Analyzing Presidential Powers
Barb Pearson
Tri-Valley High School
Fall 2006
Scene at signing of the Constitution of the United States
Library of Congress Prints and Photographs Division
LC-USA7-34630 (b&w film copy neg)
In this activity students will investigate, analyze, and categorize the actions of an
assigned President of the United States according to powers granted in Article II of the
U.S. Constitution.
Overview/ Materials/LOC Resources/Standards/ Procedures/Evaluation/Rubric/Handouts/Extension
Overview
Objectives
Recommended time frame
Grade level
Curriculum fit
Materials
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Students will:
 recognize actions by a specific assigned President as
a power granted by the U.S. Constitution.
 classify actions as specific Presidential powers.
 provide primary source items related to Presidential
actions.
 present their research of Presidential powers as part
of a larger power point presentation for the class.
1-2 class periods for Constitution background
3-5 class periods in the computer lab
3-5 class periods for class presentations
1 class period evaluation
12th
Government
Students will need pens, computer access, worksheets,
and analysis forms.
Illinois State Learning Standards
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Social Science:
GOAL 16: Understand events, trends, individuals
and movements shaping the history of Illinois, the
United States and other nations
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Illinois State University
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16.B.5b (US) Analyze how United States political
history has been influenced by the nation’s
economic, social and environmental history
16.B .5a (US) Describe how modern political
positions are affected by differences in ideologies
and viewpoints that have developed over time (e.g.,
political parties’ positions on government
intervention in the economy)
16.A.5a Analyze historical and contemporary
developments using methods of historical inquiry
(pose questions, collect and analyze data, make and
support inferences with evidence, report findings).
Procedures
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Day One:
 Review with students the powers granted to the
President in Article 2 of the U.S. Constitution
including Head of State, Commander in Chief, Chief
Legislator, Chief Diplomat, Chief Executive,
Economic Planner, and Party leader.
 Distribute copies of the worksheet called A Day in
the Life of a President.
 Have students read the account of the President's
day and classify the activities of the President into
the powers listed at the conclusion of the entry based
on the review.
Day Two:
 Meet in the computer lab.
 Review the example page of powers from the
previous class period.
 Assign a President to each student or put students
into groups to work together on a President.
Students will begin to examine Presidential actions
from the assigned President's term according to
powers granted.
Day Three – Five:
 Continue to work in the lab.
Day Six:
 Begin presentations.
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Evaluation
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Extension
Students will be graded on the worksheet in class.
Power point presentations will be graded using the
enclosed rubric.
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None. This activity is a part of an extensive unit on
Presidents, which includes a power point biography
presentation.
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Primary Resources from the Library of Congress
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EXAMPLES OF PRESIDENTIAL POWERS FROM THE LOC
PRESIDENT
EXPLANATION
President Coolidge signing
appropriation bills for the
Veterans Bureau on the
south lawn during the
garden party for wounded
veterans.
POWER
Chief
Legislator
LINK
President
Coolidge
signing
appropriation
bills
Manager Stanley Harris, in
the grandstand, presents
President Coolidge with the
baseball used to open the
1924 World Series.
Head of
State
Manager
Stanley Harris,
in the
grandstand
[Wilma Rudolph chats with
President Kennedy at the
White House]
Head of
State
Wilma Rudolph
chats with
President
Kennedy
Print shows the American
delegation, under the
command of Matthew C.
Perry, presenting a letter
from President Fillmore to
the Japanese, requesting the
establishment of diplomatic
and trade relations.
Chief
Diplomat
Matthew C.
Perry,
presenting a
letter from
President
Fillmore to the
Japanese
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Gettysburg
Address
Head of
State
Gettysburg
Address
President Gerald Ford at a
press conference at the
White House, Washington,
D.C.
Chief
Executive
Ford at a press
conference at
the White
House
President Roosevelt
signing the declaration of
war against Japan
Commander
in Chief
President
Roosevelt
signing the
declaration of
war against
Japan
Coolidge receives
Republican National
Committee--In front row
are H.L. Rummell, C.F.
Huffman, John Coolidge,
Mrs. Coolidge, President
Coolidge, Frederick H.
