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GOVERNMENTGOVERNMENTGOVERNMENTGOVERNMENTELECT The Program For You

americanPEARSON

ELECTThe Program For You

5© Pearson Education, Inc., publishing as Pearson Prentice Hall. All rights reserved.

Running Foot

Lesson Plan �Time: Two to three 50-minute class periods: one to introduce the lesson and organize

students into small role groups; two for small groups to jigsaw and discuss thesources and student handouts; and three for class discussion and culminatingactivity.

Materials Needed for Lesson� Sources 4.a, 4.b, 4.c� Role cards� Copies of Student Handouts 1–6 and Rubric for each student

Overview

This activity is based on a fictional tsunami that crashed into the Indonesian coastone month ago. Students will play the roles of White House Staff in order to make adecision regarding how to respond to a plea for additional financial support from theUnited Nations. By using manipulatives, photographs, a map, and handouts, stu-dents will explore the political, personal, and economic issues involved in making acomplex decision as they assume different roles and personalities in the activity.

Objectives

Students will:

� activate prior knowledge by answering questions investigating their attitudestoward international aid and what level of support the United States shouldprovide.

� role-play the President and members of the Cabinet in order to make a decisionabout how the United States should respond to a foreign crisis.

� learn about the complexity of foreign policy issues� develop communication skills through debate, writing, and speech.� Analyze sources in order to make a decision.� answer the unit’s essential question “What makes a ‘good’ President?”

Step-by-Step Instructions

Day 11. Tell students that this activity will give them insight and understanding into

important issues that the President must consider when making a decision. Firstmake copies and distribute the Rubric (page x) so that students know what isexpected of them. To get them thinking about leadership and making informeddecisions, ask: What type of leadership do you think is best? Suggest they thinkabout the leaders of their after-school activities or the decision makers in theirfamilies. Students may suggest that a good leader is one who considers others’feeling and gets input from the affected parties.

2. Hand out Student Handout 1: Daily Briefing that explains to students the situationin Southeast Asia, specifically in Indonesia, the hardest hit area. You may alsohand out Student Handout 2: Fact Sheet, which lays out some basic informationabout the region affected. Have students read the documents. Encourage them toask questions, as they will later be analyzing these and other documents in small

ee 50-minute class periods: one to intree 50-minute class periods: one to introduce the lesson and oroduce the lesson and oroups; two for small groups; two for small groups to jigsaw and discuss theoups to jigsaw and discuss the

ee for class discussion and culminatingee for class discussion and culminating

Copies of Student Handouts 1–6 and Rubric for each studentCopies of Student Handouts 1–6 and Rubric for each student

This activity is based on a fictional tsunami that crashed into the Indonesian coastThis activity is based on a fictional tsunami that crashed into the Indonesian coastoles of White House Stafoles of White House Staf

espond to a plea for additional financial support frespond to a plea for additional financial support frUnited Nations. By using manipulatives, photographs, a map, and handouts, stuUnited Nations. By using manipulatives, photographs, a map, and handouts, stu

the political, personal, and economic issues involved in making athe political, personal, and economic issues involved in making aoles and personalities in the activityoles and personalities in the activity

activate prior knowledge by answering questions investigating their attitudesactivate prior knowledge by answering questions investigating their attitudesd international aid and what level of support the United States shouldd international aid and what level of support the United States should

esident and members of the Cabinet in oresident and members of the Cabinet in orespond to a forespond to a for

eign policy issueseign policy issuesough debate, writing, and speech.ough debate, writing, and speech.

der to make a decision.der to make a decision.answer the unit’s essential question “What makes a ‘good’ Pranswer the unit’s essential question “What makes a ‘good’ Pr

ell students that this activity will give them insight and understanding intoell students that this activity will give them insight and understanding intoesident must consider when making a decision. Firstesident must consider when making a decision. First

make copies and distribute the Rubric (page x) so that students know what ismake copies and distribute the Rubric (page x) so that students know what iso get them thinking about leadership and making informedo get them thinking about leadership and making informed

decisions, ask: What type of leadership do you think is best? Suggest they thinkdecisions, ask: What type of leadership do you think is best? Suggest they think-school activities or the decision makers in their-school activities or the decision makers in their

families. Students may suggest that a good leader is one who considers others’families. Students may suggest that a good leader is one who considers others’fected parties.fected parties.

Student Handout 1: Daily BriefingStudent Handout 1: Daily Briefing that explains to students the situationthat explains to students the situationAsia, specifically in Indonesia, the harAsia, specifically in Indonesia, the hardest hit ardest hit ar

Student Handout 2: FStudent Handout 2: Fact Sheetact SheetStudent Handout 2: FStudent Handout 2: Fact SheetStudent Handout 2: FStudent Handout 2: F ,,act Sheetact Sheet,act Sheetact Sheet which lays out some basic informationwhich lays out some basic informationegion afegion affected. Have students rfected. Have students region afegion affected. Have students region afegion af ead the documents. Encourage them toead the documents. Encourage them to

ask questions, as they will later be analyzing these and other documents in smallask questions, as they will later be analyzing these and other documents in small

©©

in Southeast in Southeast hand out hand out Student Handout 2: FStudent Handout 2: Fabout the rabout the region afegion afask questions, as they will later be analyzing these and other documents in smallask questions, as they will later be analyzing these and other documents in small

in Southeast in Southeast hand out hand out about the rabout the rask questions, as they will later be analyzing these and other documents in smallask questions, as they will later be analyzing these and other documents in small

Magruder’s American Government

Foundations Series:American Government

American Government:Experience It!

2 For product updates, downloadable resources, and samples visit www.PearsonSchool.com/AmGovt 3

Three AMERICAN GOVERNMENT programs to personalize learning

Foundations Series: American Government © 2010

NEW, for an accessible curriculum! Embedded reading support—Explicit reading strategies, such as point-of-use vocabulary support and a considerate text, are designed for students reading at about a 6th grade level.

Technology to assist learning—The rich digital assets such as audio, video, and animations on the American Government Online Student Center provide multiple ways for learners to access the content.

Differentiated teaching resources—Teachers can quickly choose from multiple levels of worksheets and assessments found on the Online Teacher Center and on the Resource Library CD-ROM.

American Government:Experience It! © 2010

NEW, for a hands-on curriculum! Active learning—Students explore the Essential Questions of American Government through real-world simulations and hands-on activities.

Unique online resources—The American Government: Experience It! Online Student Center offers the same digital assets as the Magruder’s and Foundations programs plus additional “interactivities” unique to American Government: Experience It!

Detailed Teacher’s Guide—The accompanying Teacher’s Guide provides complete classroom management support for teaching with the simulations and the American Government: Experience It! Online Student Center.

400 The Presidency in Action

Reasons for

the Growth of

Presidential

Power

Objectives

1. Explain why Article II of the Con-

stitution can be described as “an

outline” of the presidential of� ce.

2. List several reasons for the growth

of presidential power.

3. Explain how the Presidents’ own

views have affected the power of

the of� ce.

The presidency is regularly called “the most powerful o� ce in the world,”

and it is. But is this what the Framers had in mind when they created the

post in 1787? At Philadelphia, they purposely created a single executive with

very broadly stated powers. Still, they agreed with � omas Je� erson, who

wrote in the Declaration of Independence that “a Tyrant is un� t to be the ruler

of a free people.” So, just as purposefully, they constructed a “checked,” or

limited, presidency.

