ODESSA COLLEGE
AMERICAN NATIONAL GOVERNMENT
GOVERNMENT 2302
Dr. Brian K. Dille
SPRING 2002
Dr. Brian K. Dille
GOVERNMENT 2302
Odessa
0
College
Office: Deadrick Hall 209
Phone: 335-6592
E-Mail: ocbkd@odessa.edu
Fax:
915/335-6860
Office Hours:
MWF: 8:30-10
TTh: 8:30-9:30
COURSE OBJECTIVES:
1. To present the basic concepts of politics that will better enable you, the student, to understand
American and Texas government and politics.
2. To motivate you, the student, to take an interest in and understand issues and problems (current
events) facing the United States, Texas, and Odessa.
3. To stimulate you, the student, to exercise your privileges and obligations as a U.S. citizen, through
participation in local, state, and national political activities.
ATTENDANCE:
Because of the importance of class notes and discussion to learning, this is the attendance policy:
0-5 hours of class missed = no penalty
6-8 hours of class missed = loss of five points on the semester average
9-11 hours of class missed = loss of 10 points (one letter grade) on the semester average
12-14 hours of class missed = loss of 15 points on the semester average
15 & over hours of class missed = loss of 20 points (two letter grades) on the semester average
TARDINESS:
You are expected to be on time for class. NO ONE will be admitted after the roll is taken and the door is
closed.
NO EXCEPTIONS.
DROP POLICY:
You are responsible for dropping this class if you quit coming. The instructor will not do so. Failure to drop results
in an F
CLASS PARTICIPATION:
You are encouraged to participate actively in class discussions. Often, informal discussions will center on
assigned topics or current events. Class participation will help in borderline- grade cases.
EXAMINATIONS:
MAKE-UP EXAMS AND QUIZZES:
If you are unable to take a quiz or test at the regular scheduled time with your class, you can take it BEFORE your
class=s test day. Otherwise, there are no make-ups unless you notify the instructor before the exam on exam
day. You must take the make-up before the exam in handed back in class. No choice of essays will be
allowed on make-up tests. They will be assigned by the instructor. Make-ups taken after exams are handed beck
in class will be ALL ESSAY. Only one make-up is allowed -- either one test or one quiz. A MAKE-UP EXAM
GRADE WILL BE LOWERED BY ONE FULL LETTER GRADE FOR AN UNDOCUMENTED ABSENCE.
UNIT OBJECTIVE SHEETS:
Unit objective sheets will be handed out at the start of each unit. They will serve both as guide to what is covered
in class, what the instructor considers important from the texts, and what the student is expected to know at the
completion of the unit. They will also serve as a good study guide for the exams because the exam questions will
be drawn from these objective sheets.
CURRENT EVENTS:
Throughout the semester current events -- international, national, state, and local -- will be discussed and related
1
to Government and politics, to illustrate the connection between class material and the world around you.
PROJECTS:
Projects (research papers, book reports, etc.) are optional. Topics or book must receive instructor approval. A
written description must be submitted by the seventh week of class (
). Projects are due one week
before the last scheduled class (
). Those choosing to do projects must pick up a AProject Handout@
explaining specific rules to follow and describing how the project will be graded. A project does not and cannot be
substituted for a test grade. The project grade will be counted as an additional grade to be averaged in with all
other grades.
GRADING POLICY:
The final course grade will be determined on a percentage basis:
90-100% = 540 points = A
Exam #1 100 points = 16 2/3% of course grade
80-89% = 480 points = B
Exam #2 100 points = 16 2/3% of course grade
70-79% = 420 points = C
Exam #3 100 points = 16 2/3% of course grade
Below 60% = F
2 Web Assignments: 100 points = 16 2/3% of course grade
Final
200 points = 33 1/3% of course grade
BONUS POINTS:
10 points will be added to your total point count BEFORE your course grade is averaged for a current voter’s card.
ACADEMIC DISHONESTY:
Exams and quizzes are closed book exams. No notes or additional materials are allowed. Cheating or plagiarism
will result in the grade of 0.
TEXTS:
Cummings and Wise, Democracy Under Pressure, brief Texas version, 9th edition
UNITS:
A. The Policy Areas of Government
1. Civil Liberties
TEST #1 (On Unit 1)
2, Civil Rights
TEST #2 (On Unit 2)
READINGS
C&W
Ch. 4 & Ch. 5 (pp. 139-142)
Ch. 5
B. The Institutions of Government
3. The Presidency
4. Congress
TEST #3 (On Units 3-4)
Ch. 11
Ch. 12
5. The Judiciary & Justice
6. The Bureaucracy
7. Foreign Affairs & National Defense
8. Government & the Economy
9. Promoting the General Welfare
Ch. 15
Ch. 13
Ch. 16
Ch. 17
Ch. 18
**FINAL EXAM** (2 on Units 5,6,7, & 8 and 2 comprehensive on highlights of Units 1-4)
SOURCES FOR NEWS AND INFORMATION ON NATIONAL AND STATE GOVERNMENT
1. Texas Government Newsletter-- good source on Texas politics and government; current issue located
downstairs with current magazines, back issues filed alphabetically with periodicals on second floor of LRC.
2. Congressional Quarterly-- good source on U.S. government and politics; located on second floor of LRC .
2
GOVERNMENT OFFICIALS LIST -- (For News Quizzes & bonus points on Exams)
FEDERAL
1. President
2. Vice President
3. U.S. Senators from Texas
4. A
@
5. U.S. Representatives
19th Dist: (Andrews & part of Ector
& Midland Counties)
23rd Dist: (Ward, Winkler, Crane
Reeves, Pecos, Upton, & parts
of Ector & Midland Counties)
21st Dist: (Part of Midland County)
6. U.S. Senate Majority Leader
7. U.S. Senate Minority Leader
U.S. House of Representatives
8. Speaker
9. Majority Leader
10.Minority Leader
11.U.S. Supreme Court -- Chief Justice
STATE
12.Governor
13.Lieutenant Governor (Acting)
Texas House of Representatives
14.Speaker
15.State Senator
Dist. 28-- (Crane, Ward, Winkler,
Upton, and part of Ector County)
Dist. 31 -- (Andrews and part of Ector)
Dist. 19 -- (Reeves and Pecos Counties)
State Representatives
16.81st District -- (Ector County –w/o # 408)
82nd District -- (Midland County)
80th District -- (Andrews, Winkler, Reeves)
74th District -- (Pecos County)
73rd District -- (Ward, Upton, Crane, 408)
ECTOR COUNTY
17.County Judge
18.County Commissioners- - Precinct 1
Precinct 2
Precinct 3
Precinct 4
19. Sheriff
20. District Attorney
21. County Attorney
22. County Treasurer
23. County Clerk
24. County Tax Assessor - Collector
CITY OF ODESSA
25. Mayor
26. Councilpersons -- District 1
2
3
4
5
27. City Manager
NAME
George W. Bush
Dick Cheney
Phil Gramm
Kay Bailey Hutchison
PARTY
R
R
R
R
TERM ENDS
Jan. 05
Jan. 05
Jan. 03
Jan. 07
Larry Combest
R
Jan. 03
Henry Bonilla
R
Jan. 03
Lamar Smith
Tom Daschle (S.D.)
Trent Lott (Miss.)
R
D
R
Jan. 03
Jan. 03/caucus
Jan. 03/caucus
Dennis Hastert (ILL.)
R
Dick Armey (Tx)
R
Richard Gephardt (Mo.) D
William Rehnquist
Jan. 03/caucus
Jan. 03/caucus
Jan. 03/caucus
Appointed for life
Rick Perry
Sen. Bill Ratliff
R
R
Jan. 03
Jan. 03
Pete Laney
D
Jan. 03/House
Robert Duncan
R
Jan. 03
Teel Bivins
Frank Madla
D
Jan. 03
Buddy West
Tom Craddick
Gary Walker
Pete Gallego
Robert Turner
R
R
R
D
D
Jan. 03
Jan. 03
Jan. 03
Jan. 03
Jan. 03
Jerry Caddel
Freddie Gardner
Greg Simmons
Barbara Graff
Wilmer Ray
Mark Donaldson
John Smith
Tracy Worley Bright
Carolyn Sue Bowen
Barbara Bedford
Lea Taylor
D
R
R
D
D
R
R
D
R
D
D
Jan. 03
Jan. 05
Jan. 03
Jan. 05
Jan. 03
Jan. 05
Jan. 05
Jan. 05
Jan. 03
Jan. 03
Jan. 05
Larry Melton
Bill Cleaver
Jim Morris
Royce Bodiford
Brandon Tate
Berta Calzada
currrently vacant
--------
Ap. 02
Ap. 02
Ap. 02
Ap. 03
Ap. 03
Ap. 03
Appointed by council
R
Jan. 05
STUDENTS NOT LIVING IN ECTOR COUNTY OR ODESSA: LEARN YOUR COUNTY & CITY OFFICIALS.
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EXAM MAKE-UP POLICY
Due to excessive absences for exams on the scheduled exam day in all of my classes, I have spelled out my exam
make-up policy. The policy is as follows:
1. To make-up an exam, you MUST contact me prior to or the day of the exam, in person, by phone or email.
2. If you take the exam BEFORE I HAND IT BACK IN CLASS AND GO OVER IT, THERE IS NO PENALTY. If
however, you take the exam AFTER it is handed back and discussed in class, the make-up will be ALL
ESSAY.
