Divided Loyalties?

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Charles Curtis, member of the Kaw Tribe and U.S. Vice President, 1929-1933
Question

Can a member of another sovereign nation, such as a Native American, serve as the President or on the U.S. Supreme Court?

Answer

According to The United States Constitution, “No Person except a natural born Citizen, or a Citizen of the United States, at the time of the Adoption of this Constitution, shall be eligible to the Office of the President.” Seems clear enough – but, what did the framers mean by “natural born Citizen?” What about those people who were born abroad to American citizens? If this statement is strictly construed, it may have excluded John McCain, Republican Presidential candidate in 2008, from serving as president. He was born in Panama while his father was serving in the U.S. Navy. Some scholars have wondered whether the phrase “natural born citizen” was meant to bar these citizens from serving as president.

The founders were deeply concerned about foreign influence, and it is possible that they carefully chose those words because they feared that a branch of their government could fall under the spell of a foreign nation. On the other hand, they may not have intended the phrase to exclude these citizens from serving as president.

Although the U.S. Constitution addresses citizenship as a requirement for the executive and legislative branches, it is silent on the citizenship status requirements for Supreme Court justices. If one were to interpret the Constitution narrowly, justices would not have to be citizens. However, it is unlikely that any president would nominate – or any senate confirm – a non-citizen to serve on the nation’s highest court. In the history of the court, six justices have been foreign-born. James Wilson, James Iredell, and William Paterson were all born overseas, but they came to America before the Revolution. David Brewer, who served on the Supreme Court 1889-1910, was born in Turkey while his American parents served as missionaries, therefore Justice Brewer was a United States citizen despite his foreign birth. Only two justices have been naturalized citizens. George Sutherland (1922-1939) was born in England, and Felix Frankfurter (1939-1962) was born in Vienna, Austria. Sutherland and Frankfurter’s families moved to the U.S. when they were children, and became citizens as adults.

But can Native Americans, as members of other sovereign nations, serve in these high federal offices? In 1924, Congress passed a law giving citizenship to all American Indians born in the United States. Thus, citizens of federally-recognized Indian nations hold a complicated citizenship status that allows them to exercise rights of citizenship in their own tribe, the state in which they live, and in the federal government. For example, a citizen of the Cherokee Nation, whose capital is Tahlequah, Oklahoma, can vote for their Principal Chief; for representatives to the Cherokee Nation’s Council; for representatives to the Oklahoma State Legislature; for Oklahoma’s Congressional representatives; and for the President of the United States. Moreover, a citizen of the Cherokee Nation – or any other citizen of an Indian nation -- can also hold any of these offices. Brad Carson, a citizen of the Cherokee Nation, represented Oklahoma in the House of Representatives from 2001 to 2005. Tom Cole, a member of the Chickasaw Nation, currently serves Oklahoma as a member of the House, and several other dual U.S./Native American citizens have served in Congress. Although no member of an Indian nation or tribe has ever been president, Charles Curtis, a member of the Kaw Tribe, served as Herbert Hoover’s Vice President (1929-1933). Therefore, it is certainly possible that, in the future, a president could also be a citizen of another sovereign nation – as long as it is one of the federally recognized Native American Tribes or Nations within the boundaries of the United States.

For more information

Beeman, Richard. Plain, Honest Men: The Making of the American Constitution. New York: Random House, 2009.

Duthu, N. Bruce. American Indians and the Law. New York: Penguin Books, 2008.

History Links:Citizenship and American History

Pommersheim, Frank. Broken Landscape: Indians, Indian Tribes, and the Constitution. New York: Oxford University Press, 2009.

Elizabeth Schaefer on a New Approach to President Lincoln

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Photo, Wash_DC_20090206_005, mutantMandias, Flickr
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Summer is often a time for professional development. Have you had a chance to learn new content and strategies and visit new places? Or revisit familiar content and places? Here's some of what our teacher-writer Elizabeth Schaefer took away from a summer professional development experience in Washington, DC.

