AP American Government
Unit 1: Bianco + Canon Ch. 1-3
Mr. Andrew Conneen
Fall 2011
aconneen@d125.org
Unit 1 Syllabus:............................................................................3
Course Description:......................................................................5
Preface Assignment:.....................................................................8
Ch. 1, Pages 4-6 Assignment:.......................................................8
Ch. 1, Pages 7-10 Assignment:.....................................................9
Constitution Assignment:...........................................................13
Ch. 2, Pages 27-44 Assignment:.................................................15
Ch. 2, Pages 44-61 Assignment:.................................................17
Ch. 3, Pages 65-86 Assignment:.................................................19
Gonzales v. Raich Assignment:..................................................21
Ch. 3, Pages 86-95 Assignment:.................................................23
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Unit 1 Syllabus:
Foundations, Constitution and Federalism
For Wednesday, August 24: Preface questions + Ch.1, pages 4-6 questions
For Thursday, August 25: Ch. 1, pages 7-10 questions + Federalist 10 questions
For Friday, August 26: Constitution questions
For Monday, August 29: Ch. 2, pages 27-44 questions
For Tuesday, August 30: Ch. 2, pages 44-61 questions
For Wednesday, August 31: Ch. 3, pages 65-86 questions
For Thursday, September 1: Gonzales v. Raich assignment + discussion questions
For Friday, September 2: Ch. 3, pages 86-95 questions
For Tuesday, September 6: Federalism Plagiarism due
For Wednesday, September 7: Ch. 1-3 Test (Multiple Choice and Free Response)
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Course Description:
Advanced Placement Government and Politics
Adlai E. Stevenson High School, Fall 2011
The Advanced Placement course in United States Government and Politics is designed to give students a
critical perspective on politics and government. This course involves both the study of general concepts
used to interpret United States politics and the analysis of specific case studies. It also requires familiarity
with the various institutions, groups, beliefs, and ideas that make up the American political reality. At the
conclusion of the course, students will have the opportunity to take the Advanced Placement Examination
in the hopes of receiving college credit.
Course Overview
This course is designed to examine the institutions, participants, and processes which characterize
political activity in the United States. The course has three objectives:
1. to introduce students to the basics or "nuts and bolts" of American national government,
2. to help students develop an analytical perspective toward the conduct of politics in the United States,
3. to introduce students to the manner in which political scientists conduct research on the political
process.
As energy shortages, inflation, unemployment, and the rights of minorities arose as prominent
issues during the 1960s and 1970s, the public turned increasingly to the national government for solutions
to these and other problems. Despite the conservative call for less government during the Reagan and
Bush years, the desire for government action remains just as strong today as elements of the public
demand solutions to homeland security, budget deficits, economic uncertainty, the rising need for
improved education and medical care, and such social concerns as crime, abortion, and school prayer.
Seldom, however, has the public spoken with one voice on such issues. Organized interest groups
and political parties have registered competing and, at times, contradictory demands on government. For
example, certain groups demand that the national government should not only reduce expenditures and
taxes but also curtail its regulatory activities so that the free market may resolve economic problems in a
more natural and efficient manner. Other groups assert that the scope of government power and level of
expenditures should be increased to create jobs, guarantee low cost medical care, develop alternative
energy sources, improve educational achievement, and rectify past discriminatory practices against
blacks, women, and other groups in society. Still other elements of the public demand that government
authority be expanded and exercised in the areas of school prayer, abortion, pornography, and drug use.
As the divisiveness of such issues illustrates, the basis of politics is conflict-conflict over the
distribution of wealth, over the control of public decisions, and over the values and morals which a
society ought to pursue. Essentially then, the study of American politics involves the study of those
involved in public conflicts and the study of the institutions charged with resolving such conflicts.
Consequently, this course in American Government and Politics is organized around three broad topics.
First, through the study of the Constitution, we examine the basic "rules of the game" and the logic
underlying the structure of American government. Second, we examine those who participate in politics
and raise the specific question of what motivates a citizen to engage in political activity and how citizens
organize themselves for collective action. Third, we examine how the institutions of national governmentthe Presidency, the Congress, and the Supreme Court- operate to channel competition and to perform the
essential task of choosing the winners and losers in public conflicts.
Thanks to Dennis Simon.
