Subject: Social Studies Type of Lesson: Concept maps, Discovery/cooperative

learning, Internet search

Grade: 10 CSEC OBJ: Describe the structure of Government

(Section A, # 22)

Term: 2 Unit Number # 1 - Government

and Title:

Duration: 70 minutes Week Number: 6

Lesson Number # 19 The Composition and Function

and Title: of the Executive

Objectives
As a result of this lesson, the student will be able to:
1) define the term Executive.
2) identify the various offices that constitute the Executive.
3) outline the functions of the Executive.
4) appreciate the value or importance of the functions of the
Executive.

Prerequisite Student Knowledge

The student should be familiar with:
1) definition and purpose of government.
2) the three arms of government, and separation of powers.
3) the structure, composition and function of the Legislature.

Important Points
The Executive

1) This is the arm which oversees the general running and direction of
government. This it does through setting and implementing
policies and programmes pertaining to aspects of society such as
health, security and the environment.

The composition of the Executive

2) The Executive is composed of:
a. The Prime Minister or Head of Government. He or she
is appointed by the Governor General and must also be
an elected representative of the people.

Teacher Instructional Material 1

 b. The Cabinet or the Executive Council is the primary
policy instrument of the state. It comprises the Prime
Minister and a minimum of 11 other ministers. Of this a
maximum of four can be appointed from the Senate and
they may have portfolio responsibilities. The other
Cabinet Ministers are appointed from the House of
Representatives.
i. The cabinet is guided by the principle of
collective responsibility.
c. Ministers of State and Parliamentary Secretaries aid the
Cabinet ministers in performing their roles.
d. The Civil Service is a group of persons who serve the
public and the government; that is, they are employed
to assist the government in executing its policies and
programmes.
i. For each ministry there is a staff or set of civil
servants including a Permanent Secretary and
his junior civil servants.
ii. While they are able to vote in general elections,
they cannot publicly engage in political affairs
through speaking or writing.
e. Local Government represents a decentralized aspect of
government. It divides the 63 constituencies into a total
of 227 electoral divisions. A mayor and councillor
represent each of these divisions.

Functions of the Executive

3) This body is collectively responsible for parliament.

4) The Prime Minister:
a. Is the Head of Government only as is typical in a
parliamentary democracy. This differs from the
president in a republic based on the presidential system
who is both Head of State and Head of Government.
b. Forms and presides over the Cabinet;
c. Advises the Queen on the appointment the Governor
General, the six members of the Privy Council, on the
dissolution of Parliament, on appointments of the Chief
Justice, the President of the Court of Appeal and the
three service commissions enshrined in the
Constitution.
d. Directs the activities of the various ministries
5) The cabinet

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 a. The Cabinet is the core of the government as it is
responsible for creating and executing policies and
programmes regarding the nations everyday life.
b. Making and implementing policies and programmes for
the country
c. Initiates proposals for legislation
d. Initiating proposals for taxation
6) The Civil Service
a. Civil servants use their knowledge and skills to assist
the relevant ministers in implementing policies and
programmes;
b. The civil service monitors the implementation of
policies;
c. It aids citizens by answering their questions, keeping
them informed and explaining the governments goals,
policies and programmes.
7) The local government sees to local development in a variety of
areas.

Key Terms

Cabinet Civil Service Executive

Head of Government Ministry Policy

Portfolio

Challenge Areas
The size of the cabinet selected by the Prime Minister is an issue
which has been met with controversy for both political parties in
Jamaica recently.

a. Explain why the size of the cabinet is an issue of public

concern.
b. Explain why any party in government might find it necessary
to have a large cabinet.
c. Examine the web pages copied below and determine the
number of ministries, ministers and other persons which are in
the cabinet of the current government.
i. Recommend and justify changes that could be made to
the cabinet to reduce its size while enhancing its
efficiency.
http://www.opm.gov.jm/Cabinet+Ministers+Jamaica+
http://www.youtube.com/watch?v=CxAbsUU7Xps

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 2) In an essay, present and evaluate evidence to support your view on
the following statement:
The cabinet should be similar to the civil service in its
composition; it should be occupied by politically neutral, qualified
experts in their various fields, employed to advise the government
(regardless of the party in government) and serve the public.

Equipment/Materials Needed
Computer with internet connectivity, multimedia projector

Note to Teacher
Be mindful of differences in information from different sources of
information on this topic. Also be mindful of changes that might have
taken place in the Executive that are not yet reflected in the text books
used.

Teachers Lesson Notes

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Introduction
1) Introductory Activity
How much do you know about the structure of your
government?

a. The student should have received the assignment below in

a previous class:

Box 19.1: Research assignment from previous lesson

For the next class, do a survey in your community to

determine peoples knowledge and awareness of:

i. Who our prime Minister is

ii. His/ her Primary roles are
iii. What the roles of the cabinet are
iv. What the civil service is

Record your answers manually or if given the permission,

record them via tape recording or video. Identify the main
trends in the answers received for each question and note
whether you think the answers for each question was
correct or incorrect. (You can use a table for this purpose
or simply write correct or incorrect beside given
answers.)Take your report to your next class.

i. Review and discuss the answers as they are given.

