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In this assignment, you will research and provide a brief overview of the Constitutional Convention held in Philadelphia in May 1787 from the perspective of any one of the delegates that represented a colony. In addition, you will analyze the Great Compromise and the Three-Fifths Compromise from the perspective of the same delegate. You will have the opportunity to review the outcome of the Constitutional Convention and research the position held by one of the delegates. For this LASA, complete the following: Research and provide a brief overview of the Constitutional Convention held in Philadelphia in May 1787. Choose and assume the position of one of the following delegates to the convention: James Wilson, Pennsylvania Charles Pinckney, South Carolina Alexander Hamilton, New York James Madison, Virginia Analyze the Great Compromise and the Three-Fifths Compromise from the perspective of your assumed role as a delegate. You will observe that the issue of slavery created controversy during the creation of the US Constitution. The practice of slavery, while not specifically sanctioned within the Constitution, did, for all intents and purposes, become formally institutionalized. Be sure to address the following in your analysis: Determine the biographical information about the delegate you select, including place of birth, the colony he represented, and other background and heritage details that influenced his views. Explain the issues your chosen delegate considered important in relation to the Great Compromise and the Three-Fifths Compromise. Explain from your delegate’s perspective whether each of these two compromises was necessary (required) in order to secure passage of the draft constitution (to be submitted to the states for ratification). Explain from your delegate’s perspective the importance or necessity of drafting a new Constitution and what this action would achieve nationally. Explain from your delegate’s perspective if and why the Great Compromise was necessary and why slaves were to be counted as three-fifths a human being for purposes of representation. From the perspective of your delegate, draft a speech of 450–600 words including the above points, arguing for the approval of a constitution in the format of a presentation. Ensure you do the following: Highlight the key points that graphically or pictorially present your position in a clear, persuasive manner. Use the notes feature to fill in more detailed text of the speech. Prepare your presentation from your delegate’s perspective. The presentation is meant for the members of the convention. Include your voice and image within your presentation (this is optional). Develop a 7–10-slide presentation in PowerPoint format, exclusive of a cover page and reference page. Apply APA standards to citation of sources. Use the following file naming convention: LastnameFirstInitial_M3_A2.doc. .

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for ratification).
Explain from your delegate’s perspective the importance or
necessity of drafting a new Constitution and what this action
would achieve nationally.
Explain from your delegate’s perspective if and why the Great
Compromise was necessary and why slaves were to be counted
as three-fifths a human being for purposes of representation.
From the perspective of your delegate, draft a speech of 450–
600 words including the above points, arguing for the approval
of a constitution in the format of a presentation. Ensure you do
the following:
Highlight the key points that graphically or pictorially present
your position in a clear, persuasive manner.
Use the notes feature to fill in more detailed text of the speech.
Prepare your presentation from your delegate’s perspective. The
presentation is meant for the members of the convention.
Include your voice and image within your presentation (this is
optional).
Develop a 7–10-slide presentation in PowerPoint format,
exclusive of a cover page and reference page. Apply APA
standards to citation of sources. Use the following file naming
convention: LastnameFirstInitial_M3_A2.doc.