SMU, Dallas Texas
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U.S. Government Summary Outline
I.Constitutional Underpinnings of United States Government (5-15%)
A.Considerations that influenced the formulation and adoption of the Constitution
B.Separation of powers
C.Federalism
D.Theories of democratic government
II.Political beliefs and behaviors of individuals (10-20%)
A.Beliefs that citizens hold about their government and its leaders
B.Processes by which citizens learn about politics
C.The nature, sources, and consequences of public opinion
D.The ways in which citizens vote and otherwise participate in political life
E.Factors that influence citizens to differ from one another in terms of political beliefs
and behaviors
III.Political parties, interest groups, and mass media: mechanisms that facilitate the
communication of interests and preferences by like minded citizens (10-20%)
A.Political parties and elections (including their functions, organization, historical
development, and effects.
B.Interest groups (including pacs)
1.The range of interests that are or are not represented
2.The activities of interest groups
3.The effects of interest groups on the political process
4.The unique characteristics and roles of pacs in the political process
C.The mass media
1.The functions and structures of the media
2.The impacts of media on politics
IV.Institutions of National Government: The Congress, the presidency, the bureaucracy, and
the federal courts (35-45%)
A.The major formal and informal institutional arrangements of powers
B.Relationships among these four institutions
C.Links between these institutions and political parties, interest groups, the media,
subnational governments, and public opinion
V.Public policy (5-15%)
A.Policy making in a federal system
B.The formation of policy agenda
C.The role of institutions in the enactment of policy
D.The role of the bureaucracy and the courts in policy implementation and
interpretation
E.Linkages between policy processes and the following:
1.Political institutions and federalism
2.Political parties
3.Interest groups
4.Public opinion
5.Elections
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6.Policy networks
VI.Civil liberties and civil rights (5-15%)
A.The development of civil liberties and civil rights by judicial interpretation
B.Knowledge of substantive rights and liberties
C. The impact of the Fourteenth Amendment on the constitutional development of
rights and liberties
Specific Course Activities
Each student will be expected to:
1. take notes during lectures;
2. participate in classroom discussions and debates;
3. participate in and react to simulations of political activities;
4. read textbooks and assigned supplementary materials;
5. complete review sheets, reaction papers and research projects.
Graduation Requirements
This course is required for graduation. In order to successfully complete the course each student
must pass both the Federal and Illinois Constitution exams required by state law. The test will be
administered no less than 10 school days before the last day of regularly scheduled classes of the
semester. All re-tests must be completed 5 school days before the last regularly scheduled day of
classes. Failure to meet these requirements will result in failure for the semester.
6 Weeks Grades. Midterm—20%. Exams--30 %. Homework/Quizzes--40 %. Class
Participation--10%
MAKE-UP POLICY
On the return from an absence it will be the student's responsibility to meet with the instructor
who will determine the appropriate make-up schedule. Ordinarily, late work will be penalized
50% of total possible points.
TARDY POLICY
The easiest way to please a teacher is to show up on time. Be responsible by being punctual. In
accordance with the guidelines contained in the student handbook the instructor will be
empowered to determine the appropriate consequences for student tardiness.
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Preface Assignment:
Directions: Read Preface xxiii and answer on a separate sheet of paper. (Be sure to restate
the vocabulary of each question.)
1. Use a dictionary to define normative:
2. Use a dictionary to define empirical:
3. Identify whether a text book that is “full of facts” is more normative or empirical?
4. (Class discussion) What are other controversial topics that you think can be
added to the list of conflicts that shape American politics:
Ch. 1, Pages 4-6 Assignment:
Directions: Read Ch. 1, pages 4-6 in the textbook and answer on a separate sheet of paper.
(Be sure to restate the vocabulary of each question.)
1. Use a dictionary to define financial appropriation:
2. Estimate the total estimate to build the one “bridge to nowhere” that connected
Gravina Island to Ketchikan, Alaska:
3. Identify the percentage of the total transportation bill that funding for this one
bridge represented:
4. Define earmark:
5. Identify the percentage of the total transportation bill that the funding for the6,371
earmarks represented:
6. Use a dictionary to define constituent:
7. Identify the man made feature on Gravina Island that seems odd for an island with
a population of 50:
8. In your own words, describe what happened with the process of trying to fund this
bridge:
9. (Class discussion) Explain whether you think the “Mormon cricket” earmark
was a better expenditure of public money than the Gravina-Ketchikan Bridge.
10. Explain why Alaska gets such a high proportion of federal transportation funding
as compared with more populated states.
11. Use a dictionary to define reciprocity:
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Ch. 1, Pages 7-10 Assignment:
Directions: Read Ch. 1, pages 7-10 in the textbook and answer on a separate sheet of
paper. (Be sure to restate the vocabulary of each question.)
