Topic: The Structure and Powers of the Presidency
Learning Objective: LO 11.1: Describe the constitutional foundations and
primary roles of the presidency.
Page Reference: 332
Skill Level: Understand the Concepts
Difficulty Level: Moderate
88. According to the Constitution, __________ should be reserved for serious
criminal offenses, not political conflicts.
Topic: The Structure and Powers of the Presidency
Learning Objective: LO 11.1: Describe the constitutional foundations and
primary roles of the presidency.
Page Reference: 334 – 335
Skill Level: Understand the Concepts
Difficulty Level: Moderate
89. The Framers were concerned that giving the president too much power would lead
to a __________.
Topic: Controversies in Presidential Power
Learning Objective: LO 11.2: Evaluate the controversies surrounding presidents’
assertion of additional executive powers.
Page Reference: 336
Skill Level: Analyze It
Difficulty Level: Difficult
90. The secretary of state is part of the president’s __________.
Topic: Managing the Presidency
Learning Objective: LO 11.3: Outline the functions of the White House staff,
Executive Office of the President, cabinet, and vice president.
Page Reference: 343
Skill Level: Understand the Concepts
Difficulty Level: Moderate
Short Answer Questions
382
91. Explain how presidents can check judicial power.
1. Define pardon. A pardon is an executive grant releasing the individual
from punishment or legal consequences of a crime before or after
conviction, and restores all rights and privileges of citizenship.
2. Explain that presidents can use their pardoning power for federal
offenses. However, impeachment cannot be pardoned. Pardons can be
applied to individuals or groups.
3. Provide examples from the text of pardons that presidents have granted.
These examples may include Gerald Ford pardoning Richard M. Nixon.
Topic: The Structure and Powers of the Presidency
Learning Objective: LO 11.1: Describe the constitutional foundations and
primary roles of the presidency.
Page Reference: 333
Skill Level: Understand the Concepts
Difficulty Level: Moderate
92. What is a veto? Can a veto be overridden?
1. Point out that a president is blocking the will of Congress by preventing
a bill that has been passed from becoming law.
2. Explain that a presidential veto may overridden by a two-thirds majority
vote in both the House of Representatives and the Senate.
3. Explain that historically it has been difficult for Congress to override a
presidential veto.
Topic: The Structure and Powers of the Presidency
Learning Objective: LO 11.1: Describe the constitutional foundations and
primary roles of the presidency.
Page Reference: 332 – 333
Skill Level: Understand the Concepts
Difficulty Level: Moderate
93. Distinguish between the president’s roles as commander in chief and diplomat in
chief.
1. Define the president’s constitutional role as diplomat in chief. The
president negotiates treaties, executive agreements, and congressional-
executive agreements with foreign nations.
2. Describe the role of commander in chief. While only Congress can
declare war, the president can order troops into battle without formal war
declarations.
Topic: The Structure and Powers of the Presidency
Learning Objective: LO 11.1: Describe the constitutional foundations and
primary roles of the presidency.
Page Reference: 330, 332
Skill Level: Understand the Concepts
Difficulty Level: Moderate
94. What is the role of executive agreements in foreign policy? When are they used?
1. Distinguish between an executive agreement and a treaty. An executive
agreement is a deal between the president and a foreign government that
does not require Senate ratification. All treaties must be approved by the
Senate.
2. Include an example of why an executive agreement would be used or an
example of when one was used.
Topic: The Structure and Powers of the Presidency
Learning Objective: LO 11.1: Describe the constitutional foundations and
primary roles of the presidency.
Page Reference: 330 – 331
Skill Level: Understand the Concepts
Difficulty Level: Moderate
95. Describe the informal powers of the president.
1. Describe how the president is the informal leader of his party, how he
can build alliances with Congress to pass his legislative agenda, and how
he has the most influence on those who rode his coattails and when his
party is the majority in the legislature.
2. Mention informal powers such as signing statements.
3. Discuss the importance of the president’s power of persuasion with
Congress and the public in reaching his policy goals.
4. Detail the idea of a president “going public” to gain support from the
people to influence Congress.
5. Note informal powers related to going to war.
Topic: The President’s Job
384
Learning Objective: LO 11.4: Characterize the various roles that presidents play.
Page Reference: 344, 346 – 347
Skill Level: Understand the Concepts
Difficulty Level: Moderate
96. Which president began the modern presidency, in which presidential decision
making assumed greater importance than congressional decision making? Explain
how.
1. Name Franklin Delano Roosevelt as beginning the modern presidency.
2. Include information that Roosevelt was in office from the Great
Depression until World War II.
3. Describe how the presidency changed with the creation of a new
bureaucracy to manage the new federal agencies needed to implement the
New Deal.
