: Oral Presentations

What are the duties of the vice president?

The Vice PresidencyRecall What constitutional qualifi ca-tions must the vice president meet? same qualifi cations as president

Make Inferences Why do you think the vice president must meet the same qualifi cations as the president? If the current president dies or is removed from offi ce, the vice president becomes president.

Reading Focus

161

At Level

162 CHAPTER 6

Presidents often send their vice presidents to represent the United States overseas. Vice presidents usually work closely with the president in order to be fully informed on the issues. For example, Vice President Dick Cheney has an important role on President

Reviewing Ideas and Terms1. a. Recall What are the three qualifi cations a per-

son must meet to become president of the United States?

b. Summarize What characteristics have many presidents shared?

2. a. Summarize What are the roles of the vice president as defi ned by the Constitution?

b. Draw Inferences and Conclusions Why do you think presidents, in recent years, have given vice presidents more responsibilities?

3. a. Defi ne Write a brief defi nition for the term presidential succession.

b. Summarize If the president dies or resigns, who succeeds to the job?

Critical Thinking4. Sequencing Use a graphic organizer like this one

to show the qualifi cations to be president, the duties of the vice president, and the order of presidential succession.

Focus on Writing5. Making Generalizations and Predictions

Write a two-paragraph essay describing the advan-tages and disadvantages of the Twenty-second Amendment.

KEYWORD: SZ7 HP6

go.hrw.comOnline Quiz

SECTION 1 ASSESSMENT

Bush’s team, becoming involved in develop-ing policy and in gathering support for the president’s programs.

READING CHECK Contrasting How have vice presidential duties changed in recent years?

The Rules of SuccessionIf the president dies or resigns and is succeed-ed by the vice president, the Twenty-fi fth Amendment to the Constitution provides that the new president nominates a new vice president. That nomination must be approved by a majority vote of both houses of Congress.

If both the president and the vice president die or leave offi ce, the Twentieth Amendment gives Congress the power to set the order of presidential successionpresidential succession. The Speaker of the House of Representatives is fi rst in line for the offi ce, followed by the president pro tempore of the Senate and then the members of the president’s cabinet in the order in which their departments were created.

READING CHECK Summarizing What is the order of presidential succession?

AbrahamAbrahamLincoln Lincoln

Abraham Lincoln is one of the great symbols of American de-mocracy. Lincoln did not have a formal education, but he taught

himself at home. He became a lawyer and settled in Spring-field, Illinois, where he began his political career. Lincoln was elected president in 1860. Lincoln once said, “A house divided against itself cannot stand.” Lincoln led the nation through the Civil War, and in1863, he issued the Emancipa-tion Proclamation, which freed slaves in the rebelling states of the South. Following the war he supported the Thirteenth Amendment, which abolished slavery. At age 56, Lincoln’s life was cut short by an assassin.

Make Inferences Why might Lincoln be considered one of the great symbols of American democracy?

(1809—1865)

FOCUS ONFOCUS ON

ACADEMIC VOCABULARYrole: a part or function

The Presidency

Reading Focus

What are the rules of succession for the presidency?

The Rules of SuccessionRecall How is a new vice president chosen if the current vice president is forced to take on the presidency? new president nominates vice president; nomination must be approved by majority vote in Congress

Make Judgments Do you agree with the provisions of the Twenty-fi fth Amendment or do you think citizens should elect a new vice president? Ex-plain. Some may agree because it is a faster way, while others may disagree because if the new vice president be-comes president, then he will not have been elected by the people.

CloseHave students summarize the duties of the president and vice president.

Review Online Quiz: Section 1

AssessSE Section 1 Assessment

Daily Quizzes: Section 1 Quiz Game

Reteach Main Idea Activities for Differentiated Instruction: Section 1

AnswersFocus On He encouraged democracy by supporting the abolishment of slavery, which was the first step toward giving African Americans the right to vote.Reading Check (top) Today presidents give vice presidents more responsibilities, such as representing the United States overseas. (bottom) vicepresident, Speaker of the House, president pro tempore of the Senate, cabinet heads in the order that departments were created

Section 1 Assessment Answers

1. a. a native-born U.S. citizen, at least 35 years of age, U.S. resident for at least 14 years b.white Christian men, most college educated, many lawyers, many held political offices

2. a. succeed president, preside over the Senate b. Possible answer: to make good use of their expertise

3. a. presidential succession, p. 162 b. the vice president

4. Students should use their Taking Notes orga-nizers to help them complete their answers.

5. Students’ advantages could include the following: The president does not become too powerful. Possible disadvantage: A popular leader cannot run even if people want him or her to.

162


Interdisciplinary Connection: Focus on Science


PromotingPromotingRecycling Recycling

like helping out with problems,” said Caroline Doan, a student from Quab-bin Regional Middle School in western Massachusetts. She and fellow Project Citizen students, supported by teachers Erin Stevens and Todd D. Stewart, have indeed worked hard to solve problems affecting recycling in their state. The class even received input on their ideas from a key representative of the state executive branch.

Community Connection Whileresearching recycling efforts, the teens found that hundreds of bottle and can redemption centers had closed because they did not make enough money. The students determined that raising the handling fee would make centers more profi table. This move would also allow the centers to hire more employees to sort recyclable items, rather than asking consumers to do so.

Taking Action The students contacted public offi cials to answer questions and give them advice on their proposal. Lieutenant Governor Kerry Healey came to visit the students to answer ques-tions about the issue. Following the lieutenant governor’s advice, the students prepared a bill to increase the handling fee that drink distributors pay to redemption centers from 2.25 cents per bottle or can to 3 cents. After obtaining a sponsor in the state Senate, the class members went to the capital to present their bill. When the state House of Representatives fi led its own similar bill, the students had support from the governor’s offi ce and both houses of the legislature.

Senator Stephen M. Brewer discusses recycling plans with Project Citizen students.

1. What specific environmental problem did the students identify in their community?

2. How did the students go about convincing the legislature to support their idea? How did support from the state executive branch help their cause?