A New Angle on Lincoln and the Civil War

As you plan out your next Civil War unit, consider approaching it from a new angle, a different place. The place, Lincoln's Cottage, is tucked up on the edge of northwest Washington, DC, alongside the Soldiers' Home and is now part of the Armed Forces Retirement Home complex. It was Abraham Lincoln's summer retreat and where he spent a large portion of his presidency. Lincoln's Cottage was closed to the public until 2008 but has opened its doors to tell a fresh story about the humanity of one of the country's greatest presidents.

Lincoln's Cottage in the Classroom

The story of Lincoln's cottage is a human story—one that students can understand. It was a place of personal refuge, grief, and contemplation. Lincoln lived there for a large portion of his presidency and very likely drafted the Emancipation Proclamation in the cottage. Using the cottage as something tangible, here are three themes that you could study in your class:

Lincoln and His Family:
Lincoln's Cottage is an ideal channel to ease students' imaginations into the Civil War unit. The Lincoln family left the White House and moved all of their belongings to the cottage after the death of 11-year-old Willie Lincoln. Paint the picture for your students—a grieving mother, a 9-year-old son who just lost his brother and best friend, and a father who is leading the nation through a civil war. A range of primary sources documenting each of these individuals exists and can be used to personalize the experience and create a human president that is less out of reach. On the cottage tour, visitors are asked to consider the significance of the cottage to a grieving family and the importance of reflection to everyone. The family continued to spend half the year there for the remainder of Lincoln's presidency.

War History:
During the Civil War, although Lincoln's Cottage was a comfortable distance from the heat and bustle of the city, the house was surrounded by reminders of war. Soldiers lived and camped in the surrounding areas and interacted with the family regularly.

This can aid understanding of what a civil war entails and how the impact on everyday life differed from the concept of war as we understand it in America today.

On the tour, there are fun accounts of Lincoln's encounters with soldiers and Tad Lincoln's friendships with them that students will greatly enjoy. There is also a soldiers' graveyard on the grounds. It did not exist when the family arrived, but by the time Lincoln was assassinated it was rapidly filling up with deceased young men. The cottage offers another avenue to consider the lives and deaths of the soldiers during the war.

Another way to look at the Civil War is through the position of this "retreat." A church bell tower within feet of the cottage was used to communicate with the forts surrounding Washington, DC, to warn of oncoming attacks. I suggest having your students find the cottage and the White House in relation to these Civil War forts. You can find maps and primary source materials at http://www.nps.gov/cwdw. This can aid understanding of what a civil war entails and how the impact on everyday life differed from the concept of war as we understand it in America today.

Historic Changes:
Another theme to consider is how America has changed over time. This will have special impact if your students are in the Washington, DC, area, but the big ideas likely translate to any city. The Lincolns fled to the cottage largely because Mary Todd blamed the horrible conditions of DC for the death of her son. There was a canal flowing directly in front of the White House, and the conditions were unsanitary—hot, bug-ridden, and dirty. Willie is believed to have died from typhoid fever. Not only does this paint a clearer picture of what the cities, hospitals, and battlegrounds were like during the war, it also makes an excellent introduction to the Progressive era and its urban reform campaigns.

What do we not understand about each other? What can we never fully understand from our position in time?

The cottage provides a canvas to humanize the president, but it also provides an opportunity for historic perspective-taking. These figures were living in the 1800s and had things in common with us—grief, fear, the need for quiet time—but what do we not understand about each other? What can we never fully understand from our position in time? Lincoln is assassinated at Ford's Theatre with no real security there to stop Booth's shot. Before that, for six months out of the year, he commuted the three miles between the cottage and the White House on horseback, often alone. This is an excellent opportunity to discuss why this could not happen today. What has changed about technology and what lessons have we learned? How would our understanding of the world be different if a president had never been assassinated? Are there things in the world that we take for granted until something bad happens and everything changes (i.e. security regulations)?