4. Include information about how he built a relationship with the people
with his fireside chats.
5. Include information about him taking a leading role in domestic and
foreign policy.
Topic: Controversies in Presidential Power
Learning Objective: LO 11.2: Evaluate the controversies surrounding presidents’
assertion of additional executive powers.
Page Reference: 340
Skill Level: Understand the Concepts
Difficulty Level: Moderate
97. What factors contribute to a president’s public approval? Historically, what is the
trend? What can impact approval ratings?
1. Explain that, historically, presidents have higher approval ratings at the
beginning of their terms than at the end of their terms in office.
2. Clinton’s approval ratings increased with the tech-driven boom. George
W. Bush’s approval soared after the 9/11 terrorist attacks (rally
effect/rally-round-the flag effect), but fell when economic growth slowed
and with his reaction to Hurricane Katrina.
Topic: Congress and the Presidency; Judging Presidents
Learning Objective: LO 11.5: Identify the sources of presidential-congressional
conflict and the tools presidents use to influence Congress; LO 11.6: Identify
factors that influence judgments about presidents.
Page Reference: 349 – 350
385
Skill Level: Understand the Concepts
Difficulty Level: Moderate
98. Describe the president’s influence over the executive branch. Identify specific
powers of the “administrator in chief.”
1. Explain that the Constitution designates the president as “administrator
in chief” by giving him or her the power to require the opinion of agency
and department heads “upon any subject relating to the duties of their
respective offices.”
2. Identify specific powers that the president can use to influence
executive branch agencies, including appointment power and the power to
“take care that the laws are faithfully executed.”
Topic: The Structure and Powers of the Presidency
Learning Objective: LO 11.1: Describe the constitutional foundations and
primary roles of the presidency.
Page Reference: 332
Skill Level: Understand the Concepts
Difficulty Level: Moderate
99. Explain the president’s role as morale-builder-in-chief. Why is this role
important? Make sure to identify some examples in your response.
1. Explain that presidents are often called upon to project a sense of
national unity, which can be used to get the country through crises such as
economic depressions.
2. Note that through their actions, however mundane, presidents can
arouse either hope or despair.
3. Provide one or more examples, such as Franklin Dr. Roosevelt’s
“fireside chats.”
Topic: The President’s Job
Learning Objective: LO 11.4: Characterize the various roles that presidents play.
Page Reference: 344, 345
Skill Level: Understand the Concepts
Difficulty Level: Moderate
100. What is the president’s power to convene Congress? Why would this be more
significant in the early years of the presidency?
1. Explain that the Constitution requires the president to inform Congress
periodically. This is the State of the Union address. The president is
authorized to convene one or both houses of Congress on “extraordinary
occasions.”
2. Explain how this was more significant when the Congress did not sit
almost all year-round.
Topic: The Structure and Powers of the Presidency
Learning Objective: LO 11.1: Describe the constitutional foundations and
primary roles of the presidency.
Page Reference: 333
Skill Level: Analyze It
Difficulty Level: Difficult
101. How has the role of the vice presidency changed over time?
1. Include the idea that the vice presidency was considered an insignificant
office, providing an example.
2. Tell that vice presidents were chosen to balance the ticket politically
and/or geographically.
3. Identify that power depends on who has the offices of the vice
presidency and the presidency.
4. Note that the modern vice president takes a much more prominent role,
providing examples such as Dick Cheney, Joe Biden, Al Gore, and Walter
Mondale.
Topic: Managing the Presidency
Learning Objective: LO 11.3: Outline the functions of the White House staff,
Executive Office of the President, cabinet, and vice president.
Page Reference: 343
Skill Level: Understand the Concepts
Difficulty Level: Moderate
102. What situation was the Twenty-Fifth Amendment enacted to address? Discuss
whether or not you think there are any concerns with this amendment.
1. Describe the Twenty-Fifth Amendment, which was ratified in 1967, as
allowing for the temporary removal of the president due to illness or
disability.
2. Provide examples of when the amendment was needed.
3. Include a discussion on whether or not a president being able to
nominate a new vice president could be cause for concern.
Topic: The Structure and Powers of the Presidency
Learning Objective: LO 11.1: Describe the constitutional foundations and
primary roles of the presidency.
Page Reference: 335 – 336
Skill Level: Analyze It
Difficulty Level: Difficult
103. What makes a great/successful president?
1. Point out that great presidents preside during periods of national crisis.
2. Define the personal characteristics associated with great presidents,
such as charisma and trustworthiness.
3. Explain that great presidents have significant political skills that enable
them to build consensus and work with a broad segment of the opinion
spectrum.
