The San Jose City Council is responsible for hosting the San Jose Planning Commission with the commitment of an honest and open government that strives to thoroughly meet the expectations of the community by excellent service and an affirmative timely order within the view of the public. (Planning Commission Agenda) The commissioners within the City Council serve a four-year term as they are voted into office. The San Jose Planning Commission generally takes place every 2nd and 4th Wednesday at 6:30pm for the public. On September 25th, the Council Chamber discussed both regular and general plans within the Agenda. The Planning Commission consists of a seven-member body, which is appointed by the City Council and includes the two chairs, Norman Kline and Dori Yob, and the commissioners, Ed Abelite, Hope Cohan, Edesa Bit-Badal, and Matt Kamkar. Ultimately, the Planning Commission is held responsible for listening to matters that affect the city of San Jose’s constituency. The matters in which I was present for during the event’s public hearing ranged from protesting against neighborhood zoning to general plan amendments. Within this civic event of the San Jose Planning Commission, the three concepts that were demonstrated during the event as well as relevant to our class discussions are representation, pluralism and symbolism. According to the 6th edition of keeping the Republic, the Essentials by Christine Barbour and Gerald C. Wright, representation is regarded as the ambition of elected officials to push for the interests of those who elected them. Evidently, understanding the representation as to be reflective of the voter’s opinion, it became intriguing to see how the Commissioners would respond to the topics or matters put before them for trial. During the course of four hours, I found myself favoring one particular commissioner over the rest as she repeatedly represented the voices of the audience or constituency of San Jose present, rather than just her own. Ultimately, Commissioner Hope Cohen is successful as a commissioner since she practices representing the citizens of San Jose repeatedly, as she would ponder prior to answering any questions or making any decision on a given topic. Cohan would pause, look out at the audience, collectively accumulate her thoughts together with the influence of the people and then reach her resolution. In comparison, the other commissioners seemed ineffective, as they did not try to relate or interact with the concerns being voiced out loud by the people like Cohan did do efficiently. Cohan acted in a way that addressed the voter’s own initial thoughts and concerns, especially to those within the audience this particular night as evident through her actions. This was well received by the audience, allowing her to clearly represent those whom placed her in office in the first place. Such a concept as representation is crucial when attending civic events such as the Planning Commission be ...

1. The San Jose City Council is responsible for hosting the San
Jose Planning Commission with the commitment of an honest
and open government that strives to thoroughly meet the
expectations of the community by excellent service and an
affirmative timely order within the view of the public.
(Planning Commission Agenda) The commissioners within the
City Council serve a four-year term as they are voted into
office. The San Jose Planning Commission generally takes
place every 2nd and 4th Wednesday at 6:30pm for the public.
On September 25th, the Council Chamber discussed both
regular and general plans within the Agenda. The Planning
Commission consists of a seven-member body, which is
appointed by the City Council and includes the two chairs,
Norman Kline and Dori Yob, and the commissioners, Ed
Abelite, Hope Cohan, Edesa Bit-Badal, and Matt Kamkar.
Ultimately, the Planning Commission is held responsible for
listening to matters that affect the city of San Jose’s
constituency. The matters in which I was present for during the
event’s public hearing ranged from protesting against
neighborhood zoning to general plan amendments. Within this
civic event of the San Jose Planning Commission, the three
concepts that were demonstrated during the event as well as
relevant to our class discussions are representation, pluralism
and symbolism.
According to the 6th edition of keeping the Republic, the
Essentials by Christine Barbour and Gerald C. Wright,
representation is regarded as the ambition of elected officials to
push for the interests of those who elected them. Evidently,
understanding the representation as to be reflective of the
voter’s opinion, it became intriguing to see how the
Commissioners would respond to the topics or matters put
before them for trial. During the course of four hours, I found
myself favoring one particular commissioner over the rest as

2. she repeatedly represented the voices of the audience or
constituency of San Jose present, rather than just her own.
Ultimately, Commissioner Hope Cohen is successful as a
commissioner since she practices representing the citizens of
San Jose repeatedly, as she would ponder prior to answering any
questions or making any decision on a given topic. Cohan
would pause, look out at the audience, collectively accumulate
her thoughts together with the influence of the people and then
reach her resolution. In comparison, the other commissioners
seemed ineffective, as they did not try to relate or interact with
the concerns being voiced out loud by the people like Cohan did
do efficiently. Cohan acted in a way that addressed the voter’s
own initial thoughts and concerns, especially to those within the
audience this particular night as evident through her actions.
This was well received by the audience, allowing her to clearly
represent those whom placed her in office in the first place.
Such a concept as representation is crucial when attending civic
events such as the Planning Commission because it is here that
one can witness whether or not the commissioners voted by the
people are actually representing the people successfully.
Within class, we discussed how it is important to vote for
candidates that share similar opinions or values as our own
because it is these kinds of people that we want to have
represent us in office, someone whose priorities align with ours.
When vocal, Cohan often discussed the public opinion voiced at
the podium and used it when making her argument, fairly
demonstrating how a commissioner should analyze the
constituency’s opinion and incorporate it within his/her decision
making process. Within the textbook, representation works
similarly as the member of congress, or in this case the
Commission, is to look out for the common interests of a given
population, San Jose in this situation, and see that the will is
carried out. (Barbour, Wright) This goal was evident through
commissioners like Cohan as their notions primarily were based
off of what seemed to be the rational decision for the citizens of
San Jose. Ultimately, representation was evident during the

