Mr. Smith Goes To Washington-the Original Whistleblower?

 In week 6, we discussed in class, the role of the President and his interaction with Congress. We first examined the eleaborate system of "checks and balances" that the Founding Fathers used to divide the sources of political power into three separate and distinct branches of the government: Executive Branch, Legislative Branch and Judicial Branch. We also determined how that same system exists within the State and Local governments. Next we looked at Congress which is the legislative branch of our government and includes the House of Representatives and the Senate. We discovered how members are elected and identified the names and functions of the key officers of the House and Senate. A number of terms were explained such as caucus, the party whip, cloture, filibuster and other related terms. We studied the United States Legislative Process and how a bill becomes law. To illustrate this we viewed certain parts of the film "Mr. Smith Goes To Washington"  a 1939 film directed by Frank Capra whose Catholic faith was an integral part of his work. The movie starred Jimmy Stewart and Jean Arthur. The last section of the film often referred to as the Filibuster part was viewed during Class 7. This movie has been called "one of the quintessential whistleblower films in American history".                                                                     

However, due to problems with our computer, the evening class last week was unable to view the climax of the movie. Thus, you will find posted the  three part Filibuster ending of the movie. 

Part 1 can be found  at https://www.youtube.com/watch?v=Nqr5umxoer4&ab_channel=MarkStrand. 

Part 2 can be found at https://www.youtube.com/watch?v=kUbqMDpZMZs&t=59s&ab_channel=MarkStrand and 

Part 3 can be found at https://www.youtube.com/watch?v=Q9MOv0_TIrA&t=96s&ab_channel=MarkStrand.

A final note, this "Filibuster ending" has been largely edited and you may note that the  ongoing back stories during Senator Smith's filibuster have been cut due to time restraints. This is recommended as a good family movie with many themes reflecting the director's Catholic faith that parallel the ills in our society today, 85 years later. There is a color enhanced version available and the movie runs 2 hr 9 min long. Available on Amazon Prime and other venues.

Nativist Riots in Philadelphia

 

Nativist Riots in Philadelphia

                                            St. Augustine's Church on fire
The "know nothings" or the Know Nothing Party was a nativist American political movement from 1852-1860. It was a secret society whose members professed ignorance about it and whose aim was to keep control of the government in the hands of native citizens. The movement was empowered by popular fears that the country was being overwhelmed by Irish Catholic immigrants, who were often regarded as hostile to US values and controlled by the Pope in Rome. The largely middle-class and entirely Protestant membership fragmented over the issue of slavery. Most ended up joining the Republican Party by the time of the 1860 Presidential election. Originating in New York in 1843 as the American Republican Party, the movement spread to other states as the Native American Party and became a national party in 1845. In 1855 it renamed itself the American Party. The origin of the "Know Nothing" term was in the semi-secret organization of the party. When a member was asked about its activities, he was supposed to reply, "I know nothing." The party was very anti-immigrant and especially anti-Catholic which led to the violent Nativist Riots in New York, Philadelphia and other cities and states where there was a sizable Irish-Catholic presence. To read about the Nativist Riots in Philadelphia and to answer your homework questions, go to the "Philadelphia Nativist Riots" found under U.S. Presidents Useful Links.

WEEK 4: Alexander Hamilton's Defense of the Presidency in the Federalist Papers No. 69

Alexander Hamilton, Author of Federalist No. 69

In week 4 of classes, we studied the formal constitutional powers of the presidency found in Article II of our Constitution. We especially looked at how the concept of a president's ability to issue Executive orders has developed over time. We also considered in both Class 3  and Class 4 the debates and concerns our Founding Fathers had about potential Presidential powers  which are found in the Federalist Papers, a collection of 85 articles and essays written (under the pseudonym Publius), by Alexander Hamilton, James Madison, and John Jay promoting the ratification of the United States Constitution.

Alexander Hamilton traced the real character of the Executive power of the President as contrasted with the powers of the King of England in The Federalist No. 69 and summarized his thoughts in the final paragraphs below.

