Faithfully Execute: The President as Enforcer of the Law The curriculum, Presidents and the Constitution, was made possible by generous grants from the National Endowment for the Humanities through its We the People program, as well as from Dr. John Templeton.
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Presidents and the Constitution Each unit includes Scholarly essay Primary source activity focusing on Article II Lessons to show how three different presidents understood and exercised their constitutional powers Volume II Units War Chief Enforcer Impeachment Federal Power Transfer of Power
Back of the book resources Answer Key Appendix A: The Declaration of Independence Appendix B: The Constitution Appendix C: The Bill of Rights Resources Special Thanks Image Credits National Standards
Common Core State Standards for English Language Arts & Literacy in History/Social Studies 8. Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).
Before President Washington used troops to break up the Whiskey Rebellion, which of the following did he do? 1. Issue multiple proclamations against the insurgents 2. Consult with his Cabinet and with a judge 3. Consult with Pennsylvania officials 4. All of the above 5. Not sure Whiskey Rebellion
Which of these did President Andrew Jackson refuse to enforce? 1. Indian Removal Act (1830) 2. Worcester v. Georgia (1831) 3. Cherokee Nation v. Georgia (1831) 4. Treaty of New Echota (1835) 5. Not sure Indian Removal
How did President Eisenhower explain his decision to use federal troops to prevent violence in Little Rock? 1. He was eager to demonstrate that a governor could not defy a federal court order. 2. He believed the public schools were the best place to begin desegregating American society. 3. He decided that his constitutional duty to enforce the law was inescapable. 4. He thought it was time for the federal government to take over the operation of the nation s public schools. 5. Not sure Little Rock Crisis
Faithfully Execute Constitutional Connection Activity, p. 66 Students analyze excerpts of the Constitution to review the President s authority as enforcer of the law. Please consider this activity how would it work for your students?
The President as Enforcer of the Law Teacher-Friendly lesson plan Jigsaw activity for students Work with a partner or two to discuss all 7 passages on The President as Enforcer of the Law handout. How do these phrases help define the President s power to enforce the law? Discussion Questions Part D, p. 66
Faithfully Execute the Law The President as Enforcer of the Law essay (p. 68) by Professor David Marion, Ph.D. Dr. Marion is Director of the Wilson Center for Leadership in the Public Interest and Elliott Professor of Government and Foreign Affairs at Hampden-Sydney College.
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Washington and the Whiskey Rebellion Two-page, teacher-friendly lesson plan, p. 72 Critical Engagement Question: Assess George Washington s decision to use military force to subdue the Whiskey Rebellion. Handout A: Background essay providing all the information necessary to conduct the lesson.
Washington and the Whiskey Rebellion As you read Handout A, watch for the information necessary to fill in Handout B: Setting the Scene Timeline
Washington and the Whiskey Rebellion Summarize: events leading up to the Whiskey Rebellion in Pennsylvania the types of steps Washington took in addressing the situation.
Washington and the Whiskey Rebellion Use Handout C to prepare for a press conference: 1. George Washington 2. Alexander Hamilton 3. Western Pennsylvania Farmer 4. James Wilson 5. Democratic Society Member 6. Tax Collector 7. Thomas Jefferson 8. Reporter
Washington and the Whiskey Rebellion Jigsaw: Meet by number groups. Prepare for press conference. Use Handout C to organize. Select spokesperson. Meet by color groups. Conduct press conference. Spokespeople demonstrate press conference.
Washington and the Whiskey Rebellion Panel Discussion--1795 The Excise Tax democratic societies The Whiskey Rebellion Washington s response Aftermath How might the panel discussion be different if conducted in 1800? 1805?
Washington and the Whiskey Rebellion Wrap-up Was Washington s response appropriate to the situation, or was it excessive? Were his actions constitutional? Why do you think Washington consulted with other branches and levels of government in making the decision to use military force to subdue the Whiskey Rebellion?
Washington and the Whiskey Rebellion Homework: Write a newspaper editorial about the Whiskey Rebellion and Washington s response. Was his action prudent? Constitutional? Extension: Read Washington s Sixth Annual Message to Congress to analyze his explanation of the Whiskey Rebellion and his response. The document can be found at www.articleii.org/units/enforce.
