7.3: Presidential Power - Homework
- Page ID
- 231672
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)Analyzing Presidential Power and its Effects on DEI
This assignment encourages you to engage with both theoretical and practical aspects of presidential power, fostering a deeper understanding of its role in the U.S. government. Analyze the sources, uses, and limitations of presidential power by examining historical and contemporary examples and reflect on the role of checks and balances in maintaining democratic accountability.
Instructions:
1. Choose ONE U.S. president (e.g., Franklin D. Roosevelt, Richard Nixon, Barack Obama, Donald Trump, or another).
2. Choose a DEI related event that occurred during this president's term.
3. Research a specific example of how this president used their formal or informal powers (e.g., executive orders, war powers, vetoes, or the "bully pulpit")
4. Write a 2–3 page analysis addressing:
- What power(s) did the president use, and what was the context?
- Was the use of power effective? Why or why not?
- What were the political, legal, and public reactions?
- How was the DEI event affected by it?
- How did Congress or the judiciary respond (if applicable)?
Evaluation Rubric
| Criteria | 5 (Excellent) | 4 (Good) | 3 (Satisfactory) | 2 (Needs Improvement) | 1 (Poor) |
|---|---|---|---|---|---|
| Content | - Thoroughly addresses all parts of the prompt. - Provides clear, detailed, and accurate information about the president's use of power. |
- Addresses most parts of the prompt. - Provides clear and accurate information with minor gaps. |
- Addresses some parts of the prompt. - Provides basic information but lacks depth or detail. |
- Addresses few parts of the prompt. - Information is incomplete or unclear. |
- Does not address the prompt. - Information is inaccurate or irrelevant. |
| Research | - Uses multiple credible sources. - Demonstrates strong evidence of thorough research. |
- Uses credible sources. - Demonstrates adequate research. |
- Uses a limited number of sources. - Research is somewhat superficial. |
- Relies on unreliable or insufficient sources. - Research is minimal. |
- Lacks credible sources. - No evidence of research. |
| Analysis | - Provides insightful, well-reasoned analysis. - Clearly evaluates the effectiveness of the president's actions and reactions. |
- Provides reasonable analysis. - Evaluates effectiveness with some insight. |
- Provides basic analysis. - Evaluation is present but lacks depth. |
- Analysis is weak or unclear. - Evaluation is superficial or missing. |
- Lacks analysis. - No evaluation of effectiveness or reactions. |
| Organization | - Well-structured with clear introduction, body, and conclusion. - Logical flow of ideas. |
- Structured with introduction, body, and conclusion. - Mostly logical flow. |
- Basic structure is present but may lack clarity or coherence. | - Poorly organized. - Ideas are disjointed or hard to follow. |
- No clear structure. - Ideas are incoherent or confusing. |
| Mechanics | - No grammatical, spelling, or punctuation errors. - Writing is clear and polished. |
- Few minor errors. - Writing is clear and mostly polished. |
- Some errors that do not significantly hinder understanding. | - Frequent errors that hinder understanding. | - Numerous errors that make the writing difficult to understand. |