Instructor’s Manual
to accompany
Shea Green Smith
Living Democracy
Texas Edition
Second Edition
J. Aaron Knight
Houston Community College-Northeast
Longman
New York
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Instructor’s Manual to accompany Living Democracy, Texas Edition, Second Edition, by Shea,
Green, and Smith.
Copyright © 2009 Pearson Education, Inc.
All rights reserved. Printed in the United States of America. Instructors may reproduce portions
of this book for classroom use only. All other reproductions are strictly prohibited without prior
permission of the publisher, except in the case of brief quotations embodied in critical articles
and reviews.
1 2 3 4 5 6 7 8 9 10—OPM—11 10 09 08
Longman
is an imprint of
www.pearsonhighered.com
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ISBN: 0-136-02790-3
Table of Contents
Chapter 1: American Government: Democracy in Action ................................................................1
Chapter 2: Early Governance and the Constitutional Framework ..................................................11
Chapter 3: Federalism ........................................................................................................................27
Chapter 4: The Judiciary....................................................................................................................41
Chapter 5: Civil Liberties ..................................................................................................................55
Chapter 6: Civil Rights ......................................................................................................................73
Chapter 7: Congress ...........................................................................................................................87
Chapter 8: The Presidency...............................................................................................................101
Chapter 9: Bureaucracy ...................................................................................................................113
Chapter 10: Political Socialization and Public Opinion ................................................................125
Chapter 11: The Politics of the Media ............................................................................................141
Chapter 12: Civic and Political Engagement..................................................................................167
Chapter 13: Interest Groups.............................................................................................................195
Chapter 14: Elections and Participation in America......................................................................209
Chapter 15: Political Parties ............................................................................................................233
Chapter 16: Public Policy in the United States ..............................................................................251
Chapter 17: Making Economic Policy............................................................................................263
Chapter 18: Foreign and National Security Policy ........................................................................295
Chapter 19: The Social and Economic Milieu of Texas Politics ..................................................313
Chapter 20: The Texas Constitution ...............................................................................................345
Chapter 21: Interest Groups, Political Parties,, and Elections in Texas .......................................373
Chapter 22: The Texas Legislature .................................................................................................415
Chapter 23: The Texas Executive and Beauracracy ......................................................................449
Chapter 24: The Texas Judiciary.....................................................................................................487
Chapter 25: Local Government in Texas........................................................................................519
iii
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CHAPTER ONE
AMERICAN GOVERNMENT: DEMOCRACY IN ACTION
CHAPTER OVERVIEW
Democracy requires the active participation of citizens in making public policy. Individuals in
the United States have multiple pathways of action that they can use to try and influence policy.
Chapter 1 identifies five pathways of action:
The election pathway: Individuals can vote, demonstrate and gather support for
candidates, provide campaign funding and other campaign support, or run for office.
The lobbying pathway: Individuals can present information or persuasive arguments to
government officials.
The court-centered pathway: Individuals can initiate litigation to pursue their goals.
The cultural change pathway: This form of action involves large-scale changes in public
opinion as a result of changes in contemporary values and visions.
The grassroots mobilization pathway: Individuals can encourage and mobilize other
citizens to support their goals, and can form groups to show widespread support for
their cause.
Chapter 1 also addresses two other themes that run throughout the book. First, the diversity of
the American public has played an important role in defining issues and determining their
outcomes. Second, the long-term stability of the American political system is due to several
factors, including the existence of pathways to bring about peaceful change and a shared political
culture.
LEARNING OUTCOMES
1.1 What can individual American citizens do to influence the actions and policies of their
government?
1.2 How does democracy in America compare to democracy in other parts of the world?
1.3 What are the most important pathways for political action?
1.4 How have opponents and defenders of abortion used pathways for action to advance their
positions?
1.5 What are the most important sources of stability in American government?
1.6 What are the most important forces for change in American government?
1
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Lecture Resources
I. American Democracy and the Individual Citizen
Lecture Notes: Government policy has direct influence on the daily lives of individuals. In
the United States, individuals can attempt to influence government policy making via many
avenues.
