Archive for September 2019

October 1st 2019

Lesson 2.2: The Structures, Powers, and Functions of Congress

Enduring Understanding:

The republican ideal in the U.S. is manifested in the structure and operation of the legislative branch.

Learning Objectives:

Explain how the structure, powers, and functions of both houses of Congress affect the policymaking process.

Essential Knowledge:

By design, the different structures, powers, and functions of the U.S. Senate and House of Representatives affect the policy-making process.

Though both chambers rely on committees to conduct hearings and debate bills under consideration, different constitutional responsibilities of the House and Senate affect the policy-making process.
  • Chamber-specific procedures, rules, and roles that impact the policy-making process include:
  • Number of chamber and debate rules that set the bar high for building majority support .
  • Roles of Speaker of the House, President of the Senate, party leadership, and committee leadership in both chambers 
  • Filibuster and cloture 
  • Holds and unanimous consent in the Senate 
  • Role of Rules Committee, Committee of the Whole, and discharge petitions in the House
  • Treaty ratification and confirmation role of the Senate 
Congress must generate a budget that addresses both discretionary and mandatory spending, and as entitlement costs grow, discretionary spending opportunities will decrease unless tax revenues increase or the budget deficit increases.

Pork barrel legislation and logrolling affect lawmaking in both chambers.

Debrief 2.1:

Complete the following question on a separate sheet of paper.

Activity #1 - Congressional Session Prep

Each of you will act as a member of Congress in an upcoming class simulation. In this simulation your goal is to pass at least one bill (created by you or your classmates) into a law. This bill may alter or add any classroom rule, policy, or procedure provided that it does not violate the Constitution. In your case, the Constitution is NKCSD district or OPHS policy. For this exercise, we must assume these policies are "supreme".

Here is the order in which we will proceed:

House and Senate assignments

Selection of leadership for each house (Speaker of the House and Senate Majority Leader)

Committee assignments (Minimum of 3 members per committee)
Committee on Classroom Procedures
Committee on Rules and Consequences
Committee on Assessments and Grading
Committee on Projects and Group Work

Authoring of bills by all member of congress

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September 27th 2019

Lesson 2.1: Congress: The Senate and the House of Representatives 

Enduring Understanding: 

The republican ideal in the U.S. is manifested in the structure and operation of the legislative branch.

Learning Objectives: 

Describe the different structures, powers, and functions of each house of Congress.

Essential Knowledge: 

The Senate is designed to represent states equally, while the House is designed to represent the population.

Different chamber sizes and constituencies influence formality of debate.

Coalitions in Congress are affected by term-length differences.

The enumerated and implied powers in the Constitution allow the creation of public policy by Congress, which includes:

  • Passing a federal budget, raising revenue, and coining money 
  • Declaring war and maintaining the armed forces 
  • Enacting legislation that addresses a wide range of economic, environmental, and social issues based on the Necessary and Proper Clause

Debrief 2.1: CNN 10

Activity 1: Chapter Unit Two Part One Notes

In your notebooks, we will travel through Parts 1 and 2 to learn the basics about the Legislative Branch.  You will have about 20 minutes on each station so make sure to work efficiently!  Note the answers to each of the "Parts," or stations in your notebooks.  You can find a copy of each of the parts with this PDF.

Click Here to access the notes

Activity 2: Use OSAM to Analyze the Political Cartoon


Remember that OSAM stands for Objects, Symbolism, Actions, and Message.



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September 25th 2019

Unit Two: Interactions Among Branches of Government 

Overview: 

Because power is widely distributed and checks prevent one branch from usurping powers from the others, institutional actors are in the position where they must both compete and cooperate in order to govern. 

The three key institutions of the federal government are Congress, the presidency, and the courts. The bureaucracy, which implements policy, is seen by some as an extension of the executive branch and by others as, in effect, a fourth branch of government because of the discretion it can exercise in carrying out policy directives. The Constitution grants specific powers to Congress, the president, and the courts, and in addition, each branch exercises informal powers (developed through political practice, tradition, and legislation). Because checks and balances are designed to prevent one branch from becoming too powerful, Congress and the president, for example, will sometimes cooperate and sometimes compete in governance. 

PART ONE: THE LEGISLATIVE BRANCH 

The powers of Congress are set forth in Article I of the Constitution. Congress is bicameral, with the Senate representing states and the House of Representatives reflecting each state’s population. Congress passes laws that cover a wide range of policy areas, and each chamber has different responsibilities and rules. The federal budget is a good example of how the president and Congress must cooperate and compromise. While Congress is empowered to develop and pass a budget, in the modern era the president typically proposes one, which may lead to ideological debate. There are several reasons it is difficult for Congress to pass legislation, including ideological differences. Much of the work of Congress is done in committees, and congressional committees also exercise oversight to ensure that the bureaucracy is carrying out policies as intended.