4. Include examples from the text.
Topic: Judging Presidents
Learning Objective: LO 11.6: Identify factors that influence judgments about
presidents.
Page Reference: 350 – 352
Skill Level: Analyze It
Difficulty Level: Difficult
104. Compare the White House staff and the cabinet.
1. Explain that the cabinet is an advisory group selected by the president
and approved by Congress. Members head major executive departments.
Their major function is to help the president execute the laws and assist
him in making decisions. The size of the cabinet has increased, but its
power has decreased over time.
2. Explain that the White House staff is close to the president. They
include the chief of staff. Their loyalties are to the president, and their
power comes from their personal relationships with the president.
Topic: Managing the Presidency
Learning Objective: LO 11.3: Outline the functions of the White House staff,
Executive Office of the President, cabinet, and vice president.
Page Reference: 340 – 343
Skill Level: Analyze It
388
Difficulty Level: Difficult
105. Explore the role of the president as an agenda setter. How has this role changed
over the years?
1. Describe how presidents serve as agenda setters.
2. Provide at least one example of a president demonstrating this role on
either economic policy, social policy, or national security policy.
3. Discuss the weakening of this role in recent years (e.g., weakening
Topic: The President’s Job
Learning Objective: LO 11.4: Characterize the various roles that presidents play.
Page Reference: 346
Skill Level: Understand the Concepts
Difficulty Level: Moderate
Essay Questions
106. Describe the major ways in which the presidency has changed since the beginning
of the twentieth century. Be sure to include a description of the changes and the
reasons why these changes occurred. Include a conclusion to summarize your key
points.
1. Provide examples from the text on the major ways the presidency has
changed. (Examples: Presidential decision making became more important
than congressional decision making. There was a new federal bureaucracy.
2. Explain why changes have occurred in the presidency. In the twentieth
century, the national economy changed from farming to industry, the
United States’ position in global affairs expanded, and the men in the
presidency transformed the job.
3. Describe the significance of presidents mentioned in the text.
4. Include a conclusion.
Topic: The Structure and Powers of the Presidency
Learning Objective: LO 11.1: Describe the constitutional foundations and
primary roles of the presidency.
Page Reference: 326 – 336
389
Skill Level: Understand the Concepts
Difficulty Level: Moderate
107. Article II, Section 4 of the Constitution says, “The President, Vice President, and
all Civil Officers of the United States, shall be removed from Office on
Impeachment for, and Conviction of, Treason, Bribery, or other high crimes and
Misdemeanors.” Explain what this means. What would your criteria be for
impeachment?
1. Review the impeachment process.
2. Recount the history of impeachment (Andrew Johnson, Richard M.
Nixon, and/or Bill Clinton).
3. Reflect on the quote.
4. Include criteria for what acts would warrant impeachment.
Topic: The Structure and Powers of the Presidency
Learning Objective: LO 11.1: Describe the constitutional foundations and
primary roles of the presidency.
Page Reference: 334 – 335
Skill Level: Apply What You Know
Difficulty Level: Difficult
108. How would you characterize President Obama’s presidency? Would you call him
a successful or a disappointing president? Justify your answer with details from
the text. Summarize your opinion and rationale.
1. Analyze President Obama’s success or lack thereof.
2. Provide evidence from the text to support this claim.
3. Include a conclusion that summarizes your opinion and rationale.
Topic: The President’s Job
Learning Objective: LO 11.4: Characterize the various roles that presidents play.
Skill Level: Apply What You Know
Difficulty Level: Difficult
109. Describe the Framers’ vision for the presidency. How is the Framers’ vision
different from the role of the modern president? Do you think the Framers would
be comfortable with the modern role of the president? Explain why or why not.
Include a conclusion.
1. Explain that the Framers were concerned about giving the president too
much power.
2. Describe the creation of shared power (and a system of checks and
balances) to ensure that the president (or Congress) does not have too
much power.
3. List the qualifications for becoming president. An individual becoming
president must be at least 35 years old, born in the United States or born
abroad as the child of American citizens, and a resident of the U.S. for at
least 14 years.
4. Describe the indirect election plan.
5. Mention the necessary and expedient clause (validates president as
important legislator) and take care clause (allows for strong, independent
action).
6. Include the idea that modern presidents have more power than the
Framers intended. For example, modern presidents are more involved in
legislation than the Framers predicted.
7. Provide an opinion and support for why the Framers would or would
not be comfortable with the modern role of the president.
8. Include a conclusion that summarizes the main points.
Topic: The Structure and Powers of the Presidency
Learning Objective: LO 11.1: Describe the constitutional foundations and
primary roles of the presidency.
Skill Level: Analyze It
Difficulty Level: Difficult
391