SERVICE LEARNINGKEYWORD: SZ7 CH6

go.hrw.comProject Citizen

Info to KnowRecycling According to the Environ-mental Protection Agency (EPA), the United States now recycles about 28 percent of its waste, more than twice as much as 15 years ago. Americans now recycle 42 percent of their used paper, 40 percent of plastic soda bottles, 55 percent of aluminum cans, 57 percent of steel packaging, and 52 percent of major appliances. The EPA urges citizens to participate in local curbside or drop-off recycling programs. It also recommends buying products that come in recyclable containers and are made from recycled materials.

Students Take Action Activities

Answers 1. the need to encourage recycling of bottles and cans 2. They contacted public officials, consulted with the lieutenant governor, found sponsors for their bill, and presented their bill to the legislature. The lieutenant governor answered questions and offered advice that helped students write their bill.

1. Invite a colleague who teaches science to speak to the class on the impact of garbage on the environment.

2. As a class, brainstorm ways individuals can help the environment by reducing waste. Such methods might include buying products with less bulky packaging, recycling, reusing products, and composting.

3. Divide the class into small groups. Ask each group to create a poster encouraging community members to follow one of these suggestions to reduce waste. Posters should explain the benefi ts of reducing waste and give guidance on how to achieve this goal.

4. Display the posters in the school for all students to see. Verbal/Linguistic, Visual/Spatial

163

At Level

Create Posters Encouraging Recycling

Powers and Rolesof the PresidentBEFORE YOU READ

The Main Idea

The powers and roles of the U.S. president affect not only the citizens of the United States but also people throughout the world.

Reading Focus

1. What are some of the leader-ship roles of the president?

2. What powers does thepresident have?

Key Terms

State of the Union Address, p. 164foreign policy, p. 165diplomacy, p. 166treaties, p. 166reprieve, p. 166pardon, p. 166commutation, p. 166


powers of the president. Use a chart like this one to record your notes.

TAKINGNOTES

Ancient kings had absolute, or total, power. What they wished became law. The framers of the Constitu-tion wanted a strong president but

not one with unlimited power. As commander in chief, for example, the president can send troops to trouble spots outside the country, but Congress must approve the action. The president can nominate a justice to the Supreme Court, but Congress must approve the appointment. In this manner, executive power is bal-anced by legislative power.

The President’s RolesThe Constitution states that “the executive power shall be vested in [given to] a President of the United States of America.” This power applies to several areas of the government, including the military and foreign policy.

Legislative Leader

The president recommends, or suggests, new laws to Congress. Every year the president

164 CHAPTER 6

delivers a State of the Union AddressState of the Union Address to Con-gress. Usually presented in late January, this televised speech sets forth the programs and policies that the president wants Congress to put into effect as laws. These programs and policies usually address the country’s most pressing concerns. The president also sends Congress a budget proposing how the federal government should raise and spend money. In this budget, the president recommends laws and programs to help the economy. The legislature takes the president’s budget plan into account at budget time.

The president also infl uences Congress by indicating what legislation he or she does not want. One powerful way for the president to do this is by using the veto. This tactic is so effective that just the threat of a presidential veto often discourages Congress from pass-ing a bill. It takes a two-thirds vote of both houses of Congress to override a veto, or pass a bill after the president has vetoed it.

164 CHAPTER 6

Why It MattersPreview the headings in this section with students. Point out that the presi-dent is our country’s leader in law-mak-ing, commander in chief, and foreign policy leader. Ask students to consider how the president’s decisions as chief executive might affect the nation. Write students’ suggestions on the board. Then ask students how the president’s decisions might affect their lives.

Academic VocabularyReview with students the high-use academic term in this section. neutral unbiased, not favoring either side in a confl ict (p. 166)

Key TermsPreteach the following terms: State of the Union Address televisedspeech the president delivers to Congress, usually presented late in January, that sets forth the programs and policies the president wants Congress to put into effect as laws (p. 164)foreign policy government’s plan for interacting with the other countries of the world (p. 165)diplomacy art of interacting with foreign governments (p. 166)treaties written agreements with other countries (p. 166)reprieve postponement of the carrying out of a person’s sentence (p. 166)pardon forgiving a person of his or her crime and eliminating the punishment (p. 166)commutation reduction of a person’s sentence (p. 166)

Taking Notes

President

Legislative leader

Commander in chief

Foreign policy leader

Appoint Supreme Court justices

Grant reprieves, pardons, and commutations

Teach the Main Idea

Powers and Roles of the President1. Teach Ask students the Reading Focus


2. Apply Ask students to draw a wagon wheel on a piece of paper with the president at the center of the spokes. At the end of each spoke, have students draw a symbol for different presidential roles. (For example, two hands shaking might represent chief diplomat.) As students read the section, have them fi ll in their wagon wheels with details about each role.

3. Review Display students’ charts in the classroom. Then discuss the president’s leadership roles and powers as detailed on students’ charts.

4. Practice/Homework Have students write a short story about a day in the life of the president. Encourage them to reference current events and government offi cials.

At Level


Differentiating Instruction

Commander in Chief

The president is the head, or commander in chief, of the U.S. armed forces. This means that all military offi cers, during war or in peacetime, ultimately answer to the president. The president is also in constant contact with U.S. military leaders and has the fi nal say in planning how a war is to be fought.

Under the Constitution, only Congress can declare war. However, the president may send forces to any part of the world where U.S. interests are threatened. Presidents have sent troops into action in foreign lands many times in U.S. history, but this power is limit-ed. Congress passed the War Powers Resolu-tion in 1973. This act requires that the presi-dent recall troops sent abroad within 60 days,

unless Congress approves the action. The 60 days may be extended to 90 days if necessary to ensure the safe removal of U.S. troops.

Foreign Policy Leader

The president must give constant attention to U.S. foreign policy. Foreign policyForeign policy is the gov-ernment’s plan for interacting with the other countries of the world. The actions of the United States affect nations everywhere, and the actions of many other countries may also strongly impact the United States. Because of this, the president tries to secure friendly rela-tions with foreign countries while preserving national security.

The president appoints diplomats to repre-sent the U.S. government in foreign countries.

What do you want to be when you get older? Have you thought about becoming a teacher, a movie star, or the chief of police? Maybe you’d like to become president!

Ronald Reagan, U.S. president from 1981 to 1989, was a TV and movie actor before he went into politics.

