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Standards-based MediA Resource for Teachers
The Executive
Branch of Government
Teacher’s Guide
30820
A DIVISION OF
FILMS MEDIA GROUP
INTRODUCTION
This Teacher’s Guide provides information to help you get the most out of The Executive Branch of Government.
The contents in this guide will allow you to prepare your students before using the program and present
follow-up activities to reinforce the program’s key learning points.
This program explains how the three branches of government use a system of checks and balances to prevent
one branch from becoming too powerful. The roles and responsibilities of the chief executive and the executive
branch are profiled as part of this system. Federal as well as state responsibilities are described with regards to
military, foreign affairs, legislature, and cabinet appointments.
LEARNING OBJECTIVES
After viewing the program, students will be able to:
● Define the system of checks and balances in government.
● Describe the roles and responsibilities of the chief executive at the federal and state level.
● Describe the executive powers given to the chief executive.
● Understand the reasons for impeaching a chief executive.
● Identify the individuals who make up the executive branch.
EDUCATIONAL STANDARDS
National Standards
This program correlates with the National Standards for Civics and Government from the Center for Civic
Education and the National Standards for History from the National Center for History in the Schools. The
content has been aligned with the following educational standards and benchmarks from these organizations.
● Understand the relationship of limited government to political and economic freedom.
● Identify the conditions under which constitutional government flourishes.
● Understand the necessity of politics and government.
● Understand shared powers and parliamentary systems.
● Understand how American constitutional government has shaped the character of American society.
● Understand the American idea of constitutional government.
● Identify the major responsibilities of state and local governments.
● Identify who represents you in legislative and executive branches of your local, state, and national
governments.
● Understand the organization and the responsibilities of state and local governments.
● Understand distributing, sharing, and limiting powers of the national government.
● Understand the institutions and practices of government created during the Revolution and how they were
revised between 1787 and 1815 to create the foundation of the American political system based on the U.S.
Constitution and the Bill of Rights.
● Understand the extension, restriction, and reorganization of political democracy after 1800.
Reprinted with permission. National Standards for Civics and Government. 1994. Center for Civic Education. Calabasas, California.
The National Standards for History, Basic Edition reprinted with permission from the National Center for History in the Schools.
English Language Arts Standards
The activities in this Teacher’s Guide were created in compliance with the following National Standards for the
English Language Arts from the National Council of Teachers of English.
● Apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.
● Use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment,
persuasion, and the exchange of information).
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● Adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate
effectively with a variety of audiences and for different purposes.
● Employ a wide range of strategies as they write and use different writing process elements appropriately to
communicate with different audiences for a variety of purposes.
● Use a variety of technological and information resources (e.g., libraries, databases, computer networks, video)
to gather and synthesize information and to create and communicate knowledge.
● Conduct research on issues and interests by generating ideas and questions, and by posing problems. They
gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts,
people) to communicate their discoveries.
● Participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
Standards for the English Language Arts, by the International Reading Association and the National Council of Teachers of English, copyright
1996 by the International Reading Association and the National Council of Teachers of English. Reprinted with permission.
Technology Standards
The activities in this Teacher’s Guide were created in compliance with the following National Education
Technology Standards from the National Education Technology Standards Project.
● Demonstrate proficiency in the use of technology.
● Practice responsible use of technology systems, information, and software.
● Use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
● Use technology tools to enhance learning, increase productivity, and promote creativity.
● Use technology to locate, evaluate, and collect information from a variety of sources.
The National Education Technology Standards reprinted with permission from the International Society for Technology Education.
PROGRAM OVERVIEW
This fast-paced and informative program shows students how the Constitution established the executive branch,
and provided for the separation of powers and the relationship of the executive branch to the legislative and
judicial branches of the federal and state government. Specific roles of the chief executive are defined (such
as commander-in-chief, foreign policy director, legislative leader, party leader, popular leader, and chief of state),
interspersed with interviews of state and national Executive Office staff, legislators, media, historians, and
others. In addition, the program explains how the role of the Chief Executive has evolved in terms of its influence and exercise of power since the Constitution was ratified. Students see and hear how personalities,
philosophies, and political realities contribute to making the Executive Office an interesting and powerful
force in our government.
