Evolution of the Presidency Handouts Opening Activity Part 1: Understanding the Powers of the President Directions: Review the clauses from Article II of the US Constitution. Then review the Roles and Responsibilities of the president. Identify where the president’s roles and responsibilities are enumerated in Article II as instructed in the Roles and Responsibilities section. After the teacher has reviewed with the class where the president’s roles and responsibilities are enumerated in Article II, work in your small group to formulate supporting questions to the Compelling Question of “How much power should a president have?” ARTICLE II SECTION 1: The executive Power shall be vested in a President of the United States of America. He shall hold his Office during the Term of four Years, and, together with the Vice President, chosen for the same Term… SECTION 2: The President shall be Commander in Chief of the Army and Navy of the United States, and of the Militia of the several States, when called into the actual Service of the United States;… He shall have Power, by and with the Advice and Consent of the Senate, to make Treaties, provided two thirds of the Senators present concur; and he shall nominate, and by and with the Advice and Consent of the Senate, shall appoint Ambassadors, other public Ministers and Consuls, Judges of the supreme Court, and all other Officers of the United States, whose Appointments are not herein otherwise provided for, and which shall be established by Law … SECTION 3: He shall from time to time give to the Congress Information of the State of the Union, and recommend to their Consideration such Measures as he shall judge necessary and expedient, he may, on extraordinary Occasions, convene both Houses, or either of them, and in Case of Disagreement between them, with Respect to the Time of Adjournment, he may adjourn them to such Time as he shall think proper; he shall receive Ambassadors and other public Ministers; he shall take Care that the Laws be faithfully executed, and shall Commission all the Officers of the United States. Roles and Responsibilities of the President of the United States Review the roles of the president below and identify where these responsibilities are enumerated in Article II.  Chief Executive: The President is the administrative head of the government. Duties include meeting with the cabinet, signing bills, issuing executive orders and appointing government officials. (Underline the sections that refer to the President as Chief Executive.) PBS.org/the‐roosevelts 1 The Roosevelts: An Intimate History Evolution of the Presidency Handouts 
Chief Diplomat: The President negotiates treaties with foreign governments. He also appoints ambassadors. (Circle the sections that refer to the President as Chief Diplomat.) 
Chief of State: The President is the ceremonial head of the United States, speaking to the nation on topics of interest, meeting with important officials, and welcoming Heads of State from other countries. (Double underline the section that refers to the President as Chief of State.) 
Commander‐in‐Chief of the Armed Forces: The President is the civilian head of the military and can order troops into battle or send them overseas. (Place in brackets [ and ] the section that refers to the President as the Commander‐in‐Chief) 
Chief Legislator: The President recommends legislation to Congress. The President can also threaten to veto bills s/he opposes. (Place parentheses ( ) around the section that refers to the President as the Chief Legislator). PBS.org/the‐roosevelts 2 The Roosevelts: An Intimate History Evolution of the Presidency Handouts Answer Key: Understanding the Powers of the President ARTICLE II SECTION 1: The executive Power shall be vested in a President of the United States of America. He shall hold his Office during the Term of four Years, and, together with the Vice President, chosen for the same Term… SECTION 2: [The President shall be Commander in Chief of the Army and Navy of the United States, and of the Militia of the several States, when called into the actual Service of the United States;]… He shall have Power, by and with the Advice and Consent of the Senate, to make Treaties, provided two thirds of the Senators present concur; and he shall nominate, and by and with the Advice and Consent of the Senate, shall appoint Ambassadors, other public Ministers and Consuls, Judges of the supreme Court, and all other Officers of the United States, whose Appointments are not herein otherwise provided for, and which shall be established by Law … SECTION 3: He shall from time to time give to the Congress Information of the State of the Union, (and recommend to their Consideration such Measures as he shall judge necessary and expedient) he may, on extraordinary Occasions, convene both Houses, or either of them, and in Case of Disagreement between them, with Respect to the Time of Adjournment, he may adjourn them to such Time as he shall think proper; he shall receive Ambassadors and other public Ministers; he shall take Care that the Laws be faithfully executed, and shall Commission all the Officers of the United States. References to the different roles of the President in Article II  Chief Executive (underlined) 
Chief Diplomat (circled) 
Chief of State (double underline) 
Commander‐in‐Chief of the Armed Forces (brackets) 
Chief Legislator (parentheses) PBS.org/the‐roosevelts 3 The Roosevelts: An Intimate History Evolution of the Presidency Handouts Opening Activity Part 2: Interpreting the Powers of the President Background: The Constitution specifies powers granted to the three branches of government—