3. I must have WRITTEN DOCUMENTATION OF A VALID REASON FOR YOU ABSENCE AND INABILITY TO
TAKE THE TEST AT THE SCHEDULED TIME WITH YOU CLASS. Documentation would include:
1. A note from your employer
2. A note from your couch or school organization sponsor
3. Documentation that you were ill and unable to attend (Dr./prescription)
4. Documentation of a funeral or other significant family event
4. VALID REASONS TO MISS AN EXAM:
1. An OC sponsored event
2. Job/work responsibilities
3. Serious illness or accident (auto or otherwise)
4. Family emergency funeral/surgery/serious illness
I RESERVE THE RIGHT TO DECIDE IF YOUR REASON FOR MISSING AN EXAM IS INVALID AND IF I SUSPECT
IT IS, YOU WILL NOT HAVE THE CHANCE TO TAKE A MAKE-UP.
ALL MAKE-UP EXAMS WILL HAVE A FULL LETTER GRADE (10 POINTS DEDUCTED) IF TAKEN AFTER THE
SCHEDULED EXAM DAY
OPTIONAL PROJECTS -- To replace the lowest 1-hour test grade.
PURPOSE: To encourage personal involvement in a candidate=s campaign, the election, issue, or interest group
activities.
VALUE:
100 points -- can be used to replace the lowest 1-hour test grade.
20 hours of work and written report = A -90-100 points.
17 hours of work and written report = B -80-89 points.
14 hours of work and written report = C -70-79 points.
11 hours of work and written report = D -60-69 points.
OPTION 1: Work in a candidate=s or party=s campaign and hand in a 2-3 page-typewritten report of the work done,
knowledge learned, and conclusions drawn.
OPTION 2: Join an interest group and contribute your time and efforts to their cause and activities -- letter writing,
picketing, lobbying, petition drives, etc. (A list of interest groups--including local ones--are posted outside my office,
DH 209. Hand in a 2-3 page-typewritten report of the work done, knowledge learned, and conclusions drawn.
Arrangements must be made in advance, with prior instructor approval:
a. as to which option is chosen and what campaign or interest group is being worked with
b. instructor must be able to verify hours worked, for whom, and the nature of the work.
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5
6
7
8
9
UNIT 1—CIVIL LIBERTIES
PART A
ISSUE: Should subversive, radical or extremist groups &
speech be protected by the First Amendment?
First Amendment Rights and the Right of Privacy
a. civil liberties (G)
l. clear & present danger rule
b. Bill of Rights
m. libel & slander
c. ACLU (L)
n. no prior restraint rule
d. establishment clause
o. Fairness Doctrine
e. free exercise clause
p. Pentagon Papers case
f. conscientious objector
(L) q. gag order
g. nonpolitical (pure) speech (L) r. shield law
h. commercial speech (L)
s. obscenity & Miller test
I. political speech (L)
t. fighting words (L)
j. symbolic speech (L)
u. sodomy laws (L)
k. Lemon test
v. Privacy Act of 1974
2.
Discuss the three positions or views on the proper role of civil liberties in our society. (L& T)
3.
Discuss the freedoms protected by the first amendment and the restrictions placed upon them: religion,
speech, press, assembly, petition, association, demonstration. (L&T)
4.
Discuss and define the types of expression not protected by the first amendment. (L&T)
5.
Discuss the right to privacy and the Supreme Court rulings concerning this right - the areas protected and
the areas not protected. (L & Ch. 4-pp. 97-98, Ch. 5-pp. 139-145)
6.
Discuss the right to die issue and the Supreme Court’s ruling in the Cruzan case. (L)
PART B Criminal Justice Rights
ISSUE: Are criminals overprotected?
1. Discuss criminal justice rights found in Amendments 4-8 in the following areas (L &T):
a. rights of criminal suspects
b. rights of the accused
c. punishment and review of convictions
2. Define and discuss the significance of:
a. unreasonable search & seizure
b. exclusionary rule
c. pleading the fifth
d. Miranda rights
e. double jeopardy (G)
f. due process clause (L)
g. habeas corpus (G)
h. cruel and unusual punishment (L)
I. procedural & substantive due process
3. Discuss gun control, the constitutional issue, and the pros and cons. (L)
4. Discuss the pros and cons of the death penalty and the Supreme Court guidelines for its use. (L)
LEARNING ACTIVITIES
Cummings and Wise, Ch. 4-- Civil Liberties
Cummings and Wise, Ch. 5-pp. 139-145--on abortion
handouts
10
CIVIL LIBERTIES QUESTIONNAIRE
1.
How do you classify yourself politically?
1. Democrat _______ b. Republican _______ c. Independent _______
2. What do you consider yourself ideologically?
1. Conservative ______ b. Liberal ______
d. other _______
c. Moderate ______ d. other ______
3. A man is convicted of murder. Evidence used to convict him was seized illegally, without a valid search
warrant. He charges his 4th amendment rights - freedom from unreasonable search and seizure - have been
violated. Should the evidence convicting him be thrown out because of this? Yes _____
No _____
4. A man is convicted of rape. A confession was obtained from him after 22 hours of questioning and denying
him access to his attorney. He charges his 5th amendment rights were violated - freedom from selfincrimination (compulsory) - and his 6th amendment rights - right to council. Should his conviction be thrown
out on those grounds?
Yes _____ No _____
5. A theater owner is convicted for showing allegedly obscene films depicting explicit sexual acts. He claims
that he is protected by the first amendment - freedom of speech and press. Do you agree?
Yes
_____ No _____
6.
The American Nazi Party is repeatedly denied a permit to march through your neighborhood because they are
considered a threat to law and order. They charge that their first amendment rights are being violated -freedom
of speech and assembly. Do you agree? Yes _____ No
Should they be allowed to march peacefully?
Yes
No
7. A man is convicted of six charges of rape and first degree murder and is given the death penalty. He charges
this is a violation of the eighth amendment - freedom from cruel and unusual punishment. Do you agree? Yes
_____ No _____
8. The federal government requests an injunction against a newspaper to stop their printing of allegedly secret
government documents which would destroy national security secrets. Should the government be allowed to
stop the newspaper from printing the material? Yes
No_____
9. A fair housing and anti-job discrimination ordinance guaranteeing nondiscrimination on the basis of sex,
religion, race, color, or sexual orientation is repealed. A group of gays and blacks challenge this as a denial of
the 14th amendment rights - equal protection of the laws. Do the blacks have a valid case?
Yes
No
Do the gays? Yes
No
10. A researcher whose thesis attempts to prove blacks are genetically inferior is denied permission to speak at a
university due to the Aracist@ nature of his material. Is this a violation of his freedom of speech rights? Yes
No
11. A gay couple prosecuted for violating sodomy laws (while in the privacy of their home) charge their rights to
privacy are being violated. Yes
No
11
12
DOUBLE STANDARD OF OBSCENITY
By Howard Rosenberg
Los Angeles Times Service
It is bitterly ironic that Frank Collin, who wears a swastika and preaches hate, can shout his message on
the nation=s airwaves while comedian George Carlin=s words against hypocrisy are all but stifled.
If failure of the sound system made it almost impossible for Collin to be heard there by his handful of
followers and others drawn to the park that day, at least he had the satisfaction of knowing some of his
words were broadcast later that day by CBS News.
And coverage by NBC, ABC and the nation=s print media ensured that the face of the 33-year old
Collin, until recently an anonymous nobody, would be known in most of America=s households.
Six days earlier the U.S. Supreme Court upheld the authority of the Federal Communications
Commission (FCC) to act against broadcast media airing a Carlin comedy monologue that recited in
hilarious and devastating detail the Aseven dirty words@ banned from broadcast.
The court emphasized that it was acting primarily on behalf of the nation=s children. No telling what
harm could be done if these words (which one can assume most children have heard and maybe even
used) reached the ears of youngsters. After all, as Carlin points out, these words A curve your spine, grow
hair on your hands.@
The justices thus affirmed the FCC=s definition of the Carlin monologue as indecent. But how can
Carlin=s monologue be considered indecent compared with the violence-charged preachings of a Frank
Collin? At a June 24 rally in Chicago, also given the big media treatment, Collin said about Jews: AIn a
Nazi America, we would put every one of these creatures in the gas ovens where they belong.
Carlin=s language is barbed, but harmless. There is nothing in his 12-minute monologue that preaches
or condones violence or hatred. He is foremost a comedian, but also a social satirist whose routine is Adirty
words@ to make us laugh at our own silliness about language. He dissects the words, turns them inside
out, wrings them dry until nothing is left. That=s the point. There are no dirty words. The words are merely
symbols.
But the most esteemed legal minds sometimes work in wondrous ways. Children tuned to radio or
television can hear Collin, the brown-shirted promoter of genocide, but not Carlin, the gentle social satirist.
The Supreme Court is perpetrating a double standard of morality and indecency. You won=t find in this
space a rationale for denying Nazis or anyone else, no matter how odious, an opportunity to be heard on
the air and quoted by the rest of the media. However, cutting through all the legalese, you can=t have one
without the other. You can=t say yes to Collin and no the Carlin.
There is a word for Collin and the ideas he represents. But, unfortunately, you can=t hear it on the air or read it here.
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FIRST AMENDMENT FREEDOMS
First Amendment freedoms come under freedom of expression and courts have said they are vital to democracy - they will bend over backwards to protect them.
I Establishment Clause
a. Official religion from being established.
b. National church from being established.
c. Government financial support of any church or religion.
a. Requires the separation of church and state .
b. Requires government neutrality toward all religions.
c. Requires no government favoritism toward any church or religion.
d. Lemon test used: must reflect a secular legislative purpose, neither advance nor inhibit religion, and no
govt. entanglement.
II Free Exercise Clause
2. freedom to believe is absolute, freedom to worship is not -- if it endangers others or is too far out from
society=s norms.