3. Planning Commission’s decision-making for San Jose as it was
used to efficiently reflect the opinions of the constituency.
In addition, a pluralistic approach was apparent within the ways
the Planning Commission was influenced by the attendance of a
minority group. Within the text, a pluralist democracy refers to
a kind of democracy that holds a grouping of citizen
membership to be a crucial component in gaining political
power. (Barbour, Wright) The point stressed within the text
book for a pluralist democracy is that individual participation in
not as influential as individuals coming together to form
interest groups in pursuit of motivating the government to push
for the group’s goal. During the Planning Commission, the
small interest group of “Rocket Ship” attended the public
hearing to show support and push for the establishment of the
“Rocket Ship School” to be carried out. In the crowd, members
of “Rocket Ship” gathered together in matching purple shirts, to
highlight their attendance and participation as a group. Within
the group were mothers of the neighborhood surrounding the
proposed location for the “Rocket Ship” school to provide
further attention from the commissioners. With their
attendance, the group was able to provide a sense of urgency to
the commission to establish such a school as the “Rocket Ship”
school as it is very much needed within the neighborhood. The
members of the “Rocket Ship” group each made the effort to go
up to the podium to emphasize their group’s goal to the
Planning commission. Evidently, through the various speeches
made by the members, including parents and the “Rocket Ship”
establishers, the “Rocket Ship” interest group was successful in
their goal. With the group participating as a whole,
overwhelming the commissioners with pleads and
recommendations for the school’s establishment, the
commissioners saw no opposition for the school to not go in.
Therefore, the commissioners responded in their favor, as the
group had reflected the principle of a pluralist government;
individuals joining forces to push for the establishment of the
“Rocket Ship School.” By doing so, “Rocket Ship” was able to

4. bring more political power to their interest group’s goal from
government, causing pluralism to be a method that is beneficial
to the interest group. However, as we know from Lecture 2’s
power point, pluralism or pluralist democracies are not always
given a good reputation, as groups usually allow for people to
be anywhere from overly educated to minimally educated of the
cause of their group. However, people could argue that an
interest group, such as “Rocket Ship,” actually becomes much
more noticeable to the government or commissioners through
the attention a group brings. Especially, with the overwhelming
participation from the “Rocket Ship” group, regardless of the
stereotypes we learned about pluralist groups. Within the
lecture we discussed that many times those within pluralist
groups often gain all their information about the given topic
only by group participation. With this information, it is likely
that those within these groups are only receiving bias
information. Therefore without participating, members do not
acquire any insight of the goal or cause, leaving room for
inconsistency and biased opinions. Within the “Rocket Ship”
School interest group, I was very spectacular as to whether or
not the parents of the neighborhood were force fed their
information but the group or they simply all shared the same
exact views of the school. Through out the event, it was
prevalent that with pluralism, interest groups do have a higher
success rate as they use their numbers and support to allude to
the great need for their goal, “Rocket Ship” School.
In correspondence with these concepts, symbolism played a role
in the set up of the Planning Commission. Within the San Jose
City Hall symbols such as banners, acronyms, pictures, flags,
and mottos were present. These symbols, like the American
flag, were present as a reminder to the public and the
Commissioners the country in which they all aspired to serve
equally and fairly. Prior to dealing with matters within the
agenda, the Commissioners used the flag to pledge the alliance
to the United States as another way to reiterate the country in
which they all aim to serve in the most suitable manner. Within