Legislative, Executive, and Judicial. In Article II, the powers of the Executive Branch are described. As the head of the Executive Branch, the president has many roles to play. How he or she performs these roles within the confines of Article II is often a matter of interpretation. Directions: Below are three sections to study: Article II of the Constitution, interpretations of presidential power, and a chart of presidential actions. After reviewing and understanding the powers granted the president in Article II and the interpretations of presidential power, review each presidential action on the chart below and compare with the powers granted the president in Article II. Indicate with a X in the appropriate box whether you feel the president is interpreting Article II through a Textualist/Intentionalist, a Pragmatist, or a Natural Law understanding. Then explain your reasoning in the final column. ARTICLE II SECTION 1: The executive Power shall be vested in a President of the United States of America. He shall hold his Office during the Term of four Years, and, together with the Vice President, chosen for the same Term… SECTION 2: The President shall be Commander in Chief of the Army and Navy of the United States, and of the Militia of the several States, when called into the actual Service of the United States;… He shall have Power, by and with the Advice and Consent of the Senate, to make Treaties, provided two thirds of the Senators present concur; and he shall nominate, and by and with the Advice and Consent of the Senate, shall appoint Ambassadors, other public Ministers and Consuls, Judges of the supreme Court, and all other Officers of the United States, whose Appointments are not herein otherwise provided for, and which shall be established by Law … SECTION 3: He shall from time to time give to the Congress Information of the State of the Union, and recommend to their Consideration such Measures as he shall judge necessary and expedient, he may, on extraordinary Occasions, convene both Houses, or either of them, and in Case of Disagreement between them, with Respect to the Time of Adjournment, he may adjourn them to such Time as he shall think proper; he shall receive Ambassadors and other public Ministers; he shall take Care that the Laws be faithfully executed, and shall Commission all the Officers of the United States. Different Interpretation Models on the Power of the President Background: Over the years, the powers of the President have been defined and redefined by the actions of various presidents and Congressional legislation expanding presidential power. From this, different interpretations of how presidents define power have emerged. Below are three interpretation models.  Textualist and Intentionalist interpretation: People who interpret presidents’ actions in this manner believe that the words of the framers were meant to be followed according to what is PBS.org/the‐roosevelts 4 The Roosevelts: An Intimate History 
Evolution of the Presidency Handouts actually said in the Constitution and what the framers intended. Textualists and Intentionalists are skeptical of how judges and presidents have reinterpreted the “intent” of the founders to expand presidential power. Pragmatist interpretation: People who believe the Constitution is more of a “living document” allowing for interpretation or exercising authority as the conditions demand. 
Natural Law interpretation: A person who believes that higher moral law should supersede inconsistent statutory law and some limits to power in the Constitution. 1 The Compelling Question and Supporting Questions TO BE CONDUCTED AFTER COMPLETING THE CHART Work in a think‐pair‐share group and write questions to help you answer the question “How much power should a president have?” Questions can be focused on what you don’t know about the powers granted in Article II or more open‐ended asking what would it mean for the president to have too much or too little power?
1
For more information on Constitutional interpretation, go to http://cstlcla.semo.edu/hhill/ui305/constitutional%20interpretationa.htm
PBS.org/the‐roosevelts 5 The Roosevelts: An Intimate History Evolution of the Presidency Handouts Presidential Action Chart Directions: Review the presidential actions then determine whether you think the action was a Textualist/Intentionalist, Pragmatic or Natural Law interpretation of the Constitution. Place an x in the proper column. Then explain your reasoning for your choice in the final column. Textualist/ Pragmatist Natural Law Presidential Action Intentionalist Explanation interpretation interpretation interpretation 1. During a war, steel workers threatened a nationwide strike which would have hurt the war effort. The president seized the nation’s steel mills and placed military personnel to run them. 2. The president suspends the writ of habeas corpus during an internal insurrection to stop anyone interfering with his efforts to quell the rebellion. 3. As the country emerges from a devastating economic depression and faces the possibility of going to war, the president decides to run for an unprecedented third term. 4. During the first months of a congressionally declared war, the president orders all residents living on the coast who were ethnically associated with the nation at war to leave their homes and travel to internment centers in the nation’s inland regions. Nearly two‐thirds of these people are American citizens. PBS.org/the‐roosevelts 6 The Roosevelts: An Intimate History Presidential Action Textualist/ Intentionalist interpretation Evolution of the Presidency Handouts Pragmatist interpretation Natural Law interpretation Explanation 5. The country has sunk into a deep economic depression causing businesses to fail, banks to close, and millions of people out of work. The president encourages voluntary action on the part of businesses and individuals to remedy the economic problems. As the depression grows deeper, the president encourages Congress to establish public works projects and provide loans to banks to shore up their reserves. The president rejects plans to have the federal government directly influence the economy by restricting