III Freedom of Speech
1. Very important in a democracy -- to protect right to criticize govt. and dissent.
a. Political speech: most important -- courts use clear and present danger rule--can only be
punished if its so inciteful that it leads to lawlessness so immediate that no opportunity for discussion
exists.
b. Pure speech: govt. has no business regulating this type because is personal, private speech between
family and friends.
c. Commercial speech: advertising; must be truthful; regulated by captive audience rule -- if aimed
at people who can=t easily escape it, can be regulated.
d. Symbolic speech: actions that express an idea (burning flag or draft card0; is protected unless
disrupts a govt. program or disrupts the operation of the facility where it takes place.
IV Freedom of Press
a. Irreparably harms national security.
b. Violates defendant=s right to a fair trial -- courts can issue gag order as last resort.
c. Harms vital national interests.
a. pornography / obscenity
b. reporter=s confidential sources - - unless a shield law in the state.
c. libel
V Right of Assembly
1. Must be peaceful to be protected
2. Cannot be on private property without consent of owner
3. Three permissible restrictions: time, place, & management
VI Right to Petition Govt. for Redress of Grievances
1. This protects lobbyists, interest groups and the right of the public to communicate with, contact, and try to
influence government officials and decisions.
VII
Two Implied First Amendment Rights
1.
Freedom of Association: right to join the organization/group/of your choice - - group membership
cannot be outlawed (this protects KKK, Communists, Nazis, Gay Lib, and other popular groups.)
2.
Right to Demonstrate: this involves picketing, protesting, marching, demonstrating -- must be peaceful
and cannot be on private property without consent of owner; same 3 restrictions apply here as for
freedom of assembly: time place, and management restrictions.
VIII
Types of Expression NOT protected by First Amendment
1.
Obscenity/pornography
2.
Libel and slander
3.
Sedition and Subversion
4.
Fighting words
5.
Fraudulent advertising
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I.
RIGHTS OF CRIMINAL SUSPECTS (Primarily in Amendments 4-8)
1. No unreasonable searches and seizures - police need a valid search warrant (or probable cause)
in most cases - Amendment 4.
2. Exclusionary rule - illegally seized evidence cannot be used - Amendment 4.
3. Wiretapping and electronic eavesdropping- police need a court order - protected by right of
privacy and Amendment 4 - no unreasonable searches and seizures.
4. Protection from self-incrimination and coerced confessions - Amendment 5
5. Miranda rights - When taken into custody and question - Amendment 5 and 6. Police must read
you your rights: This is to protect the “less educated” who may not know their rights.
1. Right to remain silent
2. Anything you say can be used against you.
3. Right to a lawyer
4. If too poor to hire own lawyer, court must appoint one.
5. Can stop questioning at any time and request to see a lawyer.
II
RIGHTS OF THE ACCUSED
1. Indictment by a grand jury - for all felonies - Amendment 5.
2. Admission to bail – no excessive bail - while awaiting trial - Amendment 8.
3. Speedy and public trial by a jury of your peers - Amendment 6.
a) speedy trial - never defined
b) public trial - must be open to public and press
c) impartial jury randomly selected – no opinion or quilt or innocence when selected & no
ties to case or defendant
4. Right to counsel (lawyer) - Amendment 6 - If you cannot afford to hire own lawyer, court
must appoint one.
5. Protection from double jeopardy - cannot be tried twice for the same crime Amendment
6. Right to confront witnesses – know witnesses against you & cross-examine them
7. Know Charges against you –to prepare your defense
8. Subpoena witnesses – to obtain witnesses on your behalf for your defense
III PUNISHMENT AND REVIEW OF CONVICTION
1. Sentencing - generally can choose to be sentenced by either a judge or a jury.
2. Freedom from cruel and unusual punishment - Amendment 8 - Death Penalty and
Punishment
a) no torture or barbarous punishment (branding, whipping, castration)
b) sentence must be reasonable - in proportion to the crime
c) death penalty constitutional if certain Supreme Court guidelines are followed to
guarantee fairness in its use.
14th Amendment - Due Process Clause (No state shall deprive a person of life, liberty
or property without due process) Extends these Bill of Rights protections to the states - state
courts, state law enforcement and prisons.
– no excessive fines 8th amendment
3. Right of Habeas corpus - Article 1, Section 9 - protection against false arrest - must be
taken before judge and told why being held - police must justify arrest or release you.
4. Right to Appeal - although this is not an absolute guarantee your appeal will be
accepted, you must convince the appeals court an important error was made affecting the
“fairness” of the trial.
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UNIT 2 CIVIL RIGHTS
PART A Blacks
ISSUE: Has equality arrived?
1. Define and identify the significance of:
a. Dred Scott case
h. Board of Education
b. Ku Klux Klan (L)
i. Martin Luther King
c. 13, 14, 15 Amendments
j. Malcolm X (L)
d. sharecropping (L)
k. Voting Rights Acts
e. Plessy v. Ferguson
l. Kerner Commission(L)
f. “separate but equal”
m. Bakke case
g. NAACP
n. Jesse Jackson (L)
2. Trace the political experience of blacks in America from 1619 to the present, discussing important
political and historical experiences affecting their political status. (L, T--pp. 145-161, & movie)
3. Discuss the various methods used to deny blacks the right to vote. (L & T)
4. Discuss the immigrant analogy, its validity, and the implications if it is believed. (L)
5. Discuss the seven myths commonly held about the black political experience. (L)
6. Discuss the messages of the movie “Black History: Lost, Stolen or Strayed”. (L & movie)
PART B
Hispanics
1. a. Hispanics (Latinos) (L)
b. Treaty of Guadalupe Hidalgo (L)
c. braceros (L)
d. LULAC (L)
ISSUE: What has caused the illegal alien problem?
e. Cesar Chavez
f. Raza Unida Party (L)
g. Cisneros case (L)
h. Rodriguez case (L)
i. Edgewood v. Kirby (L)
2. Trace the political experience of the three main Hispanic groups in America, discussing important political
and historical experiences affecting their status. (L & T--pp. 130-134 and Hispanics Handout)
3. Discuss the importance of the proximity of Mexico to Mexican American assimilation.(L)
4. Discuss the issues, problems, and solutions raised by the problem of illegal aliens and the Immigration
Reform and Control Act of 1986. (L)
5. Discuss the poverty cycle, the issues involved, the U.S. Supreme Court’s Rodriguez decision, and the
recent Texas Supreme Court decision. (L&T)
PART C Other Racial Minorities
ISSUE: Should compensation be paid for past injustices?
1. Discuss the problems, experiences, and discrimination of American Indians and their situation today.
(L, T--pp. 127-129, & movie)
2. Discuss the problems, experiences, and discrimination of Asian Americans and their situation today. (L,
T--pp. 134-135, Asian-American Handout, & movie)
16
PART D Women
ISSUE: Is the ERA needed?
1. a. Reed v. Reed (L) c. Phyllis Schlafly (L)
b. ERA
d. NOW (L)
e. Elizabeth Cady Stanton(L)
f. Susan B. Anthony (L)
g. Title IX Education Amends.
2. Discuss the status, treatment, stereotyping, and discrimination of women in American history and
continuing sex discrimination today. (movie, L, T, pp. 135-142 & Sex Discrimination Today
handout)
3. Discuss the ERA, its content and aim, and the pros and cons. (L & T)
PART E Other Minorities
1.
2.
3.
ISSUE:
Is discrimination of the basis of age,
handicap, and sexual orientation a serious problem?
Discuss the problems and discrimination faced by physically handicapped persons and recent
government responses and court decision. (pp. 135-142)
Discuss the problems and discrimination faced by the elderly and recent government responses
and court decision. (L & p. 145)
Discuss the problems and discrimination faced by gays and recent government responses and
court decisions (esp. Bowers v. Hardwick). (L & pp. 142-145)
PART F Overall
ISSUE: Is the affirmative action needed and justifiable?
1. a. equal protection clause (G)
b. de jure segregation (L)
c. de facto segregation
d. affirmative action
e. Bakke case
f. poverty cycle (L)
2.
3.
4.
5.
6.
g. Rodriquez case
h. Edgewood v. Kirby (L)
Discuss what the statistics reveal about the situation these minority groups face--economic
status, employment status, educational status, particularly in contrast to Anglos and males. (L&T)
Discuss the major areas dealt with by Congress in the various Civil Rights Acts. (L&T)
Discuss the reasons for and the effect of stereotyping and the distortions of history on minorities
and Anglos. (L and movies)
Explain affirmative action, its pros and cons, and Supreme Court decisions, especially the Bakke
decision. (L&T)
Discuss whether equality has been a reality in American history, providing examples from all
groups to support your answer. (L,T, movies, & Ch. 5 )
LEARNING ACTIVITIES
Cummings and Wise, Ch. 5 - Civil Rights
Handouts: on Hispanics; Asian-Americans; Sex Discrimination Today
Movies:
ABlack History-Lost, Stolen, or Strayed@;
AThe North American Indian: How the West was Won and Honor Lost@
AGuilty by Reason of Race@
AAmerican Women: Portraits in Courage@
17
Film:
BLACK HISTORY: LOST, STOLEN, OR STRAYED
973.0496 B627
1. What were the major messages of the film?
2. Give examples of black stereotypes from the film.
3. Explain the affects of stereotyping of blacksBon both blacks and whites.
4. What is the reason or justification for stereotyping?
5. What is your reaction to the film and what have you learned? What has most surprised you?
18
Film:
THE NORTH AMERICAN INDIAN: HOW THE WEST WAS WON AND HONOR LOST 970.1N864
1. How would you describe the U.S. government policy to towards?
2. Why were the five civilized tribes called civilized and what is the moral of their experience?
3. Explain how American Indians have been stereotyped.
4. What is you reaction to the film and what have you learned? What has most surprised you?
19
.HISPANICS
I
Hispanics
(Latinos, Latins . . . )
Anyone with a Latin American background; sometimes includes those with Spanish and Portuguese backgrounds.1998--28
million Hispanics in U.S. -- Second Largest minority group in U.S. and the fastest growing; will surpass blacks by 2004-2005.
