1. Executive Branch & Immigration 1. Question & Research Task
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Executive Branch & Immigration 1. Question & Research Task
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As you know, the President is elected every 4 years to serve the American public as the chief executive of the United States government. The President has a team of people he consults, known as the Cabinet, to make policy decisions.
The President must make decisions on a number of controversial issues to ensure that laws are enforced in the United States.
You have learned about political parties, interest groups, elections and the media in a previous unit.
Each of these linkage institutions influences how each branch of government fulfills their responsibilities to US government
Image Source: Discovery Education
In this Slam Dunk, you will conduct brief, focused research to respond to the inquiry question:
How do linkage institutions affect how the Executive Branch fulfills their responsibilities in the United States government?

2. 2. Information Sources Political Parties Interest Groups Elections
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Each of the linkage institutions can influence the Executive branch in a number of ways. By researching the topic of Immigration, you can investigate how each linkage institution has influenced the President.
Political Parties
On the Issues – Democrats
On the Issues – Republicans
Immigration Shapes US Political Parties as much as Demographics
Interest Groups
National Immigration Special Interest Groups
Organizations and Interest Groups Working on Immigration
Elections
Where the 2016 Candidates Stand on Immigration
Immigration Policy and the 2016 Election
Immigration after the 2016 Election
Media
How does the President use the media? Read section titled “Molder of Public Opinion”
‘Illegal’, ‘undocumented’, ‘unauthorized’: News Media Shift language on Immigration
Commander-in-Tweet: How Trump Uses Social Media
Image Source: Discovery Education

3. 3. Student Activity
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Using the resources on the previous slide, create your own notes pages or use this Cornell Notes sheet to organize your ideas about how your assigned linkage institution(s) impact the Executive Branch.
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4. 4. Assessment Activity Next 1 2 3 4 5 6
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How do linkage institutions affect how the Executive Branch fulfills their responsibilities in the United States government?
Use your notes to create a Discovery Education Board or Infographic describing how the linkage institution(s) you researched has influenced the Executive Branch in making decisions regarding immigration.
Specifically, you will also need to create a section for a proposal answering: What should the President do regarding immigration reform based on how your linkage institution affects how the President fulfills their responsibilities in the U.S. government? Using your previous learning, anticipate and address how the other two branches (legislative and judicial) may "check" the President on this proposal.
Be sure to include the following in your presentation:
The name and a description of the linkage institution(s) you researched.
 How does that linkage institution impact how the Executive branch conducts their business of enforcing laws?
Your proposal for how the President should address immigration based on your learning. 
An anticipation for how your proposal will be met by the legislative and/or judicial branch. 
Refer to the following rubric to earn an A!

5. 5. Enrichment Activities
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The President often has projects that he is very passionate about, even if others in government are not in favor of the policy.
How did the American people react differently to the Patient Protection and Affordable Care Act (also known as “Obamacare”)?
Pro-Viewpoint
What is the Affordable Care Act?
Con-Viewpoint
Single Payer: Why Government Run Health Care Will Harm Both Patients and Doctors
Create a one-pager summarizing the information you’ve learned about the Affordable Care Act expressing your own opinion.
Image Source: Discovery Education

6. 6. Teacher Resources 1 2 3 4 5 6 Grade 9 American Government Unit 5
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Learning Standards Alignment BCPS Curriculum Unit 5 – The Executive Indicator 1: Students will analyze the structures and powers of the Presidency in order to evaluate its effectiveness in developing and instituting policy. (IV-AB) Objective 6: Analyze the relationship between the President and linkage institutions. Maryland State Curriculum 1. The student will demonstrate understanding of the structure and functions of government and politics in the United States . B. Individual and Group Participation in the Political System. Indicator 1. The student will explain roles and analyze strategies individuals or groups may use to initiate change in governmental policy and institutions (1.1.4). Objective b. Analyze the external factors that influence the law-making process including the roles of the media, lobbyists, Political Action Committees (PACs), special-interest groups, citizens and public opinion (Unit 3) c. Analyze the role of the media, special-interest groups, and public opinion in influencing the policy and decisions of the executive branch (Unit 4) d. Evaluate how the media, political parties, special-interest groups, lobbyists, Political Action Committees (PACs) influence public opinion and government policies e. Evaluate the reliability and influence of the media on elections, elected officials and public opinion f. Describe the roles of political parties in the United States and how they influence elections, elected officials and public opinion g. Describe how citizens, candidates, campaigns and campaign financing influence the political process in the United States h. Analyze the roles of participants in the election process including voting, contributing, and electioneering k. Analyze various methods that individuals or groups may use to influence laws and governmental policies including petitioning, letter writing and acts of civil disobedience (Unit 7) Common Core State Standards for English Language Arts & Literacy Reading: 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Writing: 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. AASL Standards Framework for Learners Inquire: Build new knowledge by inquiring, thinking critically, identifying problems, and developing strategies for solving problems. Think: Learners display curiosity and initiative by: I.A.2 Recalling prior and background knowledge as context for new meaning. Create: Learners engage with new knowledge by following a process that includes: I.B.1 Using evidence to investigate questions. I.B.3 Generating products that illustrate learning. Share: Learners adapt, communicate, and exchange learning products with others in a cycle that includes: I.C.1 Interacting with content presented by others. Grow: Learners participate in an ongoing inquiry-based process by: I.D.2 Engaging in sustained inquiry. P21 Framework: 21st Century Student Outcomes 3. Information, Media & Technology Skills: Information Literacy: Access information efficiently and effectively; Use information accurately and creatively for the issue or problem at hand. ICT Literacy: Use technology as a tool to research, organize, evaluate and communicate information.
Grade 9 American Government Unit 5
Objective: Students will analyze the structures and powers of the Presidency in order to evaluate its effectiveness in developing and instituting policy.
Time Frame: minute class period
Differentiation strategies for this lesson:
Have students use learning supports provided in any BCPS-licensed Digital Content included in this lesson. Refer to Digital Content Snapshots & Support resources for as needed.
Attached power point on infographic design is not WCAG compliant. Students using accessibility software may not be able to utilize this option for assessment.
Notes to the teacher:
Collaborate with your school library media specialist to plan and implement this lesson.
Last updated: July Report broken links to BCPS Library Media Programs & Digital Resources BCPS Slam Dunk Research Model, Copyright 2018, Baltimore County Public Schools, MD, all rights reserved. This lesson may be used for educational, non-profit school use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Dr. Jamie McKenzie’s Slam Dunk Digital Lesson model.