MAIN TOPICS
Topic 1: Executive Overview
The program begins with an overview of the structure of government, including the three branches of government, the system of checks and balances, and the roles and responsibilities of the Chief Executive.
Topic 2: Executive Roles and Responsibilities
Each responsibility of the Chief Executive is described in detail. Comparisons are made between the federal
(president) and state (governor) executives.
Topic 3: Checks and Balances
This section describes how the system of checks and balances works to keep each branch of government in
“check.” Specific examples of checks on the executive branch are discussed.
Topic 4: Impeachment
Impeachment prevents the Chief Executive from participating in acts that are grossly immoral or unconstitutional
by allowing a leader to be removed from office. The impeachment of Andrew Johnson and the trials of Richard
Nixon are addressed in this section.
Topic 5: Nongovernmental Checks
This section introduces the role of the media, also known as the “Fourth Estate” because it often seems to
function as a fourth branch of government. The press, television, government opinion polls, and individuals
also monitor the actions of the chief executive by providing information to the public, allowing them to draw
conclusions about a leader.
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Topic 6: The Executive Branch
The executive branch consists of more than just the Chief Executive. This section explains how the federal
cabinet, made up of experts appointed by the Chief Executive, helps the Chief Executive make decisions in
specific areas.
FAST FACTS
● The Constitution of the United States was written in Philadelphia, Pennsylvania, in 1787.
● The entire Constitution is displayed only one day a year—September 17—the anniversary of the day the
framers signed the document.
● The process for amending the Constitution is described in Article V.
● The first ten amendments to the Constitution are called the Bill of Rights.
● Amendments are not removed from the Constitution. They are repealed by adding another amendment which
nullifies the first.
● Women did not have the right to vote in national or state elections until 1920, when the 19th amendment was
ratified, ending the women’s suffrage movement.
● Amendment 26, lowering the voting age to 18, was ratified only 4 months after it was proposed.
● It took Amendment 27, limiting politicians’ pay raises, more than 200 years to be ratified.
● In 1789, the Chief Justice’s salary was $4,000, while associate justices made $3,500. By 1997, the Chief Justice’s
salary had risen to $171,500, and associate justices received $164,100.
● A Supreme Court term begins on the first Monday in October, and runs through late June or early July.
● Chief Justice Samuel P. Chase was the only justice to appear on U.S. currency. He was on the $10,000 bill,
which is no longer printed.
● Justice Byron (“Whizzer”) White is the only justice to be a member of the football Hall of Fame.
● The Supreme Court initially had only six judges; today, there are nine.
● John Adams was the first President to live in the White House when he came to Washington, D.C., in
November of 1800. However, he was only there for four months after losing the election of 1800 to Thomas
Jefferson.
● Ronald Reagan was the longest-living ex-president when he died on June 5, 2004 at the age of 93.
VOCABULARY TERMS
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amendment: In government and law, an addition or alteration made to a constitution, statute, or legislative bill
or resolution.
Article V: The article in the U.S. Constitution that describes the process for amending the Constitution.
bicameral legislature: Refers to a two-house legislature.
Bill of Rights: The first ten amendments to the Constitution, adopted in 1791. These are the basic rights that all
Americans have. The Bill of Rights’ purpose is to protect the people from the government.
bipartisan: Two-party. If a bill has bipartisan support, it means that it has the support of both major political
parties (Republicans and Democrats).
cabinet: A group of governmental officials who head various departments in the executive branch, and who
advise the president.
checks and balances: A system set by the Constitution in which the executive, legislative, and judicial branches of government have the power to check each other to maintain a balance of power.
chief executive: A principal executive officer; a president of a republic; a governor of a state.
commander-in-chief: One who holds the supreme command of an armed force; the U.S. President.
