PC2 Enforcer ProfDev

7/31/2019 PC2 Enforcer ProfDev

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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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Mission Statement

Established in 1999, the Institute is a 501(c)(3) notfor profit charity focused on providing educationalresources on America's Founding documents and

principles for teachers and students of AmericanHistory and Civics. Our mission is to educateyoung people about the words and ideas of theFounders, the liberties guaranteed in our Founding

documents, and how our Founding principlescontinue to affect and shape a free society.


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Bill of Rights Institute Summary Map


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Components of Professional Development

Enhance our own knowledge

Explore new teachingstrategies

Enrich the expertise ofother teachers

There is no knowledge that is not power.~Ralph Waldo Emerson


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Overview of Our Curricula

Written by Teachers

Evaluated by Teachers

Tested by Teachers in the classroom

Research-based best practices in civic education


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Resources Designed for:

Higher level classrooms

Heterogeneous classrooms

Low achieving students

High School classrooms

Middle School classrooms


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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. Issue multiple proclamations against theinsurgents

2. Consult with his Cabinet and with a judge

3. Consult with Pennsylvania officials

4. All of the above

5. Not sure

Before President Washington used troops to break up

the Whiskey Rebellion, which of the following did hedo?

Whiskey Rebellion


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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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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 federalcourt 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 wasinescapable.

4. He thought it was time for the federal government to take over theoperation of the nations public schools.

5. Not sure

Little Rock Crisis


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Faithfully ExecuteConstitutional Connection

Activity, p. 66

Students analyze excerpts of theConstitution to review the

Presidents authority as enforcerof the law.

Please consider this activity how would it work for your

students?


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The President as Enforcer of the Law

Teacher-Friendly lesson plan

Jigsaw activity for students

Work with a partner or two to discuss all 7passages on The President as Enforcer of theLaw handout. How do these phrases help

define the Presidents power to enforce the law?

Discussion QuestionsPart D, p. 66


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Faithfully Execute the Law

The President as Enforcer ofthe Law essay (p. 68) byProfessor David Marion,Ph.D.

Dr. Marion is Director of theWilson Center forLeadership in the PublicInterest and ElliottProfessor of Governmentand Foreign Affairs atHampden-Sydney College.


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Video Mini-DocumentariesClick on Presidents and the Constitutionlower right

on our main webpage.


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Two-page, teacher-friendly lesson plan, p. 72Critical Engagement Question: Assess George

Washingtons decision to use military force tosubdue the Whiskey Rebellion.

Handout A: Background essay providing all theinformation necessary to conduct the lesson.

Washington and the Whiskey Rebellion


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As you read Handout A, watch for the information

necessary to fill in Handout B: Setting the SceneTimeline


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Summarize:

events leading up to theWhiskey Rebellion inPennsylvania

the types of stepsWashington took inaddressing the situation.



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1. George Washington2. Alexander Hamilton3. Western Pennsylvania

Farmer4. James Wilson

Use Handout C to prepare for a press conference:

5. Democratic SocietyMember

6. Tax Collector

7. Thomas Jefferson8. Reporter



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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.



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How might the panel discussion be different if conducted in1800? 1805?

The Excise Tax democratic societies

Panel Discussion--1795

The Whiskey Rebellion Washingtons response Aftermath


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Wrap-up

Was Washingtons responseappropriate to the situation,or was it excessive?

Were his actionsconstitutional?

Why do you thinkWashington consulted withother branches and levels ofgovernment in making thedecision to use military forceto subdue the WhiskeyRebellion?


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Homework: Write a newspaper editorial aboutthe Whiskey Rebellion and Washingtonsresponse. Was his action prudent?Constitutional?

Extension: Read Washingtons SixthAnnual Message to Congress to analyze hisexplanation of the Whiskey Rebellion and

his response.The document can be found atwww.ArticleII.org/units/enforce.


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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

RepresentationResponsibility

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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Eisenhower and the Little Rock Crisis

Critical Engagement Question (p. 86): ShouldPresident Eisenhower have used federal troops

to enforce a federal courts order to integrateschools in Little Rock, Arkansas?

Read the Overview, p. 86, and Handout A:Eisenhower and the Little Rock Crisis, and

consider the Critical Thinking Questions.


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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 beworking to stop the violence?

What do these images reveal about Little Rock at the time they weretaken?

Crisis at Central High School


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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 beworking to stop the violence?

What do these images reveal about Little Rock at the time they weretaken?

Crisis at Central High School

Ei h d h Li l R k C i i


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Handout B: Document

Based QuestionKey Question: Assess

PresidentEisenhowers

constitutionaljustification for hisdecision to sendfederal troops to LittleRock, Arkansas to

enforce a federalcourts order tointegrate publicschools.




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Document AnalysisUse Handout C:

Organizing Documents to map youranalysis of documents with your group.Note scaffolding questions.

Group 1: Documents A,B,C,D,EGroup 2: Documents A,B,C,F,GGroup 3: Documents A,B,C,H,I

Volunteer?? Please read aloudEisenhowers radio address,Document K.




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How do the documents help us to answer the key question?

Assess President Eisenhowers constitutional justificationfor his decision to send federal troops to Little Rock,Arkansas to enforce a federal courts order to integratepublic schools.




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Eisenhower and the Little Rock CrisisExtensions

A. Have students read Eisenhowers entire radio address and summarizeits key points. The document can be found at www.ArticleII.org.

B. Have students research the lives of theLittle Rock Nine:

Carlotta Walls

Jefferson Thomas

Elizabeth Eckford

Thelma Mothershed

Melba Pattillo Terrance Roberts

Gloria Ray

Minniejean Brown

Ernest Green
http://www.articleii.org/http://www.articleii.org/


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1. Issue multiple proclamations against theinsurgents

2. Consult with his Cabinet and with a judge

3. Consult with Pennsylvania officials

4. All of the above

5. Not sure

Before President Washington used troops to break up

the Whiskey Rebellion, which of the following did hedo?

Whiskey Rebellion


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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 to

enforce?

Indian Removal

Li l R k C i i


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How did President Eisenhower explain his decision to usefederal troops to prevent violence in Little Rock?

1. He was eager to demonstrate that a governor could not defy a federalcourt order.

2. He believed the public schools were the best place to begindesegregating American society.

3. He decided that his constitutional duty to enforce the law wasinescapable.

4. He thought it was time for the federal government to take over the

operation of the nations public schools.

5. Not sure

Little Rock Crisis

W b it


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Website

www.billofrightsinstitute.org

James Madison Memorial Fellowship Foundation


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Become a constitutional scholar

Receive funding for aMaster of Arts (MA)Master of Arts in Teaching (MAT)Master of Education (MEd)

with an emphasis on Constitutional history

Attend the four-week Summer Institute,"The Foundations of AmericanConstitutionalism" in Washington, D.C.

Complete your degree in five years

Teach for another two years (approximately)

Submit an application by March 1

James Madison Memorial Fellowship Foundation

T hi i h C E


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Teaching with Current EventsTopics: Federalism, Freedom of Religion, Gun Rights, Property Rights,Personal Liberty, Citizen Juries, Freedom of Speech, Due Process

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F M hl L


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Free Monthly eLessonsLandmark Supreme Court CasesBill of Rights in the News

Current Events and the ConstitutionElections and the Constitution

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S i T h i h !


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Stay in Touch with us!

Like us on Facebook: /BillofRightsInstitute

Follow us on Twitter: @BRInstituteCheck out our blog: blog.BillofRightsInstitute.org

Visit our blog to hear from our staff members oncurrent events, education topics, and teaching tips!

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Great Tools for Your Students

GamesVideos

C tit ti D S t 17th


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Online Resources:

Constitution Duel Quiz

Constitutional Principles videos Madisons Notes are Missing

Constitution Day lesson plans

Life Without the Bill of Rights

PDFs of the Founding documents Effective ANY time of year!

Constitution Day Sept. 17th

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Bill f Ri ht D D 15th


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Bill of Rights Day Dec. 15th

You and Your Students will Explore:

The text and history of each of the first 10 Amendments

Landmark Supreme Court cases

Engaging activities, handouts, and games

How the 14th

Amendment and Incorporation hasimpacted the Bill of Rights

www.BillofRightsDay.com47


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PC2 Enforcer ProfDev

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