In 1783 American colonists, defying incredible odds, had just beaten the United Kingdom, western hemisphere’s preeminent power. Now, these thirteen colonies, saddled with a new governmental charter, the onerous Articles of Confederation
In 1783 American colonists, defying incredible odds, had just beaten the United Kingdom, western hemisphere’s preeminent power. Now, these thirteen colonies, saddled with a new governmental charter, the onerous Articles of Confederation, sought to chart their own, independent path. Yet, by 1787 disgruntled colonists sent delegates to Philadelphia in order to revise the dysfunctional Articles of Confederation. In a surprising move, many delegates sought to scrap the current Constitution and craft a new government.
These delegates, steeped in the philosophies of the European Enlightenment, memories of a war of independence against Imperial Great Britain, cognizant of the current failures of the current constitution (Articles of Confederation) , and alarmed by the civil discontent post-independence, arrived in Philadelphia seeking change. In a radical departure most delegates decided not to amend the current constitution – but instead – craft a new Constitution.
As a result – the United States Constitution reflects political, social, and economic factors particular to the late Eighteenth century America.
Directions: Please research two historical and/or philosophical influences upon the U.S. Constitution. Explain, in specific detail, how these external factors influenced a particular clause, section, or article within the U.S. Constitution.
Although slightly edited for format: these ‘responses’ were crafted by undergraduate students: Discussion Board Example
SS236 People, Power, and Politics – An Introduction to American Government
Unit 2 Discussion
Federal, State, and Local Authorities
The U.S. Constitution established a national government based on the principle of federalism – which delineated federal, state, and local responsibilities. Within the U.S. Constitution federal and state governments are granted a number of ‘exclusive powers’. Article I, Section 8 of the U.S. Constitution grants Congress the power to tax, establish post offices and roads, mint money, regulate commerce, declare war, raise armies, and to make all laws “necessary and proper”. Powers delegated to the individual states can be found within the Tenth Amendment: “The powers not delegated to the United States by the Constitution, nor prohibited by it to the States, are reserved to the States respectively, or to the people” (U.S. Const. amend X).
Yet, since ratification, federal, state, and local governments have been embroiled in a series of authorial and policy making debates regarding the Constitutional interpretation of the Tenth Amendment.
This debate between federal power and state’s rights has many examples.
Directions: Provide two specific examples from your state that illustrates a contemporary debate between federal power and state’s rights.
Although slightly edited for format: these ‘responses’ were crafted by undergraduate students: Discussion Board Example
SS236 People, Power, and Politics – An Introduction to American Government
Unit 3 Discussion
A close examination of the Article II of the Constitution (Executive Branch) suggests that the founding fathers, leery of tyrannical monarchs, deliberately made vague the powers and responsibility of the president. Yet the institution of the presidency has grown, over time. This expansion of presidential power and the growth of the federal bureaucracies, through executive interpretation of Article II of the Constitution, is a dominant feature of the modern presidency.
Directions: Using the accredited sources listed below please provide two, specific, historical examples that demonstrate the ‘growth’ in presidential power during the 20th and 21st centuries.
List of Academic Resources:
Although you may additional academic articles obtained from the Library – here are some notable academic articles:
Tushnet, M. (2015). The Presidential Empire. Dissent (00123846), 62(2), 101.
Savage C. Takeover: Return of the Imperial Presidency [article]. Washburn Law Journal [serial online]. 2008;(2):299. Available from: HeinOnline, Ipswich, MA. Accessed April 13, 2015.
Carey, G. W. (2007). The Problem of the Imperial Presidency. Modern Age, 49(4), 443-451.
Rudalevige, A. (2006). The New Imperial Presidency : Renewing Presidential Power After Watergate. Ann Arbor: University of Michigan Press.
Boyer, P. (2010). The Imbalance of Power: How the Manhattan Project gave birth to the imperial presidency. American Scholar, 79(2), 105-108.
Although slightly edited for format: these ‘responses’ were crafted by undergraduate students: Discussion Board Example
SS236 People, Power, and Politics – An Introduction to American Government
Unit 4 Discussion
Demographics and Congress
The United States Congress is divided into two parts (bicameral): the House of Representatives and the U.S. Senate. Whereas the U.S. Senate is comprised of two senators per state, the House of Representatives divides 435 representatives among each state, according to U.S. Census data. By constitutional law each state has at least one congressional representative. That said, many populous states have over twenty congressional representatives. California has over fifty congressional representatives!
A congressional representative serves two year terms. A representative proposes bills, amendments, and resolutions, and serves on a myriad of congressional committees. Yet, in contrast to a U.S. senator, your congressional representative serves a distinct, geographical area – his or her congressional district. Thus, they are charged with representing the political will of the citizens in their district.
