Federal system Federalist Papers Federalists Great Compromise Madisonian model Natural rights Plan Ratification Representative assembly Separation of powers Social contract Three-fifths compromise Unicameral legislature Virginia Plan Categorical grants Commerce clause Concurrent powers Cooperative federalism Devolution Dual federalism Elastic clause (necessary and proper clause) Extradite Federal mandate Full and credit clause Gibbons v. Interstate compact Lopez v. McCulloch v. federalism Police powers Printz v. Privileges and immunities Supremacy clause Unitary system Anarchy Aristocracy Authoritarianism Capitalism Communism Consent of the people Conservatism Democracy Democratic republic Direct democracy Dominant culture theory Eminent domain Equality Fascism Ideology Initiative Liberalism Limited government Majoritarianism Majority rule Oligarchy Pluralism Political culture All Students Will Know and Be Able To: [SC 1] Compare the political philosophies of Enlightenment thinkers such as Locke, Hobbes, Rousseau and Montesquieu, and discuss their relative influence on important American documents such as the Declaration of Independence and the Constitution Describe the weaknesses in the Articles of Confederation that led to the Constitutional Convention Compare the arguments of the Federalists and Anti-Federalists with respect to the creation of the Constitution Compare the Virginia Plan, New Jersey Plan, and Connecticut Compromise (Great Compromise) with respect to representation in Congress Discuss the contradictions between the Declaration of Independence and the compromises written into the Constitution with respect to slavery (Three-fifths Compromise) Explain the intent and function of the Madisonian Model’s use of separation of powers, checks and balances, and federalism Analyze selected Federalist Papers and discuss their role in the ratification process Explain the role of the Bill of Rights in the ratification process Describe the processes necessary for amending the Constitution the advantages and disadvantages of federalism the expressed, implied and prohibited powers granted the different levels of government under federalism how federalism has evolved through policy and case-law democracy to alternative forms of government and contrast three theories of American democracy (majoritarianism, elitism, pluralism) and contrast several ideologies within the American political spectrum shifts in, and challenges to, American political culture in the 21st century Materials: [SC 11] Articles of Confederation
Subject/Topic Areas: A. The major formal and informal institutional arrangements of power B. Relationships among these four institutions and varying balances of power C. Linkages between institutions and the following: 1. Public opinion and voters 2. Interest groups 3. Political parties 4. The 5. and local governments Critical Vocabulary: • Incumbents • Casework • Pork barrel • Bicameral legislature • Rules Committee • Filibuster • Speaker of the House • Majority leader • Whips • Minority leader • Standing committees • Joint committees • Conference committees • Select committees • Legislative oversight • Committee chairs • Seniority system • Caucus (congressional) • Bill • Lawmaking process • Twenty-second Amendment • Impeachment • Watergate • Amendment • Cabinet • National Security Council • Council of Economic Advisers • Office of Management and Budget • Veto • Pocket veto • Presidential coattails • War Powers Resolution • Legislative veto • Crisis • Role of Press Secretary • Budget • Deficit • Expenditures • Revenues • Income tax • Sixteenth Amendment • Federal debt • Tax expenditures • Social Security Act • Medicare • Incrementalism • Uncontrollable expenditures • Entitlements • House Ways and Means Committee • Senate Finance Committee • Congressional Budget and Impoundment Control Act of 1974 • Congressional Budget Office • Budget resolution • Authorization bill • Appropriations bill • Continuing resolutions • Bureaucracy • Patronage • Pendleton Civil Service Act • Civil service • Merit principle • Hatch Act • Office of Personnel Management • GS rating • Senior Executive Service • Independent regulatory agency • Government corporation • Independent executive agency • Policy implementation • Standard Operating Procedures • Administrative discretion • Regulation • Deregulation • Command-and-control policy • Incentive system • Executive orders • Iron triangles • Issue networks • Standing to sue • Justiciable disputes • Amicus curiae briefs • Original jurisdiction • Appellate jurisdiction • District courts • Courts of appeal • Supreme Court • Senatorial courtesy • Solicitor general • Opinion • decisis • Precedents • Original intent • Judicial implementation
