Advanced  Placement  Summer  Institute  Davidson  College  Davidson,  North  Carolina          

JUNE  13  

AP  US  GOVERNMENT  AND  POLITICS  

J o n a t h a n   M i l n e r  m i l n e r j @ u n c s a . e d u  

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CONTENTS Table of Contents 1 Welcome 2 Schedule 3 Your Goals 4 Planning 5 Change You Can Teach To 6 Building an AP Schedule 7 Year Long Schedule 8 Semester Long Schedule 9 Unit Building 12 Model Syllabus 10-14 Answering Questions 15 Free Response Workshop 16 AP Free Response 17 Reviewing for the AP Exam 18 AP US GoPo Journal Review 19 Democracy 20 Checks and Balances 21 Geography of Federalism 22 Federalism Terms 23 Same Sex Marriage 24 Gonzales v Raich 25-31 Social Capital Quiz 32 Elections 33 Realigning Elections 34 Major US Political Parties 35 Leadership 36 Political Participation 37 How do we vote? 38 Elections 39 Elections Cheat Sheet 40 Bling Bling 41 Money In Politics Chart 42 Media Data 43 Media And Elections 44 Congress Terms 45 This Is Not My Beautiful House 46 Voting in Congress 47 P.O.T.U.S. 48 Executive Order 49 Presidential Collage 50 West Wing 51 Presidential Powers Jigsaw 52 Divided Government 53 Presidency Versus Congress 54 Supreme Court Terms 55 Landmark Cases Project 56 Freedom of Religion 57 Freedom of Speech 58 Freedom of Press & Assembly 59 Civil Rights 60 Bureaucracy Terms 61 Regulators 62 Policy 63 Election Project 64 Supreme Court 65 Electoral College 66 Presidency V Congress 67 Parliament V President 68 Term Limits 69 Presidential Powers 70 Global Arts 71

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WELCOME Davidson College Summer Advanced Placement Institute 2013 US Government and Politics Jonathan Milner Welcome to the US Government and Politics section of the Davidson College AP Summer Institute. At the institute you all will

• become familiar with the AP US Government and Politics curriculum and exam structure.

• receive exams, lessons and supplementary materials. • design lessons, exams and strategies to build student success. • Learn AP US government content. • practice integrating technology into the AP US Government curriculum.

This week we will cover

• Goals • Concerns, expectations, questions • AP philosophy • AP exam structure • National AP statistics • Student selection • Curriculum content, content, content • Methodology • Syllabus • 2012 Free Response Review • 2009 multiple choice exam review • AP Free Response Exam Workshop • AP Multiple Choice Exam Workshop • Model lessons • Journal reviews • Outside readings • Textbook selection • Building critical thinking • Supplementary materials and programs • Technology, technology, technology • Connections to AP Comparative Politics • Beyond AP • Engaging students and creating citizens

milnerj@uncsa.edu http://politicsstudio.wetpaint.com/

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SCHEDULE

Daily schedule* 8:30-10:00 10:15-11:45 12:45-2:15 2:30-3:30 *tentative and subject to change

DAY OBJECTIVES ASSIGNMENT DUE

Monday

Introductions Orientation Materials Goals Assignments Building success Model syllabus and unit Content

None

Tuesday Schedules Supplementary materials Content

Rough draft of your GoPo schedule

Wednesday

AP Exam workshop Integrating technology into AP On-line content Content

Multiple Choice Exam + Free Response question (TBD) in AP Profess ional Deve lopment Book

Thursday Supplementary materials AP Comparative Content

Friday

Off the grid Connecting Content Evaluations Farewell

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YOUR GOALS AND QUESTIONS Institute Goals What do you want to get out of this institute? AP Politics Goals What are your goals as an AP government teacher? Concerns What are some of your major concerns and questions about teaching AP Politics? Content What specific content facts or topics would you most like me to address this week?

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PLANNING

First Steps 1. You’re here. That’s a great start. You’ve got all summer, don’t panic.

2. Select a textbook and read it.

3. Take the 2002 and 2009 released AP multiple choice tests (internalize the test) and look for patterns.

4. Take some old AP free response tests, read over the rubrics and scoring

guidelines. You will find free response tests and much more at www.apcentral.collegeboard.com

5. Use the big AP Professional Development Book as a resource.

6. Think about what you really want and need to teach your students.

7. Plan your schedule as carefully as possible by breaking down the course into units.

8. Plan the assignments and assessments for the course.

9. Sit back and relax. You probably don’t have time to take all of these steps, so start at the beginning and work your way down until you are out of time. It gets easier each year you teach AP GoPo.

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CHANGE YOU CAN TEACH TO

Traditional Contemporary Teachers choose students Students choose teachers Elite Diverse Small classes Larger classes Lecture Current Events Lecture Engagement Lecture Connection Lecture Discussion Lecture Cartoons Lecture Charts/graphs Lecture Films Lecture Internet Lecture Outside readings Lecture Journal reviews Lecture Projects Lecture Peer tutoring

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Building an AP US Politics Schedule Schedule You will need your textbook, calendar, and AP Government Course Description in the AP Professional Development Book. List how many weeks you have to cover your course: List the major topics that you plan to cover next year in order of importance. Pay attention to the course outline and the summary outline in the AP Politics guide. Topic/Unit % of Exam Chapters in your textbook I. II. III. IV. V. VI. Fit the units you plan to cover into your calendar Week Dates Topic Chapter Unit 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 If you have more than 18 weeks, congratulations and plan accordingly

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YEAR LONG SCHEDULE

AP GOVERNMENT AND POLITICS 2008-2009

Texts Government by the People by Burns and Peltason (Prentice Hall) American Government: Readings and Cases by Peter Woll (Longman Publishers)

DATES TOPIC UNIT CHAPTERS FALL TERM 8/28-8/31 Introduction I. Constitution 9/5-9/7 Constitutional Democracy Democracy Project 1 9/10-9/14 The Living Constitution 2 9/17-9/21 American Federalism Unit Test 3 9/24-9/28 Political Culture II. Political Culture 4 10/1-10/5 Political Culture Political Culture Project 4 10/8-10/12 Political Landscape Unit Test 5 10/15-10/19 Interest Groups III. Political Process 6 10/22-10/26 Political Parties Elections Project 7 10/29-11/2 Public Opinion 8 11/6-11/9 Campaigns and Elections 9 11/13-11/16 The Media 10 1/3-1/4 Congress IV. Political Institutions 11 1/7-1/11 Congress Making a Law Project 11 1/14-1/18 Final Exams 11 SPRING TERM 1/22-1/25 The Presidency 12 1/28-2/1 The Presidency 12 2/4-2/8 The Presidency Unit Test President vs. Congress Project 12 2/11-2/15 The Federal Bureaucracy 13 2/18-2/22 The Judiciary 14 2/25-2/29 The Judiciary 14 3/3-3/7 The Judiciary Unit Test 14 3/10-3/14 First Amendment Freedoms V. Civil Rights &Liberties 15 3/25-3/28 First Amendment Freedoms 15 3/31-4/4 Rights to Life, Liberty, and Property Supreme Court Case Project 16 4/7-4/11 Making Policy Unit Test 17 4/14-4/18 Social Policy 18 4/21-4/25 Economic Policy 19 4/28-5/2 Foreign Policy Unit Test Policy Project 20 5/5-5/9 REVIEW 5/12-5/16 AP EXAMS

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SEMESTER SCHEDULE

UNITED STATES GOVERNMENT AND POLITICS FALL 2005 SCHEDULE Text Government by the People by Burns and Peltason (Prentice Hall) WEEK DATES TOPIC CHAPTERS FIRST QUARTER 1/2 8/25-8/26 Introduction 0 1 8/29-9/2 Constitutional Democracy 1 2 9/6-9/9 The Living Constitution 2 3 9/12-9/16 American Federalism 3 4 9/19-9/23 Political Culture and Political Landscape 4 & 5 5 9/26-9/30 Interest Groups and Political Parties 6 & 7 6 10/3-10/7 Public Opinion 8 7 10/10-10/14 Campaigns and Elections 9 8 10/17-10/21 The Media 10 9 10/24-10/27 Congress 11 SECOND QUARTER 1/2 11/3-11/4 The Presidency 12 10 11/7-11/10 The Presidency 12 11 11/14-11/18 Congressional-Presidential Relations 13 12 11/21-11/23 The Judiciary 14 13 11/28-12/2 The Bureaucracy 15 14 12/5-12/9 First Amendment 16 15 12/12-12/16 Rights to Life Liberty and Property 17 16 12/19-12/22 Equal Rights Under the Law 18 17 1/2 -1/6 Economic, Social Policy & Defense Policy 19, 20 & 21 18 1/9-1/13 Midterm Exams 21

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SYLLABUS AP United States Government and Politics 2008-2009 Jonathan Milner milnerj@uncsa.edu Welcome! Welcome to AP US Government and Politics! This semester we will be learning about American government and politics. My role will be of a facilitator who will ask you hard questions, prompt your own questions, and point you towards answers. It’s going to be great fun collaborating as we learn more about the vital world of politics. I’ve been teaching politics for over 13 years and practicing it even longer. I love politics and I think you will too. Beliefs I have taught over 1000 students and they have taught me many things. I have learned that authentic experience is most often our best instructor, because students are all different, they should be taught and evaluated using diverse methods, high expectations yield strong results, students will pour great quantities of effort and energy into solving authentic problems, leaders bloom when they are given responsibility, when students are civically engaged they become active citizens for life, and, most importantly, that when given an outlet, their inherent goodness will blossom to make this a better world. Goals This year we will not just learn politics, we will also do politics. As Goethe said, “Thinking is easy, acting is difficult, and to put one’s thoughts into action is the most difficult thing in the world.” I hope that by mixing theory, facts, relevant contemporary issues, and opportunities to act on your knowledge, you will have the tools necessary to become political. My greatest hope is that this course will empower you to think critically about your political beliefs, and then act on them. So sit back, relax, and get political. It’s not just a class, it’s reality. Critical Questions and Skills A number of critical questions animate this course. We won’t answer all of our questions, but our engagement of the questions will lead us to knowledge and insight. Here are some examples of the critical questions that will carry our inquiry:

• How democratic is the United States? • What are the central American political values? • How do we reconcile liberty and security in this age of global terror? • Who does our political system represent? • Are our civil rights and liberties eroding?