production or ordering increased wages. He feel the federal government only has the authority to encourage economic development but not provide direct aid. In his view, this is the role of the states and the private sector. PBS.org/the‐roosevelts 7 The Roosevelts: An Intimate History Presidential Action Textualist/ Intentionalist interpretation Evolution of the Presidency Handouts Pragmatist interpretation Natural Law interpretation Explanation 6. With the goal of conserving the nation’s timberlands and with the support of the president, the forest service selectively grants permits to timber companies so that some forests were harvested and some are left to grow untouched. This doesn’t sit well with for‐profit timber companies and they complain to their Congressional representatives. Bowing to pressure, Congress attaches a rider to an agricultural appropriation bill limiting the president’s ability to set aside forest lands for preservation. The president has to sign the bill to support the farmers, but before he does, he authorizes millions of acres of forest land be placed into federal protection PBS.org/the‐roosevelts 8 The Roosevelts: An Intimate History Presidential Action Textualist/ Intentionalist interpretation Evolution of the Presidency Handouts Pragmatist interpretation Natural Law interpretation Explanation 7. After the Supreme Court ruled segregation in public schools is unconstitutional, several Southern states try to resist integrating the schools. In one state, the governor orders the state’s National Guard to surround a high school to keep several African American students from entering the school. After numerous attempts at negotiation, the president orders the U.S. Army’s 101st Airborne Division to secure the entry of the black students into the high school. 8. Determined to implement his program for white settlement, the president persuades Congress to pass a law granting states the authority to unilaterally exchange open land in the west for Native American land in the East and relocate the Indians to the western lands. When the Supreme Court rules that the states don’t have this authority, the president encourages the states to ignore the decision. Compelling Question and Developing Supporting Questions In this activity, you identified where Article II grants the president the power to carry out his or her roles and responsibilities as chief executive of the United States. As presidents perform these duties, they sometimes have to issue orders without the permission of Congress, or interact with PBS.org/the‐roosevelts 9 The Roosevelts: An Intimate History Evolution of the Presidency Handouts people of foreign countries that are hostile to the United States, or call out the armed forces to serve in combat when a declaration of war by Congress is inappropriate or impossible. When this happens, the question arises “How much power should a president have?” Work in a small group and write questions to help you find the answers to the question “How much power should a president have?” Questions can be focused on what you know and don’t know about presidential power. Then think about more open ended questions the look at the “big picture” of presidential power.  What do you want to know about a president’s power?  What questions come up when you think about this?  What aspects are intriguing, important, or puzzling? The questions you create should provide answers that are interesting to you and that you want to know. They should be found through research and not easy to answer. The questions can have multiple answers depending on the circumstances PBS.org/the‐roosevelts 10 The Roosevelts: An Intimate History Evolution of the Presidency Handouts Opening Activity Part 2: Interpreting the Powers of the President Answer Key It’s important to point out to students that generally presidents follow the textualist or intentionalist interpretation of their Constitutional power and often times will explain why they can’t take action because of Constitutional restraints. However, there are times when presidents believed it was important to interpret the Constitution as more flexible as the situation or their conscience dictated. Presidential Action Interpretation Reasons for the Action Historical Example Pragmatist interpretation The president believed the In 1952, as the United States was 1. During a war, steel workers conditions demanded he exercise engaged in war in Korea, the United threatened a nationwide strike his authority to seize the steel Steelworkers of America were set to go which would have hurt the war mills to keep war production on strike. President Harry S. Truman effort. The president seized the nationalized the American steel nation’s steel mills and placed going. industry. The steel company owners military personnel to run them. sued to regain control an in an landmark Supreme Court decision, Youngstown Steel & Tube Co. v. Sawyer, the court ruled the president lacked the authority to seize the steel mills. PBS.org/the‐roosevelts 11 The Roosevelts: An Intimate History Presidential Action Interpretation 2. The president suspends the writ Natural Law Interpretation
