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Exercising Presidential Power
Lesson 1:
Purpose:
The President of the United States is often considered to be the most powerful person in the world. Students will analyze how significant presidential power is and investigate ways that it creates tension between the executive and legislative branches of the government. As an example of presidential power, students will investigate a case study of President Bill Clinton's actions related to philanthropy.
Duration:
Two Forty-Five Minute Class Periods
Objectives:
The learner will:
- describe the concepts of "separation of powers" and "checks and balances" and give examples of each.
- analyze how the President can use the resources of the office to carry out the agenda.
- analyze causes of tension between the branches of government.
- define philanthropy and give examples of philanthropy in modern culture.
- describe how voluntarism creates innovation and social renewal.
Materials:
- The Constitution of the United States (optional)
- National Council for the Humanities. The White House Conference on Philanthropy: Gifts to the Future. South Carolina ETV, 14 minutes, 1999. Videocassette. Available through Michigan Middle School and High School Media Centers and Public Libraries or by contacting Learning to Give at (231) 767-8600.
- White House Conference on Philanthropy Worksheet (Attachment One)
- Follow Up and Results of the White House Conference on Philanthropy: Gifts to the Future (Attachment Two)
- Quiz on Philanthropy (Attachment Three)
Instructional Procedure(s):
Anticipatory Set:
Give students the fictional example that the President of the United States has announced a future visit to your city. Ask them to describe the kinds of preparations that will be made to prepare for the Presidential visit.
- Day One: After the class has done a thorough job of describing possible preparations, ask them why all this effort would be made because one person was coming to visit the city. (They should indicate that the President is the symbol of the nation and, as such, deserves special treatment. They may also indicate that the President is considered by many to be the most powerful person in the world. An opportunity to influence the President's thinking is an important occasion.) Have students brainstorm a list of powers the President has. If necessary, refer to Article II of the Constitution.
- Discuss the idea of "separation of powers" each branch of the government has its own work to do, i.e., the legislature makes the laws, the executive enforces the laws, and the judiciary interprets the law.) This is offset by "checks and balances"; in which each branch has the ability to limit the powers of another branch.
Solicit examples of "checks and balances" from each branch and place them in the following table. (An example for each branch is provided.)Checks and Balances
***********ExecutiveLegislatureJudiciaryExecutive***********Veto billsAppoint judgesLegislatureImpeach the President***********Impeach judgesJudiciaryDeclare actions of the President unconstitutionalDeclare laws unconstitutional*********** - Distribute White House Conference on Philanthropy Worksheet (Attachment One). Explain to the class that they will witness an example of Presidential power in viewing a videotape on the first ever "White House Conference on Philanthropy: Gifts to the Future." Define "philanthropy" as giving and sharing; volunteering; and private individual action intended for the common good. Go over the questions on the chart with the class so that they will be focused when viewing the videotape. (As an option you may wish to assign specific questions to specific sections of the room so that all are covered.) Show the videotape.
- Discuss the worksheet and pay particular attention to the changing examples of philanthropy in today's culture. Explain that large or small foundations set up by many philanthropists are considered part of the independent sector, that is, they are not part of the government nor are they profit-making. They are often the source of new ideas, ways of doing things and social renewal. Ask students to come up with ideas of nonprofit, non-governmental organizations in the community that help improve life in some way.
- Day Two: Review the idea of presidential power. Explain to the learners that, after the White House Conference, President Clinton, using his presidential power, made a number of commitments. Discuss these presidential changes with the learners by referring to Follow Up and Results of the White House Conference on Philanthropy: Gifts to the Future (Attachment Two) for details.
- It is important to note that several of the commitments came about as a result of the President's position as head of the executive branch of government. He has many departments, agencies and committees under his authority which help him carry out his responsibility as Leader of the Nation. Go over the list of commitments again and list on the board those agencies or other organizations that are directly responsible to the President. (Internal Revenue Service, Council of Economic Advisers, Corporation for National Service and AmeriCorps, and the Department of the Treasury) Considering that the President has power over dozens of these organizations, what does this say about the ability of the President to direct others to carry out his will?
- Because of checks and balances, President Clinton could not describe the follow-up results (shown in Attachment Two) as achievements of his administration. That is because many of them depend on cooperation by the Congress to get passed. Go over the list and decide which of the items listed need Congressional approval (all of the budget proposals for FY2001 and all items listed in the 2000 State of the Union Message). What would the President need to do to get his recommendations approved by Congress? (work with the Congress in a spirit of cooperation) Ask students to consider why a Congress might not want to support the President's ideas.