After you’ve completed this course, you will be able to: • Carry on a cogent political conversation • Understand important contemporary political trends • Have a critical comprehension of the media • Know how to contact your elected officials with clear policy concerns • Interpret political charts and data • Know your legal rights and responsibilities

Free Inquiry This classroom is a place for critical inquiry into vital questions about our political beliefs and values. I hope that this class stimulates your thinking, respects and affirms your beliefs, and is a safe place for you to share your ideas. It’s my goal to listen thoughtfully, ask incisive questions, and consider all sides of an issue. I hope you’ll join me on this journey.

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Grading Task Types Assignment Type % of Grade

Individual Tests 50%

Individual Assignments 40%

Team Assignments 10%

Individual Tests 50% of grade You will have individual unit tests approximately each month. Each test will consist of a free response question (essay), and approximately 35 multiple choice questions. If all students are present for a unit test, each class member will receive 3 points extra credit on the test. Each trimester will culminate in a final cumulative exam. Our AP exam will be on Monday, May 5, 2008 at 8:00 am. Individual Assignments 40% of grade You will complete a number of individual assignments throughout the year. Because of the nature of your arts commitments at NCSA, most of your assignments for this class will be completed individually. These assignments will include, but not be limited to, reading assignments, preparation for discussion, journal reviews, homework assignments, presentations, and projects. All work is to be completed individually unless stated otherwise. All student work must comply with the NCSA plagiarism policy and must be completed on time with a ten point penalty for each day the work is late. Journal Reviews At the beginning of each week, you will write a journal review connecting class topics to current events. There are a number of excellent free on-line resources for you to review. I’ll give you the links when I assign the journal reviews. Take advantage of your link to the media to learn more about our political processes. A critical consciousness and utilization of media is a crucial step to becoming an enlightened citizen. I’ll also give you some small tasks to complete individually for class. Team Assignments 10% of grade Because your commitment to your artistic discipline, team projects will be limited to one per trimester. Your project will be assigned well in advance of its due date, and you will be allowed to select the students you work with, or you may choose to work alone. Teams will be responsible for dividing responsibilities, monitoring team progress, and turning in the final product by the deadline. All team members will receive the same grade for the final product. Projects will include an investigation of political culture on campus, creation of candidates for mock elections, and a presentation of a landmark Supreme Court case.

Grading Scale Numerical grade Letter Grade 100-90 A 89-80 B 79-70 C 69-60 D 59-0 F

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Unit Goals In AP US Government and Politics course we will attempt to understand the American political system by focusing on five main units of study: The Constitution, Political Culture, The Political Process, Political Institutions, and Civil Rights and Liberties. Unit One The Constitution Unit one will help students gain an understanding of the constitutional underpinnings of our political system. We will read excerpts from the Constitution, The Federalist Papers and John Locke. Students will examine the nature of democracy, our constitution and American federalism. We will use contemporary examples to make theories and principles of federal constitutional democracy relevant. Landmark and contemporary Supreme Court cases such as US v Lopez, and Gonzales v Raich will help us examine the power of federalism in the US today as we examine the basis of our political system. Unit Two Political Culture In this time of American polarization, students will explore the political beliefs and landscape of the United States. We will begin with an examination of our own political beliefs which will then broaden into an investigation of American political culture and ideology. As we explore the political spectrum we will hold a debate between competing ideologies and parties. The culmination of our study of political culture will be our reading of Robert Putnam’s, Bowling Alone. Students will examine social capital in our own community and in the United States and will present a presentation on American social capital and its consequences on the American political system. Unit Three The Political Process Unit three will help students understand the mechanics of the American political process through a rigorous examination of interest groups, political parties, the media, campaigns and elections. Students will complete a project on the American political process by creating a candidate, making campaign ads, attending debates and conventions, meeting lobbyists, reading public opinion polls, and finally running office in mock elections. Unit Four Political Institutions Students will explore the nuts and bolts of American politics in this unit on political institutions. We will study the detailed workings of the three branches and how they interact with each other. Simulations will reinforce our knowledge as we form committees, pass legislation, build administrations, and follow court cases to the Supreme Court. Students will end this unit by judging the relative strength of the three branches and following current power struggles. Unit Five Civil Rights and Liberties In this age of terror, students will examine the balance between liberty and security that has been an part of the American political debate since its foundation. In this essential unit, students will study the vital rights and liberties that are the basis of our liberal democracy. We will start with an in depth look at the First Amendment as we explore the historical basis and contemporary parameters of our freedom. We will then turn towards due process to better understand the foundation of our legal rights as citizens. Throughout this unit we will look at a number of landmark Supreme Court decisions that form the basis of our rights: Lemon v Kurtzman, Engle v Vitale, Mapp v Ohio, Miranda v Arizona, and others, as well as more contemporary due process issue such as extraordinary rendition, the use of torture, and the Supreme Court case, Hamdi v Rumsfeld. Throughout this unit students will be invited to draw conclusions about the limits of our rights in this post 9/11 world. We will end our investigation of our rights by reading and presenting a project on Anthony Lewis’ Gideon’s Trumpet.

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Unit Objectives Unit One The Constitution Students will be able to: Analyze the benefits and costs of democracy Describe the preconditions necessary for democracy to flourish Evaluate the ways in which the United States is and isn’t democratic Describe the history of the Constitutional Convention Identify the conflicts and compromises in the writing of the US Constitution List the key points of the Federalists and Anti-Federalists Analyze the causes and effects of our system of checks and balances Identify concept of judicial review Explain the evolution of the Constitution through US history Describe the amendment process of he US Constitution Compare the key components of federal, confederal, and unitary governments Unit Two Political Culture Students will be able to: Identify the key components of American political culture Analyze the sources of political socialization Describe key components of different political ideologies Demonstrate an understanding of the political spectrum Analyze charts and graphs describing American demographics Interpret US demographic data Identify connections between demographics and ideology Describe the roots and evolution of American political culture over time Analyze the effect of US political culture on our political system. \Determine the effect of social capital on our political systems Unit Three The Political Process Students will be able to: Identify key interest groups in the US political system Describe methods interest groups use to pursue their policy objectives Identify the platforms of the major political parties Identify and describe the tenants of third parties in the US political system Analyze the causes and effects of our two party system Describe the methods parties use to achieve their political objectives Explain the power of the media in the electoral process Explain the evolution of the media in contemporary US politics Analyze the roles and powers of the different actors in the US political process Weigh the costs and benefits of public opinion polling on our political process Describe the effects of public opinion on campaigns, elections, parties, and political policy Identify the methods used to gauge public opinion Analyze the effects of money on our electoral system Identify the key provisions of contemporary campaign finance reforms Describe the steps of the electoral process Detail present proposals for electoral reform Analyze the evolution of our electoral process Identify different types of campaign ads and their effectiveness on elections Analyze the causes and effects of realigning elections

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Unit Four Political Institutions Students will be able to: Identify the powers of the Congress List the differences between the House and the Senate Describe the way bills become laws and identify the many hurdles bills face Explain the congressional electoral process Analyze the costs and benefits, causes and effects of effects of high incumbent reelection rates Identify the different leadership positions in Congress Analyze the connection between representatives and constituents Evaluate the weight of the different factors representatives consider when they vote Identify the major powers of the president Analyze the reasons for the evolution of presidential power over the 20th century Describe the many different jobs of the president and evaluate their relative importance Analyze the connection between representatives and constituents Identify the duties and evaluate the relative power of different actors in the executive branch Identify the members of the Supreme Court Describe the different steps in a Supreme Court case List the powers of the Supreme Court Identify the key facts of landmark Supreme Court cases Describe the evolution of judicial power over the past century Identify the main tenants of the competing judicial philosophies and evaluate their merits Analyze the causes of the growth of the modern bureaucracy Evaluate the impact of an unelected bureaucracy on our democratic system Identify the major agencies of the US government and their powers Describe the methods of bureaucratic oversight of the bureaucracy Evaluate the relative power of the three branches of government Unit Five Civil Rights and Liberties Students will be able to: Identify the key components of the First Amendment Analyze the causes and effects of selective incorporation Identify key First Amendment rights Supreme Court cases Describe some of the major protections guaranteed by the First Amendment Describe the tension between security and liberty in contemporary politics and evaluate the merits of both sides of the argument Describe the evolution of First Amendment protections over the past two centuries Identify the key provisions and protections of the Fourth Amendment Describe the evolution of the rights of the accused over the past half century Identify the parameters of student rights in schools Describe the key moments in the history of the struggle for civil rights in the US Analyze the state of race relations in the US race in today List and evaluate the success of different methods the US government has used to fight discrimination Evaluate the impact of race on US politics Describe key components of US social, economic, and foreign policy Identify the key policy making institutions and actors in US social, economic, and foreign policy

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ANSWERING QUESTIONS THAT YOU CAN’T ANSWER Students will ask you the most amazing and specific questions. Sometimes you will not be able to answer them. What do I do if I can’t answer a question?