Congress: America’s legislative branch of government, consisting of two chambers—the House of
Representatives, and the Senate.
consent: To agree or approve; to be in agreement in opinion or sentiment.
constitutional: A determination by the U.S. Supreme Court as to whether Congress enacted a law that is within
the powers granted by the Constitution.
delegate: A representative of a U.S. territory in the House of Representatives.
delegated power: Powers that are exclusively for the federal government and are enumerated in Article I,
Section 8 of the Constitution.
democracy: The governmental philosophy in which the people ideally have a high degree of control over
political leaders.
Electoral College: The name for the indirect process by which the people elect the president. The electors
are determined by the number of representatives each state (including Washington, D.C.) has in the House of
Representatives and Senate. In a presidential election year the electors meet in their respective state capitals
on the first Monday after the second Wednesday to vote for president.
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executive branch: The U.S. president and the departments that carry out the laws of the federal government.
express powers: Powers specifically granted to the federal government as enumerated in Article I, Section 8
of the Constitution.
federal supremacy clause: This refers to Article VI, Section 2 of the United States Constitution which states
that the Constitution and all federal laws and treaties shall be the supreme law of the land.
founding fathers: Individuals who made significant intellectual contributions to the Constitution.
framers: Individuals who helped craft the Constitution.
free enterprise: An economic system in which one makes decisions on what products to make, how much of
that product to produce, and how to establish its price.
government: The organization, machinery, or agency through which a political unit exercises authority and
performs functions and which is usually classified according to the distribution of power within it; the complex
of political institutions, laws, and customs through which the function of governing is carried out.
House of Representatives: The lower chamber, it is the larger of the two chambers of Congress. The number
of representatives depends on each state’s population, but is limited to a total of 435 members.
impeach: To remove from office, especially for misconduct.
indirect democracy: A political process in which the people control the government through elected political
officials. This is also called a republic.
initiative: The procedure that allows voters to initiate legislation by obtaining signatures on a petition
joint committee: A committee made up of members of both houses of government in order to speed action on
legislation.
judicial branch: One of the three branches of our government; its purpose is to interpret laws.
lame duck: An official who has been defeated in an election but whose term of office has not yet expired.
legislative branch: The division of government that makes the laws; Congress.
line item veto: The authority of the executive (often the governor) to veto parts of a bill without vetoing the
entire piece of legislation.
lobbyist: A person who works for an organized special interest group, association, or corporation. An attempt is
made to influence policy decisions primarily in the legislative branch of government.
majority floor leader: The legislative position held by the party member who is elected by the majority party in
caucus or conference. The floor leader serves as the chief Senate spokesperson for their party, and manages and
schedules the legislative and executive business of the Senate.
minority floor leader: The party leader in each house of government elected by the minority party. The floor
leader serves as the chief Senate spokesperson for their party, and manages and schedules the legislative and
executive business of the Senate.
National Security Council: Part of the executive branch, this is a planning and advisory group whose function
is to assist the president on matters of national security.
nominating convention: A meeting in which a political party will choose its candidate for president.
override: To overrule, referring to an aspect of the checks and balances system in which Congress can override a
presidential veto by a two-thirds vote.
president pro tempore: The senior member of the majority party in the Senate who serves as the president of
the Senate when the vice president is absent.
primary election: An election held before the general election to determine the main candidates representing
the various parties.
recall election: A special election called by voters to remove an elected official before his/her term has expired.
representative government: Also known as an indirect democracy or a republic. This is when the people elect
representatives to make laws for their benefit.
republic: The type of government in which voters elect representatives to make the laws for the country.
reserved power: Powers that are reserved for the states as identified in the tenth amendment to the
Constitution.
Senate: One of the two houses of Congress, historically known as the upper house, containing two representatives from each state regardless of population. Presently there are 100 members in this body.
separation of powers: The philosophy of a balanced government in which each of the three branches
(executive, legislative, judicial) have their own powers.
U.S. Supreme Court: The highest federal court in the nation. U.S. Supreme Court justices are appointed by the
President on the advice and consent of the Senate.
unconstitutional: A legislative act or presidential action that violates the Constitution based on the interpretation of the Supreme Court.
unicameral legislature: A one-house legislature.
veto: To reject or refuse to sign a bill from Congress. This is the check that the president has on the powers of
the legislative branch of government.
