Background
The Office of the President
From the birth of our nation forward, there have been debates, cases and discussion as to the real actual roles and limitations of the office. Clinton Rossiter, in one of the seminal and most widely referenced works on the office of the president, remarks on the roles our elected leader must fill. He enumerates them as: Chief of State, Chief Executive, Commander–in–Chief, Chief Diplomat, Chief Legislature, Chief of Party, Protector of the Peace, Manger of Prosperity and World Leader. 1 All of these roles have been developed over time from the nation's founding document, the Constitution.
In terms of specific duties while in office, The United States Constitution outlines the power of Commander–in–Chief as well as the ability to appoint a Cabinet, outside of these and itemized duties, there is much analysis as to the roles of President while in office. One investigation aptly explains this openness of interpretation as "sentences and phrases that are the legal equivalent of genetically rooted baldness: their meaning, although determined at the very beginning, could only be discovered later". 2 After the American Revolution, the Founding Fathers "learned from their experience with the British and colonial governments was that liberty is threatened by executive power and safeguarded by legislative power". 3 At the inception of our nation the founders had a firm understanding of what they did not want the government to become, namely a monarchy subject to tyranny. What they did want it to be, arguably, was still unclear until they could begin to see the intricacies play out and come to life. This is the reasoning behind such vague wording of the powers and scope of responsibility.
In another way, Rossiter explains the creation of the office as incredibly subjective, allowing for individual flair, likening it to a "wonderful stew whose unique flavor cannot be accounted for simply by making a list of its ingredients". 4 According to his viewpoint, the ambiguity is an open invitation for each individual to mold the office and its purpose to their own personal style. Either way, one thing is concrete: there is no definitive answer pertaining to the specific and truncated rules and roles of the office.
As relating to who can become president, The Constitution of the United States outlines very little in terms of biographical description, less so even than the powers vested in the individual. In Article II, Section I, very simply states:
No person except a natural born Citizen, or a Citizen of the United States, at the time of the Adoption of this Constitution, shall be eligible to the Office of the President; neither shall any Person be eligible to that Office who shall not have attained the Age of thirty five Years, and been fourteen Year a Resident within the United States.
In other words, in our modern times, the only limitations of presidential biographical qualification to the office are that the person must be a citizen born in the United States and aged at least thirty–five years. While implicit, it is necessary to point out that there are no other factors within in this defining Article that inhibit any person of any gender, race, creed or sexual orientation from obtaining election. Within the classroom setting, it is incredibly important to remark upon this lack of definition as the opening of possibility to any and every person citizen of natural birth after they achieve a certain age.
After the general discussion (or brief refresher course, depending on the knowledge and retention of students) of the biography, rights, abilities and enumerated qualifications of the office of President, as well as the extreme ambiguity therein, students should be sufficiently able to move into the study and discussion of the elements and possibilities of pre–Presidential lives.
The Genre of Presidential Autobiography
The American Presidency is one of the most revered offices in the United States. Additionally, it well–known and commented upon globally. Many pundits and political science scholars discuss the office, its privileges and its limitations. When the process of electing a new candidate for office begins, it appears more and more time is being spent belaboring aspects of upbringing, personal history and experiences of those hoping to attain the lofty office of the Presidency. As we swiftly progress through the age of information, these questions of heritage, adolescence and background become both increasingly discussed and more readily available to be researched due to the proliferation and immediacy of the Internet. The ability to hear the President, in his own words, describe his life provides a special insight and a strict sense of legitimacy to the story.
Autobiography in itself is a tricky genre. The discerning reader must continually take into account the motivations and omissions, inadvertent or otherwise, that personal writing elicits. Autobiography becomes even more cumbersome as an additional lens of politics is overlaid. One scholar notes that presidents "use the words to define not only themselves but the way Americans see them". 5 Though many presidents, even prior to the modern age, have written autobiographies of some fashion or form, little by way of theoretical scholarship exists. The most useful study is a 2010 dissertation in which Allen Coe enumerates and analyzes the extended history of presidential autobiography. In this study he points out "approximately half of American presidents have produced either a full or partial narrative record of their lives, and recent presidential autobiographies have been released to full–scale media attention". 6 Those who hold the office of President clearly feel the need to describe their lives and upbringing, more often than not to justify choices, both in office and in life.
An opposing scholar questions the literary merit of such writings, pointing out that the form is not "universally applauded by professional historians or political scientists". 7 Luckily, for all intents and purposes of this curriculum unit, the audience is students seeking in some way to come to grips with elements of the human condition and experience. While in the grandest academic sense, there may be some questioning to the validity to the genre, masses of people throughout history who have found these narratives worthy of attention, even if only at the basest appeal to the sense of understanding the human comedy.
In terms of teaching this genre, reference to William Howarth's article, "Some Principles of Autobiography" provides a solid base upon which the educator can help students to organize and their observations about the texts read throughout the duration of this unit. He provides the analogy of autobiography as self–portraiture, from which one can extract three types of observation. These are those of: Character, Theme and Style. 8 For further reference to these elements, see lesson plan Three.
Abraham Lincoln's Autobiography
Abraham Lincoln wrote a brief autobiography of himself at the behest of an Illinois citizen, Jessie Fell, in December 1859 while he was running for office. 9 In a short, handwritten three–pages Lincoln simply explains his birth and early life, including the heritage of his parents. This short letter stands in contrast to many lengthy tomes other Presidents have produced. It may be productive to direct students toward a discussion as to the need for information overload about a candidate, or if this more simple and concise version is sufficient to decide one's vote.
Of specific interest to many students is the description of his schooling as "nothing to excite ambition for education". 10 Many students groan and complain about school as boring and will thus find this quotation relatable, if not also amusing. However, later Lincoln remarks "The little advance I now have upon this store of education, I have picked up from time to time under the pressure of necessity". 11 The lesson herein is one of the very American ideal of "pulling oneself up by the bootstraps". Though education was sparsely provided for Lincoln, he found it through his own desire and necessity to seek it out. This story of seeking out what one needs to be successful will resonate with students who may not have everything they've wanted or needed. Aspiration is a powerful and inspirational force and students who have less need to understand that they can be part of the American notion as well.
Outside of his comments on his schooling, Lincoln remarks upon the humble nature of his family, simply listing the family names and where they lived. Lincoln calls his parents heritage as, "of undistinguished families" reinforcing the modesty that is characteristic of the man. 12 This also reinforces the idea that one does not have to be of means to become President. Lincoln's families was not rich, nor were they well connected.
Additionally, Lincoln suffers the death of his mother at age six, showing readers, again, that he is able to overcome whatever he dealt. 13 These lessons are ones that students can connect and relate to. The loss of a parent comes in many forms, including divorce, death or remarriage. More often than not students in Southwest Philadelphia are dealing the trauma of the loss of a parent or guardian figure. This illustration will hopefully connect with students and empower them to not be held back by personal loss.
This short account is simply written and perfect for students to begin their interaction with presidential self–description. The humility and simplicity of this brief epistle also provides a good lesson on concise and modesty that is also important to express to students as they embark upon writing lives themselves.
My Life – The Autobiography of Bill Clinton
I was fascinated by people, politics and policy, and I thought I could make it without family wealth, or connections, or establishment southern positions on race and other issues. Of course it was improbable, but isn't that what America is all about?" 14
The story of William Jefferson Clinton is definitely one of determination. The central inquiry of this unit, who becomes President and how do they do it, is tackled head on in the statement above. Clinton decided he wanted to go into politics because he found it interesting and simply put, he did so. He remarks, "Sometime in my sixteenth year I decided I wanted to be in public life as an elected official". 15 His narrative is one of a poor boy from Arkansas who came from a family of no means and found his way through personal wherewithal into a life of politics.
His story is one of academic achievement, as well. Though he grew up in a family with a dead biological father and a drunken adoptive one, his mother made sure his education was seen after from a very early age. He often received high academic marks in school, helping him to rise to the top of his class. Recalling his first courses in college, he remembers his own enchantment with reading Macbeth. He shares an anecdote about visiting a classroom when running for governor and reciting lines he remembered from a previous age. Clinton remarks "I recited the lines for them, the words still full of power for me." 16 This further demonstrates Clinton's love of learning and breadth of knowledge. This anecdote serves to illustrate the perspective of earnestness and passion that characterizes Clinton.
This helped him attend Georgetown University and Yale Law School, as well as the high credential of Rhodes Scholar. This juxtaposes well with the lack of education Lincoln received as a boy and the seeming lack of motivation the young Barack Obama exhibited in high school.
