The American Presidency

Activities

Here are several started questions that may be used as formal assessments upon completion of the unit. Today the president controls much of the American military and foreign policy. Is this contrary to what the Founders believed? Discuss.

If a new constitutional convention were to be called today, how would you rewrite the war powers? Which Articles or Clauses would you change? Would you alter the commander in chief clause to make it clearer? Would you be precise about the scope of executive power as it relates to foreign relations and military policy?

Former Secretary of Defense, Robert S. McNamara wrote a book about what he learned working for presidents Kennedy and Johnson. Director Errol Morris turned McNamara's book into a movie in 2003, The Fog of War. The documentary has McNamara in tears as he talks about the destructive force the U.S. levied against several countries under his guidance. I suggest using The Fog of War DVD, lesson 6 Get the Data and Lesson 7 Belief and Seeing are Often Wrong. These clips show the struggle to gather information during wartime. They also depict the quick pace at which decisions are made by the men in charge, showing little time to consult Congress.

The Original debate - Pacificus/Helvidius

Students can examine the language of the Pacificus letters and draw their own conclusions. They should highlight and look up words they do not know prior to a class discussion. Working in groups, students can counter Hamilton's arguments with something fitting for the time period, before they read Helvidius. Teachers may want to divide the class with one side reading Hamilton and the other side reading Madison. This will have to be a concise quick read so there is time for collaboration. It may be wise to keep the names and dates off the original work so the students do not go on the internet. They may need to move around the room to avoid the other group, and then the students can decide how to present their replies (perhaps 4 minutes to talk and listen to others and 2 minutes to respond). To involve all students, some can write on the board while others speak, or look for more evidence. Remind students that the Constitution has been ratified and George Washington is in office.

Rigorous Questions

Compare Hamilton's views in the Federalists Papers and Pacificus. Has he changed? How? How do you account for the different arguments?

Is Madison's position as Helvidius consistent with his views at the constitutional convention? Are there inconsistencies between 1787 and 1793?

Current Debates

On exercise is to have students take one of the following quotes and argue from the position of the author. I like to give students with a conservative point of view a liberal quote and encourage them to defend what they personally do not agree with. This allows all students to put themselves in someone else's shoes. Of course, they may state their own point of view after they give a summation of the key points. Another technique is to read the quote and have students gather in one area of the room if they agree, one area if they do not agree and a middle ground for the indecisive. Students will be excited to move around and interested in seeing who agrees with them. Point of view, an important tool for the AP exam, can be taught this way. Some students may come to class with a quote that was taken out of context. This is a great opportunity to talk about reliable sources and the importance of primary documents.

"President Obama is facing criticism that crosses the political divide for not seeking Congressional authorization before ordering the American military to join in attacks of Libyan air defenses and government forces." ³⁰ New York Times, March 21, 2011

"My request for congressional support did not, and my signing this resolution does not, constitute any change in the longstanding positions of the executive branch on either the President's constitutional authority to use the Armed Forces to defend vital U.S. interests or the constitutionality of the War Powers Resolution." President George Bush, The White House 2002

"the time has come to determine whether we continue to place most of our eggs in the sanctions basket...[which] would possibly avoid the risks and costs of war, or whether we raise the pressure on Saddam by pressing ahead on both the military and diplomatic tracks." George H.W. Bush, October 30, 1989