PRE-PROGRAM DISCUSSION QUESTIONS
1. What document describes the purpose of the executive branch of government? What does it say its purpose
is?
2. Who is the Chief Executive of the United States? Of this state?
3. What are some of the powers of the executive branch of government?
4. Has the executive branched changed much over the years?
5. What are some other titles given to the Chief Executive?
POST-PROGRAM DISCUSSION QUESTIONS
1. What power does the executive branch of government have to balance the power of the legislative and judicial
branches?
2. What power do the legislative and judicial branches have to keep the executive branch in check?
3. Explain how the “fourth branch of government” helps to keep the executive branch in check.
4. How are a United States president and a state governor the same? How are they different?
5. The program discusses Andrew Johnson and Richard Nixon as the two presidents who faced impeachment.
Identify another president who faced impeachment, and discuss the events surrounding this investigation.
GROUP ACTIVITIES
Electing Electors
The president and vice president are elected indirectly through the Electoral College. Have the class debate
the pros and cons of this system. You may want to ask them to apply their reasoning to the 2000 presidential
election controversy between George W. Bush and Al Gore.
INDIVIDUAL STUDENT PROJECTS
Opening More Cabinets
Research the current number of Federal Cabinet departments and the names of these departments. What departments have been added throughout the years? Can you think of any additional cabinets that may be added in
the future? Choose one of the cabinet departments and pretend you are the secretary of this department. Write
a press release describing what your department does for the country.
INTERNET ACTIVITIES
Who’s in Charge?
Throughout history, presidents have left office during their term for different reasons. Use the Internet to find out
which presidents did not complete their elected term and who succeeded them in office (www.thisnation.com/
executive-facts.html). Create a “next in command” list for the current president. If anything were to happen to
the current president, who would be in charge? Who would be vice president? Include the names and titles of
the top ten people in line for the presidency.
ASSESSMENT QUESTIONS
Q: The executive branch of the U.S. government does not include ________________.
(a) the president
(b) the vice president
(c) the Supreme Court
(d) Cabinet members
A: (c)
Feedback: The Supreme Court is part of the judicial branch of government.
Q: The president and vice president are elected to ___________ terms.
(a) two-year
(b) four-year
(c) six-year
(d) three-year
A: (b)
Feedback: The elected term for a president and vice president is four years. However, the longest possible time
a person can serve as president is ten years.
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Q: The ________________ is the commander-in-chief of our armed forces.
(a) president
(b) Chief Justice
(c) Senate
(d) House Judiciary Committee
A: (a)
Feedback: The President of the United States is also known as the Chief of State, the Foreign Policy Director,
the Party Leader, the Chief Executive, Legislative Leader, and Popular Leader.
Q: The executive branch appoints federal judges. (True or False)
A: True
Feedback: The president is responsible for appointing justices to the Supreme Court.
Q: The President of the United States is NOT the _____________________.
(a) Chief of State
(b) Foreign Policy Director
(c) Party Leader
(d) House Majority Leader
A: (d)
Feedback: The President is also known as the Chief of State, the Foreign Policy Director, the Party Leader,
the Chief Executive, Commander-in-Chief, Legislative Leader, and Popular Leader.
Q: Cabinet members are appointed by the president and approved by the senate.
(True or False)
A: True
Feedback: The fifteen secretaries from the executive departments are appointed by the president, and they must
be confirmed by a majority vote (51 votes) of the Senate. They cannot be a member of Congress or hold any
other elected office.
Q: Once a president vetoes a bill passed by Congress, it can never become law.
(True or False)
A: False
Feedback: The bill then returns to Congress, and if it is approved by a two-thirds vote in each house, the bill
becomes a law.
Q: The president appoints ______________ to foreign countries.
(a) delegates
(b) ambassadors
(c) visitors
(d) liaisons
A: (b)
Feedback: “Ambassador” is the name given to a person appointed to be a liaison with a foreign country.
A delegate is a person who is a member of Congress.
