Day 38 - Semester Review

Learning Targets:

• See all previous learning targets from this year

Opener:  Which 3 terms from your N-50 do you think are the most central to understanding US Government.

Activity #1 - Practice Tests

Personal Progress Check:

1.  Login to My AP Classroom - https://myap.collegeboard.org

2.  Take the Unit 2 PPC

3.  Examine the items that you have missed

Activity #2 - M&M PERP
Use the PERP method of analysis to examine the landmark cases of Marbury v Madison and McCulloch v Maryland

Activity #3 - Final Prep

Below are list of terms, documents, and skills that are required to be successful on the semester I final. Be able to define, provide examples, or relevant quotes from the following.

Exam Format:

Multiple Choice
25 stimulus based
25 knowledge/application based

Written
1 Short Answer
1 Document
1 Cartoon
1 Graph
1 Case

Terms and Documents:

Social Contract
Popular Sovereignty
DoI
Representative Democracy
AoC
Connecticut Compromise
Preamble
Federalism
Federalist/Anti-Federalist
Federalist Paper #10, #51, #70, #78
Brutus
Ratification (⅔ and ¾)
Separation of Powers
Checks and Balances
Delegated/Implied/Concurrent Powers
Commerce Clause
Necessary and Proper Clause
Supremacy Clause
Bicameral
Committees
Executive Authority (EO and EA)
Bureaucracy
Policy Making
Judicial Review
Restraint vs Activism
Iron Triangle

Analytical Skills and Formats:

Documents: ASAP

Data: TIP-C

Cartoons: OSAM

Cases: PERP

Close - District Benchmark:

1.  https://illuminate.online?access_code=P92W4E7

Day 37 - Are You an Activist or Restrained?

"Don't judge judges, unless you know the law and understand why they make the decisions that they do" - Antonin Scalia

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

• Explain the principle of judicial review and how it checks the power of other institutions and state governments.
• Explain how the exercise of judicial review in conjunction with life tenure can lead to debate about the legitimacy of the Supreme Court’s power.
• Explain how other branches in the government can limit the Supreme Court’s power. 

Opener:  How would you do it?

What do you think every Supreme Court justice should do, or know, prior to hearing any case?  Should they be allowed to discuss cases between themselves before they've heard them?

Activity #1:   PERP - Gideon v Wainwright

Use PERP to analyze the case of Gideon v Wainwright

https://www.uscourts.gov/educational-resources/educational-activities/facts-and-case-summary-gideon-v-wainwright

https://www.oyez.org/cases/1962/155

https://www.thirteen.org/wnet/supremecourt/rights/landmark_gideon.html

Activity #2:  Supreme Court - Mock Trial Prep - Role Assignment and Process

Roles:

Attorneys for Gideon x 2
Attorneys for Wainwright x 2
Judges x 9
Court Reporters x ?

• Each attorney pair will have 10 minutes to present their case to the justices.  
• This includes the time used by the judges to ask questions and make comments to each side.
• Judges will then leave the courtroom to discuss and vote.
• After they have reached a decision, judges will then each provide a paragraph (as either the majority or dissent) that explains the reason for their decision.
• Reporters will provide a brief 1-2 paragraph article that summarizes the arguments, the judges decision, and at least one quotable phrase from the attorneys and/or the judges.

Activity #3:  Role Prep and Product

Close:  N-50 - Judicial Activism

LD - The practice of the Supreme Court and other federal judges seeking certain types of cases in order to (re)interpret the texts of the Constitution and the laws in a way that serves the judges' own visions regarding the needs of contemporary society.  This is the opposite of "Judicial Restraint", where judges hear cases and issues judgements only within the intentions and limitations of the US Constitution.

SD-

Examples - Roe v. Wade, Brown v. Board of Education

Non-Examples - Gibbons v. Ogden, Plessy v. Ferguson

Related Terms - Judicial Review, Checks and Balances, Limited Government

Day 36 - Activism and Restraint
"Don't judge judges, unless you know the law and understand why they make the decisions that they do" - Antonin Scalia

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

• Explain the principle of judicial review and how it checks the power of other institutions and state governments.
• Explain how the exercise of judicial review in conjunction with life tenure can lead to debate about the legitimacy of the Supreme Court’s power.
• Explain how other branches in the government can limit the Supreme Court’s power. 

