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CHAPTER SEV EN
TH E PR ESID EN CY
CHAPTER OVERVIEW
The founders understood that the executive would need sufficient power to effectively carry out his
responsibilities, but their experience with tyrannical monarchs made them wary of granting too
much power to the presidency. The provisions of Article II of the Constitution, which spell out the
role of the president, are thus intentionally vague. To a large extent, presidents have been able to
define their own powers by broadly interpreting Article II.
Chapter 7 discusses the changes in the presidency, with the institution gaining more power as it
evolved. The president’s powers in both domestic and foreign policy have grown as assertive
personalities in the office responded to crises with decisive action.
The chapter also details the various roles that the president must play: chief of state, chief legislator,
chief diplomat, commander in chief, and chief executive, and outlines the formal and informal
powers that contribute to each of those roles.
LEARNI NG O UTCOMES
7.1 How has the office of the president changed over the course of American history?
7.2 What are the most important recent trends affecting the power and role of the executive
branch in American government?
7.3 What are the formal and informal powers of the president?
7.4 How is the executive branch organized?
7.5 What roles does the president play in contemporary American government?
7.6 What part does the president play in the legislative process?
7.7 What role does Congress play in oversight of the executive branch?
7.8 What makes a great president?
93
Lecture Resources
94
Discussion Topics,
Online Simulations and
Activities,
Internet Activities
and Assignments
Discus sion: How do we give the president Internet Activity: Make It Real—ACT!
sufficient power for him to carry out his
responsibilities effectively without giving him
the potential to abuse his power?
95
Lecture Resources
B. Institutional Changes
Lecture Notes: This section details the development of the cabinet and the growth of the
federal bureaucracy as a reflection of the growing roles and responsibilities of the presidency. It
outlines those institutions under the Executive Office of the President: the NSC, OMB, CEA,
and others.
Learning Outcomes: 7.1, 7.2, and 7.4
Illustrations: Table 7.2 Departments of the United States Cabinet
Table 7.3 Executive Office of the President in 2006
96
Discussion Topics,
Online Simulations and
Activities,
Internet Activities
and Assignments
Essay Question: Explain Hamilton’s
arguments in Federalist #69 as to why the
powers of American presidents should not be
compared to those of tyrannical kings.
Simulation: Have students hold a debate on
ratifying the Constitution, focusing on the
power of the president.
Essay Question: Describe the offices that Internet Activity: Use the Internet to find a
fall under the direct purview of the president list of the current heads of the NSC, OMB,
and advise him on various policy areas. and CEA. Do further research to learn about
the backgrounds and qualifications of these
officials.
97
Lecture Resources
E. First Ladies
Lecture Notes: The role of the first lady has evolved from that of a behind-the-scenes
advisor to her husband to that of a more public activist, promoting certain policy initiatives.
98
Discussion Topics,
Online Simulations and
Activities,
Internet Activities
and Assignments
Discus sion: Are there any advantages to
making the vice presidency a more visible and
active role?
99
Lecture Resources
100
Discussion Topics,
Online Simulations
Activities,
and Internet Activities
and Assignments
Essay Question: How can the president use Simulation: Make It Real—ENGAGE
his veto power to prevent legislation from The President: Role Play: Pick the next
being passed? Supreme Court Justice
Internet Activity: Read and/or listen to the
2006 State of the Union address at
http://www.whitehouse.gov/stateoftheunion/2
006/index.html
Discus sion: Given the enormous complexity Internet Activity: Look at the lists of the
of international affairs, is vesting the majority federal departments and agencies
of power in one person (or office) the only (http://www.firstgov.gov/Agencies/Federal/
efficient way to make foreign policy decisions? Executive.shtml and http://www.firstgov.
Is it the wisest way? gov/Agencies/Federal/Independent.shtml)
and try to identify all the agencies involved in
foreign policy making.
101
Lecture Resources
V. Presidential Greatness
Lecture Notes: Citizens’ perceptions of presidential power generally don’t take into account
the limitations on the office, so the people are often disappointed in the inability of the president
to carry out his promises and meet their expectations. This section examines the factors that lead
both citizens, and political scientists and historians to classify some presidents as “great.” Such
factors include leadership during a time of war or other crisis, along with the personal qualities
of vision, pragmatism, consensus building, charisma, and trustworthiness.
Learning Outcome: 7.7
Illustration: Table 7.5 Rankings of American Presidents
102
Discussion Topics,
Online Simulations and
Activities,
Internet Activities
and Assignments
Discus sion: President George W. Bush Internet Activity: The Wikipedia site
held office during a time of great crisis http://en.wikipedia.org/wiki/Historical_
precipitated by the events of 9/11/01. Where rankings_of_U.S._Presidents shows a variety
do you think he will be ranked on the of presidential rankings by various scholars.
“greatness” scale? Compare some of these, and take a look at
polls of various groups on the same site. How
do the scholars’ views match up with those of
the public? What might account for some of
the differences?
103
Active Learning St rategies – The Presidency
F o rum on the presidency. Hold a public forum on the role of the presidency in the post-
9/11 world, bringing in faculty (from political science, history, law, and others), students (from
the debate team and from the college political parties), and community members (local govern-
ment representatives, business leaders, religious leaders, etc.). Following the forum, students
should write reflection papers tying concepts and vocabulary from the book to arguments raised
in the forum.
The changing presidency. Interview senior citizens about their recollections of past presidents
as part of an oral history project. Collect additional recordings of presidential speeches, including
State of the Union addresses and radio addresses. Write a paper discussing how the perception of
the presidency and its powers have changed over time, referencing interviews, presidential
speeches, and the textbook.
Presidents’ Day display. Create a presentation detailing connections between past presidents,
your town, and local interests (including economic interests). Work with school children in
collecting the information and setting up a visual display for Presidents’ Day. Then have the
college students translate the visual display to essay form, bringing in terms and concepts from the
chapter.
Computer literacy project. Partner students with a computer literacy class and have them
jointly research presidential, vice presidential, and First Lady domestic policy initiatives. Each pair
or group could focus on a different policy area, such as education, health, economic development,
transportation, science/technology, environment, or the arts. The adults in the computer class could
reflect on their learning experience by posting to a class blog. The college students could complete
field journal entries about the process of working with their adult partners (reflecting and reacting)
and a final, critical analysis of how the information they gathered can be brought to bear on the
topics and terms in the textbook.
104
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XIII
LE PROFESSEUR PAUL WEYMAN
PHOTOGRAPHIE KAZAN ET LOUVE
GRISE
Dix-neuf ans plus tôt, ces mêmes rumeurs avaient déjà couru et
la Terreur Rouge avait suivi. L’horreur en subsistait encore parmi
tous les gens du Wild, car des milliers de tombes sans croix, qu’on
fuyait comme une pestilence, et qui se disséminaient de James Bay
au Lac Athabasca, témoignaient du droit de péage qu’exigeait sur
son passage le fléau [27] .
[27] James Bay, ou la Baie James, forme le creux le
plus méridional de la Baie d’Hudson. Le Lac Athabasca
est situé à un millier de kilomètres nord-ouest, entre le
60e degré et le Cercle Arctique. C’est sur la rive nord de
l’Athabasca que se trouve la région dénommée le Fond-
du-Lac.