1. Describe the purpose of government according to Thomas Hobbes:
2. Read this excerpt form John Locke and describe the purpose of government
according to Locke:
The state of Nature has a law of Nature to govern it, which obliges every one, and reason,
which is that law, teaches all mankind who will but consult it, that being all equal and
independent, no one ought to harm another in his life, health, liberty or possessions…
Of the Ends of Political Society and Government
IF man in the state of Nature be so free as has been said, if he be absolute lord of his own
person and possessions, equal to the greatest and subject to nobody, why will he part with
his freedom, this empire, and subject himself to the dominion and control of any other
power? To which it is obvious to answer, that though in the state of Nature he hath such a
right, yet the enjoyment of it is very uncertain and constantly exposed to the invasion of
others; for all being kings as much as he, every man his equal, and the greater part no
strict observers of equity and justice, the enjoyment of the property he has in this state is
very unsafe, very insecure. This makes him willing to quit this condition which, however
free, is full of fears and continual dangers; and it is not without reason that he seeks out
and is willing to join in society with others who are already united, or have a mind to
unite for the mutual preservation of their lives, liberties and estates, which I call by the
general name- property.
3. Read this excerpt form John Lock and summarize what Locke writes about regarding
the causes of political dissolution:
Of the Dissolution of Government
The constitution of the legislative [authority] is the first and fundamental act of society,
whereby provision is made for the continuation of their union under the direction of
persons and bonds of laws, made by persons authorised thereunto, by the consent and
appointment of the people, without which no one man, or number of men, amongst them
can have authority of making laws that shall be binding to the rest. When any one, or
more, shall take upon them to make laws whom the people have not appointed so to do,
they make laws without authority, which the people are not therefore bound to obey; by
which means they come again to be out of subjection, and may constitute to themselves a
new legislative, as they think best, being in full liberty to resist the force of those who,
without authority, would impose anything upon them…
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4. Identify whether Hobbes or Locke would be more supportive of Madison’s assertion
that “If men were angles, no government would be necessary.”
5. Identify whether Hobbes or Locke would be more supportive of the American
Revolution.
(Class notes) Define social contract:
(Class discussion) Would a rookie teacher of a senior class best follow the advice of
Hobbes or Locke?
(Class discussion) How would Hobbes and Locke differ on the American
government’s domestic response to the Global War on Terror?
6. Identify whether Hobbes or Locke would be more supportive of the American
Revolution.
(Class notes) Define social contract:
(Class discussion and notes) Although Madison believed in the necessity of
_____________, he feared a government that would ____________.
7. Identify the concept that divides the power of government into different branches.
8. Identify the concept that gives different governmental branches power over each other.
9. Identify the concept that divides governmental power among local, state and national
levels.
10. Explain how elected governmental representatives can help to alleviate the free rider
problem.
11. Define politics:
(Class discussion and notes) Clarify the difference between a pure (direct)
democracy and a represeentative (republic) democracy.
(Class discussion and notes) Clarify the difference between how presidential and
parliamentary systems select chief executives.
(Class discussion and notes) Clarify the difference between how governmental
power is shared in unitary systems, confederal systems and federal systems.
• Read
Federalist
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(A16‐A18
in
the
back
of
the
textbook)
and
answer
the
following
questions:
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12. Identify who wrote Federalist 10.
13. Describe a faction:
(Class discussion) Identify 3 factions in American politics. Identify 3 factions at
Stevenson High School.
14. Describe two methods that can be used to remove factions then explain why the
Federalist 10 argues against using these methods.
15. According to Federalist 10, explain why a large Republic is better than pure
democracy or a small republic to control the effects of factions?
(Class discussion and notes) Skim through Federalist 51 (pages A18-A19) and create
an alternative title for this essay.
(Class discussion and notes) Skim through Federalist 51 and draw an illustration that
summarizes the essay.
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Constitution Assignment:
Directions: Review the Constitution on pages A6-A10 in the textbook and summarize the
following parts of the U.S. Constitution in your own words.