Opener:  

Under what conditions should a defendant be granted an appeal?  What is a writ of certiorari?  

Activity #1:  Judicial Mini-Lecture Part 2 (slides 12-15) and PERP introduction

https://docs.google.com/presentation/d/1p4pTZVd4ftvV32RHw-Yi0w8PEKT_vUnfk0yaC5XAip0/edit?usp=sharing

Problem - What is the legal question or problem?

Events - What are the facts of the case? What happened?

Ruling (holding) - What did the court decide?

Precedent - What is the new rule or test for lower courts? How did the nation respond?

Activity #2:  Judicial 1-Pager

Activity #3:  N-50 - Judicial Activism

LD - The practice of the Supreme Court and other federal judges seeking certain types of cases in order to (re)interpret the texts of the Constitution and the laws in a way that serves the judges' own visions regarding the needs of contemporary society.  

This is the opposite of "Judicial Restraint", where judges hear cases and issues judgements only within the intentions and limitations of the US Constitution.

SD-

Examples - Roe v. Wade, Brown v. Board of Education

Non-Examples - Korematsu v US, Plessy v. Ferguson

Related Terms - Judicial Review, Checks and Balances, Limited Government

Close: 

Day 35 - US SUPREMES!

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

• Explain the principle of judicial review and how it checks the power of other institutions and state governments.
• Explain how the exercise of judicial review in conjunction with life tenure can lead to debate about the legitimacy of the Supreme Court’s power.
• Explain how other branches in the government can limit the Supreme Court’s power. 

Opener:  Who are these people?  

Activity #1:  Supreme Court Introduction - Mini-lecture
https://docs.google.com/presentation/d/1p4pTZVd4ftvV32RHw-Yi0w8PEKT_vUnfk0yaC5XAip0/edit?usp=sharing

Activity #2:   Document Analysis - ASAP & Questions

1.  ASAP

Passages from Federalist #78, Written by Alexander Hamilton, 1788

"the judiciary, from the nature of its functions, will always be the least dangerous to the political rights of the Constitution . . . [it] may truly be said to have neither FORCE nor WILL, but merely judgment; and must ultimately depend upon the aid of the executive arm even for the efficacy of its judgments." 

"For there is no liberty, if the power of judging be not separated from the executive and legislative powers."

2.  TIP-C

3.  OSAM

Close:  Answer this question in your notebook:  

Choose 3 words that you would use to describe the US court system.

Day 34 - The Executive and the Bureaucracy - Corrections

Learning Targets:

• Explain how the bureaucracy carries out the responsibilities of the federal government.
• Explain how the federal bureaucracy uses delegated discretionary authority for rule making and implementation.
• Explain how presidents have interpreted and justified their use of formal and informal powers.
• Explain how the president can implement a policy agenda.

Opener:  Reflection - Record in your notebook

On a scale of 1-10, how well did you prepare for today's assessment?  
What helped you feel prepared?
What could have helped you feel prepared?

Activity #1: Test Corrections

See "Test Corrections Handouts"

All test corrections forms must be turned in on the table prior to leaving in order to receive credit.

Close:  Notebook and Corrections Turn-in

Day 33 - The Executive and the Bureaucracy - Assessment

Learning Targets:

• Explain how the bureaucracy carries out the responsibilities of the federal government.
• Explain how the federal bureaucracy uses delegated discretionary authority for rule making and implementation.
• Explain how presidents have interpreted and justified their use of formal and informal powers.
• Explain how the president can implement a policy agenda.

Opener:  You will have 5 minutes to ask questions and ensure that you are ready for the assessment.

Activity #1: Executive Assessment

40 M.C.
3 Document Analysis
1 Free Response Question

Activity #2:  Notebook Turn-in

Close:  Reflection

On a scale of 1-10, how well did you prepare for today's assessment?  
What helped you feel prepared?
What could have helped you feel prepared?