Also, keep the answers the students give on the
board.
ii. Use the table below to record their analysis of the
answers from their surveys.

Table 19.1: Analysis of responses to survey

Position Function % of respondents with
correct answers

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 Body of Lesson
1) What is the Executive?

a. Students should form groups of four or five for these tasks.

b. Project the diagram below on the board for the students to
examine.
i. Tell them to formulate a definition of the term
executive based on what they have gleaned from
the diagram.
ii. Focus their attention on the differences between the
Executive and other arms of government as a means
of determining the focus or purpose of the
Executive.

Figure 19.1: Structure of Government

Warning
Be mindful of
definitions given
online for the term
as most sites define
it in the sense that it
is used in the USA. From: New Civics for Jamaicans. L.C. Ruddock and Sonia
This might lead to Robinson-Glanville
some confusion
especially because
for them, the
Executive carries out Expected answers:
and enforces the Key to their answers here is the inclusion of the
law; a task we various ministries and ministers as implied by the
delegate to our
judiciary. presence of the cabinet. This should at least indicate
the involvement of this arm of government in the
everyday aspects of life in the society.
You may probe further to see if the students know
the ways in which it involves itself in the same

c. Now direct the students to their textbooks to examine the

definition of the term Executive.
i. Guide students to make a comparison of the given
in the textbook to the one they formulated above.

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 ii. Have them compare the definition to the answers
for the related question in their interviews.

Take a count of those who were accurate in their evaluation

of the relevant answer.

2) Who make up the Executive and what are their functions?

Figure 19.2: The Executive

From: New Civics for Jamaicans. L.C. Ruddock and Sonia Robinson-
Glanville

a. Project Figure 19.2 on the board. Direct students to take

note of the various aspects of the Executive and record their
observations in the relevant section of a table similar to the
one copied below.
Expected answers are in colour.

Activity 1a, b
The Composition and Function of the Executive
Offices within Composition Functions
the Executive
The civil Service Junior civil Execute
servants government
Senior civil policies
servants Communicate
Permanent policies and
secretary procedures to the
public
Ministries Various ministers These plan and
(with portfolio) introduce policies

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 Or responsibilities (relevant to their
other than their ministry) to
constituencies direct the
Consultants nations business.
Statutory bodies Bodies given the Aid central
authority by the government in
government to carrying out its
execute tasks business
which cannot be
reasonably
executed within a
government
ministry.
Local Mayors Key agent of
government Councillors local
Secretary/managers development
Town clerks tending to
matters such as
parochial roads,
markets and
disaster
management.
The cabinet The prime Minister Plan and
A minimum of 11 implement the
other ministers policies and
(A maximum of 4 programmes
from the Senate regarding
and the others from everyday aspects
the House of of social life
Representatives) conducts the
Aided by Ministers nations business
of State and
Parliamentary
Secretaries
Prime Minister Elected Chief CEO of the
representative, nations business
appointed by the See functions in
governor general; (the important
person deemed points)
capable of
commanding the
majority in
parliament.

Students should note the names of each element in the first

column of the table.

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 b. Inform students that they will now work in their groups to
research the elements of the Executive identified above.
Direct them to the websites below and encourage them to
use additional sites and sources. However, be vigilant in
ensuring that the students do not get on to dangerous
websites. From these sources they will determine:
i. The titles or positions associated with each element
of the cabinet;
ii. The main functions of each element of the
Executive (to be used further in the lesson)
iii. The overall functions of the Executive.
c. Instruct them to research, discuss their findings and record
them according to the columns in Table 19.2. Instruct them
to record the information from i and ii in the column
headed offices within the Executive and composition
respectively, and the information from iii in the column
headed Functions.

d. Encourage students to divide and delegate the tasks, and to

ensure that all elements of the research are discussed and
all of the group members have a common understanding of
the content.
Instruct students to visit t he following websites.

i. Prime Minister, cabinet and ministers

http://www.jis.gov.jm/pdf/GovernmentOfJamaica.p
df
http://www.opm.gov.jm/

ii. Cabinet and Ministries

http://www.cabinet.gov.jm/about/background_cabin
et_office/ministers_and_their_portfolios
http://www.opm.gov.jm/Cabinet+Ministers+Jamaic
a+

iii. Local Government

http://www.localgovjamaica.gov.jm/ati.aspx?c=pi
http://www.cflgm.org/index.php?option=com_conte
nt&view=article&id=51:the-local-government-
system-in-the-jamaica-contd-&catid=46:country-
profile&Itemid=60 (Read all but pay special
attention to the section in Green for composition
and Black for functions.)

iv. Civil Service

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 http://www.historylearningsite.co.uk/civil_service.h
tm

e. When the time allotted is finished, facilitate students

discussion of their answers regarding the composition of
the Executive.
i. Each group can be made responsible for an element
of the Executive; however, not being told prior to
the presentations can help to ensure that they have
completed all aspects of the tasks.
ii. Assign student writers to record corrected responses
on the board and encourage the students to make
corrections where necessary.
f. Next, instruct students to re-evaluate their summation of
the interview answers based on the information they have
just gained. Take a count of those who were accurate in
their initial evaluations.

