AP GOVERNMENT
Room 210
Course Description:
AP United States Government explores the structure and dynamics of national government,
providing a broad-based introduction to the ideas and institutions that shape public policies in the
contemporary United States. We will be discussing each topic from a historical perspective while
simultaneously placing them in the context of current events. The ultimate goal of this course will
be to create effective citizens who can function within the democratic framework that has been
established in the United States. However, the express purpose of this course is to prepare
students to take the AP Exam for U.S Government and Politics.
The course is for all intents and purposes taught on a college level and it requires a substantial
amount of reading and preparation for every class. The objectives of this course go beyond a
basic analysis of how our government “works.” Students will develop a critical understanding of
the strengths and weaknesses of the political system in the United States, as well as their rights
and responsibilities as citizens.
Students are responsible for keeping up with events in the news. Most classes will begin with a
discussion of current events (public policy, international relations, etc.). The current events will
provide concrete connections for each lesson. Students will need to skim the front page of the
New York Times, Washington Post or Washington Times, listen to NPR or another radio news
program, watch a TV news station such as CNN, FOX , PBS or access a reliable online source.
Articles from the newspapers and magazines will be used in class in addition to segments from
news programming and appropriate documentaries. For an enriched experience, students are
encouraged to read the Economist, watch C-SPAN’s coverage and access political Web sites.
Textbook
Edwards, George C. III, Martin P. Wattenberg, and Robert L. Lineberry.
Government in America: People, Politics, and Policy, 11th ed. New York:
Longman, 2004.
Lanahan Readings in the American Politity, 3rd Edition
Additional Readings: U.S. Constitution; John Locke (Second
Treatise excerpts), Federalist Papers
Note – A special thanks goes to David LaShomb a long time high school teacher from the state
of Minnesota who shared his AP Government files at a class he taught for AP Government
teachers. The structure of the class and many of the resources are attributed to him.
Course Format:
The following units will be explored:
*Constitutional Underpinnings of united States Government
*Political Beliefs and Behaviors
*Political Parties, Interest Groups, and Mass Media
*Institutions of National Government: The Congress, the Presidency, the Bureaucracy, and the
Federal Courts
*Public Policy
*Civil Rights and Civil Liberties
Grading
Your grade will be calculated in the following manner:
Writing Log
20%
Connections / Folder
10%
Projects / Papers / Etc.
10%
Attend a local meeting or political function
10%
Quizzes
10%
Tests
40%
Your final percentage total will be rounded to the nearest whole percentage and you will be
assigned a letter grade based on the following grading scale:
100-94
93-90
89-88
87-83
A
AB+
B
82-80
79-78
77-73
72-70
BC+
C
C-
69-68
67-63
62-60
59-0
D+
D
DE
Each marking period will count as 40% of your semester grade with the semester exam counting
as 20%.
Writing Log
You will write in your writing log 3 to 5 times a week on a topic related to class. Typically, this
assignment will revolve around a current event relative to the unit that we are studying. For
example, you will analyze political cartoons, graphs and charts. In addition, you will incorporate
current data, historical documents, and interpret data from maps. Also, you will analyze select
articles and film in your writing log.
The writing log is the forum for timed writings where you will answer numerous free–response
questions with essays that will develop your ability to analyze and interpret the structure and
actors within American government and politics. These essays will prepare you for the essay
section of the AP U.S. Government and Politics Exam and for class tests where 25% of the
questions are based on historical documents or modern data.
Connections / Folder
Throughout each unit you must keep track of connections you make
between what we are studying in class and current events. When you come across a situation that
reminds you of an issue, event, or idea that we have studied in class, write it down or clip it
out (your list can include pictures, cartoons, articles from magazines, etc.). You must be explicit
in your connections. On each due date, 5 well-explained connections will be submitted for
evaluation. Also, you are required to keep all assignments, handouts and “connections” in an
orderly folder. Your folders will be turned in at the end of the marking period and awarded
points based on content, completeness and order.
Projects and Papers
Each marking period students will have a project and / or paper.
