Subjects: U.S. Government, Civics
Grade Level(s): 9-12
Time Frame: 3-5, 50-minute periods
Objectives [What the student should know and be able
to do at the end of the lesson]:
1.0 Overall: 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.
Bloom's Taxonomy: CongressLink lesson plans are built
around Bloom's
taxonomy. The purpose of the taxonomy is to provide a coherent
format for lessons and to make it easier for teachers to design
them according to CongressLink's standards.
2.0 Knowledge: 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].
3.0 Understanding: 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).
4.0 Application: 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).
5.0 Analysis: 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?
6.0 Synthesis: 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.
7.0 Evaluation: 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?
Materials:
1. Students require access to the Internet to do research,
primarily on CongressLink.
2. Other resources (found at the public or school library):
information about the number and types of bills, vetoes, and
overrides can be found in the Congressional Quarterly Almanac
published by Congressional Quarterly, Inc., in Washington,
DC.
3. Additional Web sites:
“Presidential Influence: The Success of Vetoes and
Veto Overrides” by Richard S. Conley and Amie Kreppel http://web.clas.ufl.edu/users/kreppel/types.PDF
“President Clinton’s First Term Vetoes” by
the Congressional Research Service http://www.house.gov/rules/97-162.htm
National Standards Addressed by Lesson [based on National
Standards for Civics and Government, Center for Civic Education,
1994. Citation based on section, subsection, standard of the
document]:
1. Definitions of civic life, politics, and government.
2. Essential characteristics of limited and unlimited government.
3. Institutions of national government.
4. Distribution, sharing, and limitations of powers in national
government and preventing its abuse.
5. Place of law in the American constitutional system.
6. Character of American political conflict.
Evaluation/Assessment: See: http://www.congresslink.org/rubric/pdf
Author(s):
Colleen Kahl
Social Studies Teacher
Pekin Community High School
Pekin, IL 61554
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