The Role of the Executive Branch in the Lawmaking Process

 

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Overview

This lesson examines the role of the Executive Branch — the President — in the lawmaking process.

 

Grade Levels

5 – 8

 

Objectives

Students will:

• examine Article I, Section 7, and Article II, Sections 2 and 3, of the U.S. Constitution;
• explain the President’s role in the lawmaking process; and
• define the term veto.

Estimated Time

45 minutes

 

Materials Needed

• E-Learning Module: Dynamic Legislative Process
• Internet connection with Macromedia FLASH ® enabled
• Projection device
• One copy of the U.S. Constitution per student

Procedure

1. Distribute copies of the U.S. Constitution to students, and have them read Article II, Sections 2 and 3. As a class, list the powers of the President, as stated in the Constitution.
2. Ask students if the U.S. Constitution gives the President authority to create laws. (Students should understand that Article II does not give the President the authority to create laws. The President does, however, have the responsibility for carrying out and enforcing laws made by Congress. And, the President has the right to veto laws passed by Congress.)
3. Use an overhead projection device to show your students the “Textbook Legislative Process” in the Dynamic Legislative Process E-Learning Module.
4. Explain to your students that the Framers wanted to make sure the executive branch would have enough power to fulfill its responsibilities, but they also wanted to make sure it did not have too much power. The Framers limited the powers of both the executive branch and legislative branch by making them share some powers. One example of sharing powers is the Presidential veto.
5. Have students read Article I, Section 7, of the U.S. Constitution. Make sure they understand that before a bill can become a law, the President of the United States must sign it. The President has the power to veto the bill. This means he can send it back to Congress with his objections. If the President vetoes a bill, in order for it to become a law, two-thirds of both houses of Congress must override the veto. If the President does not return the bill in 10 days, it becomes a law if Congress is in session. If Congress is not in session, the law dies (This is known as a pocket veto.)
6. For homework, ask students to find out the total number of vetoes that recent Presidents made. (Students can find this information at the Office of the Clerk of the U.S. House of Representatives at http://clerk.house.gov/histHigh/Congressional_History/vetoes.php.) Then have each student select a President of the United States and write about some of the bills the selected President vetoed.

Extension Activity

Have students identify an article in the newspaper that illustrates the concept of checks and balances in government by describing a conflict between the President and Congress. Have them write a paper that outlines the main events and concepts in the article. Students should include a statement that explains which branch has the power and which branch has its power limited by the actions of the other branch.

 

Assessment

Check your students’ understanding by asking them to respond to the following requests for information .

1. Explain the President’s role in the lawmaking process.
2. Define the term veto.

Lesson Plan Feedback

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