Article IIArticle II of the Constitution is known as the Executive Article, which in

only a few words established the presidency. It begins this way:

FROM THE CONSTITUTION

The executive Power shall be vested in a President of the United

States of America. —Article II, Section 1

With this one sentence, the Framers laid the basis for the vast power and in� u-

ence the nation’s chief executive possesses today.

� e Constitution also sets out other, somewhat more speci� c grants of

presidential power. � us, the President is given the power to command the

armed forces, to make treaties, to approve or veto acts of Congress, to send and

receive diplomatic representatives, and to “take Care that the Laws be faithfully

executed.” 1

Still, the Constitution lays out the powers of the presidency in a very

sketchy fashion. Article II reads almost as an outline. It has been called “the

most loosely drawn chapter” in the nation’s fundamental law.2 It does not

Guiding Question

What factors have contributed

to the growth of presidential

power? Use a concept web like the

one below to keep track of the main

ideas on the growth of presidential

power.

Political Dictionary

SECTION 1

The Growth of

Presidential Power

Executive Article

imperial presidency••

Images Above: President George

Washington; Mount Rushmore (back-

ground)

1 Most of the specifi c grants of presidential power are found in Article II, Sections 2 and 3. A few are elsewhere in

the Constitution—for example, the veto power, in Article I, Section 7, Clause 2.

2 Edward S. Corwin, The President: Offi ce and Powers.

0400_MAG09se_Ch14_s1.indd 400

6/3/08 5:02:16 PM


us, the President is given the power to command the



Still, the Constitution lays out the powers of the presidency in a very

sketchy fashion. Article II reads almost as an outline. It has been called “the

most loosely drawn chapter” in the nation’s fundamental law.2 It does not

he presidency is regularly called “the most powerful o�



very broadly stated powers. Still, they agreed with �

wrote in the Declaration of Independence that “a Tyrant is un�


Article II of the Constitution is known as the


he presidency is regularly called “the most powerful o� ce in the world,”

he presidency is regularly called “the most powerful o� ce in the world,”




With this one sentence, the Framers laid the basis for the vast power and in�


e Constitution also sets out other, somewhat more speci�




very broadly stated powers. Still, they agreed with � omas Je�

very broadly stated powers. Still, they agreed with � omas Je�

very broadly stated powers. Still, they agreed with � erson, who omas Je� erson, who omas Je�



wrote in the Declaration of Independence that “a Tyrant is un�


Article II of the Constitution is known as the Executive Article, which in



—Article II, Section 1



With this one sentence, the Framers laid the basis for the vast power and in�


e Constitution also sets out other, somewhat more speci� c grants of

e Constitution also sets out other, somewhat more speci� c grants of

e Constitution also sets out other, somewhat more speci�

us, the President is given the power to command the



On level

3

—Students explore the Essential Questions of

Hands on1

American Government:Experience It! © 2010

2

3

414 Legislative and Judicial Powers

If the President does not sign or veto a bill, the bill will become law in 10 working days. If the President does nothing and Congress adjourns before the 10-day period, the bill does not become law. This is called a pocket veto. This veto has been used often because Congress passes many bills in the last days of a session. For more on the power of the veto, see Figure 14.6.

Presidents have sometimes issued signing statements that are used to point out problems in a new law. Often they are used to tell how the law is to be enforced. Andrew Jackson issued signing statements in the 1830s. In recent times, President George W. Bush used these statements in place of a veto. In the statements, he said how he thought the law should be applied and used. In 1996 Congress passed The Line Item Veto Act, but the Supreme Court struck it down. A line-item veto means the President can cancel some parts of a new law. Most Presidents are in favor of being allowed to do this as part of the veto process. People who favor line-item vetoes say it would cut down on federal spending. Some people say line-item vetoes would give too much power to the executive branch. According to the Supreme Court decision, an amendment to the Constitution would have to be passed to allow a line-item veto.

Reading StrategyMetacognition

Before you read this page, think about what you can do that will help you understand the text.

Pocket veto An indirect veto of a bill by the President not acting on itSigning statements Statements used to point out problems in a new law

Line-item veto A President’s cancellation of specific dollar amounts (line items) from a congressional spending bill

Fig. 14.6, The Power of the Veto

The veto power is used when the President opposes a piece of legislation. When the President and the majority of Congress belong to the same party, opposition is rare. However, under a divided government, views on policy differ resulting in a struggle over legislation.

President Ford prepares to address the nation about his decision to veto or approve a tax cut.

Divided Government 1973–1975

Gerald R. FordRepublican President

39 VETOES

94th Congress Democratic Majority

8 OVERRIDES

Divided Government 1975–1977

United Government 2005–2007

George W. BushRepublican President

1VETO

109th Congress Republican Majority

0 OVERRIDES

United Government 2005–2007

MAGRUDER’SOnline Update

GOVERNMENT ONLINEOnline UpdateCheck out the history of presidential vetoes atPearsonSuccessNet.com


NEW, for an accessible curriculum!


Accessible

Magruder’s American Government © 2009

NEW, for an on-level curriculum! Essential Questions—Instruction and assessment are organized

around an Essential Question that explores the big ideas of American Government.

American Government Online Student Center—Rich digital learning support includes two online Student Editions, Government on the Go Audio and Video resources, interactive assessment, and more!

American Government Online Teacher Center—Teachers easily access complete online planning, teaching, and assessment including lecture notes, multiple levels of worksheets and assessments, and easy-to-use management tools.

Pearson, announces the debut of three outstanding new programs to personalize the teaching and learning of American Government.

Each program is part of Pearson’s American Government series.

Each program teaches the same core American Government content.

Each program is tailored to suit the unique needs of students in your class.

So, make your choice: Magruder’s American Government for your on-level readers; Foundations Series: American Government for a more accessible approach; or American Government: Experience It! for the best in hands-on learning. Best of all, you can mix and match all three and enjoy access to the shared resources for all three programs!

4 5For product updates, downloadable resources, and samples visit www.PearsonSchool.com/AmGovt

Differentiate instruction with SHARED LEVELED COMPONENTS

Differentiate instructionwith INTERACTIVE LEARNING

The shared American government print and digital resources allow for true differentiation!

Shared Components

Access these resources no matter what programs you use!

Student ResourcesEssential Questions Journal American Government Online Student Center including:

Magruder’s Online Student Edition Foundations Online Student Edition Essential Questions Journal Online Web Quests Self-tests Government on the Go Audio and Video

Supportfor all three programs

HANDS-ON LEARNING

Energize and engage your students using the hands-on components in American Government: Experience It! The Essential Questions are explored through a variety of classroom and online simulations.

American Government: Experience It! Activity PackThis activity pack contains a wide range of documents, maps, role cards, and data to be used in the classroom for simulations. The accompanying Experience It! Teacher’s Guide and Lesson Plans include everything teachers need to plan for instruction.

Going all Digital?

GO PEARSON!

ONLINE LEARNING

American Government Teacher and Student CenterFor schools wanting an online learning experience, the American Government Online Student and Teacher Centers offer all the resources needed for a digital classroom!

In the Online Student Center, students can access two levels of Online Student Editions, the Essential Questions Journal, the rich media assets on Government on the Go Audio and Video, and online self-tests.

The Online Teacher Center has everything teachers need to plan, teach, assess, and manage their classrooms.