Learning Outcome: 1.1
Illustration: Table 1.1 Government Is All Around Us
II. The Unique Democracy of the United States
Lecture Notes: Governments can be classified along a continuum of freedom, from fully free
(the United States) to not free, based on levels of citizen participation and individual
freedom.
Learning Outcome: 1.2
Illustration: Figure 1.1 Global Ratings on Political Rights
Web Resources: Compare the way different organizations assess freedom and rights at
Human Rights Watch (www.hrw.org/), Amnesty International (www.amnesty.org/), and
Freedom House (www.freedomhouse.org).
Cultural Resources
In the News: Study the statements of President George Bush on the need to encourage the
spread of democracy in the Middle East. Is this a good goal for the United States? Is it a
practical goal?
III. Themes of This Book
Lecture Notes: This book focuses on ways that citizens can participate in government, the
pathways individuals and groups can use to bring about change, and the impact of diversity
on the American government system and policies.
Learning Outcome: 1.3
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Discussion Topics,
Activities,
and Assignments
Online Simulations and
Internet Activities
Discussion: Ask students to think about the
ways government policies influence their
normal work/school day. Then refer them to
Table 1.1 to see how pervasive the impact is.
Internet Activity: Find the email addresses
of your national representative and senators.
Send an email to one or more of your elected
representatives to tell them about some
policy you would like to see changed.
Discussion: What demographic and
socioeconomic factors do you think are
related to democracy? Wealth? Education? A
homogeneous population? Can you find
countries that don’t meet your expectations?
Internet Activity: Ask the class to speculate
on what criteria could be used to measure the
level of freedom in a country. Go to
http://www.freedomhouse.org/template.
cfm page=35&year=2006 to see how one
organization measures political rights and
civil liberties.
Discussion: Have you ever tried to influence
government? At what level: local, state,
national? What actions did you take? Were
you successful?
3
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Lecture Resources
A. Citizen Participation in Democratic Government
Lecture Notes: Unlike citizens in totalitarian regimes, people in the United States have both
the right and the opportunity to attempt to influence government. However, many do not take
advantage of that opportunity, even through such obvious means as voting in elections.
Learning Outcomes: 1.1, 1.2, and 1.5
Illustrations: Figure 1.2 (a) A Comparative Look at Voting Rates Since 1992; (b) Voter
Turnout in Six Democracies
Figure 1.3 Americans Who Say They Worked for a Political Party or Candidate, 1960–2004
Cultural Resources
Pop Culture: Ask students if they are familiar with P. Diddy’s “Vote or Die” campaign and
MTV’s “Choose or Lose: 20 Million Loud” campaign. Do they think those movements have
any impact?
B. Pathways of Action
Lecture Notes: Individuals can use several pathways to attempt to bring about change: the
election pathway, the lobbying pathway, the court-centered pathway, the cultural change
pathway, and the grassroots mobilization pathway. Certain pathways are more effective for
particular efforts. The sidebar on A. Philip Randolph shows how one individual used several
pathways to pursue his goals.
Learning Outcome: 1.3
Illustrations: Figure 1.4 The Ten Steps in Choosing a Pathway of Action—An Illustration:
Toughening Drunk Driving Regulations
Table 1.2 A Sampling of the Political Activities Profiled in This Text
Print Resource: For a biography of a man who has been active on many pathways, see Justin
Martin’s Nader: Crusader, Spoiler, Icon (Basic Books, 2003).
Cultural Resources
In the News: Discuss the activity of the Christian right in the 2004 elections as a means to
prevent gay marriage from becoming legal in various states.
4
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Discussion Topics,
Activities,
and Assignments
Online Simulations and
Internet Activities
Essay Question: Suppose the United States
passed a constitutional amendment requiring
all eligible citizens to vote. What would be
the advantages and disadvantages of this
measure?
Class Activity: Contact your local voter
registration office and find out what’s
involved in running a registration drive.
Consider organizing a drive for your school.
Essay Question: Why do we need so many
pathways to influence government decision
making? How do differences in resources
impact the choice of pathway an individual
or group might make?
