pc1 war wilson

7/31/2019 PC1 War Wilson

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Presidents and the Constitution:Commander in Chief

The curriculum, Presidentsand the Constitution, was

made possible bygenerous grants from theNational Endowment for

the Humanities through itsWe the People program, as

well as from Dr. JohnTempleton.


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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 I Units

WarSlavery

Chief Diplomat

Federal Power

Electing the President


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Back of the book resources

Answer KeyAppendix A: The Declaration

of IndependenceAppendix B: The ConstitutionAppendix C: The Bill of RightsResourcesSpecial Thanks

Image 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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In which case did the Supreme Court rule constitutionalthe Espionage Act, which placed significant restrictions

on speech and press during wartime?

1. Ex parte Merryman

2. Ex parte Milligan

3. Adams v. Callender

4. Schenck v. U.S.

5. Not sure


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Wilson and the Espionage Act, p. 56

Critical Engagement Question:

Was the Espionage Act of 1917, signedinto law by President Woodrow Wilson,a constitutional war measure?

Objectives:

Understand Wilsons fear of the poison ofdisloyalty.

Understand challenges to civil liberties

associated with WWI.Assess constitutional limits on free speechand whether they change in wartime.

Evaluate the constitutionality of the 1917

Espionage Act.


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Wilson and the Espionage Act, p. 56

Background/Homework: Read Handout A: WoodrowWilson and the Espionage Act, (p. 59-60) and, as timepermits, consider the Critical Thinking Questions.


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Wilson and the Espionage Act

Warm Up:

A. Print out or project images of posters found at www.ArticleII.org/War/Units

B. Have students examine the images and conduct a large group discussion to answer thequestions:

What is the topic of these posters?

How are the different individuals portrayed? Why? What is the goal of these posters?

What can you conclude about the tenor of the timesin the U.S. before the country entered World War I?

What is the topic of these posters?How are the different individuals portrayed? Why?What is the goal of these posters?What can you conclude about the tenor of the times in the

U.S. before the country entered World War I?

Images of posters found atwww.billofrightsinstitute.org

Presidents and the Constitution link
http://www.articleii.org/War/Unitshttp://www.billofrightsinstitute.org/http://www.billofrightsinstitute.org/http://www.billofrightsinstitute.org/http://www.billofrightsinstitute.org/http://www.articleii.org/War/Units


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Have a student assume the personaof Wilson and dramatically readthe excerpt from his 1915 State ofthe Union Address on Handout B:

Wilsons Request.


Distribute Handout C: The EspionageAct (1917). Read the law and clarify

any questions students have.

poison of

disloyalty

we are withoutadequate federal

lawsSuch

creaturesmust becrushed out


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A. Read Handout D (P. 63): NoConscription Newsletter What is this newsletter asking

you to do? Did the author of the No

Conscription newsletter violatethe Espionage Act?

B. Tell students that next class they willput the newsletters author, EmmaGoldman, on trial. DistributeHandout E: The Trial of EmmaGoldman.

C. Assign the following roles:

Narrator Emma Goldman Lead Counsel for Miss Goldman US Attorney Leon Frank Czolgosz President Woodrow Wilson

Four judges



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Handout E (along withadditional exhibits andresources fromwww.ArticleII.org )

The Trial of Emma Goldman,a scripted role play.

http://www.articleii.org/http://www.articleii.org/


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D. Students may stick to the script or add to it as

appropriate.E. Additional roles: (See www.ArticleII.org )

assistant counsel to the attorneys on either side

law clerks for the judges

Theodore Roosevelt J. Edgar Hoover

congressional supporters of the Act

World War I soldiers

Kate Richards OHare

Rose Pastor StokesF. Have students file amicus briefs (e.g. short, historically

accurate statements in support of either the prosecutionor the defense.)

http://www.articleii.org/http://www.articleii.org/


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Debrief :

Did Emma Goldmanbreak the law?


Was the Supreme Courtcorrect to uphold herconviction under theEspionage Act?

Was the law she wasaccused of breaking, theEspionage Act,constitutional?

Palmer Raids


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HomeworkEvaluate the Supreme Courtsactions regarding theEspionage Act and Emma

Goldmans conviction.Essay topic: What if theEspionage Act were passedtoday?

Extensions1917 film: Spirit of 76

Robert Goldstein

Trial of Sacco & Vanzetti



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The Issues EndureStudents investigate

Palmer Raids

Violations of civilliberties during

WWII, Vietnam War,War on Terror

Do laws excused on the

plea of necessity inwartime in fact tend tobecome the fixed rule

once war is over?

2007 letter requiring thatcertain email records besurrendered to the FBI


16/17

In which case did the Supreme Court rule constitutionalthe Espionage Act, which placed significant restrictions

on speech and press during wartime?

1. Ex parte Merryman

2. Ex parte Milligan

3. Adams v. Callender

4. Schenck v. U.S.

5. Not sure


17/17

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To use ourcurriculum

To let us know howthese resources work

in your classroom

To pilot or evaluate

our curriculum

pc1 war wilson

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