GEORGE W. BUSH, "SECOND INAUGURAL ADDRESS" (
TEACHING AND LEARNING MATERIALS
A. Discuss the merits of a doctrine of preemption in terms
B. Indicate the ways in which the Bush Doctrine reflected the other presidential doctrines, including the Monroe Doctrine, the Roosevelt Corollary, the Truman Doctrine, the Nixon Doctrine, and the Reagan Doctrine. Next, indicate the ways in which the Bush Doctrine differed from the more historical ones.
C. Discuss the notion of the balance of powers on matters of war. To what extent should Congress have a role during wartime? Has Congress historically given over too much power to presidents during wartime? Be prepared to offer evidence to support your claims.
D. Should the
E. Discuss the merits of the Bush Doctrine. Given the controversy surrounding the doctrine at home and abroad, detail the reasons why the doctrine was so controversial.
F. Should presidents use the inaugural address to articulate policy initiatives or should such ceremonial occasions be reserved more for pomp and circumstance, celebrating a patriotic spirit and the commencement of a new administration or new presidential term?
G. Discuss President George W. Bush's use of the fire metaphor to characterize freedom as well as the events of September 11, 2001. How can the same metaphor be used to characterize an American ideal as well as a moment of deepest national crisis? What is it about the notion of "fire" that allows it to be used in such positive and negative ways? Do you think that the diverse use of the fire metaphor works effectively in President Bush's Second Inaugural Address?
H. When reading President George W. Bush's public speeches,
images of manifest destiny are readily apparent. Are such images a legitimate
A. Trace the underlying assumptions expressed in the
presidential doctrines discussed in the essay. How have such assumptions
evolved and changed from the early nineteen century to the early twenty-first
century? What assumptions still remain? What assumptions are no longer evident?
What assumptions are new? Take a position on which assumptions you believe are
most significant for democratic nations, particularly
B. Research the history of the United Nations and the
C. Locate a copy of the Federalist
Papers and identify the ways in which its authors talk about the balance of
powers between the legislative and executive branches during wartime. Compare
the balance of powers during the
D. Research the circumstances surrounding the War Powers Act
of 1973. What conditions led to its passage? Did the Act impact future military
operations in the
E. Compare President George W. Bush's June l, 2002, Graduation
F. Locate three scholarly sources that support the Bush Doctrine and three sources that challenge it. After considering all of the arguments, write a position paper that identifies your position on the presidential doctrine.
G. Develop classroom debates surrounding the following
policy propositions. For each proposition, participants should trace the
history of the topic and support all of their arguments with credible evidence,
including the use of examples from past
Resolved: A doctrine of preemption
is never justified as a key strategy of
Resolved: The United States should act unilaterally without the support of the United Nations.
H. This unit talked about six presidential doctrines--Monroe
Doctrine, Roosevelt Corollary, Truman Doctrine, Nixon Doctrine, Reagan
Doctrine, and the Bush Doctrine. Are there other presidential doctrines that
were not addressed in this unit? Conduct a search to see if other presidential
doctrines exist in
I. At the nation's beginning, a commitment to neutrality was
a key feature of
A. Locate the Internet sites of your senators and representatives in the U.S. Congress to identify their positions on existing wars that either the United States is currently fighting (e.g., Iraq, Afghanistan) or that are taking place throughout other parts of the world. How do they justify their positions? Is the issue a key component of their issues page?
B. Review the Web site of an archival depository like the Library of Congress, the National Archives, a presidential library, or a state historical society and identify the ways that such sites provide resources for research projects related to the study of presidential doctrines (e.g., Monroe Doctrine, Roosevelt Corollary, Bush Doctrine).
C. Conduct an Internet search and identify grass roots groups, lobbying organizations, or private corporations that seek to challenge U.S. acts of war and those that seek to offer support of U.S. activities during wartime. Compare their mission statements to identify the different assumptions of the groups.
D. Visit a museum or library that features exhibits on
E. The National Archives and Records Administration features
an on-line exhibit dedicated to the Monroe Doctrine. Visit this Web site and
read through the materials contained on the site: http://www.ourdocuments.gov/doc.php?flash=true&doc=23.
How is the doctrine remembered in
F. Visit the Harry S Truman Presidential Library: http://www.trumanlibrary.org/. Search
the Web site to see how the Truman Doctrine is portrayed. How does the library
portray its importance to the Cold War? How is its legacy for
G. Visit the Web site of the Voice of America (VOA), the official
news station of the