- In Philanthropy in the American Economy, A Report by the Council of Economic Advisers (which was ordered by the President as a result of the conference), the report stated that "Americans respond to financial incentives to give." In one example, our tax code encourages Americans to bequest money to charitable organizations upon death. This is because bequests to charities are deducted from the value of the estate before calculating how much estate tax is owed. Therefore, if the estate tax is reduced or eliminated altogether (as Republican Congressmen tried to do during the Clinton Administration), charitable bequests would be expected to fall substantially. Rather than allow this to happen, President Clinton vetoed the bill that would eliminate the estate (death) tax. Have students analyze what such an action by the President would do to executive-legislative harmony. What would be the probability of Congressional approval of President Clinton's budget proposals after a veto?
Assessment:
Ask students to write an imaginary letter to the President giving their opinion of whether or not the President's use of the resources at his command were used effectively to carry out his purpose. They should complete the letter by describing how voluntarism can create innovation and social renewal.
Cross-Curriculum Extensions:
For discussion purposes, give the Quiz on Philanthropy (Attachment Three) taken from information provided in Philanthropy in the American Economy, a report by the Council of Economic Advisers. Invite students to get on the Internet and download the report for additional information related to philanthropy in the nation.
Bibliographical References:
- National Council for the Humanities. The White House Conference on Philanthropy: Gifts to the Future. South Carolina ETV, 14 minutes, 1999. Videocassette.
(Available through Michigan Middle School and High School Media Centers and Public Libraries.) - Council of Economic Advisers. Philanthropy in the American Economy. Washington, D.C.: 2000.
Lesson Developed By:
Evelyn NashCurriculum Consultant
Learning to Give
Handouts:
Handout 1Print Handout 1
White House Conference on Philanthropy Worksheet
- The narrator of the videotape is ___________________________
- The conference took place on _____________________________.
- The purpose of the conference was to understand America's unique tradition of charitable giving, and to discuss the changing face of ______________ in the United States and how to ________________________________.
- Giving went up by _______ alone in 1998.
- ___________________ cents of every dollar given was by individuals.
- Giving included all _________ and ____________________.
- Mrs. Clinton encouraged everyone to increase their giving by ________________ of their income.
- President Clinton stated that Alexis de Tocqueville described charity in America by saying that it was a sign of _______________________________. He also said Americans hardly ever fail to _________________________.
- According to Emmett Carson, President of the Minneapolis Foundation, rather than wait until a person is "dead…or near dead," when should people give and volunteer? _________________________________________________.
- What three communities are avenues of giving? ____________, __________________, ______________________________.
- Evan Mendelson, Executive Director of the Jewish Funder's Federation defined two forms of giving. They are:
- _____________________: receiving God's gifts gratefully, cultivating them responsibly, sharing them lovingly in justice with others, and returning them with increase to the land.
- _________________: responsibility to do justice through your giving and your voluntary efforts.
- Dorothy Johnson, President of the Michigan Council of Foundations, described endowed youth funds in which groups of young persons gave away ___________ of up to ________________.
- _______________________ of 'NSync was interested in philanthropy related to ______________________________________.
- Steve Case, CEO of America Online, said that the Internet will make it more convenient to ___________________________________________.
- Kevin Fong of the Mayfield Fund is a venture capitalist who provides _____________ _________________________________________________. Venture capitalists invest, measure and invest to bring about _______________________.
- Employers can increase philanthropy by:
- __________________________________________
- ________________________________________________________
White House Conference on Philanthropy Worksheet—Answer Key
- The narrator of the videotape is ___________________________. (Paul Newman)
- The conference took place on _____________________________. (October 22, 1999)
- The purpose of the conference was to understand America's unique tradition of charitable giving, and to discuss the changing face of ______________ (philanthropy) in the United States and how to ________________________________ (expand to future generations).
- Giving went up by _______ (10%) alone in 1998.
- ___________________ (Eighty-five) cents of every dollar given was by individuals.
- Giving included all _________ (colors) and ____________________ (income levels).
- Mrs. Clinton encouraged everyone to increase their giving by ________________ (one percent) of their income.
