7.2: Presidential Power - Classroom Activity
- Page ID
- 231671
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)Simulating Presidential Decision-Making
This activity enables you to grasp the intricate nature of presidential authority together with decision processes, and the relationship between official and unofficial presidential powers. The activity promotes critical thinking, collaboration, and debate through theoretical concept application to real-world scenarios. As presidential advisors, analyze a crisis scenario by recommending actions while evaluating presidential power sources, legal boundaries, public opinion, and political effects.
1. Form 4 groups
Group 1: National Security Advisors: Focus on military and diplomatic responses.
Group 2: Legal Advisors: Analyze constitutional and legal constraints.
Group 3: Public Relations Team: Consider public opinion and media strategy.
Group 4: Economic Advisors: Assess the economic impact of potential decisions.
2. Scenario: Our country is facing a major crisis. A series of bombings, targeting five historically Black colleges simultaneously leaves hundreds of students dead, and investigators confirm it was racially motivated. Public panic ensues. Intelligence reports suggest the attack was organized jointly by domestic terrorists and a hostile foreign nation. The president must decide how to respond.
- Groups discuss how to respond to this crisis, and prepare of recommendations
Questions to consider:
- What formal powers does the president have to address this crisis?
- What is the role and the influence of your particular group or role?
- What informal tools (e.g., executive orders, public speeches) could be used?
- What are the potential consequences of each action?
3. Group Presentations
- Each group presents their recommendations to the President (played by the instructor or a student volunteer)
4. Debate and Decision
- After all groups present, the class debates the pros and cons of each recommendation.
- The president makes a final decision based on the advice and class discussion.
5. Reflection
- How did the groups balance legal, political, and public concerns?
- What role did checks and balances play in the decision-making process?
- How might real-world presidents handle similar crises?
Evaluation Rubric
| Criteria | Excellent (10 pts) | Proficient (8 pts) | Developing (6 pts) | Needs Improvement (4 pts or below) |
|---|---|---|---|---|
| Role Preparation & Understanding | Demonstrates a deep understanding of assigned role; uses research to develop strong arguments and recommendations. | Understands assigned role and provides relevant arguments with some supporting details. | Shows basic understanding of role but lacks depth in arguments and recommendations. | Limited understanding of role; arguments are unclear or unsupported. |
| Participation & Engagement | Actively engages in the simulation, effectively communicates ideas, and interacts constructively with other participants. | Participates consistently and contributes relevant points but may need more engagement. | Participates minimally, with limited contributions or reliance on others. | Little to no participation; does not contribute meaningfully. |
| Decision-Making & Critical Thinking | Thoughtfully weighs multiple perspectives, justifies decisions with strong reasoning, and considers potential consequences. | Considers different perspectives and provides justification for decisions, though reasoning may need more depth. | Some effort to consider perspectives but lacks strong justification for decisions. | Decisions are made without clear justification or consideration of multiple perspectives. |
| Press Conference Performance | Clearly and confidently communicates the final decision; effectively answers questions with well-supported responses. | Communicates the decision clearly but may struggle with some responses. | Communicates decision but lacks confidence or depth in responses. | Struggles to explain decision and provide meaningful responses to questions. |
| Collaboration & Teamwork | Works well with team members, listens actively, and contributes to a productive discussion. | Works cooperatively with others, though engagement may vary. | Some effort to collaborate, but contributions are minimal. | Little to no teamwork; disrupts discussion or does not engage with others. |