This document provides an overview of key concepts in American government and politics, including different types of democracy, the origins of the US Constitution, and separation of powers and checks and balances. It discusses how the founders were distrustful of direct democracy and instead established a representative republic. It also summarizes debates and compromises at the Constitutional Convention, the ratification process, and how separation of powers and checks and balances help prevent any one branch of government from becoming too powerful.
The 1787 Constitutional Convention in Philadelphia debated major issues around representation of states in the new federal government. The Virginia Plan proposed representation based on population, favoring large states, while the New Jersey Plan proposed equal representation for each state, favoring small states. Roger Sherman created the Great Compromise, establishing a bicameral Congress with proportional representation in the House and equal representation in the Senate. They also debated whether slaves should count toward state population. The Three-Fifths Compromise counted each slave as three-fifths of a person to determine taxes and representation.
The founding fathers solved the problems created by the Articles of Confederation by holding the Constitutional Convention in 1787. They realized the Articles could not be fixed and a new government was needed. There were disagreements over representation in Congress, leading to the Virginia Plan which favored large states and population-based representation, and the New Jersey Plan which favored small states and equal representation. The Great Compromise created a bicameral legislature with the Senate based on equal representation and the House based on population.
The document provides an overview of the structure and functions of the United States Congress, including:
1) Congress is made up of two houses, the House of Representatives and the Senate, for historical, practical, and theoretical reasons.
2) The House has 435 members who serve 2-year terms. The Senate has 100 members, with 2 senators from each state who serve 6-year terms.
3) As legislators, members of Congress represent constituents, oversee government agencies, and introduce and vote on proposed laws and legislation.
Grade 10 icse History internal project board examNeelManiBagaria1
The document provides background information on India's independence and partition. It discusses the major events leading up to independence like the Sepoy Mutiny, rise of nationalism, and Quit India Movement. It then summarizes the Cabinet Mission Plan of 1946 which proposed a loose federal union and grouping of provinces. Congress accepted the plan with reservations while Muslim League fully supported it. The document also outlines Lord Mountbatten's 3 June Plan which proposed partitioning India into two dominions of India and Pakistan, and the key clauses of the Indian Independence Act of 1947 which formalized the partition.
Congressional committees in the House and Senate divide up work and decide which bills move forward. There are four types of committees: standing committees that specialize in topics and are permanent; select committees that study specific temporary issues; joint committees with members from both chambers that conduct studies but not legislation; and conference committees that resolve differences between versions of the same bill passed by each chamber. Committee chairs make key decisions and assignments within limits, and members can request placement on certain committees.
Baker v. Carr was a 1962 Supreme Court case where Charles Baker, a resident of Shelby County, Tennessee, alleged that the state legislature had not redrawn its legislative districts since 1901 despite major demographic changes, diluting his vote in violation of the Equal Protection Clause. The Supreme Court ruled that Tennessee's failure to redistrict according to population changes as required by state law violated the 14th Amendment. This case established the principle of "one person, one vote" and required states to redraw legislative districts to achieve equal representation.
This document summarizes the history and types of domestic terrorism in the United States in 3 paragraphs:
1) Domestic terrorism has evolved from targeting specific groups like laborers in the 19th century to being rooted in radical politics and ideologies starting in the 1960s. The document outlines three main types of current domestic terrorism: vigilante, insurgent, and transnational.
2) Understanding and classifying domestic terrorism presents challenges for US law enforcement given its localized structure. The FBI works to coordinate a counterterrorism approach across agencies but terrorism is still often classified as a criminal act.
3) The document discusses the main ideologies and groups that have used terrorist tactics domestically, including right-wing extrem
This document discusses elections and political parties in Kenya. It defines electoral systems used in Kenya such as direct, indirect and mixed systems. It also examines the organization and types of political parties in Kenya. The document demonstrates how elections and political parties have sometimes led to conflict and instability in Kenya but that the 2010 Constitution aims to remedy this by establishing rules for political parties.
The 1787 Constitutional Convention in Philadelphia debated major issues around representation of states in the new federal government. The Virginia Plan proposed representation based on population, favoring large states, while the New Jersey Plan proposed equal representation for each state, favoring small states. Roger Sherman created the Great Compromise, establishing a bicameral Congress with proportional representation in the House and equal representation in the Senate. They also debated whether slaves should count toward state population. The Three-Fifths Compromise counted each slave as three-fifths of a person to determine taxes and representation.
The founding fathers solved the problems created by the Articles of Confederation by holding the Constitutional Convention in 1787. They realized the Articles could not be fixed and a new government was needed. There were disagreements over representation in Congress, leading to the Virginia Plan which favored large states and population-based representation, and the New Jersey Plan which favored small states and equal representation. The Great Compromise created a bicameral legislature with the Senate based on equal representation and the House based on population.
The document provides an overview of the structure and functions of the United States Congress, including:
1) Congress is made up of two houses, the House of Representatives and the Senate, for historical, practical, and theoretical reasons.
2) The House has 435 members who serve 2-year terms. The Senate has 100 members, with 2 senators from each state who serve 6-year terms.
3) As legislators, members of Congress represent constituents, oversee government agencies, and introduce and vote on proposed laws and legislation.
Grade 10 icse History internal project board examNeelManiBagaria1
The document provides background information on India's independence and partition. It discusses the major events leading up to independence like the Sepoy Mutiny, rise of nationalism, and Quit India Movement. It then summarizes the Cabinet Mission Plan of 1946 which proposed a loose federal union and grouping of provinces. Congress accepted the plan with reservations while Muslim League fully supported it. The document also outlines Lord Mountbatten's 3 June Plan which proposed partitioning India into two dominions of India and Pakistan, and the key clauses of the Indian Independence Act of 1947 which formalized the partition.
Congressional committees in the House and Senate divide up work and decide which bills move forward. There are four types of committees: standing committees that specialize in topics and are permanent; select committees that study specific temporary issues; joint committees with members from both chambers that conduct studies but not legislation; and conference committees that resolve differences between versions of the same bill passed by each chamber. Committee chairs make key decisions and assignments within limits, and members can request placement on certain committees.
Baker v. Carr was a 1962 Supreme Court case where Charles Baker, a resident of Shelby County, Tennessee, alleged that the state legislature had not redrawn its legislative districts since 1901 despite major demographic changes, diluting his vote in violation of the Equal Protection Clause. The Supreme Court ruled that Tennessee's failure to redistrict according to population changes as required by state law violated the 14th Amendment. This case established the principle of "one person, one vote" and required states to redraw legislative districts to achieve equal representation.
This document summarizes the history and types of domestic terrorism in the United States in 3 paragraphs:
1) Domestic terrorism has evolved from targeting specific groups like laborers in the 19th century to being rooted in radical politics and ideologies starting in the 1960s. The document outlines three main types of current domestic terrorism: vigilante, insurgent, and transnational.
2) Understanding and classifying domestic terrorism presents challenges for US law enforcement given its localized structure. The FBI works to coordinate a counterterrorism approach across agencies but terrorism is still often classified as a criminal act.
3) The document discusses the main ideologies and groups that have used terrorist tactics domestically, including right-wing extrem
This document discusses elections and political parties in Kenya. It defines electoral systems used in Kenya such as direct, indirect and mixed systems. It also examines the organization and types of political parties in Kenya. The document demonstrates how elections and political parties have sometimes led to conflict and instability in Kenya but that the 2010 Constitution aims to remedy this by establishing rules for political parties.
The document summarizes key aspects of the creation and structure of the US Constitution. It describes how delegates met in Philadelphia in 1787 to address problems with the Articles of Confederation and write a new constitution. They debated issues around representation and the powers of Congress, and reached compromises including the Connecticut Compromise and Three-Fifths Compromise. The new Constitution was then ratified and outlines a federal government with separation of powers and checks and balances between the legislative, executive, and judicial branches.
The Civil Rights Act of 1964 and the Voting Rights Act of 1965 were hugely important pieces of civil rights legislation that helped end segregation and discrimination against African Americans. President Kennedy began pushing for civil rights reform after protests in Birmingham, but he was assassinated before seeing the Civil Rights Act passed. His successor Lyndon Johnson signed the Civil Rights Act, which banned discrimination in public places and employment. However, Southern states resisted its implementation. This led to a march from Selma to Montgomery to protest barriers to black voting rights. Violence against the marchers increased pressure on Johnson to sign the Voting Rights Act in 1965, which prohibited discriminatory voting practices that had prevented blacks from registering to vote.
This document is a chapter from the textbook Magruder's American Government on political parties. It is divided into 5 sections that discuss: 1) what parties are and their functions, 2) the two-party system in the US, 3) the history of parties in the US, 4) minor parties, and 5) party organization. The chapter explains that political parties seek to control government by winning elections, the US has historically had a two-party system, and the first parties were the Federalists and Anti-Federalists, followed by periods of dominance by the Democrats and Republicans. It also outlines the roles of minor parties and how the major parties have a decentralized structure at the national, state, and local levels.
This document summarizes the rise of racial segregation and discrimination against African Americans in the post-Civil War South, known as the Jim Crow era. It describes how after Reconstruction ended in 1877 and federal troops withdrew, racist white southerners imposed strict segregation laws and customs. This included poll taxes, literacy tests, and the "separate but equal" doctrine established by the 1896 Plessy v. Ferguson Supreme Court decision, which legalized segregation across the South. The document also profiles early African American leaders who opposed these discriminatory policies, such as Ida B. Wells fighting against lynching, and Booker T. Washington and W.E.B. Du Bois debating different approaches to civil rights.
