Teachers Name: Michael Pechon

Unit 5: How does our Executive

Branch work?
AIM &
Objectives
Daily Formative
Assessment
(ex: Exit Slip)

Week: 4/4/2016-4/8/2016
Course/ Period: Civics 1,2,4
Curriculum Mandates:
SSR
Evidence Based Writing Assignment

Monday
AIM: What are the roles of the President of the United States.
Objective: SWBAT explain what the roles of the President of the
United States are.
Homework

Lesson Scope

Agenda

Time

CFUs

Distribute student grade

sheets and discuss.

10

Review last week's

introduction to the
Executive Branch.

Talk moves
Cold calls

30

Student note taking

Discuss Presidential Roles.

Go over w/students those
items of importance,
display notes.

30

Alex de Tocqueville, Democracy

in America: The Executive power
Close reading, class
discussion.
www.annenbergclassroom.org/aguide-to-the-united-statesconstitution
Exit Ticket

Tuesday
AIM: What are the Implied powers of the President of the United
States? How does a President lead a nation?
Objective: SWBAT explain what the Implied powers of the President
of the United States are.
Homework

Agenda
Review yesterday's homework.

Talk moves
Cold calls
Exit Ticket

Review content of yesterday's

lesson.

Time

CFUs

10

Review essays.

10

Talk moves
Cold calls

40

Watch speech

25

Students answer
questions correctly.

Today we see how a President can lead a

nation by acting as a Chief of State.
With a partner, answer the questions on
the worksheet about the speech

Talk moves
Cold calls

Review
Homework: AECR, describe why you
think the President should have more
power in the running of the government.

10
5

Review

Instructional
Strategies

Homework: AECR, describe why

you think the President should
have more power in the running of
the government. Or do you think
he should have less?
Direct Instruction; AECR ; Primary Sources

Direct instruction, AECR, partners ; Primary Sources

Differentiation

CCSS/ GLEs

Struggling
Ask weaker students "leading" questions to bring them "step by
step" to the depth of understanding necessary.

Struggling
Ask weaker students "leading" questions to bring them "step by
step" to the depth of understanding necessary.

Advanced
Ask stronger students higher level questions during class
discussions to challenge them and increase depth of thought.
C.2.2, C.2.3, C2.4, CCSS.ELA Literacy.RH.9-10.1, CCSS.ELALiteracy FH.9-10.2, CCSS.ELA-Literacy.RH.9-10.4,

Ask stronger students higher level questions during class discussions

to challenge them and increase depth of thought.
C.2.2, C.2.3, C2.4, CCSS.ELA Literacy.RH.9-10.1, CCSS.ELA-Literacy
FH.9-10.2, CCSS.ELA-Literacy.RH.9-10.4,

Advanced

Wednesday
AIM &
Objectives

Daily
Formative
Assessment
(ex: Exit
Slip)
Lesson
Scope

Thursday

Aim: How did Abraham Lincoln use

Executive Power with the Emancipation
Proclamation?
Objective: SWBAT explain how Abraham
Lincoln used Executive Power to issue the
Emancipation Proclamation.
Exit Ticket

Agenda
Review homework
from the previous
day.

Time

CFUs

Friday

Aim: What do I need to know to make a good

grade on the test tomorrow?
Objective: SWBAT explain what they will need to
know to make a good grade on the Unit 5 test
tomorrow.

Aim: What did I learn in Unit 5?

Objective: SWBAT demonstrate what they
learned in Unit 4.

Study Guide

Test

Agenda

Time

CFUs

Agenda

Time

10

Talk moves
Cold calls

Review yesterdays
work sheet.

10

Work sheet

Students come in
and take test.

45

Talk moves
Cold calls

Conduct a review for

the test using a Study
Guide.

80

Talk moves
Cold calls

SSR for those that

finish early.

30

Talk moves
Cold calls

Homework: Review
Study Guide and class
notes for test
tomorrow.

Read and discuss

the Emancipation
Proclamation.

