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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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3
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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Washington and the Whiskey Rebellion
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.
Washington and the Whiskey Rebellion
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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
Washington and the Whiskey Rebellion
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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.
Washington and the Whiskey Rebellion
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Washington and the Whiskey Rebellion
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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Washington and the Whiskey Rebellion
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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Washington and the Whiskey Rebellion
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?
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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.
Eisenhower and the Little Rock Crisis
Ei h d h Li l R k C i i
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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.
Eisenhower and the Little Rock Crisis
Ei h d h Li l R k C i i
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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.
Eisenhower and the Little Rock Crisis
Ei h d h Li l R k C i i
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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
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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
42
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
46
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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We WantYOU
To use ourcurriculum
To let us know how
these resources work
in your classroom
To pilot or evaluate
our curriculum