Visiting Lincoln's Cottage

The cottage is a unique historic site because, as explained on the tour, the National Trust "chose to furnish the cottage with Lincoln's ideas rather than his things." Sure enough, as you walk through the space, the rooms are basically empty and, with the help of technology, the rooms are used as platforms for discussion. Within the education center, students can participate in a roleplaying activity to discuss Lincoln's cabinet and their role in emancipation. The site offers free buses for DCPS and DC charter schools. Directions and further information can be found at www.lincolncottage.org.

Acknowledgements

I was introduced to this site by the Civil War Washington Teaching Fellows, led by a collaboration of small historic sites within Washington, DC, including Lincoln's Cottage, Ford's Theatre, Frederick Douglass House, and Tudor Place. They provided a wealth of information and resources about the Civil War and each added something to this post.

Callie Hawkins represented Lincoln's Cottage and through her understanding of its importance to President Lincoln, breathed life into the site and demonstrated its endless educational possibility.

Bibliography

Bayne, Julia Taft. Tad Lincoln's Father. University of Nebraska, 2001. A memoir on the Lincolns' family life.

Pinsker, Matthew. Lincoln's Sanctuary: Abraham Lincoln and the Soldiers' Home. New York: Oxford UP, 2003. This book captures the story of Lincoln's Cottage in detail.

For more information

Field trips may be out of the reach of many teachers, but historic sites can still offer rich teachable resources. Maybe you or your students can learn about opportunities to help preserve and pass on history in your area, or you might design an individualized field trip for students to pursue in their own time, at their own pace.

Reminding students that people in the past differed from us in as many ways as they resembled us can be difficult. A research brief on reading Abraham Lincoln shows how students (and teachers) use modern-day frameworks of thought to approach historical sources. How can you challenge students' assumptions about how people in the past thought, felt, reasoned, and expressed themselves?

Why Did President Polk Want War with Mexico?

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Reading the News from Mexico
Question

Can anyone please tell me what were President James K. Polk's motivations about the war with Mexico? What were his views on the war as opposed to the general American public view in the 1840s?

Answer

George Bancroft, Secretary of the Navy under Polk, recalled many years later that Polk had announced in 1845 near the beginning of his presidency that the acquisition of California was one of "four great measures" he hoped to accomplish while in office. Historian Sam W. Haynes has identified Polk as a "fitting representative" of the "expansionist impulse" known as Manifest Destiny. As a condition of the Treaty of Guadalupe Hidalgo, which ended the Mexican War, the government of Mexico ceded to the U.S. a vast amount of territory that included the present state of California.

Manifest Destiny

The term Manifest Destiny appeared in print for the first time a few months following Polk's inauguration in an editorial published in the Jacksonian United States Magazine and Democratic Review calling for an end to political strife regarding the recent vote in Congress over the annexation of Texas, a hotly contested issue that figured prominently in the election Polk won. The author of the piece, the journal's editor, John L. O'Sullivan, pointed out that England and France had interfered with the process of annexation "for the avowed object of thwarting our policy and hampering our power, limiting our greatness and checking the fulfillment of our manifest destiny to overspread the continent allotted by Providence for the free development of our yearly multiplying millions." In a diary entry recorded later in 1845, Polk, a Jacksonian Democrat, identified this view with that of the general public, writing that "the people of the United States would not willingly permit California to pass into the possession of any new colony planted by Great Britain or any foreign monarchy."

Manifest Destiny remained inchoate, undefined, an effusive, bumptious spirit rather than a clearly articulated agenda for empire.

Haynes writes, "In 1845, for both President Polk and the public at large, Manifest Destiny remained inchoate, undefined, an effusive, bumptious spirit rather than a clearly articulated agenda for empire." In addition to reflecting anxieties over European nations controlling parts of the American West, Manifest Destiny, as interpreted in the works of numerous historians, expressed a number of other diverse fears, beliefs, visions, goals, and interests of divergent segments of the population. Surveying the work of a number of scholars, John C. Pinheiro states in a recent book that while one prominent historian of Manifest Destiny, Frederick Merk, identified "a belief in a religious-like republican mission as the primary motivation for American expansion," others have posited that many Americans imbued with the spirit of Manifest Destiny "desired only to ensure freedom for themselves or to encourage the United States's development as a white, Anglo-Saxon, and Protestant republic." Some historians have argued that desires for specific diplomatic and economic outcomes were the prime motivations for Manifest Destiny, while others have emphasized racism, anti-Catholicism, and Jacksonian doctrines derived from Jeffersonian principles as dominant factors.

