Day 25

Learning Targets:

Students will be able to:

• Explain the relationship between key provisions of the Articles of Confederation and the debate over granting the federal government greater power formerly reserved to the states.

*Note:  All responses should be typed in your new interactive notebook (Google doc).

Both assignments (posted Monday and Wednesday) will be "collected" no later than Friday of each week, and graded by Sunday.  This gives you some flexibility and Friday to complete both.  

Opener: AoC Review

If states had been left "sovereign", as they were in the Articles of Confederation, how might national crises be handled differently than they are today?

Activity #1 - Expert ASAP

Below are a collection of excerpts from our original government system (Articles of Confederation).  Conduct a detailed ASAP of the excerpts below.  Here the "Setting" and "Purpose" are the important components.

Article I. The Stile of this Confederacy shall be “The United States of America”.

Article II. Each state retains its sovereignty, freedom, and independence, and every power, jurisdiction, and right, which is not by this Confederation expressly delegated to the United States, in Congress assembled.

Article III. The said States hereby severally enter into a firm league of friendship with each other, for their common defense, the security of their liberties, and their mutual and general welfare, binding themselves to assist each other, against all force offered to, or attacks made upon them, or any of them, on account of religion, sovereignty, trade, or any other pretense whatever. . . .

Activity #2 - Scenario Creation

If the US had continued under the Articles of Confederation (without an executive, national court system, and each state behaving as an independent nation), which our states today would have...

- Prospered and been powerful nations?

- Invaded and overtaken other states?

- Rejoined with England?

- Formed alliances with other states?

Close: You're own Federalist Papers

Looking back at both life under British rule, and the Articles of Confederation, how would you defend the US Constitution as the solution for a national government system?

Create an argument for why the federal system under the US Constitution (looking back at the branches, checks and balances, Bill of Rights) was the only real solution to governing the many diverse states of the United States.

Week 1 Wrap up

So this concludes our first week of the virtual classroom.  It has been impressive to watch how many of you have transitioned seamlessly to this format.  For those of you that have found it to be more challenging, here is what I would offer.

• Make sure that you are creating a daily routine to the best of your ability.  Not only will that help keep you from getting too far behind, but it can help keep you sane as well.  Admittedly, I'm just now finding my own rhythm.

• Do not hesitate to send an email if you have questions or concerns.  Turnaround is usually the day of, but within 24 hours in any case.

• Turn in everything in the "virtual notebook" that you have created via Google Docs.  There is no need to create a new document for each day.  Simply "push" everything down a few lines and start the new day at the top.

• Most of our focus will be on reviewing content from earlier in the year and trying to relate it back to more recent content or current political events.  New material will be introduced slowly and plainly so as to minimize confusion and frustration.

Feedback has/will be given as comments in your virtual notebook.  Please take a look at these comments as we move forward.  Everyone should have feedback before we start the next week so that we all have an opportunity to improve our analytical skills and knowledge.

Have the best weekend possible!

Day 24

Learning Targets:

Students will be able to:

• Explain how democratic ideals are reflected in the Declaration of Independence and the U.S. Constitution.
• Explain how models of representative democracy are visible in major institutions, policies, events, or debates in the U.S.

*Note:  All responses should be typed in your new interactive notebook (Google doc).

Both assignments (posted Monday and Wednesday) will be "collected" no later than Friday of each week, and graded by Sunday.  This gives you some flexibility and Friday to complete both.  

Opener: DoI Review
Looking back through this year's course content (foundations, branches, civil rights/liberties, elections), as well as your past studies of American history, to what extent have we lived up to the promises made in the Declaration of Independence?  How so?

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,

--That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government...

• Thomas Jefferson, 1776

https://www.archives.gov/founding-docs/declaration-transcript

Activity #1 - Expert ASAP

Take a quick look at one of the videos below regarding the Declaration and then write a detailed ASAP of the document.  This means it should be an expanded analysis that contains more than just a name and dates.  Think deeply about its author(s), the circumstances, and most of all, its purpose.

For all the smart kids....

For the smartest kid in the class....


Activity #2 - Final thoughts on the Declaration

Form an argumentative mini-essay around the question in the opener and site specific examples, scenarios, and terms in your response that support your argument.  Typically this should be around 2-3 paragraphs in length.

• The mini essay should include 
• A claim and line of reasoning
• Excerpts from the Declaration of Independence
• Examples, scenarios, N-50 terms, and even personal experiences as well as explaining "how" these examples illustrate your argument

Close: How might the Declaration influenced the founders to create Articles of Confederation with all of its weaknesses?

• No single executive
• No means to collect taxes from the states
• No federal cour system
• No means to borrow money

Day 23

Learning Targets:

• Explain how democratic ideals are reflected in the Declaration of Independence and the U.S. Constitution. 

Opener: Your NEW interactive notebook.

If you don't have an existing google/gmail account, create one.

• Create a new Google Doc to serve as your "notebook".  This is done from your google drive.

• 
  
• 
  
• 
  
• Use your full name in the title of the document.

• Share this document with me: fnulnu35d@gmail.com
• I need to be able to edit and/or comment.
• Record each day's assignments using the same format as usual.

1. Opener
2. Activity #1
3. Activity #2
4. Close

Example/Template Here:

https://docs.google.com/document/d/1Xmetw7rv7jaUMPw_VWIucgTa4n0_SB33hJYbY4Iy_vA/edit?usp=sharing

These will be reviewed and graded weekly.

1. Openers and Close will continue to be the means of earning participation grade.
2. Activities will be the bulk of point available.
3. Expect comments and feedback from me within the document.

Activity #1: Check-in

Address each of the following in your interactive notebook (Google doc) that you have just created

1.  What are your greatest concerns or questions in moving toward the virtual classroom/online learning?

2.  What might be good, or even better, in transitioning to the virtual classroom?

Activity #2: Constitutional Principles Review

Below are the 8 principles captured in the US Constitution

A.Judicial Review

B.Limited Government

C.Majority Rule/Minority Rights

D.Civil Rights/Civil Liberties

E.Separation of Powers

F.Representative Democracy

G.Checks and Balances

H.Federalism


Instructions:

Using any or all of the websites below, find a headline that best matches each constitutional principle listed above and record it in your notebook.  

Example:

 A.  Ohio Supreme Court denies challenge to state primary delay https://thehill.com/homenews/state-watch/487983-ohio-supreme-court-denies-challenge-to-state-primary-delay
Websites for headlines:

https://www.foxnews.com/politics
https://www.cnn.com/politics
https://www.reuters.com/politics
https://www.politico.com/
https://thehill.com/

Close: Claim and Reasoning

Address the prompt below by creating an argument and line of reasoning.

Prompt:  To what extent is the federal government justified in using wartime powers to address other national crises (natural disasters, disease, riots, etc.)?

Example:  During a national crisis, Congress/President has the responsibility to………….  Therefore, to meet these challenges…...

Day 22.5 - $$$....Elections....PACS

Day 22.5 - $$$....Elections....PACS

Learning Targets:

Students will be able to explain why and how...

• Explain how campaign organizations and strategies affect the election process.

Opener:  Federalism during crisis

Yesterday, Mayor Lucas declared a state of emergency in Kansas City.  Quickly read through the article below and address the following:

https://www.cnn.com/2020/03/10/politics/state-of-emergency-meaning-explained/index.html

1.  How is this situation related to the idea of federalism?

2.  What are the potential implications of this declaration for other local government agencies?
3.  Are the mayor's powers in such a situation different than a president's level of authority?  Explain
4.  How might this pandemic influence how voters think in the 2020 elections?

Activity #1: -  Gerrymandering PERPetrators 

Baker v Carr 

Problem
Events 
Ruling
Precedent

Shaw v Reno

Problem
Events 
Ruling
Precedent

Citizens United v FEC
Problem
Events 
Ruling
Precedent

Activity #2:  Political Action Committee PAC's - N-50

LD - organization that pools campaign contributions from members and donates those funds to campaigns for or against candidates, ballot initiatives, or legislation.  Unlike individual candidates, or parties, Super Pacs have no limit on accepting donations.

SD -

Examples - Committee to Reelect the President (CREEP), Congress of Industrial Organizations (CIO), Citizens for Eisenhower

Non-Examples - Interest Groups, Political Parties

Related Terms - Lobbyist, Voting Behavior, Incumbents

Close - To what extent are PACs and interest groups increasing the public's attention on political issues?

