Students will recognize that even the person most often identified as the most important person in the world does not have unlimited power. Constitutionally, the President of the United States is limited by the advise and consent rule, among others. The learners will look at the importance of limiting government and analyze the importance of citizens participating in their communities. How the common good benefits when citizens and students participate in their communities and schools will be identified.

The learners will:

• describe the importance of placing limits on government.
  
• identify how and active citizenry benefits the common good.
  
• define philanthropy and describe how citizens and students can be philanthropic by taking an active role in the community and the school.

Anticipatory Set:
Ask the students to name some important people. Ask students if they think important people in the world should be able to do anything they want to do with no limitations. Encourage the learners to give examples to support their points of view. What answer would the most important person in the world give to the question? Why? Explain that many people consider the President of the United States to be an important person in the world. Even s/he has limits on what s/he is allowed to do.

• Put the words advice and advise on the board. Ask the learners if there is any difference in the two words. After students have responded to the question, define the terms:

  advice (n) recommendation regarding a decision or course of conduct

  advise (v) to give advice or counsel

  The President has some powers that he may only execute with the “advice and consent” of the Senate.
  
  

• Refer students to Article II, Section 2 of the Constitution which defines presidential powers. Have students point out when the President must act with the advice of the United States Senate (make treaties; appoint ambassadors, other public ministers and consuls, and judges of the Supreme Court; name heads of executive departments).
  An example of how this works is the following: If a judge in a federal (U.S.) district court retires or dies, the President has the power to appoint his or her successor. Usually the two Senators from that state will make recommendations or advise the President on who should be appointed. The President may or may not take their advice. Once the President appoints someone to the position, it is up to the Senate to consent or approve their appointment. If the Senate rejects the President’s nominee, a new person must be appointed. This is an example of checks and balances which occurs in all three branches of the government.
  
  
• Explain that this model of not allowing the President to have all the power is used in other forms of “governing” as well.
  
  
• At home, is there an opportunity for household members to offer advice before a decision is made?
  
  
• In the school, does the principal have the power to make all decisions or is the principal “advised” by others such as central staff, teachers, students and parents?
  
  
• Have students consider their classroom. Are all decisions made by the teacher or is “advice” given by the students on some decisions?
  
  
• Have students brainstorm and list the advantages and disadvantages of having decisions made with input from others.
  
  
• State that one of the advantages in not allowing one person to have unlimited power is that it protects us from having a government run by a dictator. The rights of all citizens are protected which contributes to the common good. Ask students to identify other protections that contribute to the common good (freedom of speech, freedom of assembly, putting the rule of law over the wishes of one person, equality, the right to vote).
  
  
• How important is it for citizens to actually participate in their community and government? (In an open, democratic community citizens will be active and will contribute their time and talents to aid the common good. In a closed, totalitarian community citizens will not be as free to act to aid the common good. In some circumstances, they may be told what to do or they may leave the problem to the government to be solved.) Pair off students and give them three minutes to develop a list of ways citizens can participate in their government. Once time has elapsed, give an additional three minutes for students to describe how they can participate in their community (school) and work toward the common good. Share lists.
  
  
• Put the word philanthropy on the board. Ask for definitions. Define philanthropy as individuals and organizations providing their time, talent, and/or treasures and taking action for the common good. Brainstorm a list of such activities (include some examples in history and around the world as well). Going back to the previous lists students accumulated in the three minute time segments, explain that citizens participating in their government and students participating in their community (school) are also examples of philanthropy since they are giving of their time and talent (and possibly treasures) for the common good of the whole community.
  
  
• Let the learners discuss whether or not they, as students, have a responsibility to work to improve the common good in their community (school).

• Interactive Parent / Student Homework:
  Students will ask a parent or relative to describe an important decision that he or she made in which others gave advice. The advantages or disadvantages of asking for or receiving advice in this circumstance should be included (see Attachment One).