Day 32 - The Executive and the Bureaucracy - Recap

Learning Targets:

• Explain how the bureaucracy carries out the responsibilities of the federal government.
• Explain how the federal bureaucracy uses delegated discretionary authority for rule making and implementation.
• Explain how presidents have interpreted and justified their use of formal and informal powers.
• Explain how the president can implement a policy agenda.

Opener:  From your collective analysis from the last several weeks, describe the powers of the executive branch, or specifically the president, cabinet, and the bureaucracy in 2-3 sentences that anyone could easily understand?

*Remember to consider the formal powers and roles of the president, the expansion of presidential authority, and the daily operations of the bureaucracy.

Activity #1: Kahoot

Executive Branch Review Kahoot

Bureaucracy Review Kahoot

Activity #2:  Executive and Bureaucratic 1 pagers

Close:  For review:

Executive

• Roles of the president
• Order of Succession
• Executive Orders
• Executive Agreements
• Executive Privilege
• Veto
• War Powers Act
• Amendments 20, 22, 24
• Pardon
• Lame Duck

Bureaucracy

• Merit System
• Civil Service Exam
• Patronage
• Discretion
• Rule-Making
• Iron Triangle
• Congressional Oversight

Day 31 - Bureaucratic Simulation

Learning Targets:

• Explain how the bureaucracy carries out the responsibilities of the federal government.
• Explain how the federal bureaucracy uses delegated discretionary authority for rule making and implementation.

Opener:  Today you will have a chance to really experience operations within a bureaucratic organization.  Remember that interacting with the bureaucracy will require patience, maturity, and attention to detail.

Step 1:  Form a group of 3 and take one of the white forms from the stack.

Activity #1: Grant Applications

Each group will complete the "Educational Assistance Award" on behalf of their government teacher.   This grant money can be directed for educational supplies, programs, or facilities.  Once you have completed this form, take it to Mr. Clark's room (123) for form verification, and he will then direct you to the next step in the process.

YOU MUST HAVE ALL PARTS OF THE PROCESS COMPLETED AND RETURN TO YOUR ORIGINAL CLASSROOM IN NO MORE THAN 30 MINUTES!!!

The reward for successful completion will be determined by your regular government classroom teacher following the simulation.

Activity #2:  Bureaucracy AAR
What are the keys to success when navigating bureaucratic processes?
What are the most difficult parts of dealing with bureaucracy?
What would you do differently in the future?

Close:  N-50 - Congressional Oversight

LD
SD
Examples
Non-Examples
Related Terms

Day 31 - Bureaucratic People Counting

Learning Targets:

• Explain how the bureaucracy carries out the responsibilities of the federal government.
• Explain how the federal bureaucracy uses delegated discretionary authority for rule making and implementation.

Opener:  If both the Executive and Legislative branches have age and residency requirements to serve, should the members of the bureaucracy have constitutional requirements?  Explain.

• Patronage
• Civil Service Exam
• Merit System

https://www.test-questions.com/civil-service-exam-02.php
https://www.mometrix.com/academy/civil-service-exam/

Activity #1: How do I count?  The US Census Bureau

The count is mandated by the Constitution and conducted by the U.S. Census Bureau, a nonpartisan government agency. The 2020 Census counts the population in all 50 states, the District of Columbia, and five U.S. territories (Puerto Rico, American Samoa, the Commonwealth of the Northern Mariana Islands, Guam, and the U.S. Virgin Islands). Each home will receive an invitation to respond to a short questionnaire—online, by phone, or by mail. This will mark the first time that you will be able to respond to the census online.

https://2020census.gov/en/what-is-2020-census.html

Questions to answer:

1. What connection does the US Census have to how federal funding is distributed to local communities?  Explain.
2. How is census data used to determine federal representation?
3. What demographic questions does the Census Bureau ask?  Why do you think they ask these kind of questions?
4. What type of questions can the Census Bureau NEVER ask?
5. Why do you think that it is required by law to respond to the Census Bureau questions?  Why do you think some people avoid responding?
6. How could businesses, politicians, and marketing firms use census data?