Lesson 2.1: Congress: The Senate and the House of Representatives 

Enduring Understanding: 

The republican ideal in the U.S. is manifested in the structure and operation of the legislative branch.

Learning Objectives: 

Describe the different structures, powers, and functions of each house of Congress.

Essential Knowledge: 

The Senate is designed to represent states equally, while the House is designed to represent the population.

Different chamber sizes and constituencies influence formality of debate.

Coalitions in Congress are affected by term-length differences.

The enumerated and implied powers in the Constitution allow the creation of public policy by Congress, which includes:

  • Passing a federal budget, raising revenue, and coining money 
  • Declaring war and maintaining the armed forces 
  • Enacting legislation that addresses a wide range of economic, environmental, and social issues based on the Necessary and Proper Clause

Debrief 2.1: Impeachment!

Read the following excerpt of an article from the Washington Postand answer the questions that follow...
House Speaker Nancy Pelosi took the extraordinary step Tuesday of initiating impeachment proceedings against President Trump, accusing him of violating the Constitution in seeking help from a foreign leader to damage a political opponent. 
Pelosi’s move came after Trump acknowledged that he urged the Ukrainian president to investigate former vice president Joe Biden, a contender for the Democratic presidential nomination who holds a wide lead over Trump, polls show, in a potential general election matchup. The revelation prompted a rush of moderate House Democrats to call for an impeachment inquiry into Trump, a step they had resisted for months. On Tuesday, Pelosi (D-Calif.) relented as well. 
Congress has launched impeachment proceedings against a president only four times in the nation’s history. Pelosi’s move all but ensures that the House will vote on articles charging Trump with “high crimes and misdemeanors” in a matter of weeks, according to senior Democratic lawmakers and top leadership aides, who spoke on the condition of anonymity to discuss private deliberations.
~By Rachael Bade, Mike DeBonis and Karoun Demirjian from the Washington Post. September 24th 2019. Full Article Text

September 24 at 5:24 PM
1.  Explain how this article represents the principle of checks and balances.

2.  Once the House of Representatives votes on articles to charge President Trump, research what would happen next write down the next steps in the impeachment process.

Activity #1: Congress One Pager

In order to create a "divider" in your notebooks that will serve to separate Unit One and Unit Two Part One, we are going to create a one pager over the Legislative Branch.  To get a look at what a one pager looks like click this link.  Here is what your one pager should include...
  • A title and subtitle across the middle
  • A border that includes the 18 powers of Congress
  • A Picture in one quadrant
  • Congress' checks in another quadrant
  • The structure of Congress in another
  • A quadrant that has three questions you have about Congress

Activity #2: Legislative Branch Carousel

In your notebooks, we will travel through four stations to learn the basics about the Legislative Branch.  You will have about 20 minutes on each station so make sure to work efficiently!  Note the answers to each of the "Parts," or stations in your notebooks.  You can find a copy of each of the stations with this PDF.

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September 23rd 2019

Test Recap and Re-teaching...

Our first test is now behind us.  It was clear that there were some areas that we have clearly mastered, and some lessons that we still need to focus on mastering.  In order to do this, I have created a test "retake and re-teaching" method that will hopefully allow us to learn some important concepts that we missed along the way.

Activity #1:  CUA #1 on Illuminate

Take CUA #1 on Illuminate.  This will be a graded assignment so try your best!  

Activity #2: Test Corrections:

First, download the test so that you can see the questions that you may have missed.  To open the test, CLICK HERE.

Then, on a separate sheet of paper, for each question you missed identify the correct answer and provide an explanation about why it is correct.  If you do not know why the answer is correct ask Coach Taylor or myself.  


Activity #3: Turn in your notebook with vocab

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September 17th 2019

Review Day!

Today, we will be getting ready for your unit one test.  In order to do this, we have two tasks for today.

Activity #1: Unit One PPC

Log in to AP Classroom and take the Unit One PPC.

This quiz is designed to tell you which areas of Unit One that are strengths and weaknesses for you.  Based on your results, we can develop a personalized plan of study for you.  Once you get an idea of where you need to focus your study, we will look at Khan Academy to learn about lessons to strengthen your content and skill mastery.

Activity #2: Unit One Review

Once you have finished with the Unite One PPC on AP Classroom, please continue to complete your Unit One review.

NOTEBOOK CHECK NEXT CLASS!!!