3) What is the role of the Executive?

a. The students have already identified the major functions of

the Executive and its component parts. Before collectively
reviewing their functions, reiterate the idea that the aspects
of everyday life over which the Executive presides are
divided into various ministries or departments of public
administration.

b. Instruct them to scan through the websites below and

identify the various areas of social life covered as indicated
by the names of the ministries and related portfolios.

http://www.youtube.com/watch?v=o885RHz5h_g
http://www.cabinet.gov.jm/files/GoJ%20Policy%20Registe
r%20as%20at%20July%202009.pdf

c. Next, select one or two ministries to use as case studies.

The students (working in their groups) will determine how
specific components of the Executive contribute to the day
to day regulation of social life in that area.
i. Allow the students some time to add this
information to their notes and tables in order to
make their presentations.

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 d. Listen to and evaluate the students presentations.

Closure
In Class Assignment
1) Tell the students to recall what they learned of the opposition and
its role in the previous class. In keeping with their roles, the
opposition party leader also names a shadow cabinet.

Scan through the articles below and answer the following

questions:
a. In what ways is the naming of the Shadow Cabinet similar to
the naming of the Cabinet?
b. What is/are the difference/differences between the Shadow
Cabinet and the Cabinet?
c. In what ways does the Shadow Cabinet affect the operation of
the Cabinet?
d. Why do you think the Shadow Cabinet is necessary?
http://jamaica-gleaner.com/gleaner/20110525/lead/lead7.html

http://www.jamaicaobserver.com/news/Holness-names-
shadow-cabinet-
Expected answer:
The Shadow Cabinet
In the Westminster system of government, the shadow
comprises a set of senior ministers from the opposition party
which are made opposition spokespersons for the various
ministries. They closely monitor the activities and policies
introduced and implemented by the government regarding their
ministry and help to maintain integrity, transparency and
efficiency in the same.
They are different from the actual cabinet in that they are in the
opposition party and therefore do not represent the majority in
regard to their ministry.
They are an important aspect of democracy in the Westminster
model however as they help to check the government and
represent the views and concerns of those who did not favour
the governing party.

Supplemental
Out-of-Class Assignment
1) Revisit the websites below:

http://www.youtube.com/watch?v=o885RHz5h_g

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 http://www.cabinet.gov.jm/files/GoJ%20Policy%20Register%20as
%20at%20July%202009.pdf

2) Examine the lists carefully and identify the following:

a. Members of the Cabinet taken from the Senate
b. Members of the Cabinet taken from the House of
Representatives;
c. The number and title of ministers without portfolios.

3) Write an essay noting why the size and composition of the current
Cabinet might be viewed as problematic by the Opposition and the
public. Make suggestions for the improvement of this situation.

Glossary of Terms

Cabinet This is the central policy making instrument in

the Executive; it is responsible for the general
direction and control of the government.

Executive This is the arm of the government that directs the

nations day to day business. It is made up of the
Prime minister in our case and his ministers.

Head of This in a parliamentary democracy is the Prime

Government Minister who must be an elective representative;
the person seen as able to command the majority
in parliament.

Policy A policy is a strategy or set of principles which

guides action. It can also be seen as the basic
principles by which a government is guided. For
example the principles guiding the removal of
user fees for certain health care services.

Ministry A ministry is a department of government

headed by a minister and responsible for a
specific aspect of public administration such as
health or education.

Portfolio A portfolio is an area of responsibility or aspect

of public administration. It is the set of
responsibilities of head of a government
department.

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CSEC (type) Questions
1)
a. Name two offices or positions that make up the
Executive. 2 marks
b. For EACH of the offices/positions named above, state
ONE of its roles in the executive. 2 marks
c. Explain one reason it might not be desirable to have
members of the legislature serving in the cabinet.
2 marks
d. Explain ONE reason citizens in a parliamentary
democracy should be concerned about the size of its
cabinet? 2 marks
e. Suggest THREE strategies that the government could
use to enhance the efficiency of the cabinet in carrying
out its functions. 6 marks
f. Explain why each of the strategies suggested above will
work. 6 marks
Total 20 marks

Recommended Materials
1. Try to identify a member of the cabinet and or the civil service
who is able to give a guest lecture to your class.
2. http://www.localgovjamaica.gov.jm/

Bibliography
Brathwaite, S., Reynolds, P. (2004). Social Studies CSEC self study
and Distance Learning. Caribbean Examinations Council

Ruddock, L. C. and Robinson-Glanville, S. (1977). New Civics for

Young Jamaicans. Jamaica, Carlong Publishers.

Sandy, M. C., Grayson, S. C. (2004). Social Studies Essentials with

SBA, Study Guide and Exercises. Kingston: Carlong Publishers

Source:

Web sites used in this Lesson

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