CLASSROOM LAW PROJECT
Empowering Democracy
Youth Summit 2008
LESSON 2
How do we hire a President?
Objectives
Handouts
Examine the job or role of President and begin formulating qualifications
for President
(2-1) Could You Be President?; (2-2) Flip Flop or Political Courage?;
(2-3) Help Wanted.
Backgrounders
Qualities of a Great President;
Leadership Lessons from Great Presidents
A. Daily warm-up
Check for understanding about the hearing and summit: “tell me what you recall about
the class hearing about the presidential election.” And, “what about the Youth
Summit?”
Check for understanding about the presidential election: “what might a questioning
voter be asking about the presidential election today?”
B. Vocabulary
You may have heard some new terms yesterday. What were some of them?
Teachers list new vocabulary on board. Maintain and grow this vocabulary list
throughout the entire unit either individually or as a class. See the following online
resources for election terms and definitions:
Project Vote Smart: www.votesmart.org/resource_classroom_03.php
CSpan: www.c-span.org/classroom/govt/definitions.asp.
Activity: Assign a letter or letters from the alphabet, A-Z, to each student. After looking
over all the words (from web resource[s] above) in his or her section of the alphabet,
each student selects a word to report on.
C. What are the job requirements for office of president?
Strategies for successfully conveying the concepts below may be hand raising as a
whole class, small groups, pair and shares, or combinations of the above.
1. Ask students what questions they think are on voters’ minds, e.g. “what worries
people?”
2. Given these questions (or worries), what kind of person could help? Create a list of
qualities needed to be president. Examples may be experience in public office,
intelligence, the ability to work with others, sound judgment, etc. We are characterizing
these as the “other requirements” for the office of president.
3. Consider the Constitutional requirements to be president. How does this list compare
to the other requirements? Use Handout 2-1, Could You Be President?
4. Strategy: Take a stand. Keeping in mind important personality traits needed in a
president, consider a personality traits line. On one end of the line are traits like
steadfast and firm; at the other end are consensus builder and compromiser. Take a
stand along the line where you think this trait is most important. Discuss: Ask a few
students why they stood where they did; invite students to change where they stand
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CLASSROOM LAW PROJECT
Empowering Democracy
Youth Summit 2008
along the line. Sit back in seats. Discuss: Where is flip-flop? Do we call it flip-flop or do
we call it learning? Do we call it stubborn or do we call it steadfast? Where is courage?
Stand again. Who changed, why? (See Handout 2-2, Flip Flop or Political Courage?, for a
more complete lesson.)
Extension: brainstorm list of attributes where the same trait expressed in both positive
and negative terms (this exercise will inform and introduce the media lesson).
Examples: steadfast
stubborn
open-minded
dogmatic
learner
flip-flopper
consensus builder
bowing to special interests
assertive
aggressive
D. Additional strategies
1. Help Wanted Ad
Write a "help wanted" ad that lists qualities required to carry out presidential duties
(Handout 2-3).
2. Ideal president poster
Another option (great for middle schoolers) is to make posters of the "Ideal President"
in which students label the body parts needed by the president. Examples: a good brain
to think through issues; a mouth to voice your thoughts; a heart to care for others;
hands to do the hard work; etc. One class had a great time tracing the outline of their
own bodies on butcher paper then labeling (credit to Melanie Morris, West Sylvan
Middle School, Portland).
3. Qualities needed to govern compared with qualities needed to win
Begin with brief whole class discussion where students say qualities necessary to win
the presidential election. These may include things like personal attractiveness,
speaking ability, persuasiveness, organizational skills and the ability to raise money. In
pairs, ask students to list winning qualities on one side of a sheet of paper. On the other
side of the paper list qualities needed to carry out presidential responsibilities. Compare and
discuss the two lists. To what extent are the qualities the same? How are they different?
As a class, discuss how can this knowledge help voters to make an informed choice
among presidential candidates.
E.
Extended Activities, Homework, Journal Entry
Individually or in small groups, consider the presidency as a pie chart. Divide the pie
into the pieces they consider to be most important to the job. For example, knowledge of
the economy may have a large slice while gun control may have a small slice. With
whole class, compare charts.
Create a diagram that demonstrates links between personal characteristics and
presidential duties. For example, experience in the military (personal characteristic)
may imply greater ability to be Commander in Chief (presidential duty).
Journal Entry: Discuss what characteristics you selected as most important for a
president and why. Or, "something I learned today about being a questioning voter
was
. This was surprising or interesting to me because
."
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CLASSROOM LAW PROJECT
Empowering Democracy
Youth Summit 2008
Handout 2-1
Could You Be President?