Late Homework and Assignments
Any assignment turned in after the due date will be considered late and will be worth a maximum
of 50% credit. Any student who misses work or tests due to an absence should consult the website
to see what assignments they missed. In many cases, the work can be downloaded directly from
my website. If you are absent on the due date, the assignment must be turned in on the day of
your return -- if the assignment was made with your knowledge prior to your absence. Otherwise,
your grace period will equal the number of days of your excused absence. Special circumstances
can be negotiated.
Completing assignments and submitting them for evaluation is required for earning credit for the
class. Students not completing assignments will receive an “Incomplete” for the class. Students
have two weeks after the semester ends to make-up any “Incompletes.” If assignments are not
submitted within two weeks the student’s grade will become an “E.”
Tests and quizzes must be made-up within two days of the students return to school.
Prep Period / Conference Hour
I am available from 8:00-8:20 a.m., during my 1st hour prep period, after school or by
appointment. Students are welcome to stop by and talk.
Students Expectations
1. You are here to learn!
2. Be in your seat, ready to go, when the bell rings.
3. Bring all materials necessary to function in class with you
(paper, pen/pencil, folder, writing log, and text).
4. Treat school property and all people in the room with respect.
-- No food, pop, Ipods or headphones in the classroom-Student/Teacher Behavior
We will respect the feelings, opinions, and efforts of each other. When one person has the floor,
everyone in the class will give their undivided attention without undue interruptions. Students
should question what they do not understand, and respectfully disagree with points that conflict
with their views. The teacher has the responsibility to keep the class moving in a productive
manner. Therefore, I will limit discussions that are either inappropriate or are going nowhere. If
behavior problems occur, the teacher and students directly involved will discuss the problems,
solutions and sanctions at a time and place designated by the teacher.
Disciplinary Action
If you are asked to leave the room you receive a zero for the day and will be referred to the
principal or assistant principal for disciplinary action. This will be considered an absence.
Underpinnings of American Government
A. OBJECTIVE: The student will understand how the US government originated; delving into
the framers philosophical differences, and eventually arriving at how federalism, the separation of
powers and the Bill of Rights, evolved. Basic democratic principles and the development of a
republican government will be established.
The following questions will be addressed:
What is the purpose of government? What was the founders’ view of the purpose of government
and the role of the citizen in the American Republic? Are these views still relevant at the close of
the millennium? How does the constitution underpin U.S. government? The concept
of “checks and balances” was a novel idea in the 18th century. Why? How does
Madison’s concept of checks and balances challenge popular understanding of
Montesquieu’s theory of separation of powers?
The following questions will be addressed over federalism: Why did the Anti-Federalists fear this
new system? Does this new system strengthen or weaken the concept of separation of powers?
Why or why not? What are the powers of state and local governments in an era of “new
federalism” and devolution? What influence should the federal government have over state and
local issues such as education, affirmative action, abortion, and the environment?
B. READINGS:
1. Edwards: pp. 2-24, 26-93, 698-704
2. Lanahan: pp. 59-64; pp. 65-71; pp. 79-86
C. OTHER SELECT MATERIALS:
Sections of the Articles of Confederation, the Constitution, and the Federalist
Papers; modern commentary on federalism; essay writing rubrics handout.
D. Terms and Concepts:
1. Government
3. majority rule
5. pluralist theory
7. hyperpluralism
9. liberals
11. Constitution
12. Articles of Confederation
14. New Jersey Plan
16. Conneticut Compromise
18. Separation of powers
19. republic
21. Anti-Federalists
23. Marbury v. Madison
25. federalism
27. Tenth Amendment
29. Enumerated powers
30. elastic clause
32. full faith + credit
34. fiscal federalism
36. project grant
38. block grants
40. John Locke
42. David Hume
44. C. Wright Mills
46. Devolution
E. WRITING LOG
2. democracy
4. minority rights
6. elite + class theory
8. policy gridlock
10. conservatives
12. limited government
13. Shay’s Rebellion
15. Virginia Plan
17. Writ of Habeus Corpus
19. Checks and Balances
20. Federalists
22. Federalist papers
24. Judicial review
26. Supremacy clause
28. McCulloch v. Maryland
29. implied powers
31. Gibbons v. Ogden
33. extradition
35. categorical grants
37. formula grant
39. US v. Lopez
41. Hobbes
43. Richard Hofstadter
45. James Madison
47. politics
-- Lanahan Readings
During the course of this unit, students will complete the following readings and address the
questions in their writing logs.