of habeas corpus during an internal insurrection to stop anyone interfering with his efforts to quell the rebellion 3. As the country emerges from a devastating economic depression and faced the possibility of going to war, the president decides to run for an unprecedented third term. PBS.org/the‐roosevelts Pragmatist interpretation Evolution of the Presidency Handouts Reasons for the Action Though the writ of habeas corpus is granted in the Constitution, the president believed a higher moral law required he quell the rebellion instead of allowing people the freedom to interfere with his efforts to stop the rebellion. Historical Example In April, 1861, the country plunged into the Civil War. President Abraham Lincoln feared Southern sympathizers would disrupt the Union’s efforts to put down the rebellion. Congress was not in session so Lincoln authorized military commanders to suspend the writ of habeas corpus. Several people were arrested and held without trial. In May, the US Circuit Court ruled the president did not have the authority to suspend habeas corpus. The court’s order was ignored. Two years later, Lincoln signed into law the Habeas Corpus Suspension Act of 1863 authorizing the president to suspend the writ of habeas corpus and absolving the presidents and his subordinates from any liability. Under the circumstances, this During nearly half of 1940, the United president broke with tradition and States became more involved in the war ran for a third term, even though in Europe. Up to this point, incumbent no president before him ever did. President Franklin D. Roosevelt had refused to state whether he would At the time, the Constitution break tradition and run for a third term. didn’t prohibit a third term. But as Nazi Germany swept through Western Europe and threatened Great Britain, Roosevelt decided that only he had the experience and skills necessary see the nation through the crisis. In July, 1940 Roosevelt accepted his party’s nomination to run for president. 12 The Roosevelts: An Intimate History Presidential Action Interpretation Pragmatist interpretation/ 4. During the first months of a Natural Law Interpretation
congressionally declared war, the president orders all residents living on the coast who were ethnically associated with the nation at war with the United States, leave their homes and be sent to internment centers in the nation’s inland regions. Nearly two‐thirds of these people were American citizens. PBS.org/the‐roosevelts Evolution of the Presidency Handouts Reasons for the Action Though the internees had broken no laws, the president felt under the circumstances it was necessary exclude these people from the coastal areas and be relocated to internment camps. . The president felt preventing sabotage was more important preserving those citizens’ constitutional rights. Historical Example After the Japanese attack on Pearl Harbor sent the United States into the Second World War, though at first supportive of Japanese/Americans, within six weeks after the attack, many Americans worried about “Fifth Column” activity bent on hindering the US war effort. In February, 1941, President Franklin D. Roosevelt signed Executive Order 9066 relocating over 110,000 people of Japanese heritage, many of whom were American citizens. In 1944, the US Supreme Court upheld the constitutionality of the orders. 13 The Roosevelts: An Intimate History Presidential Action 5. The country had sunk into a deep economic depression causing businesses to fail, banks to close and millions of people out of work. The president advocated voluntary action on the part of businesses and individuals to remedy the economic problems. As the depression grew deeper, he supported public works projects and providing loans to banks to shore up their reserves. He rejected plans to have the federal government directly influence the economy by restricting production or ordering increased wages. He felt the federal government only had the authority to encourage economic development but not provide direct aid. This was the role of the states and the private sector. PBS.org/the‐roosevelts Interpretation Textualist and Intentionalist interpretation Evolution of the Presidency Handouts Reasons for the Action The president believed the Constitution did not allow the government to directly intervene in the economic crisis affecting the private sector. He felt that too much government aid would undermine the ability of individuals and companies to pull themselves out of the economic problems. Historical Example The Great Depression hit the nation in the second year of President Herbert Hoover’s presidency. Initially, he believed that the economic downturn was a typical cyclical recession. He held conferences, encouraged local governments to enact public works projects, and went on the radio to downplay the impact of the economic problems. As the depression got worse and calls increased for the federal government to do more, Hoover supported programs that aided businesses, but felt aid to farmers and workers would undermine American values and feared an unbalanced budget and large government bureaucracy would hurt efforts towards recovery. 14 The Roosevelts: An Intimate History Presidential Action Interpretation 6. With the goal of conserving the Textualist and nation’s timberlands and with Intentionalist the support of the president, the interpretation/Pragmatist forest service selectively interpretation granted permits to timber companies so that some forests were harvested and some were left to grow. This didn’t sit well with the timber companies’ bottom line and they complained to their Congressional representatives. Bowing to pressure, Congress attached a rider to an agricultural appropriation bill limiting the president’s ability to set aside forest lands for preservation. The president had to sign the bill to support the farmers. Before he approved the bill the president signed millions of acres of forest land into federal protection. PBS.org/the‐roosevelts Evolution of the Presidency Handouts Reasons for the Action The president believed he was within his authority to set aside the timberlands because he formed the Bureau of Forestry, which was under his direct supervision. So, in that sense, he was taking a textualist/intentionalist interpretation of the Constitution. His delaying the signing of the farm bill to authorize the setting aside of the timberlands was a pragmatic interpretation Historical Example In 1905, under the direction of Gifford Pinchot, the US Forest Service adopted a policy of managing the forests scientifically with some areas available for harvest and some areas set aside for conservation. The timber industry felt this limited harvest and negatively affected their business. Congress responded by attaching a rider to an agricultural bill that the president had to sign. President Theodore Roosevelt delayed signing the bill in order to set aside the acreage for timber conservation. 