The document provides an overview of the foundations of American government. It discusses the purpose of government as keeping order, providing security and public services. It also outlines the English political traditions that influenced the American system, including the Magna Carta establishing rights and the development of Parliament. The document then summarizes the Enlightenment period which questioned traditional authority and the road to American independence, including key events like the Boston Tea Party. Finally, it discusses the Constitutional Convention where delegates drafted the Constitution to address weaknesses of the Articles of Confederation, outlining compromises reached around representation and other issues.
The document summarizes several key battles and events of the American Revolutionary War. It describes Lexington and Concord where colonial militias surprised the British troops. It also discusses the Battle of Bunker Hill, where both sides claimed victory. Later, the document outlines the British capture of New York City and the American victory at Trenton. It then discusses the British taking of Philadelphia and the important American victory at Saratoga. The document notes the hardships faced by soldiers, members of Congress, and civilians during the war. It highlights the roles of Friedrich von Steuben in training the Continental Army and the Marquis de Lafayette in securing French support. Finally, it summarizes the decisive American-French victory at York
This document summarizes Chapter 10 of Magruder's American Government, which discusses Congress. It is divided into 4 sections. Section 1 describes the two houses of Congress and their terms and sessions. Section 2 covers the size, terms, reapportionment, elections, and qualifications of the House of Representatives. Section 3 discusses the size, election process, terms, and qualifications of the Senate. Section 4 provides background on current members of Congress and their duties, compensation, and privileges.
Unit 6 section 1 lesson 2 johnsons great societyMrsSmithGHS
The document outlines President Lyndon B. Johnson's Great Society programs in the 1960s which aimed to end poverty and racial injustice. It discusses how Johnson passed landmark civil rights legislation, initiated the War on Poverty through job training and education programs, and created Medicare and Medicaid to provide healthcare. The Great Society worked to improve many areas of American life, but faced challenges in fully achieving its goals of opportunity for all.
A comparison of jeffersonian and jacksonian concepts about democracycapesociology
Jeffersonian democracy favored a weak central government and strengthening Congress to represent property-owning voters, while Jacksonian democracy preferred a strong executive and enfranchising all eligible white males. Jefferson believed an educated elite should lead, but Jackson supported empowering common men in government and politics through patronage appointments. Overall, Jacksonian democracy broadened participation in government compared to the Jeffersonian era.
The document outlines the structure and powers of the Executive Branch of the US government, including that it is headed by the President and includes the Vice President, Cabinet, and regulatory agencies. It describes the roles and qualifications of the President, as well as the powers and limitations of the office, including roles as Chief of State, Chief Executive, Commander in Chief, and Chief Legislator. The document also discusses the Executive Office of the President, executive departments, independent agencies, and the election and inauguration processes.
John Adams was born in 1735 and was the second president of the United States, serving from 1797 to 1801. As president, he oversaw the XYZ Affair, passed the Alien and Sedition Acts, and responded to the Kentucky and Virginia Resolutions. He also established the Navy Department, Marine Corps, and moved the capital to Washington D.C. Earlier in his career, Adams was involved in the Boston Massacre and Revolutionary War, and negotiated the Treaty of Paris that ended the Revolutionary War.
The political system changed under President Andrew Jackson (1829-1837) as he expanded democracy. Jackson opposed the national bank and vetoed its recharter, believing it helped elites. He also increased direct election of government officials and gave jobs to his supporters, establishing the spoils system. However, these changes increased sectional tensions between North and South over states' rights and the tariff that threatened the Union.
The document summarizes key developments in America from the 1860s to 1900, including the growth of cities and industries, increased immigration, and social pressures. It discusses the rise of mining, cattle ranching, and transcontinental railroads, as well as conflicts over land with Native American tribes and the near-extinction of the American bison.
Congress is organized into two chambers, the House of Representatives and the Senate, which together make up the legislative branch of government. The House has 435 members apportioned among the states based on population, while the Senate has two members from each state. Both chambers perform lawmaking duties through committees and floor debates, while also working to benefit their constituents through casework, public works projects, and securing federal grants and contracts.
This document is a chapter from the textbook Magruder's American Government titled "Voters and Voter Behavior". It is divided into 4 sections that discuss the history and expansion of voting rights in the United States, current voter qualifications, the impact of civil rights legislation and the Voting Rights Act of 1965, and factors that influence voter behavior such as reasons for not voting, sociological influences, and psychological influences like party identification.
The document discusses the amendment process outlined in the US Constitution and some challenges associated with it. It provides quotes from Thomas Jefferson about how constitutions need to be updated periodically. It also notes that while the Founders created a process for amendments, making changes to the Constitution has proven very difficult, with only 27 amendments ratified since 1788. Some of the challenges mentioned are the high threshold of approval needed from Congress and the states to propose and ratify amendments.
Women's roles expanded in the 1800s as they became involved in reform movements and the paid workforce. Lucretia Mott and Elizabeth Cady Stanton organized the 1848 Seneca Falls Convention after being barred from speaking at an abolitionist meeting, adopting a Declaration of Sentiments that called for women's rights. This launched the American women's rights movement, led by activists like Susan B. Anthony, who worked for decades to gain women's suffrage.
This document provides an overview of the Bill of Rights and subsequent amendments to the US Constitution related to civil liberties and voting rights. It explains the first ten amendments which make up the Bill of Rights, including freedoms of religion, speech, press, assembly, and the right to petition the government. It also summarizes other amendments dealing with rights in criminal cases, due process, slavery, voting rights for women and people over 18, and equal protection under the law.
This document contains a matrix summarizing key snapshots of the US Civil Rights movement in approximately 60-75 words each. The snapshots discussed include Plessy v. Ferguson, Jim Crow laws, segregation during World War I and II, Brown v. Board of Education, the Montgomery Bus Boycott led by Rosa Parks, the work of Martin Luther King Jr. and the Southern Christian Leadership Conference, MLK's "I Have a Dream" speech, and the 1964 Civil Rights Act. The matrix provides brief summaries of each event along with their significance in advancing or setting back civil rights.
The document discusses federal grants and mandates given to state and local governments from the federal government. It describes different types of grants like formula grants, project grants, and block grants that come with varying levels of flexibility and strings attached. While grants provide funding, mandates sometimes enforce rules on lower levels of government without providing funds. This dynamic strains the relationship between levels of government by increasing tensions and making the balance of power and responsibilities unclear.
Social studiesstaar review_comprehensive_websitecortezushistory
The document provides information about key eras in American history from exploration through the ratification of the Constitution. It includes timelines, maps, and descriptions of events and principles of government. The document is a review for a standardized test on American history.
The document summarizes key aspects of the creation and structure of the US Constitution. It describes how delegates met in Philadelphia in 1787 to address problems with the Articles of Confederation and write a new constitution. They debated issues around representation and the powers of Congress, and reached compromises including the Connecticut Compromise and Three-Fifths Compromise. The new Constitution was then ratified and outlines a federal government with separation of powers and checks and balances between the legislative, executive, and judicial branches.
The Civil Rights Act of 1964 and the Voting Rights Act of 1965 were hugely important pieces of civil rights legislation that helped end segregation and discrimination against African Americans. President Kennedy began pushing for civil rights reform after protests in Birmingham, but he was assassinated before seeing the Civil Rights Act passed. His successor Lyndon Johnson signed the Civil Rights Act, which banned discrimination in public places and employment. However, Southern states resisted its implementation. This led to a march from Selma to Montgomery to protest barriers to black voting rights. Violence against the marchers increased pressure on Johnson to sign the Voting Rights Act in 1965, which prohibited discriminatory voting practices that had prevented blacks from registering to vote.
This document is a chapter from the textbook Magruder's American Government on political parties. It is divided into 5 sections that discuss: 1) what parties are and their functions, 2) the two-party system in the US, 3) the history of parties in the US, 4) minor parties, and 5) party organization. The chapter explains that political parties seek to control government by winning elections, the US has historically had a two-party system, and the first parties were the Federalists and Anti-Federalists, followed by periods of dominance by the Democrats and Republicans. It also outlines the roles of minor parties and how the major parties have a decentralized structure at the national, state, and local levels.
This document summarizes the rise of racial segregation and discrimination against African Americans in the post-Civil War South, known as the Jim Crow era. It describes how after Reconstruction ended in 1877 and federal troops withdrew, racist white southerners imposed strict segregation laws and customs. This included poll taxes, literacy tests, and the "separate but equal" doctrine established by the 1896 Plessy v. Ferguson Supreme Court decision, which legalized segregation across the South. The document also profiles early African American leaders who opposed these discriminatory policies, such as Ida B. Wells fighting against lynching, and Booker T. Washington and W.E.B. Du Bois debating different approaches to civil rights.
The document provides an overview of the foundations of American government. It discusses the purpose of government as keeping order, providing security and public services. It also outlines the English political traditions that influenced the American system, including the Magna Carta establishing rights and the development of Parliament. The document then summarizes the Enlightenment period which questioned traditional authority and the road to American independence, including key events like the Boston Tea Party. Finally, it discusses the Constitutional Convention where delegates drafted the Constitution to address weaknesses of the Articles of Confederation, outlining compromises reached around representation and other issues.