Using the House of Representatives official website (www.house.gov) investigate your district’s member of Congress. If you do not know your congressional representative, enter in your zip code to locate your congressional district and representative. Then, access your congressional representative’s individual website. Examine your congressional representative’s legislative policies (proposed bills and voting record) and constituent services (how the office of your representative helps the citizens in their district).
Directions: Write a letter to your congressional representative regarding a specific piece of legislative policy or constituent service. Articulate, in detail, how a specific piece of legislation or constituent service aligns with your individual, political views. Post your completed letter as your main post.
Although slightly edited for format: these ‘responses’ were crafted by undergraduate students: Discussion Board Example
SS236 People, Power, and Politics – An Introduction to American Government
Unit 5 Discussion
Supreme Court
In 1803 The Supreme Court heard the case, Marbury v. Madison. Chief Justice John Marshall, writing on behalf of a unanimous court, stated “it is emphatically the province and duty of the judicial department to say what the law is.” (Marbury v. Madison, 1803) In other words, the Supreme Court has the power to interpret law – be it congressional legislation or executive action. The Supreme Court’s power of judicial review is a salient component of this country’s ‘checks and balance’ system. Here is a full account of Marbury v. Madison.
Through the policy of judicial review The Supreme Court has influenced political, economic, and social law within the United States.
Directions: Please select two Supreme Court cases that have influenced American society. For each case:
Identify the historical circumstances of the case
Explain the Supreme Court’s decision
Evaluate the resulting impact of the case on U.S. society and you
Although you may pick two Supreme Court cases relevant to this discussion – here are some notable Supreme Court cases:
McCulloch v. Maryland (1819)
Gibbon v. Ogden (1824)
Dred Scott v. Standford (1857)
Plessy v. Ferguson ( 1896)
Schenck v. United States (1919)
Korematus v. United States (1944)
Brown v. Board of Education (1954)
Engel v. Vitale (1962)
Miranda v. Arizona (1966)
Roe v. Wade (1973)
United States v. Nixon (1974)
Regents of University of California v. Bakke (1978)
Bush v. Gore (2000)
Citizens United v. Federal Election Commission (2010)
United States v. Windsor (2013)
King v. Burwell (2015)
Although slightly edited for format: these ‘responses’ were crafted by undergraduate students: Discussion Board Example
SS236 People, Power, and Politics – An Introduction to American Government
Unit 6 Discussion
Civil Rights
Since ratification of the U.S. Constitution many groups of people have struggle to achieve equality under the law. Even after the ratification of the U.S. Constitution and the Bill of Rights many people received little to no rights. In particular, women could not vote, Native Americans had limited protections, and almost all African Americans suffered the yoke of slavery.
It took sixty years after the passage of the U.S. Constitution for this country to address the societal notion of equality. As per the Fourteenth Amendment, ratified in 1868, “No state shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any state deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws.” The Fourteenth, Nineteenth, and Twenty sixth Constitutional Amendments, coupled with legislation passed during the 1960s Civil Rights era greatly enhanced minority rights. In addition, Supreme Court cases such as Dred Scott, Plessy v. Ferguson, Brown v. Board of Education, Craig v. Boren, Regents of the University of California v. Bakke, and Romer v. Evans have narrowed or expanded equality.
Directions: Select a group of people that you believe to have struggled or are still struggling for full legal equality under the law.
Identify the historical or current circumstances of this struggle for legal equality.
Identify specific actions taken by this group; and or specific actions taken by the executive, legislative, or judicial branch to address this inequality.
Evaluate the effectiveness of said actions.
Although slightly edited for format: these ‘responses’ were crafted by undergraduate students : Discussion Board Example
SS236 People, Power, and Politics – An Introduction to American Government
Unit 7 Discussion
Political Advertisements
One would have to have hidden under a rather large rock so not to be inundated with political messages from your television, radio, and Internet during the last presidential election! Increasingly, candidates at all levels of the political spectrum use media to craft their message to potential voters. The importance of media in the political realm cannot be underestimated.
In today’s ‘Information Age’ the American public have unparalleled access to political information. Thirty years ago many Americans read their daily newspaper, listened to their local radio stations, and watched the national news with Walter Cronkite. Today, thanks to the Internet, the 24-7 cable news station, and the proliferation of radio stations, Americans have a more varied access to mass media. The diffusion of mass media allows Americans of a particular, political bent, access to their niche, political media.
Directions: Select one political advertisement from a recent, congressional or presidential election.
Provide a brief summary of the political advertisement.
What type of media is the advertisement?
How was this advertisement disseminated?
What was the message?
If possible:
How expensive was this advertisement campaign?
Who paid for these advertisements?
Analyze the content and purpose of the advertisement.
What is the target audience/demographic?
What is the argument?