The Constitution andThe Constitution andthe Presidency the Presidency


In the United States, you do not have to be born into a wealthy, famous, or

powerful family to become president. Article 2, Section 1 of the Constitution lists only three requirements. The candidate must be at least 35 years old, must have been born in the United States, and must have lived in this country for at least 14 years.

Past presidents have had very varied backgrounds. Abraham Lincoln split fence posts and worked in a store before he became a lawyer and held elected office. Harry Truman was a farmer and a store owner. Woodrow Wilson was a college professor, and Ronald Reagan was an actor.

Do you think that being a natural-born citizen should still be a requirement for being president? Explain.

EVALUATING THE LAWANALYSISSKILL KEYWORD: SZ7 CH6

go.hrw.com

Reading Focus

What are some of the leadership roles of the president?

The President’s Roles Identify What are three roles of the president? legislative leader, com-mander in chief, foreign policy leader

Evaluate Do you think that the president should be the leader of his or her political party? Why or why not? Possible answers: Yes, as the party’s member with the highest job, it makes sense. No, the president should focus on more important matters.

AnswersEvaluating the Law Possibleanswers: Yes, a foreigner with ulterior motives might become president. No, in today’s global society, many people are exposed to American culture and understand our society.

Advanced Learners/GATEPresent a Congressional Speech

1. Tell students to imagine that they are members of Congress in 1973 and the War Powers Resolution is being debated.

2. Have each student write a brief speech arguing for or against the necessity of an act to limit the president’s power as commander

in chief. Instruct students to research historical events to back up their arguments.

3. Have students read their speeches in class as if they were a legislator addressing Congress.

Verbal/Linguistic Alternative Assessment Handbook: Rubric 24: Oral Presentations; Rubric 43: Writing to Persuade

What powers does the president have?

More Presidential PowersRecall What types of judges can the president appoint? Supreme Court justices and other federal judges

Sequence What is the sequence of events in appointing Supreme Court and other federal judges? The presi-dent appoints the justice or judge, then the appointment must be approved by a majority vote in the Senate.

Reading Focus

165

Above Level

Research Required

Arkansas Curriculum FrameworkCivics for Core Curriculum Grades 9-12PPE.12.CCC.1; PPE.12.CCC.3; SG.8.CCC.1; SG.8.CCC.2

Section Correlations

cp09te_c06.2_164-167.indd 165cp09te_c06.2_164-167.indd 165 7/19/07 9:22:11 AM7/19/07 9:22:11 AM

166 CHAPTER 6

The president also meets with leaders and representatives of other countries in the United States, in the offi cials’ home nations, and at neutral locations. The art of inter-acting with foreign governments is called diplomacydiplomacy. A president’s visits to foreign countries builds international friendship and security, and promotes U.S. interests.And no matter where the president is, he or she has immediate access to a powerful and sophisticated communications system that provides the connections with other govern-ments whenever necessary.

The U.S. government also makes writ-ten agreements, called treatiestreaties, with other countries. Many offi cials work to reach these agreements. The president, however, assumes the fi nal responsibility for the agreements. All treaties must be made with the advice and consent of the Senate. The Senate must approve a treaty by a two-thirds vote before it becomes effective. The president then makes sure that the treaty is carried out.

READING CHECK Evaluating How can the president influence legislation, the military, and foreign policy?

More Presidential PowersThe Constitution also gives the president the power to appoint Supreme Court justices and other federal judges. Some presidents, such as President Bush in 2005, have the rare opportunity to name two justices in the same year. Under our system of checks and balances, these judicial appointments must be confi rmed by a majority vote of the mem-bers of the Senate.

In addition, the president has the power to grant reprieves and pardons to those who have committed certain federal crimes. A reprievereprieve postpones the carrying out of a person’s sentence. If the president believes that a person has been wrongly convicted of a crime, received punishment that was too harsh, or has reformed, the president can issue a pardon. A pardonpardonforgives a person for his or her crime and eliminates the punishment. The president also has the power of commutationcommutation, reduc-ing a person’s sentence.

READING CHECK Contrasting What is the differ-ence between a pardon and a commutation?

Reviewing Ideas and Terms1. a. Defi ne Write a brief defi nition for the following

terms State of the Union Address, foreign policy,diplomacy, and treaties.

b. Summarize What different military powers do the president and Congress have?

2. a. Defi ne Write a brief defi nition for the terms reprieve, pardon, and commutation.

b. Summarize What are some of the judicial powers held by the president?

Critical Thinking3. Categorizing Copy the graphic organizer to the

right. Use it to explain the duties that accompany each presidential role.

Focus on Writing 4. Problem Solving Using the president’s State of

the Union Address as a model, write a State of the School Address. In your speech, identify some of the challenges facing your school, suggest possible solu-tions, and provide a plan to resolve them.

KEYWORD: SZ7 HP6



Presidential Role Duty

Legislative leader

Commander in chief

Foreign-policy leader

Chief of state

Judicial powers

ACADEMIC VOCABULARYneutral: unbiased,not favoring either side in a conflict

CloseDiscuss with students the roles and powers of the president. Ask students to rank the powers in order of impor-tance, and to defend their choices if necessary.

Review Online Quiz: Section 2 Quiz Game


Daily Quizzes: Section 2


AnswersReading Check (left) proposes laws and budget, uses veto; has final say in planning how a war is to be fought, can send forces to any part of the world where U.S. interests are threatened; appoints diplomats, meets with leaders and representatives of foreign countries, makes sure treaties are carried out (right) A pardon forgives a person for his or her crime and eliminates the punishment, whereas a commutation only reduces a sentence.


1. a. State of the Union Address, p. 164; foreign policy, p. 165; diplomacy, p. 166; treaties, p. 166 b. president: commander in chief of U.S. armed forces, has final say in planning war, may send troops wherever danger threatens; Congress can declare war.

2. a. reprieve, p. 166; pardon, p. 166; commu-tation, p. 166 b. nominate Supreme Court

justices and federal judges; grant reprieves, pardons, and commutations

3. See roles on pp. 164–166.4. Students’ speeches should identify at least

one school problem and suggest a solution with a plan of action.

166


Civics Skills Activity: Evaluating Internet Resources

Evaluating Internet ResourcesLearnThe Internet provides a wealth of information. With the help of a search engine, you can learn about anything from the fall of the Roman Empire to the powers granted to the American president.

The Internet is a useful reference source that you can use anywhere there is a computer and online access. However, you need to be aware that not all Internet references are sources you can trust. Almost anyone can create a Web page and fill it with information. When using the Internet, you need to practice iden-tifying reliable and unreliable sources of information.

Practice1 Determine the source. Trusted Internet sources include online reference books, such as encyclopedias, and government Web pages. A good source always identifies a knowledgeable author or a known produc-er. While someone’s personal Web site might provide interesting information, it might not be reliable.

2 Pay attention to content. A good Internet source will present the facts and not try to influ-ence a reader toward a particular point of view. It also will present references for its information and links to relevant sites.

3 Check the date. Most Internet pages indicate at the bottom of the page when they have been updated. Use this date to make sure the Web site contains timely information.

4 Think about quality. If a page is messy or in-cludes mistakes in grammar or spelling, the author may not be reliable. It is likely a personal Web site, which is a limited source of information.

ApplyAnswer the following questions by looking at the Internet page.

1. Would you consider this page a good source of general information about the Department of Justice? What makes it a good source?

2. Of what use is the http://www.usdoj.gov link? What kind of information did you find there?

3. Look at the Web page below. What makes it reli-able or unreliable? What are the questions you would raise about this site?


MEDIALITERACY

CRITICALTHINKING

PARTICIPATION

Evaluating Internet Resources

Identify Reliable In-ternet Resources Ask students to suppose that they need to research the pardons granted by President George W. Bush. Tell them to list three reliable Web sites that provide information on who was pardoned and what their of-fenses were.

Compare Internet Resources1. Direct students to conduct an Internet search

on a topic covered in this chapter. Possible topics include presidential responsibilities or functions of executive departments and agencies.

2. Tell students to explore the fi rst three Web sites that appear in their search. Ask students

to compare and contrast the Web sites to fi gure out which are the most reliable.

3. Have students rank the Web sites in order from the most reliable to the least reliable and provide reasons for their rankings. Verbal/Linguistic, Visual/Spatial

AnswersApply 1. Yes, the information is provided by the publisher of the student textbook. 2. You could find additional information about the Department of Justice, including who works there and what their responsibilities include. 3. reliable, because it was produced by a reputable source; When was the site last updated?

167

At Level

Executive Departmentsand the CabinetBEFORE YOU READ

The Main Idea

The executive branch of the U.S. government is divided into several de-partments, each of which has certain duties.

Reading Focus

1. What is the Executive Office of the President, and what is the cabinet?

2. What are the purposes of the Department of State and the Department of Defense?

3. What are the other executive departments in the federal government?

Key Terms

secretary, p. 168attorney general, p. 169ambassadors, p. 169embassy, p. 169consul, p. 169consulate, p. 169passports, p. 169visas, p. 169Joint Chiefs of Staff, p. 169Department of Homeland Security, p. 170


executive departments and their responsibilities. Use a chart like this one to record your notes.

TAKINGNOTES

If you have a tough decision to make, it often helps to get advice from someone—a parent or a teacher—who might know more

about the issue or who can provide a different point of view. Likewise, the president has people who can help with those tough decisions.

The Executive Office and the CabinetThe president has a group of close advisers and aides known as the Executive Offi ce of the President. Because of the complexity and scope of current issues, the president needs many advisers who are specialists in certain areas. For example, the president’s top-rank-ing group of advisers on matters concerning defense and security is called the National Security Council (NSC).

The White House Offi ce, which falls under the Executive Offi ce of the President,

168 CHAPTER 6

includes the president’s closest personal and political advisers, and a press secretary who represents the president to the news media and to the public. This offi ce also includes researchers, clerical staff, secretaries, and oth-er assistants. They schedule appointments and write speeches, and help maintain good relationships with Congress and with other departments of the executive branch.

The executive branch under George Washington had fi ve departments. The heads of these departments formed the president’s cabinet. In 2005 there were 15 departments in the executive branch, each with a dis-tinct area of responsibility. The chart on the next page shows the names of each execu-tive department. The president appoints the members of the cabinet. However, the Sen-ate must approve these appointments by a majority vote.

The title of most cabinet members is secretarysecretary. For example, the head of the

ACADEMIC VOCABULARYdistinct: separate

168 CHAPTER 6

Why It MattersHave students preview the chart on page 169. Explain that the chart shows some cabinet departments that assist the president. Ask students how department heads might infl uence the president. Ask students to think of issues in their community that the president might need to know about. Help students to recognize that they might have a better chance of reaching the president by con-tacting a department head who special-izes in an issue, and asking him or her to speak to the president.

Academic VocabularyReview with students the high-use academic term in this section. distinct separate (p. 168)

Key TermsPreteach the following terms: secretary title for most cabinet members (p. 168)attorney general head of the Department of Justice (p. 169)ambassadors highest-ranking U.S. repre-sentatives sent to foreign countries (p. 169)embassy offi cial residence and offi ces of an ambassador in a foreign country (p. 169)consul person who represents U.S. com-mercial interests in foreign countries (p. 169)consulate consul’s offi ce (p. 169)passports formal documents that allow citizens to travel abroad (p. 169)visas documents that allow foreigners to come to the United States (p. 169)Joint Chiefs of Staff group that includes the highest-ranking military offi cers of the armed forces that advises the president on military affairs (p. 169)Department of Homeland Security

cabinet department that protects the nation against terrorist attacks (p. 170)

Taking Notes

ExecutiveDepartments

Defense: oversee armed forces

State:execute foreign

policy

Treasury: promote

conditions for economic prosperity

Justice:enforce laws

HomelandSecurity: protect

country from terrorist attacks

Teach the Main Idea

Executive Departments and the Cabinet1. Teach Ask students the Reading Focus


2. Apply As students read the section, have students list individual agencies, offi ces, or departments and provide a brief description of each.

3. Review Create a master list on the chalkboard. Have students take turns fi lling

in the master list, using their own lists as a reference.

4. Practice/Homework Ask students to create a brochure that informs the public about one of the executive departments. Tell them to include information on how the department’s actions affect people’s everyday lives.

At Level



The Cabinet and the President


Department of State is called the secretary of state. The head of the Department of the Treasury is called the secretary of the trea-sury. The head of the Department of Justice, however, is known as the attorney generalattorney general.