The document summarizes several key battles and events of the American Revolutionary War. It describes Lexington and Concord where colonial militias surprised the British troops. It also discusses the Battle of Bunker Hill, where both sides claimed victory. Later, the document outlines the British capture of New York City and the American victory at Trenton. It then discusses the British taking of Philadelphia and the important American victory at Saratoga. The document notes the hardships faced by soldiers, members of Congress, and civilians during the war. It highlights the roles of Friedrich von Steuben in training the Continental Army and the Marquis de Lafayette in securing French support. Finally, it summarizes the decisive American-French victory at York
This document summarizes Chapter 10 of Magruder's American Government, which discusses Congress. It is divided into 4 sections. Section 1 describes the two houses of Congress and their terms and sessions. Section 2 covers the size, terms, reapportionment, elections, and qualifications of the House of Representatives. Section 3 discusses the size, election process, terms, and qualifications of the Senate. Section 4 provides background on current members of Congress and their duties, compensation, and privileges.
Unit 6 section 1 lesson 2 johnsons great societyMrsSmithGHS
The document outlines President Lyndon B. Johnson's Great Society programs in the 1960s which aimed to end poverty and racial injustice. It discusses how Johnson passed landmark civil rights legislation, initiated the War on Poverty through job training and education programs, and created Medicare and Medicaid to provide healthcare. The Great Society worked to improve many areas of American life, but faced challenges in fully achieving its goals of opportunity for all.
A comparison of jeffersonian and jacksonian concepts about democracycapesociology
Jeffersonian democracy favored a weak central government and strengthening Congress to represent property-owning voters, while Jacksonian democracy preferred a strong executive and enfranchising all eligible white males. Jefferson believed an educated elite should lead, but Jackson supported empowering common men in government and politics through patronage appointments. Overall, Jacksonian democracy broadened participation in government compared to the Jeffersonian era.
The document outlines the structure and powers of the Executive Branch of the US government, including that it is headed by the President and includes the Vice President, Cabinet, and regulatory agencies. It describes the roles and qualifications of the President, as well as the powers and limitations of the office, including roles as Chief of State, Chief Executive, Commander in Chief, and Chief Legislator. The document also discusses the Executive Office of the President, executive departments, independent agencies, and the election and inauguration processes.
John Adams was born in 1735 and was the second president of the United States, serving from 1797 to 1801. As president, he oversaw the XYZ Affair, passed the Alien and Sedition Acts, and responded to the Kentucky and Virginia Resolutions. He also established the Navy Department, Marine Corps, and moved the capital to Washington D.C. Earlier in his career, Adams was involved in the Boston Massacre and Revolutionary War, and negotiated the Treaty of Paris that ended the Revolutionary War.
The political system changed under President Andrew Jackson (1829-1837) as he expanded democracy. Jackson opposed the national bank and vetoed its recharter, believing it helped elites. He also increased direct election of government officials and gave jobs to his supporters, establishing the spoils system. However, these changes increased sectional tensions between North and South over states' rights and the tariff that threatened the Union.
The document summarizes key developments in America from the 1860s to 1900, including the growth of cities and industries, increased immigration, and social pressures. It discusses the rise of mining, cattle ranching, and transcontinental railroads, as well as conflicts over land with Native American tribes and the near-extinction of the American bison.
Congress is organized into two chambers, the House of Representatives and the Senate, which together make up the legislative branch of government. The House has 435 members apportioned among the states based on population, while the Senate has two members from each state. Both chambers perform lawmaking duties through committees and floor debates, while also working to benefit their constituents through casework, public works projects, and securing federal grants and contracts.
This document is a chapter from the textbook Magruder's American Government titled "Voters and Voter Behavior". It is divided into 4 sections that discuss the history and expansion of voting rights in the United States, current voter qualifications, the impact of civil rights legislation and the Voting Rights Act of 1965, and factors that influence voter behavior such as reasons for not voting, sociological influences, and psychological influences like party identification.
The document discusses the amendment process outlined in the US Constitution and some challenges associated with it. It provides quotes from Thomas Jefferson about how constitutions need to be updated periodically. It also notes that while the Founders created a process for amendments, making changes to the Constitution has proven very difficult, with only 27 amendments ratified since 1788. Some of the challenges mentioned are the high threshold of approval needed from Congress and the states to propose and ratify amendments.
Women's roles expanded in the 1800s as they became involved in reform movements and the paid workforce. Lucretia Mott and Elizabeth Cady Stanton organized the 1848 Seneca Falls Convention after being barred from speaking at an abolitionist meeting, adopting a Declaration of Sentiments that called for women's rights. This launched the American women's rights movement, led by activists like Susan B. Anthony, who worked for decades to gain women's suffrage.
This document provides an overview of the Bill of Rights and subsequent amendments to the US Constitution related to civil liberties and voting rights. It explains the first ten amendments which make up the Bill of Rights, including freedoms of religion, speech, press, assembly, and the right to petition the government. It also summarizes other amendments dealing with rights in criminal cases, due process, slavery, voting rights for women and people over 18, and equal protection under the law.
This document contains a matrix summarizing key snapshots of the US Civil Rights movement in approximately 60-75 words each. The snapshots discussed include Plessy v. Ferguson, Jim Crow laws, segregation during World War I and II, Brown v. Board of Education, the Montgomery Bus Boycott led by Rosa Parks, the work of Martin Luther King Jr. and the Southern Christian Leadership Conference, MLK's "I Have a Dream" speech, and the 1964 Civil Rights Act. The matrix provides brief summaries of each event along with their significance in advancing or setting back civil rights.
The document discusses federal grants and mandates given to state and local governments from the federal government. It describes different types of grants like formula grants, project grants, and block grants that come with varying levels of flexibility and strings attached. While grants provide funding, mandates sometimes enforce rules on lower levels of government without providing funds. This dynamic strains the relationship between levels of government by increasing tensions and making the balance of power and responsibilities unclear.
Social studiesstaar review_comprehensive_websitecortezushistory
The document provides information about key eras in American history from exploration through the ratification of the Constitution. It includes timelines, maps, and descriptions of events and principles of government. The document is a review for a standardized test on American history.
The document discusses the concepts of checks and balances, separation of powers, and federalism in the US government. It explains that checks and balances prevents any one branch from becoming too powerful by giving each branch some control over the others. For example, if the president vetoes a bill, Congress can override the veto with a two-thirds vote. Separation of powers divides power among the legislative, executive, and judicial branches. Federalism shares power between national and state governments across three levels: federal, state, and local.
The document outlines the seven principles of government that the framers used to build the US Constitution:
1) Popular sovereignty - the idea that the people are the source of governmental power and establish government through consent.
2) Limited government - the government has only the authority granted by the people and is constrained by the Constitution and Bill of Rights.
3) Separation of powers - the division of government into legislative, executive, and judicial branches to limit any one branch's power.
4) Checks and balances - each branch has the authority to restrain the other two branches to prevent tyranny.
5) Judicial review - the principle that the Supreme Court can review laws and acts of government to determine their constitutionality
The document provides an overview of key topics in United States history from colonization through Reconstruction. It covers 50 topics in total, organized under headings like Colonization, Revolution, Government and the Constitution, Early Nation, Industrial Revolution, Manifest Destiny, Age of Jackson and Reform Movements, Coming of the Civil War, Civil War, and Reconstruction. For each topic, there is a brief 1-2 sentence description.
The document discusses the structure and powers of the Philippine government. It is divided into three branches: the legislative, executive, and judicial branches. Each branch has checks and balances on the others to prevent arbitrary rule. Officials of each branch have qualifications like age, residency, and term limits. The legislative branch has the power to enact laws, taxation, confirm appointments, declare war, and impeach. The executive branch includes the President and exercises powers like veto and pardon. The judicial branch settles disputes and determines constitutionality of laws.
The document discusses the key concepts of the US Constitution, including the separation of powers and federalism. It outlines the powers granted to the national and state governments. The three branches of government - legislative, executive, and judicial - are described along with their roles and leaders. Requirements to hold various federal offices are also listed. The document emphasizes that the Constitution was designed by the Framers to balance strong government with individual liberties.
The Founding leading to the ratification of the U.S. Constitution. Introduction to the Federalist Papers and their usefulness for ratification. Discuss the Bill of Rights.
The document discusses the growing prominence of federal political institutions in the United States over the 20th century, driven by responses to crises like the Great Depression and World Wars. It analyzes the major institutions of the presidency, Congress, courts, and bureaucracy in terms of how office holders are recruited, how power is organized, which interests they respond to, and typical timelines of office holders.
U.S. Government -- Chater 2,Section 4 "Creating the Constitution"CarmichaelWCHS
The document discusses the Constitutional Convention of 1787, where framers met in Philadelphia to draft a new Constitution to replace the Articles of Confederation. It describes the major compromises reached, including the Virginia Plan which proposed a strong national government with three branches, the New Jersey Plan which retained state equality, and the Connecticut Compromise which created a bicameral Congress with proportional representation in the House and equal representation in the Senate. Other compromises addressed how to count slaves in population for representation and regulated commerce and the slave trade.
This document provides a study guide for an exam on POLS 1101 that defines key political science concepts and outlines important events and documents in U.S. political history. It defines different forms of government (unitary, confederal, federal), principles like sovereignty, rights, and powers. It also summarizes major compromises and plans debated at the Constitutional Convention, the structure and powers granted to the three branches of government, and amendments that expanded civil rights.
