American History, Civics and Government

Time Allotment: Three days of 50-minute classes or two days of long block classes
Overview: Most history texts today allot two or three pages to the "Watergate

Affair." According to Bob Woodward, author of the book Shadow, the presidencies of all who followed Richard Nixon have been affected by "Watergate". Their ability to conduct presidential business has been shaped by the results. In addition, the accomplishments of Richard Nixon seem to have all but disappeared from the pages of the text books if they ever were recorded at all. Students will use a variety of materials which will present not only the simple facts of both the Nixon presidency and of Watergate, but will also include multiple perceptions of both. Students will also do a Web search, evaluate the different perceptions found at different sites, and evaluate the reliability of the materials found.

Learning objectives: The students will be able to:

National Standards: Expectations of Excellence: Curriculum Standards for
Social Studies. National Council for the Social Studies: Washington, DC. 1994.
II. Time, Continuity, and Change (High School):
a. Demonstrate that historical knowledge and the concept of time are socially influenced constructions that lead historians to be selective in the questions they seek to answer and the evidence they use;
b. Apply key concepts such as time, chronology, causality, change, conflict, and complexity to explain, analyze and show connections among patterns of historical change and continuity;
d. Systematically employ processes of critical historical inquiry to reconstruct and reinterpret the past, such as using a variety of sources and checking their credibility, validating and weighing evidence for claims, and searching for causality;
e. Investigate, interpret, and analyze multiple historical and contemporary viewpoints within and across cultures related to important events, recurring dilemmas, and persistent issues, while employing empathy, skepticism, and critical judgment:
f. Apply ideas, theories, and modes of historical inquiry to analyze historical and contemporary developments, and to inform and evaluate actions concerning public policy issues.

V: Individuals, Groups and Institutions
a. Apply concepts such as role, status, and social class in describing the connections and interactions of individuals, groups, and institutions in society.
b. Analyze group and institutional influences on people, events, and elements of culture in both historical and contemporary settings.

VI Power, Authority, and Governance:
a. Examine persistent issues involving the rights, roles, and status of the individual in relation to the general welfare.
b. Explain the purpose of government and analyze how its powers are acquired, used, and justified.
c. Analyze and explain ideas and mechanisms to meet needs and wants of citizens, regulate territory, manage conflict, establish order and security, and balance competing conceptions of a just society.
f. Analyze and evaluate conditions, actions, and motivations that contribute to conflict and cooperation within and among nations.
i. Evaluate the extent to which governments achieve their stated ideals and policies at home and abroad.

State Standards: History and Social Science: Curriculum Framework. Department of Education. Commonwealth of Massachusetts.1997.
Strand One: History
Standard 1: Students will understand the chronological order of historical events and recognize the complexity of historical cause and effect, including the interaction of forces from different spheres of human activity, the importance of ideas, and of individual choices, actions and character.
Standard 2: Students will understand the meaning, implications, and import of historical events, while recognizing the contingency and unpredictability of history--how events could have taken other directions--by studying past ideas as they were thought, and past events as they were lived, by people of the time.
Standard 3: Students will acquire the ability to frame questions that can be answered by historical study and research; to collect, evaluate, and employ information from primary and secondary sources, and to apply it in oral and written presentations. They will understand the many kinds and uses of evidence: and by comparing competing historical narratives, they will differentiate historical fact from historical interpretation and from fiction.

Strand Four: Civics and Government
Standard 16: Students will explain forms of authority in government and other institutions; explain purposes of authority and distinguish authority from mere power, as in "a government of laws, but not of men"; and describe responsible and irresponsible exercise of both authority and power.
Standard 19: Students will learn the rights and duties of citizens and the principle of equal rights for all; consider the nature of civic virtue in a school, a community, a nation; and identify major obstacles and threats to civil rights.

Media:
Video: The American Experience – Nixon, Part II--The Triumph and Nixon, Part III--The Fall
Web: Students will do a "Web quest" using: "Watergate" and "Nixon".

Materials:
Text: The American People, Nash, Jeffrey, Howe, Frederick, Davis and Winkler, Addison Wesley Longman, Inc. New York, 1998. pages 1015-1021
"Guiding Questions for Text Book Reading" - one per student
"Guiding Questions for Video Material"- one per student
Print Outs from "Web Quest"

To gain background information the teacher should view the entire three-part video set of The American Experience, Nixon. If time permits, the teacher should read the Bob Woodward book, Shadow. This would be helpful not only for this unit but for studying all of presidencies since "Watergate". However, if this is not possible, reading the two-page introduction and the epilogue, pages 514 to 517, will give the basic idea of Woodward’s premise.

* Make a copy of the two sets of "Guiding Questions" for each student. The teacher should divide the class into two working groups with equal numbers of students for day 2, one to research "Watergate" and one to research "Nixon".
"Guiding Questions for Text Book Reading"
"Guiding Questions for Video Material"

*Assign the small working groups for Day 3. The number of groups would be based upon the total number of students. Each group should be four students, two of whom researched "Watergate" and two of whom researched "Nixon".