HIS 100 Theme 2: Secondary Source Analysis Worksheet Prompt: Fill in each of the fields below using information from a secondary source of your choice. Be sure to include specific examples (page numbers, etc.). Full APA citation: McGuire, R. A. (2018). North-South Alliances During the Drafting of the Constitution: The Costs of Compromise. In Public Choice Analyses of American Economic History (pp. 13-51). Springer, Cham. Retrieved from https://link.springer.com/chapter/10.1007/978-3-319-77592-0_2 Identify author and describe potential biases. Robert McGuire is a research professor of economics at Akron University. He has a Ph.D. from the University of Washington and has written various books including Pathogens, Parasites, and Progress and To Form A More Perfect Union. Being a research professor, the author could have research bias but that is not seen in this article. Identify thesis and arguments. The article refutes conclusions that the south and north alignments assisted the realization and passing of the constitutional convention of 1787. The distinguished economic interest of the region including slavery, merchant and commercial activities led to sectional rifts. These, in turn, created the need for compromises and agreements between both sides to complete the constitution. The author argues the rifts meant that the constitution was predisposed to failure and its original design fell short of serving as the constitution of the nation. This led to civil wars and a southern secession and led to the need for three amendments to save the constitution. What primary sources did the source rely on? The author borrows from articles and memoirs published by participants of the drafting of the constitution. This includes letters and memoranda on the views from the south and north alignments. Is the source reliable and convincing? Why or why not? The source is reliable and convincing. The author is a professor who has earned his Ph.D. doing research. Being a research professor means that the author intricately understands research and represents it with efficacy, therefore, making it reliable. The author also shows objectivity and is not invested in any side or any particular belief. How does the source relate to your project topic? How does it add to what you already know about the topic? The alignment of the north and south during the drafting of the constitution was instrumental in how well the constitution would fare. At the time, the constitution was a big step and its drafting and consequent ratification were heavily reliant on alignments and alliances. Running head: HISTORICAL LENSES 1 HISTORICAL LENSES 4 Drafting of the United States Constitution Student’s name Institution affiliation Date The lens I chose is po.

Identify and briefly discuss TWO specific ways in which presidential.docx

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POL 115 RANK Educational Specialist--pol115rank.com

pvrshilpa14

FOR MORE CLASSES VISIT www.pol115rank.com POL 115 Assignment Week 1 Influences on the Founding of the United States of America ((New Syllabus, June 2019) POL 115 Assignment Week 2 Congress & the President (New Syllabus, June 2019) POL 115 Assignment Week 3 U.S. Federal Bureaucracy and Public Policy Worksheet (New Syllabus, June 2019) POL 115 Assignment Week 4 Civil Liberties & the Supreme Court (New Syllabus, June 2019) POL 115 Assignment Week 5 Political Parties, Political Participation, Campaigns and Elections Multimedia Presentation (New Syllabus, June 2019)

POL 115 RANK Education Planning--pol115rank.com

WindyMiller31

ENGLISH1) Respond to one of the following prompts in two to th.docx

YASHU40

ENGLISH 1) Respond to one of the following prompts in two to three paragraphs. Citing textual evidence from "On the Pulse of Morning" and "One Today:" Describe some of the challenges facing the American people during the late 20th and early 21st centuries or Explain the effects of cultural diversity among the American people during the late 20th and early 21st centuries 2) Consult an online dictionary and/or thesaurus to respond to the following prompt in a paragraph of 7 to 10 sentences. Choose five words from five separate lines in the poem, "One Today" by Richard Blanco that you would have changed if you had been the original writer of this poem. a-Write to explain what changes you would have made with these five word choices and why you would change them in this way. b-Also explain how the use of the online dictionary and/or thesaurus assists you in making these choices. 3) Complete the Timeline of Early 20th Century American Literature by adding ONE literary title (short story, novel, or poem) and ONE influential event for that literary title for each of the decades listed. You will also need to explain how the two pieces are connected. You should be able to complete this as you read through the lesson, filling in events on your timeline, however you may also use outside sources if you would like. You should have a total of eight events on your timeline before submitting it to your instructor.1900 1910 1920 1930 4) Create a multimedia presentation using a Web 2.0 tool. You have learned about multiple historical, cultural and literary influences in early 20th century America. You have also read several poems which are representative of early 20th century American literature.(listed below) Now you will take this information to create a presentation showcasing both of your chosen poems. You should have at least one image for each poem along with text explaining the ways in which the literary works were influenced by the events of the 20th century. Choose two poems and create a presentation explaining the ways in which the literary works were influenced by the events of this time period. "Rhapsody on a Windy Night" by T.S. Eliot "Mending Wall" by Robert Frost "Stopping by Woods on a Snowy Evening" by Robert Frost "The River Merchant's Wife: A Letter" by Ezra Pound "The Red Wheelbarrow" by William Carlos Williams "Languages" by Carl Sandburg "Fog" by Carl Sandburg 5) For this assessment, you will complete the Evaluation of a Speech Worksheetfor the Civil Rights Address given by U.S. President John F. Kennedy.(worksheet below) Directions: Identify five examples of the use of logos, ethos, and pathos in the speech. First, cite specific lines from the speech. Then, indicate whether the lines are an example of logos, ethos, or pathos. Finally, explain the impact the lines are intended to have on the audience. One example has been completed for you. Lines from the Speech Logos Ethos Pathos Impact on the Audience Example: W ...