READING CHECK Recalling Who makes up the president’s cabinet?

Departments of State and DefenseTwo very important departments are those of State and Defense. Both help maintain U.S. relations with the rest of the world.

Department of State

Foreign policy is the special responsibility of the Department of State. The secretary of state heads a large staff of offi cials who rep-resent the United States around the world. AmbassadorsAmbassadors are the highest-ranking U.S. representatives in foreign countries. The offi cial residence and offi ces of an ambas-sador in a foreign country are called an embassyembassy. A consulconsul represents U.S. com-mercial interests in foreign countries. A U.S. consul’s offi ce, or consulateconsulate, can be found in most large foreign cities.

At home the Department of State’s duties include keeping track of people trav-eling to and from the United States. One way it does this is by issuing documents known as passports and visas. PassportsPassportsare formal documents that allow U.S. citi-zens to travel abroad. VisasVisas allow foreign-ers to come to the United States.

Department of Defense

The Department of Defense is in charge of the nation’s armed forces and operates hundreds of military bases in the United States and in other nations. Aside from military action, U.S. armed forces are used in relief efforts when other countries suffer from a natural disaster, such as the tsunami that devastated several southern Asian countries in 2004.

The secretary of defense is always a civil-ian. This ensures nonmilitary control over the armed forces. However, the secretary has mili-tary offi cers as assistants. The highest-ranking military offi cers of each of the armed forces form the Joint Chiefs of StaffJoint Chiefs of Staff. This group advises the president on military affairs.

READING CHECK Summarizing What are the responsibilities of the Department of State and the Department of Defense?

Cabinet members, plus the vice president, act as the president’s official advisory group. The president appoints members of the cabinet and the Senate must confirm them.

Department ofAgriculture

Department ofthe Interior

Department ofCommerce

Department ofJustice

Department of Defense Department of Labor Department of

Education Department of State

Department of Energy

Department ofTransportation

Department of Healthand Human Services

Department ofthe Treasury

Department ofHomeland Security

Department ofVeterans Affairs

Department ofHousing and Urban

Development

The president may create new cabinet seats at any time.

Cabinet Departments Reading Focus

What is the Executive Offi ce of the President, and what is the cabinet?

The Executive Office and the CabinetRecall What makes up the Executive Offi ce of the President? agencies and offi ces that advise the president

Identify Cause and Effect Whatcauses the president to need special advisers? the complexity and scope of issues the country faces today

What are the purposes of the Department of State and the Department of Defense?

Departments of State and DefenseDescribe What are the responsibili-ties of ambassadors? to represent the United States in countries around the world

Make Inferences What do you think the president asks cabinet members during a cabinet meeting? Possible answer: their opinions and an update on their individual executive departments

Challenge and Enrichment Activities: Chapter 6

AnswersReading Check (top) the heads of the executive departments (bottom)

Department of State: to execute foreign policy and keep track of people traveling to and from the United States; Department of Defense: be in charge of the nation’s armed forces

Learners Having Diffi cultyCreate an Executive Offi ce

1. Organize students into small groups.

2. Tell groups to create their own Executive Offi ce, using some of the agencies mentioned in the text. Allow groups to include additional offi ces that they think might be needed to run the country. Direct groups to organize the offi ces according to their importance.

3. Have groups explain the purpose of their Executive Offi ce to the rest of the class and describe why they ordered the offi ces the way that they did.

Verbal/Linguistic, Interpersonal Alternative Assessment Handbook: Rubric 14: Group Activity; Rubric 24: Oral Presentations

Online Resourcesgo.hrw.com

KEYWORD: SZ7 CH6ACTIVITY: Executive Departments Online

Reading Focus

169

Below Level


170 CHAPTER 6

Other Executive DepartmentsCongress has the power to reorganize and combine different executive departments as needed. Congress can also create new departments if necessary. For example, the Department of Homeland SecurityDepartment of Homeland Security was established after the terrorist attacks of Sep-tember 11, 2001. Its primary mission is to protect the nation against further terrorist attacks. The department also provides fed-eral assistance when natural disasters occur in the United States, such as when Hurri-canes Katrina and Rita struck New Orleans and the Gulf Coast in 2005.

Departments other than State and Defense play important roles in U.S. govern-ment. For example, the Treasury Department promotes conditions for economic prosperity

and stability in the United States and in the rest of the world. Some of the major duties of the Treasury Department include managing federal fi nances; collecting taxes, duties and monies paid to and due to the government; producing postage stamps, currency and coinage; and investigating and prosecuting tax evaders, counterfeiters, and forgers.

The Department of Justice has the job of enforcing the laws of the United States. It helps to ensure public safety against foreign and domestic threats, and it is the govern-ment agency that works to prevent and con-trol crime. It is also committed to ensuring the fair and impartial administration of jus-tice for all Americans.

READING CHECK Finding the Main Idea Whywas the Department of Homeland Security formed?

Reviewing Ideas and Terms1. a. Defi ne Write a brief defi nition for the terms

secretary and attorney general. b. Draw Conclusions Why must the Senate

approve the president’s cabinet appointments?2. a. Defi ne Write a brief defi nition for the terms

ambassadors, embassy, consul, consulate, pass-ports, visas, and Joint Chiefs of Staff.

b. Make Inferences Why do you think the Departments of War and the Navy were combined to form the Department of Defense?

3. a. Defi ne Write a brief defi nition for the term Department of Homeland Security.

b. Defend a Point of View What do you think is the most important executive department? Why?

c. Draw Conclusions Could a modern presi-dent run government with fi ve cabinet members, as George Washington did? Does a president today need 15 cabinet members? Explain.

Critical Thinking4. Categorizing Copy the graphic organizer. Use it

to describe the responsibilities of each of the fi ve departments listed.

Focus on Writing5. Problem Solving Imagine that you are a newly

appointed secretary to an executive department (of your choice). Your fi rst duty is to write a memo to the president. In two paragraphs, describe the most pressing national issue facing your department and explain a plan to address it. Be sure to explain how your plan will affect citizens.

KEYWORD: SZ7 HP6



Department Function

State

Treasury

Defense

Justice

HomelandSecurity

Reading Focus

What are the duties of the other executive departments in the federal government?