Fifty-three Million by 2020.
Common Characteristics of Hispanics
-50% feel Hispanic first, American second -- ties to old culture
Percentage born in the U.S.: Anglos-96%; Blacks-94%; Mexican-Am: 62%; Puerto Ricans-58%; Cubans-27%; Central & S.
American-31%
-U.S. born:
75% speak English proficiently & 51% feel it is important for their kids to learn English
Where they live:
California -34%,
Texas - 19%,
New York - 10%,
Florida - 7%,
Illinois - 4%
= 75%
COMPARISON OF HISPANICS WITH NON-HISPANICS:
Education: No college—41% of non-Hispanics compared to 66% of Hispanics = educational barrier
Income: Hispanics -- 27% below poverty line; Non-Hispanics -- 16%
Poverty Rates: Anglos-6.5%; Cubans-12.5%; C. & S. Amer.-19%; Blacks-26%; Mex.-Am.-28%; P. Ricans-33%
Political Participation (Voting)—1996—Anglos-57%; Blacks-50%; Hispanics-28% = political barrier
Strong Family Structure: 2-parent household with kids: Hispanics-37%; US average-26%
Divorced: Hispanics-7.9%; US average-9.2%
Strong Work Ethic: Percent of men employed: Hispanics-80%; US average: 67%
II
Puerto Ricans
-Economic refugees -- come to U.S. for better economic opportunities
-Most settle in New York area -- face much poverty and discrimination--worse off than Mexican Americans or Cuban
Americans
-- many still live in ghettos
-Have one advantage: are U.S. citizens before they arrive = political advantages
III
Cuban Americans
-Are the best off of all Hispanic groups -- have made it in U.S. society, middle class
-Reasons why :
1. are political refugees fleeing communism in Cuba -- welcomed in U.S. society, given much help
2. most who came were middle income or upper class -- brought money, high education, white collar job skills
3. many are a part of the establishment in Miami and Florida -- revitalized Miami
IV
Mexican Americans
-Largest Hispanic group, largest minority in Southwest
-Similar to Indians -- a conquered minority -- were here when Anglo- Americans arrived.
Most Mexicans in Texas sided for independence from Mexico, some died at the Alamo, provisional vice-president of Texas
Republic was a Tejano-- (Mexican American)
Treaty of Guadalupe Hidalgo-settled Mx.-Am. War of 1846-48—had 2 important guarantees for Hispanics:
1. US would recognize and respect Spanish & Mexican land grants (to protect Hispanic land ownership)
2. Hispanics choosing to remain in the Southwest (90%+ did) automatically guaranteed US citizenship
-U.S. did not live up to these 2 guarantees -- much land lost by Mex.-Ams. and they faced much discrimination
-Mexican-Americans valued primarily as cheap labor.
-Big Influx of Mexican immigrants from 1910-1920 due to bloody Mex. Revolution—US welcomed them with open arms &
US even sent labor recruiters into Mexico throughout 1920s to beg Mexican workers to come to US
--Great Depression of 1930s—led to “Operation Wetback”—the illegal deportation of ½ million plus Mx-Ams.
because we viewed them as taking jobs away from Americans
-WWII: U.S. had another labor shortage, so we recruited again, and started bracero program -- an agreement between U.S.
and Mexican govt. -- jobs, pay, and housing guaranteed to Mexican workers, and after job over, Mexican workers returned to
Mexico. This program ended in 1965 due to pressure from unions, some Hispanics and others who felt they lost jobs to
braceros willing to work for less -- end of bracero program led to beginning of huge flow of illegal aliens from Mexico.
-Mexican-Americans never faced de jure segregation, but face de facto segregation, job discrimination, social
discriminationand stereotyped as lazy, bumbling, always taking siestas, violent, gang-oriented
20
Three important Hispanic Leaders/Organizations:
LULAC B oldest Hispanic civil rights group -- use court litigation, stress assimilation and learn English quickly
Cesar Chavez -- founded United Farm Workers union to help migrant workers attain better pay, treatment, benefits, etc. --used
strikes, boycotts, and economic pressure
Raza Unida B a third political party founded by Mexican-Americans in Texas to represent Mexican-American community and run
Hispanic candidates -- spread to 37 states, now faded away but successful in bringing Hispanics into political mainstream &
today both Reps. & Demos. seek Hispanic votes
Three Important Court Cases Affecting Hispanics:
Cisneros Case -- Supreme Court told Texas they could not integrate their schools by simply mixing blacks and Hispanics (who
were legally white), but they had to integrate blacks, Mexican-Americans, and Anglos -- Mexican -Americans could not be
considered AWhite@ for integration purposes. Texas compares poorly in its treatment of and opportunities given MexicanAmerican in comparison to 4 other southwestern states.
Rodriguez case(1975) -- case filed by a Mexican American challenged the constitutionality of the property tax to finance public
schools because he argued (due to lower property values in the inner city as compared to the suburbs) that it perpetuated
unequal inferior inner city schools, which contributed to inner city students (primarily nonwhite) receiving an inferior education,
which meant they were at a disadvantage competing in the job market or attempting to enter college --end result -- these students
would end up in lower paying jobs, could then afford to live only in cheaper housing (located primarily in the inner city) and their
children (the second generation) would then be attending the same inferior schools and getting the same inferior education -perpetuating the APoverty Cycle.@ Although the Supreme Court did not contest his statistics, they ruled that the property tax
was constitutional -- thus perpetuating the inferior schools for inner city students.
Edgewood v Kirby(1989)--Texas Supreme Court ruled use of property tax as primary method of financing Texas public
Schools violated the Texas Constitution and Texas must close funding gap between wealthy and poor school districts.
Causes and Solutions to illegal alien problem :
Causes:
1. poverty in Mexico and Latin America,
2. lack of jobs,
3. high population growth,
4. U.S. projects itself as “land of opportunity” -- exaggerated,
5. U.S. employers knowingly recruit and hire them because no penalties,
6. inadequate border patrol -- kept this way deliberately by some groups lobbying Congress because they want cheap labor.
-Solutions:
1. penalize employers who knowingly hire,
2. beef up border patrol,
3. help Mexico with internal problems with more foreign aid,
4. change U.S. propaganda as “land of opportunity” -- don’t oversell U.S.,
5. quit recruiting illegal labor.
NEW IMMIGRATION REFORM AND CONTROL ACT OF 1986:
1. Increases by 50% the number of border patrol officers.
2. Grants to most undocumented aliens who came to the U.S. before Jan. 1, 1982 the right to become permanent resident
aliens (and eventually citizens).
3. Creates fines for employers who knowingly hire undocumented aliens and requires them to keep records.
4. Allows a certain number of aliens to come into the U.S. to serve as temporary farm workers.
Criticisms:
1. Hispanics fear that the fines will make employers hesitate to hire Hispanics (or anyone who “looks or sounds” foreign) = more
job discrimination,
2. Employers worry about keeping costly records,
3. Workers are worried that the temporary workers allowed in will be used to keep wages low,
4. Others fear the negative effect on Mexico and that it will worsen our relations with Mexico.
-Studies conflict as to whether illegal take jobs from U.S. workers -- most do pay taxes and don’t take social services for fear of
being caught.
Proximity of Mexico and how it affects Mexican - American Assimilation
-Because Mexico is so close, easy to travel back and forth, visit relatives.
-Spanish media in Southwest undermines attempts to learn English.
-In many Southwestern towns, Mexican Americans are a majority, so less need to learn English and assimilate; constant influx of
new immigrants from Mexico reinforces old language and cultural traditions -- all of this makes assimilation for MexicanAmericans more difficult than for other groups, thus assimilate slower.
21
ASIAN AMERICANS
CHINESE -- They were the first major Asian immigrants into the U.S., entering in the 1860s-1880--valued primarily as
cheap labor, especially in the building f the transcontinental railroad. They were viewed with suspicion from the
beginning, due to racial prejudice. They were stereotyped as Asly, cunning, devious, immoral, docile, drug
dealers, and labeled the “yellow peril.”
Three factors bothered Americans about the Chinese and other Asian immigrants:
1. Racial differences—they were the first nonwhite immigrant group coming to the US (excluding black slaves)
2. Religious differences—they were the first non-Christian group to enter the US (excluding black slaves)
3. Cultural differencdes—the Asian culture & Oriental mind viewed as “too different” to assimilate into US
society
CONCLUSION: For the above three reasons, the Chinese and later, other Asian immigrants, were viewed as
unable to assimilate into American culture and society
Chinese Exclusion Act of 1882—barred further Chinese immigrants from legally entering the US
JAPANESE-- With the barring of legal Chinese immigrants, Americans on the West coast, needing a new source of
cheap labor, turned to the Japanese, who began entering the U.S. from the 1880s until 1924, when a law was passed
barring any more Japanese immigrants from legally entering the U.S. Although the Japanese were viewed with slightly
less suspicion than the Chinese (due to their higher level of education), they still encountered much prejudice. Laws
passed in California prevented anyone born in Japan from (1) owning or leasing land for long periods of time and (2)
could not become a US citizen. They also faced social and economic discrimination and de facto segregation. The
fact that they competed very well economically, and became very successful farmers and businessmen threatened
many Americans. Laws were passed prohibiting anyone born in Japan from becoming a U.S. citizen, owning land in
California, or leasing it for long periods of time.
The Japanese attack on Pearl Harbor in December 1941 caused a wave of hysteria on the West coast. The federal
government was pressured to “do something” to rid the West coast of the “Japanese threat”—many Americans viewed
them as a security threat, more loyal to Japan than to the US. As a result, President Roosevelt signed an executive
order authorizing the removal of 114,000 Japanese Americans from the West coast and their detention in “detention
camps” in the interior of the western US from the spring of 1942 to early 1945. They had 48 hours to sell or get rid of
their assets, and could only take with them what they could carry. It’s estimated they lost 90% of their assets. In a
court suit filed by Japanese Americans protesting the constitutionality of this, the US Supreme Court, in the
Korematsu case, by a 6-3 vote, upheld this detention, even though 70%+ of these Japanese Americas were US
citizens. Economic pressure from labor unions, businesses, and farmers in California, along with racial prejudice, led
to this. Few Americans questioned this action.