Clinton's adolescence is filled with moments of opportunity sought and taken, from his involvement in student council to a Boys Nation trip to Washington, D.C. For students reading this text, connections exist between their own lives and the possibilities that are truly available to them, should they seek them out. Clinton's erudite momentum speaks to students who do have scholarly motivation as a counterbalance to Barack Obama's mid–high school slump (see below).
Bill Clinton became known for his Welfare policies during his presidency as well as his open–mind and awareness to matters of race. He discusses his early years in which he openly played with black children who came into his grandfather's store and his lack of realization that he was "the only white kid that did that". 17 His colorblindness and racial empathy is a current that runs throughout his life and his presidency. His story is one of toleration of difference and maintaining a positive outlook. This will serve as exemplary material for students to find both a relatable and empathetic character and role model in Clinton.
These stories are not to idolize or paint Clinton as a goody two–shoes. He had his fair share of fights, troublemaking at times, and most heart–wrenchingly, the problem of a drunk and abusive step–father at home. Despite these obstacles, Clinton chose to persevere and focus. This element of his life narrative is the motivational and uplifting piece that students will find some kinship with. Though they may not be dealing with the exact same issues, undoubtedly teenagers of all demographics find at least one stumbling block in their teen years which they must negotiate.
It's hard not to lose oneself in story of the Comeback Kid. The book has received criticism for Clinton's hefty $15 million advance, however, to discount its intent or integrity merely on money given in anticipation of (accurately predicted) success is seemingly trite and unwarranted. 18 While My Life in itself is a daunting tome, close to 1000 pages in its entirety, the first 100 or so provide excellent fodder for this project.
Clinton's voice is clear and concise, but simultaneously filled with compassion and appreciation for others. From the death of his biological father prior to his birth to the tumultuous relationships of his mother throughout his childhood, Clinton quickly paints his youth as painful and turbulent, but constantly rimmed with the silver lining of his own positive outlook. Perhaps he can afford to look back to the trials of his youth with rose–colored lenses with his two–term presidency and enormous financial success; however this does not mean there are not lessons that can be gleaned and imparted to students.
While many have hoped for some insight into the more juicy elements of Clinton's president, this book provides no such information. The end result here is a better insight into the aspects of Clinton's life that made him the person he is, rather than an expose of the mistakes and scandals that came out of his tenure as our nation's leader. While not groundbreaking, this is worth mention, particularly as some many be wary of using the text under the suspicion that it could include illicitly sexual material.
Barack Obama – Two forms of Life Narrative
There are two options for teaching the childhood years of Barack Obama: his autobiographical memoir, Dreams from my Father and a comic book biography, Presidential Material. Depending on the reading level and engagement of students, as well as the time constraints within the classroom, either or both texts provide a generous scope of Obama's life story and influences.
Dreams from My Father
The request for this text occurred after Obama's election as the first African–American president of the Harvard Law Review. This makes this text an interesting study in motivations of autobiographical writing, as there was not an overt political motivation upon his drafting of this memoir. Presidential biography scholar Allen Coe notes: "Obama's works have also earned praise for their literary qualities". 19 His words are a rich and worthwhile exploration in a literary or English/Language Arts classroom as a relevant and accessible example of well–written non–fiction prose in addition to the analytical aspects of biography.
The subtitle of Dreams from My Father reads: "A Story of Race and Inheritance". This narrative coming from our first president of African descent makes for a compelling story in which students in the inner–city classroom will find a foothold to find relevance in a very personal way. Many of them have experienced, or will experience, the same pitfalls and issues pertaining to being black in America. The multiculturalism of his childhood experience can also open up and uplift ideas to students who may feel that their own biography is a limitation as opposed to a gift.
President Barack Obama's first book, Dreams from my Father, is divided into three parts. While the book in its entirety is accessible to high school students from ninth grade and on, for the purposes of this unit, "Part One: Origins" provides the richest source material.
The first chapter of Origins outlines how his mother and father met and he came to be. He discusses his grandparents, who play a crucial role in his early upbringing. Next, Obama recounts his mother's remarriage to Lolo, an Indonesian man. Lolo gets along with the family and is kind and generous; however, soon the pressure of his job begins to affect him, causing strife between the couple, eventually ending in divorce.
It is during this time period that young Barack first recalls his mother's gentle teachings, such as telling him "If you want to grow into a human being you're going to need some values". 20 Perhaps this same voice was the one that echoed in his head years later when, after moving back to Hawaii to attend grade school, Barack found himself apathetic and disenfranchised. She confronts him, asking "Don't you think you're being a little casual about your future?" 21. This conversation resonates with Obama as he finds himself in a low places, particularly, as he notes, during periods of drinking and drug use. His mother's voice and sense of morals that she instills within her son help guide him throughout his life. This lends for an excellent discussion with students about adult guidance and influence in their lives.
Additionally, as explained in the anecdote above, the fact that Obama himself was not the over–achieving joiner in high school (much unlike Clinton) and made mistakes and took chances along the way helps to make him a more relatable character for students to engage with. The apathy of Obama's high school years juxtaposed with his personal success and literary merit will certainly speak to students who may find themselves struggling to find success or motivation toward success in their own youths. They see him struggling with many of the same issues that they struggle with in the first six chapters, and in this parallel to their lives there is hope that students will find inspiration and motivation to drastically alter the course they think their lives are on.
Similarly, while at college, Obama cries out, "Don't you know who I am? I'm an individual", 22 during a phase of self–discovery and exploration of the constructs of racial actualization. The moment from the bottom of page 99 to mid 100, in which Obama rifts momentarily on minorities being engulfed by the dominant majority, is a prime candidate for close reading and passage study, especially within an urban classroom. Recalling that the aim of this unit is for students to examine how one ascends to the office of the Presidency in the United States, it is important to point out the discordance that our current President felt as an adolescent and young man, and invite students to see these as places with which they can not only engage with the story but also compare and contrast Obama's life with their life and near future.
Presidential Material
Designed for the presidential election of 2008, the biographical information from Obama's Dreams from my Father is illustrated and collected in comic book form to create a decent stand–in or excellent augmentation to the Part One: Origins reading selections. Written prior to his election as President of the United States, the traces Obamas life through his childhood and college years, ending at his clinching of the Democratic Presidential nomination.
Spanning only 28 pages, I envision this text to be used as a comparative lesson in the problem of reducing a story too much. Student can comment upon the loss of girth to Obama's story and arguably the impact that has on the case we will make as a class, answering the question of who can become president and what biographical aspects they should seemingly have in place.
However, as mentioned previously, this text could work as a stand in for struggling readers or as an alternative option for scaffolding within an inclusion classroom.
Eagle: The Making of an Asian–American President – A Graphic Novel by Kaiji Kawaguchi
Manga in America is a widely misconstrued genre of print entertainment. As one scholar points out there is a widely spread belief that manga is character with doe–eyes, filled with violence and overly sexualized images 23. While the Bambi–like eyes are present in many manga publications, and some do include sex or violence, to lump all publications into this single category is to do a disservice to the varied mass of books and magazines that exist. In Japan, it is well respected and read by all classes and generations of people.
Current and future students will have grown up in a time period of global entertainment in which they are familiar and accepting, as well as often knowledgeable, about the genre of manga. For further history and information on the genre, see Appendix.
Eagle is a graphic novel of a fictionalized account of the ascendency of Kenneth Yamaoka to president. Steeped in drama and often exposing the darker, manipulative side of politics, Eagle lends well to opening up the creative side of this unit.
While reading this graphic novel, the students will be able to envision a second story of a member of a minority rising to the role of President. Written in 2000, the idea of Obama as President was yet to be conceived. By drawing parallels between his election and the election of Kenneth Yamaoka student will further be able to expand their understanding of the non–fiction texts they have read. Additionally, as one review states, the manga series helps to actualize and visualize a world in which someone viewed as Other within the realm of American politics could become President. 24 Because this is a manga novel written originally for Japanese readers, there are brief moments where the more complicated factors of American politics, such as the Electoral College, are explicitly explained. This is useful for the American student reader as well because these definitions and explanations help the student gain a further grasp of the political system that they are studying.
To coincide with the themes of the other readings in this unit, once again students will see the recurrent idea that one can come from nothing and become something. This is important and worthy of reinforcement because so frequently in their lives they are signaled that they cannot be successful, be it by the media, their government, their peers/community, and sometimes, sadly even their teachers/educational system.
Again, as in the case of Presidential Material, students will easily buy into this text, as they will find it engaging and relevant. Particularly in this case, while they believe they are taking the "easy" way out by reading a book with pictures, they are in fact taking on a very challenging text and set of assumptions without realizing the hard work they are doing.
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