"Hence it appears that, except as to the concurrent authority of the President in the article of treaties, it would be difficult to determine whether that magistrate would, in the aggregate, possess more or less power than the Governor of New York. And it appears yet more unequivocally, that there is no pretense for the parallel which has been attempted between him and the king of Great Britain. But to render the contrast in this respect still more striking, it may be of use to throw the principal circumstances of dissimilitude into a closer group.

The President of the United States would be an officer elected by the people for FOUR years; the king of Great Britain is a perpetual and HEREDITARY prince. The one would be amenable to personal punishment and disgrace; the person of the other is sacred and inviolable. The one would have a QUALIFIED negative upon the acts of the legislative body; the other has an ABSOLUTE negative. The one would have a right to command the military and naval forces of the nation; the other, in addition to this right, possesses that of DECLARING war, and of RAISING and REGULATING fleets and armies by his own authority. The one would have a concurrent power with a branch of the legislature in the formation of treaties; the other is the SOLE POSSESSOR of the power of making treaties. The one would have a like concurrent authority in appointing to offices; the other is the sole author of all appointments. The one can confer no privileges whatever; the other can make denizens of aliens, noblemen of commoners; can erect corporations with all the rights incident to corporate bodies. The one can prescribe no rules concerning the commerce or currency of the nation; the other is in several respects the arbiter of commerce, and in this capacity can establish markets and fairs, can regulate weights and measures, can lay embargoes for a limited time, can coin money, can authorize or prohibit the circulation of foreign coin. The one has no particle of spiritual jurisdiction; the other is the supreme head and governor of the national church! What answer shall we give to those who would persuade us that things so unlike resemble each other? The same that ought to be given to those who tell us that a government, the whole power of which would be in the hands of the elective and periodical servants of the people, is an aristocracy, a monarchy, and a despotism."

The Federalist Papers

The Federalist Papers were a series of articles written in 1787 and 1788 under the pen name of Publius by Alexander Hamilton, James Madison, and John Jay. The purpose of The Federalist Papers was to gain popular support for the then-proposed Constitution. You can view the 85 essays outlining this new type of government planned for the U.S. of America by viewing it here.

WEEK 1: Overview of Course & Declaration of Independence

Charles Carroll of Carrollton was one of four Marylanders to sign the Declaration of Independence. Carroll was the only Roman Catholic and the last survivor of all 56 signers dying in 1832 in his 96th year. Charles Carroll and his family played a major role in the framing of the governance of Maryland and the emerging United States. Carroll’s accomplishments and persistent efforts to promote and establish the concept of religious toleration were embodied in the founding documents and laws of our country still used today for “all men who are created equal.”  (Source:  http://charlescarrollhouse.org/the-carrolls/personal-biography-2)

For homework, read the article  about the Carroll family under "Useful Links" which details the Catholic Founding Fathers of the Carroll Family.

America's Students Know Little About Their Country, Geography, Civics and History

Ten years ago, the Atlantic  magazine featured an article on the sad state of our American 8th-grade students as to their knowledge of U.S. History, geography, and civics. The data from the National Assessment of Educational Progress (NAEP) showed that in 2014 between 18% and 27% of students scored proficient or higher in these three subjects.

Our U.S. Presidents Class will focus on all three areas as we look also at Current World Events and where they occur. In our first class we will view two videos that clearly illustrate the lack of knowledge of U.S. History and Civics in College students at Texas Tech here and in another video featuring high school students and their knowledge of Geography here.

Welcome Students & Parents!

A warm welcome is extended from our family to yours.  

This Blog is dedicated to my late father, Warren Joseph McKeegan, a World War II vet who loved his family, his Lord, history and politics and passed that love on to me. This Blog will be used to supplement the handouts used in class and the homework assignments with each class. We will have an afternoon and evening class each Thursday starting September 12 with twelve students split between the two class times.

This Blog will also be used to communicate news and updates on the classes. In preparation for the students first homework assignment due on Sept 19, I have attached three links to help the students with this assignment. You can find these links on the right hand side under "US Presidents Useful Links:.Both students and parents are encouraged to post comments or questions anytime they need help or want clarification of some issue discussed in class.