We were thereussquanny

POL 115 Invent Yourself /newtonhelp.com

lechenau99

Federal Budget Speech "Do you want to know who you are? Don't ask. Act! Action will delineate and define you." - Thomas Jefferson The federal budget spends close to four trillion dollars a year and is split between mandatory spending (what the federal government has to spend due to congressional legislation) and discretionary spending (what the federal government spends as a result of congressional allotment). Roughly speaking, mandatory spending accounts for two-thirds of the federal budget and discretionary spending accounts for one-third of the federal budget. Every year the executive and legislative branches debate budgetary priorities for the federal bureaucracies such as the Department of Defense, the Pentagon, the Environmental Protection Agency, Veteran Affairs, the Department of Education, and others. Many of these debates occur within congressional committee meetings as members of Congress, federal employees, outside interests, and individual citizens articulate funding requests. For this assessment you will compose a speech advocating why your chosen department, administration, or agency within the federal bureaucracy should receive additional funding. Because the “world is a stage,” let us establish the setting, plot, and the ensuing action for your speech. Setting: Exterior: Washington D.C. State Capitol Building. Interior: Room 221B. Congressional Hearing Room. Plot: Imagine that you are in a cavernous room. You sit before a large table facing twenty one senators from the Budget Committee. Photographers, more than you can imagine, squeeze between the space that separates you from the members of Congress. Behind you in the gallery, public policy wonks and regular citizens sit, awaiting your presentation. You are a featured speaker from a citizen group that advocates a particular public policy funding concern for your federal department, administration, or agency. Prior to the meeting you have already read the president’s proposed federal budget for the upcoming year from the Office of Management and Budget and you have some budgetary concerns. You read in alarm how the upcoming federal budget request from the White House reduces funding for your federal department, administration, or agency. But, as you know, it is up to Congress to fund the executive bureaucracy. The executive branch requests funding and the legislative branch allocates funding. This is your chance to request more funding for your federal department, administration, or agency of choice. Action : Equally eager and nervous you stand in front of a lectern. “Now,” you think, “now I am ready…” You click on the microphone, examine your prepared speech about your funding request, and you begin to speak with eloquence and passion! Directions : Compose a 400 word transcript of your public policy speech. Select a specific example of public policy from one of the following fields: Economic policy – for example, U.S. budget deficit spending. Educ.

The U.S. Constitution and the Federalist v. Antifederalist Paper.docx

wsusan1

The U.S. Constitution and the Federalist v. Antifederalist Papers “ But what is government itself, but the greatest of all reflections on human nature? 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 .” - James Madison On September 17, 1787, 39 of the 55 delegates from 12 of the 13 states signed the newly crafted U.S. Constitution in Independence Hall, Philadelphia, PA. (OConnor & Sabato, 2019) The new U.S. Constitution was approved by the United States’ current government, the Congress of the Confederation, and a resolution was sent to all 13 states that sought ratification of the Constitution: Article VII: “The Ratification of the Conventions of nine States, shall be sufficient for the Establishment of this Constitution between the States so ratifying the Same.” (U.S. Constitution, Article VII) Now, it was up to the individual states to either ratify or not ratify the new Constitution. As each of the thirteen colonial legislatures sought to ratify the U.S. Constitution, newspapers published the U.S. Constitution so that “we the people” could understand and debate the new, governmental document. During the fall of 1787 and into the summer of 1788, newspapers published hundreds of letters to the editor penned by individual citizens that argued for and against ratification. Additionally, the debate over ratification saw the emergence of two, opposed political parties composed of this nation’s founding fathers: the Federalists and Antifederalists. The Federalists advocated for the adoption of the new Constitution, and the Anti-Federalists opposed it. Members from both parties produced newspaper articles that explained their ideological rationale for or against ratification. More information regarding the Federalist v Anti-Federalist debate can be found in the National Constitution Center and the U.S. Archives . In this assignment, you will examine and explain how the Federalist and Anti-Federalist plans shaped the U.S. Constitution. Directions : Within a 500 word, APA formatted expository essay, please include: A title page An introduction How do Federalists and Anti-Federalists plan to organize the federal government? Executive Branch How does the U.S. Constitution reflect the Federalist plan? Legislative Branch How does the U.S. Constitution reflect the Federalist plan? Judicial Branch How does the U.S. Constitution reflect the Federalist plan? How did the Federalists and Anti-Federalists understand the relationship between the federal government and the states? How does the U.S. Constitution reflect the Federalist plan? How did the Federalists and Anti-Federalists articulate their arguments within local newspapers’ letter to the editor that argued for and against ratification? Although you may pick other Federalist and/or Anti-Federalist documents, you may f.