(c) Describe one significant way the legislative branch influences fiscal policy. (d) Define monetary policy. (e) Explain two reasons why the Federal Reserve Board is given independence in establishing monetary policy. Special Assignments: Public Policy [SC 7] Students will act as if they have been hired as a foreign policy consultant to the President. Working as a team they will provide a presentation on a post-Bay of Pigs example of United States’ intervention in foreign affairs including, but not limited to, the following: –1964 Vietnam –1965 Dominican Republic –1973 Chile –1981 Nicaragua –1983 Grenada –1986 Libya –1989 Panama –1991 Iraq –1992 Somalia –1994 Haiti –1994 Bosnia –1998 Afghanistan and Sudan –2001 Afghanistan Each is responsible for researching its assigned case of intervention, using the following questions as guidelines: –What goals or priorities of that administration prompted the intervention? –Under what auspices, or with whom, did the U.S. carry out the intervention? –What were some of the major historical events of the country prior to the intervention (at least one decade beforehand)? –How long did the U.S. intervention last? What occurred in that time (number of casualties on both –What were the immediate results of the intervention? –How did it (has it) impacted the region? –What is the country’s current status? What is its leadership? What is its relationship with the United States? After research is complete, students will create and present information covering the basic facts and the motivation for the intervention. Students will provide a summary of the lessons that should have been learned from our nation’s experience in this intervention. Students will investigate and make presentations on programs whose financing may be cut in the federal budget. They then discuss and vote on whether these programs should be cut or maintained. The students will go to the National Budget Simulation (Short Version), (www.budgetsim.org/nbs/shortbudget02.html) and create a budget. Students will summarize the following laws and agencies created between the years of 1969 and 1976: Resource Conservation and Recovery Act Clean Water Act
Sexual harassment Swann v. Board of Education Suffrage Thirteenth Amendment Title IX Voting Rights Act of 1965 White primary Brandenburg v. Ohio Civil liberties Engle v. Vitale Establishment clause Exclusionary rule Free exercise clause Furman v. Georgia Gag order Gideon v. Wainwright Gitlow v. New York Griswold v. Connecticut Hamdan v. Rumsfeld Hazlewood v. Kuhlmeir v. Kurtzman Libel Mapp v. Ohio Miller v. California Miranda v. Arizona Near v. Minnesota New York Times v. United States Oregon v. Planned Parenthood v. Casey Prior restraint Roe v. Wade Schenk v. United States School vouchers Slander Texas v. Johnson Tinker v. Des Moines Webster v. Reproductive Health Services USA-Patriot Act All Students Will Know and Be Able To: [SC 8] 1. Identify substantive rights and liberties. 2. Trace and analyze the development of civil liberties and civil rights resulting from legislative enactment. 3. the development of civil liberties and civil rights resulting from judicial Interpretation with reference to: (a) Freedom of speech, assembly, and expression (b) Rights of the accused (c) Rights of minority groups and women 4. Apply and evaluate the impact of the Fourteenth Amendment on the constitutional development of rights and liberties. Materials: SCOTUS such as Gideon v. Wainright Segments from Sunnylands Seminars (2009) video Segments from PBS series “The Supreme Court” “10 Supreme Court Cases Every Teen Should Know” by Tom Jacobs 14th Amendment JFK Address on Rights (6/11/63) Online NewsHour “Special Report: The Battle Over Same-Sex Marriage” Rights Act of 1964 and 1968 24th Amendment The Voting Rights Act of 1965 The Fair Housing Act “Justices Say Law on Sex Bias Guards Against Retaliation, Too.” By Linda Greenhouse Chapters 16-18 Government By the People Timed Writing: [SC 13]
Students will form groups that will analyze scenarios related to Title IX issues. Allow each group to discuss the scenario and answer the questions about whom they side with in the dispute. Then come together as a class and share thoughts and common or differing opinions about the scenarios. After discussing the scenarios, students should think about and discuss the following questions: Is it just for a person to be removed from a position (player or coach) because she or he is complaining about gender discrimination? What would you have done if you were the people in the scenarios? Students will research a current event related to US government and politics. As part of the assignment students will fill out an analysis form, present their information to the class, and lead a class debate on the topic. Unit 7: Post AP Exam Film Analysis Project Suggested Timeframe: 5-6 Areas: NA Critical Vocabulary NA All Students Will Know and Be Able To: Analyze films, both dramas and documentaries, to identify the sources of bias and misinformation they may contain Materials: Timed Writing: Students will write an in class essay comparing three of the films analyzed during the unit. Special Assignments: You and your team members (group size will depend on class size) will choose a film (either dramatized historic account or documentary) related to US Government and Politics to present and teach to the rest of the class. You will be given a choice of films to present or you can suggest one for approval by the teacher. You must research the accuracy of the film and highlight the particular point of view it represents. You must create discussion questions and activities related to the chosen film. You will then guide the rest of the class through these questions and activities as we watch the film. You will be graded on how well prepared you are to lead the discussion. In addition, the quality of your activities will be objectively evaluated.