Day 22 - $$$....Elections....PACS

Day 22 - $$$....Elections....PACS

Learning Targets:

Students will be able to explain why and how...

• Explain how campaign organizations and strategies affect the election process.

Opener:  Opener: What is all of this?  Ballot analysis

Quickly look at your N-50 definition of "Federalism".  How does this idea apply to elections?

Hint:  Look at the ballot linked below.

https://www.casscounty.com/DocumentCenter/View/1398/2016-General-Election-Sample-Ballot?bidId=

Activity #1: -  Kahoot Election Review

Terms and Concepts Reviewed:
Political Party
Interest Group
Primary Election
Caucus
Convention

Activity #2:  PAC's - N-50

LD - organization that pools campaign contributions from members and donates those funds to campaigns for or against candidates, ballot initiatives, or legislation.  Unlike individual candidates, or parties, Super Pacs have no limit on accepting donations.

SD -

Examples - Committee to Reelect the President (CREEP), Congress of Industrial Organizations (CIO), Citizens for Eisenhower

Non-Examples - Interest Groups, Political Parties

Related Terms - Lobbyist, Voting Behavior, Incumbents

Activity #3 - ASAP PAC Ads

Using the link below, examine at least 3 campaign ads sponsored by Political Action Committees and analyze them using ASAP.  Generally, those with stars in the upper right hand corner are considered the "classics".

http://www.livingroomcandidate.org/commercials/1952

Close - To what extent are PACs and interest groups increasing the public's attention on political issues?

Day 21

Political Participation: Electoral College

Learning Targets:  Students will be able to....

• Explain how the winner-take-all allocation of votes per state (except Maine and Nebraska) under the setup of the Electoral College compared with the national popular vote for president raises questions about whether the Electoral College facilitates or impedes democracy. 

• Describe how the process and outcomes in U.S. presidential elections are impacted by:
• Incumbency advantage phenomenon 
• Congressional and State elections 
• The Electoral College 
• Open and closed primaries
• Caucuses
• Party conventions

Opener: Gerrymander Challenge 

On the board, you will find three hypothetical states.  Three brave volunteers who wish to compete in the
Gerrymandering challenge should come to the front, read the instructions, and begin.  The winner may choose
from a box of delectable treats.

Activity #1: State legislatures and presidential elections

- State legislators are given one incredibly important task to draw the maps that divide their states into congressional/electoral districts.  This is based on the number of congressional districts awarded to a state following the census and reapportionment.  For example, there are 8 congressional/electoral districts in Missouri.  Every state receives an additional 2 votes to reflect the 2 senators each state has.  Therefore, Missouri has 10 votes for president.

- These districts determine how the entire state casts its electoral votes for president in a "winner-take-all" system.  So if more than 1/2 of the electoral votes go for one candidate, he/she gets all 10 of Missouri's votes.  This is true for 48/50 US states.

- Once a candidate wins 270 electoral votes from across the US, then they win the presidency.

Activity #2: Electoral College - N-50

LD - the process through which the President of the United States is elected to office. Electors, selected by the victorious party in each state, cast the electoral votes for that state.  The number of electors allocated to each state is equal to its representation in Congress (Senators + Representatives)

• There are a total of 538 electors (including three votes for D.C.). 
• A candidate must win at least 270.
• Most states operate in a "Winner-take-all" manner
• Faithless Electors?
• Swing States

SD -

Examples - Missouri has 10, Florida 29, California 55, Wyoming 3

Non-Examples - Congressional (mid-term) elections, Primary Elections

Related Terms - Representative Democracy, Federalist Papers (#10?), Reapportionment, Gerrymandering

Activity #3: -  Articles you should elect to read

While reading the articles linked below, answer the 3 questions listed down below.

https://www.usatoday.com/story/opinion/2019/04/02/electoral-college-undemocratic-thats-why-works-column/3333826002/

https://www.stltoday.com/news/national/govt-and-politics/you-ll-hear-these-arguments-in-defense-of-the-electoral/article_079065f6-e0db-5607-acd5-8a1beaca6f9e.html

1.  What are two most convincing argument for abolishing the Electoral College?  What are the two best arguments for keeping it?