Federal Budget SpeechDo you want to know who you are Don.docx

nealwaters20034

Federal Budget Speech " Do you want to know who you are? Don't ask. Act! Action will delineate and define you ." - Thomas Jefferson The federal budget spends close to four trillion dollars a year and is split between mandatory spending (what the federal government has to spend due to congressional legislation) and discretionary spending (what the federal government spends as a result of congressional allotment). Roughly speaking, mandatory spending accounts for two-thirds of the federal budget and discretionary spending accounts for one-third of the federal budget. Every year the executive and legislative branches debate budgetary priorities for the federal bureaucracies such as the Department of Defense, the Pentagon, the Environmental Protection Agency, Veteran Affairs, the Department of Education, and others. Many of these debates occur within congressional committee meetings as members of Congress, federal employees, outside interests, and individual citizens articulate funding requests. For the Unit 9 Assignment you will compose a speech advocating why your chosen department, administration, or agency within the federal bureaucracy should receive additional funding. Because the “world is a stage,” let us establish the setting, plot, and the ensuing action for your speech. Setting: Exterior: Washington D.C. State Capitol Building. Interior: Room 221B. Congressional Hearing Room. Plot: Imagine that you are in a cavernous room. You sit before a large table facing twenty one senators from the Budget Committee. Photographers, more than you can imagine, squeeze between the space that separates you from the members of Congress. Behind you in the gallery, public policy wonks and regular citizens sit, awaiting your presentation. You are a featured speaker from a citizen group that advocates a particular public policy funding concern for your federal department, administration, or agency. Prior to the meeting you have already read the president’s proposed federal budget for the upcoming year from the Office of Management and Budget and you have some budgetary concerns. You read in alarm how the upcoming federal budget request from the White House reduces funding for your federal department, administration, or agency. But, as you know, it is up to Congress to fund the executive bureaucracy. The executive branch requests funding and the legislative branch allocates funding. This is your chance to request more funding for your federal department, administration, or agency of choice. Action: Equally eager and nervous you stand in front of a lectern. “Now,” you think, “now I am ready…” You click on the microphone, examine your prepared speech about your funding request, and you begin to speak with eloquence and passion! Directions : Compose a 400 word transcript of your public policy speech. Select a specific example of public policy from one of the following fields: Economic policy – for example, U.S. budget deficit spending. .

The Constitution states, The House of Representatives shall be comp.docx

ssuser454af01

The Constitution states, "The House of Representatives shall be composed of Members chosen every second Year by the People of the several States..." (Art. I, Sec. 2). Contrast this with the original constitutional language for the other house of Congress, "The Senate of the United States shall be composed of two Senators from each State, chosen by the Legislature thereof for six Years..." (Art. I, Sec. 3). The phrase "chosen by the Legislature" was changed to "elected by the people" by the 17th Amendment, but not until 1912. In other words, from the beginning the House of Representatives was intended to be exactly what its name suggests –representative of the people. (Note that in 2010 the Tea Party, and some Republican politicians, called for repeal of the 17th Amendment, eliminating the popular vote for Senators. While most Republican politicians have backed away from that view, many Tea Party chapters continue to demand its repeal.) Textbook models suggest how members of the House of Representatives may fulfill their constitutional duty to "represent" – the delegate model, the trustee model, the oversight model, and the service model. A weakness of these models is that they ignore the pervasive influence of interest groups, partisanship, and political money (campaign contributions) on the behavior of congressional reps. To what extent do these factors interfere with effective representation? Before writing your initial post, review the assigned resources . To easily access the resources from the Ashford University Library, please see the table located in the Course Materials section. After researching your representative by using the assigned resources, identify one important issue directly related to your rep's committee or subcommittee work in Congress. Summarize your representative's position on this focus issue as described on his or her website or illustrated by legislation sponsored by your rep. Be concrete and specific. Avoid vague generalities like "my representative is for jobs" or "my Congressman is for national security." With respect to this focus issue, evaluate your representative's performance as a representative of the people in your legislative district. Justify your assessment from two perspectives: How well does your rep’s position on that issue reflect your district's likely preferences or broad interests on the issue? Support your inferences about the district with fact-based evidence – not just your opinion about the district or your rep’s position on the focus issue. Demonstrate how your rep does or does not reflect his or her constituency on this issue. Consider your rep’s committee memberships and seniority. Discuss fact-based evidence about how interest groups, political party loyalty, or campaign money may influence your representative. Can these influences weaken his or her effectiveness as a true "representative" of the district? Consider whether the district is considered a “safe” seat or a competitiv.

Pol 115 Exceptional Education-snaptutorial.com

robertleses14

Pol 115 Inspiring Innovation--tutorialrank.com

PrescottLunt1007

Pol 115 Social Responsibility - tutorialrank.com

PrescottLunt1008

1083 The University of Chicago Law Review Volume

BenitoSumpter862

1083 The University of Chicago Law Review Volume 85 September 2018 Number 5 © 2018 by The University of Chicago ARTICLES State Bureaucratic Undermining Justin Weinstein-Tull† Our federal rights are failing, and the inner workings of state government provide an explanation. States administer more federal rights than ever before; admin- istering those rights requires intrastate coordination both horizontally (across cabinet-level state actors, agencies, and commissions) and vertically (with local governments like counties and towns). That coordination undermines federal law by creating bureaucratic barriers to full compliance. I unearth and identify three of these barriers—agency alienation, agency conflict, and role confusion—by surveying remedies in recent suits against state actors. These remedies take the form of choreography: they specify how internal state actors must work together to vindicate federal rights. I find that coordinating state bureaucracy requires the political will of several state actors, so federal rights that require intrastate coordination will not always reach politically marginalized groups like racial minorities and low-income popula- tions. Because recent federalism scholarship has focused on lawful cooperation and conflict between states and the federal government, it has missed the ways that state coordination-based noncompliance can reinforce the very racial and income inequal- ity that federal rights seek to address. State bureaucracy undermines federal rights in unexpected locations that do not follow traditional patterns of partisanship or ge- ography. Remedying state noncompliance of this kind requires state and federal authorities to create coordination pathways through state bureaucracy responsive to the state’s coordination challenges. † Associate Professor, Arizona State University College of Law. I am grateful to the readers who made this paper what it is, the teachers who gave more support than I deserve, and the friends who inexplicably saw brightness throughout. 1084 The University of Chicago Law Review [85:1083 INTRODUCTION ..................................................................................................... 1084 I. THE FALL AND RISE OF STATE BUREAUCRACY ............................................... 1090 II. BUREAUCRATIC BARRIERS ............................................................................. 1098 A. Topography ........................................................................................... 1101 1. Interagency ............................................................................... 1101 2. Interbranch ............................................................................... 1103 3. State-local ................................................................................. 1104 B. Typology ............................................................................................... 1108 ...