15 The Roosevelts: An Intimate History Presidential Action 7. After the Supreme Court ruled segregation in public schools was unconstitutional, several Southern states tried to resist integrating the schools. In one state, the governor ordered the state’s National Guard to surround a high school to keep several African American students from entering the school. After numerous attempts at negotiation, the president ordered the US Army’s 101st Airborne Division to secure the entry of the black students into the high school. PBS.org/the‐roosevelts Interpretation Textualist and Intentionalist interpretation Evolution of the Presidency Handouts Reasons for the Action The Constitution and the president’s oath of office require the president to faithfully execute the laws of the United States. It was with this authority that President Eisenhower called out the U.S. Army to enforce the Supreme Court ruling and the law. Historical Example 16 The Roosevelts: An Intimate History Presidential Action Interpretation Natural Law Interpretation
8. Determined to implement his program for white settlement, the president persuaded Congress to pass a law granting states the authority to unilaterally exchange open land in the west for Native American land in the East and relocate them to the western lands. When the Supreme Court ruled that the states didn’t have this authority the president encouraged the states to ignore the decision. Evolution of the Presidency Handouts Reasons for the Action The president held the opinion that he could judge what was best for the Native Americans better than they could. He regarded Native Americans as wards of the state rather than sovereign entities as is stated in the Constitution. He therefore felt he could encourage states to look out for what he believed were the best interests of the Native Americans. Historical Example When Native American tribes in Southeast United States claimed sovereignty over their territory in Georgia and the adjoining states, these states asserted state jurisdiction over the Indian lands. President Andres Jackson backed the states saying the federal government had no jurisdiction in the matter. In 1830, Jackson persuaded Congress to pass the Indian Removal Act authorizing him to negotiate their removal to federal territory west of the Mississippi. In 1832, the Supreme Court in Worcester v. Georgia ruled the tribes were independent from state authority and didn’t have to leave. Jackson encouraged the states to ignore the ruling and proceeded to negotiate the Indians’ removal. PBS.org/the‐roosevelts 17 The Roosevelts: An Intimate History Evolution of the Presidency Handouts Student Handout: Video Notes/Graphic Organizer The Presidency of Theodore Roosevelt Instructions: View the three video segments and take notes on graphic organizer below. Links to the video clips are located on The Roosevelts web site (pbs.org/the‐roosevelts/for‐educators). Time cues are included if you are watching the clips from a DVD. After you’ve completed your notes in each segment, review the discussion questions that follow and be ready to discuss the questions with the class. You may wish to view the segments more than once in order to more completely answer the discussion questions and take notes on the segment. Video Segment 1: “Trust Busting” (From Episode 2)  Intro: 11:25: “When Theodore Roosevelt became President, industrial production had never been higher ‐‐ or the profits greater.”  Exit: 17:15: [George Will, voice over] “The government must grow to reach up to where they were.” 1. Briefly describe the monopolistic trusts that were flourishing at the beginning of Theodore Roosevelt’s first term. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 2. Compare and contrast the views of J.P. Morgan and Theodore Roosevelt towards the business trusts and the public. Views of J.P. Morgan Views of Theodore Roosevelt On Business Trusts On Business Trusts On the Public On the Public PBS.org/the‐roosevelts 18 The Roosevelts: An Intimate History Evolution of the Presidency Handouts 3. How did these trusts benefit the handful 4. Explain how the trusts were a financial of men who dominated American finance burden to farmers, industrial workers, and industry at this time? and consumers. 5. Explain how trusts stifled a free market economic environment for most Americans. Video Segment 2: “United Mine Strike” (From Episode 2)  Intro: 21:39: [voice over] “Coal mining is] a business … not a religious, sentimental, or academic proposition…. “  Exit: 26:36: “…the first to threaten to employ federal troops to seize a strike‐bound industry. And it had all worked.” 6. Briefly summarize the circumstances surrounding the United Mine Workers union strike. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ PBS.org/the‐roosevelts 19 The Roosevelts: An Intimate History Evolution of the Presidency Handouts President Theodore Roosevelt and the United Mine Workers Strike 8. What actions did Roosevelt take to get the 7. Describe the concerns President Roosevelt two sides to negotiate? had about the coalminers’ strike and why he felt justified in intervening. Discussion Questions  How would you characterize Theodore Roosevelt’s role as president compared to many of his 19th century predecessors?  Describe how Theodore Roosevelt would characterize American industrial trusts.  Explain what Roosevelt felt was needed to have the trusts play a more positive role in the American economy.  Explain how the threat of a strike by the United Mine Workers was a critical test in Theodore Roosevelt’s presidency. Video Segment 3: “Speak Softly” (From Episode 2)  Intro: 30:35 [Theodore Roosevelt, voice over] “I have always been fond of the old West African proverb: ‘Speak softly and carry a big stick and you will go far.’”  