Readings: pp. 59-64 Hofstadter’s “The American Political Tradition”
1. Why did Hofstadter view the founding fathers as selfish and untrustworthy?
2. According to the founding fathers, what was going to control man?
3. What type of government did the founding fathers attempt to develop?
4. Why didn’t the founding fathers attempt to change man?
5. What was the founding fathers’ greatest fear?
6. What three devices were distinguished by a federal Constitution?
a.
b.
c.
7. What did the Fathers mean by liberty?
8. Why was “property” a central issue?
9. Who would “umpire” this strife?
Lanahan’s pp. 65-71- Madison’s “The Federalist No. 10”
1.What was Madison’s interpretation of “Faction”?
2. How does Madison attempt to control factions?
3. Why did Madison wish to leave factions alone and attempt to not control them?
4. Describe Madison’s two methods to cure factionalism.
a.
b.
5. What is at the root of factionalism?
6. In the 1700’s, what provided the breakdown between one faction and another?
7. What is the difference between a democracy and a republic?
8. How did the Constitution, according to Madison, resolve the problem of one government
becoming too powerful?
9. What are the remedies to resolving the diseases of a republican government?
Lanahan pp. 79-86 C. Wright Mills -- “The Power Elite”
1. Who are the power elite?
2. Are the power elite solitary rulers?
3. What has happened to the decentralized power elites?
4. Why is the military a force to be dealt with?
5. What has brought the three institutions of the power elite together?
6. What type of political organization has the power elite established?
7. Why do the masses accept such control by the power elites?
Political Beliefs and Behaviors
A. Objective -- Students will understand the development of the political culture, integrating
how beliefs and behaviors are established by the social demographics of society. Political
participation is expanded beyond simple voting patters and scientists need to understand why
citizens participate, and in what context, to determine their political differences while establishing
a legitimate polity. This unit will include:
1. Beliefs that citizens hold about their government + its leaders.
2. Processes by which citizens learn about politics.
3. The nature, sources, and consequences of public opinion.
4. The ways in which citizens vote and otherwise participate
politically.
5. Factors that influence citizens to differ from one another in terms of political beliefs
and behaviors.
6. Interest group development outlining the range of interests,
activities, their effects on the political process, and the unique role of PACS.
7. The functions and structures of the mass media as it impacts politics.
The following questions will be addressed:
How do we come by our political beliefs? What are the sources of public opinion? What is
“political culture,” and is there a unique American political culture? What is the “political
spectrum”? How do these political beliefs define who we are as citizens? What does it mean to be
a citizen? What is the role of the citizen in a civil society? Which citizens vote and why? What is
the relationship between individual rights and the needs of the larger community? Is democracy
in America healthy and viable today?
B. Read: Lineberry pp. L-pp. 172-203, 206-233, 322-350
Lanahan: pp. 86-95, 95-101
C. Terms and Concepts:
1. demography
3. political culture
5. random sampling
7. exit poll
9. media event
11. sound bites
13. liberals
15. conservatives
17. reactionaries
19. Middle of the road
21. elite theory
23. Olson’s law of large groups
25. lobbying
27. PACS
29. push-polling
D. WRITING LOG
2. melting pot
4. political socialization
6. random-digit dialing
8. political ideology
10. narrowcasting
12. talking head
14. political spectrum
16. moderates
18. radicals
20. pluralist theory
22. hyperpluralist theory
24.Single issue group
26. electioneering
28. amicus curiae
-- Lanahan Readings
During the course of this unit, students will complete the following readings and address the
questions in their writing logs.
