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Overview
Description
In 1996, Congress passed the Line Item Veto giving President Clinton the authority to veto portions of appropriations bills. Though the Supreme Court struck down the law in Clinton v. City of New York (1998), the merits of an expansion of presidential power to include the line item veto persists.
Note: Module is primarily taught in an upper-level high school AP U.S. Government and Politics class. Students are typically familiar with the otherwise difficult language of the texts because of previous class content.
Section 1: What Task?
Teaching Task
Task Template 2 - Argumentation
Should the president of the United States have the power of the line-item veto? After reading informational texts and articles, write an editorial in which you address the question and argue for or against the merits of the line-item veto. Support your position with evidence from the text(s). Be sure to acknowledge competing views.
Standards
Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
Core Content for Social Studies Assessment
AP U.S. Government and Politics
College, Career, and Civic Life (C3) Framework for Social Studies State Standards
Texts
Background for Students
This module fits within the sub-unit detailing the powers granted to the executive branch of the federal government. The sub-unit fits within the larger unit of a three-branch federal system. This unit falls directly after the unit on the judicial branch. The line-item veto, or partial veto, is an important issue due to what is at stake. The allowance of line-item vetoes would dramatically change the balance of power of the U.S. government and redefine our "checks and balances" system. The line-item veto would allow the power of an executive authority to nullify or cancel specific provisions of a bill without vetoing the entire legislative package. You will analyze how powers of government are distributed and shared among levels and branches and evaluate how a "line-item veto" would change this distribution of power.
Sections 2 & 3: What Skills & Instruction?
Instructional Ladder: Skills List and Mini-Tasks
Preparing for the Task
- Analyze the cartoon related to the concept of presidential veto.
- Address the questions below in written form:
- Define the term "veto."
- Identify the symbols portrayed in the cartoon and analyze what they represent. What is the significance of the President's pen?
- What is the political or historical context of the cartoon?
- Brainstorm reasons why a president would exercise his/her veto power.
- Critical Thinking: If you were president, under what circumstances would you use the veto pen?
Review:
- a. Define the constitutional concept of "separation of powers."
- b. Identify the main functions of each branch.
- c. Review the concept of "checks and balances"; discuss examples of how each branch checks the other two. Pay close attention to "presidential veto" and "congressional override."
- d. Interpret the "Presentment clause" and address the corresponding questions.
Reading Process
From each text, make a list of the elements that look most important for answering the prompt. Do what you need to do to avoid plagiarism.
- (a) What strategies will you use to discern "credible sources"?
- (b) What implications can your draw?
- Why is it important in the process of inquiry to "identify gaps" or "unanswered questions" about the topic?
Transition to Writing
Give a quick overview of what you've learned (from your reading/research research) deliverable in the length of an elevator ride. This allows you to talk about your research before writing. This allows you an opportunity to organize your thoughts, make sense of what you've read, and get feedback from your audience.