Exit: 37:57: “Yes,” said a Senate critic, “and that man was Roosevelt.” 9. Summarize President Theodore Roosevelt’s view of the world and America’s role in it. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ PBS.org/the‐roosevelts 20 The Roosevelts: An Intimate History Evolution of the Presidency Handouts 10. Explore the events that led to Panama’s independence and United States control of the Panama Canal A. Explain the importance of a canal across the Central American isthmus to the United States. B. Taking into account TR’s quest to advance civilization, explain why the Columbian Senate’s rejection of a deal to buy the rights to the Panama Canal enraged Roosevelt. C. Upon hearing from the French lobbyist that a revolution was about to take place in Panama, Roosevelt lets it be known that the United States would do nothing to stop it, even though Panama was a lawful province of Columbia. Explain how this was interpreted as a “green light” to the rebels in Panama? How else did the United States military help ensure that the rebels’ victory? 11. Explain how Theodore Roosevelt justified his actions in the Panama Canal affair. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ PBS.org/the‐roosevelts 21 The Roosevelts: An Intimate History Evolution of the Presidency Handouts Discussion Questions  Review Theodore Roosevelts view of the world at the turn of the 19th century. Would such a view be acceptable to Americans today? Explain your answer.  Explain how Roosevelt’s initial lack of action in Panama allowed for great change to occur there.  Roosevelt was criticized for the role he played in the Panamanian affair. Discuss how do you think he would he have defended himself if he was accused of abusing the power granted him in Article II? Video Segment 4: “TR’s Second Term Successes” (From Episode 2)  Intro: 1:18:02 [The Washington Post, voice over] “The Washington Post: It is now universally recognized by experienced politicians…”  Exit: 1:22:29: “We bought the son of a bitch,” one said, “but he wouldn’t stay bought.” 12. Summarize President Roosevelt’s philosophy regarding the government’s role in calling for a series of national solutions to national problems. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 13. From what you’ve learned about trusts in the first video segment, describe how railroads operated in ways that benefited the railroad owners but burdened farmers, industrial workers and consumers. Ways the railroad trusts benefited investors Ways the railroad trusts were a financial of the trust. burden to farmers, industrial workers and consumers. PBS.org/the‐roosevelts 22 The Roosevelts: An Intimate History Evolution of the Presidency Handouts 14. Describe how the Hepburn Act limit the power of the railroad trusts and how it benefited the American public. Provisions of the Hepburn Act How it benefited the American public 15. Describe how President Theodore Roosevelt pushed through the following legislative bills and rewrote the role of government in American life? How do his actions change the role Describe the actions he took to get the bill passed. of government? The Pure Food and Drug Act Meat inspection bill Discussion questions 1. Summarize the positive and negative benefits of the railroad trusts. 2. Describe what the Hepburn Act was and explain how it “leveled the playing field among the railroad companies and consumers. 3. Describe how Theodore Roosevelt justified using his executive power in the Northern Securities trust case, the coal miners dispute with owners, the railroad trust pricing and confronting with the meat packing companies during the passage of the Pure Food and Drug Act. 4. Do you feel he was within his constitutional authority in each case? Explain. PBS.org/the‐roosevelts 23 The Roosevelts: An Intimate History Evolution of the Presidency Handouts Student Handout: Video Notes/Graphic Organizer The Presidency of Franklin D. Roosevelt Instructions: View the three video segments following the steps in the lesson and take notes on graphic organizer below. Time cues are included if you are watching the clips from a DVD. After you’ve completed your notes in each segment, review the discussion questions that follow and be ready to discuss the questions with the class. You may wish to view the segments more than once in order to more completely answer the discussion questions and take notes on the segment. Video Segment 1: “FDR Faces Great Crises” (From Episode 5)  Intro: 4:58: [George Will, voice over] “There’ve been three presidents who were larger than the office they inherited….”  Exit: 10:56 [John Meacham, voice over] “…how to get it done, how to let those angels actually have some authority and run things” 1. Historian George Will likens the presidency to a “soft leather glove” that “takes the shape of the hand that’s put into it.” What do you think he meant by this statement? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 2. List FDR’s character and personality traits that made him well‐suited to take on two of the country’s greatest crises since the Civil War, the Great Depression and World War II? ______________________________________________________________________________ ______________________________________________________________________________ Video Segment 2: “FDR and the Press” (From Episode 5)  Intro: 17:13 “Roosevelt had had his entire cabinet sworn in at once, something that had never been done before….”  Exit: 19:25: [NEWSREEL of FDR in Headdress]: “Is it on straight?” PBS.org/the‐roosevelts 24 The Roosevelts: An Intimate History Evolution of the Presidency Handouts 3. Explain how FDR used the press as a way of communicating effectively with the voters. 