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Section 1 Presidential Powers Section 2 Roles of the President
Chapter Focus Section 1 Presidential Powers Section 2 Roles of the President Section 3 Styles of Leadership Chapter Assessment Contents

Why It’s Important

Chapter Objectives Presidential Powers Summarize the historical changes in the powers of the presidency. Roles of the President Describe the seven major roles of the president. Styles of Leadership Evaluate the leadership qualities important to the success of a president. Chapter Objectives

End of Chapter Focus

Section 1 Introduction-1
Presidential Powers Key Terms mandate, forum Find Out • Why do presidential powers tend to grow in times of national emergency? • What are the sources of and limits to the powers of the president? Section 1 Introduction-1

Presidential Powers Understanding Concepts Constitutional Interpretations Within the scope of constitutional limitations and powers, why does each president define the office differently? Section Objective Summarize the historical changes in the powers of the presidency. Section 1 Introduction-2

Strong presidents sometimes defy even the Supreme Court
Strong presidents sometimes defy even the Supreme Court. President Andrew Jackson was determined to force Native Americans in the Southeast to move west to the Oklahoma Territory. When Chief Justice Marshall ruled that the Cherokee nation’s treaty with Georgia protected its rights and property, Jackson reportedly refused to accept the decision.” John Marshall has made his decision. Now let him enforce it,” Jackson reportedly said. He ignored the Court and carried out the Indian Removal Act passed by Congress in 1830. Section 1-1

I. Constitutional Powers (pages 245–247)
A. The Founders recognized the need for a strong executive branch to overcome the weaknesses of the Confederation government and to hold the legislative branch in check. B. Article II grants the president broad but vaguely described powers. He heads the executive branch, is commander in chief, conducts foreign policy, and has judicial powers. Section 1-2

I. Constitutional Powers (pages 245–247)
Why do you think the Founders granted the president broad but vaguely described powers? They wanted an executive that would protect personal liberty, property, and business and hold the legislature in check. Section 1-3

II. Informal Sources of Power (pages 247–249)
A. Presidents have added to their powers by their actions; for example, Theodore Roosevelt declared his intent to do anything the needs of the nation required if such action was not expressly forbidden by the Constitution. B. During national crises, presidents like Abraham Lincoln, Franklin D. Roosevelt, and George W. Bush greatly expanded the powers of the presidency as the federal government dealt with dangers facing the United States. Section 1-4

C. Modern presidents claim their ideas and policies represent a mandate from the people, and they use all forms of mass media to build support for their ideas. Section 1-5

Do you agree or disagree with critics who complain that modern presidents have too much power? Explain. Answers will vary. Students should demonstrate knowledge of informal sources of power. Section 1-6

III. Limits of Presidential Power (pages 249–250)
A. The Constitution gives Congress the power to limit presidential authority by overriding a veto or impeaching and removing the president from office for clear abuse of power. B. The federal courts also limit the president’s power. The Supreme Court can overturn presidential actions, as it did President Truman in Youngstown Sheet and Tube v. Sawyer (1952). Section 1-7

C. The federal bureaucracy sometimes limits presidential power by obstructing programs or failing to carry them out properly, especially when key bureaucrats work closely with powerful congressional leaders to carry out their own programs rather than the president’s. D. Public opinion can limit the president’s actions, as it did with President Lyndon Johnson’s policies in Vietnam and President Clinton’s proposed national health care program. Section 1-8

Section 1-9

How can public opinion limit the president’s power? Public opinion can derail the most central presidential programs because members of Congress, who must vote on legislation to enact the president’s programs, are subject to reelection. If they go against voters’ wishes, they may lose in the next election. Section 1-10

Checking for Understanding
1. Main Idea Using a graphic organizer like the one below, list two or more constitutional limits and three other limits on presidential power. Answers might include: Constitutional limits: congressional override; Senate’s confirmation power; the power to impeach. Other limits: federal courts; the bureaucracy; public opinion. Section 1 Assessment-1

2. Define mandate, forum. A mandate is a formal order given by a higher authority. A forum is a medium for discussion. Section 1 Assessment-2

3. Identify War Powers Act. The War Powers Act prevents presidents from committing troops to combat for more than 60 days without congressional approval. Section 1 Assessment-3

4. In what three ways have former presidents expanded the power of their office? Any three of the following: Jefferson’s purchase of the Louisiana Territory, Theodore Roosevelt’s broad interpretation of presidential power, Lincoln’s actions during the Civil War, Franklin Roosevelt’s expansion of the government’s role in the economy Section 1 Assessment-4

5. Why, during Lyndon Johnson’s presidency, did Congress pass the Gulf of Tonkin Resolution? Congress passed the Gulf of Tonkin Resolution to give the president the authority to cope with the situation in Vietnam. Section 1 Assessment-5

Critical Thinking 6. Distinguishing Fact from Opinion President Wilson said the president “is at liberty, both in law and conscience to be as big a man as he can.” Explain if this statement is fact or opinion. Some students may say it is opinion because many presidents believed the Constitution limited their power. Others may say fact because other presidents molded the office to their own interpretations of the Constitution. Section 1 Assessment-6

Section 1 Concepts in Action
Constitutional Interpretations Determine if you think there should be greater limits on the president’s power. Compose several catchy slogans supporting your view and create signs or buttons that might be used in a rally. Section 1 Concepts in Action

End of Section 1

Roles of the President Key Terms executive order, impoundment, reprieve, pardon, amnesty, patronage, treaty, executive agreement Find Out • How do the presidential roles of head of state, chief diplomat, and commander in chief work together to provide leadership in foreign relations? • What is the president’s role in the growth and stability of the American economy? Section 2 Introduction-1

Roles of the President Understanding Concepts Political Processes How have presidents used their political power to increase their policy-making role? Section Objective Describe the seven major roles of the president. Section 2 Introduction-2

Former President George Bush, who led the nation to victory in the Persian Gulf War in 1991, made a parachute jump as a personal fiftieth anniversary celebration in As a Navy pilot, Bush had escaped death in World War II by parachuting into the Pacific after his plane was shot down by the Japanese. Section 2-1

I. As head of state, the president: (page 252)
A. represents the nation at ceremonial functions; B. is considered more than a politician, but rather a symbol of the entire United States. Section 2-2

I. As head of state, the president: (page 252)
Which role makes the president a living symbol of the nation? Head of state. Section 2-3

II. As chief executive, the president: (pages 253–254)
A. heads the 2 million person executive branch; B. influences how laws are executed through executive orders, presidential appointments, removal of appointed officials, and impoundment; C. grants pardons, reprieves, or amnesty. Section 2-4

II. As chief executive, the president: (pages 253–254)
Do you think the president should have the power to impound money appropriated by Congress? Answers will vary. Impoundment is sometimes useful when the need for spending changes. Section 2-5

III. As chief legislator, the president: (pages 254–255)
A. proposes legislation to Congress, usually in the State of the Union Address; B. must work harder for congressional support when Congress is controlled by the opposition party; C. may use political favors to gain congressional support; D. has the threat of the veto to influence Congress. Section 2-6

III. As chief legislator, the president: (pages 254–255)
Why do members of Congress pay close attention to the State of the Union message? It contains information about the president’s possible legislative proposals for the coming year. Section 2-7

IV. As economic planner, the president: (page 256)
A. has gained important economic powers since the New Deal; B. promotes high employment, production, and purchasing power; C. is required to prepare the federal budget each year. Section 2-8

IV. As economic planner, the president: (page 256)
Why does Congress continue to expand the president’s powers in economic affairs? Answers will vary. Perhaps to make the executive branch more and more responsible for the economy. Section 2-9

V. As party leader, the president: (pages 256–257)
A. helps raise party funds and plan campaign strategies; B. uses political patronage to appoint party members to government jobs. Section 2-10

V. As party leader, the president: (pages 256–257)
Do you agree with critics who claim the president’s job as leader of a political party clashes with his other duties? Explain. Answers will vary. See text pages 256–257 for discussion of conflicting roles. Section 2-11

VI. As chief diplomat, the president: (pages 257–258)
A. directs foreign policy and oversees foreign affairs information agencies; B. has sole power to make treaties, with Senate approval; C. may make, without congressional approval, executive agreements having the force of treaties with foreign nations; D. has the sole power to recognize foreign governments. Section 2-12

VI. As chief diplomat, the president: (pages 257–258)
Do you think executive agreements, like treaties, should have the Senate’s approval? Answers will vary, but students should recognize that the approval process for some treaties has proved cumbersome and time-consuming. Executive agreements are more efficient for time-sensitive decisions. Section 2-13