Article II, Section I, of the Constitution establishes certain requirements for the presidency.
No Person except a natural born Citizen, or a Citizen of the United States, at the time of the
Adoption of this Constitution, shall be eligible to the Office of the President; neither shall
any person be eligible to that Office who shall not have attained the Age of thirty five Years,
and been fourteen Years a Resident within the United States.
List the basic requirements for the office of the president of the United States:
1.
2.
3.
Based on this information, discuss and answer the following questions.
1. Do you think these are fair requirements for the office of president? Why or why not?
2. What additional requirements do you think should be added to this list? For example,
should there be an educational requirement—college graduates only—or should anyone
of any educational level be allowed to run?
3. What personal and social qualities should a person who is running for the presidency
possess? Explain each of your choices.
Source: http://www.teachervision.fen.com/tv/printables/TCR/1576901009_13.pdf
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CLASSROOM LAW PROJECT
Empowering Democracy
Youth Summit 2008
Handout 2-2
Flip Flop or Political Courage?
Beginning strategy: a visual – Use two oversize flip flop sandals; one sandal has the negatives of
flip-flopping and the second sandal lists the positives of changing one’s mind.
Definition: flip-flop n 1: a decision to reverse an earlier decision [syn: reversal, change of mind,
turnabout, turnaround] 2: an electronic circuit that can. dictionary.die.net/
Lesson: Defining Political Courage
“In whatever arena of life one may meet the challenge of courage, whatever may be the sacrifices
he faces if he follows his conscience – the loss of his friends, his fortune, his contentment, even the
esteem of his fellow men – each man must decide for himself the course he will follow.”
--John F. Kennedy
Objectives
• students gain a better understanding of the concept of political courage.
• students apply concept of political courage to a contemporary or historical person and issue when
writing his/her essay.
Activity
Give students a few minutes to reflect upon and define for themselves the meaning of the word
'courage.' Have students share and discuss their various definitions of courage. Ask students to
distinguish between differing types of courage i.e. physical, entrepreneurial, and political courage.
Discuss with them the following questions:
• Is courage a desired trait for our elected leaders to possess? Why or why not?
• Is there a lack of political courage among our elected leaders today?
• Has the definition of political courage changed over time?
(Have students read excerpts from chapter one of John F. Kennedy's book, Profiles in Courage
[Please refer to Appendix 2] and answer the questions that follow. Discuss with students if and/or
how they would amend their initial definitions of political courage after reading these excerpts from
Profiles in Courage. Link to website for referenced materials.)
Have the students present their 'finished' definition of political courage to the class.
Source:
http://www.jfklibrary.org/Education+and+Public+Programs/Profile+in+Courage+Award/Essay+Contest+for+Hi
gh+School+Students/Information+for+Teachers/Curriculum+Ideas+for+the+Classroom/Lesson+1++Defining+Political+Courage.htm
Ending strategy: opinion line on the topic of flip-flopping.
Begin with pair/share and then go to the line and explain why you are there. Take a few quiet
moments to think about moving on the line. After line activity, quick write on what flip flopping
means to you, what political courage means to you.
For more, see:
The biggest flip-flops of 2008 - Kenneth P. Vogel - Politico.com. Aug 5, 2008 ... Both Barack Obama
and John McCain have changed positions during the '08 campaign. Here is Politico's review of
these flip-flops. www.politico.com/news/stories/0808/12329.html CNN poll: Voters say both candidates flip-flop http://www.cnn.com/2008/POLITICS/07/03/poll.candidates/.
See Vote Smart for more on political courage: http://www.votesmart.org/npat_about.php.
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CLASSROOM LAW PROJECT
Empowering Democracy
Youth Summit 2008
Handout 2-3
Help Wanted1
Name
Period
Date
Study the general format of classified ads in the newspaper or online (example:
http://jobs.oregonlive.com/careers/jobsearch). Review the responsibilities, privileges, and
experience necessary for the office of President of the United States. Write classified
employment ad for the position.
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Adapted from Using Newspapers to Teach about the Election: A Lesson Plan by Colette Yeich, Social Education,
National Council for the Social Studies, 2002
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CLASSROOM LAW PROJECT
Empowering Democracy
Youth Summit 2008
Backgrounder
Leadership Lessons from Great Past Presidents
by AllBusiness.com
What can great former U.S. presidents such as George Washington, Abraham Lincoln,
Franklin Roosevelt, and John Kennedy teach us about leadership? We can learn a lot by
studying the wisdom and "management style" of some admirable past presidents.
George Washington: Ethical Entrepreneur
There's no better place to start than at the beginning, with the man who, during his lifetime,
may have been the most popular president ever.
