In addition to Constitutional requirements, what does someone need to run for President of the United States? Show
What examples of familial dynasties have existed in world history? Learning ObjectivesUnderstand the role of the President of the United States and symbols of the presidency in the present. Analyze the unofficial requirements for someone to run for the office of President of the United States. Evaluate the ramifications of familial dynasties in American politics.
Subjects & Topic: U.S. History Grade: K-5 Background The following background information on father-and-son Presidents may be useful for you and/or your students as you complete the lessons in this unit: Content Standards NCSS.D2.His.1.3-5. Create and use a chronological sequence of related events to compare developments that happened at the same time. NCSS.D2.His.2.3-5. Compare life in specific historical time periods to life today. NCSS.D2.His.3.3-5. Generate questions about individuals and groups who have shaped significant historical changes and continuities. Lesson Activities Activity 1. Same and DifferentBegin this lesson by introducing or reviewing with students the concepts of alike and different. Ask students how they are "alike" their parent(s). (Note: Sensitivity to single parent families and to reconstituted families with stepparents is recommended.) Make a list of students' responses on the blackboard, chart, etc. Students' responses may include that they have the same color eyes, enjoy reading, like to ride bikes, or other appropriate answers. After several answers are given, ask students how is each "different from" their parent(s). List elicited responses, such as food likes and dislikes, desire for quiet, solo adventures vs. group activities, etc. Continue the discussion about how children and parents are alike and different from each other. Then, expand the discussion to address whether one family might be like another family. Ask students, "Do you think other families can also be alike and different?" List students' responses. (Examples of responses may include: "Jane's family and my family both live in a brick house," "Tom's dad likes to ride a motorcycle," "My family likes to camp on vacations and so does Mary's," "My dad likes to . . .," etc.) Optional activity: To conclude this lesson, children may share with a partner and/or table mates how each is similar to and different from his or her own family members. This activity will serve to confirm the concept of same and different. Activity 2. George W. Bush, Our 43rd PresidentLet students know that in this lesson, they will start to learn about two families that are alike in some ways and different in some ways. The two families are the same/alike because each has a father and a son who became the President of the United States. Ask students if they know who these families might be. Display an image of President George W. Bush. Ask students who is shown in the picture. (If needed, assist students in reaching the conclusion that George W. Bush is the 43rd President of the United States.) Lead students in a discussion of the role of the U.S. President. Who is the President? What does the President do? What is his job? This discussion, which may be stimulated by photos and books cited, will typically be literal, in the present, and reflective of information and opinions received through family members. Responses may be written in word or word/picture format, as appropriate to students' grade and skill level. Responses may indicate concepts of meetings with foreign leaders, meetings with government or congressional leaders, ceremonies, trips and other functions. To conclude this lesson, give each student a large sheet of drawing paper folded into four quadrants. Ask students to draw four activities that the President of the United States engages in to reflect student's concepts of President's varied job responsibilities. This project may be titled "What does the President do?" If you wish, the project may serve as the basis of a bulletin board and may be a good product, representative of a lesson and discussion, to send home or to include in student's portfolio. Activity 3. Like Father, Like Son - George Bush and George W. BushShow students one or more photos of George Bush, the 41st President of the U.S. Use these photos to stimulate further discussion about the President's job and responsibilities, importance of the office and what it's like to live in the White House. Encourage students to share their own impressions and ideas gleaned from family discussions and the media. Through this discussion and the photos students view, students should discover that the President has a family, hobbies, interests, college experiences, business experience and other life experience outside of his role as President. Students may suggest that the President and his (or her) family are "a lot like mine" or may reflect on ways in which their own families are different from the President's family. Print resources may be helpful here. Activity 4. Like Father, Like Son - John Adams and John Quincy AdamsTo introduce students to Presidents John and John Quincy Adams, roll a large ball from the front to the back of the room, to suggest moving back in time. Additional activities to focus on the concept of time in the "past" may also include:
Display photos of John Adams and son John Quincy Adams. (Additional information on these presidents is available under Preparing to Teach This Unit, above, and through the EDSITEment resource The American President.) Returning to the theme of Activity 1, review the concepts of same/alike and different. Using all visuals available, work with students to identify similarities and differences between the Adams and Bush fathers/sons, and create a list of students' answers. These discussions may reflect comparisons of places of birth, colleges, marriages, families, pets, clothes, travels, presidential highlights or other factors. Students also may notice similarities or differences in how the Presidents were thought of by the American people. For example, George Bush has been described as the "Kinder and Gentler President" and John Quincy Adams, "The Diplomat President." George W. Bush might become known as the "Compassionate and Conservative President" or the "Education President." Another similarity between these two families, of course, is that both father and son became President of the United States. Use the following questions with students to summarize what they have learned through these lessons about the concept of father/son presidencies:
Optional concluding activity: Have students create individual drawings or a mural (class project) of the presidents engaged in their activities. If this unit is initiated near Father's Day, drawings of father/son presidents and father/son-daughter activities are appropriate as possible Father's Day cards. The lessons in this unit also could be used around President's Day in February. Assessment The national standards and skills/concepts employed in this lesson are "long range" in nature and internalized by students at different rates and with varying degrees. No formal evaluation or test is suggested as a follow-up to these lessons. At various and appropriate times, such as Presidents' Day or on the occasion of a current news event, you may wish to review and reinforce concepts of this lesson with students. Which man was the last Civil War veteran to serve as President?William McKinley was President of the United States from 1896 until 1901, the fifth and last Civil War veteran to occupy the office. He began his military career in June 1861 as a private in the 23rd Ohio Infantry and after commendable service, ended it a brevet major.
How many presidents were there during the Civil War?Abraham Lincoln was elected United States President and took office in March 1861. Jefferson Davis was elected President of the Confederate States on February 18, 1861. The two presidents governed the two countries throughout the four-years of the American Civil War until the surrender of the Confederacy in April 1865.
What was Richard T Ely contribution to the assessment of capital and labor?Richard T. Ely applied Christian ethnics to the assessment of capital and labor and claimed that the ultimate solution for social ills was in the union of capital and labor in the same hands. How was technological discovery in the late 1800s different from that in earlier eras?
What was the primary difference between partnerships and the new corporations?The main difference between a partnership and a corporation is the separation between the owners and the business. Corporations are separate from their owners, but in partnerships, owners share the business's risks and benefits. In a partnership, two or more individuals who wish to do business together form a company.
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