pp. 86-95 - Domhoff’s “Diversity in the Power Elite”
1. Who comprises the new diversity?
2. How has this diversity impacted the power elite?
3. Can an Alger become an elite?
4. What were Mills three institutional hierarchies?
5. What is the comfort zone to enter the power elite?
6. Why are women at such a disadvantage?
7. Why were minorities shunned at West Point?
8. How did Colin Powell infiltrate the power elite?
9. What others have joined the power elite?
10. Are they any different from the former power elite?
11. What is the major obstacle to individual fulfillment?
95-101: Dahl’s “ Who Governs, A Preface to Democratic Theory”
1. What is the difference between the political stratum and the apolitical stratum?
2. According to Dahl, how is power distributed in America?
3. Who is holding the political leader captive?
4. Why are relationships between leaders and constituent reciprocal?
5. Who constitutes the political stratum?
6. What are some of the political qualities of the apolitical strata?
7. Can anybody break into the political stratum? How?
8. Why would a political elite deal with certain issues? is this the same self-interest the founding
fathers believed in?
9. What comprises the making of governmental decisions?
10 What is at the core of political decision making?
Political Parties, Interest Groups, and Mass Media
A. Objective -- Becoming participating citizens is at the foundation of students understanding the
party process. Effective sufferage is a fundamental principle of a democracy and the political
party provides the access. The development of parties, the campaign road to election day and the
overwhelming financial structures that have infiltrated the political process are necessary to
defining party involvement. The two party system will be scrutinized along with the importance
of third party development. This unit will include:
1. The functions, development and organization of political parties.
2. The electoral process.
3. Campaign financing
4. Parties impact on the political process.
The following questions will be addressed:
Campaigns and Elections: Is this the best system to develop and select leaders?
Are citizens well served by the current process?
Media: What role do the media play in elections and shaping public opinion? Is
the media an impartial observer or an active participant in political elections and
in the formation of public policy?
Elections: How are candidates selected to run for office? What role is played by
party organizations, PACs, and money generally in campaigns? What roles do
these groups play in the electoral process? What role should they play? Should the
present campaign system be overhauled and reformed?
Mass Movement Politics: Political Parties, Interest Groups, and Mass Movement
Politics: What is the difference between a Democrat and a Republican? Are there
other options beyond these two choices? Political parties and interest groups are
not mentioned in the constitution yet they play a critical role. How? Why? Do they
serve our democracy or are they an obstacle? How do interest groups influence
government decisions and policy making?
B. Readings: Edwards: pp. 236-264, 266-320
Lanahan: pp. 611-618
C. Terms and Concepts:
1. Political Party
3. nomination
5. ticket-splitting
7. Patronage
9. closed primaries
11. blanket primaries
13. national convention
15. national chairperson
17. Party dealignment
19. partisan politics
21. Independent party
23. Republican party
24. Winner-take-all system
27. coalition government
29. campaign strategy
31. caucus
33. McGovern Fraser Commission
35. Frontloading
37. Federal Election Campaign Act
39. soft money
41. Buckley v. Valeo
43. 2000 Presidential Election
45. Political efficacy
47. Turnout Bias
49. Electoral College
D. WRITING LOG
1
2. Two-party system
4. Rational Choice Theory
6. Party machines
8. Initiative/Referendum
10. open primaries
12. Colorado v. FEC
4. national committee
16. coalition
18. party neutrality
20. third party
22. Democratic party
24. single member plurality
26. Proportional representation
28. gridlock
30. national party convention
32. primaries
34. Superdelegates
36. party platform
38. FEC
40. PACS
42. Selective Perception
44. Sufferage
46. Motor Voter Act
48. Policy Voting
50. Retrospective Voting
-- Lanahan Readings
During the course of this unit, students will complete the following readings and address the
questions in their writing logs.
Lanahan pp.611-618: “I Ain’t Got Time to Bleed”
1. Who did Governor Ventura appeal to during his campaign?
2. What word isn’t a part of Governor Ventura’s vocabulary? Has it been true?
3. What is the idea, according to Governor Ventura, that is most distructive?
4. Describe two reasons why Governor Ventura was successful?
5. What major issue did Governor Ventura address?
6. How did Governor Ventura use the media to his advantage?
7. What doesn’t appeal to Governor Ventura concerning his position as governor?
Executive Branch/Bureaucracy
A. Objective -- The first Constitution neglected this branch, but the second Constitution zeroed in
on establishing a leader who would have to work with Congress in perpetuating a democratic
society. The President is given few distinctive formal powers , but, over time, has established
effective informal powers in managing what has become a huge bureaucracy. As the country has
grown, presidential powers have evolved. The student will:
1. explain the formal and informal executive powers.
2. determine how the federal bureaucracy functions.
3. describe how the executive branch fits into the budget development process.
4. describe how the executive branch balances its power with the judicial branch.
5. determine qualities of leadership of a president.
B. Readings: Lineberry- pp. 392-427, 471-499.
Lanahan--pp. 215-221; pp. 273-279
C. Terms and concepts:
1. Twenty-second Amendment
3. Watergate
5. cabinet
7. Council of Economic Advisors (CEA)
2. impeachment
4. Twenty-fifth Amendment
6. National Security Council
8. Office of Management and Budget
9. veto
11. presidential coattails
13. legislative veto
15. Civil Servants
17. Office of Personnel Management
19. bureaucracy
21. Cabinet Departments
23. FCC
25. SEC
27. Independent executive agencies
29. standard operating procedures
31. regulation
33. command and control policy
35. executive orders
37. Issue Networks
D. WRITING LOG
10. pocket veto
12. War Power Resolution
14. crisis
16. patronage
18. Weberian Model
20. Cabinet
22. Independent Regulatory Agency
24. FTC
26. Gov’t Corporations
28. Policy implementation
30. administrative discretion
32. deregulation
34. incentive system
36. iron triangles
-- Lanahan Readings
During the course of this unit, students will complete the following readings and address the
questions in their writing logs.
pp. 215-221 “Presidential Power and the Modern President”
1. Why do presidents find leading so frustrating?
2. According to the author, what true powers does the president possess?
3. Are the powers separated or shared with Congress and the Judicial Branch?
4. What advantages does the president have over those two other federal bodies?
5. One of the keys to the power of persuasion is the power to accomplish what mission?
6. Why might presidents look back at the Cold War as an era of stability, authority and glamour?
Lanahan readings: pp. 273-279 “. . .A Government of Strangers”
1. What is the purpose of a bureaucrat?
2. Why is the bureaucracy such a mystery?
3. Why does the president find the bureaucracy so frustrating to the implementation of policy?
4. Define Iron Triangle?
5. How can a bureaucrat sabotage his president?
6. How can a president respond to such sabotage?
7. Why is the bureaucracy often referred to as subgovernments?
Congress and Appropriation Process
A. Objective- Article I of the Constitution delegates formal and informal legislative powers to
the halls of Congress. This institution balances its power with the executive and judicial branches
of government, an intricate balance that evolves and changes over time. The issue of divided
government promotes a process that often can lead from legislative gridlock to true nonpartisanship in dealing with numerous policy issues including how to establish a national budget.
The student will:
1. understand the powers of Congress.
2. determine the make-up of the current House and Senate.
3. analyze how Congress and the President undertake the arduous
task of developing an annual budget.
B. Readings: Edwards- pp. 352-388; pp. 434-464
Lanahan pp: 170-177; pp. 183-185
C. Term and Concepts:
1. incumbents
3. bicameral legislature
5. filibuster
7. majority leader
9. minority leader
11. joint committee
2. pork barrel/log rolling
4. House Rules Committee
6. Speaker of the House
8. whips
10. standing committee
12. conference committees
13. select committees
14. legislative oversight
15. committee chairs
16. seniority system
17. caucus
18. bill
19. budget
20. deficit
21. expenditures
22. revenus
23. income tax
24. Sixteenth Amendment
25. federal debt
26. tax expenditures
27. Social Security Act
28. Medicare
29. incrementalism
30. uncontrollable expenditures
31. entitlements
32. House Ways and Means
33. Senate Finance Committee
Committee
35. Congressional Budget and Impoundment Control Act of 1974
36. Congressional Budget Office (CBO) 37. budget resolution
38. authorization bill
39. appropriation bill
40. Shay's Meehan/McCain-Feinhold reform package
D. WRITING LOG -- Lanahan Readings
During the course of this unit, students will complete the following readings and address the
questions in their writing logs.
