About Us
Congress: The Context
SUBJECTS
U.S. Government, Civics, U.S. History
GRADE LEVEL
9-12
OBJECTIVES
Students will be able to (1) Summarize the veto and override process as outlined in the U.S. Constitution and used by the executive and legislative branches; (2) research and graph the correlation among the political control of the respective branches, bills introduced, and the number of vetoes and overrides.
LESSON PLAN
Define "veto" and "override." List the sections of the Constitution which describe the veto process. Locate the three Congresses which had the highest number of presidential vetoes [Using CQ sources]. Locate the three Congresses which had the highest number of overrides [Using CQ sources]. Determine which political party controlled the presidency, the House, and the Senate for each of the Congresses [Using CQ sources].
Explain the importance of the veto to American governmental processes. Summarize some of the most important vetoes and congressional overrides in American history. Describe the factors involved in the veto and override process (e.g., timing, emotions, importance of issue). Classify a recent president's first term vetoes into categories (e.g., economic matters, social welfare policy, governmental processes).
Investigate what types of bills have resulted in the highest number of vetoes (e.g., revenue, foreign policy, reform, measures addressing governmental powers). How are the patterns of the veto and override related to political control of the White House, Senate, and House of Representatives? Apply your knowledge of the veto process to illustrate the democratic processes involved (e.g., checks and balances, relationship between the two branches).
How does the number of vetoes compare/contrast when the executive and legislative branches are of the same or different political parties? How might political control affect the veto process?
How would you improve or change the process? What might happen if you limited the veto power? Formulate a method for decreasing the impact of political party affiliation in the process.
Do you agree that the veto and override process is constrained by the political balance in the branches of government? What criteria would you use to assess the importance or legacy of the veto in American history? What is the most important aspect of the veto/override power?
RESOURCES
Students require access to the Internet to do research, primarily on CongressLink.
Additional Web sites:
CREDIT
Colleen Kahl
Social Studies Teacher
Pekin Community High School
Pekin, IL 61554
