U.S. Government Activity #21- For class discussion, what do you feel are the pros and cons of a...

U.S. GovernmentU.S. Government

• Activity #21- For class discussion, what do you feel are the pros and cons of a compulsory voting law? Would you be for or against such a law? Why?

Mr. KirkU.S.GovernmentWeek 7

• Activity #22- For class discussion, what factors do you feel may contribute to a person’s sense of alienation and, therefore, to nonvoting? What factors contribute to an individual’s sense of political efficacy?

• Activity #23- Using our school library, research the voter turnout in the national elections of tow other nations. Make a table comparing results from these nations with voter turnout in the U.S.

• Activity #24- In a class discussion, consider why you believe secret ballots are vital to free elections? Do you agree that vote-by-mail elections threaten the principle of secret ballots? Why or why not?

• Activity #25- Do you favor the closed primary or the open primary to nominate candidates? Why? Please write in paragraph form, with supporting reasons.

• Activity #26- In a class debate format, we will discuss this topic: All campaigns for public office be financed entirely with public funds.

• Activity #27- Select an important national, state, or local issue and list five pressure groups that might be involved on this issue. Compare the groups’ positions on the issue, and look for any persuasive techniques.

• Activity #28- In a class discussion, compare the advantages, and disadvantages of the following as sources of information about public affairs: television news programs, newspapers, materials from pressure groups.

• Activity #29- --Class discussion-- In deciding on which candidate to vote for, the constitution sets out three qualifications for serving in the Congress. What other characteristics do you feel are important? Should any of these become requirements?

• Activity #30- Find out if the congressional districts in our state are gerrymandered. Check newspaper reports from the last redistricting. If they are, to which party’s benefit?

• Activity #31- Write a biographical sketch of our two Senators and Representative. Include the committee assignments and special legislative interests of the members, when each was elected and by how many votes.

• Activity #32- In your base groups, select a bill now before either house of Congress. Trace its origins and follow its progress through the law making process. Include which pressure groups support and oppose the bill as well as which Representatives and Senators supported the bill and why.

• Activity #33- In your base groups, use current newspaper articles to show examples of an introduction of a bill, committee hearings, conference committee action, signing or by the President. Put articles into a flow chart.

• Activity #34- In debate format, we will debate whether or not filibusters should be banned from the Senate.

• Activity #35- Prepare a brief summary of a new tax proposal before the current Congress. Include who proposed it and why. What is the purpose of the new tax plan? Whom would it affect and how? Which pressure groups support it and oppose it?

• Activity #36- In your base groups, investigate whether or not Congress is considering any bills regarding immigration or naturalization. Prepare a brief summary and outline the pros and cons of the bill.

• Activity #37- Class discussion: Great Britain has no written constitution. Parliament may pass any law it believes to be necessary. Do you agree with this? Why does the constitution limit Congress’s lawmaking powers?

• Activity #38- In a brief summary, tell me how the Republicans and Democrats nominate their presidential elector candidates.

• Activity #39- Write your own platform to run for election in your class. Make a list of policies you would follow and the actions you would take if elected. Tell me what you have learned about party platforms.

• Activity #40- Draw a chart illustrating the line of succession under the 25th amendment. How many government officials are in line? Illustrate cabinet offices.

• Activity #41- In one page I want you to speculate on the type of assistance a President would need to accomplish all of his duties in office. Include what the primary purpose of each is, who the key figures in each office are as well as the importance of a National

Security Council is.

• Activity #42- Read the Personality Profile on George Washington. In discussion, tell me why you believe he was the overwhelming choice for President? What were some key issues he faced? What was his approach to foreign affairs?

• Activity #43- Think about this statement: The President shall be allowed a single, six-year term of office. We will have two columns on the chalkboard. In the first, list all the reasons you favor this. In the second, list all the reasons you feel against.

• Activity #44- In your base groups list the characteristics needed to be President today. Examine the eight steps of the original electoral system. What characteristics would have been needed to be elected under the system.

• Activity #45- Class discussion: Talk about the major events in the electoral process between November and January. How much media attention is given. Discuss how electors are chosen. Do you feel this process should be altered.

• Activity #46- Draw a political cartoon illustrating one of the major defects in the electoral college. Remember, style, content, point of view, and approach are more important than artistic ability.

• Activity #47- On the chalk board, name and write down the 13 cabinet offices. Discuss the purpose of each office. How has the cabinet grown since its inception in 1789?

• Activity #48- Imagine that you have just won the Presidency. You must now present the Senate with your nominees for Secretary of Defense, Education, and the Head of the EPA. As President what qualifications would students look for in nominees for each

appointment?

• Activity #49- Each of you will give a brief oral report on one example of a presidential pardon, reprieve, commutation or grant of amnesty. What was the significance of the case? How was the President’s decision received by the general public? Do you think the President’s

decision was justified? Why or why not?

• Activity #50- In your base groups, evaluate and tell me about the Iranian hostage crisis. What principles of international diplomacy were violated by this action? What measures did the U.S. take? What measure would you have taken as secretary of state?

• Activity #51- In your base groups, each of you will prepare an oral report on the history of U.S. foreign policy in one of the following regions: The America’s, Asia, Europe, and the Middle East

• Activity #52- You will write a pretend letter to the editor supporting or opposing one of the following proposals: (1) U.S. Foreign Aid should be distributed according to the politics of the country, and (2) The U.S. should withdraw its military bases in Europe and let Europe defend itself.

• Activity #53- We will hold a debate on the following topic: State courts should be dissolved and replaced by a unified national system. We will conclude by discussing the supremacy of federal courts and the history behind their establishment.

• Activity #54- Find out where your federal appellate court is located. Who are the judges? What are some of the landmark cases they have heard? Prepare your findings for class.

• Activity #55- You each research state capitals. You will be responsible for learning about one or more of the state capitals. Present your findings. What single characteristic do a majority of the capitals share?

• Activity #56- Looking at the three methods of selecting judges on the chalkboard, describe the advantages and disadvantages of each method. Which system do you think is the most equitable? Why?

• Activity #57- Write a short paragraph on an important common law precedent. What was the origin of this precedent? How has it been applied in the courts?

• Activity #58- In your base groups, two of your groups will explore the French Presidency and the other two the French Parliament. Tell me what your role is in the French government. What are your powers? What effect do you have on the role of the President/ Parliament?

• Activity #59- On the chalkboard, list the economic reforms carried out by Great Britain’s Labor Party in the 1990’s Discuss how these reforms are the result of both an economic and political philosophy. How does socialism figure into this?

• Activity #60- Choose a nation, other than the U.S. and follow the economic affairs of that nation. How is it similar or different to the U.S.? Do they trade with the U.S.? Write it all in a paragraph.

Web Sites (www.csun.edu/~hcedu013/plans.htm)

• Big Sky Lesson Plans• Blue Web’n Learning Sites Library• Consider the Source: Historical Records in the Classroom• Constitution Day• EcEd Web• Government Lesson Plans- Ask Eric• IBM Lesson Plans and Internet Activities• Judges in the Classroom Lesson Plans and Activities- (social studies) by McRel• Library in the Sky Lesson Plans• Media Lesson Plans• Mock Trials• Mr. Donn’s U.S. History Activities• Multicultural Pavillion Teacher’s Corner• Multicultural Activity Archives• Primary Sources and Activities• Smithsonian Institute Lesson Plans: Social Studies• Special Units and Themes• Stock Market Project and Activities• Using Primary Resources• Web-Linked Lesson Plans and Activities Mr. Kirk-

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