Many historians agree that the doctrine spread quickly, especially throughout the North and West, through the institution of the penny press, which had begun to proliferate during the previous decade. Some historians, however, have objected to the use of such a vaguely defined term to adequately characterize U.S. expansionism during this period.

Public Opposition to the War

While the public's fear of foreign involvements in continental North America may have concurred with Polk's agenda, the war he fought against Mexico that began in May 1846 and concluded in February 1848 sparked widespread criticism throughout political, journalistic, and literary circles in addition to strong support. Following the annexation of Texas, the Mexican government had severed diplomatic relations with the U.S. Polk subsequently sent an envoy, former Louisiana congressman John Slidell, to Mexico to try to resolve disputes over the Texas boundary and over damages that the Mexican government owed to U.S. citizens but could not pay. Polk instructed Slidell to make an offer that the U.S. would pay off Mexico's debt in order to acquire "Upper California and New Mexico" and would spend as much as $40 million to purchase the land.

. . . the war he fought against Mexico . . . sparked widespread criticism throughout political, journalistic, and literary circles in addition to strong support.

Concurrently, the administration-controlled newspaper, the Washington Union, stated that resistance by Mexico would result in an invasion and occupation by U.S. troops. When Mexico refused to sell, Polk began to prepare a declaration of war, but before its completion he learned that Mexican forces had killed or wounded 16 U.S. soldiers in the disputed territory. On May 11, 1846, Polk presented a special message to Congress announcing that "war exists" between the two countries because the Mexican government has "at last invaded our territory and shed the blood of our fellow-citizens on our own soil."

Although the next day Congress passed a war resolution by overwhelming margins in both the House and Senate to the delight of many Americans clamoring for war, adverse reaction to Polk's war message quickly was expressed in Congress and the press. Many Whigs, deeming the conflict "Mr. Polk's War," charged that the president and members of his party in Congress had employed stampede tactics to ensure the resolution's passage and to foment public hysteria. Polk, they contended, had provoked the Mexicans to attack in order to start a war against a weak neighbor so that the U.S. could acquire with relative ease the desired western territory. Radical members of the Whig party stated that Polk's primary goal in instigating war was to expand slavery in order to increase the political power of slaveholding states. The Massachusetts legislation passed resolutions charging that the war "was unconstitutionally commenced by the order of the President . . . with the triple object of extending slavery, of strengthening the slave power, and of obtaining the control of the Free States."

Historians disagree about the extent of public opposition to the war.

Democratic Senator John C. Calhoun, while abstaining from the vote on the war resolution, vehemently objected to stampede tactics and argued for "dispassionate consideration" to be given to the issue of war. In addition to the attacks on Polk by politicians and members of the press, antiwar sentiments were expressed by the American Peace Society, the American Anti-Slavery Society, and by literary and religious figures such as James Russell Lowell, Henry David Thoreau, Ralph Waldo Emerson, William Ellery Channing, Theodore Parker, and Wendell Phillips.

As fighting intensified, calls for U.S. forces to capture all of Mexico increased in the penny presses of the urban Northeast and in Illinois, but by the time the Treaty of Guadalupe Hidalgo was ratified, Frederick Merk has written, "the nation was utterly weary of the war." Merk argues that had there been less dissent during the course of the war, more Mexican territory would have been acquired. In a recent article, however, Piero Gleijeses criticizes historians for failing to examine the relative lack of dissent during the period leading up to war. He posits that a broad consensus existed for acquiring land from Mexico, but contends that the fierce opposition to Polk following the war resolution derived from the belief that the desired land could have been easily acquired without going to war.