Tell the class that you don’t know (try not to do this with every question)

Lie and make up an answer (this will come back to haunt you)

Ask the students if they know the answer Ask students to answer the question tonight for extra

credit Use internet in class (we are not all so lucky) to find the

answer Use the book to find the answer (you could make this into

a race for extra credit) Write it down on the board and look it up for tomorrow Change the subject Pretend to be ill Run screaming from the room

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FREE RESPONSE WORKSHOP

The Four Rs

Relax You have twenty five minutes. You have plenty of time. Plan for at least five minutes. This is NOT an essay. Take your time to work thoroughly and carefully.

Read Read the question carefully. Look at the chart (if there is one) carefully. Don’t freak! Read the question again. Do you understand all the parts of the question? Highlight or circle the key words in each part of the question. Rewrite the question in your own words.

Key Words

• Identify = List, Name, Describe • Describe = List, Name, Identify • Define = Write what the term means • Compare = Contrast, Evaluate, Weigh • Explain = Clarify, Connect, Link, Analyze, Give reasons • Discuss = Explain, Write about, Argue for

Rganize Break the question down into parts (a, b). Highlight the numbers of facts required for each part (identify 3). Organize and write the facts in a chart before you write the answer. Answer everything!

Rite Write your essay. Be specific and factual. Don’t be wordy. Get to the point! Less is More. Write one page maximum. Do NOT write an introduction or a conclusion.

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AP Free response questions and themes 2001-2011

Considering the exam structure and past questions, write the four specific questions you think will be on this year’s exam.

Year Specific Questions General Themes

2001

Methods of amending Constitution Reasons for congressional incumbent reelections 14th amendment connection to Court cases Difficulty of enacting public policy

Constitution/federalism Congress elections Court cases/Const. Policy/interest groups

2002

Divided Government and its difficulties Reasons for distribution of government benefits Racial minorities and political influence Voter turnout decline/Midterm elections

Parties Policy/voting Electoral system Presidential elections

2003

Presidential approval ratings Political participation (other than voting) Federal & state employees-block grants/mandates Party leaders and committees in congress

Presidency Political participation Bureaucracy/federalism Congress

2004

Impact of money on presidential elections Difficulties in amending the Constitution Increasing power of presidency Effect of incumbents/interest groups/media: policy

Presidential elections Constitution/federalism Presidency Policy

2005

Insulation of Supreme Court from public opinion Means of increasing power of federal government Selective incorporation & growing civil liberties/rights Methods of federal campaign finance reform

Supreme Court Federalism Civil liberties Elections

2006

Goals of Interest Groups and Parties Social Security and Entitlements Congress and Bureaucratic Agencies Bicameralism

Interest Groups/Parties Policy/demographics Congress/Bureaucracy Congress

2007

Electoral College/Winner Take All Freedom of Religion - clauses War Powers Resolution Federalism/Increase of Federal Power

Elections First Amendment Congress/President Federalism

2008

Congressional Redistricting President and Congress and domestic policy Fiscal Policy and Monetary Policy Civil Rights and minority voting

Congress Elections President Policy Civil Rights/voting

2009

Majority rule and minority protections Voting and demographics Majority versus minority in Congress President/Media and Agenda Setting

Constitution and Voting Voting and elections Congress President and Media

2010

Interest Groups and Rights Merit system and Checks on Bureaucracy Political party demographics and the South Federalism and the Bill of Rights

Interest Groups Bureaucracy Political Parties Federalism

2011

Political Parties and Nominations Supreme Court and its rulings Public Opinion polls and Congressional Voting Congress versus Executive in making Public Policy

Parties Supreme Court Public Opinion Congress v Executive

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REVIEWING  FOR  THE  AP  EXAM        

       Top  review  ideas  for  AP  Exam  

1. Have  your  students  take  old  US  multiple  choice  exams  and  go  over  the  answers  

2. Have  students  take  old  US  free  response  exams  and  go  over  the  answers  3. Have  students  write  rubrics  to  answer  old  US  free  response  questions  4. Have  your  students  make  flash  cards  of  the  most  important  politics  terms    5. Have  your  students  go  over  old  tests,  review  sheets,  class  notes  and  texts  6. Have  students  work  in  review  groups    7. Have  students  present  overviews  of  units  in  teams  8. Play  jeopardy  in  class  9. Teach  your  students  good  test  taking  skills:  Come  to  the  test  rested  and  

relaxed,  take  your  time  on  test,  eliminate  wrong  answers,  guess  if  you  can  eliminate  one  possible  answer  on  the  multiple  choice,  build  a  rubric  &  double  check  

10. Pay  your  students  for  each  five  on  the  exam      

 

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AP US GOPO JOURNAL REVIEW Every few weeks you will be expected to read and review an article that relates to the chapter we are studying. For example, when we are studying civil liberties, you could read an article about restrictions on freedom of speech. Turn in a journal reviews for each of the assigned chapters in each unit on the date indicated on the syllabus. Only the following sources are acceptable for journal reviews: SourceOn-line address The New York Times The Wall Street Journal The Washington Post The LA Times The Christian Science Monitor The Economist The BBC The Guardian Unlimited NPR Foreign Policy At many of these web sites you can receive free news each day. Do NOT attach your article to this review. The article must come from the past 6 months. Each review must be no more than one page typed (I will count off ten points if your review is more than one page) and should include the following information: 1)Heading Your Name: Today’s Date: Textbook Chapter Connection: Source: Article Title: Article Publication Date: 2)Summary Write a short summary of the article (one paragraph maximum). 3)Connection Analyze the article and explain how it connects with the chapter (one paragraph maximum).

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DEMOCRACY Name: Favorite holiday: Definition  of  Democracy          

 

Picture/Symbol  of  Democracy  (You  can  draw  it,  cut  it  out,  or  print  it  out)      

Costs  (What's  bad  about  it?)        

Benefits  (What's  good  about  it?)        

Facts/Data/Information  to  prove  that  the  US  is  democratic        

Facts/Data/Information  to  prove  that  the  US  is  undemocratic        

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CHECKS & BALANCES Work as a team to reach consensus and fill in this chart and answer the questions below. Be prepared to discuss your rankings.

Institution Powers of this branch

Checks against this branch

Explanation of rank 1= most powerful 3=least powerful

Legislative

Executive

Judicial

1. If you reinvented governmental checks and balances how would you change it?

2. Explain how the relative power of the branches has changed over the past century.

3. Explain whether the framers weakened and divided the government too much?

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GEOGRAPHY OF FEDERALISM Teams. Read chapter 3 in your book and use any outside information to help you fill in the following chart. Be prepared to explain your answers in class.

Confederal Federal Unitary Power Center

Examples

Costs

Benefits

Put the following terms on the spectrum below and explain each of your decisions. The Federalists The Anti-federalists Unitary system Confederal system Federal system Your teacher You Tea Party The Obama Administration

Liberty Security <----------------------------------------------------------------------------------------->

Anarchy Totalitarianism

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FEDERALISM TERMS Work with a group. I will assign you a term which you will research and then present to class. You will then fill your chart in with information from your colleagues’ presentations. TERM DEFINITION EXAMPLE/EVENT FEDERALISM 1. Express Powers

The power of the Congress to declare war

2. Implied Powers

3. Necessary and Proper Clause

4. National Supremacy Article

5. Commerce Clause

The federal government uses the commerce clause to stop discrimination

6. Concurrent Powers

7. Reserved Powers

8. Extradition

9. Interstate Compacts

10. Federal Mandates A government requirement imposed as a condition for federal money

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Same Sex Marriage Fact Sheet

1. Define Marriage:

2. Who regulates marriage?

3. What benefits do married people get from the states?

4. What does the Full faith and credit clause say about marriage?

5. What is Federalism?

6. What is the 1996 Defense of Marriage Act (DOMA)?

7. How many amendments to the Constitution have passed?

8. List amendments that have expanded rights:

9. List amendments that have restricted rights.

10. What was the goal of the bill of rights? Create the following on the back of this paper Write the 28th Amendment regarding same sex marriage. Write a chart or graphic showing the method you will use to amend the Constitution.