January 15, 2009

To: All party leaders/party leadershipFrom: Campaign ManagerRe: Ford factory closure in Kansas City, Missouri/GM factory

closure in Fairfax, Kansas

I received confidential information this morning regarding the

closures of the Ford factory in Kansas City, Missouri, and the

GM factory in Fairfax, Kansas. GM and Ford are estimating job

loss numbers at 20,000+. The consequences of these layoffs have

the potential to seriously disrupt the economies of the Midwest

and the country as a whole. Due to the President’s desire for reelection in the fall, I

recommend that we focus our energies on lessening the impact

of these closures. The auto industry has not looked favorably

upon the President as of late, and this is one step of many we

can take to begin reparations. In sum, we need these votes to

secure another term. Therefore, I recommend $10 million be al-

located to this cause. Please advise as soon as possible. As

far as we know, this information has not yet been leaked to the

press.

–Campaign Manager

M E M O R A N D U M

Office of Presidential Campaign Manager

• Before winning the presidency, you were the Governor of Ohio for eight years where you initiated a successful program to ignite economic growth in the state, which in turn grew jobs.

• When campaigning for President, you made the promise to increase the number jobs in America.

• You have intentionally selected your Cabinet members to represent a diverse slice of America. This sometimes leads to deadlocks.

• You daughter left last month to study abroad for a year in Indonesia.

• You make the final decision.

Background Information

President

Governorprogram to

the promise

membersleads to deadlocks.

for a year

Background InformationBackground Information

• Before winning the presidency, you were the Governor of Ohio for eight years where you initiated a successful program to ignite economic growth in the state, which in turn grew jobs.

• When campaigning for President, you made the promise to increase the number jobs in America.

• You have intentionally selected your Cabinet members to represent a diverse slice of America. This sometimes leads to deadlocks.

• You daughter left last month to study abroad for a year in Indonesia.

• You make the final decision.

Background InformationPresident

All three Pearson American Government programs share robust print and digital resources. This means that no matter which program being using, teachers and students can select from a wide range of leveled resources to differentiate learning, instruction, and assessment!

Unique Program Components

Each program offers unique core components.

Teacher Resources American Government Online Teacher Center including:

Magruder’s Online Teacher’s Edition Foundations Online Teacher’s Edition Success Tracker™ Teacher’s Resource Library with Editable Worksheets AYP Monitoring Assessment Color Transparencies Essential Questions Journal Answer Key All resources included on the Online Student Center

American Government Essential Questions Video on DVDExamView® Test Bank on CD-ROMTeacher’s Resource Library on disk

Magruder’s Student Edition Magruder’s Online Student Edition

on disk with audio Magruder’s Teacher’s Edition

Foundations Series Student Edition Foundations Series Online Student

Edition on disk with audio Foundations Series Teacher’s Edition

Experience It! Activity Pack Experience It! Teacher’s Guide

and Lesson Plans Experience It! Online Student Center Experience It! Online Teacher Center

INTERACTIVE LEARNINGINTERACTIVE LEARNING

January 15, 2009

All party leaders/party leadership Campaign Manager Ford factory closure in Kansas City, Missouri/GM factory

Ford factory closure in Kansas City, Missouri/GM factory

closure in Fairfax, Kansas











and the country as a whole.

and the country as a whole. Due to the President’s desire for reelection in the fall, I

Due to the President’s desire for reelection in the fall, I









secure another term. Therefore, I recommend $10 million be al

secure another term. Therefore, I recommend $10 million be al-



far as we know, this information has not yet been leaked to the

M E M O R A N D U M

Office of Presidential Campaign Manager

President


425

Chapter 18:TThhee Federal Court SystemChapter 19:Civil Liberttiess:: FFFFFiiiiirrrrrssssstttt Ammmmeeeennnnddmmmeeeennnnttt FFFFFrrreeeedomsChapter 20:CCivil Libeeeerrrrtttiieeeessss:: PPProoootttteeeecctttinngggg Inndividddduuuuaaaaalll RRiighhhhhtttttsssChapter 21:CCCCCCiiiiiivvvvvvviiiiillll RRRRRRRiiiiggghhhhhts: Equaaaaaaaaal JJJJJJussttiicceeeee UUUUUUnddddeeerrrr LLLLLaaaaaaaaaw

Photo Caption: Massachusetts Attorney General Tom Reilly speaks to reporters.

Unit 5The Judicial BranchEssential Question What should be the role of the judicial branch?

Explore big ideas with ESSENTIAL QUESTIONS

Essential Questions in Active Learning and Simulations

The print and online simulations explore the Essential Questions through an interactive learning experience.

9Copyright © by Pearson Education, Inc., or its affiliates. All rights reserved.

Find OutC. The Framers placed checks on the President’s power. Other limits have developed over

time. Using your online or print textbook and your knowledge of government, briefly

describe each limit and its effect.

Return to the scale of power that you filled in at the beginning of the lesson.

What Do You Think?

Now that you have explored the question of presidential power further, would you change

your rating of where you would place an ideal President on the scale? Explain

____________________________________________________________________________

____________________________________________________________________________

CHAPTER 14 How much power should the President have?

EffectsLimits

__________________________________________________________

__________________________________________________________Public Opinion

International

Opinion

__________________________________________________________

__________________________________________________________

Term Limits __________________________________________________________

__________________________________________________________

Party System

__________________________________________________________

__________________________________________________________

Legislative

Checks

__________________________________________________________

__________________________________________________________

Judicial Checks

__________________________________________________________

__________________________________________________________

Bureaucracy __________________________________________________________

__________________________________________________________

an unpopular President lacks influence; the public can vote the

__________________________________________________________

an unpopular President lacks influence; the public can vote the

__________________________________________________________

President out of office.

Effects

No real Power

Absolute Power

?

425 425

al Tom Reilly speaks to reporters.

Unit 5Unit 5Unit 5Unit 5Unit 5Unit 5The Judicial BranchEssential Essential Question Question What should be the role of the judicial branch?

What should be the role of the judicial branch?

424

There are as many answers to the question of what makes a good

President as there are Presidents. The following examples each

offer a perspective on the answer.

ON THE OPPORTUNITY TO

BECOME A GREAT PRESIDENT:

All our great presidents were

leaders of thought at times

when certain ideas in the life of

the nation had to be clarifi ed.

— Franklin D. Roosevelt

ON THE QUALITIES OF A GREAT PRESIDENT:

. . . [R]esearch indicate[s] that great presidents, besides being stubborn

and disagreeable, are more extraverted, open to experience, assertive,

achievement striving, excitement seeking and more open to fantasy, aes-

thetics, feelings, actions, ideas and values. Historically great presidents

were low on straightforwardness, vulnerability and order.

—American Psychological Association News Release announcing the results of a study of the personali-

ties of the Presidents, August 2000

ON HISTORY’S JUDGMENT OF THE PRESIDENT:

Throughout this unit, you studied the job and the

of� ce of the President. Use what you have learned

and the quotations and opinions above to answer

the following questions. Then go to your Essential

Question Journal.

1. How do voters judge candidates?

2. Why does history often judge a President

differently than they were judged in their

own time?

3. Should a President strive to be popular or

strive to be effective?

4. Can a President be great if there is no clear

opportunity to show greatness?Essential Question Warm-Up

Essential Question

What makes a good President?

In a pun on the names of cars and Presidents, Gerald

Ford was known during his presidency as “a Ford, not a

Lincoln.” Today, many people are reevaluating whether

Ford’s qualities were actually what the nation needed at

the time.