Preamble:
Article I
_________________________________________________
Section 2; Clause 1 _________________________________________________
Section 2; Clause 3 _________________________________________________
Clause 5
_________________________________________________
Section 3; Clause 1 _________________________________________________
Clause 3
_________________________________________________
Clause 6
_________________________________________________
Section 7; Clause 1 _________________________________________________
Section 8; Clause 1 _________________________________________________
Clause 2
_________________________________________________
Clause 3
_________________________________________________
Clause 5
_________________________________________________
Clause 11
_________________________________________________
Clause 12
_________________________________________________
Clause 18
_________________________________________________
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Article II
_________________________________________________
Section 1; Clause 1 _________________________________________________
Clause 2
_________________________________________________
Section 2; Clause 1 _________________________________________________
Section 2, Clause 2 _________________________________________________
Article III
_________________________________________________
Article IV; Section 1 _________________________________________________
Article V
_________________________________________________
Article VII
_________________________________________________
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Ch. 2, Pages 27-44 Assignment:
Directions: Read Ch. 2, pages 27-44 in the textbook and answer on a separate sheet of
paper. (Be sure to restate the vocabulary of each question.)
(Class discussion) Identify the 3 events that have displayed the Constitution’s
conflict resolution power during your lifetime.
(Class discussion) Identify 3 presidential actions since September 11, 2001 that
Congress and the US Supreme Court thought overstepped legitimate executive authority.
1. Describe the 5 biggest weaknesses of the Articles of Confederation.
2. Summarize why the Articles were replaced by the Constitution as the nation’s
governing document.
(Class discussion) Describe the Articles biggest strength.
3. Identify the historical event that is given most credit for weakening the legitimacy of
the Articles of Confederation.
• Read the first 2 paragraphs of The Declaration of Independence (page A1)
4. Identify 3 crucial ideas from The Declaration of Independence
(Class discussion and notes) Which of these ideas can be traced back to John
Locke?
5. Describe the purpose of the Federalist Papers.
6. Describe the major difference between the Federalists and Antifederalists.
7. Identify the 5 most significant sources of conflict at the constitutional convention.
8. Define pluralism.
9. Describe how the Great Compromise settled the conflict between large and small
states.
(Class discussion and notes for AP Comparative Students) Identify the
treaty that structures the current EU government. Describe how voting power will shift
among EU states by 2014. Describe the 55/65 rule and explain how it helps the “Big
Four.”
10. Explain why the Articles had no chief executive.
11. Identify 2 issues that had to be resolved about the presidency at the constitutional
convention. Describe how each of these two issues was resolved.
12. Describe the supremacy clause.
(Class discussion and notes) Explain the status of presidential perogative powers
since September 11, 2001.
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13. Identify the amendment that reserves powers to the states then explain why these
reserved powers are considered to be vague.
14. Identify the constitutional clause that gives the federal laws an advantage over
state laws when there is conflict.
15. Identify the clause that resolved the counting of slaves as part of congressional
representation.
16. Define logrolling and explain how logrolling was used to resolve conflicting views
about slavery at the constitutional convention.
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Ch. 2, Pages 44-61 Assignment:
Directions: Read Ch. 2, pages 44-61 in the textbook and answer on a separate sheet of
paper. (Be sure to restate the vocabulary of each question.)
1. List the 3 issues that most concerned the Antifederalists during the ratification
debates.
2. Explain why agreeing to add a Bill of Rights was essential in the ratification
process.
(Class discussion and notes) Identify the Constitution’s undemocratic qualities.
3. Describe the relationship between the “necessary and proper clause” and the
exclusive powers of Congress.
4. Identify the part of government that was considered the weakest because it did not
have “power of the purse or sword”?
5. Identify the power to remove someone because of corruption or abuse of power.
6. Define power of the purse
7. Identify the power the president can use to check the power of Congress to pass
laws.
8. Define judicial review and describe where the idea of this concept first appeared in
American govenment.
9. Define enumerated powers:
10.Identify the clause that gave the national government power to regulate trade
between states.
11.Describe the ways to propose changes to the Constitution. Describe the two
methods for ratifying proposed amendment.
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Ch. 3, Pages 65-86 Assignment:
Directions: Read Ch. 3, pages 65-86 in the textbook and answer on a separate sheet of
paper. (Be sure to restate the vocabulary of each question.)
(Class discussion) Explain how the national government developed its power to
determine state drinking laws.
1. Define federalism:
2. Define sovereign power:
3. (Class discussion) Describe three of today’s most controversial issues related to
federalism.
4. Identify the level of government responsible for the conduct of foreign policy and
defense.
5. Define concurrent powers:
(Class discussion and notes for AP Comparative Students) Explain why the
United Kingdom has regional governments but is considered to be a unitary government.
(Class discussion and notes for AP Comparative Students) Identify 3
international organizations that are considered to be structured in a confederal system.
6. Identify the vague constitutional clause that gives the national government a very
broad grant of power to carry out its responsibilities.