4. Compare and contrast how President Franklin Roosevelt’s relation with the media differed from past presidents. Past Presidents FDR Discussion Questions 1. Describe FDR’s personality and character. Explain how these characteristics might have helped him make bold and unprecedented decisions. 2. How might the press have helped FDR exert his authority and help him carry out his initiatives? 3. What were the potential costs and benefits of FDR’s close relationship with the press? Video Segment 3: “FDR’s New Deal #1” (From Episode 5) Intro: 19:25: [NEWSREEL of Second Fireside Chat]: “We are planning within a few days to ask the Congress for legislation…”  Exit: 25:33: [Voice over, George Will] “…It rang um tellingly reassuring to a lot of Americans at that point.” 5. Describe how the Congress gave power to the executive branch in the following areas: Glass‐Steagall Act PBS.org/the‐roosevelts 25 The Roosevelts: An Intimate History Evolution of the Presidency Handouts AAA, the PWA and CCC NRA Discussion Questions  Describe how this legislation changed the role of the federal government in the nation’s economy?  Why do you think most people were grateful for the New Deal policies even though they gave so much authority to the federal government? Video Segment 4: “FDR’s New Deal #2” (From Episode 5)  Intro: 55:40: “By the spring of 1935, the panic that had gripped America on Inauguration Day was over….”  Exit: 58:28: [George Will, voice over]: “…Roosevelt had bigger ideas.” 6. Describe what these three pieces of New Deal legislation did. National Youth Administration Rural Electrification Administration Works Progress Administration PBS.org/the‐roosevelts 26 The Roosevelts: An Intimate History Evolution of the Presidency Handouts Discussion Question  In the clip, Roosevelt refers to critics who accuse his policies of being fascism, communism, or socialism because, in their opinion, they violated American orthodoxy which, in the words of George Will, held that the federal government existed to defend the shores, deliver the mails, protect rights and get out of the way. Do you feel FDR’s critics were right, that he had over extended the power of the federal government and was acting like a fascist dictator and maneuvering the United States to be more communistic or socialist, where the government controlled the economy? Video Segment 5: “FDR and the Supreme Court” (From Episode 5) Intro: 1:26:39 [H.W. Brands, voice over] “Roosevelt believed that his re‐election as president in 1936…” Exit: 1:30:46“…growing conservative congressional coalition that would make substantive new legislation far more difficult to pass.” 7. Compare and contrast FDR’s public reasoning for appointing new justices and his private strategy for the appointments? FDR’s public reasoning FDR’s private strategy 8. Why do you think FDR felt the Congress and American people would go along with this plan? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Discussion Questions:  How would Roosevelt’s court packing plan have affected the separation of powers and checks and balances system?  Explain your reasoning on whether you feel such a proposal was in line with the powers of the Executive Branch. PBS.org/the‐roosevelts 27 The Roosevelts: An Intimate History Evolution of the Presidency Handouts STUDENT HANDOUT: Documenting Presidential Power Producing a documentary is an excellent method for expressing your ideas and reporting on what you’ve learned. By documenting your research, you not only strengthen your understanding of a topic, event, or idea, but also help others understand what you know and educate them on the issues, events, and perspectives you are reporting. Use the following guide to produce your documentary on the exercise of presidential power by either Theodore Roosevelt or Franklin Roosevelt. You might consider dividing up research and production duties among different members of the group to expedite the process. Research Your Event 1. Start your research by getting some basic understanding of the event. Use the 5 Ws and H research method (Who? What? When? Where? Why? and How?) to develop questions and answers surrounding the event. Some of this information you might already know. 2. Required content elements for the documentary. Some of this information will come from your research and some will come from using the tools in previous activities. 
Describe the specific issues or actions that caused the president to take action. 
Describe the action the president took and the reasons why. 
Identify the power granted in Article II of the Constitution that the president took to address the event or explain how he might have gone beyond his Constitutional authority. (Examine Article II) 
Identify and explain the Constitutional interpretation model the president followed in this action. How, if at all, did the president’s action expand the powers of the Executive Branch? (Examine the interpretation models on presidential power) 
Explanation of the potential costs and benefits of the action before the president took it. 
Explain the outcome of the president’s action and how different sources assess the president’s actions and success. 
State whether you believe the president’s action was appropriate and within Constitutional boundaries and support your position with facts and sources. 3. Use the sources listed below for your research and other sources you might find. If the actions of the president prove to be controversial, incorporate information that reflects all sides of the controversy. 4. Document examples to support the information you gathered in step 2. Remember to record your sources for later identification. PBS.org/the‐roosevelts 28 The Roosevelts: An Intimate History Evolution of the Presidency Handouts Producing the Documentary Whether you produce your documentary as a video production, a website or blog, a slide presentation, or a traditional oral presentation, use the following guide to compile your information. 