Essential Questions

Journal

To continue to build a

response to the chapter

Essential Question, go to your

Essential Questions Journal.

0424_mag09se_UO_4.indd 424

6/2/08 11:47:58 AM

Return to the scale of power that you filled in at the beginning of the lesson.

What Do You Think?Now that you have explored the question of presidential power further, would you change

your rating of where you would place an ideal President on the scale? Explain

____________________________________________________________________________

____________________________________________________________________________

No realNo realNo realPower

Absolute

14

Copyright © by Pearson Education, Inc., or its affiliates. All rights reserved.

What makes a good President?Write an essay that answers the Essential Question, What makes a good President? Use

your answers to the Essential Question warmup questions on the previous pages, your

answers to the chapter Essential Questions, and what you have learned in this unit. Keep

in mind that your essay should reflect your thoughtful and well-supported personal point

of view. Answering the prompts below will help you structure your essay. Go to page X for a

rubric for writing an Essential Question essay.Thesis Statement: ______________________________________________________________

____________________________________________________________________________

Conclusion: __________________________________________________________________

___________________________________________________________________________

UNIT4 The Executive Branch

Main Idea________________________________________________________________________________________

Main Idea________________________________________________________________________________________

Main Idea________________________________________________________________________________________Supporting Details

1. ________________________________________________________________2. ________________________________________________________________

3. ________________________________________________________________

Supporting Details1. ________________________________________________________________

2. ________________________________________________________________3. ________________________________________________________________

Supporting Details1. ________________________________________________________________

2. ________________________________________________________________3. ________________________________________________________________

Body Paragraph 1 Body Paragraph 2 Body Paragraph 3

Essay

?

Sample pages from the Essential Questions Journal.

Sample pages from Magruder’s American Government.

In an exclusive partnership with Grant Wiggins, co-author of Understanding by Design, all three Pearson American government programs focus on the same Essential Questions. Print and digital resources have been carefully developed to guide students as they explore these key concepts. Each unit culminates in a performance-based assessment task that demonstrates students’ understanding.

Essential Questions in the Student Editions

Instruction and assessment at the unit, chapter, and section levels focus on an Essential Question.

Essential Questions in the Journal

In the Essential Questions Journal, students explore the big ideas and develop their understanding through activities at the unit, chapter, and section level.

Unit Warm Up introduces students to the unit Essential Question, asking them to brainstorm and access prior knowledge.

Chapter Exploration pages guide students throughout the chapter to explore the Essential Question, challenging them to think creatively.

Unit Essays at the end of every unit ask students to demonstrate their understanding of the essential question in a thoughtful and well-written essay.

A Pearson Exclusive!

3

© Pearson Education, Inc., publishing as Pearson Prentice Hall. All rights reserved.

Running Foot

Government Activity: The Executive BranchESSENTIAL QUESTION What makes a “good” President?Background �[Explain importance of Presidential decision-making and discuss inner-workings of

the executive branch; i.e., What to consider when making a decision.

Sample pages from the Essential Questions Journal.

yy EExxeeccuuttiivvee BBrraanncchhEESSSSEENNTTIIAALL QQUUEESSTTIIOONN What makes a “good” PrWhat makes a “good” Pr

OONN What makes a “good” PrWhat makes a “good” President?esident?Background Background ��

[Explain importance of Pr[Explain importance of Presidential decision-making and discuss inner

esidential decision-making and discuss inner-workings of-workings of



Essential Questions through video

Explore the Essential Questions through highly engaging video modules.


Online Student Center

It all starts with the Online Student Center! Students can access a wide array of 21st century learning tools to help personalize learning.

Personalize learning with two Online Student EditionsWithin the Online Student Center, students can access both the Magruder’s and Foundations Series Online Student Editions. This allows students to use the Student Edition that best matches their reading level.

Each Student Edition is also available on disk.

Online Teacher Center

Plan, teach, assess, remediate, and manage your classroom at the click of a mouse!

Expand instruction with access to two levels of Teacher’s EditionsTeachers can access a wide range of teaching support through the online Magruder’s and Foundations Series Teacher’s Editions.

Pick and choose from the many shared print resourcesThe online Teacher’s Resource Library with Editable Worksheets provides both on-level and adapted (Foundations) worksheets. These time-saving resources allow for built-in differentiation.

These resources are also available on disk.

Prereading and Vocabulary Worksheets Bellringer Worksheets Student Rubrics On-level Lesson Plans Foundations Lesson Plans On-level Reading Comprehension Worksheets Foundations Reading Comprehension Worksheets On-level Core Worksheets Foundations Core Worksheets On-level Extend Worksheets Foundations Extend Worksheets On-level Skills Worksheets

Foundations Skills Worksheets On-level Landmark Cases of the Supreme Court Foundations Landmark Cases of the Supreme CourtOn-level Section Quiz Foundations Section QuizChapter OutlineOn-level Chapter Tests AFoundations Chapter Tests B AYP Monitoring AssessmentsColor TransparenciesEssential Questions JournalEssential Questions Journal Answer Key

Rough Pour

DesignTemplate

PDF RoundFPL Round

PPL RoundIPL Round

1© Pearson Education, Inc., or its affiliates. All rights reserved.

Name ___________________________ Class _____________________ Date _______

When President Franklin Roosevelt took office in 1933, the nation was in the middle of the Great Depression, the worst economic crisis of its history. That year, one fourth of all American workers were out of work. In his inaugural address, Roosevelt assured the American people that “our greatest primary task is to put people to work.” As soon as he took office, Roosevelt began to look for ways to reduce unemployment.

1. Identify the Problem/Gather Information

Imagine that you are an advisor to President Roosevelt. Conduct research to learn about the causes that led to the Great Depression. List at least five of those causes on a separate sheet of paper.

2. Identify Options/Consider Advantages and Disadvantages

Identify three strategies that Roosevelt might use to create jobs. Explain those options in a graphic organizer like the one below:

3. Choose a Solution

Choose the option that you think would be the most effective in reducing unemployment. Explain your decision on a separate sheet of paper.

4. Evaluate a Solution

One of the first steps Roosevelt took to tackle unemployment was the creation of the Civilian Conservation Corps (CCC). Roosevelt described the program as follows:

“. . .[W]e are giving opportunity of employment to one quarter of a million of the unemployed . . . to go into the forestry and flood prevention work. This is a big task because it means feeding, clothing, and caring for nearly twice as many men as we have in the regular army itself. In creating this civilian conservation corps we are killing two birds with one stone. We are clearly enhancing the value of our natural resources and second, we are relieving an appreciable amount of actual distress. . . .”

Analyze Roosevelt’s decision by answering these questions on a separate sheet of paper.

(a) What were the potential benefits and drawbacks of the CCC program?

(b) How would Roosevelt be able to determine if the program was working?

Option Advantages Disadvantages

SKILLS WORKSHEET

Problem Solving 3

CHAPTER

14SECTION 3

0001_mag09_Ch14s03_SW.indd 1 6/5/08 1:22:29 PM

Name ___________________________ Class _____________________ Date _______

SKILLS WORKSHEET

Problem Solving 3

HAPTER

14

Connect with content using Government on the Go Audio and VideoStudents gain a deeper understanding of content with the downloadable audio and video fi les that include:

Political Dictionary Audio in English

Political Dictionary Audio in Spanish

Audio Review in English

Audio Review in Spanish

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10 11

There are as many answers to the question of what makes a good

President as there are Presidents. The following examples each

offer a perspective on the answer.

