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.
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.
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.
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
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
• 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?
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_________ |