COMBAT CREDENTIALS: Exploring Presidents' Military Pasts

September 28, 2003

COMBAT CREDENTIALS:
Exploring Presidents' Military Pasts

Grades: 6-8, 9-12

Subjects: American History, Civics, Language Arts

Related New York Times Article
"A War Is Nice on the Résumé, but It May Not Get You the Job, By SHERYL GAY STOLBERG", September 28, 2003

Overview of Lesson Plan:: In this lesson, students research and write resumes of American presidents based on their military experience and other biographical information.

SUGGESTED TIME ALLOWANCE:
1 hour

OBJECTIVES:
Students will:

Consider the role military experience might play for an American president.
Examine the connection between military experiences and presidential campaigns throughout American history, by reading and discussing "A War is Nice on the Résumé, but It May Not Get You the Job."
Review samples of professional résumés, and examine the components and organization of each.
Research an American president's military and professional background to create a pre-presidential résumé for that person.

RESOURCES / MATERIALS:

pens/pencils
paper
student journals
copies of "A War is Nice on the Résumé, but It May Not Get You the Job" (one per student)
resources on American presidents (including encyclopedias, history texts, "Who's Who" and "Who Was Who" reference guides, presidential biographies, and computers with Internet access)
samples of professional resumes [examples can be found at SampleResumes.com and at Monster.com]

ACTIVITIES / PROCEDURES:

WARM-UP/DO-NOW: Ask students to respond to the following prompt, written on the board prior to class: "Do you think it is to a president's advantage to have military experience? Why or why not?" Allow students a few minutes to respond, and then ask them to share their responses with the class. Are there any specific advantages or disadvantages to a president having served in the military? If so, what are they? List contributions on the board.
As a class, read and discuss "A War is Nice on the Résumé, but It May Not Get You the Job," using the following questions:
1. Which American general is vying for the Democratic presidential nomination for the 2004 election?
2. Who was George Dewey?
3. What are some examples of "failed presidential bids of military men"?
4. Why, according to the article, are Americans "enchanted with soldiers"?
5. How was George Washington an exception to the record of American presidents with military experience?
6. Why was President Kennedy considered a war hero?
7. Which presidents served in the Civil War?
8. How did the Civil War differ from the cold war, in terms of the military service of potential presidents?
9. Why might the Democrats seek a candidate with military experience for the 2004 election?
As the article's headline implies, a successful presidential candidacy depends on several factors. Military service is one of many factors, and may be helpful, as the article explains, depending on the military or defense "climate" at the time of the election. Explain to students that they will be researching the biographical information of American presidents who have served in the military to create pre-presidential résumés for these men.
Divide class into small groups and assign each one of the presidents mentioned in the article. Next, hand each group member at least one sample résumé [taken from SampleResumes.com or Monster.com], and review its components ("education," "experience," "skills," etc.). Note the order in which the résumé is organized (chronological, functional, etc.). Ask students what information would make the most effective resume? How would they organize the experience and background information of a person running for the presidency? Where would they place information such as education, military experience, and pre-presidential jobs? Would they "highlight" this president's military credentials based on the historical era, or president's personal style, or would they "avoid flaunting" them, as the article states George Washington did? Would other information, such as travel, hobbies, or professional skills add to this person's professional profile?
Using all available classroom resources, groups are responsible for researching the biographical and professional backgrounds of their presidents.
WRAP-UP/ HOMEWORK: After groups have completed research on their presidents, each student creates an effective professional résumé for that president based on the sample résumés they reviewed in class.

DISCUSSION QUESTIONS:

How do you think the current defense "climate" will affect the 2004 presidential election?
Do you think the Democrats should focus on military and security issues, as Senator Ron Wyden states in the article? Why or why not?
Do you think a presidential candidate in this day and age would ever avoid "flaunting" his war credentials, as George Washington did? Why or why not?

EVALUATION / ASSESSMENT:
Students will be evaluated based on written responses to Warm-Up prompt, in-class discussion of résumés, group research of an American president, and thoughtfully written, historically accurate, and professionally "effective" résumé for that president.

VOCABULARY:
prospects, annals, evoked, heroics, decisive, assiduously, flaunting, surrogate, waxes, post-cold war, draft dodging, pendulum, entree

EXTENSION ACTIVITIES:

Now that you have researched a president with military credentials, explore some of the lesser-known "military heroes" mentioned in the article who did not win nominations or elections. Write a résumé for one of these men, such as General Winfield Scott or John McCain.
The presidential election of 2000 ended in controversy and chaos. What steps have Congress and electoral reform organizations taken to prevent such an event in the future?
The article uses the expression "draft dodging." To what does this refer? How have men avoided or resisted conscription in the United States throughout history?

INTERDISCIPLINARY CONNECTIONS:
Fine Arts- What does it take to be a "hero," in your opinion? Make a collage of people, activities, events, and ideas you consider heroic.

Global History- The article mentioned the Roman ruler Cincinnatus, whose quiet retirement after military victory served as an example for George Washington. Write a brief biograpy that explains who Cinncinatus was, and how he did "save Rome."

Media Studies- Over the years, Hollywood has addressed some of the issues and challenges American veterans have faced upon returning from war. Screen a film that relates to these concepts of emotional and psychological struggles, such as "The Best Years of Our Lives" (1946), "The Deer Hunter" (1978), or Born on the Fourth of July (1986) and invite your fellow classmates to take part in an open forum discussion on the effects of war on the individual.

Technology- The article mentions 1600 Pennsylvania Avenue. You can take a "virtual tour" of the White House by visiting the White House Web site (http://www.whitehouse.gov/history/whtour/). Take the tour and write a review.