DRUMS OF WAR
Exploring How Politics Shapes American War Policy

Grades:  6-8,9-12

Subjects:  American History, Civics

Related New York Times Article
"Democrats Play the Loyal Opposition, By CHRISTOPHER MARQUIS", September 23, 2002

OVERVIEW OF LESSON PLAN: In this lesson, students will research the political climate prior to major American wars of the past, then reflect on the current call for power to confront Iraq.

SUGGESTED TIME ALLOWANCE:   1 hour

OBJECTIVES:
Students will:

1. Explore their personal opinions about the president's request for powers against Iraq.
2. Examine the nature of political debate regarding an attack on Iraq, by reading and discussing, "Democrats Play the Loyal Opposition."
3. Research the political debates prior to major American wars; create posters using newspaper articles and headlines to highlight the major arguments and opinions of that time.
4. Create "Current Events Logs" documenting the military situation developing with Iraq.

RESOURCES / MATERIALS:

• pens/pencils
• paper
• student journals
• copies of "Democrats Play the Loyal Opposition" (one per student)
• resources about World War I, World War II, the Korean War, the Vietnam War and the Gulf War (computers with Internet access, periodicals, library resources, etc.) Students should use the New York Times archives for their research to collect headlines and article excerpts, and access other sources for background information when necessary.

ACTIVITIES / PROCEDURES:

1. WARM-UP/DO NOW: Students respond in their journals to the following prompt (written on the board prior to class): "According to an article in the New York Times, the draft resolution to confront Iraq that President Bush sent before Congress, 'is a open-ended request for military action ... It establishes no time limits or reporting requirements and does not even confine the president to Iraq.' What do you make of such a resolution from the President? What kind of power is the president looking for in this resolution, and why do you think he wants this kind of power?" After a few minutes, allow students to share some of their opinions. How could the president's request be beneficial during wartime? How might it be harmful during wartime? What kind of power do you think the president of the United States should have during wartime?
2. As a class, read and discuss "Democrats Play the Loyal Opposition," focusing on the following questions:
   1. According to the article, what does President Bush want Congressional support for?
   2. How do most Democrats feel about waging a war against Iraq, according to the article?
   3. What does the article say is missing from the conversation about a possible war?
   4. Why won't Democrats voice dissent against a war with Iraq?
   5. What do Bill Clinton, Al Gore and Joseph I. Lieberman have in common?
   6. What was the political landscape like before the 1991 Gulf War?
   7. Why does Alan Brinkley think Democrats are not voicing their opinions publicly?
   8. According to the article, how is the 1964 Tonkin Gulf Resolution similar to what President Bush is asking for from Congress?
   9. What powers will President Bush have if his request is granted?
   10. What questions did the Democrats have about a war with Iraq?
   11. According to the article, what tactics are Republicans using to gain support for a war with Iraq?
   12. Besides war, what other issues might Democrats use to gain support against the Republican party?
   13. Why must Democrats who want to eventually run for president agree with American public opinion, according to the article?
3. Divide students into five groups. Explain that each group will be researching the political landscape prior to five major American wars using New York Times headlines and articles, and will be creating collages to present their findings to the class. Assign each group to different American war, such as WWI, WWII, the Korean War, the Vietnam War, and the Gulf War. Using all available resources, students will collect headlines and articles that answer the following questions (written on the board or copied in a handout for easier student access):
   • Which countries were involved in this conflict?
   • What year did the United States get involved in this war?
   • At what point in the conflict did the United States get involved?
   • How did the president seek permission from Congress to involve American troops?
   • What was the response of Congress to the president's request? (Was there unanimous support? Was there bipartisan debate? Did Congress grant permission to declare war?)
   • What legislation was drafted during this time regarding military action and/or international political or military involvement?
   • Which politicians and/or government officials (Senators, Representatives, Cabinet members, etc.) had the strongest/loudest opinions prior to the country going to war?
   • What were the opinions of these politicians?
   • What was the outcome of American involvement?
   • What were some of the results of this war?
   Each group will create posters using headlines and newspaper articles to illustrate the political temperature of America prior to the war that they researched. Posters will be presented in a future class.
4. WRAP-UP/HOMEWORK: Ask students to track the current conflict with Iraq in the newspaper, and to select one article that addresses this issue. Each student will then create a "Current Events Log" by first summarizing the article chosen, then thoughtfully responding in writing to five quotes selected from the article. Students should consider the power of the president, the role of Congress, the importance of public support, and the power of the freedom of speech when responding to the article.

DISCUSSION QUESTIONS:

• How do dissenting opinions broaden a debate?
• Should Democrats voice their concern about President Bush's military plan? Why or why not?
• How has the attacks on Sept. 11 affected American views of war?
• Is it dangerous to give a president too much power during wartime? Why or why not?
• Why does the United States want to attack Iraq?

EVALUATION / ASSESSMENT:
Students will be evaluated based on journal entries, participation in class and group discussions, thoughtful completion of research and presentation posters documenting the political climate prior to a major American War, and thoughtful completion of Current Events Logs documenting the current tensions with Iraq.

VOCABULARY:
opposition, resolution, dissent, vigorous, loath, bucked, dissipated, sanctions, provocation, deployed, repel, strictures, trumps, Achilles' heel, trickle

EXTENSION ACTIVITIES:

1. Write a research paper examining the role of the president as it is defined by the Constitution. What are the president's powers and limitations during a time of war? How does this position make use of the checks and balances set up in the Constitution?
2. The 1st Amendment of the United States Constitution states: "Congress shall make no law ... prohibiting the freedom of speech ..." Illustrate how freedom of speech is or is not being exercised in the current debate over a possible war with Iraq.
3. Create a timeline of Saddam Hussein's political career. When and how did he gain power? What has he done that has affected American foreign policy?
4. Read "America Divided: The Civil War of the 1960's" and write a critique of how this book can be used to help the American public look at the behavior of the 2002 Democrats in Congress.

INTERDISCIPLINARY CONNECTIONS:
Global History- Write a news report focusing on another country's perspective of President Bush's stance toward Iraq. Choose a country such as Israel, Saudi Arabia, Russia, France or Japan. What are people from this country saying about the Mr. Bush's policies and positions? How do their opinions reflect interests that are different from those of the U.S. government?

Journalism- Create a script for a television news magazine focusing on the opinions of war victims. Interview war veterans to find out how clear the political goals of a country should be before war is deployed. How does their personal opinion compare with the policies of the war that they fought in?

Language Arts- Write a poem using the title "So You Disagree With the President?" exploring your First-Amendment rights. How would poetry allow you to express your thoughts and feelings about the call for war?

Media Studies- Watch PBS's Frontline report titled "The Gulf War," then write a review analyzing how the opinions of politicians have changed or have remained the same since the 1991 Gulf War.

Copyright 2002
The New York Times Company