Title of Unit: Red, White and You Title of Lesson: The President of the United States Submitted By:

Garlick/Waite

A. Summary of the Lesson Plan: Students will name the President of the United States and discuss some of his responsibilities. The students will write a thank you letter to the President for all that he does for our country. B. Target Population: Grade Level: 3rd Skill Level: All Levels Grouping: o Whole group-discussion o Individual grouping-letter writing

C. Materials: Picture of the current President White board and markers Paper and pencils Envelopes Stamps Social Studies Journal D. Objectives: NV State Social Studies Standards o C14.3.1 Name the current President of the United States.

Student-Friendly Standards o I can name the President of the United States.

E. Procedure: 1. Ask the students: o Who is the current President of the United States?

2. Display picture of President 3. What are some of the Presidents responsibilities? 4. Here are some examples of important responsibilities of the President of the United States to help direct the discussion. Chief of State o This role requires a president to be an inspiring example for the American people.
EDEL 453 - Spring 2013 Karen Powell- Instructor page 1

Nevada State College

Title of Unit: Red, White and You Title of Lesson: The President of the United States Submitted By: Garlick/Waite

Awarding medals to the winners of college scholarships. Congratulating astronauts on their journey into space. Greeting visitors to the White House. Making a patriotic speech on the Fourth of July.

Chief Executive o The president is the "boss" for millions of government workers in the Executive Branch, deciding how the laws of the United States are to be enforced and choosing officials and advisers to help run the Executive Branch. Appointing someone to serve as head of the Central Intelligence Agency (CIA). Holding a Cabinet meeting to discuss government business. Reading reports about problems of the Federal Bureau of Investigation (FBI).

Chief Diplomat The president decides what American diplomats and ambassadors shall say to foreign governments. With the help of advisers, the president makes the foreign policy of the United States. Traveling to London to meet with British leaders. Entertaining Japanese diplomats in the White House. Writing a message or a letter to the leaders of the Soviet Union. Commander-In-Chief o The president is in charge of the U.S. armed forces: the Army, Navy, Air Force, and Marines. The president decides where troops shall be stationed, where ships shall be sent, and how weapons shall be used. All military generals and admirals take their orders from the President. Inspecting a Navy yard. Deciding, in wartime, whether to bomb foreign cities. Calling out troops to stop a riot. Chief Legislator o Only Congress has the actual power to make laws. But the Constitution gives the president power to influence Congress in its lawmaking. Presidents may urge Congress to pass new laws or veto bills that they do not favor. Inviting members of Congress to lunch in the White House. Signing a bill of Congress. Making a speech in Congress. Chief of Party o In this role, the president helps members of his political party get elected or appointed to office. The president campaigns for those members who have supported his policies. At the end of a term the president may campaign for reelection. Choosing leading party members to serve in the Cabinet. o
Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 2

Title of Unit: Red, White and You Title of Lesson: The President of the United States Submitted By: Garlick/Waite

Traveling to California to speak at a rally for a party nominee to the U.S. Senate. Chief Guardian of the Economy o In this role, the president is concerned with such things as unemployment, high prices, taxes, business profits, and the general prosperity of the country. The president does not control the economy, but is expected to help it run smoothly. Meeting with economic advisers to discuss ways to reduce unemployment. Meeting with business and labor leaders to discuss their needs and problems. List on board some of his responsibilities that are discussed.

5. Discuss what some important things the President does and why we should be thankful for what he does. 6. Review with the class how to write a letter. 7. Pass out the paper and have each student write a thank you letter to the President of the United States. 8. Write the address of the White House on the board. 9. Pass out the envelopes and have the students address their letter. Make sure that they do not seal the envelopes. 10. I will have the students write the driving question in their social studies journal. They will also need to answer the question in their journal. 11. CLOSURE: Today we learned about the President of the United States and some of his important responsibilities. Have the students share some of the things that they wrote in their letters about what they are thankful for. F. Assessment: What will you use to measure student understanding? I will informally assess if the students know the name the current President of the United States through our whole class discussion. I will also read the letters that the students write and make sure that they are addressed correctly. Explain how you will know students understand the concepts from the lesson. I will know that the students know who the President of the United States is by our whole class discussion and letters that they write to the President. G. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach?
Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 3

Title of Unit: Red, White and You Title of Lesson: The President of the United States Submitted By: Garlick/Waite

I think that the easiest part of the lesson will be having the students discuss the things that they are grateful that our President does for us. Students usually like to make comments during discussions. 2. Which part will be most challenging for you to teach? I think having each student think of different things that they are individually thankful for what the President does and not having the students come up with the same answers. 3. How will you follow up or extend this lesson? I hope that we will have an extension to this lesson later in the year if any of the students receive any responses from the letters they wrote to the President of the United States. 4. What will you do for students who dont grasp the concepts? I feel that the students will understand this concept. If they do not I will show them again who the President is and explain what he does for our country. 5. Which part of the lesson, if any, do you think might need to change? I might need to address the envelopes if time runs out on this lesson. 6. When you were writing this lesson plan, what was the most difficult part? I think that the most difficult part of writing a lesson plan is coming up with different engaging ways to teach the lessons.

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

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