The document outlines key concepts and foundations of American government, including ideas of consent of the governed, limited and representative government, separation of powers, checks and balances, and federalism that were influenced by documents like the Magna Carta and English Bill of Rights. It also discusses the colonial governments, taxes imposed by Britain that led to unrest, the Articles of Confederation that failed to give enough power to the national government, and the compromises made during the creation and ratification of the US Constitution to establish the framework of government.
The United States Constitution was drafted at the Constitutional Convention in Philadelphia in 1787. Delegates debated plans for the new government, with James Madison's Virginia Plan proposing a strong federal government prevailing over the New Jersey Plan. The Great Compromise merged the two, creating a bicameral Congress. After ratification, the new government established three branches of power and a system of checks and balances to limit any one branch from becoming too powerful.
The United States Constitution was drafted at the Constitutional Convention in Philadelphia in 1787. Delegates debated plans for the new government, with James Madison's Virginia Plan proposing a strong federal government prevailing over the New Jersey Plan. The Great Compromise merged the two, creating a bicameral Congress. After ratification, the new government established three branches of power and a system of checks and balances to limit any one branch from becoming too powerful.
Federalism is a system of government where power is distributed between a central federal government and state governments. There are three main types of federalism: dual federalism, cooperative federalism, and new federalism. Federalism aims to balance national unity with local diversity, while also providing checks and balances on power through division of authority between multiple levels of government.
The document provides an overview of the US Constitution, including its structure and key principles. It notes that the Constitution is the fundamental law of the US and sets out the basic principles of government. It establishes three branches of federal government - legislative, executive, and judicial - and divides power between the federal and state governments through federalism. The document also discusses how the Constitution has evolved over time through amendments and judicial interpretation.
Chapter 2
The Constitution and it’s framing.
Lesson Plans
1. History and philosophy leading up to the constitution.
2. The revolution
3. Articles of Confederation
4. Constitutional Convention
5. Key Figures
6. Compromises
7. Amendments
Enlightenment and the Country’s founding
The founding of the country was based in principles in the European enlightenment.
One of the Enlightenment’s goals was to base governance on rationality.
Prior to the Enlightenment, governance was justified through tradition rather than reason.
Locke v Hobbes
Hobbes argued that the rationality for government was to prevent the state of nature.
Hobbes argued that life without the state would be a war between all and nasty, brutish and short. He advocated for a dictator to prevent this.
Locke disagreed. Locke argued that people would rather deal with what he called the mischief of foxes and polecats than to be devoured by lions.
This means that conflicts between individuals are manageable, but a tyrannical state is impossible to avoid.
Locke’s justification for a state is the social contract which is an agreement that the state protects rights. However if a state abuses its people, then it loses its legitimacy.
Locke’s principles drove the American Revolution.
The Revolution
The colonies originally had more freedom to run their own land prior to the Seven Years War (war between France and England).
The colonists were prevented to settle past Appalachia.
To pay back the taxes that resulted from the Seven Years War, England levied taxes on the colonists.
Colonists demanded representation in Parliament.
Stamp Act, (Tax on Paper goods) Townsend Act (Tax on glass, Tea, Paint)
The Colonies boycotted British Manufacturing goods.
Britain sent troops to the colonies, leading to an altercation with the troops known as the Boston Massacre
Britain passed an act that granted a monopoly on the British East India Tea Company, which led to the “Boston Tea Party.”
The Revolution cont.
These acts led to the state of Massachusetts to revolt, followed by the rest of the colonies.
The Declaration of Independence laid out the principles that drove the colonies to revolt against England.
This listed out the ways that Britain abused its power regarding the Social Contract.
“We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.--That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed”
This quote has driven the ideals in which we govern ourselves.
Articles of Confederation
Immediately following the revolution, the new nation agreed on the Articles of confederation.
The articles of confederation is the governing body that ruled the nation between the end of the Revolution and the creation of the constitution.
A confede ...
1) Backers of a balanced-budget amendment to the Constitution might .docxcurranalmeta
1) Backers of a balanced-budget amendment to the Constitution might consider the following strategy:
A. seeking support for such an amendment through approval by at least 34 state conventions, as almost occurred in the 1980s.
B. mounting a federal court case and seeking appeals to the Supreme Court.
C. pursuing approval of an amendment in the House and Senate, to then be sent to state legislatures.
D. collecting signatures to mount the proposal as a national referendum.
2) Which of the following presidents is credited with creation of the New Federalism?
A. Bill Clinton
B. George W. Bush
C. Ronald Reagan
D. Jimmy Carter
3) Which of the following issues were NOT a major concern of the Anti-Federalists concerning the Constitution?
A. The new powers granted to the national government
B. Ensuring that individual rights and liberties would be protected
C. Preserving the powers of the states
D. Ensuring that state criminal law would continue to be enforced by state courts
4) The primary motivation of the Framers, according to Charles Beard, was to:
A. protect their property rights through creation of a strong national government.
B. provide opportunities for political advancement for the Framers.
C. strengthen states’ rights in order to allow more effective resolution of property disputes.
D. create an egalitarian system of property distribution.
6) A shift toward cooperative federalism was evidenced by President Obama’s support of the stimulus bill that included temporary __________ funding for __________ functions such as education and public safety.
A. federal; federal
B. state; state
C. state; federal
D. federal; state
7) James Bryce believed that the Constitution was a fine example of:
A. mass democracy at work.
B. development of an oligarchical system of government.
C. an incrementally improved system not far removed from the Magna Carta.
D. a governing system that encouraged the proliferation of political parties.
9) Why was the division of power among the three branches of government an insufficient means to balance their powers?
A. The legislature, as the only initiator of laws, could dominate the other two branches.
B. Congress has more members than the other two branches.
C. Supreme Court judges are impeachable.
D. The president could become a dictator.
10) Which of the following is a true statement about the Federalists and Anti-Federalists?
A. Both factions distrusted the power of state governments.
B. Federalists were pessimistic about human nature, and Anti-Federalists were more optimistic about human nature.
C. The Anti-Federalists preferred a nonelected judiciary and indirectly elected president.
D. Both factions did not fear foreign threats.
11) President Bush and Governor Blanco struggled to agree about how to respond to Hurricane Katrina due to:
A. political differences and perceptions of incompetence by both.
B. President Bush never having been in a hurricane before.
C. Governor Blanco being a woman.
D. Mayor Nagin’s l.
The document outlines the creation and ratification of the United States Constitution, including key events like the Constitutional Convention, compromises reached around representation and slavery, and the debate between Federalists and Anti-Federalists; it also summarizes the main principles of the Constitution like popular sovereignty, separation of powers, checks and balances, and the organization of the Constitution into a preamble, 7 articles, and amendments.
The document discusses key concepts in US government and politics such as:
- The Federalist Papers which argued for ratifying the US Constitution and included a promise for a bill of rights.
- McCulloh v. Maryland, an 1819 Supreme Court case that reinforced the supremacy of the national government over state governments.
- Writ of habeas corpus which allows prisoners to seek release by bringing their case before a judge.
- The line item veto which briefly gave presidents power to eliminate spending items in appropriations bills.
- Block, categorical, and mandate grants which are used to distribute federal money to state and local governments.
The document discusses key concepts in US government and politics such as:
- The Federalist Papers which argued for ratifying the US Constitution and included a promise for a bill of rights.
- McCulloh v. Maryland, an 1819 Supreme Court case that reinforced the supremacy of the national government over state governments.
- Writ of habeas corpus which allows prisoners to seek release by bringing their case before a judge.
- Types of federal grants such as categorical grants which are for specific purposes and block grants which give states more discretion.
- Theories of federalism including dual and cooperative federalism.
- Key documents and compromises that shaped the US system such as the Connecticut Compromise and Constitutional
The document provides information for teaching a merit badge class on citizenship in the nation, including requirements to complete the badge. It outlines the key documents and concepts scouts should understand, such as the Declaration of Independence, Constitution, branches of government, and civic responsibilities. The class is designed to be taught in a 4 hour period and includes reading assignments, discussions, and a quiz to test the scouts' comprehension.
AHSGE Social Studies Ch.3 The United States GovernmentTerron Brooks
The document summarizes key aspects of the origins and structure of the United States government. It discusses influential political philosophers like Locke, Rousseau, and Montesquieu and how they influenced the creation of the US system. It also outlines the weaknesses of the Articles of Confederation, the drafting of the Constitution at the Constitutional Convention, and the three branches of government established under the new framework.
The document discusses the key events and principles that led to the creation of the US Constitution, including the colonists' desire for natural rights like life, liberty and property. It also summarizes the failures of government under the Articles of Confederation, the debates between federalists and anti-federalists, and the compromises that were made at the Constitutional Convention to produce the final Constitution, including the three branch system of government and principles of separation of powers and federalism.
The document discusses the origins and foundations of the US Constitution. It describes how the Articles of Confederation failed due to economic turmoil between states and Shays' Rebellion. This led delegates to convene in Philadelphia to draft a new Constitution, drawing on ideas of separation of powers, checks and balances, and federalism. Key issues at the convention included representation of states, slavery, and individual rights.
The document discusses the concept of federalism in the US government. It describes how federalism is established in the US Constitution through the separation and sharing of powers between the federal and state governments. It outlines the major powers granted to each level of government, and how federalism has evolved over time from a stricter separation of powers to a more cooperative relationship between federal and state authorities. Both advantages and criticisms of federalism are presented.