Simulation: Suppose your class wanted to
get the local government to build more bike
paths near your college or university. Assign
small groups to consider strategies based on
using different pathways.
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Lecture Resources
C. Diversity in American Society
Lecture Notes: Diversity in the United States has been the source of many issues, including
guaranteeing civil rights and full political participation for all, affirmative action programs,
and immigration-related issues. Individuals and groups involved in these issues use a variety
of pathways to achieve their goals.
Illustration: Table 1.3 The Face of a Changing Nation
Print Resource: Jesse Jackson: A Biography (Greenwood Press, 2005) by Roger Bruns
illustrates the use of many pathways of action by a man deeply involved in issues of
diversity.
Cultural Resources
In the News: Discuss the “vigilante” border patrols along the California and Texas borders
with Mexico. Do their actions follow a legitimate pathway?
IV. Citizen Participation and Pathways: The Example of Abortion
Lecture Notes: Both advocates and opponents of abortion rights have used all pathways to
pursue their goals.
Learning Outcome: 1.4
Suggestion: Discuss how the South Dakota law banning all abortions except those to protect
the life of the mother is likely to lead to the court-centered pathway.
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Discussion Topics,
Activities,
and Assignments
Online Simulations and
Internet Activities
Discussion: Which pathways do you see
being used today to address immigration
issues? Are actors on both sides—
pro-immigration and anti-immigration—
using the same pathways?
Internet Activity: The National Association
for the Advancement of Colored People has
long worked to counter the impact of
discrimination against people of color. The
National Organization for Women works to
bring about equality for all women. Check
the Action Alert portion of the websites for
the NAACP (www.naacp.org/get-involved/
activism/alerts/) and NOW (go to www.
now.org and click Action Alerts) and to see
how these organizations encourage the public
to support their goals.
Essay Question: Describe how the abortion
issue has involved all the pathways for action
presented in this chapter.
Internet Activity: The websites of both the
pro-choice group, the National Abortion
Rights Action League, and the pro-life
National Right to Life Committee, offer links
to election-related information. Compare the
pages to see how each group uses the
election-centered pathway. For the NARAL
page, go to www.prochoiceamerica.
org/elections/. For the NRLC page, go to
www.nrlc.org/EandP/index.html.
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Lecture Resources
V. Change and Stability in American Government
Lecture Notes: The existence of pathways that allow people to pursue change through
peaceful means is central to the stability of the American system.
Learning Outcomes: 1.5 and 1.6
A. Sources of Stability
Lecture Notes: American political stability rests on widespread acceptance of a capitalist
economic system, democratic political institutions, and shared political values. Compare the
stability of the United States with the ever-simmering Quebec secessionist movement in
Canada.
Learning Outcome: 1.5
Suggestion: Examine the democratic socialism of Sweden as an alternative to Americanstyle capitalism.
Print Resource: Alexis de Tocqueville, Democracy in America, 2 vols. (1835)
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Discussion Topics,
Activities,
and Assignments
Online Simulations and
Internet Activities
Essay Question: What is capitalism? Why is
it so important in American political culture?
Discussion: What are the negative aspects of
capitalism? What policies does the United
States use to limit these negative
consequences?
Internet Activity: In your search engine,
type “distribution of wealth united states” to
get information on how wealth and income
are distributed in the country. One such site
is Who Rules America? at http://sociology.
ucsc.edu/whorulesamerica/power/wealth.html.
How do you reconcile the economic data
presented with the American value of
political equality? Is there a difference
between equality of opportunity and equality
of outcome?
9
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Active Learning Strategies – American Government: Democracy in Action
Conduct a social science experiment. Have students generate a list of different kinds of
political participation and decide how to “operationalize” each concept. Survey the class based
on these measures, and provide the class with the raw data. Then, at home, students should
analyze the data and discuss how it fits (or does not fit) with what they have read in the chapter.
Particularly, they should address what relationships they expect to see by developing hypotheses
about the relationships among the measures. They should analyze the results in the aggregate and
then look at sub-groups, based on year, sex, and major. They could conclude by addressing the
question: What implications does this have for democracy?