2.  Does a Missouri voter benefit or suffer from the Electoral College system?  Explain.

3.  What would be the most difficult part of changing or abolishing the electoral college?


Close - Exit Ticket - TIP-C 

Day 20 - Take an interest and join a faction!

Day 20 - Take an interest and join a faction!

Learning Targets:

Students will be able to explain why and how...

• Explain the benefits and potential problems of interest-group influence on elections and policy making.
• Interest groups may represent very specific or more general interests, and can educate voters and office holders, draft legislation, and mobilize membership to apply pressure on and work with legislators and government agencies. 
• In addition to working within party coalitions, interest groups exert influence through long-standing relationships with bureaucratic agencies, congressional committees, and other interest groups; such relationships are described as “iron triangles” and issue networks and they help interest groups exert influence across political party coalitions.

Opener:  Opener: Interest Group Inventory

What do you want to be when you grow up?  Chances are, there is an interest group that represents that profession.

Task:  Find at least 2 professional organizations/interest groups that are associated with the job or career field that you are planning on joining after you finish school.  Additionally, find at least one interest group that you might be interested in that is NOT tied to a profession or industry, but rather a social or political issue.

https://votesmart.org/interest-groups#.XLCv8FZKg_U

Activity #1: -  Interest Groups and PACs 

Working alone, or with a partner, answer the following questions in your notebook.  

1.  Which interest groups would you argue have the most influence in Congress? 

2.  Which groups spend the most money on campaigns/PACs?

3.  How do the interest groups that you found in the class opener compare to the groups you listed in questions 1 and 2?

https://hbl.gcc.libguides.com/c.php?g=339640&p=2285591

Activity #2:  Interest Groups - N-50

LD - an organization of people who share a common interest and mobilize to protect and promote that interest by influencing both elected and bureaucratic members of the government.

SD -

Examples - NRA, AARP, MADD, https://www.opensecrets.org/industries/mems.php

Non-Examples - Bureaucracy (CDC, FDA, FEC, etc), Political Parties

Related Terms - PAC's (Political Action Committees), Lobbyist, Voting Behavior, Incumbents

Close - Exit Ticket - ASAP+

AMONG the numerous advantages promised by a well-constructed Union, none deserves to be more accurately developed than its tendency to break and control the violence of faction.  By a faction, I understand a number of citizens, whether amounting to a majority or a minority of the whole, who are united and actuated by some common impulse of passion, or of interest, adversed to the rights of other citizens, or to the permanent and aggregate interests of the community.
- James Madison, 1788, Federalist #10

Faction=Interest Group?

Day 19 - The Decline of Political Parties: Is the Party Over?

Day 19 - The Decline of Political Parties: Is the Party Over?

Learning Targets:

Students will be able to explain why and how...

• Political parties change and adapt.
• Parties have adapted to candidate-centered campaigns, and their role in nominating candidates has been weakened.
• Parties modify their policies and messaging to appeal to various demographic coalitions. 
• The structure of parties has been influenced by: 

• Critical elections and regional realignments
• Campaign finance law
• Changes in communication and data-management technology
• Parties use communication technology and voter-data management to disseminate, control, and clarify political messages and enhance outreach and mobilization efforts

Opener:  The Decline of Political Parties?

1.  Describe the overall trend and pattern in the chart above.

2.  Explain why this may be the case and what impact will it have on the political process?

Activity #1 - Read one or both of the articles below to help understand some of the causes for the decline of parties over the last half century.

• https://www.latimes.com/opinion/op-ed/la-oe-0202-goldberg-party-paper-tigers-20160202-column.html
• https://www.nationalreview.com/2018/11/modern-political-parties-weak-and-ineffective/

After you have finished reading, describe in your notebook how each of the following contributed to to this decline:

1. The role of the media
2. The rise of interest groups
3. Political reforms like primaries and the Australian ballot
4. Money and candidate-centered campaigns
5. However, not everyone believes the rise of independent voters and the decline of political parties is real. Read this article and summarize the author's argument.

Activity #2 - State your claim and provide a line of reasoning to the prompt below:

To what extent would we be better off with a nonpartisan (non-party focused) system? 

Close:  Evaluate how have parties changed the way that they campaign.

1.  Will political parties continue to decline?
2.  Predict what this might mean for our Two-Party System