Nixon and Limits of Executive Power

This is a mid-unit assignment for dual credit U.S. history students studying the Nixon era and Watergate.

1. The teacher will have provided background information about

• Nixon's general domestic and foreign policies as president until 1973
• the press' relationship with Nixon, in particular New York Times Co. v Nixon.
• the background to this article series. Briefly discuss the nature of the article using the first two sections of the document analysis sheet from the National Archives: https://www.archives.gov/files/education/lessons/worksheets/written_document_analysis_worksheet.pdf
• the above analysis will include information about the author of the New York Times (John Herbers) and the senator (Sam Ervin) who had the series of articles read into the Congressional record

2. Students will summarize the article they read by using the 5-3-1 document analysis tool available here: https://www.weteachnyc.org/resources/resource/5-3-1-document-analysis/.

This may be done in groups using the jigsaw method of cooperative learning and then shared as a class.

Jigsaw strategy - teacher can decide which strategy is best for his/her classroom. The articles are lengthy for 7-8 pages. Teacher can choose just one article or may choose to have different groups read different articles. If a single article is chosen, teacher may decide to divide up the article and have groups just read part of the article. The jigsaw strategy is explained here:
https://www.streetlaw.org/teaching-strategies/jigsaw

1. Assign students into at least 4 groups of 4. Teachers will have to accommodate based on the number of students in their classroom. The 5-3-1 document analysis can be done with fewer than 4 students, if necessary.

2. Then assign one student in each home group to read each article.

3. Now ask students to move so they are sitting with others students who will read the same article. These new groups are called expert groups. Students assigned to the first article should sit in one area of the room, and the second in another area, etc.

4. Give each expert group the reading about their topic. Ask students to read it and discuss it with their group members. They should then complete the 5-3-1 worksheet to help them decide which portions of the material the students in the other groups need to learn about. They should also create a list of talking points.

5. After the allotted “expert” time, ask students to return to their home groups. Each student will be asked to spend 5–7 minutes teaching their other home group members about their article. Other students should not copy the papers of the experts. Instead, they should listen, take notes, and ask questions.

6. After students teach their home groups, every student should have studied one case or concept in depth and learned about several others.