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  4. What Limits Should There Be On The Emergency Powers of the President?

What Limits Should There Be On The Emergency Powers of the President?

Lesson Author
Required Time Frame
Up to four 45 minute class periods
Grade Level(s)
Lesson Abstract
Discuss and Research Emergency Powers of the President
Rationale (why are you doing this?)

It is important for students to see how the Separation of Powers and the system of Checks and Balances work and evaluate their effectiveness in the modern world.

Lesson Objectives - the student will

Articulate and/or evaluate arguments for and against Presidents using Emergency Powers in specific situations by using the Constitution and laws of the United States as a guide.

District, state, or national performance and knowledge standards/goals/skills met

Missouri 6-12 Social Studies Grade Level Expectations: (Governmental Systems and Principles: 9-12 Government: Theme 3: D)
Describe and give examples of how the constitutional principle of checks and balances limits the powers of government.

Secondary materials (book, article, video documentary, etc.) needed

Overview of Presidential Emergency Powers (With Editorial) https://www.theatlantic.com/magazine/archive/2019/01/presidential-emergency-powers/576418/

List of Times Emergency Powers Have Been Used Since 1970’s https://www.theatlantic.com/magazine/archive/2019/01/presidential-emergency-powers/576418/

Overview of President Truman attempting to take over steel mills in 1952: https://www.crf-usa.org/bill-of-rights-in-action/bria-4-4-b-seizure-truman-takes-the-steel-mills.html

News Story on Federal Judicial Ruling on President Trump’s use of Emergency Powers to appropriate funds for a border wall: https://www.cnn.com/2019/05/24/politics/federal-judge-trump-border-wall/index.html

Primary sources needed (document, photograph, artifact, diary or letter, audio or visual recording, etc.) needed

Supreme Court Ruling on Truman’s Actions in Steel Company Takeover Youngstown Sheet & Tube Co. v. Sawyer, 343 U.S. 579 (1952) https://supreme.justia.com/cases/federal/us/343/579/

Discussion and Summary of National Emergencies Act by President Ford’s staff 1976: https://www.fordlibrarymuseum.gov/Library/document/0055/1669500.pdf

Constitution of the United States:
https://www.law.cornell.edu/constitution/index.html

Fully describe the activity or assignment in detail. What will both the teacher and the students do?

• The teacher will lead a discussion on Constitutional Powers of the President: Where are these powers found? Explain that through the years, Presidents have used “Emergency Powers” for various reasons. Examples might include Lincoln’s suspending the writ of habeas corpus during the Civil War or FDR interning Japanese Americans during WWII, or George W. Bush taking actions against suspected terrorists after 9/11. Discuss the following:

1.) What is the Constitutional basis for Emergency Powers by the President?

2.) Can a President go too far in exercising Emergency Powers? Explain.

3.) How can the Legislative and Judicial Branches “check” or “balance” a President’s use of Emergency Powers?

 

• Students will research the history of Emergency Powers using the Primary and Secondary Sources provided.

• Scenario: Assume that President Trump’s declaration of a national emergency on the Southern Border and use of funds to build a border wall without Congressional appropriation is appealed to and accepted by the U.S. Supreme Court. Hold a moot court by assigning a small group of students to argue on behalf of the Trump Administration, another small group to argue on behalf of ranchers/property owners/environmentalists/ Congress to argue against the Constitutionality of the President’s actions, and a group of up to nine people to sit on the Supreme Court. Lawyers for each side will be allowed approximately 5 minutes of testimony to convince the justices of the constitutionality or unconstitutionality of the President’s actions. The justices may ask questions of the lawyers and then will confer and reach a decision. Note: Moot court involves a simulated appellate court (appellate advocacy) or arbitral case, which is different from a mock trial that involves a simulated jury trial or bench trial (trial advocacy). Moot court does not involve actual testimony by witnesses, cross-examination, or the presentation of evidence, but is focused solely on the application of the law to the scenario or case in question. (Adapted from Wikipedia) Stress that In this scenario, the lawyers are not arguing over whether building a wall is a good or bad thing, but, rather, whether the President has the Constitutional authority to go about it in the way he is doing it. In other words, is this an appropriate use of “Emergency Powers” under the Constitution?

Assessment: fully explain the assessment method in detail or create and attach a scoring guide


Moot Court Reflection/Assessment (From Street Law) Name______________________________

Directions: Read the prompts below and answer each with specific details from your moot court experience.

1. Explain the role you played (in detail) during the moot court.

2. Summarize the case, including background facts and central issue.

3. Did your role have any influence on the decision? Explain why or why not.

4. Name 3 specific things you learned from the moot court experience.

1)
2)
3)

Reflection Grade_______

Moot Court Performance Rubric                          Name______________________________

 

1

2

3

4

Use of preparation time

Did not participate.

Played an ineffective role during preparation time for moot court.

Played an effective supporting role during preparation time for moot court.

Played an effective leadership role during preparation time for moot court.

Actual performance

Did not participate.

Played an insufficient role during moot court. 

Played a supporting role during moot court. Performance was competent and confident.

Played a central role during moot court. Performance was competent, confident, and enthusiastic.

Demonstration of knowledge

Did not participate.

Demonstrated an insufficient understanding of the case and the law related to the case.

Demonstrated an adequate understanding of the case and the law related to the case.

Demonstrated a deep and thorough understanding of the case and the law related to the case.

Team work

Did not participate.

Did not work effectively with other students.

Worked effectively with other students.

Worked very effectively with other students, helping others when appropriate.

 

                                                          Performance Grade_________