5. class, we discussed how symbols are implemented not just
spontaneously but purposely. Within the Supreme Court, we
see the example of the uniform or apparel chosen for the
members of the Supreme Court to wear. Though when
analyzing the attire they wear, it seems very much puritan and
outdated. This is used as a way to project superiority amongst
those before the Supreme Court as well as to distinguish the
dominance they have over the people; although they are to rule
for the people. As we had discussed in class, the reasoning
behind these symbols may seem trivial when analyzed; yet these
symbols continue to be a part of the way the judicial system is
carried out in America. At the Planning Commission, the
commissioners sat higher up in stands before the public podium,
reinstating this hierarchy that the commissioners have over the
people. Furthermore, such symbols like the pledge of alliance or
the manner of seating within a facility are used to unify while
also separate the people and the government. It is through
symbolism, the Planning Commission is able to retain power as
superior to those in which are presented before as discussed in
class.
Within the Planning Commission I attended, the concepts of
representation, pluralism, and symbolism are clearly apparent as
they make up the judicial system within our country. As a
nation, we as people have responsibility to vote so that we can
improve the way our government runs. Those like the
Commissioners of San Jose may have superiority over us, yet in
reality we are the ones who provide them with such power in
office. For this reason, we must understand the principle of
representation and help vote people into office that will
exemplify our needs as the people. Consequently, it is
important to also acknowledge the power we as individuals have
when in interest groups due to the concept of pluralism.
Minorities, though may be small, the power they can gain is
impactful when moving towards a goal together. Interest groups
usually rally up together in a way that provides attention to
their cause. Like the Commissioners of San Jose, the

6. government does not undermine the strength of an interest
group. Furthermore, symbolism within government also
provides hope to the people for a nation united, although it may
be trivial. With symbolism, the government is able to maintain
a mutual understanding between them and the people to push
forward together with their lead. Evidently, through my
experience at the San Jose Planning Commission, these concepts
of representation, pluralism and symbolism became relevant to
me. These concepts drive the way government functions,
therefore are vital to understand regardless if we conquer with
manner in which things are done. Without these concepts going
into play of our government, the United States of America
would not be operating the same way it is today.
Sheet1ExcellentGoodMidlineBarelyFailsProof of Attendance
(worth 16.6%)Photo of student at event, with clear signage
indicating event title and date (this could come from a daily
newspaper accompanying event program, etc. You may have to
be creative with how you will provide this proof, but it needs to
be 100% clear to me that you were in actual attendance at the
event. A signed statement from an event organizer

7. accompanying a program would also work.Evidence is provided
which strongly suggests actual attendance, but is less than 100%
clear proof (for example: event signage or location can not
clearly be seen, but it appears to be the event student says they
attended).Evidence is provided which suggests attendance, but
it is not clearly suggestive of attendance or obvious proof. (For
example, a photograph outside of a city building, which could
perhaps have been taken on a different day)Evidence is
provided but it is extremely weak in terms of proving actual
attendance.Evidence is not providedIntroductory Paragraph
(worth 16.6%)Provides a clear 4-7 sentence summary of the
basic purpose/content of the event. Follows up with a clear
linkage to specific course concepts and concludes with a thesis
statement which sets up the organization for the rest of the
paper. Similar to: "The Los Gatos town council meeting
clearly demonstrated and related to three concepts we have
covered in class, pluralism, participation, and the
bureaucracy."Introduction summarizes the event, though
perhaps without much detail or interest. Introduction does tie
to the course learnings. Attempt at a thesis statement exists,
but somehow fails to provide clear direction for the rest of the
paperThe introduction summarizes the even in less than
complete fashion and ties the event to course learnings - but is
somehow less than clear about connections. Thesis statement
may or may not exist.Introduction attempts to relate to class
learnings and summarize the event, but is difficult to follow and
while it attempts to provide an organizational structure for the
rest of the paper, it is unclear what that structure will be. There
is probably not a thesis statement.The introduciton is extremely
unclear, fails to summarize the event, and fails to provide any
organization for the rest of the paper.First Body Paragraph
(worth 16.6%)Each body paragraph opens with a clear
introductory sentence which links the event to the specific class
learning that the paragraph will focus on. Each paragraph then
develops the linkage in depth, offering at least 2 (preferably 3)
examples of how the event related to class learnings. And

8. example may say something akin to "The textbook describes
pluralism as functioning best when various groups are involved
and supporting different viewpoints. At the town meeting, there
was a pro-gun rights group advocating for looser zoning laws to
allow the sports store to sell guns. There was also a PTA group
president present, speaking on behalf of the local elementary
school parents, advocating against changing the
standards."Body paragraphs may not have clear introductions,
but seem clearly organized to meet the thesis statement.
Linkage between class learnings and actual event generally
exists, but may have a few gaps. Concepts are correctly
understood and applied, but may not be as clearly explained.
The paragraph probably offers more than one linkage to class
learnings. (if it only offers 1, it is very well developed and
clearly understood).Body paragraphs may not have clear
introductions, but seem clearly organized to meet the thesis
statement. Linkage between class learnings and actual event
generally exists, but may have a few gaps. Concepts may be
occasionally incorrectly applied or misunderstood. The
paragraph probably offers more than one linkage to class
learnings. (if it only offers 1, it is very well developed and
clearly understood).Body paragraph is somewhat unorganized.
Linkage between class learnings and actual event is weak, may
not exist in an understandable way. Concepts may be
incorrectly applied or misunderstood. Specific linkage between
event and class material may or may not exist. If it does exist,
it may be difficult to understand the relation or incorrectly
applied.The body paragraph fail to provide clear linkage or
examples of linkage between event and course learnings.Second
Body Paragraph (worth 16.6%)Each body paragraph opens with
a clear introductory sentence which links the event to the
specific class learning that the paragraph will focus on. Each
paragraph then develops the linkage in depth, offering at least 2
(preferably 3) examples of how the event related to class
learnings. And example may say something akin to "The
textbook describes pluralism as functioning best when various