Bibliography

Charles Sellers, James K. Polk, Constitutionalist, 1843-1846 (Princeton: Princeton University Press, 1966), 213, 416-421.

Sam W. Haynes, James K. Polk and the Expansionist Impulse, 3d ed. (New York: Pearson Longman, 2006), 114.

[John L. O’Sullivan], "Annexation," United States Magazine and Democratic Review, July-August 1845, 5.

Thomas R. Hietala, Manifest Design: Anxious Aggrandizement in Late Jacksonian America (Ithaca: Cornell University Press, 1985), 84.

John C. Pinheiro, Manifest Ambition: James K. Polk and Civil-Military Relations during the Mexican War (Westport, Conn.: Praeger Security International, 2007), 151.

Frederick Merk, with the collaboration of Lois Bannister Merk, Manifest Destiny and Mission in American History: A Reinterpretation (New York: Knopf, 1963).

Reginald Horsman, Race and Manifest Destiny: The Origins of American Racial Anglo-Saxonism (Cambridge, Mass.: Harvard University Press, 1981).

Norman A. Graebner, Empire of the Pacific: A Study in American Continental Expansion (New York: Ronald Press, 1955).

Sean Wilentz, The Rise of American Democracy: Jefferson to Lincoln (New York: W. W. Norton, 2005), 577-586.

"James Polk's Request to Congress," 11 May 1846, http://xroads.virginia.edu/~CAP/smithson/declarwar.html (accessed 4 May 2009).

John H. Schroeder, Mr. Polk's War: American Opposition and Dissent, 1846-1848 (Madison: University of Wisconsin Press, 1973).

Frederick Merk, "Dissent in the Mexican War," in Samuel Eliot Morison, Frederick Merk, and Frank Freidel, Dissent in Three American Wars (Cambridge, Mass.: Harvard University Press, 1970), 33-64.

Piero Gleijeses, "A Brush with Mexico," Diplomatic History 29 (April 2005): 223-254.

David M. Pletcher, The Diplomacy of Annexation: Texas, Oregon, and the Mexican War (Columbia, Mo.: University of Missouri Press, 1973).

Images:
Detail of engraving made from R.C. Woodville's painting, "Mexican news," ca. 1851, Prints and Photographs Division, Library of Congress.

Detail of daguerreotype, "James K. Polk," Prints and Photographs Division, Library of Congress.

Presidents in the Library

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Photo, US Flag, Kennedy Library, Boston, Feb. 16, 2009, Tony the Misfit, Flickr
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Happy (almost) Presidents Day! Have your ever thought about all of the papers a presidency must create? Emails, memoranda, schedules, notes, speeches, letters, drafts, on and on and on, an entire term (or terms) set down in a sea of potential primary sources. But how can educators access this wealth of materials?

In many cases, all you have to do is go online. Before the 20th century, presidents had ownership of their papers, and many were lost to time or split up in private collections. However, in 1939, President Franklin D. Roosevelt decided that his papers should become the property of the American people following his presidency. He donated both his papers and part of his Hyde Park estate to the government, and the first presidential library was born.

In 1955, the Presidential Libraries Act set rules for gifting the government with property and other resources to be used to establish the libraries, and in 1978, the Presidential Records Act made it official—presidential papers were government property.

Today, 13 presidential libraries house the papers of the last 13 presidents. The National Archives and Records Administration, which oversees the libraries, describes them as combination archive-museums, “bringing together in one place the documents and artifacts of a President and his administration and presenting them to the public for study and discussion without regard for political considerations or affiliation.”