- President Clinton stated that Alexis de Tocqueville described charity in America by saying that it was a sign of _______________________________ (good citizenship). He also said Americans hardly ever fail to _________________________ (lend support to one another).
- According to Emmett Carson, President of the Minneapolis Foundation, rather than wait until a person is "dead…or near dead," when should people give and volunteer? _________________________________________________ (Do it for an entire lifetime.)
- What three communities are avenues of giving? ____________, __________________, ______________________________ (communities of faith, color and young people)
- Evan Mendelson, Executive Director of the Jewish Funder's Federation defined two forms of giving. They are:
- _____________________: (stewardship) receiving God's gifts gratefully, cultivating them responsibly, sharing them lovingly in justice with others, and returning them with increase to the land.
- _________________: (tzedakah) responsibility to do justice through your giving and your voluntary efforts.
- Dorothy Johnson, President of the Michigan Council of Foundations, described endowed youth funds in which groups of young persons gave away ___________ (grants) of up to _______________ ($70,000).
- _______________________ (Justin Timberlake) of 'NSync was interested in philanthropy related to ______________________________________. (the creation of fine arts opportunities for all students in school)
- Steve Case, CEO of America Online, said that the Internet will make it more convenient to ____________________________________________ (give where you wish through e-philanthropy).
- Kevin Fong of the Mayfield Fund is a venture capitalist who provides _____________ _________________________________________________ (funding for new companies to get started). Venture capitalists invest, measure and invest to bring about _______________________ (accountability).
- Employers can increase philanthropy by:
- __________________________________________(Matching employee giving)
- _________________________________________________________
(Granting release time for service to the community)
Handout 2Print Handout 2
Follow Up and Results of the White House Conference on Philanthropy: Gifts to the Future
- The Administration intensified its efforts to improve dialogue with and understanding of the nonprofit sector:
- The President announced the creation of a new Task Force on Nonprofits and Government to strengthen and support the important collaborative efforts of the nonprofit sector and government. The Task Force will work with the nonprofit sector to identify innovative partnerships between public and private sectors and apply these models to other governmental efforts.
- A new "Tax Exempt and Government Entities" division was established at the Internal Revenue Service (IRS). Its advisory committee will enable the IRS to receive regular input with respect to the development and implementation of tax policies and practices affecting nonprofits.
- The President announced the creation of a new Task Force on Nonprofits and Government to strengthen and support the important collaborative efforts of the nonprofit sector and government. The Task Force will work with the nonprofit sector to identify innovative partnerships between public and private sectors and apply these models to other governmental efforts.
- The President directed the Council of Economic Advisers to undertake an analysis of the role of philanthropy in the economy, including discussion and interpretation of economic factors in charitable giving, and how the aging of the Baby Boomers and other social trends are likely to affect giving in the future. This report was available in the fall of 2000.
- Several initiatives were undertaken to foster a culture of giving in young people:
- "The White House Conference on Teenagers: Raising Responsible and Resourceful Youth" emphasized the importance of involving young people in service and philanthropy as an important part of healthy development.
- The Corporation for National Service, in partnership with nonprofit organizations and private sector sponsors, hosted a National Youth Summit entitled "Young People: Partners in Fulfilling the Promise." The summit highlighted and encouraged service by youth-adult partnerships to better the lives of young people.
- The White House encouraged a group of foundations to work together on an initiative to encourage youth giving. This group met several times to develop a framework and best practices for the creation of funds that young people might contribute to and manage.
- The President's budget for Fiscal Year 2001 requested an increase in funds for AmeriCorps, which engages Americans of all backgrounds in year-long service projects in exchange for money for college.
- The FY2001 budget called for funds for three new programs:
- The $5 million "community coaches" program would support AmeriCorps members, teachers and counselors in nearly 1,000 schools to help students make the most of their community service and act as a vital link between the school, the business sector, and the local community.
- New $3 million Youth Empowerment Grants would provide competitive fellowships that reward young social entrepreneurs dedicated to solving problems in their communities. The Corporation for National Service will award the grants to community-based organizations that sponsor young people who have designed and developed their own projects.
- $7.5 million will be spent for a national crusade to help children grow into healthy, strong, and productive adults, including providing opportunities for them to give back through service.
- "The White House Conference on Teenagers: Raising Responsible and Resourceful Youth" emphasized the importance of involving young people in service and philanthropy as an important part of healthy development.
- To maximize the vast potential of online giving, Independent Sector is working with a wide array of companies and nonprofit organizations to hold a follow-up conference on online giving.