Make sure your notebook is up to date with all Nifty Fifty Vocabulary (see list), Debriefs, Class Activities, and Notes from the previous weeks.  See the blog for a reminder of what you should have complete in your notebooks.  Here is a rubric with an explanation of notebook grading...


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September 13th 2019

Lesson 1.3: Government Power and Individual Rights 

Enduring Understanding: 

The Constitution emerged from the debate about the weaknesses in the Articles of Confederation as a blueprint for limited government.

Learning Objectives: 

Explain how Federalist and Anti- Federalist views on central government and democracy are reflected in U.S. foundational documents.

Essential Knowledge: 

Madison’s arguments in Federalist No. 10 focused on the superiority of a large republic in controlling the “mischiefs of faction,” delegating authority to elected representatives and dispersing power between the states and national government.

Anti-Federalist writings, including Brutus No. 1, adhered to popular democratic theory that emphasized the benefits of a small decentralized republic while warning of the dangers to personal liberty from a large, centralized government.

Debrief 1.6: 

Use ASAP to Analyze Brutus 1

“Brutus,” a New York Antifederalist, or opponent of the proposed Constitution (generally assumed to have been Robert Yates, a New York delegate to the Constitutional Convention), anticipated by two weeks the opening paragraph of Federalist 1, also addressed to the people of New York. Brutus voiced a concern shared by many Americans: Could a widely dispersed and diverse people be united under one government without sacrificing the blessings of liberty and self-government? Brutus’ powerful arguments prompted Federalists to articulate a more thorough explanation of what the Constitution meant and why it should be ratified. 
The first question that presents itself on the subject is, whether a confederated government be the best for the United States or not? Or in other words, whether the thirteen United States should be reduced to one great republic, governed by one legislature, and under the direction of one executive and judicial; or whether they should continue thirteen confederated republics, under the direction and control of a supreme federal head for certain defined national purposes only? 
This inquiry is important, because, although the government reported by the convention does not go to a perfect and entire consolidation, yet it approaches so near to it, that it must, if executed, certainly and infallibly terminate in it. 
This government is to possess absolute and uncontrollable power, legislative, executive and judicial, with respect to every object to which it extends, for by the last clause of section 8th, article 1st, it is declared “that the Congress shall have power to make all laws which shall be necessary and proper for carrying into execution the foregoing powers, and all other powers vested by this constitution, in the government of the United States; or in any department or office thereof.” And by the 6th article, it is declared “that this constitution, and the laws of the United States, which shall be made in pursuance thereof, and the treaties made, or which shall be made, under the authority of the United States, shall be the supreme law of the land; and the judges in every state shall be bound thereby, any thing in the constitution, or law of any state to the contrary notwithstanding.”
SOURCE: HERBERT J. STORING, ED., THE COMPLETE ANTI-FEDERALIST (CHICAGO: THE UNIVERSITY OF CHICAGO PRESS, 1981), 2:363-372.

Activity #1: Edpuzzle on the Federalist vs. The Anti-Federalists

Activity #2: Finish Vocabulary

Full Faith and Credit
Article 5 of the Constitution

REVIEW TIME!!!

See class handout.

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September 11th 2019

Lesson 1.8: Constitutional Interpretations of Federalism 

Enduring Understanding: 

Federalism reflects the dynamic distribution of power between national and state governments.

Learning Objectives: 

Explain how the appropriate balance of power between national and state governments has been interpreted differently over time.

Essential Knowledge: 

The interpretation of the Tenth and Fourteenth Amendments, the commerce clause, the necessary and proper clause, and other enumerated and implied powers is at the heart of the debate over the balance of power between the national and state governments.

The balance of power between the national and state governments has changed over time based on U.S. Supreme Court interpretation of such cases as:

  • McCulloch v. Maryland (1819), which declared that Congress has implied powers necessary to implement its enumerated powers and established supremacy of the U.S. Constitution and federal laws over state laws 
  • United States v. Lopez (1995), which ruled that Congress may not use the commerce clause to make possession of a gun in a school zone a federal crime, introducing a new phase of federalism

Debrief 1.5: Political Cartoon Analysis


Using the tool "OSAM" to analyze the author's message in this political cartoon.  In your notebooks, label your response "Debrief 1.5."  Then, write down...

"O" Objects: What objects do you see in the political cartoon?
"S" Symbols: What do the objects that you see in the political cartoon symbolize?
"A" Actions: What movements can you envision if this were a moving picture? 
"M" Message: What is the message that the author is trying to say to the reader?

Activity #1: Watch the EdPuzzle to Refresh on Federalism

Click HERE 

Activity #2: Federalism FRQ

Take a look at the FRQ from the 2018 Gov Test.  Complete the FRQ essay on the sheet that I provide you using the strategies we discuss in class. 

