Public Policy - 2014
In-Class Group Presentations (created by Weisler, adapted by Clifton)
INTRODUCTION –You now have your teams. The responsibility of your team is to
create a presentation on your assigned topic. In a presentation to the class (Power
Point will be more interesting than just talking) cover the assigned
questions/topics. Progress report/project outline: Due November 10. This will be in the
form of a three paragraph essay. The final presentation is due on November 17.
Each group will present on their topic. I will then gather one or two questions from each
presentation and the class will be given a test on all the information presented. The
exam is tentatively scheduled for November 20.
As always, I would be delighted to read drafts of your PowerPoint presentation
prior to the due date.
Grading:
Questions based on rubric:
Should each person in your group speak? _______________ How many times do you think? _____
How long should your presentation be? ______________________
How can a group should effort? _______________________________________________________
Is a visual aid required? __________ Examples of visual aids: ______________________________
GROUP 1 What were the specific flaws in the Articles of Confederation? How and where (by which
I mean articles and sections of the document) did the new Constitution of the United
States address those flaws? Summarize the arguments made by each side in the
debate over whether or not to ratify the Constitution.
GROUP 2 Explain and comprehensively explore the concepts of check and balances and
separation of powers. Why were these concepts inserted into the Constitution?
Discuss as many specific examples as you can find of ways in which branches of
government can check and balance one another.
GROUP 3 At various times in American History the Supreme Court has taken different views of
federalism and of the scope of the Commerce Clause in the Constitution with regard to
the power of the national government. Explain how the court's views have changed by
discussing the following cases. For each, briefly summarize the facts of the case,
explain what the central constitution issue/question was, explain what the court's ruling
was, explain why that ruling is considered historic and significant.
McCulloch v. Maryland (1819), Gibbons v. Ogden (1824), United States v. E.C. Knight
(1894), Hammer v. Dagenhart (1918), Schechter Poultry v. United States (1935),
National Labor Relations Board v. Jones and Laughlin Steel (1937), West Coast Hotel
Co. v. Parrish (1937), Wickard v. Filburn (1942), Heart of Atlanta Motel v. United States
(1964), Katzenbach v. McClung (1964), United States v. Lopez (1995), National
Federation of Independent Business v. Sebelius (2012).
GROUP 4 Discuss the issue of federalism (i.e. relations between the national government and the
states) beyond the courts. Define, explain, and discuss the following terms: devolution,
unfunded mandate, dual federalism, grants-in-aid, categorical grants, block grants. In
doing so, explain what each term has to do with the modern concept and practice of
federalism.
GROUP 5 Describe and explain the leadership structure of the United States Senate and the
House of Representatives. Identify the key positions in each chamber, and on each side
of the aisle within each chamber. Discuss the powers and responsibilities of positions
like: Speaker of the House, President Pro Tempore of the Senate, and Senate/House
Majority and Minority Leader. Explain what the whip system is and who the whips
are. Finally, discuss the constitutional role played by the Vice-President of the United
States in the activities of the United States Senate.
GROUP 6 Guide us through the process by which a bill becomes a law, stopping at and explaining
the major steps, rules, and potential obstacles along the way. Be sure to touch upon
the following terms - sponsor/co-sponsor, standing committee, committee chair and
ranking member, seniority system on committees, open rule/closed rule, filibuster,
cloture, role of Vice-President, conference committee, conference report, veto, pocket
veto, and override.
GROUP 7 - Explain both the formal and informal powers of the President of the United
States. Which type of power do you think is actually more useful or important? Outline
both sides of that argument. From time-to-time the White House and Congress have
found themselves in conflict over a variety of issues. Discuss the conflict – mentioning
both sides – as it pertains to (a) War Powers (b) Impeachment (c) The Line-Item Veto
(d) Impoundment (e) Independent Counsels During the 1970's, 80's and 90's.
GROUP 8 Take us through the process by which the Supreme Court comes to consider and
ultimately rule on a case, stopping at and explaining all the major steps and procedures
along the way. Be sure to touch upon the following terms – original vs. appellate
jurisdiction, judicial conference, amicus curiae brief, writ of certiorari, oral argument, role
of the solicitor general, majority, concurring, and dissenting opinions. Briefly summarize
both sides of the debate - between “judicial activists” on the one side and advocates of
“judicial restraint”, “strict constructionism” or “original intent” on the other – about what
the proper role of federal judges should be.