pp. 170-177 “Congressional Women”
1. Is the House of Representatives still seem a “male institution”?
2. What makes the “House” so male? Cite four distinct reasons.
3. How are the women congresspersons dealing with that problem?
4. Are the older or younger male congresspersons the problem?
5. What are some ways to change these sexist attitudes?
6. Are there political liabilities to this insenstitivity?
pp. 183-185 “Pork: A Time-Honored Tradition Lives On”
1. Why don’t the voters like “Pork”?
2. Why do Congresspersons like pork?
3. Why is pork seen as waste?
4. Why is pork seen as being beneficial?
5. Is pork waste? Who decides?
6. Are politicians to become selfless angels or smart politicians?
Public Policy
A. Objective: Public policy is what government accomplishes through its political manuverings.
It’s the result of the interactions and dynamics among actors, interests, institutions and processes
in the development of domestic and foreign policy. It completes the understanding of how
federalism, interest groups, parties and elections are involved in developing policy processes and
policy making at the federal level.
The student will:
1. investigate policy networks, iron triangles and other forms of subgovernments in the
formation of domestic and foreign policy.
2. analyze the role of federal institutions in making policy.
3. Evaluate the link between federal institutions and the citizen in the formation of policy
agendas.
4. analyze the role of the citizen in the policy process.
5. analyze policy development in the areas of economics, environment, health care, social
welfare and national defense.
The following questions will be addressed:
Public Policy and the Instruments of National Governance: Bureaucracy: How
is public policy made? Does the “system” work as intended? Does the “system”
work for citizens today?What are the specific issues addressed in public policy making? Define
an“Iron Triangle,” does it exist and if so how does it influence policy implementation?
Who controls the bureaucracy: The president? Congress? The people? Does
a largely permanent professional bureaucracy serve democracy?
Case Studies in Public Policy: Who sets policy agendas for our nation? How
does federalism affect public policy? We will examine and debate several areas of
public policy. Potential topics include:
1 . The Economy: How is the federal budget made? How is monetary policy
different from fiscal policy? What is the “global economy”? How does
the global economy influence U.S. policy generally and you specifically?
2. Social Policy: What are subsidies and entitlements? What is the proper
role for government in social issues such as education, welfare, and
crime?
Public Policy and the Institutions of National Governance: Congress: How is public
policy made? Does the “system” work as intended? Does the “system” work for
citizens today?
How does Congress represent and reflect the interest and desires of the nation?
Is Congress representative of the nation as a whole? Is this the most efficient and
effective way to make policy? Compare and contrast the makeup and operations
of the House and Senate. How has Congress’s role in policy formulation changed
over time in relation to the other branches?
Public Policy and the Institutions of National Governance: Presidency: How is
public policy made? Does the “system” work as intended? Does the “system” work
for citizens today?
What are the formal and informal powers of the presidency? How does the
president use these powers to influence policy? Is the president too powerful or not
powerful enough vis-a-vis the legislative and judicial branches?
Public Policy and the Instruments of National Governance: Judiciary: How is
public policy made? Does the “system” work as intended? Does the “system” work
for citizens today?
What role do the courts play in interpreting the Constitution and implementing
public policy? Are the courts “guilty,” as some of critic charge, of supplanting
the legislative and executive branches by legislating from the bench? What is the
proper role for the judicial branch in the public policy process? What is the evolving
relationship between the courts and “civil rights”?