Use the story board below to organize the sequence of your documentary. Present your information in creative ways incorporating maps, charts and graphs, pictures, political cartoons, and videos wherever appropriate. Determine the delivery method for presenting the documentary—social media site, digital slide presentation, a webpage, podcast, or video documentary. Resources:  “The Roosevelts: An Intimate History”: http://www.pbs.org/the‐roosevelts Theodore Roosevelt  “26. Theodore Roosevelt” The White House http://www.whitehouse.gov/about/presidents/theodoreroosevelt  “American President: Theodore Roosevelt” Miller Center http://millercenter.org/president/roosevelt  Theodore Roosevelt Association http://www.theodoreroosevelt.org/site/c.elKSIdOWIiJ8H/b.8090799/k.C003/Home.htm  “Theodore Roosevelt” Biography.com http://www.biography.com/people/theodore‐
roosevelt‐9463424  “Man in the Arena” Theodore Roosevelt.com http://www.theodore‐
roosevelt.com/trpresident.html  “Theodore Roosevelt: His Life and Times on Film” Library of Congress http://www.loc.gov/teachers/classroommaterials/connections/theodore‐roosevelt/  C‐SPAN “American Presidents: Life Portraits” Theodore Roosevelt page http://www.americanpresidents.org/presidents/president.asp?PresidentNumber=25  POTUS FDR page: http://www.potus.com/troosevelt.html  “Political Cartoons Illustrating Progressivism and the Election of 1912” National Archives Teaching with Documents http://www.archives.gov/education/lessons/election‐cartoons/ Franklin D. Roosevelt  “32. Franlklin D Roosevelt” The White House http://www.whitehouse.gov/about/presidents/franklindroosevelt  “American President: Franklin D. Roosevelt” Miller Center http://millercenter.org/president/fdroosevelt  “Franklin D. Roosevelt” Biograpy.com http://www.biography.com/people/franklin‐d‐
roosevelt‐9463381  “New Deal Network: http://newdeal.feri.org/ PBS.org/the‐roosevelts 29 The Roosevelts: An Intimate History 






Evolution of the Presidency Handouts President Franklin D. Roosevelt and the New Deal (Library of Congress): http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations
/timeline/depwwii/newdeal/ The Living New Deal: https://livingnewdeal.berkeley.edu/resources/what‐was‐the‐new‐
deal/ Franklin D. Roosevelt Presidential Library and Museum: http://www.fdrlibrary.marist.edu/ C‐SPAN “American Presidents: Life Portraits” FDR page: http://www.americanpresidents.org/presidents/president.asp?PresidentNumber=31 POTUS FDR page: http://www.potus.com/fdroosevelt.html National Archives “Documents Relating to FDR and Churchill” (Teaching With Documents): http://www.archives.gov/education/lessons/fdr‐churchill/ FDR’s “Four Freedoms” speech: https://www.nolo.com/legal‐encyclopedia/content/fdr‐
4freedoms‐speech.html PBS.org/the‐roosevelts 30 The Roosevelts: An Intimate History Evolution of the Presidency Handouts Documentary Storyboard Use the storyboard blocks below to map out the different aspects of your podcast. You may want to use additional copies of this sheet if needed. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
PBS.org/the‐roosevelts 31 The Roosevelts: An Intimate History Evolution of the Presidency Handouts 11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
PBS.org/the‐roosevelts 32 The Roosevelts: An Intimate History Evolution of the Presidency Handouts Documentary Presentation Evaluation Form Directions: As you listen to the documentary presentations, listen closely to how well the presenters describe required elements of the documentary. Use the following evaluation form to make your assessment, complete the rating scale (One low and five high). Presidential Power Documentary Title ____________________________________________ Presenters provided a comprehensive account of the event and the actions the president took to address the event. ______________________________________________________________________ 1 2 3 4 5 Presenters provided analysis on the Constitutional compliance of the president’s action and identified the Constitutional interpretative model followed. ______________________________________________________________________ 1 2 3 4 5 Presenters provided detailed account of the costs and benefits of the president’s actions. ______________________________________________________________________ 1 2 3 4 5 Presenters provided a detailed explanation of the outcome of the president’s actions with analysis of how different sources assessed the president’s actions and success.. ______________________________________________________________________ 1 2 3 4 5 Evaluate the presenters’ conclusions on the merits of the president’s actions with supporting details. ______________________________________________________________________ 1 2 3 4 5 PBS.org/the‐roosevelts 33