American Government Unit I Assessment (MATHGUY18 ONLY)

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Learning Objectives Upon completion of this unit, students should be able to:

1. Identify the core values of American government and the limits and power of these values.

2. Explain how democracy, constitutionalism, and the free market function together to keep certain groups from having power over other groups.

3. Examine the reasons behind the failure of the Articles of Confederation.

4. Perceive how the Virginia Plan, the New Jersey Plan, the Great Compromise, and the Three-Fifths Compromise led to the establishment of the current U. S. Congress.

5. Discuss the four major goals of the Constitution’s framers and how the Constitution meets these goals.

6. Elaborate on the various ways the Constitution has evolved over the years.

7. Analyze the concept of federalism and how it is utilized within the U. S. government.

8. Compare and contrast federalism in 1787 to federalism today.

Unit Lesson What is politics? What part do we, as citizens, have in the political process? Patterson (2013) tells us the following: “The major barrier to political thinking is the unwillingness of citizens to make the effort. Political thinking requires close attention to politics, a responsibility that many people refuse to accept.” (p. 5) The United States has a political culture that was begun during colonial times and refined during the Revolutionary War. The purpose of this class is not to tell you what to think about politics but to give you the tools to not just voice your opinions, but to create and act upon an informed “political judgment” (Patterson, 2013, p. 4). In a poll run by USA Today in July and August of 2012, around 800 people were asked various questions about the presidential race. When they were asked why they do not pay much attention to politics, 59% said because nothing ever gets done and that it is a bunch of empty promises. Another 54% said it was corrupt while 42% said there was no difference between the two parties. Thirty-seven percent said it did not make much difference to their lives (Loehrke, 2012). When the colonists declared their independence from Great Britain, the founding fathers declared that Americans were entitled to life, liberty, and the pursuit of happiness. Along with this entitlement also comes a duty, because nothing is ever free. It should be our active goal as U. S. citizens to understand how politics impacts every part of our lives from the moment we are conceived, and even after we depart this world. We should be informed of what those who

Reading Assignments Chapter 1: Political Thinking and Political Culture: Becoming a Responsible Citizen Chapter 2: Constitutional Democracy: Promoting Liberty and Self- Government Chapter 3: Federalism: Forging a Nation

Supplemental Reading Click here to view a PDF of the Chapter 1 presentation. Click here to view a PDF of the Chapter 2 presentation. Click here to view a PDF of the Chapter 3 presentation

Learning Activities (Non-Graded) See information below.

Key Terms 1. Anti-Federalists

UNIT I STUDY GUIDE

Foundations of American Government

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“represent” us are doing so that we can guide their steps and keep them somewhat honest. Early American core values for governing were centered on the ideas of liberty, individualism, equality, and self-government. While we have attempted over the years to transplant these ideas to other areas around the world, the United States is, to date, the only place they have worked. America is unique among the countries of the world because, while most countries are built on a shared heritage, we come from everywhere and work from a shared ideal.

When the founding fathers put together the original laws that were to govern the new America, they created the Articles of Confederation. These Articles were based on states’ rights first and foremost, due to our recent conflict with the king in England. The central government had no power to tax and no power to maintain a proper military. We also had no Chief Executive and that made us weak. Once the Revolution ended and we began the everyday business of

running a country, the forefathers realized that the Articles of Confederation would not work. Although Alexander Hamilton, James Madison, and the others at the convention in Pennsylvania understood that they would need to throw out the Articles and start over by creating a stronger centralized government, they still feared tyranny from the government. These men were committing treason when they put together the new government. Working a compromise, they created the executive branch (president and his staff), the judicial branch, and the legislative branch. The legislative branch consisted of the Senate (two senators from each state appointed by the state they represented) and the House of Representatives (based on population and elected by the people), and the judicial branch consisted of the Supreme Court and various lower federal courts. The Progressive Era would bring changes with the passing of the 17th Amendment, which stated that Senators would be directly elected instead of appointed. The new Constitution of the United States spelled out the job of each branch of the federal government within the first three Articles. Checks and balances were laid out within the Constitution so that no one branch would be able to overpower the other two. Within the Constitution, Congress would now have legislative power. However, to keep Congress in check, the president has the power to veto acts of Congress. The president can also recommend legislation and can call them into special session. Another avenue of checks and balances is the Supreme Court. The Court, within its power to interpret (judicial review) which was cemented with Marbury v. Madison (1803), can rule an act of Congress void if they find that it goes against the Constitution. Congress also checks itself by needing to have a majority in each chamber of Congress in order for legislation to pass. The president holds the power within the executive branch but is also checked by both the legislative branch (Congress) and the judicial branch. While the president can make treaties and appoint judges and cabinet members, he can only do so with the approval of Congress. Congress can also impeach and remove a president for cause. To date, only two presidents have been through the impeachment process: Andrew Johnson and Bill Clinton, and both remained in office. The biggest check that Congress has on the president is its