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Gonzales v Raich The Supreme Court is the Constitution - Felix Frankfurter

1. Read the sheet I assign you and be prepared to explain it to your classmates

2. Fill in the chart below about your section

Your Section # Who What Federalism?

Putting it all together: How is this case a good example of federalism?

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1-The case

The case dealt with the Controlled Substances Act and medical marijuana. The question presented to the Court was: Is the Controlled Substances Act a constitutional use of the Commerce Clause of the United States Constitution?

Gonzales v. Raich (previously Ashcroft v. Raich), 545 U.S. 1 (2005), was a case in which the United States Supreme Court ruled on June 6, 2005 that under the Commerce Clause of the United States Constitution, which allows the United States Congress "To regulate Commerce ... among the several States," Congress may ban the use of cannabis even where states approve its use for medicinal purposes.

John Ashcroft is in the case's name because he was Attorney General when the case was filed. The case was renamed when Alberto Gonzales became Attorney General.

California voters passed Proposition 215 of 1996, legalizing the medical use of marijuana. The United States Federal Government has limited the use of marijuana since the 1937 Marijuana Tax Act came into effect. Defendant Angel Raich used homegrown medical marijuana, which was legal under California law, but illegal under federal law. On August 15, 2002, county deputy sheriffs and agents from the federal Drug Enforcement Administration (DEA) destroyed all six of California resident Diane Monson's marijuana plants. The marijuana plants were illegal schedule one drugs under the federal Controlled Substances Act (CSA). CSA is Title II of the Comprehensive Drug Abuse Prevention and Control Act of 1970. Monson and Angel Raich sued, claiming that enforcing the CSA against them would violate the Commerce Clause, the Due Process Clause of the Fifth Amendment, the Ninth and Tenth Amendments of the Constitution, and the doctrine of medical necessity.

California was one of nine states that allowed medicinal use of marijuana. California's Compassionate Use Act allows limited use of marijuana for medicinal purposes. Angel Raich's physician said that without marijuana, Raich would be in excruciating pain and could die.

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2-Arguments

Raich

Angel Raich of Oakland, California, Diane Monson of Oroville, California, and two anonymous caregivers sued the government for injunctive and declaratory relief on October 9, 2002 to stop the government from interfering with their right to produce and use medical marijuana claiming that the Controlled Substances Act was not constitutional as applied to their conduct.

They claimed the seizure was a violation of the Commerce Clause of the Constitution, which grants the federal government the power to regulate "commerce," but only commerce that occurs "among the several States," with foreign countries, and "with the Indian tribes." Raich argued that her possession and consumption of medical marijuana was not commerce. Neither she nor Monson paid for their marijuana, and neither obtained it from another state. The soil, seeds, nutrients, and lumber used to grow the marijuana were obtained within California.

Angel Raich claimed she used marijuana to keep herself alive. She and her doctor claimed to have tried dozens of prescription medicines for her numerous medical conditions, and that she was allergic to most of them. Her doctor declared under oath that Raich's life was at stake if she could not continue to use marijuana. Diane Monson suffered from chronic pain due to a car accident a decade before the case. She used marijuana to relieve the pain and muscle spasms around her spine.

The Government - Gonzales

The United States Federal law, via the Controlled Substances Act, does not recognize the medical use of marijuana. Agents from the federal Drug Enforcement Administration (DEA) were assigned to break up California's medical marijuana co-ops and seize their assets. This activity was the result of the belief that federal law preempted that of California. The government argued that if a single exception was made to the Controlled Substances Act, it would become unenforceable in practice. The government also contended that consuming one's locally grown marijuana for medical purposes affects the interstate market of marijuana, and hence that the federal government may regulate—and prohibit—such consumption.

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3-Litigation

On December 16, 2003, the Ninth Circuit Court of Appeals granted a preliminary injunction to prevent the federal government from interfering with Raich and Monson. In their ruling, they declared: "We find that the appellants have demonstrated a strong likelihood of success on their claim that, as applied to them, the Controlled Substances Act is an unconstitutional exercise of Congress' Commerce Clause authority."

Organizations Involved

Partnership for a Drug-Free America, several other anti-drug organizations [1], alliance of seven congressmen including Mark Souder and Katherine Harris filed amicus brief for the side of federal government.[2] The environmentalist group Community Rights Council also filed a brief for the government, fearing limitation of federal power would undermine their agenda. [3]

The Cato Institute [4], Institute for Justice [5], many libertarian organizations, and NORML, along with other groups opposing the War on Drugs, filed briefs for Raich and Monson. The government of California, Maryland, and Washington also filed briefs supporting Raich. Interestingly, the attorneys general of Alabama, Louisiana, and Mississippi, three conservative states from Deep South having toughest drug laws, filed a brief supporting Raich on the ground of states' rights. [6][7]

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4-The Majority Ruling

Legal briefs were filed and oral argument occurred on November 29, 2004 (transcript). The 6-3 decision, written by Justice Stevens, was issued on June 6, 2005. It upheld the validity of Controlled Substances Act as an exercise of federal power because Congress "could have rationally concluded that the aggregate impact on the national market of all the transactions exempted from federal supervision is unquestionably substantial." The majority did not address the substantive due process claims raised by the respondents.

The Commerce Clause was the main issue. Congress' power to regulate interstate commerce includes power to regulate:

• channels of interstate commerce. • instrumentalities of interstate commerce. • activities that substantially affect interstate commerce.

Stevens' opinion for the Court for the Raich decision said that Lopez and Morrison don't apply, since marijuana is a popular part of commerce, and that the Commerce Clause applies whether the commerce is legal or not. According to Stevens, Wickard was the correct precedent to go by. During the American Great Depression, the Agricultural Adjustment Act of 1938 imposed quotas on crops including wheat. The farmer Roscoe Filburn produced wheat in excess of the quota, but said the excess wheat was for his own personal consumption and therefore had no effect on interstate commerce. The Court ruled that a farmer's growing "his own wheat" is "commerce" because if he had not grown and consumed it, he would have had to buy it from someone. Hence, in the aggregate, if farmers were allowed to consume their own wheat it would affect the interstate market in wheat. This case marked what may be the high water mark of the commerce power. For sixty years—until the Lopez decision—the Supreme Court struck down no law as exceeding the power of Congress under the Commerce Clause. Like Filburn, Raich and Monson said that their marijuana was only for personal use, and therefore not part of commerce. Stevens said that since the Wickard aggregation principle was valid, the Supremacy Clause of the Constitution allowed federal law to override state law.

Although the Court decision for Raich imposed a severe hardship on people in Raich's position, there was a larger issue involved. Congress' power under the Commerce Clause was used for many important pieces of legislation, with the landmark Civil Rights Act of 1964 as one example out of many. The Court had already reaffirmed some precedents and created others that limit the power of Congress over the states, and increased the power of the Court over Congress. With Raich, the Court declined to go further in that direction.

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5-The Dissent

Justice O'Connor, dissenting (transcript), began her opinion by citing United States v. Lopez, which she followed with a reference to Justice Louis Brandeis's dissenting opinion in New State Ice Co. v. Liebmann:

Federalism promotes innovation by allowing for the possibility that “a single courageous State may, if its citizens choose, serve as a laboratory; and try novel social and economic experiments without risk to the rest of the country.”

O'Connor concluded:

Relying on Congress’ abstract assertions, the Court has endorsed making it a federal crime to grow small amounts of marijuana in one’s own home for one’s own medicinal use. This overreaching stifles an express choice by some States, concerned for the lives and liberties of their people, to regulate medical marijuana differently. If I were a California citizen, I would not have voted for the medical marijuana ballot initiative; if I were a California legislator I would not have supported the Compassionate Use Act. But whatever the wisdom of California’s experiment with medical marijuana, the federalism principles that have driven our Commerce Clause cases require that room for experiment be protected in this case.

Justice Thomas also wrote a separate dissent (transcript), stating in part:

Respondent's local cultivation and consumption of marijuana is not "Commerce ... among the several States." Certainly no evidence from the founding suggests that "commerce" included the mere possession of a good or some personal activity that did not involve trade or exchange for value. In the early days of the Republic, it would have been unthinkable that Congress could prohibit the local cultivation, possession, and consumption of marijuana.

Chief Justice William Rehnquist, the original author of the commerce clause case United States v. Lopez and United States v. Morrison, joined O'Connor's dissent.

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6-Consequences

Both Raich and Monson have indicated their intention to continue using marijuana for medical use in spite of the ruling. Some activists have compared this decision to the Dred Scott case, with the implication that the ruling may have only a temporary impact leading to political reversal.

Two days after the ruling, the International Narcotics Control Board issued a statement indicating that the Board "welcomes the decision of the United States Supreme Court, made on 6 June, reaffirming that the cultivation and use of cannabis, even if it is for 'medical' use, should be prohibited." INCB President Hamid Ghodse noted, "Cannabis is classified under international conventions as a drug with a number of personal and public health problems," referring to the drug's Schedule I status under the Single Convention on Narcotic Drugs [8].

Not long after the decision in Raich, the Court vacated a lower court decision in United States v. Stewart and remanded it to the court of appeals for reconsideration in light of Raich. In Stewart, the Ninth Circuit had held that Congress lacked the Commerce Clause power to criminalize the possession of homemade machine guns.