ON THE OPPORTUNITY TO BECOME A GREAT PRESIDENT:All our great presidents were leaders of thought at times when certain ideas in the life of the nation had to be clarifi ed.— Franklin D. Roosevelt

ON THE QUALITIES OF A GREAT PRESIDENT:. . . [R]esearch indicate[s] that great presidents, besides being stubborn








Throughout this unit, you studied the job and the of� ce of the President. Use what you have learned



Question Journal.1. How do voters judge candidates?2. Why does history often judge a President

differently than they were judged in their own time?

3. Should a President strive to be popular or strive to be effective?4. Can a President be great if there is no clear

opportunity to show greatness?

Essential Question Warm-Up

Essential QuestionWhat makes a good President?





the time.

Essential QuestionsJournal

To continue to build a response to the chapter Essential Question, go to your Essential Questions Journal.

0424_mag09se_UO_4.indd 424

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14Copyright © by Pearson Education, Inc., or its affiliates. All rights reserved


Write an essay that answers the Essential Question, What makes a good President? Use





rubric for writing an Essential Question essay.

Thesis Statement: ______________________________________________________________

____________________________________________________________________________

Conclusion: __________________________________________________________________

___________________________________________________________________________

UNIT 4 The Executive Branch

Main Idea

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Main Idea

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Main Idea

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Supporting Details

1. ____________________

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2. ____________________

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3. ____________________

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Supporting Details

1. ____________________

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2. ____________________

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3. ____________________

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Supporting Details

1. ____________________

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2. ____________________

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3. ____________________

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______________________

Body Paragraph 1 Body Paragraph 2

Body Paragraph 3

Essay

?

Personalize instruction through differentiated resources

Teachers can pick and choose between a wide range of on-level and accessible worksheets. All worksheets and teaching resources are available on the American Government Online Teacher Center and on the Teacher’s Resource Library on disk.

LEVELED RESOURCES

for teaching ALL students

1Copyright © by Pearson Education, Inc., or its affiliates. All rights reserved.

CHAPTER

14SECTION 2

Name ___________________________ Class _____________________ Date _______

What Are the Limits of Executive Privilege?

SNAPSHOT OF THE TIME

The early 1970s was a time of growing distrust in the National Government. The

Pentagon Papers exposed the intentional deception of the American people about

Vietnam. Americans were shocked when the National Guard opened fire at a

Kent State University protest following President Nixon’s authorization to attack

Cambodia. Four students were killed at this protest. Nixon would soon add more

fuel to the fire, attempting to cover up illegal actions taken by himself and people in

his administration.

In 1973, Congress launched an investigation into a break-in into Democratic

National Committee headquarters at Watergate building in Washington, D.C.

As suspicion grew that the White House was involved, President Nixon claimed

executive privilege to keep tape recordings of Oval Office conversations out of the

Senate’s hands.

CONSTITUTIONAL ISSUES

Does the separation of powers created by the Constitution provide the President

with an absolute power to withhold information from other branches of

government? If the power is not absolute, should President Nixon be able to claim

executive privilege under the aforementioned circumstances? Does the separation of

powers allow for the settlement of this dispute to reside in the executive branch or

should the judicial branch settle it? Does the claim of executive privilege damage the

precedent set by the 5th Amendment, which ensures due process?

DECISION AND RATIONALE

The Court ruled unanimously that President Nixon had to surrender the tapes.

Chief Justice Warren Burger delivered the opinion of the Court. Burger wrote, “The

impediment that an absolute, unquali-

fied [executive] privilege would place

in the way of the primary constitutional

duty of the Judicial Branch to do justice in

criminal prosecutions would plainly con-

flict with the function of the courts under

Art[icle] III.”

Burger then turned his attention to the

damage that a privilege of confidential-

ity would cause to citizens’ constitutional

rights: “The right to the production of

all evidence at a criminal trial similarly

has constitutional dimensions. The Sixth

Amendment explicitly confers upon every

defendant in a criminal trial the right ‘to

be confronted with the witnesses against

him’ and ‘to have compulsory process for Analyze Political Cartoons How does the cartoonist

illustrate President Nixon here?

LANDMARK CASES OF THE SUPREME COURT

United States v. Nixon, 1974 3, 4

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Name ___________________________ Class _____________________ Date _______

When President Franklin Roosevelt took office in 1933, the nation was in the middle of

the Great Depression, the worst economic crisis of its history. That year, one fourth of

all American workers were out of work. In his inaugural address, Roosevelt assured

the American people that “our greatest primary task is to put people to work.” As

soon as he took office, Roosevelt began to look for ways to reduce unemployment.


Imagine that you are an advisor to President Roosevelt. Conduct research to learn

about the causes that led to the Great Depression. List at least five of those causes on

a separate sheet of paper.


Identify three strategies that Roosevelt might use to create jobs. Explain those

options in a graphic organizer like the one below:


Choose the option that you think would be the most effective in reducing

unemployment. Explain your decision on a separate sheet of paper.


One of the first steps Roosevelt took to tackle unemployment was the creation of the

Civilian Conservation Corps (CCC). Roosevelt described the program as follows:

“. . .[W]e are giving opportunity of employment to one quarter of a million of the

unemployed . . . to go into the forestry and flood prevention work. This is a big task

because it means feeding, clothing, and caring for nearly twice as many men as we

have in the regular army itself. In creating this civilian conservation corps we are

killing two birds with one stone. We are clearly enhancing the value of our natural

resources and second, we are relieving an appreciable amount of actual distress. . . .”





SKILLS WORKSHEET

Problem Solving 3

CHAPTER

14SECTION 3

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Choose the option that you think would be the most effective in reducing

unemployment. Explain your decision on a separate sheet of paper.


One of the first steps Roosevelt took to tackle unemployment was the creation of the

Civilian Conservation Corps (CCC). Roosevelt described the program as follows:

“. . .[W]e are giving opportunity of employment to one quarter of a million of the

unemployed . . . to go into the forestry and flood prevention work. This is a big task

because it means feeding, clothing, and caring for nearly twice as many men as we

have in the regular army itself. In creating this civilian conservation corps we are

killing two birds with one stone. We are clearly enhancing the value of our natural

resources and second, we are relieving an appreciable amount of actual distress. . . .”




Option Advantages DisadvantagesOption Advantages Disadvantages

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Name ___________________________ Class _____________________ Date _______

Franklin Delano Roosevelt became President in 1933 during the Great Depression. One-fourth of all American workers did not have a job. Roosevelt told the American people that “our greatest . . . task is to put people to work.”

Apply the Skill


Imagine that you are doing research for President Roosevelt. List three causes of the Great Depression on a separate sheet of paper.


Identify three things Roosevelt might do to create jobs. Explain those choices in a graphic organizer like the one below.


Which choice do you think would be the best in putting people to work? Explain your decision on a separate sheet of paper.


One of the first things Roosevelt did was to create the Civilian Conservation Corps (CCC). He described his ideas for the program.

“. . . [W]e are giving opportunity of employment to one quarter of a million of the unemployed . . . to go into the forestry and flood prevention work. This is a big task because it means feeding, clothing, and caring for nearly twice as many men as . . . in the regular army itself. In creating this . . . corps we are . . . enhancing [improving] the value of our natural resources and . . . relieving an appreciable [significant] amount of actual distress [suffering]. . . .”