George Washington was more than just an inspiring battlefield commander. His leadership,
his vision, and courage united a war-torn country and set the United States on the path to
greatness. Washington was an effective, inspiring, and visionary leader whose historic
contributions to the nation were rooted in his character. Throughout difficult times he
remained steadfastly honest and ethical, making him a role model for leaders everywhere.
And, since his time, not one president has admitted to chopping down a cherry tree.
Washington was also an entrepreneurial businessman and innovative farmer. For instance,
he was America's leading promoter of the breeding and use of mules, the offspring of a
male jackass and a female horse, making him the agricultural Steve Jobs of his day.
Bosses who want to nurture and develop new ideas while maintaining a consistent code of
ethics should take a long look at how George Washington handled himself.
Abraham Lincoln: Inclusive Facilitator
He's on the pennies in your pocket. He's on the fiver in your wallet. Abraham Lincoln is
considered by many to be the greatest president in the history of the United States, our
greatest leader in the nation's most trying time. Talk about leadership.
In her book Team of Rivals, historian Doris Kearns Goodwin illuminates Lincoln's brilliant
leadership as he rose from obscurity to the presidency, triumphing over three gifted rivals
with greater national reputations. When Lincoln emerged as the victor, his more
accomplished competitors were dismayed and angry. Surprisingly, Lincoln invited all three
to join his cabinet in prominent roles. Goodwin demonstrates that Lincoln's success was
founded in a character that had been forged by experiences that raised him above his more
privileged rivals. He possessed an extraordinary ability to put himself in the place of other
men, to experience what they were feeling, to understand their motives and desires. It was
this capacity for empathy that enabled Lincoln as president to bring his disgruntled
opponents together, create the most unusual cabinet in history, and marshal their talents to
the task of preserving the Union and winning the war.
Although having strong figures in his cabinet caused Lincoln considerable difficulty, by
giving rivals prominent positions and taking their advice into consideration, Lincoln
ultimately won their respect and went on to overcome the greatest obstacles ever faced by
an American president. Great leaders in the mold of Lincoln are open to intelligent
perspectives and good ideas -- no matter what the source -- and are confident enough to
reach out to their rivals.
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CLASSROOM LAW PROJECT
Empowering Democracy
Youth Summit 2008
FDR: Political Optimist
The next greatest challenge to face the nation came with the severe economic downturn of
the Great Depression, followed by World War II. It took a man with extraordinary political
skills to navigate those treacherous waters.
In his First Inaugural Address, Franklin D. Roosevelt famously said that the "only thing we
have to fear is fear itself," inspiring a nation that was reeling from the Great Depression. But
he also talked about leadership, saying, " In every dark hour of our national life a leadership
of frankness and vigor has met with that understanding and support of the people
themselves, which is essential to victory. I am convinced that you will again give that
support to leadership in these critical days." Roosevelt was known for his consummate
political skill -- his ability to deal with government bureaucracy, navigate party politics and
special interests, and still address the needs of the people. In his fireside chats, broadcast
on national radio, Roosevelt used his consummate communication skills to inspire
Americans through the Depression and World War II. Through those dark days, Roosevelt
retained an imperturbable calm. And, above all, Roosevelt possessed a magnificent sense
of timing. He understood when to invoke the prestige of the presidency and when to hold it
in reserve.
In order to survive the labyrinth of government, or work the corporate system, one must be
a master politician. No factor was more important to Roosevelt's success than his
confidence in himself and his unshakable belief in the American people. What is more, he
had a remarkable capacity to transmit his cheerful strength to others, to make them believe
that if they pulled together, everything would turn out all right. Bosses who can inspire with
their own indomitable spirits and an ability to get diverse groups on the same team might
be compared to FDR.
JFK: Charismatic Visionary
President John Fitzgerald Kennedy believed that understanding the people you are
charged with leading was the most essential skill of leadership: "Most important of all, and
most difficult to consciously pursue, is an understanding of the people you will lead. You,
and at times you alone, will be the spokesman for the great and often silent majority. And
the final measure of your administration will, in large measure, rest on how well you
respond to their inward hopes while leading them toward new horizons of ambition and
achievement."
This may perhaps be the most elusive skill a president can have: he has to sift through
sometimes widely conflicting opinions about what should be done to improve the country.
The presidency of the United States of America is a multifaceted and complex enterprise
requiring a president who not only has vision, but the ability to stand strong in an often
hazardous crossfire of competing agendas and policies. Leaders who encourage new ideas
and inspire their employees to look to the future do it "JFK-style."