1083 The University of Chicago Law Review Volume

SantosConleyha

Week 2 - Discussion 1Policy-making in the Federal System.docx

melbruce90096

Week 2 - Discussion 1 Policy-making in the Federal System The U.S. government's expansive role in public policy is caught in a swirl of conflicting cross-currents. On the one hand, popular expectations about government's responsibility to solve problems often exceed the capacity of state and local authorities to respond effectively. On the other hand, policies developed at the national level may not sufficiently reflect the great diversity of interests across the U.S. to be effective at the local level. Moreover, the search for effective policy is further complicated by theoretical debates about the constitutional framework of federalism, e.g., what limits on national power can be derived from the Tenth Amendment? A policy area in the middle of these cross-currents is elementary and secondary education – a subject traditionally under local control, with some oversight by the states. However, during the last four decades – especially since 2001 – the national government's role in education has grown significantly as a result of initiatives by Republican and Democratic administrations. Use the assigned resources to inform yourself about this role and the arguments of its supporters and critics. Before writing your initial post, review the assigned resources. To easily access the resources from the Ashford University Library, please see the table located in the Course Materials section. In your initial post of at least 200-250 words, briefly summarize the national government's education policies. Explain the main pros and cons in the debate about these policies. Evaluate them from two perspectives: · The policies’ effectiveness in improving the quality of U.S. elementary and secondary education. (Justify your assessment by clearly explaining your definition of "effectiveness" and how it should be measured or determined.) · Their consistency with the constitutional framework of federalism. (Justify your assessment by clearly explaining your interpretation of American federalism's constitutional framework and why federal education policies are or are not consistent with it.) Fully respond to all parts of the question. Write in your own words. Support your position with APA citations to two or more of the assigned resources required for this discussion. Please be sure that you demonstrate understanding of these resources, integrate them into your argument, and cite them properly. Week 2 - Discussion 2 Meet Your Rep The Constitution states, "The House of Representatives shall be composed of Members chosen every second Year by the People of the several States..." (Art. I, Sec. 2). Contrast this with the original constitutional language for the other house of Congress, "The Senate of the United States shall be composed of two Senators from each State, chosen by the Legislature thereof for six Years..." (Art. I, Sec. 3). The phrase "chosen by the Legislature" was changed to "elected by the people" by the 17th Amendment, but not unti.

GOVT 2305 Final Exam Review (Version as of 113016)1. Be prepar.docx

whittemorelucilla

GOVT 2305 Final Exam Review (Version as of 11/30/16) 1. Be prepared to give two examples of Internal Validity problems AND two examples of External Validity problems that can cause inaccurate or biased results in public opinion polls. 2. Be able to explain what the Electoral College is and how it works. What does the Constitution say about it? How many electors does each state get? How do they decide for whom they vote? 3. Be able to briefly explain the difference between a caucus and a primary. Be able to briefly explain the difference between an open and closed primary. Note the advantages and disadvantages of each. 4. Be prepared to give three reasons that America remains a two-party system with little chance for third parties to win elections. Note the functions that third parties can serve even if they fail to win elections. 5. Explain how the balance of power between interest groups representing business and interest groups representing labor has shifted over time in the United States. 6. Know how to explain three subtle ways that media outlets can include bias in their news reports. 7. Be able to write out the quote from the Declaration of Independence that begins with “We hold these truths….” and ends with “…Safety and Happiness”. 8. Be able to write which branch of government Articles I and II of the Constitution are about, and two powers granted to each branch. 9. Be able to write which branch of government Article III is about, and how the members of that branch get into their office: 10. Be able to write what each of the following Amendments to the Constitution is about, and one substantive thing you learned about it. For example, a substantive thing might be how each amendment has been interpreted by the courts (for example, how government may or may not restrict the liberty, what it protects or what it doesn’t, etc.), or how a major case has shaped its interpretation, or the historical reason behind the proposal and passage of the amendment. a. Selections from the Bill of Rights: First, Second, Fourth, Fifth, Sixth, Eighth, Ninth, Tenth. b. The Civil War Amendments: Thirteenth, Fourteenth, and Fifteenth. c. Other Suffrage Amendments: Nineteenth and Twenty-Sixth: 11. Be able to answer these questions from the student presentations: a. Name the four main parties we discussed this semester and their candidates for President. b. Be able to explain two policy proposals championed by each of the four presidential candidates. c. Be able to briefly describe the general philosophy of each of the four parties. d. What were the main accusations plaguing both Donald Trump and Hillary Clinton in their campaigns? e. What were the polls projecting in the week leading up to the election, and how were the results different than expected? f. Name three of the people nominated by President-elect Trump to cabinet or White House positions. g. What was the name of the Cuban dictator who died recently and how was he important ...

