Procedures

• SET UP

  This lesson offers several options for you to use with your students whether you are teaching in class, using a hybrid model, or engaging through distance learning. It can be completed in steps as a class or students can move at their own pace and complete the activities independently.

  You can post links to the videos in the lesson along with the related handout and engage in discussion to share responses on a discussion board or learning management system.

  You can also save and share the following Google resource for students to use with this lesson.

  Handout: Graphic Organizer (Google Doc).

  In Google, choose "File" then "Make a Copy" to get your own copy. You can make any needed adjustments in the instructions such as which activities students need to complete, when it is due, etc. and then make it available to them via Google.

• WARM UP

  Pose the following brainstorming questions to your students, directing them to record their responses in their graphic organizer, share with a partner, and then with the class if they choose.

  • What types of documents are produced during a presidency?
  • How can you view copies of these presidential records?

• INTRODUCTION

  Play the following introductory video clip of Director of Vanderbilt University's Rogers Center for the Study of the Presidency Nicole Hemmer discussing what the Presidential Records Act (1978) is and the historical context in which it was passed. Direct your students to answer the related questions on their graphic organizer and share their findings with a partner, small group, or the class when finished.

  Clip #1: What It Is (4:05).

  • In the “aftermath” of what events was the Presidential Records Act (1978) passed?
  • According to Nicole Hemmer, why was the Act passed?
  • Based on the clip, what guided the preservation of government records before the Act?
  • How were “presidential papers” different from other governmental records?
  • Based on the clip, when, why, and how have presidents tried to limit the Act?

• VOCABULARY

  Direct your students to their graphic organizers to view and define the vocabulary terms that will appear in the lesson in the chart in their graphic organizer handout. The vocabulary words are also listed to the right on this webpage.

  We recommend having your students complete the activity in a jigsaw format to save time. Or, depending on time and resources, you may consider having your students engage in a Frayer's Model activity, where each student is responsible for completing one or two items. Students can then post their models around the room for reference throughout the lesson.

  Note: this is not an all-encompassing list of terms included in each video. We recommend you preview the video clips to determine any necessary additions/subtractions to this list for your specific students.

• BACKGROUND

  Direct students to the background section of their graphic organizers. Instruct your students to view the following two video clips that detail why the Presidential Records Act (1978) matters and the Archivist’s role in administering the Act. Direct your students to answer the related questions on their graphic organizer and share their findings with a partner, small group, or the class when finished.

• Clip #2: Why It Matters (4:04).

  • What is one of the “constants” in American political culture?
  • According to Timothy Naftali, why is the Presidential Records Act (1978) a ‘check’ on?
  • How does the quote “accountability depends on evidence” relate to the Act?
  • What “profound consequences” does the Act offer?
  • Based on the clip, why should Americans care about the Act?

• Clip #3: Roles of Archivists (6:04).

  • Based on the clip, where are presidential papers housed?
  • Summarize the history of the National Archives, as discussed by Trudy Peterson.
  • Based on the clip, what did Congress do in the aftermath of the Watergate Scandal (1972-74)?
  • What do the “odd” parts of the Act try to do? Why?
  • Based on the clip, why and how is the administration of the Act complicated?
  • What are the “majority” of presidential records?

• ENGAGEMENT

  Direct students to the engagement section of their graphic organizers. Instruct your students to view the following four video clips that provide information about the Presidential Records Act’s (1978) complications and potential alternatives to the Act. Direct your students to answer the related questions on their graphic organizer and share their findings with a partner, small group, or the class when finished.

• Clip #4: Complications (2:22).

  • According to Timothy Naftali, what did Congress take away from presidents?
  • Based on the clip, what did former presidents historically get after they left office?
  • Why was the development of the Presidential Records Act (1978) a “Constitutional issue?”
  • What did Congress “have to admit,” and why does this make the Act complicated?
  • Summarize the “great outrage” that Naftali describes.

• Clip #5: Nonpartisan Archivists (2:30).

  • What does the Archivist of the United States have to be “clear” about? Why?
  • How do Archivists “show” that they are neutral?
  • What do Archivists have to “stay away” from?
  • When do Archivists “risk” their “nonpartisan stage?” Summarize the example that Trudy Peterson shares.
  • According to Peterson, what do the National Archives certify and not certify. Explain the distinction.

• Clip #6: Past “Dust Ups” (3:07).

  • Since when has public access to government documents been a “contentious area?”
  • According to Nicole Hemmer, what is a ‘mess’ and how does this create conflict?
  • Summarize the “dust-up” from the 1990s.
  • Based on the clip, between what two groups do conflicts typically emerge?
  • What other “voices” can be included in documents and oral histories?

• Clip #7: International Comparison (2:21).

  • According to Trudy Peterson, how does South Korea organize its presidential archive?
  • Based on the clip, what is happening to the materials from the Obama presidency?
  • What makes a “lot of sense” about the South Korean model? Why?
  • According to Peterson, what trend has started with Barack Obama and Donald Trump?

• REFLECTION

  After students share their findings from the lesson, direct them to the reflection section of their graphic organizers. Instruct your students to view the following two video clips. Direct your students to answer the related questions on their graphic organizer and share their findings with a partner, small group, or the class when finished.

• Clip #8: “Narrative Wars” (4:46).

  • Peniel Joseph describes that we’re “constantly shifting the legacy” of presidents. Using the historical rankings of C-SPAN’s Presidential Historians Survey, describe whether or not you agree with him.
  • According to Nicole Hemmer, what ‘really matters?’
  • Based on the clip, what do presidential records help us do? Why and how?
  • What is Hemmer “struck by” in her work with oral histories?
  • Summarize the challenge of “gaps and absences,” and how the Presidential Records Act (1978) helps.

• Clip #9: Importance to the Public (7:02).

  • Why is today an “empowering moment” for students exploring American history?
  • According to Timothy Naftali, what are the challenges in exploring presidential histories and documents?
  • Why has it been difficult to get to the “real truth” of John F. Kennedy’s legacy?
  • Summarize Naftali’s argument against the South Korean model discussed in Clip #7.
  • What does Naftali “fear” about the future?

• CLOSURE

  After your students are finished sharing their findings from the lesson, direct them to complete the final culminating writing prompt in their graphic organizers, and have students share their responses, comparing their perspectives with their classmates' perspectives: Having learned about the Presidential Records Act (1978), describe its impact on presidential legacy and its importance to the public. Be sure to include evidence from the video clips in the lesson to support your response.