7. Identify the part of the Constitution that was supposed to resolve conflicts between
national and state laws.
8. Identify the constitutional clause that has been at the heart of the debate about the
expansion of same-sex marriage rights.
(Class discussion) Explain how the clause that you identified in #8 could be
interpreted as allowing for the nationalization of same-sex marriage rights.
9. Identify the constitutional clause that could (but isn’t) interpreted to give out-ofstate college students the right to have equal tuition of in-state students.
10. Identify the term that means that states can ignore laws that they see as
unconstitutional.
11.Summarize the U.S. Supreme Court’s two decisions in McCulloch v. Maryland (1819)
(Class discussion and notes) Explain how these types of federalism: layer cake,
marble cake and picket fence are different.
12.Summarize the U.S. Supreme Court’s two decisions in McCulloch v. Maryland (1819)
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13. Explain how cooperative federalism and fiscal federalism are similar in terms of
the relationship between states and the national government.
14. Explain how new federalism is different from fiscal / cooperative federalism.
15. Explain how categorical grants, block grants and general revenue sharing are
different in terms of the national control over state funding.
16. Identify the party that tends to prefer giving states flexibility in spending federal
money.
(Class discussion and notes) Explain how TANF gave states more power in
developing welfare programs.
17. Define unfunded mandates:
18. Identify the legislation that increased the national government’s power to regulate
the participation in local and national elections.
19. Identify the legislation that increased the national government’s power to restrict
racial segregation in public facilities.
(Class discussion) Describe 2 changes the Obama administration has tried to
implement that has impacted the national government’s relationship with state and local
governments.
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Gonzales v. Raich Assignment:
Directions: Read Gonzales v. Raich and annotate in the margins.
#1 for the sentences or paragraphs identifying the parties involved in the case.
#2 for the sentences or paragraphs describing the background facts.
#3 for the sentences or paragraphs describing the constitutional or legal issue to be interpreted.
#4 for the sentences or paragraphs that identify previous court cases important in this decision.
#5 for the sentences or paragraphs describing the Court’s opinion in this case.
GONZALES, ATTNY. GENERAL v. RAICH et al.
U.S.S.C. Argued 11.29.2004–Decided 6.6.2005
Stevens, J., delivered the opinion of the Court, in which Kennedy, Souter, Ginsburg, and Breyer, JJ.,
joined.
California’s Compassionate Use Act authorizes limited marijuana use for medicinal purposes.
Respondents Raich and Monson are California residents who both use doctor-recommended marijuana for
serious medical conditions. After federal Drug Enforcement Administration (DEA) agents seized and
destroyed all six of Monson’s cannabis plants, respondents brought this action seeking injunctive and
declaratory relief prohibiting the enforcement of the federal Controlled Substances Act (CSA) to the
extent it prevents them from possessing, obtaining, or manufacturing cannabis for their personal medical
use. Respondents claim that enforcing the CSA against them would violate the Commerce Clause and
other constitutional provisions. The District Court denied respondents’ motion for a preliminary
injunction, but the Ninth Circuit reversed, finding that they had demonstrated a strong likelihood of
success on the claim that the CSA is an unconstitutional exercise of Congress’ Commerce Clause
authority as applied to the intrastate, noncommercial cultivation and possession of cannabis for personal
medical purposes as recommended by a patient’s physician pursuant to valid California state law. The
court relied heavily on United States v. Lopez, and United States v. Morrison, to hold that this separate
class of purely local activities was beyond the reach of federal power.
Held: Congress’ Commerce Clause authority includes the power to prohibit the local cultivation and use
of marijuana in compliance with California law. Pp. 6—31.
(a) For the purposes of consolidating various drug laws into a comprehensive statute, providing
meaningful regulation over legitimate sources of drugs to prevent diversion into illegal channels, and
strengthening law enforcement tools against international and interstate drug trafficking, Congress
enacted the Comprehensive Drug Abuse Prevention and Control Act of 1970, Title II of which is the CSA.
To effectuate the statutory goals, Congress devised a closed regulatory system making it unlawful to
manufacture, distribute, dispense, or possess any controlled substance except as authorized by the CSA.
All controlled substances are classified into five schedules, based on their accepted medical uses, their
potential for abuse, and their psychological and physical effects on the body. Marijuana is classified as a
Schedule I substance, based on its high potential for abuse, no accepted medical use, and no accepted
safety for use in medically supervised treatment. This classification renders the manufacture, distribution,
or possession of marijuana a criminal offense. ...
