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Faithfully Execute:The President as Enforcer of the Law

The curriculum, Presidentsand the Constitution, was

made possible bygenerous grants from theNational Endowment forthe Humanities through

its We the Peopleprogram, as well as from

Dr. John Templeton.

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Presidents and the Constitution

Each unit includesScholarly essay

Primary source activity focusing onArticle II

Lessons to show how three different

presidents understood and exercisedtheir constitutional powers

Volume II Units

WarChief Enforcer

Impeachment

Federal Power

Transfer of Power

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Back of the book resources

Answer KeyAppendix A: The Declaration

of Independence

Appendix B: The ConstitutionAppendix C: The Bill of RightsResources

Special ThanksImage CreditsNational Standards

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Common Core State Standards for English Language Arts &Literacy in History/Social Studies

8. Delineate and evaluate the reasoning in seminalU.S. texts, including the application ofconstitutional principles and use of legal

reasoning (e.g., in U.S. Supreme Court majorityopinions and dissents) and the premises,purposes, and arguments in works of publicadvocacy (e.g., The Federalist, presidentialaddresses).

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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

Which of these did President Andrew Jackson refuse toenforce?

Indian Removal

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Andrew Jackson and Indian Removal

Critical Engagement

Question (p. 78): Did aseries of PresidentAndrew Jacksonsdecisions regarding

Indian Removal conflictwith Americasconstitutional principlesand civic values? If so,

how?

Handout A: AndrewJackson and Indian

Removal

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Andrew Jackson and Indian RemovalWhat are some of Americas most

important principles and values?Develop a definition for each.

Honor Respect

Majority rule while respecting minority rights

Property rights

Popular sovereignty

Representation

Responsibility

Equal treatment under law

Separation of powers

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Andrew Jackson and Indian RemovalPetition of the ladies of Steubenville, Ohio:

To you (Congress), then, as the constitutional protectors ofthe Indians within our territory, and as the peculiarguardians of our national character, we solemnly andearnestly appeal to save this remnant of a much injured

peopleand to shelter the American character from

lasting dishonor.

Working with a partner or two, and usingthe essay, Andrew Jackson and Indian

Removal, complete Handout B.

Why were the petitioners concerned aboutlasting dishonor to the American

character?

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Andrew Jackson and Indian RemovalDiscussion Questions: Handout C

1. Should Jackson have signed the Indian Removal Actinto law?

2. What action, if any, should Jackson have taken toenforce the Supreme Court decision that Georgia lawshad 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? TheSenate? The people?

5. Jackson believed that each department of governmenthad 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 justor right?

7. What should the people do when powerful branches of

government do bad things?

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Andrew Jackson and Indian RemovalHomework

Have students research and write one-pagersto follow up on the discussion questions.

Extensions

1. Students analyze Jacksons Second Messageto Congress (available atwww.ArticleII.org/units/enforce. )

2. Students consider whether Indian Removal

could have taken place afterthe passage of the Fourteenth Amendment?

the bombing of Pearl Harbor?

the passage of the Civil Rights Act of 1964?

http://www.articleii.org/units/enforcehttp://www.articleii.org/units/enforce

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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

Which of these did President Andrew Jackson refuse toenforce?

Indian Removal

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We WantYOU

To use ourcurriculum

To let us know howthese resources work

in your classroom

To pilot or evaluate

our curriculum