9. groups are involved and supporting different viewpoints. At the
town meeting, there was a pro-gun rights group advocating for
looser zoning laws to allow the sports store to sell guns. There
was also a PTA group president present, speaking on behalf of
the local elementary school parents, advocating against
changing the standards."Body paragraphs may not have clear
introductions, but seem clearly organized to meet the thesis
statement. Linkage between class learnings and actual event
generally exists, but may have a few gaps. Concepts are
correctly understood and applied, but may not be as clearly
explained. The paragraph probably offers more than one
linkage to class learnings. (if it only offers 1, it is very well
developed and clearly understood).Body paragraphs may not
have clear introductions, but seem clearly organized to meet the
thesis statement. Linkage between class learnings and actual
event generally exists, but may have a few gaps. Concepts may
be occasionally incorrectly applied or misunderstood. The
paragraph probably offers more than one linkage to class
learnings. (if it only offers 1, it is very well developed and
clearly understood).Body paragraph is somewhat unorganized.
Linkage between class learnings and actual event is weak, may
not exist in an understandable way. Concepts may be
incorrectly applied or misunderstood. Specific linkage between
event and class material may or may not exist. If it does exist,
it may be difficult to understand the relation or incorrectly
applied.The body paragraph fail to provide clear linkage or
examples of linkage between event and course learnings.Third
Body Paragraph (worth 16.6%)Each body paragraph opens with
a clear introductory sentence which links the event to the
specific class learning that the paragraph will focus on. Each
paragraph then develops the linkage in depth, offering at least 2
(preferably 3) examples of how the event related to class
learnings. And example may say something akin to "The
textbook describes pluralism as functioning best when various
groups are involved and supporting different viewpoints. At the
town meeting, there was a pro-gun rights group advocating for

10. looser zoning laws to allow the sports store to sell guns. There
was also a PTA group president present, speaking on behalf of
the local elementary school parents, advocating against
changing the standards."Body paragraphs may not have clear
introductions, but seem clearly organized to meet the thesis
statement. Linkage between class learnings and actual event
generally exists, but may have a few gaps. Concepts are
correctly understood and applied, but may not be as clearly
explained. The paragraph probably offers more than one
linkage to class learnings. (if it only offers 1, it is very well
developed and clearly understood).Body paragraphs may not
have clear introductions, but seem clearly organized to meet the
thesis statement. Linkage between class learnings and actual
event generally exists, but may have a few gaps. Concepts may
be occasionally incorrectly applied or misunderstood. The
paragraph probably offers more than one linkage to class
learnings. (if it only offers 1, it is very well developed and
clearly understood).Body paragraph is somewhat unorganized.
Linkage between class learnings and actual event is weak, may
not exist in an understandable way. Concepts may be
incorrectly applied or misunderstood. Specific linkage between
event and class material may or may not exist. If it does exist,
it may be difficult to understand the relation or incorrectly
applied.The body paragraph fail to provide clear linkage or
examples of linkage between event and course
learnings.Conclusion (woth 16.6%)The concluding paragraph
reiterates the linkage between course and event (all three) and
manages to sum up the paper in a refreshing way (is not a
simple reiteration of words from above) - but also keeps things
clearly on track and organized. Reviews the evidence provided
briefly and leaves the reader refreshed on all that was covered
and convinced that all points made in the paper were well
documented and supported.The concluding paragraph reiterates
the linkages between the course and event, sums things up, is
not a reiteration of words from introduction, remains on track
and organized, but may not be particularly original or

11. refreshing. May not leave you with a strong sense of the
argument's ability to convoke you, but clearly finishes off the
paper in an organized fashion.The conclusion sums things up,
but is either unoriginal and a simple restatement, or fails to
clearly sum things up in its attempt to be refreshing! (Watch
out that being original doesn't deviate you from the purpose of
this paragraph!)The conclusion may not sum up the paper well,
and may fail to relate clearly back to the main arguments of the
paper. `The conclusion is difficult to understand, and/or fails to
sum up what the main points of the paper are.