In Congress, in order to counter the adverse effect of this ruling on patients and caretakers, Representative Maurice Hinchey (D-NY) and Dana Rohrabacher (R-CA) annually introduce a bill to stop the Department of Justice from arresting and prosecuting medical marijuana patients. [9] This effort has not yet succeed, as most members of Congress voted against the bill. [10]

In 2007, the Ninth Circuit decided against Angel Raich, when she renewed her litigation on substantive due process grounds. Judge Harry Pregerson, the author of the opinion, noted that only a minority of states legalized medical marijuana, so it is still not a recognized "fundamental right" under the due process clause. However, Pregerson also wrote that she could use medical necessity individually if she ever gets arrested for using medical marijuana.[11]

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SOCIAL CAPITAL QUIZ How much social capital do you have? Give yourself 1 point for each of the following

1. Regularly participate with political party/interest group 2. Attended a public meeting in the past year 3. Attended a political rally/event in the past year 4. Volunteer regularly 5. Regularly attend synagogue/temple/mosque/church 6. Know the names of one half of the people on your block 7. Play on a sports team 8. Can name our mayor, US representative, and US Senators 9. Member of a club/organization that meets regularly 10. Go out more than one night a weekend

Points 10 – 9 League Bowler extraordinaire 8 – 7 Social Capitalist 6 – 5 Civic Activist 4 – 3 In Training 2 – 0 Bowling Alone Social Capital Questions

1. How did you score on the quiz? 2. How would the US, in general, score on the quiz? 3. How does social capital affect political systems? 4. How does trust relate to democracy?

CAUSES OF DECLINING SOCIAL CAPITAL QUIZ

Which is the biggest culprit causing the decline of social capital in our community? Rank the following 1 = most responsible for the decline in social capital 10 = least responsible for the decline in social capital

• TV • Internet • Cell phones • Economic competition • Pace of life • Working women • Cars and cheap oil • Suburbanization and sprawl • Mobility • Wealth

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ELECTIONS, ELECTIONS, ELECTIONS

Cast your vote for one of the following

Richard M. Fontanesi R. A. "Skip" Galan "Chris" John Horton John Jenkins Sam Houston Melton, Jr. Arthur A. Morrell David Vitter

Now Cast your vote for one of the following

Richard M. Fontanesi, Democrat R. A. "Skip" Galan, Green "Chris" John Horton, Libertarian John Jenkins, Natural Law Sam Houston Melton, Jr., Reform Arthur A. Morrell, Republican David Vitter, Socialist

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REALIGNING ELECTIONS Our party system has been shaped by Realigning (or critical) elections. Elections that prove to be a turning point, redefining the agenda of politics, and the alignment of voters within parties during periods of historic change in the economy and society. Realigning elections often coincide with changes in suffrage and in changes in rates of voting. Use your research to fill in the chart for the election year assigned to your number. Listen to the other groups and use their expertise to help fill in this chart. Team Number

Date Explain What Happened Winners & Losers

1

1824/1828

2

1860

3

1896

4

1932

All

Was 1968 a realigning election?

All

Was 2008 a realigning election?

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Major US Political Parties Chart

Fill in all the charts below PARTY LEADERS PLATFORM

(MAJOR BELIEFS) FACTIONS RECENT

PRESIDENTS & LEADERS

Republicans

Democrats

Put an X for the party that you believe does better on the following issues Put an A for the party that Americans believe does better on the following Issue Democrats Republicans National defense Foreign trade Crime Campaign Finance Reform Economic Prosperity Taxes Poverty Environment Health care Social Security Social issues (abortion, marriage)

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LEADERSHIP Answer the questions and then fill in the chart.

Leadership Questions Do leaders lead or follow? What are politicians supposed to do; lead or follow? How much should leaders listen to public opinion polls? How much do leaders listen to public opinion polls? How democratic is leadership? Should representatives lead or follow?

Trustee Delegate ----------------------------------------------------------------------------- Leader Follower

Trustee Delegate Definition

Example

Politician

Pros

Cons

How democratic

Which is the US

Overall preference

Discussion In a democratic republic, explain whether politicians should be trustees or delegates?

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POLITICAL PARTICIPATION

Form of Campaign Activity

US % Efficacy (1-5 stars)

Check if you would do this in the 2012 election

Watching Campaign on TV

Voting in presidential elections

Trying to Persuade votes of others

Voting in Congressional Elections

Get Campaign News online

Display campaign button, sticker, sign

Persuading people to vote

Get e-mails from political groups

Give Money to help a Campaign

Visit Candidates web sites

Attend dinner, meeting, rally for candidate

Becoming candidate’s twitter/fb “friend”

What are other ways to participate in government? What are ways minors can participate in government? What is the most politically efficacious way to participate in government? What is the least politically efficacious way to participate in government?

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HOW DO WE VOTE? Teams should use their knowledge of US politics, the internet, and the textbook to answer the questions below. How do the people below vote?

1. I am a female Jewish trial lawyer who lives in New York City.

2. I am a male Catholic Latino computer consultant who lives in San

Jose California.

3. I am a white male Protestant banker who lives in Charlotte, North

Carolina.

4. I am a male Muslim African-American teacher who lives in Chicago.

5. I am a white female agnostic doctor who lives in Rutland, Vermont.

6. I am a white male rancher who lives in Cody, Wyoming.

7. I am an elderly retiree who lives on a fixed income in Reno, Nevada..

8. I am an Indian-American doctor who lives in Alexandria, Virginia.

9. I am an White pizza delivery man without a high school diploma from

Portland, Oregon.

10. I am a white male entrepreneur from Mississippi who earns more than

$150,000 a year.

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Elections The rules of the game Institution # Terms Lengths Limits Incumbent

Reelection % House

Senate

President

Term Limits Definition

Pros

Cons

Electoral College Definition

Pros

Cons

Primaries Definition

Pros

Cons

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EEELLLEEECCCTTTIIIOOONNNSSS      –––      CCCHHHEEEAAATTT      SSSHHHEEEEEETTT      The rules of the game Institution   #   Terms  Lengths   Limits   Incumbent  

Reelection  %  House    

435   2  (all  elected  each  2  years)  

No   90%  

Senate    

100   6  (1/3  elected  each  2  years)  

No   85%  

President    

1   4  (total  of  2  terms)  

2   66%  (since  1968)  

  Term  Limits  Definition    Pros   Kills  permanent  congress,  allows  new  ideas  in,  

Democratic  –  in  the  long  run,  Takes  money  out  of  politics  

Cons   Kills  experience,  Undemocratic,  anti-­‐stability,  

  Electoral  College  Definition    Pros   Moderates  majority  

Encourages  federalism  Moderates  extremism  Empowers  minorities  Forces  candidates  to  go  to  the  people  

Cons   Undemocratic  Disempowers  majority  Empowers  small  states  Focuses  on  battleground  states  

  Primary  Elections  Definition    Pros   Lets  people  decide  

Takes  power  away  from  bosses  More  democratic  

Cons   Too  long  Too  white,  rural,  extreme  Causes  candidates  to  appeal  to  extremes  Too  much  money  Tests  wrong  qualities  

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Bling Bling Get in a team of 4. Put your names at the top of this sheet. 1)Use the text, Government by the People to fill in the # in the chart you are assigned. Term Definition Examples How they get

what they want Effect on politics

1)Interest Groups

2)Lobbyists

3)PACs

Term Definition Example of how it works 4)Bundling

5)Independent Expenditures

6)Soft Money

7)Hard Money

8)527 Groups

9)Issue Ads

2)What, in your opinion, is the effect of money on our political system?

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Money in Politics Chart Work by yourself or in a teams of up to 4. Use your knowledge of politics, information about the interest group you were assigned, chapter 6 of the book, computers, and any other sources to find information to construct a chart/graphic organizer/display illustrating the role of money in politics. Illustrate the role of money in politics by focusing on one particular interest group or PAC. Use markers to illustrate your work. The Players Your chart should specifically focus on the activities of any one Interest Group or PAC. Your chart should include at least two specific facts about the interest group, e.g., their general goals, how they generally try to achieve their goals (money to politicians, public ad campaigns, litigation, etc), how much money they gave to politicians last year, specific issues they target, how much money they have in annual revenues, litigation they have been involved in, membership numbers, the demographics of their memberships, or specific politicians they target or support. Your group should be one of the following.

• AARP • AMA • NRA • Association of Trial Lawyers of

America • National Association of Realtors • American Federation of Labor • National Education Association • Microsoft Corporation PAC • Exxon-Mobil Corporation PAC

• Chamber of Commerce • ABA • Greenpeace • Sierra Club • EMILY's List • AIPAC • AFSCME • MoveOn.org • Club for Growth

Your Chart Your chart/graphic/display should include at least 12 of the following terms

1. Politicians 2. Media 3. Voters 4. Special interest groups 5. Elections 6. Mass mailings 7. Protest 8. Parties 9. Lobbyists 10. PACs 11. 527s 12. Issue ads

13. Bipartisan Campaign Reform Act of 2002

14. Protest 15. Hard money 16. Litigation 17. Campaign contributions 18. Publicity 19. Campaign Ad 20. Campaigns 21. Policy 22. Citizens United

Your chart/organizer/display should be creative and accurate, and must include at least three specific facts and figures about your interest group/PAC

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Media Data

• We live in a media state. In a year the average full time worker puts in o 1,824 hours on the job o 2,737 hours in bed o 3,256 hours exposed to the media (9 hours a day)

• 98% of American homes have TVs (more than have flush toilets)

• The average American adult or child watches TV three hours a day. The average American home has a TV on for 7 hours a day.

• By the time they graduate high school the average child has spent more time in front of the TV than in class.

• The average American sees 3000 ads a day

• The average American spends one and a half years watching TV commercials

• Advertising is a $100 billion a year industry in the US

• $1 million per hour is spent in the US on cosmetics

• Americans spend over $40 on cosmetics every year

• Americans spent over $9.4 on cosmetic surgery last year

• 80% of 4th grade girls are on diets

• 92% of all kids play video games. Over half play alone.

• On any given day, video gaming kids spend an average of 1:04 playing.

We are here to serve advertisers. That is our raison d'etre. -- the C.E.O. of Westinghouse(CBS), Advertising Age, February 3, 97

We have no obligation to make history. We have no obligation to make art. We have no obligation to make a statement. To make money is our only objective. -- Michael Eisner, CEO, The Walt Disney Co., (Internal Memo).

Answer the following questions

1. What is the media? 2. How much does the media impact your life and our nation’s life? 3. How would your life be different without the media? (imagine a media blackout) 4. What is the media’s job? 5. How much does the media control reality?

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1. What does the chart above show?

2. What factors have caused the changes in the chart above?

3. What are the effects of the changes in the chart above?

4. Election coverage Framing our choices.

5. Horserace/tactics/narrative instead of analysis and issues.

6. How much power does the media have to shape public opinion?

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Congress Terms

Term Definition & Explanation 1-Majority Leader

2-Minority Leader

3-Speaker of the House

4-President Pro Tempore

5-Whip

6-Caucus (Congressional)

7-Filibuster

8-Cloture

9-Discharge petition

10-Rider

11-Committee hearing

12-Floor debate

13-Conference committee

Current Congress Number of Democrats Number of Republicans House of Representatives Senate

46

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VOTING IN CONGRESS

How do Congress members vote? When legislators vote on any particular bill they must consider all of the following. RANK CONSIDERATION Voters: attentive public Colleagues: state delegation, log rolling Party: leaders, whips Interest Groups/PACs/Lobbyists Media – saliency of issue President Their own political and philosophical convictions Proximity to reelection 1. Put a number next to each consideration to rank them in order of importance to

legislators. 2. Explain how much you think members of Congress are ultimately beholden to the

people. 3. With PIPA/SOPA, explain how much the normal balance of voting consideration was

changed? 4. Explain if members of the House and the Senate have different considerations when

deciding how to vote. 5. Explain which is more powerful: The House or the Senate?

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P.O.T.U.S. Article ii. Section 1. Clause 5. No Person except a natural born Citizen, or a Citizen of the United States, at the time of the Adoption of this Constitution, shall be eligible to the Office of President; neither shall any person be eligible to that Office who shall not have attained to the Age of thirty five Years, and been fourteen Years a Resident within the United States. Section 2. The President shall be commander in chief of the Army and Navy of the United States, and of the militia of the several states, when called into the actual service of the United States; he may require the opinion, in writing, of the principal officer in each of the executive departments, upon any subject relating to the duties of their respective offices, and he shall have power to grant reprieves and pardons for offenses against the United States, except in cases of impeachment. He shall have power, by and with the advice and consent of the Senate, to make treaties, provided two thirds of the Senators present concur; and he shall nominate, and by and with the advice and consent of the Senate, shall appoint ambassadors, other public ministers and consuls, judges of the Supreme Court, and all other officers of the United States, whose appointments are not herein otherwise provided for, and which shall be established by law: but the Congress may by law vest the appointment of such inferior officers, as they think proper, in the President alone, in the courts of law, or in the heads of departments.

1. What are the requirements to be president?

2. What are the top three powers of the president?

3. Who was the best president ever?

4. How do you think Presidents Bush and Obama will be judged by the future?

5. Will Obama be reelected?

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Executive order Executive order-A rule or regulation issued by the president that has the effect of law. (1) Enforce legislative statutes (2) Enforce the Constitution or treaties with foreign nations (3) Establish or modify rules and practices of executive administrative agencies Can be retracted by successor, nullified by Congress or a federal court rules it unconstitutional. Presidents have issued over 13,500 of them. Answer the following questions.

1. What is an Executive Order?

2. What is the difference between a law and an executive order?

3. You will be given one of Barack Obama's executive orders. Tell us: • The purpose of this specific order:

• Your opinion of this order: 4. You are the president. Write an executive order in the official

language of an executive order. Use your copy of Obama’s Executive Order as an example of the official language of an Executive order.

50

Presidential Collage Article  II  of  The  Constitution  lays  out  the  many  powers  of  The  President.  Chapter  twelve  of  the  textbook  gives  further  detail  on  these  powers.  

POWERS DESCRIPTION + EXAMPLE RANK Commander in Chief

Diplomat in Chief:Treaties + Executive Agreements

Administrator in Chief – bureaucracy

The Appointment Power

The Veto Power

The Pardon Power

Inherent Powers

The Power to Inform and Convene Congress

Present your role Present your assigned role to class. The information your team puts or doesn't put in the online version of this chart will constitute 50% of your grade. Complete the entire chart Fill in this entire chart. The chart should include a detailed description of each of these powers, along with a ranking of them in order of importance (1=most important, 8=least). Put your name at the top of the page. Your individual chart will count as 50% of your grade.

51

WEST WING Name: As your colleagues present their West Wing team, fill in this chart with descriptions and names of some of the main White House players, rankings of the most powerful West Wing jobs (1=most powerful, 5=least).

JOB DESCRIPTION and KEY NAMES In a nutshell, what is the duty of this job?

RANKING

The White House Staff

The Executive Office of the President

The Cabinet

The Vice Presidency

The First Lady

This chart + Your team’s wiki data = Your grade

52

PRESIDENTIAL POWERS JIGSAW I will give you a number and an overhead to write your response on. Complete the question below for your number and then share your response with the class. You may use your textbooks or any other materials.

1. List the powers of the president as laid out in Article II of the Constitution. (These powers are also enumerated in chapter 12 of your book). Rank these powers of the president in order of importance and be prepared to explain your choices.

2. Make a graphic or chart that lists the checks the President has on the other branches of government & the checks other branches have on the President. Make some graphic to answer the question: Which is stronger: the executive or legislative branch?

3. The presidency has grown much stronger over the past century. Explain three reasons that the power of the presidency has grown and make some graphic to explain the growth of presidential power.

53

DIVIDED GOVERNMENT

Party Control of Congress and the Presidency (1969-2010)

Year President Senate House

2009 D D D

2007* R D D

2005 R R R

2003 R R R

2001* Bush (R) D R

1999* D R R

1997* D R R

1995* D R R

1993 Clinton (D) D D

1991* R D D

1989* Bush (R) D D

1987* R D D

1985* R R D

1983* R R D

1981* Reagan ( R) R D

1979 D D D

1977 Carter (D) D D

1975* R (Ford) D D

1973* R D D

1971* R D D

1969* Nixon (R) D D

Annual government spending change since 1965 when government is unified 3.4 Annual government spending change since 1965 when government is divided 1.5 What is divided government? What years did we have divided government? Do we have divided government today? Predict whether we will have a divided government in 2009? Explain some of the causes of divided government. Explain some of the effects of divided government. Explain whether divided government is positive.

54

Presidency Versus Congress Project Make something educational, entertaining, and persuasive on the following topic: Which is stronger: the executive or legislative branch? You may work by yourself or in teams up to four and a half. You may work with students in other classes. This counts as a project grade.

• 1/3 of your score will be based on the factual validity and academic accuracy of your work

• 1/3 of your score will be based on the entertainment/creativity/engagement value of your work

• 1/3 of your score will be based on the persuasiveness of your argument

You could make a cartoon, a picture book for children, a graphic novel, a musical, a skit, a mock debate between mock constitutional experts, a hard hitting, creative, and engaging presentation on the topic, a one-act play, a song, a film, a sock puppet show, a talk show, a VBLOG, a dance, a parody of I’m Just a Bill, a late night interview parody with experts on the topic, or something so creative I haven't even thought of it yet. Be creative but don’t forget to be accurate, informative, and persuasive. The more creative, persuasive, and educational your work is, the better your grade. This project must be completed and ready to be presented on Monday, February 13.

55

Supreme Court Jigsaw In chapter fourteen you will learn about the Judicial System. Define and describe an example of each of the following terms. Work in teams of up to 4.

TERM DEFINITION EXAMPLE QUESTION 1. Writ of

Certiorari

What sort of cases go to the Supreme Court?

2. Law Clerks

Do Supreme Court law clerks have too much power?

3. Solicitor General

Who does the Solicitor General represent at the Supreme Court?