2. Block grants 3. Constitutional

democratic republic 4. Constitutionalism 5. Cooperative

federalism 6. Democracy 7. Devolution 8. Dual federalism 9. Federalism

10. Fiscal federalism 11. Free market system 12. Grants-in-aid 13. Majoritarianism 14. Republic

Signing of the Declaration of Independence (Trumbull, 1786-1820)

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ability to enact laws and apportion money. The president cannot act without laws and must have money to pay the bills. The judicial branch’s biggest check on the executive branch is its ability to rule an act or action unlawful. The Supreme Court holds the judicial power along with the lower federal courts. Congress’ check on the judicial system is its power to change the number of justices. It can also restrict the Supreme Court’s appellate jurisdiction and can impeach and remove justices. If the courts rule a law unconstitutional, Congress can go back and rewrite the law for a better interpretation or can initiate an amendment to the Constitution (not an easy thing to have done). The president’s check over the Court is the ability to appoint justices with the consent of the Senate. The president is also in charge of carrying out court decisions. During Indian Removal, Andrew Jackson refused to follow the Court’s ruling in Worcester v. Georgia and removed the Native Americans from their land anyway. Even with the checks and balances placed within the new Constitution many states still felt that a Bill of Rights was needed. James Madison’s first act when Congress first met was to propose the first ten amendments to the Constitution known collectively as the Bill of Rights. While these rights are guaranteed to the citizens of the United States, they are not all inclusive. Federalism: What is it and how does it work in the United States? It is a government system in which authority is divided between the state and national government. There have been different forms of federalism throughout our history. The first era of federalism ran from 1789 when the Constitution was enacted, until 1865 when the Civil War ended. Then we had dual federalism, which ran from 1865-1937 and was based on the idea that a separation of state and national power was possible and desirable. Since 1937, we have been in contemporary federalism with an increase of national control. Under this contemporary federalism, we have an interdependency that has come to be known as cooperative federalism. Patterson (2013) tells us that “the difference between the older dual federalism and cooperative federalism has been likened to the difference between a layer cake, whose levels are separate, and a marble cake, whose levels flow together.“ (p. 70) National programs are rarely ended, due to a better taxing system of the national government as well as the tenacity of those who have been served under a program not wanting to give it up. Under cooperative federalism, many programs are jointly funded, administered, and determined (eligibility and benefit levels) by both the state and national government. Since the national government hands out the money, they get to determine how it is to be used. Money is often disbursed as grants-in-aid (cash payments) to the states with stipulations as to how it is to be handled. In the end, it is up to each of us to be responsible citizens. Our government is based on “we the people” not “we the government”, but it is up to us to make sure that the government is doing what it is supposed to do. Public opinion ebbs and flows, and as it does, our government tries to keep up by changing policies. It is our role to “determine the boundaries between federal and state power.” (Patterson, 2013, p 78) We must stay informed and make our voices be heard, or we will allow tyranny to rule. Click here to view an interactive lesson on cooperative federalism. http://media.pearsoncmg.com/pcp/pls/pls_mycoursetools/fufillment/mct_12566 89785_csu/american_government/lesson_02/topic_02_interactive/contentplaye r.html

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References Kennerly, D. H. (1976, September 23). President Ford and Jimmy Carter

Debate [Photograph]. Retrieved from http://commons.wikimedia.org/wiki/File:President_Ford_and_Jimmy_C arter_debate.jpg

Page, S. (2012, August). Why 90 Million Americans won’t vote in November.

Retrieved from usatoday30.usatoday.com/news/politics/story/2012-08- 15/non-voter-obama-romney/57055184/1

Patterson, T. (2013). The American democracy (11th ed.). New York, NY:

McGraw-Hill, Inc. Trumbull, J. (1786-1820). The Declaration of Independence, July 4, 1776

[Painting]. Retrieved from http://commons.wikimedia.org/wiki/File:The_Declaration_of_Independe nce_July_4_1776_by_John_Trumbull.jpeg

U. S. Government. (n.d.). Protestors at the White House [Photograph].

Retrieved from http://commons.wikimedia.org/wiki/File:Protestors_at_the_whitehouse.j pg.

Worcester v. Georgia, 31 U.S. 515 (1832).

Learning Activities (Non-Graded) Political Socialization Autobiography There are many factors that create our opinions and ideologies: family, friends, religion, and economic status. Let us stop and consider how these factors influenced you. Using the questions below (and other factors you may think of), write an autobiography of the influences on your ideology.

 What was your first political event? (Mock election, trip to the polls with a parent, etc.)

 In your background, what event helped to develop your political ideas? (9/11, started a family, viewed a trial in session, etc.)

 Do you think you are a conservative or liberal? Why?

 Who influenced you the most in your life? (A person)

 From what news source do you get your information?

 Do you have any political aspirations?

 What is your family’s background? (Blue collar or white collar, union member, single parent, etc.)

 What do you plan for a life’s profession?

 What part does religion play in the decisions you make or the goals you have set?

 Do you know an elected official?

 Are you, or have you been, a resident in another country? What are your experiences?

NOTICE: These is a non-graded Learning Activities, so you do not have to submit it. If you experience difficulty in mastering any of the concepts, contact your instructor for additional information and guidance.