(b) Congress’ power to regulate purely local activities that are part of an economic “class of activities”
that have a substantial effect on interstate commerce is firmly established. … the Court established that
Congress can regulate purely intrastate activity that is not itself “commercial,” i.e., not produced for sale,
if it concludes that failure to regulate that class of activity would undercut the regulation of the interstate
market in that commodity. … Given the enforcement difficulties that attend distinguishing between
marijuana cultivated locally and marijuana grown elsewhere, and concerns about diversion into illicit
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channels, the Court has no difficulty concluding that Congress had a rational basis for believing that
failure to regulate the intrastate manufacture and possession of marijuana would leave a gaping hole in the
CSA. …
Justice O’Connor, with whom The Chief Justice and Justice Thomas join as to all but Part III,
dissenting.
We enforce the “outer limits” of Congress’ Commerce Clause authority not for their own sake, but to
protect historic spheres of state sovereignty from excessive federal encroachment and thereby to maintain
the distribution of power fundamental to our federalist system of government. … One of federalism’s
chief virtues, of course, is that it promotes innovation by allowing for the possibility that “a single
courageous State may, if its citizens choose, serve as a laboratory; and try novel social and economic
experiments without risk to the rest of the country.”…
This case exemplifies the role of States as laboratories. The States’ core police powers have always
included authority to define criminal law and to protect the health, safety, and welfare of their citizens. …
Exercising those powers, California (by ballot initiative and then by legislative codification) has come to
its own conclusion about the difficult and sensitive question of whether marijuana should be available to
relieve severe pain and suffering. Today the Court sanctions an application of the federal Controlled
Substances Act that extinguishes that experiment, without any proof that the personal cultivation,
possession, and use of marijuana for medicinal purposes, if economic activity in the first place, has a
substantial effect on interstate commerce and is therefore an appropriate subject of federal regulation. In
so doing, the Court announces a rule that gives Congress a perverse incentive to legislate broadly
pursuant to the Commerce Clause–nestling questionable assertions of its authority into comprehensive
regulatory schemes–rather than with precision. That rule and the result it produces in this case are
irreconcilable with our decisions in Lopez, supra, and United States v. Morrison, (2000). Accordingly I
dissent.
(Class discussion and notes) Identify the state and federal law in conflict in this case.
(Class discussion and notes) Describe the difference between interstate commerce and
intrastate commerce and explain which concept the Court’s majority favored in this decision.
(Class discussion and notes) Explain how the Court’s minority views federalism
according to their dissenting opinion in this case.
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Ch. 3, Pages 86-95 Assignment:
Directions: Read Ch. 3, pages 86-95 in the textbook and answer on a separate sheet of paper.
(Be sure to restate the vocabulary of each question.)
(Class discussion) Explain how the national government developed its power to determine
state drinking laws.
1. Identify the level of government that Americans are most likely to trust.
2. The resurgence of states’ rights arguments on the Supreme Court has led to:
a.
b.
c.
d.
an increased chance for state nullification of federal laws in the future
a reinterpretation of the supremacy clause that weakens national power
stricter application of the reserved powers clause in the 10th Amendment
the expansion of intrastate commerce
(Class notes) Explain the significance of the 14th Amendment’s Due Process Clause on the
national government’s relationship with state and local governments.
3. Explain how the U.S. v. Lopez (1995) Supreme Court decision addressed the power of
Congress to regulate interstate trade.
(Class discussion and notes)
systems.
Describe 3 advantages and 3 disadvantages of federal
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Federalism Plagiarism
Directions: A. Cut and paste no more than 3 lines of text from an internet source that includes the
following:
1. use the buzzword as a relevant example (no definitions!!!) of federalism;
2. describes a relationship between state and national government.
B. Be sure to underline the buzzword, circle the reference to national (federal) government, and box the
reference to state or local government.
C. You should do this for 5 of the following words and include a url citation for each example.
Example: The Congressional Budget Office (CBO) is studying unfunded federal
mandates... The memorandum … considers evidence about the costs that the Safe
Drinking Water Act imposes on local governments.
Citation: http://www.cbo.gov/doc.cfm?index=4837&type=0 8.16.2009
1. interstate Commerce Clause
9. Categorical grants
2. Federal Mandate
10. Obamacare
3. Due Process Clause
11. Title IX
4. Due Process Clause
12. No Child Left Behind
5. federal earmark (or pork barrel project)
13. Welfare reform (TANF)
6. Full faith and credit clause
14. American With Disabilities Act
7. (American) Devolution
15. Clean Air Act
8. Block grants
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