4. Amicus Curiae

Briefs

What sort of people/groups file Amicus briefs & why do they?

5. Oral Arguments

What is the goal of oral arguments & do they really matter?

6. Conference

What is the importance of secrecy in conferences?

7. Opinion of the Court

Who assigns the opinions and how important are they?

8. Dissenting Opinion

What is the point of writing down the losing side ?

9. Concurring Opinion

Why bother with writing down the occurring opinion?

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LANDMARK SUPREME COURT CASES PROJECT The Team Work in quartets, trios, or duos. Choose one of the following court cases to research. The Case You are responsible for knowing all of these cases on the final exam.

1. Brown v. Board 2. Gideon v. Wainwright 3. Miranda v. Arizona 4. Roe v. Wade 5. Heart of Atlanta Motel v. US

6. Bakke v. University of California 7. Tinker v. Des Moines 8. Engel v. Vitale 9. Mapp v. Ohio 10. Texas v. Johnson

The Assignment Tell us all of the following information about your case (think COPS) Who was involved? What happened?

Where and when did it occur? How & why did it go to SCOTUS?

Tell us about your case at the Supreme Court • What was the Supreme Court ruling regarding your case? • Include the main arguments for both sides of the case, and the opinion of the court. • Explain why this is a landmark case. • Use the following judicial terminology in your case where applicable.

• Writ of certiorari • Conference • Oral arguments

o Amicus curiae o Opinion of the court

The Format Choose between the following Project should be between 5 & 7 minutes long (1 point off for each minute over or under) • Video (Must be on You Tube or linked to our class website) • Prezi (make it interesting and creative with lots of visuals) • Wiki or blog or Tumblr (or another interesting online representation) • Live presentation or reenactment (should be very factual and visual) The Presentation Over the next few months we will be learning about the ten cases listed above. On the day our class covers the case, you will be expected to teach the case to class, using your project. I will give you a one-week notice before we cover the case. Your classmates will be expected to complete a rubric for each case, so you MUST cover all the information in the rubric and be prepared to answer any of my or you classmates’ questions. The Grade You will be graded on: information, production (1/2 each). Due Between March 18 and March 29

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FREEDOM OF RELIGION Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the government for a redress of grievances. Freedom of Religions Pretest Put yes or a no in the constitutional column, explain the court ruling, and list any related Supreme Court cases to the following scenarios

Constitutional Related Court Case Scenario

NO. The establishment clause does not allow teacher led prayer in a public school. Private schools may have prayer in school. Public schools cannot stop students from praying in school as long as the prayer is not disruptive of school activities or led by school authorities.

Engel v Vitale 1962 Ex-A teacher led prayer in a public high school.

1-Using government money to pay for lunches for poor kids in parochial schools

2-Erecting a manger scene at town hall with private money

3-Encouragement of prayer by school authorities. (for example, at graduation or football games)

4-Posting the Ten Commandments on the wall of a public school classroom

5-Teaching Creationism or intelligent design in a public high schools biology class

6-A public university giving money to students to start a religious newspaper

7-Rastafarians smoking pot as part of their religion

8-The practice of polygamy

9-Bible Study after school at a public high school

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FREEDOM OF SPEECH Congress sha l l make no law respe c t ing an e s tab l i shment o f r e l i g ion , or proh ib i t ing the f r e e exer c i s e ther eo f ; o r abr idg ing the f r e edom o f spee ch , or o f the pres s ; o r the r i gh t o f the peop l e peaceab ly to ass emble , and to pe t i t ion the government fo r a r edres s o f g r i evances .

Supreme Court Case/Limits on speech Example In Morse v Frederick the Supreme Court ruled 5 to 4 that schools can limit student speech that advocates illegal drug use. In ruling, the Court affirmed that the speech rights of public school students are not as extensive as those adults normally enjoy.

1. Bong Hits For Jesus

2. Obscenity

3. Libel

4. Yelling “Fire” in a crowded movie theater. Clear and Present Danger Doctrine.

5. Burning a cross in someone’s yard

6. Fighting Words

Answer all of the following questions

1. List three things the Supreme Court classifies as speech:

2. Does the US allow too much freedom of speech? Your right to swing your arm ends where the other person’s nose begins. -Attributed to Voltaire

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Freedom of the Press and Assembly Define Press: Define Assemble: Freedom of the Press Strongly Support Support Neutral Oppose Strongly Oppose Coverage of a trial of an adult Strongly Support Support Neutral Oppose Strongly Oppose Coverage of a war in Afghanistan Strongly Support Support Neutral Oppose Strongly Oppose Exposure of US torture at Abu Ghraib Prison Strongly Support Support Neutral Oppose Strongly Oppose Publishing documents that reveal American misbehavior (Wiki Leaks) Strongly Support Support Neutral Oppose Strongly Oppose Freedom of Information Act (look in textbook on page 420) Strongly Support Support Neutral Oppose Strongly Oppose COPA (look in textbook on page 420) Strongly Support Support Neutral Oppose Strongly Oppose Freedom of Assembly Strongly Support Support Neutral Oppose Strongly Oppose Neo-Nazis assembling to protest the government Strongly Support Support Neutral Oppose Strongly Oppose Ku Klux Klan assembly to burn a cross in someone’s yard Strongly Support Support Neutral Oppose Strongly Oppose Citizens assembling to protest police misconduct and chanting “Kill the Pigs” Strongly Support Support Neutral Oppose Strongly Oppose Westboro Baptist Church assembling on public property at funerals to protest US Strongly Support Support Neutral Oppose Strongly Oppose The right of the Boy Scouts to assemble without homosexuals Strongly Support Support Neutral Oppose Strongly Oppose Do you believe the First Amendment gives us too much freedom?

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CIVIL RIGHTS I will assign each team one of the following numbers. Use the web and your textbook to complete your research. Be prepared to explain your findings to class.

Part I Inequality How did each of these hurt minorities?

1. White primaries, Poll tax + Literacy tests + Plessy v. Ferguson 2. Segregation + Jim Crow Laws + racial restrictive covenants

Fighting inequality How did each of these help minorities?

3. Brown v. Topeka Board of Education (1954) 4. Voting Rights Act of 1965 + minority-majority districts 5. Civil rights act of 1964 Title II and Title VII 6. Fair housing Act and Amendments 1968 and 1988 7. Affirmative action + Commerce clause + Class action suits +

University of California Regents v. Bakke (1978) 8. Grutter v. Bollinger(2003) and Gratz v. Bollinger(2003)

Part II Write the 28th Amendment to the Constitution about affirmative action. Explain the method you will use to amend the Constitution.

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BUREAUCRACY TERMS Circle the number you are assigned and be prepared to define + explain your term in class

Term Definition Example 1. Departments

2. Independent Regulatory commission

3. Independent Agencies

4. Government Corporations

5. Civil Service

6. Merit System/ Spoils System

7. Office of Personnel and Management

8. Implementation

9. Administrative Discretion

10. Rule

11. Federal Register

The Bureaucracy

How does the Congress control it? How does the president control it?

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Regulators Among the most significant contemporary trends in the US federal government have been the privatization, deregulation, and devolution of the functions of the federal bureaucracy and an increasing amount of power of interest groups and corporations in writing the rules of the bureaucracy. You will work in a group of 3. Each of you will have an article to read. Find a definition of Iron Triangle and write it here in your own words: I. Read your article II. Write on your article. Highlight every time your article has an example of: Deregulation or Devolution or Privatization or Industry lawwriting/rulemaking Circle every time your article has an example of checks and balances Underline the parts of the bureaucracy that are involved in your article Star any example of an Iron Triangle III. Answer these questions about your article. Be as specific as possible: 1. What was your article about? 2. What was the main problem your article focused on? 3. What department or agency did your article focus on? 4. What conflict was there regarding regulation? 5. If you were head of the agency/department what would you do about the

conflict in your article? 6. Explain who (what groups, people, institutions) tells the agency/department

what to do? 7. What is your department/agency’s relationship to Congress? 8. What is your department/agency’s relationship to the President? 9. What is your department/agency’s relationship to industry? 10. What did this article have to do with federalism? 11. What did this article have to do with checks and balances? 12. Was there an example of an iron triangle in your article? IV. Make an Iron Triangle After each member of your team highlights and shares their article, work together to cut, paste, draw, illustrate, write and create one huge iron triangle about any one of the articles you read. Use the materials and supplies to complete your triangle. Clarity, accuracy, + creativity are vital in your work.

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POLICY 1. What is politics?

