Exploring the Twenty-Second Amendment

Student Resources: 

• Background Essay
• How to Evaluate a Primary Source Text
• George Washington’s Farewell Address
• Selections from the House of Representatives Debate on the Twenty-Second Amendment
• The Twenty-Second Amendment

 

Facilitation Notes

• This lesson contains a brief historical background of the Twenty-Second Amendment, along with primary source analysis activities.

Anticipate 

• Break the class into small groups of 6 students.
• Ask students what they know about presidential two-term limit. Provide guiding questions such as:
  • What are term limits?
  • What purpose might term limits serve?
  • Why might they exist for some offices but not for others?
• Have students turn to a partner and discuss their thoughts. Then have partners share out within their group. Share small group discussions as a whole class as time allows.

Engage 

• In their groups, have students read the background essay on the Twenty-Second Amendment.
  • As they read, have students highlight key ideas or events in the history of the Twenty-Second Amendment.
    • At the end of each section of the reading, they should write a concise summary that captures the main points of that section.
  • When students complete the reading independently, have students share their highlights and summaries in their small groups.
    • Consider providing students with thinking prompts such as:
      • What key ideas stood out to you in your summaries?
        Did anyone have different highlights or interpretations? Why do you think that is?
      • How do these ideas connect to our understanding of presidential two-term limit?

Explore 

• In each group of 6, have students separate into pairs. Each pair will work together to review one of the listed primary sources and complete the first two sections (Source and Summary) of the Primary Source Sourcing document.
  • Selections from George Washington’s Farewell Address
  • Selections from the House of Representatives Debate on the Twenty-Second Amendment
  • The Twenty-Second Amendment
• Scaffolding notes:
  • Consider using the same reading strategy used with the Background Essay. Students should highlight key ideas and main arguments and write a one sentence summary of each section of the primary source text.
  • In addition to the annotation of the primary source and completion of the Sourcing handout, a few comprehension and/or analysis questions are included with each document. These questions are provided as a potential support for student understanding and engagement but can be utilized at the teacher’s discretion based on individual student and classroom needs
  • Consider using a digital tool such as Google Docs, for students to collaboratively annotate the primary sources.
• After each pair has completed their primary source work, they will take turns sharing out with the rest of the group. Each pair will present the main arguments and insights from their document.
• After sharing, the group should work together to synthesize the information presented. They can discuss:
  • How the primary sources connect to one another
  • The overall significance of the Twenty-Second Amendment in the context of these sources.
• Once students have shared their findings from the three primary sources, they will work together to complete the Analyze section of the Primary Source Sourcing document.
• Assess & Reflect 

  As a class, discuss the following questions

  1. Why was the Twenty-Second Amendment passed?
  2. How did it alter the office of the presidency?
  3. What impact did the Twenty-Second Amendment have on our constitutional system?
  4. Should term limits be added to the Constitution for other branches of the government like Congress and the Supreme Court? What are some arguments for and against?
  5. Why might considerations about term limits be different for different branches of government?

   

  After the class discussion, allow students to choose one of the following prompts as an exit ticket.

  1. Write down one key insight you gained from today’s lesson about the Twenty-Second Amendment. Additionally, explain how this insight connects to the primary sources we discussed.
  2. Write one question you still have about the Twenty-Second Amendment or its implications. Then, summarize in one sentence the significance of the amendment based on what you learned today.
  3. Create a one-sentence “X style” statement (e.g., “The Twenty-Second Amendment is like…”) that encapsulates your understanding of the amendment and its impact on American democracy.
  4. Now that you have learned more about the Twenty-Second Amendment, explain whether you would have supported or opposed its ratification.

  Using the answers from the Analyze section of the Sourcing document, each group will create a summary (1-2 sentences) that captures the essence of their discussion, and the connections made between the primary sources.

 

Assess & Reflect 

As a class, discuss the following questions

• Why was the Twenty-Second Amendment passed?
• How did it alter the office of the presidency?
• What impact did the Twenty-Second Amendment have on our constitutional system?
• Should term limits be added to the Constitution for other branches of the government like Congress and the Supreme Court? What are some arguments for and against?
• Why might considerations about term limits be different for different branches of government?

After the class discussion, allow students to choose one of the following prompts as an exit ticket.

• Write down one key insight you gained from today’s lesson about the Twenty-Second Amendment. Additionally, explain how this insight connects to the primary sources we discussed.
• Write one question you still have about the Twenty-Second Amendment or its implications. Then, summarize in one sentence the significance of the amendment based on what you learned today.
• Create a one-sentence “X style” statement (e.g., “The Twenty-Second Amendment is like…”) that encapsulates your understanding of the amendment and its impact on American democracy.
• Now that you have learned more about the Twenty-Second Amendment, explain whether you would have supported or opposed its ratification.