Political philosophy behind Constitution, Federalist Papers, and Leaders

freealan

Ashford pol 201 all discussion questionsgnfnfgncvn

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Congress and the Presidency An Unequal RelationshipThe .docx

margaretr5

Congress and the Presidency: An Unequal Relationship? " The tyranny of the legislature is really the danger most to be feared, and will continue to be so for many years to come. The tyranny of the executive power will come in its turn, but at a more distant period ." - Thomas Jefferson In 1783 American colonists, defying incredible odds, had just beaten the United Kingdom, western hemisphere's preeminent power, in the American War for Independence . (NPS.gov, n.d.) Now, these thirteen colonies, saddled with a new governmental charter, the onerous Articles of Confederation , sought to chart their own, independent path. (Gilderlehrman, n.d.) As a result, in 1787 disgruntled colonists sent delegates to Philadelphia in order to revise the dysfunctional Articles of Confederation. Yet, in a radical departure, most delegates decided not to amend the current constitution, but instead to craft a new Constitution. (OConnor & Sabato, 2019) During the four month Constitutional Convention the delegates readily agreed upon James Madison’s basic premise of a new, United States government delineated along three branches: legislative, executive, and judicial. That said, most delegates envisioned a strong legislative body and a weak executive office. (Maier, 2011) Today, many historians and political scientists argue that the institution of the presidency has dramatically increased in power since the end of WWII at the expense of Congress. This notion of a modern, expansive presidential power, stands in steadied contrast to Congress’ Constitutional ability to “check” the executive branch. The U.S Congress has three, broad powers that, as per the founding fathers, act as a “check” against the executive branch: Lawmaking Power . Only Congress can propose and pass legislation. An example of Congress’s lawmaking function is the Declaration of War with Japan of 1941 . More information about Congress’s ability to declare war can be found on the official House of Representatives’ website . Budgetary Power . Only Congress has the authority to pass and fund the federal budget. Whereas the president request monies for the federal bureaucracies, Congress actually controls the purse strings. An example of Congress’s budgetary function is the Congressional Budget Act of 1974 . More information about the Congressional Budget Act of 1974 can be found on the official House of Representatives’ website . Oversight Power . As per Whitehouse.gov, “Oversight of the executive branch is an important Congressional check on the President’s power and a balance against his discretion in implementing laws and making regulations. A major way that Congress conducts oversight is through hearings. The House Committee on Oversight and Government Reform and the Senate Committee on Homeland Security and Government Affairs are both devoted to overseeing and reforming government operations, and each committee conducts oversight in its policy area.” (Whitehouse, 201.

The purpose of this forum is to encourage you to think through the m.docx

lourapoupheq

The purpose of this forum is to encourage you to think through the major debates that occurred after the drafting of the Constitution. These are important debates both for the historic nature of the debates and for the ways in which those debates shaped the lines of political debate throughout American history. After the Constitution was written, major debates ensued between the Federalists and the Anti-Federalists over proper role, size, and scope of the government. In this assignment, you will have the opportunity to explore, explain, and analyze this debate. Refer to the significance/role of the Bill of Rights, Madison’s Federalist Paper #10, and the 9th and 10th Amendments (among other things). What were the major arguments of the Anti-Federalists and the Federalists? Based upon your course reading, were the Anti-Federalist or the Federalists more consistent with American political thought? Find an example of Anti-Federalist thought in current events and find an example of Anti-Federalist thought in current events. Explain how your example represents the perspective you’re describing. .

Case assignment instructions caseanalysis(10)a case study

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