The President's Cabinet Activity Answers

The President's Team

After researching positions in the President's Chiffonier, students nominate literary characters for each seat and develop presentations to promote them for the position.

Apps: Wixie^® or Pixie^®

image of table used by US Cabinet

Task

The President of the United States needs a lath of advisors to help the make informed decisions in a range of areas. Students volition research cabinet positions and nominate characters from literature to make full each position in the Cabinet. Students volition choose one position and use testify from text to develop a presentation to promote the candidate for that position.

Engage

The goal of this lesson is to educate the students on the dissimilar cabinet positions and how these positions advise the President on bug faced by the United States. Since students are still forming political views, this lesson asks them to utilize what they know nigh literary characters to think deeply about skills, character traits, and experiences needed for these positions.

Begin past introducing the Executive Branch of the government and the role of the President'southward Chiffonier. Established by the Constitution in Commodity Two, Section ii, "the Chiffonier's role is to advise the President on any subject area he may require relating to the duties of each member's corresponding office." As cardinal advisors to the President, these people filling these positions must exist confirmed by the Senate.

Hash out skills and qualities students think the President should consider for these positions. As a class, brainstorm the ideals a cabinet member should hold and create a graphic organizer or ballast chart listing these ideals. Are there any factors that should deter the President from selecting someone for a position on the cabinet?

Rather than sharing the list of posts in the Cabinet first, have students brainstorm and discuss important issues for the United States today. Then, share the list of chiffonier posts and connect these positions to the problems they have listed. For example, if they mention healthcare, innovate the office of the Secretary of Health and Human Services and if they mention jobs, introduce Secretary of Labor.

Entire Listing Of Chiffonier Posts

Secretary of State
Secretary of the Treasury
Secretary of Defense
Attorney General
Secretary of the Interior
Secretarial assistant of Agronomics
Secretary of Commerce
Secretary of Labor
Secretary of Health and Human Servicies
Secretarial assistant of Housing and Urban Evolution
Secretary of Transportation
Secretary of Energy
Secretary of Education
Secretary of Veteran Affairs
Secretarial assistant of Homeland Security

To assistance students prepare to make full and justify characters filling chiffonier positions take time to explore the part or goal of each department pb by a cabinet member. After learning more virtually them, you might ask students to argue which part is most of import, justifying their reasoning.

Once students have a grasp of each department included in the Cabinet, develop job postings for each cabinet position.

The task posting should include:

Cabinet title
Cabinet description
The cabinet positions needed qualifications
The issues that the cabinet member will probable face

Create

Take individual students or small-scale teams choose a chiffonier position they would like to fill. Students should review the experience, skills, and qualities necessary for this position and and so brainstorm a list of characters from literature that would be qualified.

Students will need to wait at the qualities of each character and the traits that would make them the best leader for that office. Students could create a Pros and Cons organizer for each candidate to help them choose the specific character they will suggest to fill the position.

Ideas to consider:

Traits of a leader and how their chosen character portrays these traits.
Additional experiences and skills the character brings to the role.
Potential drawbacks for the candidate.

Once a specific candidate is called, students review the literature near their nominee and locate testify that this person is qualified and fit to hold the position.

All cabinet nominees must exist canonical past the Senate. To assistance persuade the senate to corroborate their nomination, students next create a presentation nigh the position. Students should to share events and evidence from the text that highlights the grapheme'south traits and their ability to make full the cabinet mail effectively. Students should as well be prepared to respond to questions designed to discredit their nominee.

Earlier students share the presentations about their nominees, choose a group to correspond the Senate. This could be comprised of students or other faculty from your school, such as your media specialist. This grouping should be knowledgeable of a range of literary characters and are expected to enquire pointed questions about the characters, poking holes in the nominations. This group can decide if the nomination is approved.

If time is restricted, accept students record audio for each page of the presentation so the "Senate" can evaluate and corroborate the nomination.

Assessment

Equally the students work on their nomination list and nominee presentation, listen to their discussions to ensure they understand the office of the Cabinet and know their characters well enough to defend their nomination.

The final presentation will help y'all assess their ability to analyze a character's traits and the qualities needed to be a leader as well every bit more than well-nigh the departments in the Executive Branch.

Resources

Michael Rajczak. Run across the President's Chiffonier ISBN: 1433972611

Catherine Stier. If I Were President. ISBN: 0807535427

Fact Monster: The President's Chiffonier (swell summary of function of each department)

About News: The President's Chiffonier (commercial merely quality links)

Ducksters: The The states Chiffonier (good for younger students)

Standards

C3 Framework for Social Studies

D2.Civ.1.3-5
Distinguish the responsibilities and powers of government officials at various levels and branches of government and in different times and places.

D2.Civ.5.3-five
Explain the origins, functions, and structure of unlike systems of government, including those created by the U.Southward. and country constitutions.

D2.Civ.6.3-5
Describe means in which people benefit from and are challenged by working together, including through authorities, workplaces, voluntary organizations, and families.

D2.Civ.iv.half dozen-8
Explain the powers and limits of the iii branches of government, public officials, and bureaucracies at unlike levels in the United States and in other countries.

D2.Civ.v.6-8
Explain the origins, functions, and construction of regime with reference to the U.S. Constitution, state constitutions, and selected other systems of government.

Mutual Cadre Standards for English Linguistic communication Arts - Class K-v

CCSS.ELA-LITERACY.CCRA.R.1
Read closely to make up one's mind what the text says explicitly and to make logical inferences from it; cite specific textual bear witness when writing or speaking to support conclusions drawn from the text.

CCSS.ELA-LITERACY.CCRA.West.one
Write arguments to support claims in an assay of substantive topics or texts using valid reasoning and relevant and sufficient evidence.

CCSS.ELA-LITERACY.CCRA.W.iv
Produce articulate and coherent writing in which the development, organization, and style are appropriate to chore, purpose, and audience.

CCSS.ELA-LITERACY.CCRA.W.ix
Describe testify from literary or advisory texts to support analysis, reflection, and research.

CCSS.ELA-LITERACY.CCRA.SL.1
Prepare for and participate finer in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.

CCSS.ELA-LITERACY.CCRA.SL.four
Present information, findings, and supporting bear witness such that listeners tin follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

ISTE NETS for Students 2016:

3. Noesis Constructor
Students critically curate a diverseness of resources using digital tools to construct cognition, produce creative artifacts and brand meaningful learning experiences for themselves and others. Students:

d. build knowledge by actively exploring existent-globe issues and problems, developing ideas and theories and pursuing answers and solutions.

6. Creative Communicator
Students communicate clearly and express themselves creatively for a diverseness of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals. Students:

d. publish or present content that customizes the bulletin and medium for their intended audiences.