Lesson plan: The roles of the president
January 9, 2001
Web posted at: 5:10 PM EST (2210 GMT)
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Objectives
Students will:
- List the many jobs of the U.S. president and explain the reasons for them.
- Compare current and past roles of the chief executive of the United States.
- Theorize on reasons why presidential duties have changed during the history of the United States.
- Predict presidential duties that may need to change in the next decade and defend these predictions.
- Illustrate knowledge of the separation of powers in government.
Standards
Mid-continent Research for Education and Learning
Level 4 (grades nine-12)
Students understand the major characteristics of systems of shared powers (e.g., in the United States and Brazil, the executive, legislative and judicial branches each have primary responsibility for certain functions and share some of the powers and functions of the other branch).
Materials
CNNfyi.com article, "Wanted: One chief executive, no experience required"
Internet access (optional)
Suggested time
One to two class periods
Procedures
1. Ask students what they believe the formal powers of the U.S. president to be. Write these on the board.
2. Have students read the CNNfyi.com article "Wanted: One chief executive, no experience required," then ask the following:
- Why does the U.S. Constitution omit the president's role as commander in chief of the Air Force and the Marines? Why does the office of the presidency look so differently than what was first envisioned? What move by a former president set a precedent for those to serve after him in economic matters? What was the purpose of President Franklin D. Roosevelt's New Deal programs?
- Explain the U.S. president's role as peace broker abroad. How has the "super power" status of the United States increased the president's diplomatic muscle? How have past presidents mediated disagreements with other countries?
- Do you believe that the executive powers that aren't expressed should be implied if they are deemed necessary to save constitutional order? What do experts suggest has made the growth of the Oval Office necessary?
- Cite examples from the CNNfyi.com article of how past presidents' decisions have shaped the office. According to the article, what may have contributed to the forefathers' vague description of the role of the chief executive? Why do you suppose the drafters of the Constitution found Congress, not the chief executive, most important? What system was put into place to ensure that no branch of government would become too powerful?
3. Direct students to history texts, reference books or other media to choose two U.S. presidents to research. Have them choose one president from the earlier part of U.S. history and one from recent decades or years to compare current and past roles of the chief executive.
4. Instruct students to predict the changes that may need to occur in the presidential office in the future. They may mention areas such as technology and communication, knowledge of cultures, etc.
Accommodation
Logical-spatial: Students can use graphic organizers, such as Venn diagrams, to list the powers held by the three branches of government (legislative, executive and judicial) and the powers shared by all branches.
Assessment
1. Have students present their findings using visual aids (charts, graphs and diagrams) that show a comparison of past and current presidential roles. They should also give their explanations for those differences found.
2. Allow students opportunities to share their predicted changes of presidential roles in the years to come. Direct them to support their predictions by including specific situations that could require new roles and power.
RELATED SITES:
Presidents of the United States
Internet Public Library: Presidents
DiscoverySchool.com: Presidents -- A-to-Z history
Historical Documents: The U.S. Constitution
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