(b) How would Roosevelt know if the program was working?

SKILL ACTIVITY

Problem Solving 2


CHAPTER

14

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CHAPTER

13SECTION 1

Name ___________________________ Class _____________________ Date _______

A. Key Terms

Directions: Match each term in Column II with the number of the correct definition

in Column I.

Column I

______ 1. part of the Constitution that establishes the

presidency

______ 2. to put in danger

______ 3. to express using a particular style

______ 4. the taking of something by force

______ 5. view that the President should do all he or she

can for the people without limitation

______ 6. term for an all-powerful President

B. Main Ideas

Directions: Write the letter of the correct answer in the blank provided.

______ 7. Article II of the Constitution

a. provides detailed information about the extent of presidential power.

b. defines the limits of the presidential powers.

c. outlines presidential powers in broad, sketchy terms.

d. gives the President the power to override acts of Congress.

______ 8. Which of the following best describes the presidency as it was estab-

lished by the Framers of the Constitution?

a. an all-powerful chief executive

b. a weak presidency, subordinate to Congress

c. a strong, independent, co-equal chief executive

d. a presidency that has no checks on its power

______ 9. Which of the following is NOT why presidential power has grown?

a. The Constitution has been amended to grant the President more power.

b. Congress has delegated substantial authority to the executive branch.

c. The President is able to act quickly and decisively in times of crisis.

d. Americans have grown to rely more on governmental guidance.

_____ 10. How can the Supreme Court check the growth of presidential power?

a. It can override presidential vetoes.

b. It can amend the Constitution to reduce presidential powers.

c. It can remove the President from office.

d. It can rule that actions by the President are unconstitutional.

Column II

a. couch

b. Executive

Article

c. imperial

presidency

d. imperil

e. seizure

f. stewardship

theory

QUIZ A

The Growth of Presidential Power 3

CHAPTER

14SECTION 1

0001_mag09_Ch14s01_QA.indd 1

6/5/08 3:53:47 PM

______ to express using a particular style

______ 4. the taking of something by force

view that the President should do all he or she

can for the people without limitation

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© Pearson Education, Inc., or its affiliates. All rights reserved.

Name ___________________________ Class _____________________ Date _______

A. Key TermsDirections: Match the descriptions in Column I with the terms in Column II.

Column I

Column II

______ 1. outlines the powers of the presidency______ 2. limits the President’s military actions______ 3. used to bring a nation’s enemies to trial______ 4. its rulings may keep the President from

acting______ 5. he greatly expanded presidental power______ 6. he believed the President should act

strictly within the ConstitutionB. Main IdeasDirections: Write the letter of the correct answer in the blank provided.

______ 7. How does Article II describe the presidential powers?

a. It defines its limits. c. It provides many details.

b. It offers a broad outline. d. It makes it absolute.

______ 8. Which describes the presidency as it was established by the Framers

of the Constitution?a. not as strong as the Senate c. strong but limited power

b. stronger than Congress d. strong with no checks on its power

______ 9. Why has presidential power grown over the past 200 years?

a. because Congress changed the Constitutionb. because the federal government plays a larger role

c. because the War Powers Act was passedd. because the President can use military tribunals

______10. How can the Supreme Court limit the growth of presidential power?

a. It can override presidential vetoes.b. It can remove the President from office.c. It can change the Constitution to reduce presidential powers.


QUIZ BThe Growth of Presidential Power

2

CHAPTER

14SECTION 1

a. Article IIb. President Franklin Delano Roosevelt

c. President William Howard Taftd. Supreme Courte. tribunalf. War Powers Act

0001_mag09_Ch14s01_LL_QB.indd 1

6/6/08 10:38:54 AM

c. imperial

presidency

d. imperil

e. seizure

stewardship f. stewardship

theory

Name ___________________________ Class _____________________ Date _______

Name ___________________________ Class _____________________ Date _______

The Growth of Presidential Power 3

Match each term in Column II with the number of the correct definition

Column II

a.

b.

Name ___________________________ Class _____________________ Date _______

Match each term in Column II with the number of the correct definition

Column II

a. couch

b. Executive

Article

c. imperial

presidency

The Growth of Presidential Power 3On levelEDITABLE!

Name ___________________________ Class _____________________ Date _______









Identify three strategies that Roosevelt might use to create jobs. Explain those

Problem Solving 3

Name ___________________________ Class _____________________ Date _______

Name ___________________________ Class _____________________ Date _______








Problem Solving 3On level

EDITABLE!

Name ___________________________ Class _____________________ Date _______









his administration.




United StatesCHAPTER

14SECTION 2

Name ___________________________ Class _____________________ Date _______








AccessibleEDITABLE!


Write the letter of the correct answer in the blank provided.

______ 7. How does Article II describe the presidential powers?

a. It defines its limits. b. It offers a broad outline. 8. Which describes the presidency as it was established by the Framers

of the Constitution?a. not as strong as the Senateb. stronger than Congress 9. Why has presidential power grown over the past 200 years?

a. because b. because the federal government plays a larger role

c. because the War Powers Act was passedd. because the President can use military tribunalsHow can the Supreme Court limit the growth of presidential power?

It can override presidential vetoes.It can remove the President from office.It can change the Constitution to reduce presidential powers.

It can rule that actions by the President are unconstitutional.

______

______

______ 9. Why has presidential power grown over the past 200 years?c. d.

______10. How can the Supreme Court limit the growth of presidential power?

a. b. c. It can change the Constitution to reduce presidential powers.


AccessibleEDITABLE!

of the unemployed . . . to go into the forestry and flood prevention work. This is a big task because it means feeding, clothing, and caring for nearly twice as many men as . . . in the regular army itself. In creating this . . . corps we are . . . enhancing [improving] the value of our natural resources and . . . relieving an


One of the first things Roosevelt did was to create the Civilian Conservation One of the first things Roosevelt did was to create the Civilian Conservation

“. . . [W]e are giving opportunity of employment to one quarter of a million

One of the first things Roosevelt did was to create the Civilian Conservation

“. . . [W]e are giving opportunity of employment to one quarter of a million of the unemployed . . . to go into the forestry and flood prevention work. This is a big task because it means feeding, clothing, and caring for nearly twice as many men as . . . in the regular army itself. In creating this . . . corps we are . . . enhancing [improving] the value of our natural resources and . . . relieving an

(a) What were the potential benefits and drawbacks of the CCC program?AccessibleEDITABLE!

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ASSESSMENTSfor testing ALL students

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Skills WorksheetsSkills worksheets extend the skills lessons in the Student Edition Skills Handbook by providing additional guided practice and application for critical thinking and 21st century skills.

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© Pearson Education, Inc., or its affi liates. All rights reserved.

The Confi rmation Process of a Presidential Appointee14C

A simple majority Senate vote

approves nominee•

White House staff conducts search for candidate.

Key experts provide White House with information and guidance.

President selects nominee and submits choice to Senate.•••

Nominee testifies before appropriate Senate committee.

Majority vote required before nominee is recommended to Senate.

••

Full Senate considers the nomination.

Senators debate the nominee’s qualifications.

If Senate strongly opposes, President may withdraw nomination or

nominee may bow out.

Floor vote is taken.

•••

•

Nominee ConfirmedNominee Rejected*

Nominee does not get a simple majority

and is rejected.• * Process begins again.