Japanese Americans have a suit pending in the federal courts to get the earlier 1943 Korematsu decision reversed,
receive compensation for their losses, and get a formal apology from the U.S. government. A congressional
commission established by Congress in the 1980s o study the matter concluded: (1) there existed no real security or
military threat from the Japanese Americans, (2) FDR=s military advisors told him this was not necessary, and (3) this
relevant information was withheld from the Supreme Court prior to their 1943 decision. Clearly, this was a violation of
their constitutional rights, the Bill of Rights, and we simply assumed they might be guilty because of their race. There
never was one act of disloyalty or espionage ever proven against any Japanese American.
Based on the findings of this congressional commission, the US government issued a formal apology to Japanese
Americans for the internment, compensation was paid to survivors of the camps ($60.000 to each of the 60,000
survivors) over a ten year period.
QUESTION: Why did we only round up the Japanese Americans, and not the German or Italian Americans whose
mother countries we were also at war with?
TODAYBJapanese and Chinese Americans rank above the national average in both education and income. The top
four groups with the highest income are all Asian American. They have succeeded economically despite prejudice.
22
Why: Their strong work ethic, their emphasis on education, and the Asian cultural tradition of doing nothing to
embarrass the family.
23
FILM:
GUILTY BY REASON OF RACE
323.4 G962
1. Give examples of discrimination against Japanese Americans before World War II.
2. Discuss what happened to Japanese Americans after Pearl Harbor.
3. Explain the only way Japanese American internees could be released.
4. Explain the Korematsu decision and its significance B even today.
24
UNIT 3 THE PRESIDENCY
too powerful?
ISSUE: Is the President
1. Define and explain the significance of the following:
a. executive privilege
i. item, pocket and regular veto
b. impoundment
j. Vice President-duties and selection
c. Impoundment Act of 1974 (L)
k. Cabinet
d. Prize Cases (L)
l. Executive Office of President
e. War Powers Act of 1973
m. NSC, OMB, CEA
f. executive agreement
n. Only Channel Doctrine (L)
g. White House Office/staff
o. riders
h. Curtiss-Wright Case (L)
p. twenty fifth amendment
2.
Explain the type of president the framers of the Constitution intended to create and their
reasons. Discuss the various reasons for the growth of the presidency, reasons for our
recent reevaluation of this growth of presidential power, examples of abuses, and
examples of Congress’s reassertion of its powers. (L&T)
3.
List and explain the seven roles all presidents must play, the responsibilities and
powers of each, the changes in each role, and the reasons for these changes. (L&T)
4.
Explain the issue of impoundment, what is at stake, and Congress’s response. (L&T)
5.
Explain the controversy over the President’s war powers and Congress’s response.
(L&T)
6.
Compare and contrast the three views or theories on presidential power. (L)
7.
Discuss the process of impeachment and how it works.
LEARNING ACTIVITIES
Cummings and Wise, Ch. 13
(L) = lecture
(T) = textbook
(G) = glossary
Film:
American Women: Portraits In Courage”
305.42 A512
25
You need to get 3 things from this movie:
EXAMPLES OF DISCRIMINATION WOMEN FACED IN AMERICAN HISTORY
HOW WOMEN HAVE BEEN STEREOTYPED IN THE U.S. HISTORY
CONTRIBUTIONS WOMEN HAVE MADE TO OUR COUNTRY
(Women mentioned in film in order of appearance)
Sybil Luddington –
Deborah Sampson Gannett/Robert Shirtliff –
Abigail Adams –
Elizabeth Cady Stanton *** (Important)
Susan B. Anthony *** (Important)
Harriet Tubman -
Sojourner Truth -
Belva Lockwood -
Margaret Higgins Sanger -
10. “Mother” Mary Harris Jones -
11. Rosa Parks-
26
SEX DISCRIMINATION AND THE LAW
1. SOCIAL SECURITY LAWS
Women lose all of their husband’s social security benefits if the divorce occurs before the marriage has lasted 10
years. This hurts the non-working woman who had no career or gave it up to be a housewife and take care of the
kids.
***THE LAWS BELOW ARE STATE LAWS AND VARY FROM STATE TO STATE***
2. DIVORCE LAWS
In some states men may get a divorce from their wives on certain grounds (drunkenness or adultery) that the woman
cannot use against her husband to get a divorce.
3. INHERITANCE TAX LAWS
In some states the widow (a woman) still has to pay an inheritance tax on her husband’s estate. But the widower (a
man) pays a lower tax rate or no tax at all. (Even though men are financially more able to pay.)
4. PHYSICAL ABUSE
In some states, a wife still cannot sue her husband for beating her up. This goes back to the days when a wife was
her husband’s property, and he could do as he pleased. If he beat her, she “must have done something to deserve
it.”
5. NEGLIGENT INJURY
In some states, if a wife’s injuries lead to a loss of marital relations, the husband can sue the party responsible for his
wife’s injuries on the grounds of “loss of consortium.” But the wife cannot do the same if it’s the husband’s injuries
that lead to a loss of marital relations. It’s the old idea that sex is more important to men than women, so no big deal
if a woman loses it: (This was true in Texas until 1978.)
6. ALIMONY
In some states (Texas), alimony is forbidden. This penalizes the non-working woman who gave up her career to be a
housewife and mother. She often has no education or job skills to fall back on. Employers are often unwilling to hire
such women, especially if they are in their 50s or 60s.
7. RAPE
With the exception of several states, a husband cannot be charged with raping his wife--he has certain privileges.
Women’s groups argue if the couple is separated and/or undergoing a divorce, the woman should have legal
protection from being attacked by her husband.
8. CREDIT
Although a 1977 federal law prohibits discrimination for credit on the basis of sex, indications are that women still find
it more difficult to obtain credit due to the old stereotype they cannot manage money, have no business sense, can’t
balance a checkbook, etc.
9. JOBS & PAY
Although a 1963 federal law prohibits pay discrimination on the basis of sex and a 1964 law prohibits job
discrimination on the basis of sex. Women often find they are not seriously considered or hired for certain
“traditionally male” jobs (usually better paying and higher level jobs) or they are paid less for the same job. Women in
“traditionally female” jobs (nurses, teachers, secretaries) are often paid less than men in “traditionally male” jobs
(truck drivers, deliverymen, salesmen) even though the women’s jobs in these instances require more training and
education.
10. MANAGEMENT OF PROPERTY
In some states, despite community property laws, where both the husband and wife jointly own the property, the nonworking wife must allow her husband to manage all funds and property and he can make major business decisions
without her consent or signature, but she cannot without his.
27
UNIT 3 THE PRESIDENCY
ISSUE: Is the President too powerful?
1. Define and explain the significance of the following:
a. executive privilege
i. item, pocket and regular veto
b. impoundment
j. Vice President-duties and selection
c. Impoundment Act of 1974 (L)
k. Cabinet
d. Prize Cases (L)
l. Executive Office of President
e. War Powers Act of 1973
m. NSC, OMB, CEA
f. executive agreement
n. Only Channel Doctrine (L)
g. White House Office/staff
o. riders
h. Curtiss-Wright Case (L)
p. twenty fifth amendment
2.
Explain the type of president the framers of the Constitution intended to create and their reasons.
Discuss the various reasons for the growth of the presidency, reasons for our recent reevaluation of
this growth of presidential power, examples of abuses, and examples of Congress’s reassertion of
its powers. (L&T)
3.
List and explain the seven roles all presidents must play, the responsibilities and powers of each,
changes in each role, and the reasons for these changes. (L&T)
4.
Explain the issue of impoundment, what is at stake, and Congress’s response. (L&T)
5.
Explain the controversy over the President’s war powers and Congress’s response. (L&T)
6.
Compare and contrast the three views or theories on presidential power. (L)
7.
Discuss the process of impeachment and how it works.
e
LEARNING ACTIVITIES
Cummings and Wise, Ch. 13
(L) = lecture
(T) = textbook
(G) = glossary
28
UNIT 4 THE CONGRESS
ISSUE: Why is Congress so slow and seemingly ineffectual?
1. Define and explain the significance of the following:
a. House-Senate comparison
k. Appropriations Committee (L)
b. gerrymandering (G)
l. Ways and Means Committee (L)
c. one man (person)-one vote (L)
m. logrolling (L)]
d. caucus (G)
n. 1974 Impoundment Act
e. Rules Committee
o. 1973 War Powers Act
f. seniority system/rule(G)
p. oversight (L)
g. pigeonhole (L)
q. porkbarrel (L)
h. filibuster
r. Congressional Budget Office - CBO (L)
i. cloture
s. mark-up session (L)
j. conference committee
t. legislative veto
2. Discuss the various roles or functions of Congress. (L&T)
3. Discuss the make-up of Congress, its leadership structure, their roles and power. (L&T)
4. Discuss the various stages a successful bill must pass to become law, explaining the most important
step. Include an explanation of the committee system -- reasons for it, how it operates, its good points,
and the resulting problems. (L&T)
5. Discuss the original intent of the framers of our Constitution on Congress’s role, the reasons for the
declining role and influence of Congress, and Congress’s recent reforms and attempts to reassert itself.
(L&T)
6. Compare and discuss the two theories on the role of the congressperson (trustee & delegate) and the
pros and cons of each.
7. Discuss and evaluate the Dodd theory on the decline of Congress. (L)
8. Discuss and evaluate the various means Congress has at its disposal to influence and limit the President
and suggest further reforms needed. (L&T)
LEARNING ACTIVITIES:
Cummings and Wise, Ch. 12
Speaker handout
(L) = lecture
(T) = textbook
(G) = glossary
29
30
UNIT 5
THE JUDICICARY
PART A The National Judiciary
ISSUE: Is judicial activism desirable?
1. a. judicial review
g. policy question (L)
m. Missouri Plan (L)
b. have standing (L)
h. stare decisis
n. John Marshall
c. original jurisdiction
i. majority opinion
o. Earl Warren
d. appellate jurisdiction (L) j. concurring opinion
p. Warren Burger
e. writ of certiorari
k. dissenting opinion
q. William Rehnquist
f. rule of four
l. senatorial courtesy (L)
2.
Explain the five functions of the judiciary. (L&T)
3.
Define judicial review, explain its significance to our democracy. (L&T)
4.
Explain the passive nature of the judiciary and the implications. (L)
5.
Explain the structure and operation of the federal court system and how a case works its way up the
system to the U.S. Supreme Court. (L&T)
6.
Explain how the U.S. Supreme Court operates, the steps a case must take once it reaches the U.S.
Supreme Court until a decision is handed down, and the writing of the opinions. (L&T)
7.
Explain what factors influence the implementation of a Supreme Court decision. (L&T)
8.
Describe the federal judge selection process, the factors a President considers, and the
characteristics of the typical federal judge. (L&T)
9.
Compare and contrast the two theories on the role of the courts. (L&T)
10.
Explain the significance of the following Supreme Court decisions:
Marbury v. Madison, Brown v. Board of Education, Miranda v. Arizona, Roe v. Wade, and Webster
v. Reproductive Health Services. (L&T)
11.
Discuss and evaluate the role of the Supreme court in the United States, from John Marshall through
William Rehnquist, providing examples of its impact in the following areas: civil rights, civil liberties,
apportionment, criminal rights, and federalism. (L&T)
12.
Discuss and evaluate the checks on the Supreme Court. (L&T)
PART B The Criminal Justice System
ISSUE: What reforms are necessary for better justice?
1. Define and explain the significance of the following:
a. grand jury (L)
d. misdemeanor (L)
g. criminal case
b. petit jury (L)
e. felony (G)
h. plea bargain
c. indictment
f. civil case
2.
Explain jury selection and qualifications. (L)
LEARNING ACTIVITIES
Cummings and Wise, Ch. 15- The Federal Judiciary
31
UNIT 5B - THE CRIMINAL JUSTICE SYSTEM
I.
Background
1. The jury system was developed in England and brought over to the colonies
2.
It is based on the idea that most fair justice is based on being judged by a jury of your peers-people of your community
who share your values and sense of right and wrong.
3. Types:
Grand jury-decides if there is sufficient evidence to indict (formally charge) a suspect and bring him/her to trial-takes a
9-12 vote.
Petit jury-the trial jury which sits in the courtroom listening to evidence and decides guilt or innocence and sometimes punishment.
II
Requirements for Jury Trial
1. Guaranteed in all federal criminal trials and all federal civil trials where amount of dispute exceeds $20.
For state trials, U.S. Supreme Court has ruled jury trials must be offered if possible prison sentence could be at least 6 months.
III Size
1. Federal juries have historically been 12.
2. U.S. Supreme Court has ruled that state juries can be as small as 6.
IV Verdicts
1. Federal courts have historically required unanimous verdicts.
2. U.S. Supreme Court has ruled that state courts can have non-unanimous jury verdicts-10 of 12,or 5of 6.
V
Jury Qualifications
1. U.S. Citizen
2. 18 years of age
3. Legal resident of the state
4. Not convicted of or indicted for a felony
5. Of sound mind
VI Exemption-Automatic
1. Full-time student
2. Parent or legal guardian responsible for primary care for children under 10.
3. 65 or older
VII Selection Method
1. Old method-voter registration lists
2. Current method-drivers license lists
VIII
Compensation
1. Set by state-in Texas, a minimum of $6/day, a maximum of $30/day-set in 1975, counties decide
2. Employers prohibited by law from firing employee called for jury duty.
IX Challenges
Prosecuting and defense attorneys have an unlimited number of excluding potential jurors by a challenge for cause and a limited number
of peremptory challenges-not having to give a reason for excluding potential juror-a maximum of 15 for each side, depending on severity
of alleged crime.
X
Problems With Juries
1. Unwillingness to serve
2. Media publicity -makes it difficult to sometimes find 12 objective jurors, especially in highly publicized cases.
3. Time consuming-slows down the criminal justice process-selection of jury time plus trial time lengthens process.
4. Cost-must pay jurors
Occasionally in highly complex or technological cases, jurors may not understand complex evidence, leading to confusion and a possible
miscarriage of justice.
6. Juror may be more prone than trial judge to fall for courtroom tricks and theatrics and allow their prejudices and
XI Miscellaneous Terms
Indictment-a formal charge by a grand jury against a defendant, charging a violation of law, determining that the case will proceed to the
trial stage.
2. Misdemeanor- a minor crime that could lead to a small fine or jail sentence.
3. Felony- a major crime leading to a large fine and/or prison sentence.
4. Civil case/ a case involving a dispute between 2 parties and deals with rights, alleged injuries or harm, and seeks monetary damages
rather than punishment.
5. Criminal case- a case involving the alleged violation of law and court determines innocence or guilt and punishment.
6. Plea bargain- defendant pleads guilty to a lesser charge for a lighter sentence-many cases resolved this way; reduces backlog of cases
and heavy load of courts- without this, courts would be even more overloaded and overworked.
32
UNIT 6
THE BUREAUCRACY
PART A The Federal Bureaucracy
ISSUE: Who controls the bureaucracy?
1. Define and discuss the significance of:
a. spoils system
f. Triangle Alliance
b. merit system
g. legislative veto
c. Civil Service
h. oversight (L)
d. OMB
i. Parkinson=s law (L)
e. quasi - exec.-legis.-judicial powers (L)
j. Peter principle (L)
k. ombudsman
l. sunset law (L)
m. whistle blowers
2. Discuss the structure of the bureaucracy, including the Cabinet, the Executive Office of the President,
the 14 Cabinet level departments, the independent executive agencies, the independent regulatory
commissions, and the government corporations. Explain the functions, history, and growth of each.
(L&T)
3. List and discuss the functions of the bureaucracy. (L&T)
4. Discuss the reasons for the growth of the bureaucracy. (L&T)
5. Discuss bureaucratic policy making and the role of the President, Congress, the media, the public,
interest groups, and the courts. (L&T)
6. Explain the Triangle Alliance (iron triangle) and discuss the effects on bureaucratic operations and
decision making. (L&T)
7. Using the movie “The Regulators” as a guide, discuss the bureaucracy -- what it does, why it is so
indispensable and powerful, and the various groups attempting to influence the bureaucracy. Explain
the sources and limitations of presidential and congressional control over the bureaucracy and the
purpose and effects of the Civil Service System. What conclusions can you draw from the movie? (L,
movie, &T)
LEARNING ACTIVITIES
Cummings and Wise, Ch. 14-The Federal Bureaucracy
Movie: AThe Regulators: Our Invisible Government”
33
“THE REGULATORS: THE INVISIBLE GOVERNMENT” HANDOUT
328.3650 R344c
1. What is the role & influence of the following in the writing of the regulation:
1. The courts --
2. Interest groups -- Friends of the Earth & the utilities -- & goals of each
3. Congress --
4. The President --
5. The public --
6. Gordon Anderson --
2. The important steps or stages they went through to write the regulation:
3. Who seemed to be most influential in the writing of the regulation & why?
4. What was the effect of the vaguely worded statute passed by Congress --(to protect visibility in our
national parks)?
5. What was the debate or controversy over “integral vistas?”
6. List all the groups (mentioned in the movie) involved in the writing of the regulation:
7. Could Congress do this --write this regulation-- why or why not?
8. Conclusions you can draw --what does this movie tell you about how the bureaucracy operates-- its good
and bad points?
34
UNIT 7 FOREIGN AFFAIRS AND NATIONAL DEFENSE
1. Define and explain the significance of:
a. Isolationism
b. Monroe doctrine
c. Manifest Destiny
d. Gunboat diplomacy
e. United Nations
f. Containment
g. Marshall Plan
h. NATO
i. Domino theory (L)
j. Gulf of Tonkin Resolution
k.
l.
m.
n.
o.
p.
q.
r.
s.
t.
ISSUE:
Why did the
U.S. get
involved in
Vietnam?
Detente
M.A.D. B balance of terror/ strategic deterrence
Military industrial complex
Detente
Perestroika & Glasnost
War Powers Act
Bipartisanship
Joint Chiefs of Staff
SALT, START,
Pentagon
2. Discuss the history of U.S. foreign policy and the major past and present goals of American
foreign policy in this post-cold war world.
3. Explain the policy of containment.
4. Discuss the importance of the Vietnam experience: why the U.S. became involved, and the
aftereffects on U.S. foreign policy.
5. Explain U.S. foreign policy today in relation to the following areas: the Russia, China, E. & W.
Europe, Latin America, Africa, Asia, and the Middle East.
6. Explain these current problems in U.S. foreign policy:
a. President v. Congress
b. National security v. Democratic ideals and individual rights
c. Defense budget v. social programs
7. Explain the policy of strategic deterrence and Mutual Assured Destruction. (M.A.D.)
8. Explain why President Eisenhower warned Americans against the unwarranted influence of
military-industrial complex.
9. Discuss the recent reforms by Gorbachev & Yeltsin in the old Soviet Union/Russia and
changes and reforms in Eastern Europe and the Communist World. Explain how these
changes affect U.S. foreign and defense policy. Explain the debate over how the U.S.
should change its foreign and defense policies.