- The Department of the Treasury held meetings with organizations involved in the conference to discuss tax policy and research issues affecting the nonprofit sector. In his January 2000 State of the Union Address, the President unveiled a package of new tax proposals specifically designed to encourage philanthropy:
- The President proposed that taxpayers who do not itemize on their income tax forms be allowed to claim a 50 percent deduction for charitable contributions above $500 a year. This proposal would boost contributions to charitable organizations, particularly community and faith-based groups, and improve tax fairness by giving nonitemizers the same opportunity to deduct contributions as itemizers.
- The President's budget will set the excise tax rate for foundations at 1.25% on investment income and will abolish a penalty on foundations that give additional funds to those in need in times of emergencies and return to their normal giving pattern after the emergency is over.
Allow individuals who give stocks, art and real estate to charity to take a tax deduction of up to 50% of their adjusted gross income (AGI) and up to 30% if the gift is given to a private foundation.
- The President proposed that taxpayers who do not itemize on their income tax forms be allowed to claim a 50 percent deduction for charitable contributions above $500 a year. This proposal would boost contributions to charitable organizations, particularly community and faith-based groups, and improve tax fairness by giving nonitemizers the same opportunity to deduct contributions as itemizers.
Handout 3Print Handout 3
Quiz on Philanthropy
_____1. In 1998,
a. 25%
b. 55%
c. 70 %
of American households made a charitable contribution.
_____ 2. Controlling for differences in income and wealth, those aged
a. 25-40
b. 40- 55
c. 65 and over
are approximately 25 percent more likely to make a charitable contribution, and when they do give, they give $500-$600 more per year on average.
_____ 3. a. Single women who have never married
b. Widows and divorced women
c. Single men
are more likely to give.
_____ 4. After accounting for differences in income, wealth, and education
a. Hispanics
b. African Americans
c. whites
are more likely to give.
_____ 5. Internet sites now
a. provide information about charitable organizations
b. help match donors with causes
c. provide a convenient way to make contributions.
_____ 6. Recent proposals to extend the deductibility of donations to those who do not itemize on their income tax returns, and to simplify other aspects of the tax code, will likely result in
a. further increases in giving
b. less giving
c. no changes in giving.
_____ 7. In 1998, citizens gave an estimated 20
a. million
b. billion
c. trillion
hours volunteering for charitable organizations.
_____ 8. Among families with incomes under $10,000, almost
a. one-quarter
b. one-third
c. half
made a donation.
_____ 9. Giving is significantly higher among households with
a. less than a high school diploma
b. a high school diploma
c. a college degree.
____10. American women control more than
a. 51 percent
b. 60 percent
c. 65 percent
of the personal wealth in the United States and own a third of all privately
held businesses.
_____11. When donating money, women least prefer
a. publicity
b. only receiving personal gratification
c. knowing they are having an impact
as the motivation for giving.
_____12. a. Education
b. Religion
c. Medical research
is by far the single largest receiver of contributions.
_____13. A sizable share of giving to education goes to
a. early childhood education
b. higher education
c. at-risk programs.
_____14. Top income earners focusing more on
a. higher education
b. medical research
c. environmental issues
and lower earners focus more on religious giving.;.'
_____15. Individuals give
a. more
b. less
c. the same
when they can take a tax deduction for their giving.
_____16. The aging of the baby boomers and the high levels of accumulated wealth among this group may yield
a. greater
b. less
c. the same
amount of giving to philanthropic organizations in the coming years.
_____17. In "venture philanthropy," business techniques of
a. monitoring the success of funded projects
b. monitoring the investment of capital
c. providing organizational assistance
can help foundations make more effective use of their own endowments.
_____18. Adults who did volunteer work during their youth are more than
a. 10 percent
b. 20 percent
c. 30 percent
more likely to make a charitable donation than those who did not.
ANSWER KEY:
| 1. c. | 10. a. |
| 2. c. | 11. a |
| 3. a | 12. b |
| 4. b. | 13. b |
5. a., or b., or. c. |
14. a |
| 6. a. | 15. a |
| 7. b. | 16. a |
| 8. c. | 17. a., or b., or c. |
| 9. c. | 18. c. |
Unit Contents:
Overview:Executive Branch—Gifts to the Future (The) (9-12) Summary
Lessons:
- 1.
- Exercising Presidential Power
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