Copyright © 1999 - 2008 AllBusiness.com, Inc. All Rights Reserved. Copyright © 2008 Yahoo! All
rights reserved. biz.yahoo.com/allbiz/080222/6788106_id.html?.v=1&printer=1
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CLASSROOM LAW PROJECT
Empowering Democracy
Youth Summit 2008
Backgrounder
Qualities of a Great President
Vijai P. Sharma, Ph.D
Did you know that stubbornness and disagreeableness are two characteristics that are
associated with great presidents?
Well, how about disorganization? Imagine being a bit disorganized associated with
presidential greatness! For example, Abraham Lincoln was famous (or notorious) for
that.
Sounds incredible, doesn't it? And yet, according to recent research, these qualities,
alongside highly admirable and enviable qualities, are identified in the great presidents
of our nation.
Three psychologists, Drs. Steven Rubenzer, Thomas Fasschingbauer and Deniz Ones,
interviewed one hundred presidential historians, the experts in the field. These experts
rated presidents on their psychological characteristics and behavior for the five years
before they became president. The psychologists did not take into account a president's
behavior while in the office because the pressure of the national circumstances could be
different from one president to another and those differences could have confounded
the results.
These psychologists with the help of the historians identified the characteristics and
qualities of the ten greatest presidents of our nation, namely, Abraham Lincoln, Franklin
Roosevelt, George Washington, Thomas Jefferson, Theodore Roosevelt, Woodrow
Wilson, Harry Truman, Andrew Jackson, Dwight Eisenhower, and James Madison.
Let me continue with the not-so-noble qualities of the great presidents.
After all, we have to appease the cynical side in us, which has become a little more
"noisy" from our disillusionment with contemporary political leaders. So, here are
several more beside the stubbornness, disagreeableness and a lack of order and
organization: great presidents did not keep their desk neat in the oval office; historically,
great presidents were found to be low on straightforwardness; they could bend the truth
a little to suit their purpose; they could bully or manipulate people to get their way and
they were willing to fight if picked on.
There are interesting contrasts in the present and the past presidents: Most modern
presidents are clearly "extraverts," outgoing and highly sociable. The early great
presidents scored lower on this quality even when compared to an average American of
present times. Perhaps we all have become more extraverted than an average person
of the past. Perhaps, modern presidents have excelled in this trait because of the role
media plays in modern politics.
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CLASSROOM LAW PROJECT
Empowering Democracy
Youth Summit 2008
Let's now get to the qualities that really made our great presidents great. Striving for
achievement with high aspirations for one's own self and for the country was found to be
one of the most important qualities of all great presidents. Ambition is inconsequential
without personal competence. Competence including superior intellectual ability was a
big predictor for presidential success.
Most successful presidents tend to be hard working and persistent. "Presidents who
succeed set ambitious goals for themselves and move heaven and earth to meet them"
say the researchers.
Great presidents tend to be open minded. They are attentive to their emotions. They are
willing to question traditional values and try new ways of doing things. But, when it
comes to faith and morals, they are traditional in morals and tend to rely on leadership
from church and religious figures on these matters.
Great presidents of the past were more imaginative and more interested in art and
beauty than the less successful presidents. They were "tender minded," with great
concern for the less fortunate.
Great presidents have exceptional ability to tolerate stress and adversity. The single
quality most consistently associated with presidential greatness is assertiveness.
Incidentally, the researchers say that all presidents could be classified into one or more
of eight presidential types. These include: the "Dominators" (such as Richard Nixon,
Andrew Johnson, Lyndon Johnson, Andrew Jackson, James K. Polk or Teddy
Roosevelt); the "Introverts" (such as, John Adams, John Quincy Adams, Richard Nixon,
Herbert Hoover, Calvin Coolidge, James Buchanan, Woodrow Wilson and Benjamin
Harrison); the "Good Guys" (such as Rutherford Hays, Zachary Taylor, Dwight
Eisenhower, John Tyler, Cleveland, Gerald Ford or George Washington); the
"Innocents" (such as, William Taft, Warren Harding or Ulysses Grant); the "Actors"
(such as, Ronald Reagan, Warren Harding or Bill Clinton); the "Maintainers" (such as,
Bush, Ford or Truman); the "Philosophers" (such as Lincoln, Jefferson, Madison or
Carter); and the "Extraverts" (such as FDR, Kennedy, Clinton, Theodore Roosevelt,
Reagan or LBJ).
Let's now discuss our psychology as we get ready to vote. Those who support one
candidate will see all the noble qualities in their guy and the negative ones in the other,
and the supporters of the other guy will do the opposite.
Copyright 2001, Mind Publications, mindpub.com/art377.htm
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