Senate Debates

Senate Committee Examines

President Nominates

0000_mag09CT_C14C_s2.indd 1

6/6/08 10:32:34 AM


As suspicion grew that the White House was involved, President Nixon claimed

executive privilege to keep tape recordings of Oval Office conversations out of the

Senate’s hands.

Does the separation of powers created by the Constitution provide the President

Name ___________________________ Class _____________________ Date _______









his administration.




United States

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Name ___________________________ Class _____________________ Date _______


United States v. Nixon, 1974 2


SUMMARY OF THE CASEOn June 17, 1972, five burglars broke into the Watergate building. Watergate was part of the Democratic National Committee headquarters. The burglars wanted to gain information that would help re-elect President Nixon, a Republican. Before they got very far, a guard called the police and the burglars were arrested.

The five burglars were found guilty in January 1973. Later, one ofthe men said that the Nixon administration pressured him to lie under oath. He was told to take the blame for the break-in. Theyalso wanted him to leave out details about the other people involved. During the next several months, many of Nixon’s top advisors and assistants resigned or were fired.

By April, the Senate had formed a committee to investigate theactivities of the executive branch. They questioned a former assistant who said that Nixon approved paying the burglars to keep quiet. The Senate also learned that Nixon tape-recorded his White House meetings. Investigators tried to get the tape recordings of the President’s talks with staff members about the break-in. Nixon refused.

In October 1973, Nixon fired key people related to the Watergate investigation. Phone calls, telegrams, and newspapers protestedNixon’s actions. To prevent further complaints, Nixon handed over the tapes. A section of one tape had been erased, and other tapes could not be found.

By July 1974, facts against Nixon were piling up. He finally gave in and handed over typed records of the tapes. The records proved that Nixon was a part of the Watergate cover-up from the beginning.

To avoid being impeached, Nixon resigned from office on August 9, 1974.

LASTING IMPACTUnited States v. Nixon is the Supreme Court’s major ruling on executive privilege. The Court ruled that although the Constitution provides for executive privilege, that privilege is limited. Executive privilege cannotprotect the President from the judicial process. Courts look to this case as an example when Presidents claim executive privilege. Recent Presidents who have done so are Bill Clinton and George W. Bush.

CHAPTER

14

0001_mag09_Ch14_LL_LC.indd 1 6/9/08 2:49:07 PM

On June 17, 1972, five burglars broke into the Watergate building. Watergate was part of the Democratic National Committee headquarters. The burglars wanted to gain information that would help re-elect President Nixon, a Republican. Before they got very far, a guard called the police and the burglars were arrested.

The five burglars were found guilty in January 1973. Later, one of

Name ___________________________ Class _____________________ Date _______


1974 2


Name ___________________________ Class _____________________ Date _______


1974 2


On June 17, 1972, five burglars broke into the Watergate building.

On levelEDITABLE!

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No matter which American Government program being used, teachers can select from a wide range of print and online assessment tools.

Chapter Quizzes and Tests Section Quizzes: choose between On-level and Foundations quizzes

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Performance-based transfer tasks Chapter Essential Question Activities

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Essential Questions Journal Unit Essay

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ON THE OPPORTUNITY TO BECOME A GREAT PRESIDENT:All our great presidents were leaders of thought at times when certain ideas in the life of the nation had to be clarifi ed.

the nation had to be clarifi ed.

the nation had to be clarifi— Franklin D. Roosevelt

. . . [R]esearch indicate[s] that great presidents, besides being stubborn



thetics, feelings, actions, ideas and values. Historically great presidents —American Psychological Association News Release announcing the results of a study of the personali-

Should a President strive to be popular or Can a President be great if there is no clear





Write an essay that answers the Essential Question, What makes a good President? Use







____________________________________________________________________________

Conclusion: __________________________________________________________________

___________________________________________________________________________

______________________

______________________

______________________

______________________

Supporting Details

____________________

______________________

______________________

____________________

______________________

______________________

____________________

______________________

______________________

ParagraphON THE OPPORTUNITY TO ON THE OPPORTUNITY TO BECOME A GREAT PRESIDENT:

BECOME A GREAT PRESIDENT:All our great presidents were leaders of thought at times when certain ideas in the life of the nation had to be clarifi— Franklin D. Roosevelt

ON THE QUALITIES OF A GREAT PRESIDENT:. . . [R]esearch indicate[s] that great presidents, besides being stubborn








Throughout this unit, you studied the job and the ce of the President. Use what you have learned



Question Journal. How do voters judge candidates? Why does history often judge a President differently than they were judged in their own time?

3. Should a President strive to be popular or strive to be effective?4. Can a President be great if there is no clear

opportunity to show greatness?







the time.

Essential QuestionsJournal


Throughout this unit, you studied the job and the of� ce of the President. Use what you have learned

of� ce of the President. Use what you have learned

of�and the quotations and opinions above to answer


Question Journal.1. How do voters judge candidates?2. Why does history often judge a President

differently than they were judged in their own time?





the time.

14Copyright © by Pearson Education, Inc., or its affiliates. All rights reserved

Write an essay that answers the Essential Question, What makes a good President?







____________________________________________________________________________

Conclusion: __________________________________________________________________

___________________________________________________________________________

______________________

______________________

______________________

______________________

Main Idea

______________________

______________________

______________________

______________________

Main Idea

______________________

______________________

______________________

______________________

Supporting Details

____________________

______________________

______________________

____________________

______________________

______________________

____________________

______________________

______________________

Supporting Details

1. ____________________

______________________

______________________

2. ____________________

______________________

______________________

3. ____________________

______________________

______________________

Supporting Details

1. ____________________

______________________

______________________

2. ____________________

______________________

______________________

3. ____________________

______________________

______________________

Paragraph 1 Body

1 Body Paragraph 2

Body2

Body Paragraph 3

PearsonSchool.com/AmGovt1.800.848.9500

Copyright © 2008 Pearson Education, Inc. or its affiliate(s). All rights reserved.

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Name ___________________________ Class _____________________ Date _______LANDMARK CASES OF THE SUPREME COURTUnited States v. Nixon, 1974

2

What Are the Limits of Executive Privilege?SUMMARY OF THE CASEOn June 17, 1972, five burglars broke into the Watergate building. Watergate was part of the Democratic National Committee headquarters. The burglars wanted to gain information that would help re-elect President Nixon, a Republican. Before they got very far, a guard called the police and the burglars were arrested.The five burglars were found guilty in January 1973. Later, one ofthe men said that the Nixon administration pressured him to lie under oath. He was told to take the blame for the break-in. Theyalso wanted him to leave out details about the other people involved. During the next several months, many of Nixon’s top advisors and assistants resigned or were fired.By April, the Senate had formed a committee to investigate theactivities of the executive branch. They questioned a former assistant who said that Nixon approved paying the burglars to keep quiet. The Senate also learned that Nixon tape-recorded his White House meetings. Investigators tried to get the tape recordings of the President’s talks with staff members about the break-in. Nixon refused.In October 1973, Nixon fired key people related to the Watergate investigation. Phone calls, telegrams, and newspapers protestedNixon’s actions. To prevent further complaints, Nixon handed over the tapes. A section of one tape had been erased, and other tapes could not be found.By July 1974, facts against Nixon were piling up. He finally gave in and handed over typed records of the tapes. The records proved that Nixon was a part of the Watergate cover-up from the beginning.To avoid being impeached, Nixon resigned from office on August 9, 1974.LASTING IMPACT

United States v. Nixon is the Supreme Court’s major ruling on executive privilege. The Court ruled that although the Constitution provides for executive privilege, that privilege is limited. Executive privilege cannotprotect the President from the judicial process. Courts look to this case as an example when Presidents claim executive privilege. Recent Presidents who have done so are Bill Clinton and George W. Bush.