10. Discuss the post-cold war threats to the United States and Americas World role in the 1990s
and after 2000.
11. Discuss how foreign policy in middle, explaining the roles the President, Congress, the CIA,
NSC, the State Department, and the Defense Department
LEARNING ACTIVITIES
Cummings & Wise, Ch. 16
35
Film: “American Military Strength: Second to None”
36
UNIT 7 – FOREIGN AFFAIRS & DEFENSE
1. BIPARTISANSHIP – long standing practice in U.S. where both parties support the President and his foreign policy publicly.
Disputes should be private and once policy is decided, we should present a united front to the world.
2. DOMINO THEORY B a theory that when one country falls to the communists, neighboring countries would also be threatened
and eventually fall to the communists, like a Arow of dominoes@ - this coincided with containment.
3. GULF OF TONKIN RESOLUTION – VOTED BY Congress in 1964 authorizing President Johnson to take all necessary
measures to protect U.S. interests in Vietnam and prevent any further aggression. This is why LBJ argued he did not need a
declaration of war in Vietnam.
4. WAR POWERS ACT – passed by Congress in 1973 to limit the president’s powers as commander-in-chief and to prevent
undeclared wars like Vietnam—see unit of Presidency for details.
5. MILITARY INDUSTRIAL COMPLEX B the alliance between the Pentagon and Defense Dept. and large American
corporations with defense contracts. Eisenhower first warned of their powerful influence behind the scenes, constantly lobbying for
higher defense spending and more weapons systems - because it means more profits for them. Cost overruns and overcharging the
government for weapons and parts are recent charges being investigated.
U.S. FOREIGN POLICY TODAY
USSR—now RUSSIA: Our main enemy, mutual distrust, and more distrust today under Reagan than any other time
since the 1950s and McCarthy period. Russian leaders Gorbachev & Yeltsin pursed reforms, economic and political—will current
President Putin continue these changes? Is this a real change?
China: formerly another mistrusted foe, now a much friendlier relationship. Nixon opened up relations with China - one of his big
achievements.
Eastern Europe: no longer -- trend. Democracy & Capitalism under soviet and communist control and not Russia=s backyard—
some of these nations are being added to NATO
Western Europe: the U.S. has pledged to defend it from the Soviet Union/Russia, even with nuclear weapons if necessary—this
now seems unnecessary & outdated.
Latin America: we have long considered it our backyard and have used Agun-boat diplomacy@ interfering in their internal affairs
- a big brother attitude—this is why we are so disliked there—we often supported brutal dictators if they were seen as anticommunist.
Africa: usually ignored by the U.S. We were criticized in black Africa for supporting white-run south Africa and their apartheid
policy—we gradually pressured South Africa to change this policy
Asia: since Vietnam, we are reluctant to get involved, except to defend close allies like Japan, S. Korea, Australia, New Zealand,
and the Philippines.
Middle East: U.S. has always favored Israel over the Arab nations and we are disliked by Arabs for this. We didn=t care until
OPEC cutoff of oil to U.S. by Arab nations in 1973. Now we try to be more balanced and fair. We still support Israel though.
This has forced Arab nations to turn to Soviet Union for help. Our current involvement in Afghanistan to root out Osama bin Laden
and other terrorists responsible for the Sept. 11, 2001 terrorist’s attacks in the US do not make us popular in Muslim nations.
CURRENT PROBLEMS IN U.S. FOREIGN POLICY
President vs. Congress: controversy over who runs foreign policy and the president=s increasing domination - Congress left out
more and more - not a partner ship as envisioned by our founding fathers.
National Security vs. Democratic Ideals: sometimes, to protect our security and secrets, the Constitution, laws, or legal rights
have been violated. Ex: Japanese-American internment during WWII; censorship of news; bugging suspected subversives, etc.—
now we are targeting persons of a Middle Eastern and Muslim descent—especially men-- and holding hundreds without bringing
charges—as a result of the Sept. 11, 2001 terrorist attacks.
Defense Budget vs. Social Programs: Aguns vs. butter@ debate - the more we spend on defense, the less $ is left for social
programs - conservatives usually want to cut social programs and increase defense; liberals usually argue excessive defense
spending hurts social programs and the poor, elderly, and all of us because of cut programs.
SALT TREATIES: Salt I signed by Nixon with Russia to reduce spread of certain nuclear weapons. Salt II negotiated by Carter
never approved by U.S. Senate. Purpose of Salt: to reduce arms race and cut expense of defense. Reagan has negotiated a new
arms control agreement. Now President George W. Bush wants to repeal the treaty and build a missile defense system to protect the
37
US from attack by “rouge nations”—dictators who acquire nuclear weapons (ex.: N. Korea, possibly Iran, Iraq, etc.)
Unit 8--Government & the Economy & Promoting the General Welfare
1. Define and explain the significance of the following:
(From Ch. 17)
a. capitalism
(From Ch. 18)
b. laissez-faire
m. monopoly
c. fiscal policy
n. oligopoly
d. monetary policy
o. closed shop
e. supply-side economics
p. union shop
f. authorizations
q. "right to work" laws
g. appropriations
r. Social Security
h. deficit
s. entitlement programs
i. national debt
t. Medicare
j. tariff
u. Medicaid
k. balance of trade
l. balance of payments
From Chapter 17:
2. Explain how the United States has a mixed, or modified, free enterprise system in which both private industry and
government play important roles.
3. Explain how, during the New Deal of the 1930s, government for the first time began to assume a key role in the
nation's economic system.
4. Discuss the basic principles of laissez-faire economics, Keynesian economics, supply-side economics, and
monetarism.
5. Discuss the various fiscal and monetary tools used by the federal government to influence the shape of the
American economy: spending, taxing, borrowing, and the control of the supply of money and credit.
6. Explain the function of the Federal Reserve System.
7. Evaluate the state of the American economy in the 21st century.
From Chapter 18:
8. Discuss the emergence of the federal government as regulator of business and labor unions.
9. Describe the basic demands and achievements of the consumer movement.
10. Discuss the importance of social-welfare programs such as Social Security, Medicare, unemployment insurance,
food stamps, and Medicaid.
11. Discuss the nature of the crisis in the social security system, including the problems of the Medicare program.
12. Discuss the rising cost of health care, and the debate over the role of the federal government in providing access
to health care for all Americans.
13. Identify and evaluate potential conflicts between the nation's environmental concerns and its energy
needs. Learning Activities:
Cummings & Wise, Ch. 17 & 18
38
INTERNET ASSIGNMENT: Government 2302
(2 web assignments are required—ASSIGNMENT DUE AT END OF UNIT )
UNIT 1 Web Activity
1. The American Civil Liberties Union (ACLU) is an organization devoted to protecting basic civil
liberties. Access the ACLU home page at: http://www.aclu.org and answer the following questions:
a. What specific issues does the organization protect? In what ways does the ACLU attempt to
protect civil liberties? Comment on the necessity of the methods and identify current court cases in which
the ACLU is involved. Finally, describe the reasons why the organization is involved.
b. Choose any three (3) issues and discuss how the ACLU addresses them--their position or stand on
those issues.
c. What are your conclusions about the ACLU? Would you join the organization? Why or why not?
On which issues do you agree with their position and on which do you disagree?
_______________________________________________________________________________________________
UNIT 2 Web Activity
1. When the Equal Rights Amendment (ERA)
(http://www.now.org/issues/economic/eratext.html) failed in 1982, some claimed that the ERA
was "dead in the water." Supporters now seem to have renewed their commitment to see it passed. What
is the ERA, and what will it provide (according to both its critics and its supporters)? Access these Web sites
for additional assistance in your research to complete this assignment:
a. National Organization of Women (NOW) at www.nor.org
b. Eagle Forum at http://eagleforum.org
Based on your research, do you favor or oppose the ERA and WHY?
UNIT 3 Web Activity
1. Go to the American Presidents Web site at www.americanpresidents.org/ and write brief
political biographies of George Washington, Thomas Jefferson, Abraham Lincoln, Teddy Roosevelt, Woodrow
Wilson, Franklin Roosevelt and one other of YOUR choice. What were their challenges as presidents? What
were their triumphs and defeats? What is their legacy for future presidents? Emphasize accomplishments,
challenges, failures, and their legacy.
___________________________________________________________________________
39
UNIT 4 Web Activity
1. Using www.house.gov and www.senate.gov answer the following questions regarding Congress:
List the members of Congress from Texas—the two US Senators and all 30 representatives. Include
their district number, party affiliation, ethnic background, gender, occupation, religion, term(s) of
office, and committee assignments. Provide more detail on the 2 US Senators and the US
Representative representing your county. What conclusions can you draw from these
characteristics?
______________________________________________________________________________________________
__
UNIT 5 Web Activity
1. Go to the U.S. Supreme Court Web site at www.supremecourtus.gov and write on the following
points:
a. The history of the Supreme Court
b. How many justices have sat on the Court, and who served as chief justice?
c. What are the traditions and procedures of the institution?
d. Briefly discuss any three cases the Court has heard in the last year and their decision in each.
_______________________________________________________________________________________________
UNIT 6 Web Activity
1. List the 14 cabinet departments by year of establishment using the FirstGov Web site at
www.FirstGov.gov (click on to the "Executive Branch" link) and list the secretaries of each department.
Also, list the duties and functions for each department, the number of employees, their latest budget, and
what services each provides for the American government. Which ones are more relevant, and which would
you eliminate from government? Explain the reasons for your answer.
_______________________________________________________________________________________________
UNIT 7 Web Activity
1. Visit the U.S. State Department Web site at www.state.gov and discuss the following:
a. the mission of the State Department
b. the services provided by the Department
c. choose any one of the regions the Department is responsible for and analyze the mission and role of the
United States in that region
40
d. what are the policy objectives in that region and how are they implemented?
e. based on what you know about this region, are these objectives realistic--why or why not?