*Cue the tapes.

The following activities will prepare your students to work with the materials which will present different perceptions of Richard M. Nixon and the events now called "Watergate"

Day 1: Presenting an overview. Remind students that they have read text book materials through the election of Richard M. Nixon and his selection of his cabinet members. Ask them to state what they know of Nixon. Note these on the chalk board, overhead projector or on a computer with monitor system. Do not comment on the material, just acknowledge it. Have the students copy these for later use. Tell the students that they will be looking at Nixon and his presidency from different aspects, and that there is more to consider about this period and this individual than what current legend tells us. Students will be given the reading assignment from the text and the "Guiding Questions" worksheets as homework.

Day 2: Begin class by asking students if they have questions concerning the reading and its material. Allow 5-7 minutes for this. If students do have questions, do not answer them yourself, but allow other students to answer them. If questions arise concerning Mr. Nixon’s character, his role in "Watergate" or the handling of Vietnam, etc. ask the students to note these but not try to answer them at present.

Cue tape Nixon Part II-The Triumph in VCR to the first segment at the end of the segment featuring Morris Rogers. As a Focus for Media Interaction tell students that they will be seeing a series of video clips, one directly following the other, and that they will not be seeing the tape in its entirety. Give them the "Guiding Questions Worksheets". Tell them to listen carefully when the tape is playing and to jot down ideas as the tape is advancing.

Start tape at section about Vietnam and reshaping relationships. Stop tape at the statement that Nixon was becoming a peacemaker. Fast forward tape to the end of Tricia Nixon’s wedding. Resume tape at section about relations with China and Russia. Stop as singers appear. Fast forward tape to section where aide is speaking. Resume and play tape to the end of program and stop when the credits appear.

Eject tape and start the next tape, Nixon Part III -The Fall, at the beginning. Play the introductory material. Stop tape when the title and credits begin. Fast forward tape to section on Watergate Hearings. Play to the end of the Butterfield testimony. This section includes the idea of obstruction of justice and introduces the Watergate tapes. Stop tape and fast forward and begin tape at section where Gerald Ford becomes vice-president Stop tape before the news cast. This section includes information concerning the "midnight massacre." Fast forward and resume tape to questioning about the tapes and stop at the scene of Nixon with folded arms. Fast forward tape to scene of Nixon returning to Maine and his reception. Stop at point where the count of ayes and nays for impeachment is being announced and focuses on a dejected Peter Rodino. Resume tape at point where the newspaper announcement states that resignation is near. Play to the end of Nixon’s speech to the White House staff. Stop tape and use remaining class time to again ask for questions and reactions that students have recorded.

Day 3: Meet in computer lab/library or classroom where students will work individually if enough computers are available or in pairs if computers are limited. Announce that they will do a "Web Quest". Announce the two groups of students and their previously assigned topic. Make adjustments to compensate for absentees. As the Focus for Media Interaction tell them they are to print out information found which will provide answers to the questions:

Remind them to evaluate the reliability of the information at each Web site.

Day 4: Announce the small groups of four, making adjustments for absentees. Tell the students to answer the following questions using all of the materials they have worked with and collected. These materials should include the text, the notes from the first session and from the videos and the print-outs from the "Web Quest".

The questions to be answered are:

Tell students to use adjectives to describe Nixon; not just one word like good or bad. In ranking presidents from good to poor, where would you rank Nixon and why? How reliable do you think each Web site was?

Tell students that they are to come on Day 5 ready to discuss their group’s decisions on these questions. If they come to some conclusions and have time left, have them go back to the questions raised the first day and determine if some are still unanswered or if there have been some new issues raised. They should choose a person to record this material. At the end of the class the recorded material should be given to you to keep for the next day.

Day 5: Tell students to sit with the groups from the day before. Each group’s recorder should get their material from the teacher. Have each group report on their decisions and on any new issues that were raised. Record ideas on chalk board, overhead or computer. When all groups have reported, lead general discussion. Include the impact of Watergate on presidents following Nixon. If time, tie in the impeachment of Bill Clinton.

Assign the following topic to be addressed in a well-organized paper: I believe that Richard Nixon should be remembered for...

Remind students that this is in fact, a persuasive essay and a case needs to be

built for the stand that they are taking. Examples need to be not only stated, but explained. Several ideas need to be expressed supporting their stand. The student will also want to refute alternative stands. This paper is to be due one week from Day 5.

Law: Students could research the court hearings on the Watergate tapes.

Civics and government: Study of the impeachment process and the impeachments of Andrew Johnson and Bill Clinton.

Art: As Richard Nixon and Watergate made great content for cartoonists, classes on cartooning could also be incorporated.

Journalism: Study the role of the media, especially newspapers, regarding Watergate.

Interviews can be conducted by students using the following questions: