Unit 4: President and the Bureaucracy
Chapters:
14, 15, 17-21
Essential Questions
1) How have the powers of the President expanded and how have they been limited?”
2) Discuss the recruitment, retention, and demographic profiles of federal bureaucrats. How are they affected by internal and
external factors?
3) Review congressional measures to control the bureaucracy and evaluate their effectiveness. Why is it so difficult to reform t he
executive branch bureaucracy?
President
The Bureaucracy
Policy
Concepts
Concepts
Ex ecutive Office of the President
power of appointment
Pendleton Act
Independent Ex ecutive Agencies
Commissions
Gov ernment Corporations
White House Office
Ex ecutive Office of the President
competitive service
buddy sy stem
iron triangle
red tape
policy agenda
majoritarian politics
client politics
entrepreneurial politics
policy entrepreneurs
pork-barrel legislation
logrolling
Concepts
deficit
national debt
gross domestic product
monetarism
Key nesianism
economic planning
supply -side theory
Reaganomics
monetary policy
fiscal policy
entitlements
means test
Earned Income Tax Credit
isolationism
containment
military -industrial complex
env ironmental impact statement
Superfund
divided government
gridlock
cabinet
bully pulpit
pocket veto
line-item veto
impeachment
lame duck
commander and chief
war powers act
Executive order
executive agreement
impoundment
Objective Statements:
1.
Identify the constitutional provisions that relate to the president.
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Identify the constitutional amendments that relate to the president.
Explain the influence of King George on development of presidential power.
Trace the influence of Washington on the development of presidential power.
Sketch the evolution of the presidency from 1789 to the present. I can answer the question: “How has “gridlock” played a role?”
Explain the commander and chief powers.
Identify the historical trends in the development of commander and chief powers.
List how congress has attempted to curb the commander and chief powers.
Explain the War powers act.
Evaluate the War Powers Act in light of our present military conflicts.
Identify how the President can check the Judicial power.
Identify the issues involved in the “power of appointment:
Identify the diplomatic powers of the president.
Explain how the President checks the senatorial treaty power.
Identify the legislative power of the president.
Explain how the president impact the law making process.
Identify how the president uses the media to influence the legislative process.
Identify how the president uses his office to influence the legislative process.
Identify how federalism has attempted to influence the legislative process.
Explain executive privilege.
Identify how the Supreme Court has curbed the privilege power.
Identify Nixon’s abuses of presidential power.
Identify how Nixon lessened the power of the presidency.
Identify the makeup of the presidential office.
Explain the evolution of the office of the president.
Identify the trends in the office of the president.
Identify the hiring and firing of the personnel in the White House Office of the president.
Identify the agencies in the Executive Office of the President and compare with other types of agencies.
Identify the hiring and firing of personnel in the Executive Office of the President.
Explain the role of OMB
Identify the historical basis for the cabinet.
Explain how cabinet positions are appointed and terminated.
Explain the internal conflict in cabinet positions.
Identify how presidential power has increased over time.
Explain how the media has increased the power of the president.
Evaluate how national crisis has increased the power of the president.
Evaluate how President Bush has increased the power of the presidency.
Explain how a president’s popularity evolves during the term of office.
Evaluate the modern president in terms of the founding fathers idea of the president.
Common Core 11-12 Reading Standards for Literacy in History/Social Studies (RH)
Key Ideas and Details
CCSS.ELA-Literacy.RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting
insights gained from specific details to an understanding of the text as a whole.
CCSS.ELA-Literacy.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate
summary that makes clear the relationships among the key details and ideas.
CCSS.ELA-Literacy.RH.11-12.3 Evaluate various explanations for actions or events and determine which explanation best accords
with textual evidence, acknowledging where the text leaves matters uncertain.
Craft and Structure
CCSS.ELA-Literacy.RH.11-12.4 Determine the meaning of words and phrases as they are used in a text, including analyzing how an
author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
CCSS.ELA-Literacy.RH.11-12.5 Analyze in detail how a complex primary source is structured, including how key sentences,
paragraphs, and larger portions of the text contribute to the whole.
CCSS.ELA-Literacy.RH.11-12.6 Evaluate authors’ differing points of view on the same historical event or issue by assessing the
authors’ claims, reasoning, and evidence.
Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media
(e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
CCSS.ELA-Literacy.RH.11-12.8 Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with
other information.
CCSS.ELA-Literacy.RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent
understanding of an idea or event, noting discrepancies among sources.
Range of Reading and Level of Text Complexity
CCSS.ELA-Literacy.RH.11-12.10 By the end of grade 12, read and comprehend history/social studies texts in the grades 11 –CCR text
complexity band independently and proficiently.
Common Core 11-12 Writing Standards for Literacy in History/Social Studies (WHST)
Text Types and Purposes
CCSS.ELA-Literacy.WHST.11-12.1d Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing.
CCSS.ELA-Literacy.WHST.11-12.2 Write informative/explanatory texts, including the narration of historical events, scientific
procedures/ experiments, or technical processes.
CCSS.ELA-Literacy.WHST.11-12.2b Develop the topic thoroughly by selecting the most significant and relevant facts, extended
definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the t opic.
CCSS.ELA-Literacy.WHST.11-12.2c Use varied transitions and sentence structures to link the major sections of the text, create
cohesion, and clarify the relationships among complex ideas and concepts.
CCSS.ELA-Literacy.WHST.11-12.2d Use precise language, domain-specific vocabulary and techniques such as metaphor, simile,
and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context
as well as to the expertise of likely readers.
CCSS.ELA-Literacy.WHST.11-12.2e Provide a concluding statement or section that follows from and supports the information or
explanation provided (e.g., articulating implications or the significance of the topic).