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Transcript of PC1 War Adams
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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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What argument was NOT made in support of the Alienand Sedition Acts?
1. Personal attacks against public officials are athreat to public order.
2. Punishment of seditious speech did not violatefreedom of the press, which merely prohibited
prior restraint of speech.
3. In time of crisis, it is necessary to take strictmeasures to defend the stability of government.
4. These acts are constitutional because they apply toboth political parties equally.
5. Not sure
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War and the Constitution
Constitutional ConnectionActivity, p. 34
Students analyze excerpts of
the Constitution to reviewthe Presidents authorityas Commander in Chief.
Please skim this activitynowhow would it workfor your students?
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War and Civil Libertyessay by ProfessorRobert M.S. McDonald,
Ph.D.Dr. McDonald is
Associate Professor of
History at the UnitedStates MilitaryAcademy.
War and the Constitution
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Commander in Chief:War and the Constitution
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Commander in Chief:War and the Constitution
Mini-Documentary
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John Adams and the Alien andSedition Acts, p. 40Read Handout A: John Adams and the Alien
and Sedition Acts (p. 42-43) and answer thequestions.
1. Why did President Adams want to quietsupport for the French in the United States?2. What were the Alien and Sedition Acts?3. What were arguments for and against the
constitutionality of these acts?
4. Do you believe the Alien and Sedition Actswere constitutional? Why or why not?5. Do you think that the threat of war justifies
limits on civil liberties? If not, why? If so,what kinds of limits would be
constitutional?
John AdamsbyJohn Trumbull,
1793
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A. Dinner Party! Use the 6Dinner Party Guestscards to become familiarwith your identity.
B. Form groups based oncard coloreach groupshould be made up of sixdifferent individuals.
C. Introduce yourselves,remain standing andmingle as though at adinner party.
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A. Using Handout C: Dinner Party
Conversation(and your ownpaper), sit down and writedown five questions (onequestion each for the otherpeople at the table). Use not only
the information on your dinnerparty card, but also your ownknowledge as well asinformation from Handout A.
B. Proceed with the conversation,asking questions of each otherand responding.
C. What was the most importantquestion you received, and what
was your response?
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A. To wrap up dinner, prepare to make a
toast (or a roast) to President JohnAdams. Use irony or humor! Toasts should include mentions of Adams
accomplishments and the guests opinionsabout them. A guest who supported the
Alien and Sedition Acts might say: To mygood friend John, who kept us out of war,and kept us civilized.
Roasts: To His Majesty Adams, who couldwait barely a year in office before
trampling upon our most sacred rights.
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Homework, p. 41Have students write two or threeparagraphs in response to the following prompt:
Why does history seem to blame the Presidentwho is not a lawmakerfor bad laws?
ExtensionsWhile the Virginia and KentuckyResolutions condemned the Alien and Sedition Acts,ten of the fourteen states responded to thoseresolutions by issuing proclamations thatcondemned state interference with federal law,and, in some cases asserting the constitutionality
of the Alien and Sedition Acts. Have students readthe Virginia and Kentucky Resolutions as well as theresponses of Rhode Island and New Hampshire inresponse to the Virginia and Kentucky Resolutions.How do the arguments compare and contrast? Thedocuments can be found atwww.ArticleII.org/War/Units.
John Adams and the Alien and Sedition Acts
1799 SeditionIndictment ofMeyer andFahnstock,publishers of aGerman-
languagenewspaper
http://www.articleii.org/War/Unitshttp://www.articleii.org/War/Unitshttp://www.articleii.org/War/Units -
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The Issues EndureHave students write a two tothree page essay in response to the followingprompt: One historian describes a rampant fear of the
enemy within during the time the Alien andSedition Acts were passed. Has thisdescription applied at other times in U.S.history? Does it apply today? Explain.
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What argument was NOT made in support of the Alienand Sedition Acts?
1. Personal attacks against public officials are athreat to public order.
2. Punishment of seditious speech did not violatefreedom of the press, which merely prohibited
prior restraint of speech.
3. In time of crisis, it is necessary to take strictmeasures to defend the stability of government.
4. These acts are constitutional because they apply toboth political parties equally.
5. Not sure
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in your classroom
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