This document discusses a lesson on presidential introductions that is split into 5 parts. It asks how the lyrics of the song "Fortunate Son" relate to the American presidency and what the overall message of the songwriter is. The lesson aims to introduce students to concepts around the US presidency.
This document discusses fiscal policy and the multiplier effect through a series of scenarios. It explains that an increase in spending, such as from government spending or tax cuts, can have a multiplier effect as that new spending becomes income for others and continues circulating. However, increased government borrowing to fund spending can raise interest rates and "crowd out" private investment. It also discusses how fiscal policy tools like tax increases can combat inflation by reducing aggregate demand.
This document appears to be a lesson on the concept of sovereign states. It includes definitions and examples related to the four key features that define a sovereign state: a permanent population, defined territory, government, and sovereignty. It discusses topics like what makes a country a country, the roles of government, and features of a state's population and territory. The lesson uses questions, diagrams, and activities to engage students in understanding the concept of sovereign states.
The document contains certificates from the 2021 session of the HHS E-Congress certifying that 12 bills authored by students passed in the House of Representatives. The bills cover topics including minor consent to vaccines, humane disciplinary acts, increased funding for opportunities, renewable energy incorporation, teacher salary accommodation, reduction and prevention of homelessness, job programs to combat homelessness, nectar bearing flower's tax credit, and fixing the system. All bills were sponsored by the Youth Leadership Initiative.
The document appears to be a series of slides from an AP review lesson on day 2. It covers various topics related to US constitutional law and Supreme Court cases, including discussions of enumerated vs implied powers, the impact of key cases like McCulloch v. Maryland and Marbury v. Madison, and comparisons of different court cases. It also includes brief quizzes on required court cases and foundational documents like the Articles of Confederation.
The document appears to be a 14-page lesson on the 2nd Amendment and firearm regulation in the United States. It presents 4 proposals related to gun laws and asks the reader to state if they would personally support each proposal and if the Supreme Court would find it constitutional, explaining their reasoning for both. The proposals relate to restrictions on carrying handguns in public, banning high-capacity magazines, restricting gun ownership for those living with felons, and limiting the rate of fire for certain weapons.
This document provides an overview of Unit 3 in AP Government, which covers civil liberties and civil rights. It notes that the unit will include 2 chapters, 9 court cases, and 1 required document. It also provides test dates and formats for the AP exam in May, with the paper and pencil exam on May 3 at the student's high school, and the digital exam from home on May 20. The document indicates civil liberties are rooted in the Bill of Rights and protect individuals from government overreach, while civil rights rely on the 14th Amendment and protect individuals from discrimination.
The document discusses the Supreme Court nomination process. It explains that the President nominates Supreme Court justices and the Senate holds confirmation hearings and votes on whether to approve the nomination. It also discusses different judicial philosophies that influence a President's selection of nominees and how the nomination and confirmation process allows the executive and legislative branches to check the judicial branch.
This document appears to be a series of slides from an online lesson about the executive branch of the US government and bureaucracy. It includes definitions of key terms, examples of executive agencies and their roles, quizzes and discussion questions about regulations and enforcement. The goal seems to be helping students understand the large network of departments, agencies, and roles within the executive branch.
This document is a 30-page lesson on the legislative process. It includes sections on when a congressman might act as a delegate or trustee, an open-ended question, a Schoolhouse Rock video, another open-ended question on why so few bills become law, and a quiz on the legislative process. The lesson covers the typical steps bills go through in Congress, from introduction to committee work to floor debates to the president.
This document appears to be a 31-slide lesson on how Congress works. It includes slides with text, questions for students to answer, and political cartoons. The slides cover topics like the composition of Congress, differences between the House and Senate, the role of party leadership and committees, and the legislative process. The goal seems to be to educate students on the structure and functions of the U.S. Congress.
The document is a lesson about the peaceful transfer of power in the US presidency. It includes sections on Ronald Reagan's 1981 inaugural address, where he notes that the regular transfer of power through elections seems miraculous globally. It asks how cooperation in transitions safeguards the American Republic. Learners are prompted to explain why transitions illustrate the success of the US experiment or are important domestically and internationally.
This document appears to be a lesson plan on the role of media. It includes links to various news articles and videos. The lesson discusses how different types of media outlets have different agendas that influence which stories they choose to cover. It also addresses how commercial news sources make money through advertising and aim to attract audiences. The lesson quizzes students on these concepts and asks them to reflect on questions about media influence and setting the public agenda.
This document is a 50-page lesson on interest groups. It includes definitions of interest groups, examples of different types of interest groups like the Sierra Club and AARP, activities they engage in like lobbying and donating money, and quizzes about interest groups. The lesson explains how interest groups try to influence public policy and elections by informing the public, endorsing political candidates, and lobbying the government.
This document is a 38-page lesson on the connection between money and politics. It includes a Pink Floyd music video, discussion questions, explanations of terms like interest groups, political action committees (PACs), and super PACs. It also discusses how these groups can raise and spend unlimited sums to influence elections, and covers the Supreme Court's Citizens United decision that deregulated campaign finance laws. The lesson aims to explain how interest groups, political donations, and spending work within the political process in the United States.
This document is a lesson on primaries and caucuses that is presented over 35 slides. It includes information about the general process of the presidential election, a timeline activity, an election calendar, videos explaining how primaries and caucuses work, quizzes comparing primaries and caucuses, and open-ended discussion questions about advantages of each and a state's primary process. Students are asked to create a Venn diagram to contrast primaries and caucuses. The lesson provides information to help students understand the differences between primaries and caucuses and how the presidential nomination process unfolds.
The document discusses political parties and the two-party system in the United States. It includes questions about party roles, platforms, and voter registration. There are also true/false questions testing understanding of independent voters, third party candidates, party access and information, and the balance of power between parties in Congress. The purpose is to help students learn about the characteristics and functions of the two dominant political parties in the US.
This document discusses fiscal and monetary policy tools used by governments and central banks to influence aggregate demand and stabilize economies. Fiscal policy tools include changes to government spending and taxes by Congress and the President. Monetary policy tools are used by the Federal Reserve and include open market operations, reserve requirements, and interest rates. Both fiscal and monetary policies can be either expansionary or contractionary depending on whether their goal is to increase or decrease aggregate demand to address recessionary or inflationary gaps in the economy.
This document appears to be a series of lessons examining global opinion on various topics based on poll data and graphs. It includes open-ended questions asking students to summarize information, identify trends or inconsistencies, and compare opinions across different countries and time periods. Students are prompted to analyze differences in how favorably various nations view the American people versus the United States. The lesson examines topics like priorities around jobs versus the environment, views of U.S. anti-terrorism efforts, and support for continued Western military presence.
This document discusses the concept of federalism in the United States, focusing on the landmark Supreme Court case McCulloch v. Maryland. It presents information on the enumerated and reserved powers of the federal and state governments. It also considers whether the federal government has the authority to establish a national bank and whether states can tax that bank, addressing arguments made in McCulloch v. Maryland. Open-ended questions ask about the advantages of a national bank, why states may feel threatened by one, and whether certain laws are justified by implied federal powers.
El Puerto de Algeciras continúa un año más como el más eficiente del continente europeo y vuelve a situarse en el “top ten” mundial, según el informe The Container Port Performance Index 2023 (CPPI), elaborado por el Banco Mundial y la consultora S&P Global.
El informe CPPI utiliza dos enfoques metodológicos diferentes para calcular la clasificación del índice: uno administrativo o técnico y otro estadístico, basado en análisis factorial (FA). Según los autores, esta dualidad pretende asegurar una clasificación que refleje con precisión el rendimiento real del puerto, a la vez que sea estadísticamente sólida. En esta edición del informe CPPI 2023, se han empleado los mismos enfoques metodológicos y se ha aplicado un método de agregación de clasificaciones para combinar los resultados de ambos enfoques y obtener una clasificación agregada.
04062024_First India Newspaper Jaipur.pdfFIRST INDIA
Find Latest India News and Breaking News these days from India on Politics, Business, Entertainment, Technology, Sports, Lifestyle and Coronavirus News in India and the world over that you can't miss. For real time update Visit our social media handle. Read First India NewsPaper in your morning replace. Visit First India.
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Here is Gabe Whitley's response to my defamation lawsuit for him calling me a rapist and perjurer in court documents.
You have to read it to believe it, but after you read it, you won't believe it. And I included eight examples of defamatory statements/
Acolyte Episodes review (TV series) The Acolyte. Learn about the influence of the program on the Star Wars world, as well as new characters and story twists.
An astonishing, first-of-its-kind, report by the NYT assessing damage in Ukraine. Even if the war ends tomorrow, in many places there will be nothing to go back to.
Essential Tools for Modern PR Business .pptxPragencyuk
Discover the essential tools and strategies for modern PR business success. Learn how to craft compelling news releases, leverage press release sites and news wires, stay updated with PR news, and integrate effective PR practices to enhance your brand's visibility and credibility. Elevate your PR efforts with our comprehensive guide.
3. Democracy: Two Types
A. Direct: rule by the people themselves.
B. Indirect (representative): rule
by elected representatives.
C. Founders' distrust of direct
democracy:
1. Impracticalities.
2. Fleeting passions of the
people --->concern that they
would be swayed by
demagogues.