VII. As commander in chief, the president: (pages 258–259)
A. shares with Congress the power to wage war; B. makes key military policy decisions; C. supports war efforts on the home front during wars; D. may use the armed forces to end disorders or give aid in natural disasters. Section 2-14

VII. As commander in chief, the president: (pages 258–259)
Do you think a president with military experience makes better decisions as commander in chief? Explain. History helps answer this. Students may refer to presidents Franklin Roosevelt, Dwight Eisenhower, etc. Section 2-15

1. Main Idea Using a graphic organizer like the one below, describe the different duties of the president’s roles as head of state and chief executive. Answers might include: Head of state—ceremonial duties; Chief Executive—executive orders, impoundment of funds, granting amnesty. Section 2 Assessment-1

Match the term with the correct definition. ___ executive order ___ impoundment ___ reprieve ___ pardon ___ amnesty D C A E B A. the postponement of legal punishment B. a group pardon to individuals for an offense against the government C. the president’s refusal to spend money Congress has voted to fund a program D. a rule issued by the president that has the force of law E. a release from legal punishment Section 2 Assessment-2

3. Identify Council of Economic Advisers. The Council of Economic Advisers assists the president in studying and preparing the annual economic report for Congress. Section 2 Assessment-3

4. Describe three foreign relations duties of the president that are based on the Constitution. The president as head of state performs ceremonial duties, as chief diplomat directs foreign policy, and as commander in chief directs the armed forces. Section 2 Assessment-4

5. What officials may the president appoint? The president may appoint cabinet members, agency directors, deputy directors and their assistants, and federal judges. Section 2 Assessment-5

Critical Thinking 6. Understanding Cause and Effect What decisions by a president affect the direction of the nation’s economy? The president gives an annual economic report to Congress, prepares the federal budget, and proposes economic legislation. Section 2 Assessment-6

Political Processes Imagine a typical day in the life of a United States president. Prepare an agenda for the president’s day. Be sure to keep the seven duties of the president in mind when creating the agenda. Section 2 Concepts in Action

End of Section 2

Styles of Leadership Key Terms de facto, covert Find Out • Why are communication skills so important to being an effective president? • What leadership quality do you think is most important to the success of a president? Explain why. Section 3 Introduction-1

Styles of Leadership Understanding Concepts Cultural Pluralism Why is it important for the president to be accessible to all of the diverse groups in the country? Section Objective Evaluate the leadership qualities important to the success of a president. Section 3 Introduction-2

The first president to exercise executive privilege was George Washington when he refused the House information on the Jay Treaty. The Eisenhower administration used the term executive privilege for the first time, although many other presidents have invoked the privilege. Section 3-1

I. Increased Responsibilities (pages 261–262)
A. Modern presidents have provided strong leadership for the nation, even though the Founders expected Congress to lead the nation. B. Presidents provide leadership in introducing bold new ideas as well as responding to crises at home and abroad. Section 3-2

I. Increased Responsibilities (pages 261–262)
Do you agree or disagree with the Founders’ belief that Congress should take the leadership role in government? Explain. Answers will vary. Students should support their assessment of the advantages and disadvantages of strong presidential leadership versus strong congressional leadership. Section 3-3

II. Leadership Qualities and Skills (pages 262–264)
A. Presidents must know and understand the people of the United States. B. Presidents must be able to communicate effectively and to explain their policies clearly in order to inspire public support. C. Presidents must know when the time is right to introduce new policies or make key decisions. Section 3-4

D. Successful presidents must: 1. be flexible and open to new ideas; 2. be able to compromise; 3. have political courage and be willing to go against public opinion in matters they believe are vital to the nation’s interests. Section 3-5

What do you think is the most important skill a president should have? Explain. Answers will vary. Students should support their opinions with examples. Section 3-6

III. Presidential Isolation (pages 264–266)
A. The special treatment given to modern presidents risks isolating them from information and advice they should have to carry out their duties effectively. B. Presidents may discourage staffers from disagreeing with them or giving them unpleasant advice. C. Access to the president often forces top staffers and advisers to flatter the president and provide only good news and favorable opinions. Section 3-7

D. Top staffers control access to the president. E. Dealing with White House staff requires much of the president’s time and makes it more difficult to keep in touch with the public. Section 3-8

