Students with an understanding of the fears of the Founders regarding a powerful executive will benefit the most from this lesson. When discussing the structure of the Executive sketched in the Articles of Confederation, it is useful to refer back to the complaints of the colonists as summarized by Jefferson in the Declaration of Independence. Help students understand why and how the Founders were cautious. Consult the following EDSITEment lessons for grades 6-8 for more information on:
After completing this lesson in the unit, students will be able to:
The Continental Congress had a lot to do and a leader with very little power. What happened? For one thing, the Congress assigned a committee to make up a kind of “to do list.” Share with students “The Continental Congress's To Do List” on pages 1-2 of the Master PDF. Directions for the teacher are provided on the document.
What items are on the list?
Did the students list any of the same things in their exercise in Lesson 1?
The committee made a very long list.
What would make it possible for the Congress to start working on all those important matters?
(If desired, you can access the complete text at Journals of the Continental Congress, 1774-1789 Wednesday, August 22, 1781 on the EDSITEment-reviewed website American Memory.)
On November 5, 1781, less than three months after the “To Do List” was brought to Congress, and just days after the victory at Yorktown, the delegates held an election. Share with the class the results as stated in The Journal of the Continental Congress for November 5, also available on American Memory:
Congress proceeded to the election of a President; and the ballots being taken, the honorable. John Hanson was elected.
Judging from this account, Hanson's choice was apparently unanimous, even though there were present other highly qualified potential candidates. If desired, students can look at the record of the next election for President on Monday, November 4, 1782 (also on American Memory), which was contested.
John Hanson was the first person in the United States who served a full term in an office referred to as “President of the United States,” though Hanson's correct full title was "President of the United States in Congress Assembled."
Should John Hanson be considered the first U.S. President?
What did he do as President?
Students will learn more about Hanson himself later, but now they will consider what the Continental Congress did while Hanson presided. With students working in small groups or in a whole-class setting, share the handout "Documents for John Hanson's Term as President of the United States in Congress Assembled" on pages 3-8 of the Master PDF.
If students work in groups on particular documents, they should be prepared to share with the class answers to all of the following questions, based on information contained in their document. (Take groups in chronological order.)
Discuss students' overall impression of the documents.
They should be prepared to answer the following questions and provide evidence for their answers.
1-2 class periods