4. Republic.
*Same as indirect democracy.
*Solves problems of direct democracy.
“Secures the advantages of direct
democracy while curing its weaknesses.”
5. Democratic Theory
A. Majoritarian politics view:
leaders are heavily influenced by the will
of the people.
B. Elite politics views: minorities
dominate policy
making
1. Marxist: influence of economic
elites.
2. C. Wright Mills: influence of
power elite: corporate, military, political
(Eisenhower’s “military industrial
complex.”)
3. Max Weber: influence of
bureaucracy.
6. Pluralist view:
1. Political resources are so scattered that no single
elite has a monopoly on them.
2. There are so many institutions in which power is
exercised that no single elite
could possibly control all of them.
3. Pluralism therefore argues that many groups
compete with each other for control over policy.
Policy is therefore the outcome of political
haggling, innumerable compromises, and evershifting alliances among groups.
7. D. Hyperpluralist View:
1. "Pluralism gone
sour."
2. There are so
many groups, and
they are so strong,
that government has
become
gridlocked and is
unable to act.
8. IV. Fundamental Democratic
Values
A. Popular sovereignty.
B. Respect for the
individual. State serves
individual, not vice versa.
C. Liberty.
D. Equality. Of
opportunity more than
result. Role of FDR’s 2nd
Bill of Rights: economic
security.
9. V. Fundamental Democratic
Processes
A. Free and fair elections,
with competing political
parties.
B. Majority rule
w/minority rights.
Fear of “tyranny of the
majority” led to protection
of property rights.
C. Freedom of expression.
D. Right to assemble and
protest.
10. VI. Fundamental Democratic
Structures (briefly -- covered in
more detail later)
A. Federalism.
B. Separation of
powers.
C. Checks and
balances.
D. Constitutionalism.
11. ORIGINS OF THE AMERICAN
REPUBLIC
I. Sources of the Constitution
A. British Customs and
Traditions, e.g., Magna
Carta and English Bill of
Rights.
B. European Philosophers, e.g.,
Locke, Hobbes,
Montesquieu, Rousseau
C. Colonial experiences, e.g.,
power of elected assembly.
D. State constitutions written
after the Declaration of
Independence, e.g., Preamble
closely resembles the
introduction to the Mass.
Constitution.
12. II. Constitutional Convention,
1787
A. Background.
Decl. of Indep. ---> Rev. War --->
Articles of Confed. and its weak
central govt.:
No power to tax.
No chief executive.
No national judiciary.
No power to regulate interstate or foreign
commerce.
No national currency.
2. Annapolis Convention, 1786:
called to improve Articles.
3. Shays' Rebellion, 1786 --->
necessity of a stronger national
government.
13. B. Delegates
1. Characteristics: "well-read, well-bred, well-fed, and well-wed."
2. Participants:
a. Madison: "Father of Const." because of leadership and detailed
notes of proceedings.
b. Washington: presiding officer
c. Franklin: "elder statesman."
d. Morris: largely responsible for final wording of Const.
e. Hamilton: most forceful advocate for strong central
government.
3. Charles Beard's Economic Interpretation of the United States (1913).
a. Constitution was written by propertied class --->
naturally reflected those interests (although no
conspiracy per se).
b. Rebuttals:
1) Most people owned property.
2) Even the poor, in hopes of someday owning
property, wanted to protect property.
Establishing a democratic government involved risks and dangers
--> need to build in safeguards and protections.
14. C. Areas of agreement:
1.Scrap the Articles of Confederation.
2.Establish a republican government.
3.Establish a constitutional government.
4.Established a balanced govt. where no single interest dominated.
5.Suffrage for property owners only.
6.Stronger central govt. than under the Articles.
7.Protection of property rights: the main purpose of govt .
8.Keep the proceedings secret.
15. D. Areas of disagreement --->
compromises:
1. Representation among the states.
a. Large states favored the Virginia Plan:
based upon population.
b. Small states favored the New Jersey Plan:
equal representation.
c. Connecticut (Great) Compromise: a
bicameral legislature with a popularlyelected House (based upon
population) and a Senate (equal rep.)
elected by state legislatures.
16. D. Areas of disagreement --->
compromises:
2. Representation and taxation of slaves.
a. Northern states wanted slaves to
count for taxation, but not
representation.
b. Southern states wanted the opposite.
c. 3/5 Compromise: 3/5 of the slaves
would count for both purposes (3/5 was
the ratio that would yield equal
representation among northern and
southern states).
17. D. Areas of Disagreement
---> Compromises:
Election of the President.
a. Life term v. annual election ---> compromise
of a 4-year term.
b. Method of election:
1) Some wanted election by Congress.
2) Some wanted election by state legislatures.
3) Some wanted direct election.
4) Compromise: Electoral College system.
18. E. Ratification Politics
1. Federalists:
a. Supporters:
property owners, creditors, merchants.
b. Views
1) Elites most fit to govern.
2) Feared "excesses" of democracy.
3) Favored strong central government.
c. Leaders: Hamilton, Madison, Washington,
19. 2. Antifederalists:
a. Supporters: small farmers, frontiersmen, debtors,
shopkeepers.
b. Views.
1) Feared concentration of power in hands of elites.
2)Believed that govt. should be closer to the people.
3)Feared strong central government. Favored
stronger state govts.
4) Feared the lack of Bill of Rights -- their strongest
argument.
c. Leaders: Henry, Mason, Gerry.
20. 3. Federalist
Advantages:
a. Were better represented in state legislatures.
b. Controlled the press.
c. Began ratification procedures quickly before
Antifederalists could get organized.
d. Agreed to a Bill of Rights after ratification of
the Constitution.
4. The Federalist Papers: Madison, Hamilton,
and Jay. To rally support for ratification of the
Constitution.
5. Ratification, 1788: by state ratifying
conventions of popularly-elected delegates.
21. I. Separation of Powers
I. Separation of powers.
A. To Madison, tyranny was
govt. that controlled all 3
branches of govt. ---> Division of
power among the legislative,
executive, and judicial branches.
B. This system diffuses power
instead of concentrating power.
C. Influence of Montesquieu.
D. Colonial experiences, e.g.,
excessive power in st.
legislatures need for strong
exec.
E. Danger of one branch
combining forces with another
branch ---> checks and balances.
22. II. Checks and Balances
A.
1.
2.
B.
Background.
18th century view of govt. as something to be restrained, and modern
view of govt. as something to be used for the common good.
Fear of tyranny among Founders ---> distrust of govt. --->
checks and balances as means of intentionally building
inefficiency in order to prevent govt. abuse of power.
System of restraints in which each branch can check the other two.
Reflects fear of tyranny.
1. Examples: veto, veto override, appointment and
confirmation, treaty-making and ratification, defense
funding and Commander-In-Chief.
2. Political independence within each branch: no branch is dependent
upon the other two for election (exception: judges are appt'd by
President) and continuance in office (life terms for judges ameliorate
presidential influence).
3. Staggering of terms within each branch -> a majority of voters can
gain control over one part of govt. at one time, e.g., midterm cong.
elections can serve as a check on the exec.
4. Modifications of checks and balances: examine if the following
strengthen or weaken checks and balances.
24. II. Checks and Balances
1. Political parties.
a. In theory, should weaken checks
and balances -- a way of bringing
the branches of govt. together.
Const. divides govt., but parties
bring people in govt. together.
b. In reality, however, parties are
weak:
Dominance of only 2 parties --->
each party has wide range of
interests ---> much disagreement
within each party itself ---> difficult
to assert such strong control
c. Prevalence of divided govt., i.e., a
Pres. of one party and a Cong. of
the other.
25. II. Checks and Balances
2. Changes in voting methods.
a. Senators now chosen by
people.
b. Congressmen also chosen by
people.
c. Presidents chosen by
electors who vote as the
people have voted.
-- Thus, members of two
branches essentially chosen
by same electorate --->
weakening of checks and
balances in theory; however,
split ticket voting has
changed this.
26. II. Checks and Balances
3. Growth of federal bureaucracy.
a. Development of numerous
agencies w/legislative, executive,
and judicial functions.
b. Congress often grants broad
authority to agencies and lets
them carry out the general will of
Congress, e.g., Congress
established an IRS to collect
taxes, and then granted the IRS
authority to help write the tax
code, enforce the tax code, and
settle disputes over the tax code.
-- Thus, growth of bureaucracy
has caused a weakening of checks
and balances.
27. II. Checks and Balances
4. Changes in technology, e.g.,
nukes, computers, fax
machines, satellite
communications: Two views:
a. President, Congress, interest
groups, media have all been
able to take advantage of the
new technologies --->
strengthening of checks and
balances.
b. President has been especially
able to take advantage of these
("electronic throne"), e.g.,
“staged event” of Bush
landing on an aircraft carrier
---> weakening of checks and
balances.
28. II. Checks and Balances
5. Emergence of U.S. as world power
after WWII.
a. Areas of "national interest" extend
around the world.
-U.S. is leader of free world.
-U.S. is only remaining
superpower after Cold War
b. With such heavy responsibilities,
any crisis seems to involve U.S.
somehow.
---> These responsibilities need
to be dealt with in a strong and
efficient manner --->power has
concentrated in executive branch
("imperial presidency") --->
weakening of checks and balances.
29. III. Limited Government
Limited government: dilemma of
wanting a more effective government,
but also a limited government that
did not become tyrannical.
