Futility vs Immortality - Analyzing Qualities of a Good President

This activity requires students to analyze the qualities of poor leaders such as Franklin Pierce and James Buchanan and contrast them with a leader such as Abraham Lincoln.

Step 1 – Warm-Up Discussion

• Ask students: “What makes someone a great leader?”
• Create a T-chart on the board with “Great Leaders” and “Poor Leaders.”
• Introduce Presidents Buchanan, Pierce (low-ranked), and Lincoln (high-ranked).

Step 2 – Mini-Lesson or Reading

• Provide a short summary or video on Buchanan, Pierce, and Lincoln.
• Discuss how each president handled national crises, especially the lead-up to the Civil War.
• Highlight differences in leadership styles and effectiveness.

See Details:

1. President Franklin Pierce (1853–1857)

• Crisis: Passage of the Kansas-Nebraska Act (1854).
• What Happened: This act allowed new territories to vote on whether they would allow slavery. It led to "Bleeding Kansas"—a series of violent confrontations between pro-slavery and anti-slavery settlers.
• Pierce’s Response: He supported the act and did little to stop the violence. Many viewed his leadership as weak and overly influenced by Southern pro-slavery interests.

2. President James Buchanan (1857–1861)

• Crisis: The Dred Scott decision and the secession crisis.
• What Happened: The Supreme Court ruled that African Americans could not be citizens and that Congress could not ban slavery in the territories. This enraged Northerners.
• Buchanan’s Response: He supported the decision and took no strong action when Southern states began to secede. He believed the federal government had no right to stop them. Many saw him as passive and indecisive in a national emergency.

3. President Abraham Lincoln (1861–1865)

• Crisis: Secession of Southern states and the outbreak of the Civil War.
• What Happened: When Lincoln took office, seven states had already seceded. The attack on Fort Sumter soon followed, marking the start of the Civil War.
• Lincoln’s Response: He acted immediately, calling for troops to defend the Union. He focused on preserving the United States while addressing military, legal, and moral challenges, including issuing the Emancipation Proclamation.

Then discuss the following questions:

• What did each leader do during a national crisis?
• Which actions helped the country and which made things worse?
• How do we define courage and responsibility in leaders?

Step 3 – Writing Activity

• Give students the following prompt:

In the 1800s, two of the lowest-ranked presidents (based on performance) were followed by the highest-ranked president. What do you think were the main differences between the way Lincoln led the nation and his two predecessors? What is the difference between a great leader and a poor leader? Write your response on the lines provided. Use another page if necessary.

• Encourage students to support their opinions with examples.
• Allow 20–25 minutes for writing.

Step 4 – Sharing and Wrap-Up

• Invite volunteers to share their writing aloud.
• Conclude with the reflection question: “What leadership traits can we use in our own lives today?”