AP Unit 2: Interactions Among Branches of Government

This unit includes Chapters on the Legislative, Executive & Judicial Branches of Government.

CONGRESS

DAY 1 - TOPIC 2.1 Congress: The Senate and the House of Representatives

ENDURING UNDERSTANDING {CON-3} The republican ideal in the U.S. is manifested in the structure and operation of the legislative branch.

LEARNING OBJECTIVE {CON-3.A} Describe the different structures, powers, and functions of each house of Congress.

ESSENTIAL KNOWLEDGE

• • CON-3.A.1 The Senate is designed to represent states equally, while the House is designed to represent the population.

  • CON-3.A.2 Different chamber sizes and constituencies influence formality of debate.

  • CON-3.A.3 Coalitions in Congress are affected by term-length differences.

  • CON-3.A.4 The enumerated and implied powers in the Constitution allow the creation of public policy by Congress, which includes:

  • Passing a federal budget, raising revenue, and coining money

  • Declaring war and maintaining the armed forces

  • Enacting legislation that addresses a wide range of economic, environmental, and social issues based on the necessary and proper clause

REQUIRED FOUNDATIONAL DOCUMENT

• • The Constitution of the United States

DAY 1 AGENDA:

• • Notes on Missed Question from unit 1 Test

  • Current Events

• Congress Lecture Slides (day 1)- Congress Fundamentals & Differences between the two chambers

• Peer Edit for Bill Assignment

HOMEWORK:

See google classroom

• Revise bill/submit "final" version

• 2 sections of reading (Chap 4, sections 1 & 3)

• Filibustery Video

• 10 or 12 Things to Know about the House & Senate

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DAY 2 - TOPIC 2.2 Structures, Powers, and Functions of Congress

ENDURING UNDERSTANDING {CON-3} The republican ideal in the U.S. is manifested in the structure and operation of the legislative branch.

LEARNING OBJECTIVE {CON-3.B} Explain how the structure, powers, and functions of both houses of Congress affect the policy-making process.

ESSENTIAL KNOWLEDGE

• CON-3.B.1 By design, the different structures, powers, and functions of the Senate and the House of Representatives affect the policy-making process.

• CON-3.B.2 Though both chambers rely on committees to conduct hearings and debate bills under consideration, different constitutional responsibilities of the House and Senate affect the policy-making process.

• CON-3.B.3 Chamber-specific procedures, rules, and roles that impact the policy-making process include:

  • Number of chamber and debate rules that set the bar high for building majority support

  • Roles of Speaker of the House, President of the Senate, party leadership, and committee leadership in both chambers

  • Filibuster and cloture

  • Holds and unanimous consent in the Senate

  • Role of Rules Committee, Committee of the Whole, and discharge petitions in the House

  • Treaty ratification and confirmation role of the U.S. Senate

• CON-3.B.4 Congress must generate a budget that addresses both discretionary and mandatory spending, and as entitlement costs grow, discretionary spending opportunities will decrease unless tax revenues increase or the budget deficit increases.

  • CON-3.B.5 Pork-barrel legislation and logrolling affect lawmaking in both chambers.

DAY 2 AGENDA:

• Pre-warm up: Make sure your 2nd copy has been made editable by all & add it (complete with hyperlink to your editable doc) to the appropriate house standing committee. (see google classroom "Standing Committee Bill Assignments"

• Warm up: Budget Breakdown - Part 1

• Current Events

• Congress Lecture Slides (day 2) - Powers of Congress (review) and The Budget + Congressional Leadership & Committees

• I'm Just a Bill

• Congressional Simulation

  • Who Am I In Congress

  • Caucus

  • Leadership

    • New Session, Introduction of Bills

    • Formation of Standing Committees

    • Mark up/ Committee Work

    • Rules Committee

    • Floor Action

    • Referral to the Other Chamber??

HOMEWORK:

• • continue w/ current events

• 2 sections of reading (Chap 4, sections 4 & 5)

• Budget Breakdown - Episodes 0, 1, 2

DAY 3 - TOPIC 2.3 Congressional Behavior

ENDURING UNDERSTANDING {CON-3} The republican ideal in the U.S. is manifested in the structure and operation of the legislative branch.

LEARNING OBJECTIVE {CON-3.C} Explain how congressional behavior is influenced by election processes, partisanship, and divided government.

ESSENTIAL KNOWLEDGE

• • CON-3.C.1 Congressional behavior and governing effectiveness are influenced by:

    • Ideological divisions within Congress that can lead to gridlock or create the need for negotiation and compromise

    • Gerrymandering, redistricting, and unequal representation of constituencies have been partially addressed by the Supreme Court decision in Baker v. Carr (1962), which opened the door to equal protection challenges to redistricting and started the “one person, one vote” doctrine, and the no-racial-gerrymandering decision in Shaw v. Reno (1993)

    • Elections that have led to a divided government, including partisan votes against presidential initiatives and congressional refusal to confirm appointments of “lame-duck” presidents of the opposite party

    • Different role conceptions of “trustee,” “delegate,” and “politico” as related to constituent accountability in each chamber

REQUIRED SUPREME COURT CASES

• • Baker v. Carr (1962)

  • Shaw v. Reno (1993)

DAY 3 AGENDA:

• Current Events

  • Warm up: 5 Ways to tilt an election / Redistricting Song

• Congress Lecture Slides (day 3)- "How a Bill Becomes a Law" process + Congressional role conceptions & Congressional Elections

• I'm Just a Bill - Bill Process Review

• Congressional Simulation (continued from last class)

  • Introduction of Bills

    • Formation of Standing Committees

    • Mark up/ Committee Work

    • Rules Committee

    • Floor Action

    • Referral to the Other Chamber??

HOMEWORK:

• • continue with current events

• 2 sections of reading (Chap 4, sections 2 & 6)

• 2 SCOTUS Cases: Baker v Carr & Shaw v Reno

  • Mini-Unit Test Next Class + Portfolio of Student Work, Unit 2 thus far

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DAY 4 - Congress /Budget Review & Test

DAY 4 AGENDA:

• • Warm up: Submission of Unit 2a Portfolio of Student Work

  • Current Events

  • Congress Simulation

• Review & Additional Slides re: Congress

  • Unit 2a Test: Congress/Budget

HOMEWORK:

• • N/A

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DAY 5 - TOPIC 2.4 Roles & Powers of the President & TOPIC 2.5 Checks on the Presidency

TOPIC 2.4 Roles and Powers of the President

ENDURING UNDERSTANDING CON-4 The presidency has been enhanced beyond its expressed constitutional powers. LEARNING OBJECTIVE CON-4.A Explain how the president can implement a policy agenda. ESSENTIAL KNOWLEDGE CON-4.A.1 Presidents use powers and perform functions of the office to accomplish a policy agenda. CON-4.A.2 Formal and informal powers of the president include: § Vetoes and pocket vetoes—formal powers that enable the president to check Congress § Foreign policy—both formal (commanderin-chief and treaties) and informal (executive agreements) powers that influence relations with foreign nations § Bargaining and persuasion—informal power that enables the president to secure congressional action § Executive orders—implied from the president’s vested “executive power,” or from power delegated by Congress, executive orders allow the president to manage the federal government § Signing statements—informal power that informs Congress and the public of the president’s interpretation of laws passed by Congress and signed by the president REQUIRED FOUNDATIONAL DOCUMENT § The Constitution of the United States

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TOPIC 2.5 Checks on the Presidency

ENDURING UNDERSTANDING CON-4 The presidency has been enhanced beyond its expressed constitutional powers. LEARNING OBJECTIVE CON-4.B Explain how the president’s agenda can create tension and frequent confrontations with Congress. ESSENTIAL KNOWLEDGE CON-4.B .1 The potential for conflict with the Senate depends upon the type of executive branch appointments, including: § Cabinet members § Ambassadors § White House staff CON-4.B.2 Senate confirmation is an important check on appointment powers, but the president’s longest lasting influence lies in life-tenured judicial appointments. CON-4.B.3 Policy initiatives and executive orders promoted by the president often lead to conflict with the congressional agenda.

DAY 5 AGENDA:

• Current Events

• Presidential Powers & Roles Lecture Slides

• Congress Simulation Wrap Up

HOMEWORK:

• • (See google classroom)

  • Federalist 70

  • Explorations related to Executive Orders, Presidential Signing Statements

  • Article II of the US Constitution - Presidential Powers annotation/mark up

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DAY 6 - TOPIC 2.6 Expansion of Presidential Power & TOPIC 2.7 Presidential Communication

TOPIC 2.6 Expansion of Presidential Power

ENDURING UNDERSTANDING CON-4 The presidency has been enhanced beyond its expressed constitutional powers. LEARNING OBJECTIVE CON-4.C Explain how presidents have interpreted and justified their use of formal and informal powers. ESSENTIAL KNOWLEDGE CON-4.C.1 Justifications for a single executive are set forth in Federalist No. 70. CON-4.C.2 Term-of-office and constitutional-power restrictions, including the passage of the Twenty-Second Amendment, demonstrate changing presidential roles. CON-4.C.3 Different perspectives on the presidential role, ranging from a limited to a more expansive interpretation and use of power, continue to be debated in the context of contemporary events. REQUIRED FOUNDATIONAL DOCUMENTS § The Constitution of the United States § Federalist No. 70

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TOPIC 2.7 Presidential Communication

ENDURING UNDERSTANDING CON-4 The presidency has been enhanced beyond its expressed constitutional powers. LEARNING OBJECTIVE CON-4.D Explain how communication technology has changed the president’s relationship with the national constituency and the other branches. ESSENTIAL KNOWLEDGE CON-4.D.1 The communication impact of the presidency can be demonstrated through such factors as: § Modern technology, social media, and rapid response to political issues § Nationally broadcast State of the Union messages and the president’s bully pulpit used as tools for agenda setting

DAY 6 AGENDA:

• Warm up: DACA Case Study

• Current Events

• Homework Review/Discussion- Federalist 70

• Slides re: Expansion of Presidential Power & Presidential Communication

• Congress Simulation Wrap Up

HOMEWORK:

• • (See google classroom)

  • Reading

  • TBA

DAY 7 - TOPIC 2._ Bureaucracy

See Google Classroom +

Bureaucracy Lecture Slides

DAY 8 - TOPIC 2._ Judiciary/Federal Courts

See Google Classroom +

Judiciary / The Courts Lecture Slides

DAY 9- TOPIC Presidency & the Executive Branch Mini-Test

Mini-Test - The Executive Branch

DAY 10 - TOPIC 2._ Judiciary & Intro to next Unit on Civil Liberties & Civil Rights

See Google Classroom +

Lecture Slides:

OLDER STUFF - PLEASE IGNORE

Tentative breakdown: Congress 3 days; Presidency, 2-3 Days; Judiciary 2-3 days; Bureaucracy 2-3 days.

This unit may be broken up into 2 or more tests.

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Homework from the Unit 1 Test Day:

• 1. continue w/ current events

DAY 1 - TOPIC 2.1 Congress: The Senate and the House of Representatives

ENDURING UNDERSTANDING {CON-3} The republican ideal in the U.S. is manifested in the structure and operation of the legislative branch.

LEARNING OBJECTIVE {CON-3.A} Describe the different structures, powers, and functions of each house of Congress.

ESSENTIAL KNOWLEDGE

• • • • • CON-3.A.1 The Senate is designed to represent states equally, while the House is designed to represent the population.

        • CON-3.A.2 Different chamber sizes and constituencies influence formality of debate.

        • CON-3.A.3 Coalitions in Congress are affected by term-length differences.

        • CON-3.A.4 The enumerated and implied powers in the Constitution allow the creation of public policy by Congress, which includes:

        • Passing a federal budget, raising revenue, and coining money

        • Declaring war and maintaining the armed forces

        • Enacting legislation that addresses a wide range of economic, environmental, and social issues based on the necessary and proper clause

REQUIRED FOUNDATIONAL DOCUMENT

• • • The Constitution of the United States

DAY 1 AGENDA:

• • Portfolio/Binder

  • Current Events

  • Congress Lecture Slides (day 1)- Congress Fundamentals & Differences between the two chambers

HOMEWORK:

See google classroom

• • Filibustery Video

  • Budget Breakdown

  • 10 or 12 Things to Know about the House & Senate

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DAY 2 - TOPIC 2.2 Structures, Powers, and Functions of Congress

ENDURING UNDERSTANDING {CON-3} The republican ideal in the U.S. is manifested in the structure and operation of the legislative branch.

LEARNING OBJECTIVE {CON-3.B} Explain how the structure, powers, and functions of both houses of Congress affect the policy-making process.

ESSENTIAL KNOWLEDGE

• • • • CON-3.B.1 By design, the different structures, powers, and functions of the Senate and the House of Representatives affect the policy-making process.

      • CON-3.B.2 Though both chambers rely on committees to conduct hearings and debate bills under consideration, different constitutional responsibilities of the House and Senate affect the policy-making process.

      • CON-3.B.3 Chamber-specific procedures, rules, and roles that impact the policy-making process include:

        • Number of chamber and debate rules that set the bar high for building majority support

        • Roles of Speaker of the House, President of the Senate, party leadership, and committee leadership in both chambers

        • Filibuster and cloture

        • Holds and unanimous consent in the Senate

        • Role of Rules Committee, Committee of the Whole, and discharge petitions in the House

        • Treaty ratification and confirmation role of the U.S. Senate

      • CON-3.B.4 Congress must generate a budget that addresses both discretionary and mandatory spending, and as entitlement costs grow, discretionary spending opportunities will decrease unless tax revenues increase or the budget deficit increases.

        • CON-3.B.5 Pork-barrel legislation and logrolling affect lawmaking in both chambers.

DAY 2 AGENDA:

• Current Events

  • Homework discussion

  • Congress Lecture Slides (day 2) - Powers of Congress (review) and The Budget + Congressional Leadership & Committees

HOMEWORK:

continue w/ current events

n/a (enjoy the break!)

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DAY 3 - TOPIC 2.3 Congressional Behavior

ENDURING UNDERSTANDING {CON-3} The republican ideal in the U.S. is manifested in the structure and operation of the legislative branch.

LEARNING OBJECTIVE {CON-3.C} Explain how congressional behavior is influenced by election processes, partisanship, and divided government.

ESSENTIAL KNOWLEDGE

• • • • • CON-3.C.1 Congressional behavior and governing effectiveness are influenced by:

          • Ideological divisions within Congress that can lead to gridlock or create the need for negotiation and compromise

          • Gerrymandering, redistricting, and unequal representation of constituencies have been partially addressed by the Supreme Court decision in Baker v. Carr (1962), which opened the door to equal protection challenges to redistricting and started the “one person, one vote” doctrine, and the no-racial-gerrymandering decision in Shaw v. Reno (1993)

          • Elections that have led to a divided government, including partisan votes against presidential initiatives and congressional refusal to confirm appointments of “lame-duck” presidents of the opposite party

          • Different role conceptions of “trustee,” “delegate,” and “politico” as related to constituent accountability in each chamber

REQUIRED SUPREME COURT CASES

• • • Baker v. Carr (1962)

    • Shaw v. Reno (1993)

DAY 3 AGENDA:

• Current Events

• Congress Lecture Slides (day 3)- "How a Bill Becomes a Law" process + Congressional role conceptions & Congressional Elections

HOMEWORK:

• • Gerrymandering

  • Baker v Carr &

  • Shaw v Reno

  • continue with current events

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TOPIC 2.4 Roles and Powers of the President

ENDURING UNDERSTANDING CON-4 The presidency has been enhanced beyond its expressed constitutional powers. LEARNING OBJECTIVE CON-4.A Explain how the president can implement a policy agenda. ESSENTIAL KNOWLEDGE CON-4.A.1 Presidents use powers and perform functions of the office to accomplish a policy agenda. CON-4.A.2 Formal and informal powers of the president include: § Vetoes and pocket vetoes—formal powers that enable the president to check Congress § Foreign policy—both formal (commanderin-chief and treaties) and informal (executive agreements) powers that influence relations with foreign nations § Bargaining and persuasion—informal power that enables the president to secure congressional action § Executive orders—implied from the president’s vested “executive power,” or from power delegated by Congress, executive orders allow the president to manage the federal government § Signing statements—informal power that informs Congress and the public of the president’s interpretation of laws passed by Congress and signed by the president REQUIRED FOUNDATIONAL DOCUMENT § The Constitution of the United States

DAY 4 AGENDA:

• Current Events

• "How a Bill Becomes a Law" process

• Bill-Writing Assignment

HOMEWORK:

• • Bill Writing Assignment (including "Peer" Edit)

  • Study for Congress Mini-Test

  • continue with current events

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Day 5:

Congress Test

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Day 6:

1. Current Events

2. Congress Simulation

   • Election, Caucus & Leadership Selection

   • Introduction & Numbering of Bills

   • Assignment of Bill to Committees

3. Powers of the Presidency

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Day 7

TOPIC 2.5 Checks on the Presidency

ENDURING UNDERSTANDING CON-4 The presidency has been enhanced beyond its expressed constitutional powers. LEARNING OBJECTIVE CON-4.B Explain how the president’s agenda can create tension and frequent confrontations with Congress. ESSENTIAL KNOWLEDGE CON-4.B .1 The potential for conflict with the Senate depends upon the type of executive branch appointments, including: § Cabinet members § Ambassadors § White House staff CON-4.B.2 Senate confirmation is an important check on appointment powers, but the president’s longest lasting influence lies in life-tenured judicial appointments. CON-4.B.3 Policy initiatives and executive orders promoted by the president often lead to conflict with the congressional agenda.

Agenda:

Current Events

HW Discussion - Presidential Signing Statements

Executive Orders & DACA

Executive Agreements vs Treaties

• Iran Nuclear Deal

• Paris Climate Accord

Checks on the Presidency

Congress Simulation - Committee Work

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TOPIC 2.6 Expansion of Presidential Power

ENDURING UNDERSTANDING CON-4 The presidency has been enhanced beyond its expressed constitutional powers. LEARNING OBJECTIVE CON-4.C Explain how presidents have interpreted and justified their use of formal and informal powers. ESSENTIAL KNOWLEDGE CON-4.C.1 Justifications for a single executive are set forth in Federalist No. 70. CON-4.C.2 Term-of-office and constitutional-power restrictions, including the passage of the Twenty-Second Amendment, demonstrate changing presidential roles. CON-4.C.3 Different perspectives on the presidential role, ranging from a limited to a more expansive interpretation and use of power, continue to be debated in the context of contemporary events. REQUIRED FOUNDATIONAL DOCUMENTS § The Constitution of the United States § Federalist No. 70

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TOPIC 2.7 Presidential Communication

ENDURING UNDERSTANDING CON-4 The presidency has been enhanced beyond its expressed constitutional powers. LEARNING OBJECTIVE CON-4.D Explain how communication technology has changed the president’s relationship with the national constituency and the other branches. ESSENTIAL KNOWLEDGE CON-4.D.1 The communication impact of the presidency can be demonstrated through such factors as: § Modern technology, social media, and rapid response to political issues § Nationally broadcast State of the Union messages and the president’s bully pulpit used as tools for agenda setting

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TOPIC 2.8 The Judicial Branch

ENDURING UNDERSTANDING CON-5 The design of the judicial branch protects the Supreme Court’s independence as a branch of government, and the emergence and use of judicial review remains a powerful judicial practice. LEARNING OBJECTIVE CON-5.A Explain the principle of judicial review and how it checks the power of other institutions and state governments. ESSENTIAL KNOWLEDGE CON-5.A.1 The foundation for powers of the judicial branch and how its independence checks the power of other institutions and state governments are set forth in: § Article III of the Constitution § Federalist No. 78 § Marbury v. Madison (1803) REQUIRED FOUNDATIONAL DOCUMENTS § The Constitution of the United States § Federalist No. 78 REQUIRED SUPREME COURT CASE § Marbury v. Madison (1803)

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TOPIC 2.9 Legitimacy of the Judicial Branch

ENDURING UNDERSTANDING CON-5 The design of the judicial branch protects the Supreme Court’s independence as a branch of government, and the emergence and use of judicial review remains a powerful judicial practice. LEARNING OBJECTIVE CON-5.B Explain how the exercise of judicial review in conjunction with life tenure can lead to debate about the legitimacy of the Supreme Court’s power. ESSENTIAL KNOWLEDGE CON-5.B.1 Precedents and stare decisis play an important role in judicial decision making. CON-5.B.2 Ideological changes in the composition of the Supreme Court due to presidential appointments have led to the Court’s establishing new or rejecting existing precedents.

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TOPIC 2.10 The Court in Action

ENDURING UNDERSTANDING CON-5 The design of the judicial branch protects the Supreme Court’s independence as a branch of government, and the emergence and use of judicial review remains a powerful judicial practice. LEARNING OBJECTIVE CON-5.B Explain how the exercise of judicial review in conjunction with life tenure can lead to debate about the legitimacy of the Supreme Court’s power. ESSENTIAL KNOWLEDGE CON-5.B.3 Controversial or unpopular court decisions can lead to challenges to the court’s legitimacy and power that Congress and the president can address only through future appointments, legislation changing the Court’s jurisdiction, or refusing to implement decisions.

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TOPIC 2.11 Checks on the Judicial Branch

ENDURING UNDERSTANDING CON-5 The design of the judicial branch protects the Supreme Court’s independence as a branch of government, and the emergence and use of judicial review remains a powerful judicial practice.

LEARNING OBJECTIVE CON-5.B Explain how the exercise of judicial review in conjunction with life tenure can lead to debate about the legitimacy of the Supreme Court’s power. ESSENTIAL KNOWLEDGE CON-5.B.4 Political discussion about the Supreme Court’s power is illustrated by the ongoing debate over judicial activism versus judicial restraint.

LEARNING OBJECTIVE

CON-5.C Explain how other branches in the government can limit the Supreme Court’s power.

ESSENTIAL KNOWLEDGE

CON-5.C.1 Restrictions on the Supreme Court are represented by: § Congressional legislation to modify the impact of prior Supreme Court decisions § Constitutional amendments § Judicial appointments and confirmations § The president and states evading or ignoring Supreme Court decisions § Legislation impacting court jurisdiction

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TOPIC 2.12 The Bureaucracy

ENDURING UNDERSTANDING PMI-2 The federal bureaucracy implements federal policies. LEARNING OBJECTIVE PMI-2.A Explain how the bureaucracy carries out the responsibilities of the federal government. ESSENTIAL KNOWLEDGE PMI-2.A.1 Tasks performed by departments, agencies, commissions, and government corporations are represented by: § Writing and enforcing regulations § Issuing fines § Testifying before Congress § Issue networks and “iron triangles” PMI-2.A.2 Political patronage, civil service, and merit system reforms all impact the effectiveness of the bureaucracy by promoting professionalism, specialization, and neutrality

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TOPIC 2.13 Discretionary and Rule-Making Authority

ENDURING UNDERSTANDING PMI-2 The federal bureaucracy implements federal policies. LEARNING OBJECTIVE PMI-2.B Explain how the federal bureaucracy uses delegated discretionary authority for rule making and implementation. ESSENTIAL KNOWLEDGE PMI-2.B.1 Discretionary and rule-making authority to implement policy are given to bureaucratic agencies, including: § Department of Homeland Security § Department of Transportation § Department of Veterans Affairs § Department of Education § Environmental Protection Agency (EPA) § Federal Elections Commission (FEC) § Securities and Exchange Commission (SEC)

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TOPIC 2.14 Holding the Bureaucracy Accountable

ENDURING UNDERSTANDING {PMI-2} The federal bureaucracy implements federal policies.

LEARNING OBJECTIVE {PMI-2.C} Explain how Congress uses its oversight power in its relationship with the executive branch.

ESSENTIAL KNOWLEDGE

• PMI-2.C.1 Oversight and methods used by Congress to ensure that legislation is implemented as intended are represented by:

  • Committee hearings

  • Power of the purse

• PMI-2.C.2 As a means to curtail the use of presidential power, congressional oversight serves as a check of executive authorization and appropriation.

LEARNING OBJECTIVE

PMI-2.D Explain how the president ensures that executive branch agencies and departments carry out their responsibilities in concert with the goals of the administration.

ESSENTIAL KNOWLEDGE

• PMI-2.D.1 Presidential ideology, authority, and influence affect how executive branch agencies carry out the goals of the administration.

• PMI-2.D.2 Compliance monitoring can pose a challenge to policy implementation.

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TOPIC 2.15 Policy and the Branches of Government

ENDURING UNDERSTANDING {PMI-2} The federal bureaucracy implements federal policies.

LEARNING OBJECTIVE {PMI-2.E} Explain the extent to which governmental branches can hold the bureaucracy accountable given the competing interests of Congress, the president, and the federal courts.

ESSENTIAL KNOWLEDGE

• • • • PMI-2.E.1 Formal and informal powers of Congress, the president, and the courts over the bureaucracy are used to maintain its accountability

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OLD STUFF:

This unit includes Chapters on CIVIL LIBERTIES, CIVIL RIGHTS & THE FEDERAL JUDICIARY!

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Homework from the Unit 1 Test Day:

• 1. Begin to Study for Amendments Quiz. Quiz will be class AFTER NEXT - not next class. (PRINT A COPY OF the Amendments Study Guide & bring to class. This Quizlet set of Amendments flashcards is also a helpful study tool.)

1. "Do I have a Right" Game (see google classroom)

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Day 1: Amendments - Tuesday/Wednesday 1/28-29/2020 (finalized/confirmed)

Objectives/Learning Targets/Essential Outcomes:

• • Demonstrate understanding of Unit 1 concepts.

  • Learn rights & freedoms found in many of the Amendments to the US Constitution.

  • Explain the doctrine of selective incorporation (AKA the incorporation doctrine).

  • Understand the difference between civil liberties & civil rights and how the courts have a role in defending & defining them.

Today's Agenda:

1. Finish the unit test begun last class

2. Submit the binder check (google classroom)

3. Amendments Overview

4. Warm up: Civil Rights & Civil Liberties (in google classroom)

5. Selective Incorporation

Homework:

• • Play "Do I Have a Right Game" at least one full time (the full edition, not just the bill of rights) and post a screenshot of your final score in the google classroom assignment. You may plan the game as many times as you want (it should help you get familiar with some of your amendments). WHOEVER HAS THE HIGH SCORE IN EACH CLASS PERIOD GETS BONUS POINTS ON THE AMENDMENTS QUIZ.

  • Prepare for timed amendments quiz next class. (max 10 minutes). Helpful tip: do not rely ONLY on the game for amendments study as some of the amendments are not covered in the game. (Use your copy of the Amendments Study Guide & this Quizlet set of Amendments flashcards to help you study.)

• Continue working on reading if you want to read ahead. No new chapter is due next class however.

Day 2: Civil Liberties & the Incorporation Doctrine - Thursday/Friday 1/30-31/2020 (finalized/confirmed)

Objectives/Learning Targets/Essential Outcomes:

• • Explain the impact of the free exercise clause and the establishment clause on the relationship between government & religion.

  • Understand how the Supreme Court's decisions regarding the 1st & 2nd Amendments attempt to balance individual rights & freedoms with the need for public safety and order.

  • Examine the protections placed within the Bill of Rights for those accused of, tried for and convicted of crimes.

  • Discuss the Supreme Court's affirmation of the right to privacy.

Today's Agenda:

• 1. Warm up: Amendments Quiz (10 minutes timed)

  2. Notes on missed questions from Unit 1 test (come in to complete)

1. Selective Incorporation/Incorporation Doctrine

2. SCOTUS Cases & Civil Liberties

   1. • Freedom of Speech

      • Freedom of the Press

• • Freedom of Religion

Homework:

• • Civil Liberties Chapter Reading is due next class!

  • Complete the Chart on the 15 required SCOTUS cases (see google classroom). I highly recommend watching the short 10-15 minutes videos on these cases.

Day 3: The Civil Liberties - (Monday/Tuesday) 2/3-4/2020 (finalized/confirmed)

Objectives/Learning Targets/Essential Outcomes:

• • ?

Today's Agenda:

1. Current Events

2. SCOTUS Cases - Civil Liberties

   1. 1st Amendment Speech

      • Seditious Speech

        • Schenk v US video

        • Brandenburg v Ohio

      • Symbolic Speech

        • Tinker v DesMoines

        • Texas v Johnson

      • Obscene Speech

        • Miller Test

   2. Freedom of Religion

      • Establishment Clause

        • Engle v Vitale

   3. Reading quiz (on CIVIL LIBERTIES)

Homework:

• • Reading on the Judiciary (see google classroom)

Day 4: Amendments - (Wednesday/Thursday) 2/5-6/2020 (finalized/confirmed)

Objectives/Learning Targets/Essential Outcomes:

• • ?

Today's Agenda:

• 1. Current Events

  2. Freedom of Religion, Free Exercise Clause Cases

     1. *Wisconsin v Yoder video*

     2. Employment Division... Oregon v Smith

     3. Church of LBA

  3. Rights of the Accused Cases

• • 1. Gideon v Wainright

    2. Mapp v Ohio (exclusionary rule & judicial interpretation)

• 4. Judicial Interpretation (loose vs strict constructionism, judicail restraint vs judicial activism)

  5. Reading quiz (on Judiciary)

Homework:

• Print the materials posted in google classroom (current court & structure of the courts)

• Cases videos & notes (see list of cases & links to video in google classroom)

  • Quick Read/Print: 2nd Amendment Cases Heller & McDonald

Day 5: Amendments - (Friday/Mon.) - (finalized/confirmed)

Objectives/Learning Targets/Essential Outcomes:

• • ?

Today's Agenda:

1. Warm up: 2nd Amendment Incorporation **McDonald v Chicago**

2. Warm up: Due Process (Substantive & Procedural)

3. Judicial Interpretive Philosophies / Scalia Interview

4. Privacy, Abortion

   1. Griswald v Connecticut

   2. Roe v Wade

   3. Planned Parenthood v Casey

      1. Stare Decisis & the importance of precident

5. Courts Process

• • 1. 3 tiers, original jurisdiction vs appellate jurisdiction

    2. Writs of Certiorari, Rule of 4

    3. Trial Courts vs Courts w/ Oral Arguements & briefs

    4. Amicus Curiae Briefs (aka friend of the court briefs)

    5. Opinion Writing - Majority, Concurring & Dissenting Opinions

6. Independent Judiciary

• 1. Nomination Process

     1. Life Terms ("good behavior") w/ impeachment & removal as the constitutional check/balance

Homework:

• • Civil Rights & Civil Liberties Chapter reading

  • Letter from a Birmingham Jail

Day 6: Civil Rights- (Tuesday/Wednesday) - (finalized/confirmed)

Objectives/Learning Targets/Essential Outcomes:

• • ?

Today's Agenda:

• 1. Civil Rights Cases & The Equal Protection Clause

  2. Standards of Scrutiny Chart

     1. Segregation & Jim Crow + Equal Protection Clause... Plessy v Ferguson & Brown v Board of Education

     2. Strict Scrutiny - Affirmative Action Cases (Bakke, Grutter, Fisher v UT)

     3. Medium Scrutiny - Gender discrimination

     4. Rational Basis Test

        1. Gay Marriage Case study

  3. Civil Rights Act, Title XI, etc.

• • 1. Masterpiece Cake Shop (time permitting)

Homework:

• • Fed 78 + Letter from a Birmingham Jail

  • Complete Cases Chart for all cases that have been covered in the course so far.

  • AP Classroom Practice Assessment (take & mak notes on missed questions)

  • Study for the test!

Day 7: Test/Binder Check- (Thursday/Friday) - tentative

Objectives/Learning Targets/Essential Outcomes:

• • ?

Today's Agenda:

• 1. Warm up: Independent Judiciary

  2. Warm up: Unit 2 Binder Check

  3. Unit 2 Test

Homework:

• • Congress Reading

  • FRQ

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OLD STUFF:

Day 2: 1st Amendment Freedoms -Sept 10-11, 2018

Objectives/Learning Targets/Essential Outcomes:

• • Understand the landmark Supreme Court Cases that have shaped our first amendment rights.

Today's Agenda:

• 1. Correct Unit 1 Test & Make notes on missed questions

1. Overview of Incorporation Doctrine/Process of Selective Incorporation

   1. Warm up: Procedural vs Substantive Due Process

   2. Landmark 1st Amendment Cases (start this) (Cases Study Guide)

2. -Freedom of Speech (Seditious Speech, Symbolic Speech, Obscenity, Money as Speech)

3. -Freedom of Press, Assembly, etc. (Prior Restraint, Libel & freedom of the press)

4. -Freedom of Religion (Establishment Clause & Free Exercise Clause)

5. -

Homework:

• • Amendments Quiz next class. (You will have no more than 10 minutes to identify all.) Study using the Amendments Study Guide &/or this Quizlet set of Amendments flashcards.

  • Play "Do I have Right". Print your score page at the end for the next binder check!!!! The student with the high score in each class period gets 5 bonus points on the Amendments Quiz. (You may play as many times as you want!!)

  • Read & take notes on Chapter 5.

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Day 3: First Freedoms (Wed. 9/12/18 & Thurs. 9/13/18)

Objectives/Learning Targets/Essential Outcomes:

• • Explore civil rights & civil liberties in the Constitution as defined by landmark Supreme Court cases.

Today's Agenda:

• 1. Warm up: McDonald vs. Chicago synopsis (Incorporation of the 2nd Amendment) + synopsis from Heller (the key precedent)

  2. Amendments Quiz (10 minutes - timed)

  3. First Amendment Press & Religion

Homework:

• • Finish up Chapter 5.

  • Start reading/taking notes on Chapter 15

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Day 4: Equal Protection (Friday, 9/14/2018 - Monday 9/17/2018)

Objectives/Learning Targets/Essential Outcomes:

• • Explore civil rights & civil liberties in the Constitution as defined by landmark Supreme Court cases.

Today's Agenda:

• 1. Warm up, Part 1: Define Jim Crow laws, de jure segregation, de facto segregation, affirmative action

  2. Warm up, Part 2: Copy down vocab. & concepts related to the Prop.8 Video

1. Due Process & Equal Protection Clauses - Lecture & Reading Discussion

   1. Civil Rights vs Civil Liberties & Levels of Scrutiny/Equal Protection Clause

   2. Discussion of Affirmative Action Cases

Homework:

• • Read/take notes on Chapter 15 if you haven't already)

  • Copy down or print vocab. & concepts related to the Prop.8 Video, then Watch this video write down any questions you have + what you see as the primary argument being made on either side of the case by the two guests.

  • Watch these mini documentary videos:

• 1. Mapp v Ohio

     1. Gideon v. Wainwright (fast forward to 23 minutes in to the mini-documentary to see the part on Gideon)

  2. Miranda v Arizona

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Day 5: A Right to Privacy... Abortion... and Constitutional Interpretive Philosophies (Tuesday, September 18 & 19, 2018 )

Objectives/Learning Targets/Essential Outcomes:

• • Understand and evaluate the various constitutional interpretive philosophies and how they can shape the extent of our rights and freedoms.

Today's Agenda:

1. Discussion of Homework: CA's Prop. 8, the rational basis test, plus Obergefell v Hodges

   1. Video Clip from PBS Supreme Court "A Nation of Liberties": Review of some key Civil Liberties Cases, the Incorporation Doctrine, & judicial terms & selection...

   2. plus an Introduction to the Constitutional Right to Privacy and varied judicial interpretive philosophies

2. Judicial Selection, Terms, and Timing ... and the concept of the "Independent Judiciary"

3. Right to Privacy - Griswald v Connecticut... "penumbras" of privacy + a closer look at the 9th amendment + significance to Roe v Wade.

4. Judicial Interpretation: Loose vs Strict Constructionist, Judicial Activism vs Judicial Restraint, Living Constitution vs. Originalism, Original Intent, Textualism

5. Excerpt from a Scalia Interview on 60 minutes (approx 13 minutes long)

Homework:

• FYI on Bush V Gore (You may want to watch the clip on Bush v Gore since it is a key case & it's discussed in the interview with Antonin Scalia.)

  • (FYI - You must be logged into your leanderisd google account to access the Bush v Gore video- NOT your personal google account)

  • Watch brief video clip re: Roe v Wade (must be logged into your leanderisd google account to access this video - NOT your personal google account)

  • Then print, read, and highlight/annotate excerpts from the court's opinion in these Roe v. Wade opinion excerpts.

  • Print, read, & highlight/annotate excerpts from the various opinions in Planned Parenthood v Casey.

  • While reading and annotating, assess and note down on paper what you believe to be the interpretive philosophy for the justice that is authoring each of the various opinions, pointing to the text that leads you to that conclusion. Finally, write a paragraph explaining which interpretive philosophy or philosophies you would use if you were to become a justice on the High Court, and why. (see Google classroom)

  • Study for a possible landmark cases quiz next class (study guide template posted in google classroom)

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Day 6: The Judicial Branch - the structure and function of the Courts (Thursday, September 20, 2018 - Friday, September 21, 2018)

Objectives/Learning Targets/Essential Outcomes:

• • Understand the structure and function of the judicial branch.

Today's Agenda:

• 1. Possible Cases Quiz and or reading quiz. Here is the list of the 15 Landmark Cases you must know well.

  2. Homework Discussion: Roe v Wade, Judicial Interpretation

1. Planned Parenthood v Case Video clip

2. Stare Decisis

3. Current Make-up of the Court handout & discussion of Judicial selection (Also, here is the set of slides on Judicial Selection, etc. from class if you are interested in looking at them again.)

4. Review of Chapter 15 concepts, student questions, requests for clarification, etc. (Here is the Chapter 15 PowerPoint. DON'T TRY TO PRINT THE WHOLE THING!! It is way too long! Just use some of the slides to add to your notes. Slides you actually should consider printing are the graphic ones: 5,8,10,11,18. The visual helps a lot of people. ) Other possibly helpful visuals & videos: Court Structure & Basics of Jurisdiction, animation video on the Process of a Supreme Court Case (on YouTube), Judicial Branch You Tube Playlist (a variety of short videos on the Judicial Branch).

Homework:

• • Quiz next class.

  • Print, read, highlight/annotate, and answer questions in the margins for this packet of documents including Federalist 78, The Bill of Rights, and MLK's Letter from a Birmingham Jail.

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Day 7: Quiz Day + FRQ Writing (Mon 9/24-Tues 9/25/2018

Objectives/Learning Targets/Essential Outcomes:

• • Demonstrate your understanding of the Judicial Branch and the role it plays in shaping out civil rights and civil liberties through it's landmark decisions.

  • Learn about one of the 4 free response writing prompts that will be on the AP exam.

Today's Agenda:

• 1. HW Check

  2. Brief questions/review

  3. Quiz

Homework:

• • Study for test next class & be prepared for the unit 2 binder check.

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Day 8: Test & Binder Check (Wed 9/26 - Thurs 9/27)

Objectives/Learning Targets/Essential Outcomes:

• • Demonstrate your understanding of the Judicial Branch and the role it plays in shaping out civil rights and civil liberties through it's landmark decisions.

  • Learn about one of the 4 free response writing prompts that will be on the AP exam.

Today's Agenda:

• 1. Binder Check (here's the rubric)

  2. Brief questions/review

  3. Test

  4. Current events assignment (see google classroom)

Homework:

• • Begin current events log tonight.

  • Read/take handwritten notes over Chapter 11 on Congress.

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~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

OLD STUFF:

Homework from previous class (9/8-9/2016):

• 1. Read/take notes on Chapter 4

  2. Study for Amendments Quiz (Use the Amendments Study Guide handed out in class and/or this Quizlet set of Amendments flashcards.)

UNIT 2, DAY 1: Monday/Tuesday, September 12/13, 2016

In Class:

• 1. Amendment explanations (as needed)

1. Overview of Incorporation Doctrine/Process of Selective Incorporation

   1. Do I Have a Right game: http://www.icivics.org/game/popout/42 (print out score sheet at the end for your binder check! **Proof of high score from each class gets 5 bonus points on quiz!**

Homework:

1. Study for Amendments Quiz (Use the Amendments Study Guide (handed out in class and/or this Quizlet set of Amendments flashcards. (Quiz will be timed - 10 minutes max.)

2. Read this Selective Incorporation reading.

3. Read this article on Due Process & Equal Protection Clauses

   1. Begin reviewing/learning key cases using this Landmark Supreme Court Cases Study Guide (print out for use in class)

UNIT 2, DAY 2: Wed./Thursday, September 14/15, 2016

In Class:

• 1. Warm up: Procedural vs Substantive Due Process

  2. Amendments Quiz (10 minutes - timed)

  3. Correct Unit 1 Test (Notes on each missed question should be such that you can study them without having a copy of the test with you.) Turn in for points added to your test grade. You have one week to complete in tutorials.)

1. Quickie review of key cases relating to separation of powers, federalism, elections,etc.)

2. Landmark 1st Amendment Cases (start this)

3. -Freedom of Speech (Seditious Speech, Symbolic Speech, Obscenity, Money as Speech)

4. -Freedom of Press, Assembly, etc. (Prior Restraint, Libel & freedom of the press)

5. -Freedom of Religion (Establishment Clause & Free Exercise Clause)

6. Rights of the Accused Cases

Homework:

• 1. Read & take notes on Chapter 5.

  2. Watch these mini documentary videos:

  3. Mapp v Ohio

     1. Gideon v. Wainwright (fast forward to 23 minutes in to the mini-documentary to see the part on Gideon)

  4. Miranda v Arizona

  5. Begin Studying key cases for upcoming quiz

UNIT 2, DAY 3 Friday/Monday, September 16/19, 2016

Agenda:

• 1. Cases continued from last class

Homework:

1. Read/take notes on Chapter 15 (over the courts/judicial branch)!!!!

2. AND Start Studying for the Cases Quiz which will be the class after next. Here is the Landmark Supreme Court Cases Study Guide. Here is the link to the Landmark Cases Flashcard Set on Quizlet.!

3. Complete Chapter 4, 5 & 16 Quiz (open note/open book)

UNIT 2, DAY 4: Tuesday/Wednesday, September 20/21, 2016

In Class:

1. Finish up Freedom of Religion Cases

2. Warm up: McDonald vs. Chicago synopsis (Incorporation of the 2nd Amendment)

3. Warm up, Part 2: Copy down vocab. & concepts related to the Prop.8 Video

4. Due Process & Equal Protection Clauses - Lecture & Reading Discussion

   1. Civil Rights vs Civil Liberties & Levels of Scrutiny/Equal Protection Clause

   2. Discussion of Affirmative Action Cases

5. Proposition 8 News Video... Gay Marriage & the Rational Basis Test (Equal Protection Clause of the 14th Amendment) + Update

6. Right to Privacy - Key cases

Homework:

• 1. Watch these mini documentary videos:

  2. Mapp v Ohio

     1. Gideon v. Wainwright (fast forward to 23 minutes in to the mini-documentary to see the part on Gideon)

  3. Miranda v Arizona

  4. Study for Landmark Cases Quiz!!!! (quiz will be next class --> Monday/Tuesday). Here is the Landmark Supreme Court Cases Study Guide. Here is the link to the Landmark Cases Flashcard Set on Quizlet.

UNIT 2, DAY 5: Thursday/Friday, September 22/23, 2016

In Class:

1. Landmark Cases Quiz (timed - 15 minutes)

2. Landmark Cases re: Rights of the Accused: Warren Court Video & Key Cases

   1. 9th Amendment cases & Other Landmark cases

3. Grade Chapters 4, 5 & 15 Quiz

4. Class Questions over Chapter 15

5. more from next class...

Homework:

• 1. Judicial Branch Homework Assignment (Readings + Essay). You can download the readings here: O'Connor - Scalia Readings and here is the Roe v. Wade opinion excerpts I mentioned to you in class. Read the Roe Opinion excerpts to better understand what they are talking about later on in the Planned Parenthood v Casey opinions.

1. Complete any needed quiz retakes for Amendments or Cases.

2. Begin reviewing for Unit 2 Test - if will be class after next.

3. If you didn't get to watch the Mapp v Ohio video yet, consider watching it on your own, or coming to DEN to watch! Extra points on a quiz or binder check to anyone that watches it (take notes) in its entirety (it's about 25 minutes). It's interesting and a good use of your time.

UNIT 2, DAY 6: Monday/Tuesday, September 26/27, 2016

Game Plan: To review & deepen our understanding of judicial philosophies with a look at specific justices on the Court. To understand the function and structure of the federal court system. To firmly grasp the concept of stare decisis & why it is crucial to American jurisprudence.

In Class:

1. Warm up: Jot down vocab. terms related to various approaches to judicial interpretation of the Constitution. Current make-up of the Supreme Court (Current Court handout & discussion)

   1. Roe v. Wade video clip-> Scalia/O'Conner readings ... discussion & submission of essays.

2. Video clip on Planned Parenthood v Casey during Rehnquist Court

3. Scalia Video Interview from 60 minutes ... Discussion of Judicial Interpretive Philosophies

4. Current Make-up of the Court handout & discussion of Judicial selection (Also, here is the set of slides on Judicial Selection, etc. from class if you are interested in looking at them again.)

5. Review of Chapter 15 concepts, student questions, requests for clarification, etc. (Here is the Chapter 15 PowerPoint. DON'T TRY TO PRINT THE WHOLE THING!! It is way too long! Just use the slides to add to your notes. Slides you actually should consider printing are the graphic ones: 5,8,10,11,18. The visual helps a lot of people. ) Other possibly helpful visuals & videos: Court Structure & Basics of Jurisdiction, animation video on the Process of a Supreme Court Case (on YouTube), Judicial Branch You Tube Playlist (a variety of short videos on the Judicial Branch).

6. Time permitting: "Bill of Rights" clip from "The Warren Court"

Homework:

1. Study for Unit 2 Test. Here are the possible FRQs for the Unit 2 Exam.

   1. Bring your binder with all materials for a binder check.

FYI Binder check will look something like this (don't print this - I'll have the final version to pass out in class):

Student Name: _________________________________________ Class Period: _____ Date: _____________

UNIT 2, DAY 7: Wednesday/Thursday, September, 28/29, 2016

In Class:

1. Warm up: Grade/discuss take home quiz or finish video clips & Review for test

2. Unit 2 Test & FRQs

3. Turn in Binder Check & Binder contents

4. Start thinking of a topic for your bill.

Homework:

• 1. Read Chapter on Congress & take good notes!