Andrew Jackson and Indian Removal Critical Engagement Question (p. 78): Did a series of President Andrew Jackson s decisions regarding Indian Removal conflict with America s constitutional principles and civic values? If so, how? Handout A: Andrew Jackson and Indian Removal
Andrew Jackson and Indian Removal What are some of America s most important principles and values? Develop a definition for each. Honor Property rights Respect Majority rule while respecting minority rights Separation of powers Equal treatment under law Responsibility Popular sovereignty Representation
Andrew Jackson and Indian Removal Petition of the ladies of Steubenville, Ohio: To you (Congress), then, as the constitutional protectors of the Indians within our territory, and as the peculiar guardians of our national character, we solemnly and earnestly appeal to save this remnant of a much injured people and to shelter the American character from lasting dishonor. Why were the petitioners concerned about lasting dishonor to the American character? Working with a partner or two, and using the essay, Andrew Jackson and Indian Removal, complete Handout B.
Andrew Jackson and Indian Removal Discussion Questions: Handout C 1. Should Jackson have signed the Indian Removal Act into law? 2. What action, if any, should Jackson have taken to enforce the Supreme Court decision that Georgia laws had no force against the Cherokee? 3. Should Jackson have signed the Treaty of New Echota? 4. Who was responsible for the Treaty of New Echota? How much responsibility belongs to Jackson? The Senate? The people? 5. Jackson believed that each department of government had the power to interpret the Constitution. What arguments can be offered for and against this position? 6. Does the fact that an action has been determined to be constitutional mean that that action is necessarily just or right? 7. What should the people do when powerful branches of government do bad things?
Andrew Jackson and Indian Removal Homework Have students research and write one-pagers to follow up on the discussion questions. Extensions 1. Students analyze Jackson s Second Message to Congress (available at www.articleii.org/units/enforce. ) 2. Students consider whether Indian Removal could have taken place after the passage of the Fourteenth Amendment? the bombing of Pearl Harbor? the passage of the Civil Rights Act of 1964?
Eisenhower and the Little Rock Crisis Critical Engagement Question (p. 86): Should President Eisenhower have used federal troops to enforce a federal court s order to integrate schools in Little Rock, Arkansas? Read the Overview, p. 86, and Handout A: Eisenhower and the Little Rock Crisis, and consider the Critical Thinking Questions.
Crisis at Central High School What are people doing? What are people NOT doing? What kinds of expressions or attitudes do you see? Are there law enforcement officers present? If so, do they seem to be working to stop the violence? What do these images reveal about Little Rock at the time they were taken?
Crisis at Central High School What are people doing? What are people NOT doing? What kinds of expressions or attitudes do you see? Are there law enforcement officers present? If so, do they seem to be working to stop the violence? What do these images reveal about Little Rock at the time they were taken?
Eisenhower and the Little Rock Crisis Handout B: Document Based Question Key Question: Assess President Eisenhower s constitutional justification for his decision to send federal troops to Little Rock, Arkansas to enforce a federal court s order to integrate public schools.
Eisenhower and the Little Rock Crisis Document Analysis Use Handout C: Organizing Documents to map your analysis of documents with your group. Note scaffolding questions. Group 1: Documents A,B,C,D,E Group 2: Documents A,B,C,F,G Group 3: Documents A,B,C,H,I Volunteer?? Please read aloud Eisenhower s radio address, Document K.
Eisenhower and the Little Rock Crisis How do the documents help us to answer the key question? Assess President Eisenhower s constitutional justification for his decision to send federal troops to Little Rock, Arkansas to enforce a federal court s order to integrate public schools.
Eisenhower and the Little Rock Crisis Extensions A. Have students read Eisenhower s entire radio address and summarize its key points. The document can be found at www.articleii.org. B. Have students research the lives of the Little Rock Nine: Carlotta Walls Jefferson Thomas Elizabeth Eckford Thelma Mothershed Melba Pattillo Terrance Roberts Gloria Ray Minniejean Brown Ernest Green
Before President Washington used troops to break up the Whiskey Rebellion, which of the following did he do? 1. Issue multiple proclamations against the insurgents 2. Consult with his Cabinet and with a judge 3. Consult with Pennsylvania officials 4. All of the above 5. Not sure Whiskey Rebellion
Which of these did President Andrew Jackson refuse to enforce? 1. Indian Removal Act (1830) 2. Worcester v. Georgia (1831) 3. Cherokee Nation v. Georgia (1831) 4. Treaty of New Echota (1835) 5. Not sure Indian Removal
How did President Eisenhower explain his decision to use federal troops to prevent violence in Little Rock? 1. He was eager to demonstrate that a governor could not defy a federal court order. 2. He believed the public schools were the best place to begin desegregating American society. 3. He decided that his constitutional duty to enforce the law was inescapable. 4. He thought it was time for the federal government to take over the operation of the nation s public schools. 5. Not sure Little Rock Crisis
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