Other Executive DepartmentsName What are the responsibilities of the Treasury Department? manage federal fi nances; collect taxes and other monies paid to the government; produce postage stamps, currency, and coinage; investigate and prosecute tax evaders, counterfeiters, and forgers

Compare How are the Department of Defense and the Department of Homeland Security similar? Bothprovide protection for the people of the country.

CloseReview the functions of each executive department.

Review Online Quiz: Section 3 Quiz Game




AnswersReading Check to protect the nation against terrorist attacks


1. a. secretary, p. 168; attorney general, p. 169 b. so that the President alone does not have the power to choose cabinet leaders

2. a. ambassadors, p. 169; embassy, p. 169; consul, p. 169; consulate, p. 169; passports, p. 169; visas, p. 169; Joint Chiefs of Staff, p. 169 b. possible answer: to improve efficiency and communication

3. a. Department of Homeland Security, p. 170 b. Students should choose one of the depart-ments listed in the section and provide a

valid explanation for their choice. c. Moststudents should point out that today’s presi-dents need more than five cabinet members to deal with the scope of issues facing the nation, but students might think 15 is too few or too many.

4. Students should list the responsibilities found on pp. 169–170.

5. Memos will vary but should address an important national issue related to an execu-tive department.

170

Arkansas Curriculum FrameworkCivics for Core Curriculum Grades 9-12SG.8.CCC.2



Independent Agencies andRegulatory Commissions

The Main Idea

The independent agen-cies and regulatory commissions of the U.S. government perform specialized duties.

Reading Focus

1. What are some examples of independent agencies, and what duties do they perform?

2. What are regulatory commis-sions, and who runs them?

3. What makes up the federal bureaucracy?

Key Terms

independent agencies,p. 171

regulatory commission,p. 172

bureaucracy, p. 173


duties of federal independent agencies and regulatory com-missions. Use a chart like this one to record your notes.

TAKINGNOTES

The executive branch has many duties that do not fi t any of the 15 executive departments. Indepen-dent agencies and regulatory com-

missions have been created to cover such areas.

Independent AgenciesEach of the more than 65 independentindependent agenciesagencies in the government was created by Congress to perform a specialized job. For example, the U.S. Commission on Civil Rights collects information about discrimi-nation against minorities. The National Aeronautics and Space Administration (NASA) runs the U.S. space program.

Several agencies assist the work of the entire government. For example, the Offi ce of Personnel Management gives tests to people who want to apply for jobs with the federal government. The General Services Administration buys supplies for the federal government.

READING CHECK Summarizing Why are inde-pendent government agencies important?

The space shuttle Discovery takes off on a mission to the International Space Station.


BEFORE YOU READ

NASA, an indepen-dent agency, runs the U.S. space program.

Agency orCommission

Duties

Why It MattersWrite the term bureaucracy on the board. Invite students to add the names of government agencies that are part of the federal bureaucracy. (Students might list the Internal Revenue Service, the Food and Drug Administration, and so on.) Ask students how these agencies affect their daily lives. As an example tell students that the Food and Drug Administration regulates what foods and drugs people can consume, and requires labels that help consumers who purchase items. As students read the section, revise the list on the board.

Academic VocabularyReview with students the high-use academic term in this section. established set up or created (p. 172)

Key TermsPreteach the following terms: independent agencies departments of the federal government that perform special-ized duties (p. 171)regulatory commission type of inde-pendent agency that has the power to make rules and bring violators to court (p. 172)bureaucracy the departments and agen-cies in the executive branch of the govern-ment (p. 173)

Vocabulary Activities: Chapter 6

Taking Notes

Agency or Commission

Duties

Offi ce of Personnel Management

Gives tests to people who want to apply for jobs with the federal government

General Services Administration

Buys supplies for the federal government

Consumer Product Safety Commission

Sets and enforces safety standards for consumer products and conducts safety research

National Labor Relations Board

Enforces federal labor laws and works to prevent unfair practices in businesses

1. Teach Ask students the Reading Focus questions to teach this section.

2. Apply Have students draw the graphic organizer shown below. As students read the section have them fi ll in the circles with the names of the appropriate agencies.

IndependentAgencies

RegulatoryCommission

3. Review To review the section’s main ideas, have students help you complete a master copy of the organizer on the board.

4. Practice/Homework Have students choose one of the agencies and make a list of that agency’s responsibilities.

Independent Agencies and Regulatory Commissions

Teach the Main Idea

AnswersReading Check They perform special-ized duties that often do not fit into any regular department.

At Level

171



The term red tape is often used as a symbol for government pa-perwork. It refers to the practice of tying government documents with red cloth tape.

172 CHAPTER 6

Regulatory CommissionsA regulatory commissionregulatory commission is a type of inde-pendent agency that has the power to make rules and bring violators to court. The deci-sions of regulatory commissions often have the force of law.

Regulatory commissions are usually established because of a perceived need. For example, in 1971 the federal government determined that the fi nancing and running of federal elections should be closely moni-tored. In response to this need, Congress passed the Federal Election Campaign Act. A regulatory commission called the Federal Election Commission (FEC) was created in 1974 to enforce this act. The FEC enforces election laws, provides fi nancial information for campaigns, and controls public funding of presidential elections.

The Consumer Product Safety Commis-sion is another example of a regulatory com-mission. It sets and enforces safety standards for consumer products and conducts safety

research. The Securities and Exchange Com-mission helps enforce laws regulating the buying and selling of stocks and bonds. The National Labor Relations Board enforces fed-eral labor laws. This board also works to pre-vent unfair labor practices among businesses.

The heads of the regulatory commis-sions are appointed by the president. These commissions are independent so that they have the freedom they need to do their jobs. As a result, they have a lot of power in their particular areas.

Because of this power, Congress want-ed to help prevent the commissions from being too infl uenced by a single president and his or her political party. The heads of these commissions, therefore, serve long terms. As a result, a single president cannot appoint more than a few commission lead-ers. In addition, the Senate must approve all of these appointments.

Some people claim that the indepen-dence of the regulatory commissions makes

POLITICAL CARTOON

Regulatory AgenciesFederal regulatory commissions and agencies are where many specific laws are made. These commissions and agen-cies perform important functions, but people sometimes complain that the rules and regulations from these agencies are too complex. This cartoon shows how“red tape” affected government efforts to help fight a natural disaster.

ANALYSISSKILL ANALYZING POLITICAL CARTOONS

What is the cartoonist saying about the government’s response to a natural disaster?

ACADEMIC VOCABULARYestablished: setup or created

Reading Focus

What are some examples of indepen-dent agencies, and what duties do they perform?

Independent Agencies Draw Conclusions Why do you think the U.S. Commission on Civil Rights collects information about discrimination? Possible answer: to monitor discrimination so that ap-propriate measures can be taken to combat it

What are regulatory commissions, and who runs them?

Regulatory CommissionsExplain Why are regulatory commis-sions formed? because of a perceived need

Make Judgments Do you think that the president should be allowed to appoint the heads of regulatory com-missions? Why or why not? Possible answers: Yes, the president needs to select people that the president thinks he or she can work with. No, people appointed by the president might fol-low the president’s agenda rather than the public’s interests.

AnswersAnalyzing Political Cartoons

Possible answer: It is often delayed because of red tape.

English-Language LearnersWrite about Independent Agencies and Regulatory Commissions

1. Lead a class discussion about the effectiveness and ineffectiveness of independent agencies and regulatory commissions.

2. Ask students to write a sentence about whether these agencies and commissions are the best way for the government to do business.

3. Divide the class, partnering English-language learners with students who have a good command of the English language.

4. Ask pairs to discuss their sentences with each other. Then ask volunteers to share their viewpoints with the class. Interpersonal,Verbal/Linguistic Alternative Assessment Handbook: Rubric 11: Discussions; Rubric 41: Writing to Express

Reading Focus

172

Standard English MasteryAt Level

Arkansas Curriculum FrameworkCivics for Core Curriculum Grades 9-12PPE.12.CCC.1




them too powerful. Many critics feel that these commissions over-regulate and interfere too much in our lives. Other people defend these commissions. They say that the commissions’ regulations are needed to protect the public.

READING CHECK Contrasting What makes a regulatory commission different from other inde-pendent agencies?

The Federal BureaucracyAll of the employees of these agencies, as well as those of the executive departments, make up the federal bureaucracybureaucracy. Almost 3 mil-lion people work in the bureaucracy. They include administrators, lawyers, scientists, doctors, engineers, secretaries, and clerks. They work in Washington, D.C., in other cities throughout the United States, and in foreign countries.

As you can see, the federal bureaucracy is quite large and is involved in many areas of daily life. It makes many rules and regu-lations. Some people complain that the regulations are confusing, and often several different departments may be involved in regulating the same area. Sometimes people dealing with government agencies must fi ll

out several forms or stand in long lines to see a government representative. And the gov-ernment is not always effi cient in working with the public. However, other people argue that the complexity of modern life requires many layers of oversight and management.

READING CHECK Identifying Cause and Effect What does the bureaucracy use to carry out activities, and what is often the result?

Reviewing Ideas and Terms1. a. Defi ne Write a brief defi nition for the term

independent agencies. b. Recall What independent agency collects

information about discrimination?2. a. Defi ne Write a brief defi nition for the following

term: regulatory commission. b. Summarize How has Congress tried to

limit the infl uence of the president on regulatory commissions?

3. a. Defi ne Write a brief defi nition for the term bureaucracy.

b. Explain What are some criticisms of the federal bureaucracy?

Critical Thinking4. Making Comparisons Copy the graphic

organizer. Use it to show the similarities and differences between independent agencies and regulatory commissions.

Focus on Writing5. Supporting a Point of View Imagine that you

are seeking federal loans to start a small business. Write a three-paragraph speech that either supports or criticizes the role of the federal bureaucracy.

KEYWORD: SZ7 HP6



Independentagencies

RegulatorycommissionsSimilarities

Total Government Employment, 1950-2000

The graph shows the number of people employed by government at all levels. The percentage of the population employed by government has not changed significantly.

When did total government employment first exceed 15 million?

Reading Focus

What makes up the federal bureaucracy?

The Federal BureaucracyRecall Where do employees of the federal bureaucracy work? in Wash-ington, D.C., in cities throughout the country, and in foreign countries

Predict How might you deal with the problem of red tape if you needed something from a government agency? Possible answer: follow instructions and ask as many relevant questions as possible so that you don’t have to do something again

CloseWrite independent agencies and regula-tory commissions on the board. Review their functions, then list examples of each on the board under the correct headings.

Review Online Quiz: Section 4 Quiz Game Vocabulary Activities: Chapter 6




Answers(graph) 1970Reading Check (top) It has the power to make rules and bring violators to court.Reading Check (bottom) rules and regulations; bureaucratic delay


1. a. independent agencies, p. 171 b. U.S.Commission on Civil Rights

2. a. regulatory commission, p. 172 b. Com-mission leaders serve long terms so that a president cannot appoint more than a few commission heads at a time; Senate must approve all appointments.

3. a. bureaucracy, p. 173 b. The many rules and regulations required to carry out activities often cause confusion and delay.

4. Similarities—independent of the executive departments, carry out specialized functions, gather information, help the president carry out the duties of office; Difference—regula-tory commissions have the power to make rules and bring violators to court

5. Speeches will vary, but students should sup-port a specific point of view with references to the activities performed by the bureaucracy.

173


CHAPTER 6 REVIEWReviewing Key TermsFor each term below, write a sentence explaining its signifi cance to the executive branch.

1. presidential succession

2. State of the Union Address

3. foreign policy

4. diplomacy

5. treaties

6. reprieve

7. pardon

8. commutation

9. secretary

10. attorney general

11. ambassadors

12. embassy

13. consul

14. consulate

15. passports

16. visas

17. Joint Chiefs of Staff

18. Department of Homeland Security

19. independent agencies

20. regulatory commission

21. bureaucracy

Comprehension and Critical ThinkingSECTION 1 (Pages 160–162)

22. a. Describe What is the vice president’s role in government?

b. Explain What limitation did the Twenty-second Amendment place on the terms of the presidency?

SECTION 2 (Pages 164–166)

23. a. Recall What is the purpose of the State of the Union Address?

174 CHAPTER 6

The president has many duties as the head of the executive branch. The president’s cabi-net provides advice to the president.

Visual SummaryUse the visual summary to help you review the main ideas of the chapter.

174 CHAPTER 6

Reviewing Key Terms 1. The order of presidential succession

determines who will head the execu-tive branch if the president dies or leaves offi ce.

2. The State of the Union Address sets forth the programs and policies the president wants Congress to put into effect as laws.

3. The executive branch carries out U.S. foreign policy.

4. The president and other members of the executive branch practice diplo-macy.

5. The president assumes the fi nal responsibility for treaties.

6. The president has the power to grant reprieves to postpone the carrying out of someone’s sentence.

7. The president has the power to grant pardons, which forgive someone of a crime and eliminate the punish-ment for it.

8. The president has the power of commutation, reducing a person’s sentence.

9. The title of most cabinet members is secretary.

10. The head of the Department of Justice is known as the attorney general.

11. Ambassadors in the Department of State are the highest-ranking U.S. representatives in foreign countries.

12. An embassy is the offi cial residence and offi ce of an ambassador in a for-eign country.

13. Consuls are Department of State workers who represent U.S. commercial interests in foreign countries.

14. Consulates can be found in most large foreign cities.

15. The Department of State issues passports that allow U.S. citizens to travel abroad.

16. The Department of State issues visas that allow foreigners to come to the United States.

17. The Joint Chiefs of Staff are high-ranking military offi cers who advise the president.

18. The Department of Homeland Security is a department of the exec-utive branch that works to prevent terrorist attacks.

19. Independent agencies of the execu-tive branch are created to performed specialized jobs.

20. Regulatory commissions can make rules and bring violators to court.

21. All of the employees of independent agencies and the executive depart-ments make up the federal bureau-cracy.

Comprehension and Critical Thinking22. a. succeed the president, preside

over the Senate, other responsibili-ties as assignedb. a two-term limit

23. a. to set forth the programs and pol-icies the president wants Congress to put into effect as lawsb. The president is commander in chief of U.S. armed forces. Congress can declare war.

Intervention Resources

b. Contrast What different military powers do the president and Congress have?


24. a. Identify Who are the Joint Chiefs of Staff?

b. Summarize How does the Executive Offi ce of the President serve the president?


25. a. Make Inferences Why are the indepen-dent agencies separate from the executive departments?

b. Contrast What distinguishes a regulatory commission from other independent agencies?

Using the Internet KEYWORD: SZ7 CH6

26. A Classified Ad Access the Internet through the HRW Go site to research the qualifications, daily job requirements, and personal qualities needed in a successful president. Then write a newspaper classified advertisement for the pres-ident of the United States. Be sure to include qualifications, a brief job description, salary, and benefits. Make it as realistic as possible by looking in a local newspaper for examples of what the ad might look like.

Civics SkillsEvaluating Internet Resources Use the Web page shown below to answer the questions that follow.


27. Which of the following information can be found at this Web site?

a. The name of the current attorney general

b. The duties of the U.S. Marshals Service

c. The name of the president who created the Department of Justice

d. The general functions of the Department of Justice

28. Write two questions about the Department of Justice that you can answer reliably from this Web site.

Reading SkillsSupporting Facts and Details Use the Reading Skills taught in this chapter to answer the question about the reading selection below.

Regulatory commissions are usually established because of a perceived need. For example, in 1971 the federal government determined that the financing and running of federal elections should be closely monitored. In response to this need, Congress passed the Federal Election Campaign Act. A regulatory commission called the Federal Election Commission (FEC) was cre-ated in 1974 to enforce this act. (p. 172)

29. What is the main idea of the selection?

a. The federal government is worried aboutelections.

b. Regulatory agencies are rarely established.

c. Regulatory agencies are usually established to meet a need.

d. Elections need to be supervised.

30. Writing a Character Sketch Write a para-graph describing a character that you think would be an ideal president. Be sure to describe the skills and traits a person must have to be a good president and how your character fulfills these roles.

Active Citizenship video programReview the video to answer the closing question:How can making changes in your community eventually affect larger groups of people?

Created: 1870Title of Chief Officer: attorney generalFunctions: enforces the law in public interest, protects citizens through its efforts in crime prevention and rehabilitation of criminals, protects consumers, ensures fair competition among businesses, represents the United States in legal matters, supervises U.S. marshals and U.S. attorneysAgencies and Comissions: Bureau of Prisons, Drug Enforcement Administration, Federal Bureau of Investigation, Foreign Claims Settlement Comission, Immigration and Naturalization Service, Office for U.S. Attorneys, Office of Information and Privacy, Office of Intelligence Policy and Review, Office of Justice Programs, U.S. Marshals Service, U.S. Parole CommissionRelated Links: http://www.usdoj.gov/


HOLT

Active Citizenship� Video Program

Use the video Alternatives To Gangs to extend the Students Take Action feature in this chapter.

24. a. the highest-ranking military offi cers of each of the armed forcesb. Its members help and advise the president.

25. a. They cover specialized areas that do not fi t any of the executive departments.b. Regulatory commissions have the power to make rules and bring vio-lators to court.

Using the Internet26. Go to the HRW Web site and enter

the keyword shown to access a rubric for this activity.

KEYWORD: SZ7 TEACHER

Civics Skills27. d

28. Possible questions: What are two agencies that are part of the Department of Justice? When was the Department of Justice created?

Reading Skills29. c

Focus on Writing30. Students’ characters should have

traits and skills that a person might require to be a good president.

Active Citizenship video program

Answers will vary. Students may cite how small actions at the local level can inspire citizens on a state, national, and international level.

Reproducible Guided Reading Strategies

TechnologyStudent Edition on Audio CD Program


Interactive Skills Tutor

Quiz Game

SAT Essay Help Students wishing to at-tend college are probably well-aware of the importance of the SAT. For those intimidated by the essay section, offer some helpful tips for writing under pressure. The College Board recommends that students concern themselves more with fully explaining and exploring any examples they offer in their essays than trying to squeeze in as many examples as possible and skimping on substance.


Documents

Chapter 6 Planning Guide - Millersburg Area School · PDF fileCHAPTER 6 PLANNING GUIDE CHAPTER 6 pp. 156–175 Overview: Students will learn about the executive branch of the United