A. Constitutional government: govt.
has only those powers listed in Const.
B. Bill of Rights as a safeguard
against possible tyranny from a new,
strong, distant government. Little
fear of state govts, but great fear of
national govt. Amendment 10 reflects
view that states would have
substantial powers: central govt.
could exercise only those powers
delegated to it by the Const. States
would have all else.
Free elections, but potential of majority
faction ---> Madison's "auxiliary
precautions."
30. IV. Judicial review.
A.
B
C.
Power of courts to strike down laws or
governmental actions.
Not explicitly provided for in Const.,
but Const. written in broad terms --->
need for interpretation ---> this most
logically falls to the courts.
Established by Marbury v. Madison,
1803:
1. Facts of case: the end of Federalist
control of govt. and appointment of the
"midnight judges," including Marbury
---> Jefferson ordered Madison to not
deliver commissions to these judges
--->Marbury's request for a writ of
mandamus (under Sect. 13 of Jud. Act.
of 1789) from the Supreme Court to
order the delivery of his commission.
2. Decision of Marshall and the Court:
section 13 of Judiciary Act of 1789
enabling the Court to issue a writ of
mandamus through original jurisdiction
in this type of case was unconstitutional.
31. IV. Judicial Review
3. Analysis.
a. Marshall ruled that the Court did
not have the authority to issue
the writ, but he paradoxically
increased its power by
establishing judicial review when
the Court struck down section 13.
b. Jefferson couldn't complain
because the midnight judges
didn't receive their appointments,
but he fumed because his enemy,
Federalist John Marshall,
increased the power of the Court.
Effects of judicial review: citizens
can challenge constitutionality of
laws in court by initiating
lawsuits (example: Gideon v.
Wainright, 1963) litigation has
become an important way of
making public policy.
Chief Justice John Marshall
32. V. Changing the Constitution
informally
A. Const. a framework ---> details to be filled in later.
B. Due to difficulties of formally changing Const., informal ways developed:
1. Acts of Congress (e.g., Judiciary Act of
1789).
2. Judicial rulings (e.g., Plessy v. Ferguson,
Brown v. Board, Texas v. Johnson,
Lawrence v. Texas).
3. Presidential actions (e.g., police actions since WWII, executive
privilege, impoundment).
4. Customs and traditions (e.g., Cabinet, parties, committee system in
Cong., senatorial courtesy, legislative veto, presidential nominating
conventions)
“Constitution belongs to the living, not the dead” (Jefferson):
Jefferson believed each generation might need new Const.
This hasn’t occurred because of the informal changes that have allowed the
Constitution to adapt to changing times.
33. VI. Changing the Constitution
formally, i.e. adding
Amendments.
A. Legacy of Articles:
Unanimous vote to amend ---->
impractical ---> desire to make
process easier, but not too easy.
B. Reasons for recent popularity
of proposing Amendments (e.g.,
balanced budget, D.C.
statehood, ERA).
1. Dissatisfaction by interest
groups with court decisions, e.g.,
flag burning decision
2. Gridlock in Congress.
34. ORIGINS OF AMERICAN
FEDERALISM
Federalism: constitutional division of power between the national
govt. and state govts. Both get their powers from a Constitution,
not each other.
Reasons for federal system in U.S.
A. Unitary system (where a central government rather than a
constitution delegates power) was undesirable -- too reminiscent
of British rule. Fear of strong, distant govt.
B. Confederate system undesirable -- too reminiscent of Articles.
C. Allows unity, but not uniformity -- allows for differences among
states.
D. More suitable for geographically large nation -- allows for
differences among states.
E. More suitable for heterogeneous people -- allows for
differences
35. Reasons for Federal System in
U.S
F. More likely to check
tyranny:
1. If tyranny occurred in
a few states, fed. govt. could
prevent its spread to others.
(e.g., Shays' Rebellion)
2. National govt. has only
those powers granted to it -all others belong to states
through
Amendment 10.
-- Cost of checking tyranny is
at times inefficiency, but
Founders more interested in
checking tyranny than in
having a strong and effective
govt. that could run
roughshod over the people's
liberties.
36. Reasons for federal system
in U.S
G. Frees national govt. to
concentrate on truly national
matters.
H. Frees states from excessive
intrusion on strictly state/local
matters (but discuss problem of
growth of federal mandates, and
esp. unfunded mandates).
I. Encourages experimentation -states as "laboratories" (e.g.
legalized gambling in Nevada
has spread to other states, CA
legalization of medical
marijuana has been adopted by
a few other states)
J. Keeps govt. closer to people.
Multiple points of access for
citizens.
37. Dual Federalism
1. Prevalent through
~1937.
2. State governments and
national government each
remained supreme within their
own spheres.
3. Powers and policy
assignments of the layers of
govt. were distinct, as in a layer
cake.
4. Suggested that the
powers of the national govt.
should be interpreted narrowly.
38. Cooperative (“Marble Cake”)
Federalism.
1. Prevalent since
~1937.
2. Mingling of
responsibilities between
the state and national
govt.
3. Sharing of powers
and policy assignments, as
in a marble cake.
4. Suggests that
powers of the national
govt.
should be interpreted
broadly.
39. New Federalism
1. Shifting of some authority
from national
govt. back to the states.
2. Associated with Nixon,
Reagan, and esp. associated with
104th and 105th Republican
Congress: “Devolution
Revolution”
3. Example: use of block
grants in welfare
reform bill of 1996.
40. STRUCTURE OF AMERICAN
FEDERALISM
National powers. National govt. has 3 categories of powers that are
delegated to it. Here are the categories of the delegated powers:
A. Expressed (enumerated): actually stated in the Const.
B. Implied: not stated explicitly, but suggested implicitly.
Importance of elastic clause.
C. Inherent: not stated explicitly, but held by the national
govt. by virtue of its being a national govt. Any govt. is
entitled to certain foreign policy powers such as diplomatic, acquiring
territory, or defending itself.
41. STRUCTURE OF AMERICAN
FEDERALISM
II.
State powers:
reserved
A. Amendment 10 states
that any powers not
granted to the national
govt. are reserved for the
states.
B. Examples:
establishing voting
requirements, running
elections, licensing
professionals, protecting
community health,
establishing a vehicle code.
42. STRUCTURE OF AMERICAN
FEDERALISM
III.
Concurrent powers.
A. Granted to Congress,
but not denied by Const.
or courts to the states --->
held by both national and
state govts.
B. Examples: taxing,
borrowing, establishing
court
system, establishing law
enforcement agencies.
C. Questions of fed./state
authority are decided by
courts.
44. STRUCTURE OF AMERICAN
FEDERALISM
V. Obligations of national
govt. to the states
A. Guarantee each state
a republican form of
govt.
B. Protect each state
against invasion or
domestic violence.
C. Grant new states the
same rights as other
states.
45. STRUCTURE OF AMERICAN
FEDERALISM
VI. Obligations of state govts.
A. Full faith and credit clause: each state must honor the public
acts, records and legal proceedings of other states, e.g., birth
certificates, marriages, debts.
1.Four states (MA, VT, IA, CT) have legalized same-sex
marriages.
2.However, in the 1990s Congress passed the Defense of
Marriage Act, which allowed each state to define marriage,
and in effect not recognize gay marriage if the state defined
marriage as the union of a man and a woman.
B. Privileges and immunities clause: each state must grant to
citizens of other states the same rights and privileges that
they grant to their own citizens, i.e., states cannot
unreasonably discriminate against citizens of other states.
C. Extradition: Governors must return suspects to the states in
which they allegedly committed their crimes.
D. Interstate compacts require consent of Congress.
46. DECENTRALISM (STATES' RIGHTS) V.
CENTRALISM (NATIONALIST)
I. Decentralist (states' rights) approach.
A. Const. a compact created by
states ---> implies strong state
authority.
B. Const. carefully limits national
authority to delegated powers.
C. 10th Amendment gives broad
powers to states.
D. When in doubt as to which holds
a power, matter should be resolved
in favor of states.
E. Implies strict constructionist
approach to Constitution
F. National govt. has gotten too big
and impersonal.
G. State govts. are closer to the
people.
H. Followers: Calhoun, Goldwater,
Reagan, southern conservatives,
western conservatives, Christian
fundamentalists, Newt Gingrich,
Bush 43
47. DECENTRALISM (STATES' RIGHTS) V.
CENTRALISM (NATIONALIST)
II.
Centralist (nationalist) approach.
A. Const. created by people ("We the people ..."), and
not the states.
B. Elastic, commerce, and taxing/spending clauses give
great power to national govt.
C. Powers go to states only if they have been
surrendered by national govt.
D. When in doubt, matter should be resolved in favor
of national govt.
E. Implies loose constructionist approach to
Constitution.
F. Size of federal bureaucracy has remained relatively
constant for last 40 years.
G. While state govts. may be closer to people, some of
those state
govts. have violated people's basic
rights (e.g., South during first 70 years of 20th
century) -- national govt. has been key protector of
rights.
H. Followers: Hamilton, Marshall, Webster, TR, FDR,
JFK, LBJ,
Clinton, Obama
48. III. Triumph of nationalist
approach: McCulloch v. Maryland,
1819
A. Maryland attempted to tax a branch
of the Bank of the U.S.:
1. It argued that taxing was one of
its reserved powers.
2. In addition, it argued that the
Bank was unconstitutional, anyway.