Presidential Libraries Online

Each of the libraries maintains its own website. Though the resources available on each vary greatly, almost all provide biographical information on the president and first lady, student and educator sections, and a selection of digitized photographs and documents. Some have extensive searchable databases full of documents, photos, and other primary sources! Here's a list of the libraries:

  • Herbert Hoover Presidential Library, West Branch, IA — features 13 simple online exhibits and Hoover Online! Digital Archives, a collection of suggested units and lesson plans for secondary students with primary sources.
  • Franklin D. Roosevelt Library, Hyde Park, NY — the first presidential library, completed in 1940. Offers five curriculum guides, an online exhibit on the art of the New Deal, and the Pare Lorentz Center, which encourages using multimedia to teach about FDR.
  • Harry S. Truman Presidential Library, Independence, MO — offers a searchable lesson plan database and digitized photographs, audio clips, and political cartoons, as well as documents divided up by topic (topics include such teachable subjects as the decision to drop the atom bomb and Japanese Americans during World War II).
  • Dwight D. Eisenhower Presidential Library, Abilene, KS — features a selection of online documents, grouped by topics (topics include Brown vs. Board of Education, Hawaiian statehood, McCarthyism, and others), and transcripts of oral history interviews.
  • John F. Kennedy Presidential Library, Boston, MA — provides six online exhibits (including exhibits on the space program, the Cuban Missile Crisis, and desegregating the University of Mississippi), a photo gallery, major speeches, and a searchable digital archive. It also houses the Ernest Hemingway Collection.
  • Lyndon B. Johnson Presidential Library, Austin, TX — features a photo archive, the presidential daily diary, selected speeches, and the subsite LBJ for Kids!
  • Richard Nixon Presidential Library, Yorba Linda, CA — includes digitized documents, samples of the Nixon tapes, a photo gallery, video oral histories, four lesson plans, and online exhibits on Watergate, gifts to the head of state, and Nixon's meeting with Elvis.
  • Gerald R. Ford Presidential Library, Ann Arbor, MI — features 10 simple online exhibits, as well as digitized documents and photos.
  • Jimmy Carter Presidential Library, Atlanta, GA — offers selected documents and photographs, including the diary of Robert C. Ode, hostage in the Iran Hostage Crisis.
  • Ronald Reagan Presidential Library, Simi Valley, CA — includes an image archive arranged by topic, and the public papers of Reagan, arranged by month and year.
  • George H. W. Bush Presidential Library, College Station, TX — includes 12 lesson plans, a photo archive, and searchable public papers of his presidency.
  • William J. Clinton Presidential Library, Little Rock, AR — has both virtual exhibits and a digital library in development.
  • George W. Bush Presidential Library — the newest of the public libraries, it does not yet have a permanent building. Many papers from the Bush administration are not yet available to the public (papers become public five years after the end of a presidency, which can be extended up to 12 years).

Remember that many of the presidential libraries offer museum tours and activities for school groups! If your school is close to one, consider a field trip or participating in the professional development opportunities the library may offer.

Beyond the Libraries

Looking for resources on a pre-Hoover president? Several libraries exist outside of the official presidential library system, including the Abraham Lincoln Presidential Library and Museum, Rutherford B. Hayes Presidential Center, William McKinley Presidential Library and Museum, Woodrow Wilson Presidential Library and Museum, and the Calvin Coolidge Presidential Library and Museum. Try the Library of Congress's American Memory collections, as well, for papers that belonged to Abraham Lincoln, Thomas Jefferson, and James Madison.

White House Historical Association

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The White House Historical Association works "to enhance the understanding, appreciation and enjoyment of the White House." The website has a number of useful educational resources if you know where to look.

Start with the Themes and Media page that gathers educational resources from the entire website into thematic categories from African American history to protests. Within each collection, you'll find relevant selections from the website's pool of 10 text timelines, more than 15 online exhibits and tours, and more than 20 lesson plans labeled by grade level. One exhibit covers the political symbolism of, and national reaction to, First Lady Lou Hoover's invitation of Jessie DePriest, wife of the first African American elected to Congress in the 20th century, to tea.

The History page gathers the majority of these resources in one location. From information on artwork in the White House to milestones in White House staff history to White House pets, there's plenty to discover.

Most of the content in the Classroom section overlaps with that in History. However, here you can access all available lesson plans, sorted by grade level (K–3, 4–8, 9–12), as well as more than 10 primary sources. Finally, this is the place to go for more information on touring the White House or reserving a program for your DC Metro-area classroom.