"I do solemnly swear (or affirm) that I will faithfully execute the Office of President of the United States, and will to the best of my Ability, preserve, protect and defend the Constitution of the United States."
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Reciting those words, from Article II, Section 1, clause 8 of the Constitution, 43 different men have assumed the highest government office in the land, and, some would argue, the most powerful office in the world. Exactly how and why they got there is the focus of this unit.

Records from the Constitutional Convention show that there was much time and energy devoted to deciding how the chief of the executive branch would be selected. Despite that fact, there is very little in the Constitution that speaks directly to the election of the President, and many of the details that are included were soon afterward changed because of the problems they brought with them in the political climate of the new nation. Because of that, much of the current process used to elect our nation's highest elected official is dictated by sources other than the Constitution, making for a confusing and changing "crazy quilt" process.

Despite these facts, the process of electing a President is an activity that occurs like clockwork every four years. Though Election Day is the focus of the time, energy, and money of those involved, the process of selecting our President begins long before the second Tuesday in November, and lasts a bit beyond that date as well, as election results are certified, and a cast of electors are sent to make the final, and official, vote for President.

Key Questions for the Unit:

  • What are the formal and informal requirements for the position?
  • What powers of the office are most important?
  • How are presidential candidates identified, nominated, and elected?
  • What does the Constitution dictate in terms of presidential election, and what does it leave up to political parties to decide?
  • What changes should we consider in terms of how our President is elected, and how he serves his term in office?

HOMEWORK ASSIGNMENTS
Challenge yourself using online chapter quizzes where you see the following icon below

Assignment Pages Questions Due Points
1. President's Job Description (13.1) 315-321 2-5 11/19 20
2. Presidential Selection (13.3) (Electoral College) 327-329 2-5 11/20 20
3. Nominating Pres. Candidates (13.4) 330-335 1,2,3,5,8 11/23 25
4. At the National Convention (13.5) 335-339 1-4 11/24 20
5. The Election (13.6) 340-347 2,3,4,6 11/25 20
Online Chapter Review        
Week 5 Vocabulary Test See packet   11/30 20
6. The Election of 2000 Video In Class 12/1 20
Unit 3 Test All above 12/3 50
Unit 3 Essay
See below
 12/4 50
Unit Vocabulary -- Terms to learn during the unit
caucus delegate elector electorate
electoral college incumbent keynote address partisan
presidential primary platform winner-take-all

Web Links

UNIT ONE ESSAY: DUE December 4

CHOOSE ONE of the questions below relating to Presidential elections and the presidency. Write a brief, well-organized, academic essay (1 - 2 pages long double-spaced, typed, 1 inch margins) that takes a persuasive stance on one of the following questions. After choosing your topic, you might want to check out the page of links to help you.

1) The Constitution requires that the President must be a natural-born citizen of the United States. Some people would like to see that requirement changed to allow any citizen - natural-born or naturalized - who meets the other requirements to become president (see pg 317). What would you argue? Support your ideas with well-reasoned examples and persuasive facts.

2) The 22nd Amendment, adopted in 1951, prohibits anyone from serving more than two full terms in office. Some people, including some recent presidents, have argued that this places an undemocratic restraint on an otherwise democratic process, and that the 22nd Amendment should be repealed (see pg 321). What would you argue? Support your ideas with well-reasoned examples and persuasive facts.

3) The popular vote on Election Day does not technically end the election. That event comes several weeks later when the Electoral College meets to cast votes for the president. This is the vote that truly signals the end of the campaign, and the election of a president. Some people would argue that the Electoral College is a relic of the past, that it is no longer needed, and that a direct election would better serve the democratic ideals of our country. Others disagree, or offer modifications on the present system. (see pgs 340-347)What would you argue? Support your ideas with well-reasoned examples and persuasive facts.

4) Both major political parties use a complicated series of state primaries and caucuses to choose their presidential candidate. Traditionally, Iowa and New Hampshire have begun the process that ultimately names the candidate for each party, with other states following at various times afterward. But many feel the early focus on these two small states, along with the complex network of primaries that follow, makes the road to the White House a strange one, and not necessarily representative of the country as a whole. (see page 334). What would you suggest as a fair, effective, and meaningful method for choosing the major party candidates for future elections?

*Suggestion: Once you choose your question, re-read the appropriate section of the text to make sure you truly understand what the status of your chosen topic currently is, and to get some insight on some arguments for change. It is appropriate to look beyond the textbook to find information about your chosen civil right (a.k.a. "research") but the focus of the essay should be your own ideas, rather than a "report" of your findings. Use information from the text and other sources to better understand your chosen question and to collect evidence in support of your position, but spend the bulk of your essay arguing for or against the proposed change.

Your essay, worth 50 points, is based on the following scoring guide:

GRADED ELEMENTS

Excellent

Good

Average

Poor

Weak

Missing

INTRODUCTION clearly identifies topic & gives sense of beginning for essay

5

4

3

2

1

0

THESIS clearly identifies writer's position on the topic chosen for essay

5

4

3

2

1

0

BACKGROUND on chosen topic clearly identified; evidence that writer understands current situation

10

8

6

4

2

0

PERSUASIVE evidence, arguments, and language used to enlist support for writer's point of view

10

8

6

4

2

0

BODY remains focused on main argument of essay; paragraphs/ideas logically presented

5

4

3

2

1

0

CONCLUSION wraps up essay with summary or restatement of thesis

5

4

3

2

1

0

CONVENTIONS applied correctly to support essay; Spelling, grammar, punctuation support message

10

8

6

4

2

0

TOTAL

All essays should contain a clear introduction that sets out the focus of the essay, including a clear thesis statement; sufficient information, examples, and transitions to lead the reader through your arguments; and a conclusion that wraps up the main arguments you have made, as well as providing a sense of completion for the piece as a whole. Standards for formal academic writing -- with careful choice of language, and punctuation, spelling, grammar and syntax to support your arguments -- should also be considered.

And if you're REALLY stuck getting started, check out the Online Thesis Builder to help out.

Your textbook publisher provides PowerPoint files for review of key concepts. Use the links below to access those files (Note: the files are large; if you have a dial-up connection to the Internet, be patient)
You'll need PowerPoint on your computer to view these files OR, you can download a free program, PowerPoint Viewer, from the Microsoft site. Use the links that follow to get PowerPoint viewer for an Apple OS or a Windows-based computer
Printable version of this handout available in Word or PDF format
 

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