B. The Court's decision (under
Marshall):
1. Need for a more flexible
interpretation of the Const. so that it
would endure -> Bank was "necessary
and proper" ---> establishment of
implied powers.
2. "Power to tax involves power to
destroy" ---> states clearly not free to
destroy the national govt. --->
establishment of national supremacy.
49. IV. Sources of National
Strength.
A. Elastic clause: Congress can pass laws “necessary and proper” to carry
out expressed powers.
B. War powers.
C. Commerce clause: virtually anything is interstate or foreign commerce
Congress can regulate virtually anything.
D. Power to tax and spend for the “common defense and the general
welfare.”
1. While Congress cannot technically legislate on everything, it can
spend funds on virtually everything.
2. States don't have to accept federal money, but if they do, they must
follow federal guidelines (e.g., fed. highway funds can be denied if a state’s
alcohol purchasing age is less than 21, fed. education funds can be denied
if states do not comply w/No Child Left Behind Act)
-- Federal "strings" attached to funding are ways in which the
federal govt. can get its way on things.
E. Preemption of state laws by fed. courts if laws in conflict w/Const. or fed.
laws.
F. Imposition of federal mandates (some unfunded) on states
50. V. Recent Developments.
A. Evolution towards greater federal
control throughout most of 20th
century.
B.
Nixon's "New Federalism:" returning
some power back to states.
Also favored by Reagan, both
Bushes, and Republican Party in general
C.
Republican victory in cong. elections
of 1994 ---> Contract with America and
devolution of power back to states:
1. Unfunded Mandates Reform Act of
1995 restricted future unfunded
mandates.
2. Use of block grants to replace
categorical grants.
1996 welfare reform bill that
ended welfare as fed. entitlement. (Save
details of this bill for tomorrow) Repeal
of 55 m.p.h. speed limit.
51. V. Recent Developments
E. Supreme Court actions consistent with devolution:
1.
2.
3.
4.
Struck down Gun Free School Zones Act in 1995 in US v.
Lopez: Congress overextended itself when it linked gun
control laws to the interstate commerce clause of the
Constitution.
Struck down part of the Violence Against Women Act in US
v. Morrison (2000), saying that rape victims could not sue
their attackers in federal court because it was up to the
states – not Congress – to give such help to women victimized
by violence. Again, the Court said that the Congress
overextended itself with the use of the interstate commerce
clause in passing the Act.
Struck down Religious Freedom Restoration Act in 1993:
This act had restricted the power of the states to regulate
religion -> this ruling gave states greater authority to
regulate religion.
Struck down Brady Act in 1997 that required local law
enforcement agencies to do background checks on gun
buyers.
52. FEDERALISM AND
FEDERAL GRANTS
As national govt. has grown
more powerful, it has used
state and local govts. to
administer programs that
are federally funded --->
development of federal
grants to state and local
govts. Dollar amounts of
these have consistently risen
in last several decades,
though there has been
variation in grants as a
percentage of federal
expenditures.
53. Purposes of Fed. Grants
A. Reduces growth of fed.
bureaucracy -- fed. govt.
simply provides money to
states and has states run
the
programs (under fed.
guidelines, of course).
B. Supplies state and local
govts. w/needed revenue.
C. Establishes minimum fed.
standards in important
areas (air quality, water
quality)
D. Equalizes resources
among rich and poor
states.
54. Types of Fed. Grants
A. Categorical.
1. For specific
programs (e.g., roads,
airports, housing,
bilingual education).
2. National govt.
agrees to pay a portion of
the costs for these, and
states pick up the balance
--> these sometimes
called "formula grants"
because grants are offered
under a payment
formula (e.g., 80%-20%).
3. States don't have to
accept these, but if they do
they must comply w/fed.
standards.
55. Types of fed. grants.
B. Project.
1. States apply for grants for
specific projects.
2. "Grantsmanship:" state
competition for grants has
led to development of the
fine art of “grant writing”
56. Types of fed. grants.
C.
Block.
1.Granted to support a
collection of general
programs (e.g., urban
development,
transportation) ---> more
state leeway in spending of
the money.
2. Associate these
w/104th and 105th
Republican Congress and
devolution of power back
to states.
D. Analyze these types of
grants from centralist and
decentralist positions.
57. The Politics of Federal Grants
Democrats have generally favored greater funding, but with more
“strings” associated with categorical grants.
Republicans have generally favored less funding, but with fewer
“strings” associated with block grants. Welfare is an example of
this:
End to entitlement status of AFDC and federal guarantee of
welfare checks with passage in 1996 of Personal Responsibility
and Work Opportunity Reconciliation Act (Welfare Reform Act of
1996)
Welfare block grants therefore replaced the welfare categorical
grants.
Even as a block grant, the Welfare Reform act involved federal
“strings:”
No fed. funds go to recipients who have not worked within 2 yrs.
No fed. funds go to recipients who have received fed. money > 5
yrs.
States must spend at least 75% of what they had previously spent
on welfare – this to avoid the “race to the bottom.”
58. The Politics of Federal
Grants
An exception to the “fewer strings”
approach by the Republican Party
is its support of the No Child Left
Behind Act of 2002: In order to
receive federal funds for education,
states must:
1. Adopt subject matter standards
2. Test all students in grades 3-8 on
those standards
3. Identify low-performing schools
based upon that testing
4. Require low-performing schools
to develop improvement plans
5. Allow parents of students in such
schools that do not improve to
transfer to other public schools
59. •
•
•
FEDERAL MANDATES
Mandate: a federal order
imposed upon states.
Examples: Americans
with Disabilities Act.
Various environmental
acts, e.g., Clean Air Act,
Clean Water Act
Individuals with
Disabilities Education Act
61. Mandates and Their Impact
upon the states:
•
•
•
Financial burdens, esp. with
unfunded mandates, e.g., ADA
has imposed large costs upon
states as they make “reasonable
accommodations” for the
disabled.
State complaints about federal
heavy-handedness, e.g., if a state
does not devise a plan and pay for
the requirements of the Clean Air
Act of 1990, the federal
government will impose its own
plan upon the state.
State complaints about federal
blackmail, e.g., if a state doesn’t
comply with the Clean Air Act
standards, federal funds can be
withheld in other programs.
62. Republican Response to
Mandates:
*Unfunded Mandates Reform
Act of 1995 (part of
Contract w/America)
restricted future unfunded
mandates
*Required CBO to analyze
impact of unfunded
mandates on states.
*Requires separate
congressional vote on bills
that impose unfunded
mandates.
B. This is another example
of the Devolution
Revolution associated with
the 104th Congress.
63. POLITICS OF AMERICAN
FEDERALISM
Nonconstitutional reasons for triumph of
nationalist approach.
A. Growth of U.S. in size and population --->
large problems only national govt. could
handle.
B. Problems tend to be more national (and
even international) in scope, e.g., pollution,
crime, global economy.
C. Improved communication and
transportation -- Washington D.C. not so far
away.
D. Historical developments (New Deal, WWII,
Great Society) created huge bureaucracies and
constituencies to support a strong fed. govt.
Once federal programs are started, they are
difficult to end because of the political support
that has developed for them.
64. Backlash Against Big
Government
A. General consensus in late70s that power of govt. had
gone too far.
B. 4 of last 5 Presidents have
been "outsiders" (Carter,
Reagan, Clinton, Bush 43).
C. Questionable effectiveness
of some fed. programs, e.g.,
Great Society programs
D. Tax revolt (Prop 13,
Mondale's "pledge" to raise
taxes, Reagan tax cuts, Bush
41’s "read my lips," tax cuts
even under Clinton, Bush 43 tax
cuts).
65. Backlash against big
government
E. Reduction of Great Society-style
fed. aid to cities, and restoration
of principle that states should
take on more responsibilities:
1. Reduction of categorical
grants.
2. Increased use of block
grants.
3. Reduction of fed.
regulations, e.g. granting of
waivers to states that want to
experiment with welfare reform.
4. 1996 welfare reform bill
that ended welfare as federal
entitlement.
5. Restrictions on future
unfunded mandates as part of
Contract with America.
66. Effects of New Federalism and
Devolution Revolution: a mixed bag.
Clinton declared in 1996 that “The era of big
government is over.” Supporting evidence of this:
-Welfare reform bill,
-Repeal of 55 m.p.h. limit
-Restrictions on future unfunded
mandates
-More block grants/less categorical grants.
Tax cuts under both Clinton and Bush 43
67. Effects of New Federalism and
Devolution Revolution
However, even Republican Congresses increased national
power:
1. 9-11 and an increase in big government to deal with
terrorism.
2. Wars in Afghanistan and Iraq led to huge military
spending increases. Massive budget deficits (>$500
billion) under Bush 43
USA Patriot Act of 2002 gave strong powers to
national government to deal w/terrorism
NCLB Act imposed significant burdens upon states.
Addition of prescription drug benefit for Medicare,
a program that was/is already under tremendous
financial pressure.
Huge growth in congressional “earmarks:” pet
projects that members of Congress set aside for their
districts/states.
68. Effects
Economic crisis of 2008-2009 led to
massive federal spending bills to stimulate
the economy and bail out failing
corporations. The 2009 deficit alone was
~ $1 trillion, which was what the entire
national debt was in 1980. Given this kind
of spending, and given the renewed
regulatory role of the federal government
in the economy, it is difficult to say that
“the era of big government is over.”