ALEX Classroom Resource

  

Executive Command

  Classroom Resource Information  

Title:

Executive Command

URL:

https://www.icivics.org/node/594/resource?referer=curriculum/play/all&page_title=Curriculum%20All%20Games

Content Source:

Other
iCivics
Type: Interactive/Game

Overview:

In this interactive game from iCivics, students assume the role of President of the United States and learn how to propose an agenda to Congress, sign bills into law, delegate new laws to the appropriate federal agency, handle international diplomacy, and command the military during times of war. This game can be used while teaching a lesson on the executive branch for reinforcement or after as an assessment. It can be played in a whole group or individually.

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Content Standard(s):
Social Studies
SS2010 (2010)
Grade: 12
United States Government
12 ) Evaluate constitutional provisions of the executive branch of the government of the United States, including checks by the executive branch on other branches of government and powers, duties as head of state and head of government, the electoral process, and the Twenty-fifth Amendment.

•  Critiquing informal powers of the President of the United States, including press conferences, State of the Union addresses, total media access, head of party, and symbolic powers of the Oval Office
•  Identifying the influence of White House staff on the President of the United States
•  Ranking powers held by the President's Cabinet, including roles of Cabinet secretaries, appropriations by Congress, appointment and confirmation, and operation of organization
•  Comparing diverse backgrounds, socioeconomic status, and levels of education of United States' presidents
Unpacked Content
Strand: Economics, History, Civics and Government
Course Title: United States Government
Evidence Of Student Attainment:
Students:
  • Evaluate the effectiveness and importance of presidential powers, including informal and formal powers.
  • Describe how certain offices and positions in the executive branch are designed to aid the president in achieving policy goals and objectives.
  • Explain how the presidential election process has evolved over time through both formal and informal means while producing presidents from a myriad of backgrounds.
Teacher Vocabulary:
  • checks and balances
  • head of state
  • head of party
  • informal powers
  • symbolic power
  • President's Cabinet
  • Executive Office of the President
  • 25th Amendment
  • Electoral College
Knowledge:
Students know:
  • Powers and limitations of the presidency from both the Constitution as well as informal sources, including tradition and media influence.
  • Supporting offices and positions in the Executive Branch that aid the president in achieving policy goals.
  • Process by which the president is elected including how amendments to the Constitution have changed or limited the process.
Skills:
Students are able to:
  • Classify presidential powers as either constitutional, informal, or symbolic.
  • Appraise the value of positions in the President's Cabinet using criteria such as organizational operations and budget appropriated by Congress.
  • Assess the degree to which positions in the Executive Office of the President hold influence over presidential decision-making.
  • Estimate the extent to which informal presidential powers impact policy-making outcomes.
Understanding:
Students understand that:
  • The role and powers of the president are shaped by constitutional provisions as well as the input of other offices and positions, including members of the executive branch, the media, and citizen expectations.
Alabama Archives Resources:
Click below to access all Alabama Archives resources aligned to this standard.

Alabama Alternate Achievement Standards
AAS Standard:
SS.USG.AAS.12.12- Define executive branch of government; identify the major roles and responsibilities of the executive branch of government; recognize that the executive branch is headed by the president of the United States.
SS.USG.AAS.12.12a- Classify presidential powers as either constitutional, informal, or symbolic.


Tags: Congress, executive branch, President
License Type: Custom Permission Type
See Terms: https://www.icivics.org/terms-use
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses
AccessibilityGraphics: includes alt tags or long descriptions
Video resources: includes closed captioning or subtitles
Comments

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Author: Ginger Boyd