Q: The President does not have to submit bills to Congress for approval during wartime. (True or False)
A: False
Q: According to the program, the number of departments the president has in his cabinet is _______.
(a) 4
(b) 9
(c) 10
(d) 14
A: (d)
Feedback: The program lists 14 departments in the Federal Cabinet, but in 2001, President Bush created a new
cabinet department called Homeland Security, bringing the number of departments to 15.
ADDITIONAL RESOURCES
The White House
www.whitehouse.gov
The U.S. Constitution Online
www.usconstitution.net
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Government Resources
THOMAS (The Library of Congress)
http://thomas.loc.gov/links
The National Archives
America’s Historical Documents
www.archives.gov/historical-docs
GovSpot
U.S. government, state government & more
www.govspot.com
Govtrack.us
a civic project to track Congress
www.govtrack.us
OpenCongress
Track bills, votes, senators, and representatives in the U.S. Congress
www.opencongress.org
United States Senate
www.senate.gov
United States House of Representatives
www.house.gov
The Supreme Court of the United States
www.supremecourtus.gov
PUBLICATIONS
Abigail Adams: Witness to a Revolution, by Natalie S. Bober. Pocket Books, 1998. ISBN: 0689819161
Amending America: If We Love the Constitution So Much, Why Do We Keep Trying to Change It?
by Richard B. Bernstein, Jerome Agel (contributor). Times Books, 1993. ASIN: 0812920384
American Patriots: The Story of Blacks in the Military from the Revolution to Desert Storm,
by Gail Lumet Buckley. Random House, 2001. ISBN: 0375502793
Founding Brothers: The Revolutionary Generation, by Joseph J. Ellis. Knopf, 2000. ISBN: 0375405445
Jefferson’s Pillow: The Founding Fathers and the Dilemma of Black Patriotism, by Roger Wilkins.
Beacon Press, 2001. ISBN: 0807009563
Miracle at Philadelphia: The Story of the Constitutional Convention, May to September 1787,
by Catherine Drinker Bowen. Little Brown & Co., 1986. ISBN: 0316103985
OTHER PRODUCTS
U.S. Government: How It Works
While the complexities of the American political system have never been greater, the right visual aid can help
students sift through them—and even develop a passion for the subject. This six-part series is an ideal tool for
introducing and exploring key aspects of U.S. government and public policy. Using a combination of eye-catching graphics, dynamic video footage, and interviews with legal and political scholars, each episode celebrates a
particular dimension of American democracy while equipping students to candidly discuss political issues. Topics
range from the Constitution and the three branches of government to the electoral process and the responsibilities of citizenship. Viewable/printable instructor’s guides are available online. A Films for the Humanities &
Sciences Production. 6-part series (21-26 minutes each) © 2010
Order #: 39960, www.films.com, 1-800-257-5126
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Moyers: Report from Philadelphia Video Clip Collection—Themes
This two-part set composed of 76 clips (2:35 each) is arranged into groupings that take a thematic approach to
the Constitutional Convention of 1787. A viewable/printable instructor’s guide is available online. 2-part set.
Themes from the 1787 Constitutional Convention—Part 1
This program uses 38 video clips (2:35 each) to explore seven themes that emerged during the Constitutional
Convention of 1787, some of which are still relevant today. (104 minutes)
Themes from the 1787 Constitutional Convention—Part 2
This program uses 38 video clips (2:35 each) to explore seven more themes of the Constitutional Convention of
1787, including National Powers: War, Taxes, and National Defense. (104 minutes)
Order #: 39942, www.films.com, 1-800-257-5126
The Amendments to the Constitution: Bill of Rights and Beyond
This comprehensive three-part series explores each Constitutional amendment, its origins, its real-world
applications, its history of interpretation in America’s courts, and its implications for the future. A Cambridge
Educational Production. 3-part series (43-61 minutes each)
Order #: 36175, www.cambridgeeducational.com, 1-800-468-4227
Bill of Rights: Bill of Responsibility
Bill Maher hosts this witty inquiry into the meaning of the U.S. Constitution in our lives today.
Order #: 7984, www.cambridgeeducational.com, 1-800-468-4227
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