CHAPTER

14

0001_mag09_Ch14_LL_LC.indd 1

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Pearson American GovernmentThree solutions to explore the Essential Questions of American Government

Essential Questions 1. What should be the goals of government? 2. In what ways should people participate in public affairs? 3. What makes a successful Congress? 4. What makes a good President? 5. What should be the role of the judicial branch? 6. How should a government meet the needs of its people? 7. What is the right balance of local, State, and federal government? 5

Running Foot

Lesson Plan �Time: Two to three 50-minute class periods: one to introduce the lesson and organize

students into small role groups; two for small groups to jigsaw and discuss thesources and student handouts; and three for class discussion and culminatingactivity.

Materials Needed for Lesson� Sources 4.a, 4.b, 4.c� Role cards� Copies of Student Handouts 1–6 and Rubric for each student

Overview

This activity is based on a fictional tsunami that crashed into the Indonesian coastone month ago. Students will play the roles of White House Staff in order to make adecision regarding how to respond to a plea for additional financial support from theUnited Nations. By using manipulatives, photographs, a map, and handouts, stu-dents will explore the political, personal, and economic issues involved in making acomplex decision as they assume different roles and personalities in the activity.

Objectives

Students will:

� activate prior knowledge by answering questions investigating their attitudestoward international aid and what level of support the United States shouldprovide.

� role-play the President and members of the Cabinet in order to make a decisionabout how the United States should respond to a foreign crisis.

� learn about the complexity of foreign policy issues� develop communication skills through debate, writing, and speech.� Analyze sources in order to make a decision.� answer the unit’s essential question “What makes a ‘good’ President?”

Step-by-Step Instructions

Day 11. Tell students that this activity will give them insight and understanding into

important issues that the President must consider when making a decision. Firstmake copies and distribute the Rubric (page x) so that students know what isexpected of them. To get them thinking about leadership and making informeddecisions, ask: What type of leadership do you think is best? Suggest they thinkabout the leaders of their after-school activities or the decision makers in theirfamilies. Students may suggest that a good leader is one who considers others’feeling and gets input from the affected parties.

2. Hand out Student Handout 1: Daily Briefing that explains to students the situationin Southeast Asia, specifically in Indonesia, the hardest hit area. You may alsohand out Student Handout 2: Fact Sheet, which lays out some basic informationabout the region affected. Have students read the documents. Encourage them toask questions, as they will later be analyzing these and other documents in small

55

Running FootRunning Foot

TTime:ime: TTwo to thrwo to thrTTwo to thrTT ee 50-minute class periods: one to intree 50-minute class periods: one to introduce the lesson and oroduce the lesson and organizeganizestudents into small rstudents into small role grole groups; two for small groups; two for small groups to jigsaw and discuss theoups to jigsaw and discuss thesoursources and student handouts; and thrces and student handouts; and three for class discussion and culminatingee for class discussion and culminatingactivityactivity..activityactivity.activityactivity

Materials Needed for LessonMaterials Needed for Lesson�� SourSources 4.a, 4.b, 4.cces 4.a, 4.b, 4.c�� Role carRole cardsds�� Copies of Student Handouts 1–6 and Rubric for each studentCopies of Student Handouts 1–6 and Rubric for each student

OverviewOverview

This activity is based on a fictional tsunami that crashed into the Indonesian coastThis activity is based on a fictional tsunami that crashed into the Indonesian coastone month ago. Students will play the rone month ago. Students will play the roles of White House Stafoles of White House Staff in orf in order to make ader to make adecision rdecision regaregarding how to rding how to respond to a plea for additional financial support frespond to a plea for additional financial support from theom theUnited Nations. By using manipulatives, photographs, a map, and handouts, stuUnited Nations. By using manipulatives, photographs, a map, and handouts, stu--dents will explordents will exploree the political, personal, and economic issues involved in making athe political, personal, and economic issues involved in making acomplex decision as they assume difcomplex decision as they assume differferent rent roles and personalities in the activityoles and personalities in the activity..oles and personalities in the activityoles and personalities in the activity.oles and personalities in the activityoles and personalities in the activity

ObjectivesObjectives

Students will:Students will:

�� activate prior knowledge by answering questions investigating their attitudesactivate prior knowledge by answering questions investigating their attitudestowartoward international aid and what level of support the United States shouldd international aid and what level of support the United States shouldprprovide.ovide.

�� rrole-play the Prole-play the President and members of the Cabinet in oresident and members of the Cabinet in order to make a decisionder to make a decisionabout how the United States should rabout how the United States should respond to a forespond to a foreign crisis.eign crisis.

�� learn about the complexity of forlearn about the complexity of foreign policy issueseign policy issues�� develop communication skills thrdevelop communication skills through debate, writing, and speech.ough debate, writing, and speech.�� Analyze sourAnalyze sources in orces in order to make a decision.der to make a decision.�� answer the unit’s essential question “What makes a ‘good’ Pranswer the unit’s essential question “What makes a ‘good’ President?”esident?”

Step-by-Step InstructionsStep-by-Step Instructions

Day 1Day 11.1. TTell students that this activity will give them insight and understanding intoell students that this activity will give them insight and understanding intoTTell students that this activity will give them insight and understanding intoTT

important issues that the Primportant issues that the President must consider when making a decision. Firstesident must consider when making a decision. Firstmake copies and distribute the Rubric (page x) so that students know what ismake copies and distribute the Rubric (page x) so that students know what isexpected of them. Texpected of them. To get them thinking about leadership and making informedo get them thinking about leadership and making informedexpected of them. Texpected of them. To get them thinking about leadership and making informedexpected of them. Texpected of them. Tdecisions, ask: What type of leadership do you think is best? Suggest they thinkdecisions, ask: What type of leadership do you think is best? Suggest they thinkabout the leaders of their afterabout the leaders of their after-school activities or the decision makers in their-school activities or the decision makers in theirfamilies. Students may suggest that a good leader is one who considers others’families. Students may suggest that a good leader is one who considers others’feeling and gets input frfeeling and gets input from the afom the affected parties.fected parties.

2.2. Hand out Hand out Student Handout 1: Daily BriefingStudent Handout 1: Daily Briefing that explains to students the situationthat explains to students the situationin Southeast in Southeast Asia, specifically in Indonesia, the harAsia, specifically in Indonesia, the hardest hit ardest hit area. ea. YYou may alsoou may alsoYYou may alsoYYhand out hand out Student Handout 2: FStudent Handout 2: Fact Sheetact SheetStudent Handout 2: FStudent Handout 2: Fact SheetStudent Handout 2: FStudent Handout 2: F ,,act Sheetact Sheet,act Sheetact Sheet which lays out some basic informationwhich lays out some basic informationabout the rabout the region afegion affected. Have students rfected. Have students region afegion affected. Have students region afegion af ead the documents. Encourage them toead the documents. Encourage them toask questions, as they will later be analyzing these and other documents in smallask questions, as they will later be analyzing these and other documents in small

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