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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.

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Presentation on theme: "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."— Presentation transcript:

1 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.political partiesinterest groups electionsmedia Each of these linkage institutions influences how each branch of government fulfills their responsibilities to US government.linkage institutions 1111 2222 3333 6666 5555 4444 Next Image Source: clipart.com

2 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. 1111 2222 3333 6666 5555 4444 Next Image Source: clipart.com Political Parties Immigration and the GOP On the Issues – Democrats On the Issues – Republicans Immigration Shapes US Political Parties as much as Demographics Interest Groups National Immigration Special Interest Groups Elections 2012 Election puts Spotlight on Immigration Reform NBC-Learn: Republicans Face Challenging US Electorate after 2012 “Why This Time?” On Immigration, McCain Points to ‘Elections’ Media How does the President use the media?How does the President use the media? Read section titled “Molder of Public Opinion” ‘Illegal’, ‘undocumented’, ‘unauthorized’: News Media Shift language on Immigration

3 Using the resources on the previous slide, create your own notes pages or use the linked page below to organize your ideas about how your assigned linkage institution(s) impact the Executive Branch: 1111 2222 3333 6666 5555 4444 Next Image Source: infographicsarchive.cominfographicsarchive.com Notes

4 Use your notes to create a Prezi describing how the linkage institution(s) you researched has influenced the Executive Branch in making decisions regarding Immigration.Prezi Be sure to include the following in your Prezi:  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? Refer to the following rubric to earn an A!rubric 1111 2222 3333 6666 5555 4444 Next Image Source: clipart.com

5 1111 2222 3333 6666 5555 4444 Next 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”)?Patient Protection and Affordable Care Act Pro-Viewpoint What is the Affordable Care Act? Con-Viewpoint Health Care Reform is a Disaster for All Americans Create a one-pager summarizing the information you’ve learned about the Affordable Care Act expressing your own opinion.one-pager Image Source: clipart.com

6 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 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)politicsmediainterest groupspublic opinionmediainterest groupspublic opinionpolicymediainterest groupspublic opinionmediapublic opinionpublic opinionpetitioningcivil disobedience Common Core State Standards CCSS.ELA-Literacy.RH.9-10.1CCSS.ELA-Literacy.RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. CCSS.ELA-Literacy.RH.9-10.3CCSS.ELA-Literacy.RH.9-10.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. CCSS.ELA-Literacy.RH.9-10.9CCSS.ELA-Literacy.RH.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources. CCSS.ELA-Literacy.WHST.9-10.2CCSS.ELA-Literacy.WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. CCSS.ELA-Literacy.WHST.9-10.6CCSS.ELA-Literacy.WHST.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. CCSS.ELA-Literacy.WHST.9-10.7CCSS.ELA-Literacy.WHST.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Standards for the 21 st Century Learner Standards for the 21 st Century Learner 1.1.6 Read, view, and listen for information presented in any format (e.g. textual, visual, media, digital) in order to make inferences and gather meaning. 2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations. Maryland Technology Literacy Standards for Students 3.0: Use a variety of technologies for learning and collaboration. Time Frame: 1 90 minute class period Differentiation: Each graphic organizer can be created by the students - does not need to use the provided resources. Databases have text-to- speech features for some articles. Teacher can choose to divide students in class by linkage institution and have students create Infographic on 1 institution. Learning Styles:Learning Styles: Field Dependent, Field Independent, Visual, Auditory, Tactile, Reflective, Global AVID Strategies: inquiry based learning, Cornell notes, one pager, rubric Notes to the teacher: Consult with your School Library Media Specialist to implement this Slam Dunk Lesson. Students can turn in activities by saving Cornell notes/one pager and copying it to your school’s student drive/printing and turning in On gale resources, it may ask for a password – username: bcps password: gale Last updated: July 2015 Created by Jamie Higgins Shaull, Department Chair – Social Studies/Library Media InternJamie Higgins Shaull BCPS Slam Dunk Research Model, Copyright 2012, Baltimore County Public Schools, MD, all rights reserved. The models 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 Jamie McKenzie’s Slam Dunk Lesson module.Jamie McKenzie’s Slam Dunk Lesson module. 1111 2222 3333 6666 5555 4444

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