Provide an assessment of a university-affiliated group. Students can survey a university
group about participation behaviors and the pathways for action employed by the group. The
instructor can divide students up and assign them either to a group of which the students are a
part (e.g., school clubs, religious groups, sports organizations) or to a university group to which
the students do not belong. In class, students can share their assessments and then can
individually write about the differences and similarities among groups. In an analytical reflection
piece, they should consider participation behaviors across (or within) groups, provide
recommendations for the groups in question to achieve their objectives, and discuss the
implications of participation for community organizations more generally. For instance, they
might compare the participation behaviors of college students with the participation behaviors of
senior citizens.
Provide an assessment of a community group. This activity builds on the previous one, but
will require more legwork by the instructor and students. Similar to above, students will survey a
community group about participation behaviors and the pathways for action employed by the
group. Students will be divided into pairs or threes and assigned to various community groups to
which the students do not belong (groups with international, non-U.S. links would work well
here). In class, students can share their assessments and then can individually write about the
differences and similarities among community groups. In an analytical reflection piece, they
should consider participation behaviors across (or within) groups, provide recommendations for
action (by the various groups), and discuss the implications of participation for community
organizations more generally. They can also include a short reflection piece about their personal
reactions to gathering this information as a group outsider.
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CHAPTER TWO
EARLY GOVERNANCE AND
THE CONSTITUTIONAL FRAMEWORK
CHAPTER OVERVIEW
Chapter 2 begins by introducing some of the most basic terms of political and economic systems:
government and politics; democracy and dictatorship; authority and power; totalitarianism,
authoritarianism, and constitutionalism; and capitalism, socialism, and communism.
The chapter then traces the growing pressure for democracy in the colonies, leading up to the
Declaration of Independence and the Articles of Confederation. It explains the debates of the
Constitutional Convention around representation and slavery, the importance of The Federalist
Papers, and the struggle for ratification. Finally, the chapter examines the essential building
blocks of American government institutions: separation of powers, checks and balances, and
representative government.
LEARNING OUTCOMES
2.1 What is a democracy?
2.2 How does a democracy differ from other forms of government in both practical and
theoretical terms?
2.3 What are the defining characteristics of a constitutional government?
2.4 How did the history of American politics before 1787 shape the nature of the
Constitution?
2.5 What were the major areas of agreement and disagreement at the Constitutional
Convention of 1787?
2.6 What were the most important compromises achieved by the delegates to the
Constitutional Convention of 1787?
2.7 What are the basic principles of government established by the Constitution?
2.8 What are the three main branches of American government?
2.9 Why did the framers believe it was so important to create a “separation of powers”?
2.10 What is meant by the term “checks and balances”?
2.11 What is the nature and importance of “judicial review”?
2.12 Why does the meaning of the Constitution evolve over time?
2.13 What is the process through which formal changes to the Constitution are made?
2.14 What were the most important arguments for and against the ratification of the
Constitution?
2.15 How has American federalism changed in the years since the ratification of the
Constitution?
11
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Lecture Resources
Prologue: The Cry for Liberty, Equality … and Slavery Too?
Lecture Notes: The principle of liberty that informed the Declaration of Independence ran
contrary to the continued existence of slavery. The Constitutional Convention, however,
required political compromise that allowed institutionalized slavery to continue.
Learning Outcome: 2.4
Print Resources: The Declaration of Independence
Robert A. Dahl, How Democratic Is the American Constitution?, Yale University Press, 2003
Introduction
Lecture Notes: The compromise on slavery at the Constitutional Convention resulted in an
uneasy balance of idealism and practical politics that is still reflected in the American search
to reach “perfect” justice and freedom.
Learning Outcome: 2.4
I. The Nature of Government and Politics
Lecture Notes: This section distinguishes government, seen as “the rules of the game,” from
politics, the process by which decisions are made. It also explains other basic concepts such
as power and authority.
Learning Outcomes: 2.1, 2.2, and 2.3
Illustration: Figure 2.1 Government and Politics: What’s the Difference?
Suggestions: Discuss the theories of elitism and pluralism as explanations of how American
government works.
12
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Discussion Topics,
Activities,
and Assignments
Online Simulations and
Internet Activities
Class Discussion: Consider how current
debates over the emphasis on human rights
vs. economic interest in American foreign
policy reflect the same balance of idealism
and pragmatism as the early debates over
slavery.
Simulation: Make It Real—ENGAGE
Constitutional Democracy: Take a look at
The Federalist Papers and the Articles of
Confederation.
Internet Activity: Read the article “The
Constitution and Slavery” at http://www.
crf-usa.org/lessons/slavery_const.htm from
the Constitutional Rights Foundation, and
have students debate the “Points of Inquiry”
at the end of the page.
Essay Question: What does each term mean:
power, authority, and legitimacy? Explain
these terms in the context of a specific
government decision (real or hypothetical).
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Lecture Resources
A. Types of Governments
Lecture Notes: This section defines and distinguishes various forms of government:
democracy, dictatorship, oligarchy, and pluralism. It explains the difference between a direct
democracy, where each citizen has an active part in all decision making, and a republic,
where elected officials make decisions for the whole. It also distinguishes between
totalitarian, authoritarian, and constitutional governments.
Learning Outcomes: 2.2 and 2.3
Illustration: Table 2.1 Types of Government and Economic Systems
Suggestions: Explain the difference between parliamentary and presidential democracies as a
way to further classify governments.
Print Resources: Aristotle, Politics
Jeanne Kirkpatrick, Dictatorships and Double Standards, Simon and Schuster, 1982
B. Economic Systems
Lecture Notes: Economic systems are classified by the degree of private ownership versus
government ownership and control over the key elements of the economy.
II. Early Governance in America
Lecture Notes: While they remained under British rule, the colonists used colonial
assemblies to represent the interest of the citizens before the royal governors. The colonists
became increasingly dissatisfied as Parliament imposed new taxes (the “Great Squeeze”) and
showed favoritism to royal supporters.
The sidebar on the Sons of Liberty discusses the activities of those protesting British rule.
Learning Outcome: 2.4
Cultural Resources
In the News: Check out the activities of groups protesting continued American involvement
in Iraq.
14
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Discussion Topics,
Activities,
and Assignments
Online Simulations and
Internet Activities
Discussion: Present Aristotle’s classification of
governments, a grid structured around two axes:
“how many” people share power, and whether
they act in their own interest or in the general
interest. Ask students whether they believe
leaders generally act in the public interest or out
of self-interest.
Essay Question: What requirements must be
met for a government to be called a democracy?
Internet Activity: From Wikipedia’s list of
national constitutions (http://en.wikipedia.
org/wiki/List_of_national_constitutions), have
small groups of students look at various national
constitutions for specific features such as an
independent judiciary, civil liberties, and
features that might indicate a democratic
government.
Discussion: Can socialism coexist with
democracy? Is extensive economic freedom
essential to democracy? Can the unequal
economic outcomes of capitalism be considered
“undemocratic”?
Internet Activity: Compare countries with
different economic systems on various measures
of economic development and social equality.
Look at sites that display measures such as
infant mortality rates, and health and education
expenditures, such as http://www.unfpa.org
/swp/2006/english/notes/indicators/e
_indicator2.pdf.
Do you find any interesting differences?
Discussion: How do the Sons of Liberty
compare to groups that protest government
policies today?
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Lecture Resources
III. The American Revolution
Lecture Notes: The causes of the American Revolution were both financial and ideological.
The Great Squeeze and other “taxation without representation” made it difficult for the
colonists to prosper. The financial problems, combined with the growing idea of self-rule,
resulted in greater animosity toward continued British rule.
Learning Outcome: 2.4
Illustrations: Table 2.2 The Intolerable Acts, 1774
Table 2.3 Foundational Philosophers of the Revolution
Print Resource: David McCullough, John Adams, Simon and Schuster, 2002
A. The Declaration of Independence
Lecture Notes: Violence broke out between the colonists and the British at Lexington and
Concord, signaling the beginning of war. To unite opinion on behalf of the revolution,
Thomas Jefferson wrote the inspired words of the Declaration of Independence, reflecting the
ideas of natural rights and social contract theory set forth by John Locke.
Momentum against the British also came from General Washington’s victories, the writings
of Thomas Paine, and the French support for the revolution.
Learning Outcome: 2.4
Web Resource: Find primary documents on the founding and the Constitution at
http://americanpolitics.anarres.com/links.html#const
Cultural Resource
Movie: 1776
B. The Colonial Experience and the Pathways of Change
Lecture Notes: The authors argue that revolution was inevitable in a society with no
legitimate pathways to bring about change.
The sidebar challenges Timothy McVeigh’s bombing of the federal building in Oklahoma
City as a “revolution,” as he had nonviolent pathways open to pursue his goals.
Learning Outcome: 2.4
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Discussion Topics,
Activities,
and Assignments
Online Simulations and
Internet Activities
Discussion: The ideas Jefferson expressed
so eloquently in the Declaration of
Independence were not original. Can wellphrased words really inspire people to
action?
Essay Question: What factors encouraged
the colonists to support the revolution?
Simulation: Have students play the roles of
royalists and revolutionaries and debate
whether to go to war against Great Britain.
For information on the royalists (or
“loyalists”), see http://en.wikipedia.org/wiki/
Loyalist_%28American_Revolution%29#
Background_and_motivation_of_Loyalists
Discussion: When are citizens justified in
using violence against their government?
Was Jefferson right that “The tree of liberty
must be refreshed from time to time with the
blood of patriots and tyrants”?
Internet Activity: Read more about the
motivation of McVeigh in “The Aftermath of
Terror” at http://www.crf-usa.org/bria/
bria11_4.html (from the Constitutional Rights
Foundation). You may want students to
engage in the debate activities at the end of
the section.
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Lecture Resources
IV. The Articles of Confederation
Lecture Notes: The first “American” government was formed under the Articles of
Confederation (1781). It had a weak central government, with most of the power retained by
the states. This arrangement reflected the notion that small, local government is the best way
to represent the interest of the citizens, and the reluctance of state governments to give up any
power to a higher authority.
Learning Outcome: 2.4
Illustration: Table 2.4 Powers of Congress under the Articles of Confederation
A. Limitations of the Articles of Confederation
Lecture Notes: The Articles of Confederation failed because the national government was
too weak. It had no national president, and lacked sufficient power to tax, regulate commerce,
or conduct foreign affairs. This weakness was best illustrated by the inability to respond to
Shays’s Rebellion in Massachusetts.
Learning Outcome: 2.4
B. Shays’s Rebellion: An Alternative Look
Lecture Notes: Did Shays’s Rebellion occur because there were no other pathways for
change besides violence? The Massachusetts legislature did not respond to the needs of the
poor farmers, while in other states, the interests of the wealthy were often endangered by
government policies.
Learning Outcome: 2.4
Print Resource: Charles Beard, An Economic Interpretation of the Constitution of The
United States, 1913
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Discussion Topics,
Activities,
and Assignments
Online Simulations and
Internet Activities
Essay Question: Outline the main provisions
of the Articles of Confederation.
Essay Question: What were the weaknesses
of the Articles of Confederation that led to
the need for a new government?
Discussion: How should government balance
the interests of competing interest groups?
How will these decisions affect the economy
of the country?
Internet Activity: Have students read about
Charles Beard’s analysis that claims the
personal economic interests of the founders
led them to establish a government that
would serve those interests, along with
criticisms of his analysis. Try this site to
start: http://www.common-place.org/
vol-02/no-04/reviews/holton.shtml
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Lecture Resources
V. The Constitutional Convention
Lecture Notes: The convention to revise the Articles of Confederation became a movement
to discard the old government and design a new constitution. The Virginia Plan and New
Jersey Plan were offered as alternative designs for the new government. The Virginia Plan
called for three branches of government, and a bicameral legislature with the number of
representatives per state based on population.
Learning Outcomes: 2.5 and 2.6
Illustration: Table 2.5 The Virginia Plan
A. The Great Compromise
Lecture Notes: The Great Compromise resolved the debate between the Virginia and New
Jersey Plans by creating a bicameral Congress, with representation in the lower house based
on population, and equal representation of each state in the upper house.
Learning Outcomes: 2.5 and 2.6
Illustration: Table 2.6 The New Jersey Plan
B. The Three-Fifths Compromise
Lecture Notes: Southern states wanted to include slaves when counting population for
representation and taxation, while northern delegates objected, as this would give the South
more representation. The result was the Three-Fifths Compromise, in which three-fifths of all
slaves would be included in the count.
Learning Outcomes: 2.5 and 2.6
Illustration: Table 2.7 Differences between the Virginia Plan, the New Jersey Plan, and the
Great Compromise
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Discussion Topics,
Activities,
and Assignments
Online Simulations and
Internet Activities
Essay Question: Outline the main parts of
the Virginia Plan and the New Jersey Plan.
Essay Question: How did the Great
Compromise uphold the interests of both
large and small states?
Discussion: As with the more general question
of slavery, the Three-Fifths Compromise raises
the dilemma of pragmatism vs. idealism.
Slaves had no vote, of course, and were legally
designated as property, but were to be counted
as three-fifths of a person in determining
population size.
Essay Question: Explain how the ThreeFifths Compromise resolved the issue of
representation between northern and southern
delegates.
Simulation: Assign students to be
representatives to the Constitutional
Convention from different states. Debate the
plans for determining representation in
Congress, and for including slaves as part of
the population.
21
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Lecture Resources
C. The Sectional Compromise
Lecture Notes: The Sectional Compromise refers to the trade-off that southern economic
interests would be protected by guaranteeing that the Atlantic slave trade would be allowed to
continue for at least twenty years, while northern commercial interests would be helped by
agreeing that only a simple majority vote, not a supermajority, was needed to regulate commerce.
Learning Outcomes: 2.5 and 2.6
VI. The U.S. Constitution
Lecture Notes: This section covers the major structural provisions of the Constitution.
Separation of powers into three branches of government would prevent a concentration of
power in one institution. A system of checks and balances allows each branch to limit the
actions of other branches. Representative government protects against a “tyranny by the
majority.” Federalism divides power between the state and national levels.
Besides these measures to prevent abuse of power by one group or institution, the
Constitution allowed for change via the amendment process.
Learning Outcomes: 2.7, 2.8, 2.9, 2.10, 2.11, 2.12, and 2.13
Illustrations: Figure 2.2 Shared Powers, Checks and Balances
Table 2.8 The First Ten Amendments to the Constitution (The Bill of Rights)
Figure 2.3 How the Constitution Can Be Amended
VII. The Struggle over Ratification
Lecture Notes: Ratification of the Constitution required approval by nine of thirteen states.
The Federalists supported ratification, opposed by the anti-Federalists.
Learning Outcome: 2.14
Illustration: Table 2.9 Constitutional Amendments after the Bill of Rights
A. The Federalist Papers
Lecture Notes: James Madison, Alexander Hamilton, and John Jay wrote a series of essays,
The Federalist Papers, arguing in favor of ratification. These essays are compelling
explanations of how the proposed government would protect against abuse of power.
Learning Outcomes: 2.9, 2.10, 2.11, and 2.14
22
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Discussion Topics,
Activities,
and Assignments
Online Simulations and
Internet Activities
Essay Question: Describe the elements of
the Constitution that prevent the
concentration of power in one group or
institution.
Essay Question: How can the Constitution
be changed? Why did the founders make the
process so that it is very difficult to amend
the Constitution?
Internet Activity: Make It Real—ACT
Constitutional Democracy
Essay Question: Why didn’t the founders
require unanimous agreement from the states
for the Constitution to go into effect as the
law of the land?