ODESSA COLLEGE CODE OF STUDENT CLASSROOM
BEHAVIOR
How well you do in college is connected, at least in part, to how well you can adjust to the various
expectations attached to your new role as a college student. Teachers will judge you by how well or poorly
you conform to their expectations of a successful student. These guidelines do not represent those of all
instructors, but it pays you to know, in general, what behaviors define a Good Student. Obviously, each
teacher in each course may have slightly different expectations that you should ask about if they are not
made clear to you early in the semester.
What follows is a general description of what many teachers here at Odessa College expect from their good
students:
1. Good Students behave in ways that enhance the learning experience for everyone in the class.
1.
2.
3.
4.
5.
6.
7.
They attend regularly and come to class prepared even after an absence;
They arrive on time and stay for the entire class;
They are engaged during class, often actively participating in lecture and discussion;
They leave cellular phones, beepers, and other electronic equipment turned off during class:
They are attentive during class, not whispering, giggling, or holding side conversations;
They use appropriate language in class: no profanity or foul language;
They wear clothing that allows them to participate fully in class activities, clothing which does not distract
others in class;
8. They stay on task, using class time to work on projects related to that class, rather than reading for or working
on projects related to other classes;
9. They avoid using tobacco during class or eating or drinking in classes where it is inappropriate;
2. Good students practice personal and academic integrity.
1.
2.
3.
4.
They do not cheat in or out of class on tests and quizzes;
They do not plagiarize on assignments: hand in the work of others as their own;
They do not lie or make excuses;
They complete assignments, projects, papers, and exams in a timely manner.
3. Good students respect the dignity of all people.
1. They do not compromise or demean the dignity of others by taunting, teasing, insulting, sexually harassing or
discriminating;
2. They respect the opinions of others in the class;
3. They do not engage in theft, vandalism, or malicious damage of property;
4. They encourage the equal rights and treatment of all students, regardless of age, gender, race, religion, ethnic
heritage, socioeconomic status, sexual orientation and/or political ideology.
41
Professor’s Pet Peeves:
$
$
$
$
$
$
$
Excessive absences
Don=t walk in late B after roll is taken & door is closed
Don=t Fall asleep - during class
Don=t talk during class
Don=t work on other assignments or read other materials during class
don=t leave prior to the end of class without instructor=s approval
No cellular telephones, beepers, or other similar forms of telecommunications
4. Good students are responsible for their own needs.
$ They recognize it is their responsibility to communicate any problems or concerns to the appropriate Odessa
college personnel, such as instructors, counselors, and coaches. This includes extended absences, health
problems, job conflicts, emergencies, incarcerations, family problems, and documented learning disabilities;
$ They follow appropriate procedures if they a grievance. After discussing the problem with the instructor, coach,
or counselor first, they proceed in a hierarchical order as diagramed below, following the steps outlined in the
Student Right to Due Process, available in full text from the office of the Vice-President for Student Life.
Student

Instructor/Coach/Counselor

Department Chairperson

Division Dean

Vice President

President of Odessa College

Board of Trustees
42
MIDWINTER 2001-2002 SCHEDULE
Unit 1 B Civil Liberties
12/27, 12/28
Test # 1 B Unit 1
Monday, Jan. 2
Unit 2 B Civil Rights
1/2, 1/3
Test #2 B Unit 2
Friday, Jan. 4
Unit 3 B Presidency
1/4
NO CLASS ON MONDAY, JAN. 7
WORK ON WEB ASSIGNMENTS
Unit 4 B Congress
1/8
Test #3 B Units 3 & 4
Wednesday, Jan. 9
Unit 5 B The Judiciary
1/9
Unit 6 B The Bureaucracy
1/10
Unit 7 B Foreign Affairs & Defense
1/11
FINAL EXAM B 2 over (UNITS 5, 6 &7)
& 2 over (Units 1- 4)
Friday, Jan. 11 B 1 P.M.
43
SUMMER I SCHEDULE
Unit 1 - Civil Liberties
5/29, 5/30, 5/31, 6/4
Unit 2 - Civil Rights
6/5, 6/6, 6/7, 6/11, 6/12, 6/13
Unit 3 - Presidency
6/14, 6/18, 6/19, 6/20
Unit 4 - Congress
6/21, 6/25, 6/26
Unit 5 - Judiciary
6/27, 6/28
44
SUMMER II SESSION
Unit 1 - Civil Liberties
7/10, 7/11, 7/12, 7/13,
Unit 2 - Civil Rights
7/17, 7/18, 7/19, 7/20, 7/24
Unit 3 - Presidency
7/25, 7/26, 7/27, 7/31
Unit 4 - Congress
8/1, 8/2, 8/3
Unit 5 - Judiciary
8/7, 8/8, 8/9, 8/10
45
46
Unit 1 B Civil Liberties
12/27, 12/28
Test # 1 B Unit 1
Wed., Dec. 29
Unit 2 B Civil Rights
(necessary)
12/29, 12/30, & 12/31
News Quiz #1
Thurs., Dec. 30
Test #2 B Unit 2
Mon., Jan. 3
Unit 3 B Presidency
1/3, 1/4
Unit 4 B Congress
1/4, 1/5
News Quiz #1
Wed., Jan. 5
Test #3 B Units 3 & 4
Thurs., Jan. 6
Unit 5 B The Judiciary
1/6, 1/7
Unit 6 B The Bureaucracy
1/7
Unit 7 B Foreign Affairs & Defense
1/7
Unit 8 – Managing the Economy &
Promoting the General Welfare
1/7
Mon., Jan. 10 B 1 P.M.
FINAL EXAM B 2 over (UNITS 5, 6 &7)
& 2 over (Units 1- 4)
47
FALL GOVERNMENT 2302 SCHEDULE
M-W-F- Classes
Unit 1 - Civil Liberties
8/31, 9/2, 9/4, 9/14, 9/16
Unit 2 - Civil Rights
9/16, 9/18, 9/21, 9/23, 9/25, 9/28, 9/30, 10/2, 10/5
Unit 3 - Presidency
10/9, 10/12, 10/14, 10/19, 10/21, 10/23
Unit 4 - Congress
10/26, 10/28, 10/30, 11/2, 11/4, 11/6
Unit 5 - Judiciary
11/11, 11/13, 11/16, 11/18, 11/20, 11/23, 11/30
Unit 6 - Bureaucracy
12/2, 12/4, 12/7, 12/9, 12/11
Unit 7 – Foreign Affairs & Defense
12/11
Unit 8 – Managing the Economy &
12/11
Promoting the General Welfare
FINAL EXAM -- 2 OVER UNITS 5-6 & 7 2 OVER UNITS 1-4--:
48
FALL GOVERNMENT 2302 SCHEDULE
Tues.-Thurs. Classes
Unit 1B Civil Liberties
8/24, 8/29, 8/31, 9/5, 9/79/12
Unit 2BCivil Rights
9/19, 9/21, 9/26, 9/28, 10/3, 10/5, 10/10
Unit 3BPresidency
10/17, 10/19, 10/24, 10/26, 10/31
Unit 4BCongress
10/31, 11/2, 11/7, 11/9
Unit 5BThe Judiciary
11/16, 11/28, 11/30
Unit 6BThe Bureaucracy
12/5, 12/7
Unit 7- Foreign Affairs &
Defense
12/7
Unit 8- Managing the Economy
& Promoting the General Welfare
12/7
FINAL EXAM B1/2 OVER UNITS 5 & 6 & 7 & 8) AND 2 OVER UNITS 1-5--THURSDAY,
DECEMBER 12, 8-10:30 AM
49
SPRING 2002 GOVERNMENT 2302 SCHEDULE
M-W-F- Classes
Unit 1 - Civil Liberties
1/14, 1/16, 1/18, 1/23, 1/25, 1/28, 1/31
EXAM #1 (UNIT 1)—Friday, February 1
Unit 2 - Civil Rights
2/6, 2/8, 2/11, 2/13, 2/15, 2/18, 2/20, 2/22, 2/25
EXAM #2 (UNIT 2)—Wednesday, February 27
Unit 3 - Presidency
3/1, 3/4, 3/6, 3/8, 3/18, 3/209, 3/22
SPRING BREAK—MARCH 11-16
Unit 4 - Congress
3/25, 3/27, 4/1, 4/3, 4/5, 4/8
EXAM #3 (UNITS 3 & 4)—Wednesday, April 10
Unit 5 - Judiciary
4/12, 4/15, 4/17, 4/19, 4/22, 4/24, 4/26
Unit 6 - Bureaucracy
4/29, 5/1, 5/3
Unit 7 - Foreign Affairs &
Defense
5/3
Unit 8 – Managing the Economy
& Promoting the General Welfare
5/3
FINAL EXAM –(2 OVER UNITS 5-6-7-8 & 2 OVER UNITS 1-4)--MONDAY, MAY 6—11-1:30
50
GOVERNMENT 2302 SCHEDULE
Thursday Evening Class
Unit 1 - Civil Liberties
1/18, 1/25
Unit 2 - Civil Rights
2/1, 2/8, 2/15, 2/22
Unit 3 - Presidency
3/1, 3/8, 3/22
Unit 4 - Congress
3/29, 4/7
Unit 5 - Judiciary 4/12, 4/19, 4/26
Unit 6 - Bureaucracy
4/26, 5/3
Unit 7 - Foreign Affairs &
Defense
5/3
Unit 8 – Managing the Economy
& Promoting the General Welfare
5/3
FINAL EXAM -- 2 OVER UNITS 5-6-7-8 & 2 OVER UNITS 1-4---ENT 2302 SCHEDULE -- SPRING 2001
51