90

CFUs
Test

Homework: None

Presidential Power
Activity
5
Review
Homework: AECR,
was it fair for
Lincoln to only issue
the Emancipation
Proclamation to
apply in states in
rebellion?
Instructiona
l Strategies

Direct Instruction, AECR, Partners, Primary

Sources, close reading

Direct instruction, partners, AECR, close reading

Assessment

Differentiati
on

Struggling
Ask weaker students "leading" questions to
bring them "step by step" to the depth of
understanding necessary.
Advanced
Ask stronger students higher level
questions during class discussions to
challenge them and increase depth of
thought.

Struggling
Ask weaker students "leading" questions to bring
them "step by step" to the depth of
understanding necessary.
Advanced
Ask stronger students higher level questions
during class discussions to challenge them and
increase depth of thought.

Struggling
Ensure struggling students get all allowed
accommodations.
Advanced

CCSS/ GLEs

C.2.2, C.2.3, C2.4, CCSS.ELA Literacy.RH.910.1, CCSS.ELA-Literacy FH.9-10.2,

CCSS.ELA-Literacy.RH.9-10.4,

C.2.2, C.2.3, C2.4, CCSS.ELA Literacy.RH.9-10.1,

CCSS.ELA-Literacy FH.9-10.2, CCSS.ELALiteracy.RH.9-10.4,

C.2.2, C.2.3, C2.4, CCSS.ELA

Literacy.RH.9-10.1, CCSS.ELA-Literacy
FH.9-10.2, CCSS.ELA-Literacy.RH.9-10.4,

What are the Enumerated Powers of the President?

The powers of the President are carefully limited and precisely defined by our Constitution. In Federalist Paper No. 71 (last para),
Alexander Hamilton asks,
what would be feared from an elective magistrate of four years duration, with the confined authorities of a President of the United
States? [emphasis added] 2
The answer to Hamiltons question is this: There would be nothing to fear if Presidents obeyed the Constitution. But they dont obey it because
the dolts in Congress dont make them obey it!
Well, then! Here is the complete list of the Presidents enumerated powers:
Article I, Sec. 7, cls. 2 & 3, grants to the President the power to approve or veto Bills and Resolutions passed by Congress.
Article I, Sec. 9, next to last clause, grants to the executive Branch the Treasury Department the power to write checks pursuant to
Appropriations made by law i.e., by Congress.
Article II, Sec. 1, cl.1, vests executive Power [see below] in the President.
Article II, Sec. 1, last clause, sets forth the Presidents Oath of Office to preserve, protect and defend the Constitution of the United
States.
Article II, Sec. 2, cl.1:

makes the President Commander in Chief of the regular military, and of the Militia when they are called into the actual service of the United
States. 3

authorizes the President to require the principal Officers in the executive Departments to provide written Opinions upon the Duties of their
Offices.

grants the President power to grant Reprieves and Pardons for offenses against the United States, 4 but he can not stop impeachments of any
federal judge or federal officer.

Article II, Sec. 2, cl. 2 grants to the President the power:

to make Treaties with the advice and consent of the Senate. 5

to nominate Ambassadors, other public ministers and Consuls, federal judges, and various other officers with the advice and consent of the
Senate.

Article II, Sec. 2, cl. 3 grants to the President the power to make recess appointments, which expire at the end of Congress next session.
Article II, Sec. 3:

Imposes the duty on the President to periodically advise Congress on the State of the Union, and authorizes the President to recommend to
Congress such measures as he deems wise.

Authorizes the President, on extraordinary Occasions, to convene one or both houses of Congress [e.g., when he asks Congress to declare
War]; and if both houses can not agree on when to adjourn, he is authorized to adjourn them to such time as he deems proper.

Imposes the duty upon the President to receive Ambassadors and other public Ministers.

Imposes the duty upon the President to take care that the Laws be faithfully executed, and

Imposes the duty upon the President to Commission all the Officers of the United States.

http://www.buncombe.k12.nc.us/cms/lib5/NC01000308/Centricity/Domain/4407/informalpowers.pdf