2. What is public policy?

3. What is an example of a government policy?

4. How do policies get made? See figure 17-1 in book on page 472

5. What are some of the biggest problems facing our country today?

Name How they can affect Policy Policy power

ranking (1-10) Barack Obama

John Boehner

Harry Reid

John Roberts

Head of BP

Head of the American Heritage Think Tank

Roger Ailes

The Citizens of California

Chair of the Joint-Chiefs of Staff

Justin Bieber

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Election Projects Super PAC Super PROJECT Super-PACs are a new kind of political action committee created in July 2010 following the outcome of a federal court case known as SpeechNow.org v. Federal Election Commission. Technically known as independent expenditure-only committees, Super PACs may raise unlimited sums of money from corporations, unions, associations and individuals, then spend unlimited sums to overtly advocate for or against political candidates. Super PACs must, however, report their donors to the Federal Election Commission on a monthly or quarterly basis -- the Super PAC's choice -- as a traditional PAC would. Unlike traditional PACs, Super PACs are prohibited from donating money directly to political candidates. As of October 11, 2012, 931 groups organized as Super PACs have reported total receipts of $394,249,275 and total independent expenditures of $348,694,658 in the 2012 cycle. Work with up to four students. 1)Create your own Super PAC. Start by generating a Super PAC name. 2)Decide which presidential candidate you want to support with your Super PAC. 3)Make a 30 second independent expenditure advertisement and post it on You Tube. You may not collaborate with either presidential campaign. 4)Share your ad with us in class on:

ELECTION PREDICTION PROJECT Who is going to win the 2012 Presidential Election? Use the following sites to make your prediction 538 Blog Elections 101 Politico Candidate Tracker

Election Atlas On the Issues 270 to Win

Use your brain to win $500 at http://www.270towin.com/americas-electoral-map-contest/ Assignment Fill in a US map, marking each state either red or blue* then total the number of electoral votes for each candidate. The closest to the correct number is the winner. In the case of a tie, the winners will share the top prize. You can go to the 2012 Electoral Map and then print out your prediction. Or you can print out a blank electoral map and then color it in and calculate the total number of electoral votes on your own. Turn your map in for your grade. You will have 1 point deducted on your grade for each electoral vote you

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US  SUPREME  COURT   2013

Name Birthdate Appointed Predicted Retirement

Political Party

Judicial Philosophy

Law School

President Appoint Religion Previous

Judicial

Roberts (Chief) 1955 2005 2030 R Conservative Harvard George

W Bush Catholic US Appeals

Kagan 1960 2010 2035 D Liberal Harvard Obama Conservative Jewish

Solicitor General

Alito 1950 2006 2031 R Conservative Yale George W Bush Catholic US Appeals

Scalia 1936 1986 2017 R Conservative Harvard Reagan Catholic US Appeals

Kennedy 1936 1988 2017 R Conservative Harvard Reagan Catholic US Appeals

Sotomayor 1954 2009 2035 D Moderate Yale Obama Catholic US Appeals

Thomas 1948 1991 2029 R Conservative Yale Bush Catholic US Appeals

Ginsburg 1933 1993 2009 D Liberal Columbia Clinton Jewish US Appeals

Bryer 1938 1994 2019 D Liberal Harvard Clinton Jewish US Appeals

Judicial Facts and Firsts First Catholic Justice Taney 1836 First Jewish justice Brandeis 1916 First Black justice Marshall 1967 First female justice O’Connor 1981 First Hispanic justice Sotomayor 2009 Respond to the following There is a proposal that all Justices be appointed for 15 years, with a cap on age 75 and a grandfather (so to speak) clause for the present members of the court. Write a well-reasoned response to this proposal explaining why you support or oppose it.

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State   Population     Electors   Population  Per  Elector  

Vote  Value  

Texas    

22,859,968   34   672,352             1  

California    

36,132,147   55   656,948   1.02  

North  Carolina    

8,683,242    

15   578,882   1.16  

Delaware    

843,524   3   281,174   2.39  

Wyoming    

509,294   3   169,764   3.96  

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Presidency Versus Congress Project Make something educational, entertaining, and persuasive on the following topic: Which is stronger: the executive or legislative branch? You may work by yourself or in teams up to four and a half. You may work with students in other classes. This counts as a project grade.

• 1/3 of your score will be based on the factual validity and academic accuracy of your work

• 1/3 of your score will be based on the entertainment/creativity/engagement value of your work

• 1/3 of your score will be based on the persuasiveness of your argument

You could make a cartoon, a picture book for children, a graphic novel, a musical, a skit, a mock debate between mock constitutional experts, a hard hitting, creative, and engaging presentation on the topic, a one-act play, a song, a film, a sock puppet show, a talk show, a VBLOG, a dance, a parody of I’m Just a Bill, a late night interview parody with experts on the topic, or something so creative I haven't even thought of it yet. Be creative but don’t forget to be accurate, informative, and persuasive. The more creative, persuasive, and educational your work is, the better your grade. This project must be completed and ready to be presented on Thursday, February 14.

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PARLIAMENTARY VERSUS PRESIDENTIAL SYSTEMS

Fill in the following chart

Term Parliamentary Presidential

Definition

Examples

Pros

Cons

Which gives more power to voters

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Presidential Term Limits On February 27, 1951 The Twenty Second Amendment limited the length a president could serve to two four-year terms. There have been several recent proposals to amend the Constitution regarding presidential term limits. Amendment XXII Section 1. No person shall be elected to the office of the President more than twice, and no person who has held the office of President, or acted as President, for more than two years of a term to which some other person was elected President shall be elected to the office of the President more than once. But this article shall not apply to any person holding the office of President when this article was proposed by the Congress, and shall not prevent any person who may be holding the office of President, or acting as President, during the term within which this article becomes operative from holding the office of President or acting as President during the remainder of such term. Section 2. This article shall be inoperative unless it shall have been ratified as an amendment to the Constitution by the legislatures of three-fourths of the several states within seven years from the date of its submission to the states by the Congress. (1) Write a 28th Amendment regarding term limits. (2) Draw or write out the method you would use to amend the Constitution. (3) Explain how your Amendment would effect the US government & citizens.

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GOVERNMENT POWERS QUIZ Is it legal? Scenario Name/Term

Holding a prisoner for over 48 hours with no explanation

A retroactive criminal law that works to the disadvantage of a person

Using illegally obtained evidence in a trial

Trying someone twice in the same court for the same crime.

POLICE POWERS QUIZ Is it legal? Scenario Picture Use of deadly police force against

fleeing suspect

After pulling over a car with

probable cause and then patting down a subject and finding a gun looking for contraband in the car trunk.

Warrantless Searches made with consent.

Seizing evidence without a

warrant if the evidence is found in plain view

Having reason to suspect that a

person has a weapon and then patting them down. Finding a weapon and then undertaking a full search.

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GLOBAL ARTS  

The long trip from a classroom in Winston-Salem to an orphanage in Port au Prince, Haiti is measured in years, not miles. In 2002, after a UN official spoke to my AP politics class, my students organized an educational exchange program, bringing Bosnian, Palestinian and Kenya students here to study with us. In 2005, I lead a delegation of 20 students on a ten-day trip to Kenya where we worked in orphanages, toured educational centers, met with public health officials, and collaborated with Kenyan students to photograph and documented our travels, When we returned we shared our experiences with the community in presentations and on a student-curated blog. We had all started down a path of authentic learning and profound experience, but our journey wasn’t finished.

Since 2006, I’ve been privileged to teach the abundantly passionate and hard-working high school students of the University of North Carolina School of the Arts. Every year, as we study globalization, human rights, and poverty, my students yearn for an outlet for their generosity, energy, and compassion. When we study human rights in the Balkans or globalization in Kenya they ask if I will take them with me to see first-hand what we’ve read about and studied. My civics and economics students have just completed reading Pulitzer Prize winner Tracy Kidder’s, Mountains Beyond Mountains: the story of Paul Farmer, and the transformative work of Partners In Health in Haiti. The book has helped them grapple with important issues from my curriculum: justice, inequality, democracy, and liberty. The book has also challenged my students by raising fundamental questions about our economic and political systems.

Before the January 12, 2010 earthquake struck, 25 disabled children languished in a ward in Port-au-Prince General Hospital where they had been abandoned. Paint peeled from the walls. Water dripped from the ceiling. At night, the orphans slept three to a crib; those who were mobile were shackled to their metal beds. Most of the 25 children had never even been outside. When the earthquake hit, a quarter of a million people died and most of the hospital was destroyed. The international NGO, Partners in Health, spirited the kids away to a refuge on the outskirts of Port au Prince, a place called Zanmi Beni.

As a capstone for our class curriculum, I will lead ten of my high school students to Haiti this summer, where they will wed their academic knowledge with our artistic skills and training in creating and performing artistic collaborations with Haitian orphans. UNCSA music students will form a bucket band to explore the world of rhythm and percussion; visual artists will use digital cameras to share the magic of photography; dancers will choreograph, teach and perform with wheelchair bound Haitian children. As our state’s unique professional school for the performing, visual, and moving image arts, the University of North Carolina School of the Arts trains students for professional careers in the arts, providing developing artists with the experience, knowledge, and skills needed to excel in their disciplines and their lives. In a world where the arts are becoming more globally integrated, my students’ opportunity to create and perform collaboratively across cultures will be an experience with a profound impact on my students’ knowledge, artistic skills, and career opportunities. In the fall of 2013, after our return from Haiti, we will host a presentation and performance where students will share stories of our project. The studios of UNCSA and the rubble of Haiti are worlds apart, but this summer, knowledge, compassion, creativity, and the magic of art will bring us together.

Mission: To create global partnerships through the transformative power of knowledge and art Global Project Site: Zanmi Beni, Port Au Prince, Haiti Global Arts Web Site: http://milnerj.wix.com/globalarts