Introduction

According to James David Barber, the presidency is more than a institution for most Americans. He or she is someone with whom the American public identifies. The president puts a personal face on an otherwise bewildering and complex government. So how do we go about choosing presidential candidates? How can we be sure to choose the best person for the job? According to Barber, a vote is at best a prediction. You are predicting how well a candidate will be able to respond to the demands of the office. However, Barber also believes that it’s possible to establish some criteria to evaluate the future performance of presidential candidates. He defined four distinctive presidential character types and argues that it is possible to classify presidents according to their character, style, world view, power situation, and climate of expectation (295).

The purpose of this assignment is to introduce you to Barber’s thesis and to provide you with an opportunity to apply his lessons to recent presidents. Is Barber’s classification system accurate? That’s our big question.

The Framework

Barber’s Presidential Character: http://academic.regis.edu/jriley/414%20presidential_character.htm

Directions

1. Choose one of the presidents listed below.

2. Determine how Barber classifies this president using the framework linked above.

3. Use the historical essays linked below to learn more about your chosen president. Feel free to do additional research if time permits but please keep careful track of your sources in order to complete an accurate works cited.

4. Use the historical speeches to learn more about your chosen president.

5. As you are reading, identify evidence which supports or refutes Barber’s classification. Keep a careful record of your notes. Use the wiki page: http://classof2009honors.wikispaces.com.

6. Based on the evidence gleaned from the essay and the speeches, critique Barber’s classification system. How did Barber assess your president? Do you agree with his evaluation? Why or why not? Do you buy the argument he is making.

7. Prepare a brief presentation for your classmates based on your findings. You may organize your information on your wiki page, in a one page handout, or in a PPT.

8. You have limited time. Don’t overreach. You will present your conclusions to the class on Monday.

Presidents

• Kennedy: Elizabeth, Laura, and Emilie

• Nixon: Stella, Kelsey, Chloe

• Ford: Kimber and Anne

• Carter: Remy, Eleanor, Alia

• Reagan: Kendall, Marion, Charlotte

• George H.W. Bush: Megan, Emily, and Carolyn

Resources

PBS: Character Above All: Essays: http://www.pbs.org/newshour/character/essays/

Kennedy: J.F.K. Presidential Library: Speeches

Nixon: Nixon’s Resignation Speech | Nixon Presidential Library: Speeches  |  Miller Center: Nixon Resources

Ford: Ford Presidential Museum: Links to Speeches and other Documents | Miller Center: Ford Resources
Carter: Carter Presidential Museum: Links to Speeches | Miller Center: Carter Resources
Reagan: Reagan Presidential Museum: Links to Speeches  |  Miller Center: Reagan Resources
Bush I: Miller Center: speeches (scroll to the bottom of the page)

Assessment

This is a 40 points assignment. Your grade will be based on the following:

• Gathering of evidence: did you read the essay and speeches carefully? did you identify appropriate evidence? (10 pts.)

• Synthesis of ideas: did you reach a plausible conclusion based on the evidence? Does your conclusion reflect both your understanding of Barber’s argument and your understanding of the president? (10 pts)

• Presentation of your information: Did you prepare a brief but well-worded and well-edited presentation of your conclusions? Did you present your conclusions clearly and concisely to your classmates? (20 pts.)