How do you think presidential isolation might be lessened? Answers will vary. For a discussion of isolation see text pages 264–266. Section 3-9

IV. The Use of Executive Privilege (pages 266–267)
A. To keep White House discussions and advice secret, presidents invoke executive privilege to avoid giving such information to Congress or the courts. B. Modern presidents have claimed that executive privilege also protects their communications with other members of the executive branch. C. The Supreme Court has ruled that executive privilege is constitutionally based. Section 3-10

IV. The Use of Executive Privilege (pages 266–267)
Do you agree or disagree with the Supreme Court ruling that executive privilege is constitutional? Explain. Answers will vary. For a discussion of executive privilege see text pages 266–267. Section 3-11

1. Main Idea Using a graphic organizer like the one below, identify six qualities of presidential leadership and give an example of each. Answers might include: political courage—Lincoln; ability to compromise—Wilson; understanding the public—F.D. Roosevelt; openness to new ideas—Kennedy; ability to communicate—Reagan; sense of timing—Bush. Section 3 Assessment-1

2. Define de facto, covert. The term de facto means existing “in fact” rather than legally. Covert means secret. Section 3 Assessment-2

3. Identify executive privilege, United States v. Nixon. Executive privilege is the right of the president and other high-ranking executive officers to refuse to testify before Congress or a court. United States v. Nixon is the Supreme Court case that rejected President Nixon’s claim of executive privilege and unanimously ruled that the president had to surrender secretly tape-recorded conversations about the Watergate cover-up to the special prosecution investigating the scandal. Section 3 Assessment-3

4. How do presidents test public opinion before announcing new policies? A presidential aide leaks information about an issue to the press so the president can observe public reaction before actually announcing the policy. Section 3 Assessment-4

5. How do good communication skills help a president gain public support? Good communication skills help presidents explain their policies clearly and inspire public support. Section 3 Assessment-5

Critical Thinking 6. Synthesizing Information How can a president’s willingness to let staff express disagreements on issues help the president make better decisions? That willingness may lead to a well-informed decision and allow the president to see all points of view. Section 3 Assessment-6

Cultural Pluralism Suppose that you are the president’s chief assistant for legislative affairs. The president has asked for your advice on whether or not the opinions of interest groups should be a factor in making policy decisions. Write a memo supporting your position. Section 3 Concepts in Action

End of Section 3

Chapter Assessment 1

Reviewing Key Terms Choose the letter of the term defined in each phrase. A. executive order F. amnesty B. reprieve G. line-item veto C. de facto H. treaty D. mandate I. covert E. pardon J. forum ___ 1. expressed will of the people ___ 2. medium of discussion of presidential messages ___ 3. the power to accept or reject only parts of a congressional bill ___ 4. a release of a group from legal punishment ___ 5. presidential decree that has the force of law ___ 6. postponement of a person’s legal punishment ___ 7. existing “in fact” rather than officially or legally ___ 8. something that is secret D J G F A B C I Chapter Assessment 2

Recalling Facts 1. Identify the five constitutional roles or duties of the president. The five constitutional roles or duties of the president are: 1. head of state: represents the nation and performs many ceremonial roles; 2. chief executive: sees that the laws of Congress are carried out; 3. chief legislator: proposes a legislative program for the nation; 4. chief diplomat: directs the foreign policy of the United States; 5. commander in chief: directs the armed forces of the United States. Chapter Assessment 3

Recalling Facts 2. What are four limits on presidential power?
Four limits on presidential power are limitations by Congress, federal courts, federal bureaucracy, and public opinion. 3. What is the president’s role as party leader? The president helps party members who are running for office, helps to raise funds for the party, selects the national chairperson, and helps plan election strategies. Chapter Assessment 4

Recalling Facts 4. Why can failing to understand the public’s mood weaken a president’s power? The president may lose public support. Without the leverage of public support, relations with Congress will be difficult and the president’s effectiveness will diminish. 5. How do presidents become isolated? Most information comes through close aides who screen out what they do not want the president to hear. Thus, the flow of information and ideas to the president may be severely limited. Also, presidents may isolate themselves by discouraging opposing opinions or unwanted advice. Chapter Assessment 5

Understanding Concepts
1. Constitutional Interpretation How did President Lincoln’s actions during the Civil War violate some people’s constitutional rights? Some people were denied a fair trial or due process of law before they were jailed. Lincoln also raised an army without congressional approval and took other harsh measures to preserve the Union, regardless of the unconstitutionality of those measures. Chapter Assessment 6

2. Political Processes When has Congress allowed expansion of a president’s economic power? In 1970, Congress gave President Nixon power to control prices and wages. The president used this power to put a 90-day freeze on all prices, rents, wages, and salaries. Chapter Assessment 7

3. Cultural Pluralism Why is compromise such a vital ingredient for a president to be able to maintain support of the people? A president needs support of many different interests in order to get a new program accepted by Congress. Compromise is often necessary in order to build support. Presidents who will not compromise risk accomplishing nothing at all. Chapter Assessment 8

Critical Thinking 1. Understanding Cause and Effect Use a graphic organizer to show why President Johnson chose not to run for re-election in 1968. Cause: Public opinion turned against Johnson and made a strong campaign impossible. Effect: Vice President Hubert Humphrey was nominated by the Democratic Party and lost to Nixon. Chapter Assessment 9

Critical Thinking 2. Identifying Alternatives How could Congress have prevented President Jefferson from purchasing the Louisiana Territory? Congress could have refused to ratify the treaty or refused to raise the money for the purchase of the Louisiana Territory. Chapter Assessment 10

Critical Thinking 3. Drawing Conclusions What are the dangers in depending only on the cabinet for advice? Only on presidential aides? Answers may suggest that by depending only on the cabinet, the president is exposed to the influence of interest groups and the self-interest of departments. Relying only on aides, the president risks isolation and little open exchange of ideas. Chapter Assessment 11

Interpreting Political Cartoons Activity
1. According to the cartoon, what do the American people expect of their president? They expect the president to be “Superman,” performing amazing and superhuman feats. Chapter Assessment 12

2. How must presidential candidates present themselves to the public? They must present themselves as capable of performing any humanly possible feat. Chapter Assessment 13

3. Are the personal qualities of presidential candidates important in an election? Explain your answer. Students should choose yes or no and explain their answers by using examples of how personal qualities won or lost an election for a presidential candidate. Chapter Assessment 14

Franklin D. Roosevelt, who also served the longest as president
Which president holds the record for writing the most (3,522) executive orders? Franklin D. Roosevelt, who also served the longest as president Chapter Assessment 15

End of Chapter Assessment

Section Focus 1 1) President Richard M. Nixon
2) These words represent the opposite extremes of absolute power and powerlessness. 3) Answers will vary, but students may conclude that the situation has not really changed. Section Focus 1

Section Focus 2 2) Answers will vary. 3) Answers will vary.

1). John F. Kennedy, Franklin D. Roosevelt, Lyndon B
1) John F. Kennedy, Franklin D. Roosevelt, Lyndon B. Johnson, Richard M. Nixon, and Ronald Reagan 2) They all represent issues Clinton has faced. 3) These former presidents each faced an issue similar to the ones Clinton faced. Section Focus 3

Making It Relevant

Writing a Glossary Use the words listed under Key Terms in each section of the text to create a glossary of the chapter. Along with writing your own definition of each word, use the word in a sentence and draw a picture to illustrate each word. To extend the project, work in pairs. One student reads a sentence leaving out the glossary word and the other student identifies the term. Continue until all sentences have been read and all glossary words have been defined. Extra Credit

Cover Story 1

Cover Story 2

Cover Story 3

Linking Past and Present 9-2
Hail to the Chief When physically unimpressive President James K. Polk entered a room, he sometimes went unnoticed. His wife, Sarah, decided to ensure him of a president’s welcome by requesting the marine band to play “Hail to the Chief,” an old Scottish anthem, when he arrived. The tradition has lasted to this day. Linking Past and Present 9-2

Psychologists often use five significant characteristics— neuroticism, extroversion, openness to experience, agreeableness, and conscientiousness—to classify personality types. Using these characteristics to measure presidents, some psychologists ranked Theodore and Franklin Roosevelt first and second respectively in extroversion, with Bill Clinton as third. They ranked Richard Nixon as the most neurotic, Thomas Jefferson as the most open to experience, and James Madison and Abraham Lincoln as the most agreeable. George Washington was rated the most conscientious. Did You Know 9-3

Watergate, originally used to describe the 1972 illicit entry into the Democratic Party national headquarters in the Watergate complex in Washington, D.C., has inspired countless, mostly short-lived words ending in “gate,” such as Koreagate, nannygate, Irangate, and Whitewatergate. You Don’t Say 9-3

The Buck Stopped There As commander in chief during World War II, President Harry Truman’s most difficult decision may have been whether to drop an atomic bomb on Japan. He knew such a bomb would result in terrible loss of life, mostly civilian. The long-term effects of radiation were also a concern. But Truman believed that defeating Japan would require a full-scale invasion, resulting in a great loss of American lives. Ultimately, Truman ordered bombs to be dropped on two Japanese cities, Hiroshima and Nagasaki. Debate over his decision continues today. TIME For the Record 9-2

Commanding the Military Some presidents, such as Bill Clinton, have had no military experience. In fact, in the 1992 presidential campaign, critics accused Clinton of cutting ethical corners to avoid the draft during the Vietnam War. Discuss the assets and liabilities of having a president with a military background, and one who has not served in the military. Issues to Debate 9-2

Participating in Government 9-2
AmeriCorps members help provide services including housing renovation, child immunization, and neighborhood policing. They also address community needs in education, public safety, human services, and the environment. They may tutor teens, teach elementary school students, assist crime victims, start neighborhood crime watches, help turn vacant lots into neighborhood parks, provide assistance and companionship to the elderly or those with disabilities, lead community health awareness campaigns, restore coastlines, or respond to natural disasters with emergency relief for victims. Activity: Discuss the AmeriCorps mission and the services its members may provide to their communities. Work in small groups to create a list of local community needs AmeriCorps volunteers might meet. Share your lists with the class. Make a class list on the board of the top community needs. Propose effective methods to meet those needs. Participating in Government 9-2

Participating in Government 9-3
National and Community Issues Often national issues spring from community issues. For example, in 1997, President Bill Clinton launched a national forum on the issue of race relations by visiting local communities. Activity: Identify possible issues in your community or state that might have an impact on the entire nation. Then identify how best to deal with those issues. For example, should the president get personally involved in resolving these issues? If so, what specific actions should the president take? Should state and local leaders, such as a state governor or city mayor, deal with these issues? What local actions should be taken? Work individually or in groups to create proposals for dealing with a community issue. Participating in Government 9-3

Jimmy Carter Former President Jimmy Carter and his wife Rosalynn committed to working with Habitat for Humanity in The Carters tackle projects for Habitat under the Jimmy Carter Work Project (JCWP). The Carters stress that Habitat is not a giveaway program. The JCWP owns the houses and the partner families make payments to the JCWP that go to a local building fund for Habitat for Humanity. Activity: Think about Carter’s statement: “To work for better understanding among people, one does not have to be a former president ” Work individually or in groups to identify misunderstandings or problems in your community. Present proposals that seek to resolve the misunderstandings or problems. We the People 9-3

Theodore Roosevelt President Theodore Roosevelt raised a ruckus with the press in 1906 when he ordered the government printer to abide by a list of 300 words to be spelled according to the Simplified Spelling Board guidelines. Funded by millionaire industrialist and philanthropist Andrew Carnegie, the organization crusaded for respellings which deleted, for example, the “u” in “honour” and “parlour,” the standard British spellings. The press challenged the president’s power to change American orthography, and Congress instructed the printing office that all the material sent to its chambers maintain standard British spellings. Roosevelt regretfully withdrew his order in response to the public outcry. The changes eventually came into general usage. Political Profiles 9-1

Gerald R. Ford President Gerald R. Ford is the only president to serve as both vice president and president without having been elected to either office. In an effort to put the Watergate scandal to rest, he pardoned former President Richard Nixon. The pardon created a backlash of negative public opinion. Ford’s popularity rating plunged from 71 percent to 50 percent. People suspected that Ford had struck a bargain with Nixon: Nixon would resign, Ford would become president and pardon Nixon. He never regained the public’s confidence as president. Political Profiles 9-2

Lyndon B. Johnson President Lyndon B. Johnson liked to take a nap every day after lunch and sometimes invited a few top reporters to interview him right up until he fell asleep. These interviews usually began with an impromptu invitation to lunch in the family quarters. Johnson would give an off-the-record talk through the meal. Then he would signal the reporters to follow him to his bedroom, where he would change for his nap, talking all the while. Finally the president fell asleep and the reporters rushed off to report what he had said. Political Profiles 1

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