Was the advertisement effective or ineffective?
Overall, does this advertisement help or hinder the political process?
Provide a link for the advertisement.
Although slightly edited for format: these ‘responses’ were crafted by undergraduate students: Discussion Board Example
SS236 People, Power, and Politics – An Introduction to American Government
Unit 8 Discussion
Campaign Financing
According to federal finance laws, individual contributions to federal candidates are capped at predetermined amounts.
An example: you can contribute $2,700 to a Congressional candidate for each primary, runoff, and general election. (www.fec.gov) In contrast, an individual (you) can contribute unlimited amounts of funds towards a Political Action Committee (PAC). According to the Federal Election Commission (FEC), “The term “political action committee” (PAC) refers to two distinct types of political committees registered with the FEC: separate segregated funds (SSFs) and non-connected committees. Basically, SSFs are political committees established and administered by corporations, labor unions, membership organizations or trade associations. These committees can only solicit contributions from individuals associated with connected or sponsoring organization. By contrast, non-connected committees, as their name suggests, are not sponsored by or connected to any of the aforementioned entities and are free to solicit contributions from the general public.” (FEC, 2015)
Directions: Using at least one specific example, address the influence of political action committees on campaigns and elections.
Provide a brief summary of the political action committee.
Analyze the purpose of this political action committee.
Analyze the finances of this political action committee.
Overall, do political action committees help or hinder our democracy?
Defend your answer with specific rationales.
Reference
Federal Election Commission. Quick Answers to PAC Questions. Retrieved from http://www.fec.gov/ans/answers_pac.shtml
Although slightly edited for format: these ‘responses’ were crafted by undergraduate students: Discussion Board Example
SS236 People, Power, and Politics – An Introduction to American Government
Unit 9 Discussion
Modern, U.S. Foreign Policy Doctrines
Since the 1900s most U.S. presidents have explained their foreign policy goals and interests through the use of a presidential, foreign policy doctrine. From Washington’s Proclamation of Neutrality to the Bush doctrine of military preemption, presidents have introduced foreign policy doctrines to best serve U.S. interests abroad.
Many foreign policy doctrines such as the Monroe, Truman, and Bush doctrines dictated wholesale diplomatic and military actions. In contrast to Truman’s doctrine of Cold War ‘containment’ the Bush doctrine stated that the United States will actively intervene overseas in order to safeguard American interests. U.S. military actions in the Middle East, Africa, and Asia demonstrate this new resolve.
Directions: Select one U.S. presidential, foreign policy doctrine.
Provide a brief summary of the foreign policy doctrine.
Explain the historical circumstances that produced the military doctrine.
Provide a specific example when the military doctrine was utilized.
Analyze the short term and long term result of this specific example.
Evaluate the foreign policy doctrine in terms of U.S. self-interest and America’s international reputation.
*Although you may pick any modern, presidential foreign policy doctrine relevant to this discussion – here are some notable, presidential foreign policy doctrines:
Truman Doctrine
Eisenhower Doctrine
Kennedy Doctrine
Johnson Doctrine
Nixon Doctrine
Reagan Doctrine
Clinton Doctrine
Bush Doctrine
Obama Doctrine
Although slightly edited for format: these ‘responses’ were crafted by undergraduate students: Discussion Board Example
SS236 People, Power, and Politics – An Introduction to American Government
Unit 10 Discussion
Discussion Introduction/Overview
A close examination of the Article II of the Constitution (Executive Branch) suggests that the founding fathers, leery of tyrannical monarchs, deliberately made vague the powers and responsibility of the president. Yet the institution of the presidency has grown, over time. This expansion of presidential power and the growth of the federal bureaucracies, through executive interpretation of Article II of the Constitution, is a dominant feature of the modern presidency.
The growth of modern presidential power coincides with the growth of the federal budget. Every year the Office of Management and Budget provides a detailed summary of the President’s proposed budget. You can review the federal budget.
The federal budget spends close to four trillion dollars a year. The federal budget is split between mandatory (what the federal government has to spend due to congressional legislation) and discretionary spending (what the federal government spends as a result of congressional allotment). Roughly speaking, mandatory spending accounts for two-thirds of the federal budget and discretionary spending accounts for one-third of the federal budget.
Directions: If you were an economic adviser to the president of the United States how would you adjust the federal budget to address your concerns regarding federal, domestic spending?
Select two federal departments, administrations, or agencies detailed in the President’s proposed budget
Within the Table of Contents of the President’s proposed budget you will see a list of all the federal departments, administrations, and agencies.
In light of growing federal deficits, make specific arguments for deficit spending or cuts within each selected department, administration, or agency.
Although slightly edited for format: these ‘responses’ were crafted by undergraduate, Kaplan students: Discussion Board Example.
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