Faithfully Execute: The President as Enforcer of the Law

The curriculum, Presidents and the Constitution, was made possible by generous grants from the National Endowment for the Humanities through its We the People program, as well as from Dr. John Templeton.

Presidents and the Constitution

Each unit includes Scholarly essay

Primary source activity focusing on Article II

Lessons to show how three different presidents understood and exercised their constitutional powers

Volume II Units
War

Chief Enforcer
Impeachment Federal Power Transfer of Power

Back of the book resources

Answer Key Appendix A: The Declaration of Independence Appendix B: The Constitution Appendix C: The Bill of Rights Resources Special Thanks Image Credits National Standards

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

8. Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).

Indian Removal
Which of these did President Andrew Jackson refuse to enforce? 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

Andrew Jackson and Indian Removal

Critical Engagement Question (p. 78): Did a series of President Andrew Jacksons decisions regarding Indian Removal conflict with Americas constitutional principles and civic values? If so, how? Handout A: Andrew Jackson and Indian Removal

Andrew Jackson and Indian Removal

What are some of Americas most important principles and values? Develop a definition for each.
Honor Respect Property rights

Majority rule while respecting minority rights Separation of powers Equal treatment under law Responsibility

Popular sovereignty
Representation

Andrew Jackson and Indian Removal

Petition of the ladies of Steubenville, Ohio: To you (Congress), then, as the constitutional protectors of the Indians within our territory, and as the peculiar guardians of our national character, we solemnly and earnestly appeal to save this remnant of a much injured peopleand to shelter the American character from lasting dishonor. Why were the petitioners concerned about lasting dishonor to the American character?

Working with a partner or two, and using the essay, Andrew Jackson and Indian Removal, complete Handout B.

Andrew Jackson and Indian Removal

Discussion Questions: Handout C 1. Should Jackson have signed the Indian Removal Act into law? 2. What action, if any, should Jackson have taken to enforce the Supreme Court decision that Georgia laws had 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? The Senate? The people? 5. Jackson believed that each department of government had 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 just or right? 7. What should the people do when powerful branches of government do bad things?

Andrew Jackson and Indian Removal

Homework Have students research and write one-pagers to follow up on the discussion questions. Extensions 1. Students analyze Jacksons Second Message to Congress (available at www.ArticleII.org/units/enforce. ) 2. Students consider whether Indian Removal could have taken place after the passage of the Fourteenth Amendment? the bombing of Pearl Harbor? the passage of the Civil Rights Act of 1964?

Indian Removal
Which of these did President Andrew Jackson refuse to enforce? 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

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