Activity #3: Nifty Fifty Vocabulary

Add the following words to your vocabulary...

Reserved Powers Clause
Commerce Clause
Necessary and Proper Clause
Supremacy Clause



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September 9th 2019

Lesson 1.7: Relationship between the States and the Federal Government 

Enduring Understanding: 

Federalism reflects the dynamic distribution of power between national and state governments.

Learning Objectives: 

Explain how societal needs affect the constitutional allocation of power between the national and state governments.

Essential Knowledge: 

The exclusive and concurrent powers of the national and state governments help explain the negotiations over the balance of power between the two levels.

The distribution of power between federal and state governments to meet the needs of society changes, as reflected by grants, incentives, and aid programs, including federal revenue sharing, mandates, categorical grants, and block grants.

Debrief 1:4:

Finish this paragraph prompt: "The Federal Constitution represented a substantial growth in the power of the national government."  Use 3 supporting details to support this claim.

Activity #1: Notes 

Chapter Three Notes over structures of government

Activity #2: Federalism in Action

Using the internet, find three examples or articles of Federalism in Action.  For each one of your your examples that you find, make sure to record the issue or item you found, identify the level of government responsible for the item or issue, explain how it relates to the concept of Federalism, and then.

#BONUS
Find an example of Federalism inaction...  (For example, state or national governments blocking another level of government from taking action)

Activity #3: Federalism FRQ

Take a look at the FRQ from the 2018 Gov Test.  Complete the FRQ essay on the sheet that I provide you using the strategies we discuss in class. 

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September 5th 2019

Lesson 1.6: Principles of American Government 

Enduring Understanding: 

The Constitution created a competitive policy-making process to ensure the people’s will is represented and that freedom is preserved.

Learning Objectives: 

Explain the constitutional principles of separation of powers and checks and balances. Explain the implications of separation of powers and checks and balances for the U.S. political system.

Essential Knowledge: 

The powers allocated to Congress, the president, and the courts demonstrate the separation of powers and checks and balances features of the U.S. Constitution.

Federalist No. 51 explains how constitutional provisions of separation of powers and checks and balances control abuses by majorities.

Debrief 1.4:

Watch the following video on EdPuzzle and answer the questions...

Think about the following quote:
"If men were angels, no government would be necessary. If angels were to govern men, neither external nor internal controls on government would be necessary. In framing a government which is to be administered by men over men, the great difficulty lies in this: you must first enable the government to control the governed; and in the next place oblige it to control itself." -James Madison
Think about what this quote means...  What does this quote have to do with checks and balances within our government?

Activity #1: Federalist 51 Drawings

Using our understanding of Federalist 51 from last class, draw an illustration that you feel captures the meaning of Alexander Hamilton's Federalist Paper #51.  See class discussion for examples.

Activity #2:

Log in to AP Classroom to ensure that topic quizzes 1.4, 1.5, and 1.6 are all completed.

Activity #3:

Please add the following terms to your vocabulary index in the back of your notebook:
Separation of Powers
Checks and Balances
Bicameral
Bill of Rights

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September 3rd 2019

Lesson 1.6: Principles of American Government 

Enduring Understanding: 

The Constitution created a competitive policy-making process to ensure the people’s will is represented and that freedom is preserved.

Learning Objectives: 

Explain the constitutional principles of separation of powers and checks and balances. Explain the implications of separation of powers and checks and balances for the U.S. political system.

Essential Knowledge: 

The powers allocated to Congress, the president, and the courts demonstrate the separation of powers and checks and balances features of the U.S. Constitution.

Federalist No. 51 explains how constitutional provisions of separation of powers and checks and balances control abuses by majorities.

Debrief 1.3:

2B: What were the differences between the New Jersey and Virginia Plans at the Constitutional Convention?

3B and 4B: Draw a Venn Diagram in your notebooks. Label one side "New Jersey Plan," and the other side "Virginia Plan." Write down the three main ideas of each plan on each side of the Venn Diagram.  In the middle we will write down the three main components of the Great Compromise.

Activity #1: Complete the EdPuzzle Assignment

Activity #2: Notes from Chapter Two 

For the slides with notes, click on the following link

Activity #3: Federalist 51

Download the Federalist 51 PDF.  Save the PDF to your AP Gov folder on your desktop (or wherever you made your folder) and complete the walkthrough on the PDF using Preview and save it in your folder.  Once you finish, move on to Activity #4

Activity #4: AP Classroom

Log in to AP Classroom (It sucks I know).  Then complete quizzes 1.4 and 1.5


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