Activity #2:  TIP-C

Close:  N-50 - Congressional Oversight

LD
SD
Examples
Non-Examples
Related Terms

Day 30 - PEELING BACK THE RED TAPE!!!!

Learning Targets:

• Explain how the bureaucracy carries out the responsibilities of the federal government.
• Explain how the federal bureaucracy uses delegated discretionary authority for rule making and implementation.

Opener:  If both the Executive and Legislative branches have age and residency requirements to serve, should the members of the bureaucracy have constitutional requirements?  Explain.

• Patronage
• Civil Service Exam
• Merit System

https://www.test-questions.com/civil-service-exam-02.php
https://www.mometrix.com/academy/civil-service-exam/

Activity #1: Regulation of your day 

Although Congress writes the laws, and the President executes those laws, it is the bureaucracy that follow through with their actual enforcement.  We have become so used to bureaucratic regulation that we rarely even give it a thought.

• Make a detailed list of tasks and activities (outside of school) that you conduct each day.  You should have a list of at least 6.

• Now make a list of rules and/or regulations regarding each activity.
• For example, I get up and make coffee each morning.  My coffee maker has to meet safety regulations for electrical appliances, while the water I use must be be inspected to ensure that it does not contain certain contaminants, bacteria, etc.  The coffee that I use must list any additional ingredients, as well as information about where it comes from, on the packaging.  ALL OF THESE ARE REGULATIONS MADE AND/OR ENFORCED BY BUREAUCRATS!

• Choose 2 activities from your list and try to determine what government organization(s) regulates that item or activity.
• For Example, the FDA requires that under the "Food Safety Modernization Act" that all coffee processing facilities be secured against threats of contamination, bioterrorism, and food-borne illnesses.

• Now choose 1 of your activities above and explain why regulating that item or task is so important.  How dangerous can a coffee maker really be?

Activity #2:  Using OSAM, ASAP, TIP-C

  





Unless bureaucracy is constantly resisted, it breaks down representative government and overwhelms democracy.  - President Ronald Reagan, 1982, State of the Union Address

Close:  N-50 - Iron Triangle

LD - The relationship between Congress, the bureaucracy, and interest groups that develops during the legislative process.  This essentially closes off influence from constituents.
SD
Examples
Non-Examples
Related Terms

Day 29 - RED TAPE!!!!

Learning Targets:

• Explain how the bureaucracy carries out the responsibilities of the federal government.
• Explain how the federal bureaucracy uses delegated discretionary authority for rule making and implementation.

Opener:  If the legislature was to make a law that made government responsible for overseeing internet service and social media as "guaranteed public services and utilities" (like electricity, water, gas, telephone, etc.), which one of the 15 executive departments would likely be assigned the agency to oversee their regulation?  Explain why you chose that department.

1. Attorney General: William Barr
2. Secretary of Agriculture: Sonny Perdue
3. Secretary of Commerce: Wilbur L. Ross, Jr.
4. Secretary of Defense: Mark Esper
5. Secretary of Education: Elisabeth Prince DeVos
6. Secretary of Energy: James Richard Perry
7. Secretary of Health and Human Services: Alex Azar
8. Secretary of Housing and Urban Development: Benjamin S. Carson, Sr.
9. Secretary of the Interior: David Bernhardt
10. Secretary of Labor: Eugene Scalia
11. Secretary of State: Mike Pompeo
12. Secretary of Transportation: Elaine L. Chao
13. Secretary of the Treasury: Steven T. Mnuchin
14. Secretary of Veterans Affairs: Robert Wilkie
15. Secretary of Homeland Security: Vacant

Activity #1:  TIP-C

Activity #2:  Commanding the Bureaucracy

https://www.icivics.org/games/executive-command

Close:  N-50 Bureaucracy

LD - 

SD -

Examples - Federal Communications Commission (FCC), Internal Revenue Service (IRS)

Non-Examples -

Related Terms: