Core Learning Goals and the Executive Branch

CORE LEARNING GOALS AND THE EXECUTIVE BRANCH GOAL 1 – POLITICAL SYSTEMS The student will demonstrate an understanding of the historical development and current status of principles, institutions, and processes of political systems.

1. Expectation: The student will demonstrate understanding of the structure and functions of government and politics in the United States. (2) The student will evaluate how the principles of government assist or impede the functioning of government.

Assessment Limits: . Concepts: federalism, separation of powers, checks and balances, judicial review, representative democracy, limited government, rule of law, individual rights and responsibilities, consent of the governed, majority rule, popular sovereignty, equal protection, and eminent domain.

. Federal and Maryland state government: Legislative, Executive and Judicial – powers, structure and organization.

. Local government will be assessed in terms of powers and responsibilities.

. Selection of National and Maryland state leaders: Electoral College and election/appointment processes.

What students need to be able to do:  Describe the structure, powers and authority of the executive branch on the federal, state, and local levels  Analyze the degree to which the powers of the executive branch have changed over time, such as the War Powers Act (1973)  Describe the selection process for the president of the United States including the Electoral College (Unit 4)  Describe the election process in the United States including the nominating process, primary and general elections (Unit 7)  Apply the principles of federalism, checks and balances, rule of law, judicial review, separation of powers, consent of the governed and majority rule to real world situations

(3) The student will evaluate roles and policies the government has assumed regarding public issues.

Assessment Limits: . Public issues: - Environment (pollution, land use) - Entitlements (Social Security, welfare) - Health care and public health (costs, substance abuse, diseases) - Censorship (media, technology) - Crime (prevention, punishments) - Equity (race, ethnicity, region, religion, gender, language, Socioeconomic status, age, and individuals with disabilities)

What students need to be able to do:  Describe how executive departments and agencies enforce governmental policies that address public issues, such as the Center for Disease Control (CDC), Federal Bureau of Investigation (FBI), Environmental Protection Agency (EPA), Drug Enforcement Agency (DEA) (Unit 4)

(4) The student will explain roles and analyze strategies individuals or groups may use to initiate change in governmental policy and institutions.

Assessment Limits: . Political parties, interest groups, lobbyists, candidates, citizens, and the impact of the media on elections, elected officials and public opinion. . Referendum and initiative processes.

What they need to be able to do:  Analyze the role of the media, special-interest groups, and public opinion in influencing the policy and decisions of the executive branch (Unit 4)  Evaluate how the media, political parties, special-interest groups, lobbyists, Political Action Committees (PACs) influence public opinion and government policies  Evaluate the reliability and influence of the media on elections, elected officials and public opinion  Describe the roles of political parties in the United States and how they influence elections, elected officials and public opinion  Describe how citizens, candidates, campaigns and campaign financing influence the political process in the United States  Analyze the roles of participants in the election process including voting, contributing, and electioneering  Analyze how citizens make informed decisions regarding candidates, issues, and policies

2. Expectation: The student will evaluate how the United States government has maintained a balance between protecting rights and maintaining order. (3) The student will evaluate the impact of governmental decisions and actions that have affected the rights of individuals and groups in American society and/or have affected maintaining order and/or safety.

Assessment Limits: Presidential use of power and executive orders affecting rights, order, and/or safety. National government agencies’ actions affecting rights, order, and/or safety. State actions affecting rights, order, and/or safety

What they need to be able to do:  Describe the purpose, limitations and impact of executive orders in maintaining order and providing safety for citizens  Analyze the impact of national emergencies on the expansion of the powers of the government  Describe how the governor of Maryland can use executive power to maintain order and safety in the state, such as calling out the National Guard in the case of a natural disaster (Unit 4) HSA Question CLG and Indicator Assessment Limit #1 1.1.2 Principles – Checks and Balances #2 #3 #4 #5 #6 #7 #8 #9 #10

Sample HSA Questions – The Executive Branch 4. Which of the following federal government 1. If the President and Congress disagree over a tax positions is not appointed by the President? bill, the President can veto the bill. F Speaker of the House G Attorney General Which of these applies to a presidential veto? H Secretary of State A checks and balances J Supreme Court Justice B judicial review C representative democracy D federalism

2. Which of these is most likely a reason Presidents issue executive orders?

F to remove legislators from Congress G to create laws that contradict existing federal law H to force the Supreme Court to reverse legal decisions J to make policy without congressional approval 5. 3. Which of these best explains why candidates for public office often spend more money on advertising during the last week of a campaign? Which of these does the cartoon suggest occurs A Advertising costs are lower at the end of a campaign. as a result of media predictions of election B Advertising may persuade undecided voters to make a choice. results? C Campaign laws require that all money raised by A Polling places close before their scheduled time. candidates be spent. B Candidates withdraw from elections. D Campaign laws require that advertising be C Networks give different information about restricted to the end of a campaign. candidates. D Citizens are discouraged from going to the polls. G Executive Order 12612 (1987) “Restore the division of Governmental 6. With which of these statements would the responsibilities between the national government cartoonist most likely agree? and the states….” F The media should stop covering elections. H Executive Order 9066 (1942) G Voters should be aware of voting trends on “Prescribe military areas… from which any or all election day. persons can be excluded….” H The media should wait until all polls close before J Executive Order 10924 (1961) projecting winners. “Establish an agency… which shall be known as the J Voters should stop voting for candidates who Peace Corps.” advertise on television

Executive Order 9981 (1948) “There shall be equality of treatment… for all persons in the 9. “Americans are free . . . to disagree with the armed forces….” law but not to disobey it. For in a government Executive Order 11141 (1964) of laws and not of men, no man, however “[The government shall] assure prominent or powerful, and no mob however that older people are not unruly or boisterous, is entitled to defy a discriminated against because of court of law.” their age. . . .” —President John F. Kennedy Executive Order 11246 (1965) The quotation above most directly supports “The government . . . [will] presidential actions that provide equal opportunity in A improve international relations Federal employment for all B improve the economy qualified persons. . . .” C ensure public order and safety 7. What is the intent of each of these executive D ensure individual rights orders? A to guarantee the safety of the people 10. Which of these activities is most likely B to maintain public order performed by political party? C to protect the rights of individuals and groups D to respect the constitutional rights of states F holding general elections G raising campaign money H designating voting precincts 8. Which of these executive orders is most J counting absentee ballots similar to the executive orders listed above? F Executive Order 13007 (1996) “Accommodate [Indian] access to and ceremonial use of Indian sacred sites….”