Class Activity: Have the class read together
Federalist No. 51. Discuss how Madison
assumes that human nature is self-interested
and uses that to determine the best structure
for government: “Ambition must be made to
counteract ambition.” Is Madison’s
assumption correct?
Internet Activity: Look at several popular
political blogs. You might try these:
http://www.talkingpointsmemo.com/
http://www.wonkette.com/
http://www.dailykos.com/
http://alittlemoretotheright.com/blog/
Do you think a set of essays like the
Federalist Papers could be spread by blogs
today to start a major political debate?
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Lecture Resources
B. The Anti-Federalists’ Response
Lecture Notes: The anti-Federalists offered two main objections to the proposed
Constitution: large governments could not properly represent local interests, and there was no
Bill of Rights.
The Federalists agreed that if the Constitution was ratified, the first task of the new
government would be to adopt a Bill of Rights. This agreement convinced enough people to
support the Constitution to bring about ratification.
Learning Outcome: 2.14
Illustration: Figure 2.4 The Ratification of the Constitution, 1787–1790
VIII. Other Challenges Faced by the New Nation
Lecture Notes: Events after the ratification of the Constitution continued to build the
foundations of the American political system.
Learning Outcome: 2.15
A. Second Revolution
Lecture Notes: The 1790s saw a debate over the role of average citizens in governance. The
election of Jefferson and the Democratic-Republican Party reinforced the notion that the
average citizen should have a role in government. This election also represented the first
American peaceful change of parties in power.
Learning Outcome: 2.15
Suggestion: Explain the trustee model of representation put forth by Edmund Burke.
B. Jacksonian Democracy
Lecture Notes: The election of Andrew Jackson in 1828 consolidated the movement toward
increased participation of the average citizen and the birth of popular democracy. Voter
turnout doubled from the previous election, pointing to the increased political participation of
the average citizen.
Learning Outcome: 2.15
Illustrations: Figure 2.5 The Electoral College Vote Totals in 1800
Table 2.10 The Presidential Vote of 1824
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Discussion Topics,
Activities,
and Assignments
Online Simulations and
Internet Activities
Discussion: Theoretically, what’s the best
size for a district if the representative is to
truly know and represent his or her
constituents?
Essay Question: What were the antiFederalists’ main objections to ratifying the
Constitution? How did the Federalists
overcome these objections?
Simulation: Assign students to be
Federalists and anti-Federalists and debate
the need for a Bill of Rights.
Discussion: How much of a role should the
average citizen play? Is it enough to vote and
then rely on your representative to use his or
her own judgment?
Internet Activity: Check out a site like
United States Election Project
(http://elections.gmu.edu/voter_turnout.htm)
to see voter turnout rates in the United States.
What trends do you see in this most basic
form of political participation?
25
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Active Learning Strategies – Early Governance
and the Constitutional Framework
Simulate the Constitutional Convention. Assign roles based on the discussion in the chapter
to capture the spectrum of interests and important individuals involved in the Constitutional
Convention. Each student will receive a profile of the role they have been assigned one class in
advance. Then in class, play out the simulation over one or two class periods, finishing the
simulation by regrouping and comparing outcomes achieved through group interaction with
actual outcomes. This simulation could also be held at forums outside of the classroom, such as
an after-school program or at a senior citizen center, with a discussion or question-and-answer
session to follow.
Create a library exhibit. Have students design and assemble a display case at the local public
library or university library, including elements that represent key events from the textbook and
any additional primary source documents assigned. After the display has been assembled,
students could write a short reflection piece about the challenges associated with representing the
underlying concepts and historical events to the general public. What perspectives have been
included and what has been left out? How might this affect public consumption?
Make up a game. Divide students into groups to create board games about the process of
designing the American democracy for middle or high school social studies/civics classes.
They should also write a short, accompanying instruction manual justifying the educational
effectiveness of their game.
Create an online resource. Have students design and prepare a website about the origins of
American government for nonnative English speakers. Prepare them for the task by showing
them websites from other countries explaining their government’s historical origins. What
underlying assumptions exist? What could these sites do better? Having seen these sites, how
might you adjust your intended design?
26
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