B. Reading: pp. 542-562, 564-586, 588-614, 637-654
C. Terms and Concepts:
1. unemployment rate
3. Consumer Price Index
5. Fiscal policy
7. Demand side economics
9. Transnational corporations
11. NLRA
13. right to work laws
15. entitlements
17. income distribution
19. progressive taxes
21. regressive taxes
23. feminization of poverty
2. inflation
4. Monetary policy
6. Federal Reserve System
8. Supply side economics
10. anti-trust policy
12. collective bargaining
14. welfare
16. Means-tested programs
18. poverty line
20. proportional taxes
22. EITC
24. EPA
25. NEPA
26. Clean Air Act of 1970
27. Water Pollution Control Act of ‘72 28. Endangered Species Act of ‘73
29. Global warming
30. Superfund
31. Medicare
32. Medicaid
33. HMO’s
34. Cold War
35. Terrorism
36. EU
37. Interdependency
38. Globalization
39. Monetarism
40. Supply Side economics
41. Demand-side economics
Judicial Branch/ Civil Rights/Liberties
A. Objective: Article III of the Constitution establishes the judicial branch. One Supreme Court
and a number of inferior courts will be analyzed in promoting civil rights and civil liberties
through out a diverse community. This branch balances out the democratic principles established
by the framers who felt it important to put a device that stabilized the power of the executive and
legislative branches.
The following questions will be addressed:
Civil Liberties and Civil Rights: What constitutes free speech? How does the national
Bill of Rights apply to states? Do the courts “legislate from the bench”?
1 . Freedom of Speech, the Press, and Assembly: What forms of speech are
protected? How is the 1st Amendment affected in times of crisis?
2. Religion: What constitutes “establishment”? What are the limits of “free
exercise”?
Civil Liberties and Civil Rights: What is “equal protection” under the law? How
does the national Bill of Rights apply to states? Do the courts “legislate from the
bench”?
1 . Life, Liberty and Property: What is procedural due process? Is
there a right to privacy? What do property rights mean in relation to
community interests?
2. Equal Protection and the 14th Amendment: How has the interpretation
of the equal protection clause changed over time? How have laws like the
Civil Rights Act of 1964, the Voting Rights Act of 1965, and affirmative
action influenced our understanding of the clause?
Special Assignment—Civil Liberties and Civil Rights Landmark
Cases]: Each student is assigned two landmark Supreme Court cases.
For each assigned case, the student must prepare a written and oral brief of
the case, including the background of the case, points of law, the decision
and rationale of the court, and subsequent related cases.
B. Readings: Edwards- pp. 504-540; 94-169;
Lanahan -- pp. 315-317; 423-427;
C. Terms and Concepts:
1. Standing to sue
3. justiciable disputes
5. original jurisdiction
7. districts courts
9. Supreme Court
11. solictor general
13. stare decisis
15. original intent
17. Marbury v. Madison
19. US v. Nixon
21. judicial activism
23. civil liberties
25. First Amendment
27. incorporation doctrine
29. free exercise clause
31. libel
33. probable cause
35. search warrant
37. Fifth Amendment
39. Sixth Amendment
41. Eighth Amendment
43. right to privacy
45. equal protection of the law
47. Civil Rights Act of ‘64
49. poll taxes
51. Ninteenth Amendment
53. comparable worth
55. affirmative action
2. class action suits
4. amicus curiae briefs
6. appellate jurisdiction
8. courts of appeal
10. senatorial courtesy
12. opinion
14. precedent
16. judicial implementation
18. judicial review
20. judicial restraint
22. statutory construction
24. Bill of Rights
26. Fourteenth Amendment
28. establishment clause
30. prior restraint
32. symbolic speech
34. unreasonable search + seizure
36. exclusionary rule
38. self-incrimination
40. plea barganing
42. cruel + unusual punishment
44. civil rights
46. Thirteenth Amendment
48. Fifteenth Amendment
50. Twenty Fourth Amendment
52. ERA
54. American Disability Act
D. Lanahan pp. 315--319 -- Alexander Hamilton “The Federalist 78”
1. Define Judicial Review
2. What is the source of power of the Judicial Branch?
3. What major power does the courts hold?
4. How can the courts achieve this power?
Cite three principles
5. Who will protect those who face the spirit of the injustice?
Lanahan: pp. 423-427: “ Glendon’s Rights talk”
1. What is the “Rights” talk?
2. What has the exchange of ideas about matters of high public important come to a standstill?
3. What “rights” are being abused?
4. Where does the “self” fit into the universe?
5. What has the “rights” dialogue created?