Gillett, Mr. and Mrs. Frank
W. Mandell and others on
the south portico of the
White House
Chief Justice Taft turning
over the memorial and
President Harding receiving
it on behalf [of] the United
States
Party
Leader
Coolidge
receives
Republican
National
Committee
Head of
State
Taft turning
over the
memorial and
President
Harding
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PRESIDENTIAL POWER POINT
RUBRIC
1
2
3
4
Production
75% of the show
was read to
class. Little of it
was photos, etc.
50% of the
show was
read to the
class. Few
photos, etc.
75% of the
show was
photos,
documents,
charts, etc.
25% of the
show was text.
It also
included
animation or
recordings.
Facts
More than one
misstatement,
misidentification
or omission. It
seems that you
may not have
read much
about your
President.
One error or
mistake in
facts. You
included the
basic facts
about the
President.
No errors or
mistakes in
facts. You
included info
from several
sources.
Facts are
correct. You
included
something
rarely seen. It
is apparent
you read a
great deal
about your
President.
Requirements
Does not meet
the basic
requirements.
Just meets
the basic
requirement.
Just exceeds
the basic
requirements.
Goes beyond
the basic
requirements.
Mechanics
There are
numerous
errors in
grammar,
spelling,
punctuation,
organization, or
technology.
There are
several
mistakes.
There are a
few mistakes.
There are no
mistakes in
mechanics.
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Handouts
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A DAY IN THE LIFE OF A PRESIDENT
DIRECTIONS: Read the following account of a day in the life of the President. Next
to each of the seven major roles of the President listed below, tell what actions the
President took during the day to carry out that duty. Some may apply to more than
one category.
This morning, I read four newspapers, paying special attention to the results of a
poll that shows a ten percent decline in the number of Americans who are satisfied with
the way that I am handling the economy. I’ll have my speechwriters work on building
support for my economic policies in the speech I plan to make at the fund-raising dinner
in Ohio next week. I will also begin to stress that theme in my weekly radio broadcasts.
I had a breakfast meeting at nine with my congressional relations staff to talk
about progress on my legislative program in the Senate. I do not like the amendment that
the Majority leader wants to add to the Social Security bill, but he does not think the bill
can pass without it. I suggested we try to get rid of the amendment in the conference
committee. If that does not work, I have told my aides to let members of Congress know
that I will veto the bill.
At 10:00, I signed the bill to raise the federal tax on gasoline by five cents, and
read several reports from the Cabinet. At 11:00, we had the arrival ceremony for the
President of France. I invited several members of Congress from my party to attend the
ceremony and bring some guest they wished to invite. This gives me a chance to do a
favor for party members in Congress.
This afternoon preparing for my evening press conference will take four hours. I
must have all the facts and figures about my economic program in order. I need to
support my ideas effectively so the people will put pressure on Congress to pass the
legislation. I will then start to reorganize several agencies in the executive branch
bureaucracy to carry out the program that I plan to submit.
Tonight, the first lady and I will host a formal dinner for the President of France.
Afterwards, I will meet privately with him to discuss our policies and goals in Iraq. Then,
I need to review reports prepared by my staff for the meeting of the National Security
Council tomorrow morning. I expect we will decide that I must issue an executive order
implementing the draft law passed by Congress. It gives me the power to draft young
people into the army if it becomes necessary.
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Head of State:
1.
2.
Chief Legislator
1.
2.
3.
Commander in Chief
1.
2.
Chief Diplomat
1.
2
Economic Planner
1.
2.
Political Party leader
1.
2.
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ANSWERS TO THE PRESIDENTIAL POWERS WORKSHEET
Head of state
1. The arrival ceremony for the President of France
2. State dinner for the President of France
Chief Executive
1. Reorganize agencies in the Executive branch
2. Carry out the new program
Chief Legislator
1. Talk about legislative programs with members of Congress
2. Plan strategies to pass legislation
3. Sign the gas tax bill
Commander in Chief1. Meeting with NSC
2. Draft bill
Chief Diplomat1. Meet with French President
2. Discuss the policy in Iraq
Economic Planner
1. Building support for economic policies
2. Proposed legislation for Congress
Party leader
1. Fund raising dinner
2. Inviting party members to meet the French President
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