TWO IMPORTANT STARTING QUESTIONS:
Welcome to American Politics!
1. ARE PEOPLE (IN GENERAL) BASICALLY
“GOOD” OR “BAD?”
2010-11
PS Rykken
2. WHY DO WE HAVE GOVERNMENTS?
MEMORY WORK (the Thayer Method)
This will give us a common set of
definitions and will sharpen your
preparation for class.
We will start most class periods with this
Some of it is scripted, some is conversational review
The information is listed on page 5 of CIVITAS
We will start working on the first 4 this week
AMERICAN POLITICS: THE BASICS!
THE LINEAR POLITICAL SPECTRUM
WHERE ARE YOU?
DEMOCRATS
RADICAL
LIBERAL
REPUBLICANS
MODERATE
CONSERVATIVE
REACTIONARY
THESE SYMBOLS
GO BACK TO
THE LATE
19TH CENTURY
THOMAS NAST
TEAR
IT
DOWN!
CHANGE
BOTH
STATUS QUO
GO BACK
TO THE
WAY IT
USED TO
BE!
POLITICAL
CARTOONIST
WHAT HAPPENED LAST WEEK IN THE MID-TERM ELECTIONS?
THE COMPETING POST-ELECTION NARRATIVE . . . .
WE WENT FROM . . . (111TH TO 112TH CONGRESS)
US SENATE AND HOUSE ………………………….THE NEW REALITY
57 DEM
255 DEM
41 REP
53 DEM
47 REP
178 REP
188 DEM
239 REP
AND IN WISCONSIN:
FROM …………………………………………… TO ………………… (THE NEW REALITY)
52 DEM
46 REP
38 DEM
60 REP
18 DEM
15 REP
14 DEM
19 REP
THE CONTEXT OF OUR CLASS – THE NEWS! 11.8.10
The LaCrosse Trib is a regional daily paper – heavy on
top story coverage and regional/state issues. Do
the following today:
1. Note the lay-out of the paper – the different
sections
2. Read about the DNR issue (Walker) – lead article
3. Go to page 4 and note the EDITORIALS – Scott
Berry (left) and how people feel about state
government.
KEYNESIAN THEORY
School of economic
thought founded by
economist John Maynard
Keynes (1883-1946). The
main plank of his
revolutionary theory is the
assertion that
governments should
stimulate the economy in
times of recession to
produce demand and
employ people.
SUPPLY-SIDE THEORY
Theory that income taxes
reduce incentives for
work, savings, and
investment. Supply side
economics advocates large
scale tax cuts for
individuals and
corporations, deregulation
of businesses, and strong
incentives for investment.
In addition, cuts in
government spending are
necessary.
TOP PRIORITY EACH WEEK!
ALWAYS CHECK THE AMERICAN POLITICS BLOG
ON MONDAYS (or SUNDAYS) TO BE AWARE OF
WHAT WE ARE DOING IN THE UPCOMING WEEK!
THE BLOG IS ONE OF THREE LINKS RELATED TO
THE CLASS – YOU WILL FIND THE LINKS UNDER
MY NAME ON THE DROP DOWN LINKS ON THE
RIGHT SIDE OF THE PAGE.
USE OF THE CLASS PAGE WILL BE ESSENTIAL FOR
YOU PROGRESS IN AMERICAN POLITICS!
4. Then the MONDAY DEBATE about WHY the
election results ended up the way they did!
MEMORY WORK (the Thayer Method)
This will give us a common set of
definitions and will sharpen your
preparation for class.
We will start most class periods with this
Some of it is scripted, some is conversational review
The information is listed on page 5 of CIVITAS
We will start working on the first 4 this week
REFLECTIVE ENGAGEMENT
(thinking about what you study and staying focused)
•Listen Actively (LA)
•Preparation Prior to Class (P)
•Ask Questions (AQ)
•Be responsible to the group (GR)
•Apply the 30 minute study rule (30)
•Attention to Detail (D)
WHAT IS GOVERNMENT?
“THE ORGANIZATION THROUGH WHICH A POLITICAL UNIT . . . .
(the actual body)
(the people)
What does the “political unit” do?
WHAT IS THE PRIMARY FUNCTION OF GOVERNMENT?
TO TRANSLATE PUBLIC WILL INTO PUBLIC POLICY.
What the public wants
to see happen
laws for the
good of the people
EXERCISES AUTHORITY . . .
How does it “exercise authority?”
WHAT IS POLITICS?
BY ESTABLISHING AND ENFORCING PUBLIC POLICY.
THE ART OF GOVERNMENT.
(How things actually get done)
Making Policies
Seeing that they are carried out
HANDLING OUR TEXT:
NUTS AND BOLTS
Attached to the Syllabus
you will find the textbook
work for each unit of study
1. START THE UNIT 1 TEXT WORK – NOTE THE DUE
DATE. IT DEALS WITH UNIT 1 – LOOK OVER THE
UNIT 1 OVERVIEW (gold)
NOTE when the first round
of textbook work is due.
2. ISSUE RESEARCH: pages 8-9 in CIVITAS. YOU
NEED TO MAKE CHOICE OF ISSUES SOON!
Number your answers and
provide a sufficient enough
amount of information so I
know that you comprehend
the material.
3. MEMORY WORK: page 5 of CIVITAS. Start
working on it right away!
ISSUES FOR YOUR RESEARCH DURING TERM
(SELECT FROM THESE)
IMMIGRATION ISSUE
MID-EAST WARS (AfPak and Iraq)
4. PARENT LETTERS/ BOOK COVERS/ BINDER
(These are graded activities)
ROSENAU PYRAMID
HOW
INFORMED
ARE WE?
OPINION MAKERS: 1%
ATTENTIVE PUBLIC 10-25%
THE ECONOMY AND DEFICIT
RESULTS OF MID-TERM ELECTIONS
(Note: If you have another issue that you would like
to explore in the context of this assignment –
something that may connect with another class – talk
to me about it)
MASS
PUBLIC
75-90%
“KNOWS
VIRTUALLY
NOTHING”
JANUARY 2010: Kaiser Family Foundation Study
ANOTHER RECENT STUDY:
WHAT ARE WE LEARNING ABOUT YOUNG PEOPLE
AND THE USE OF MEDIA/TECHNOLOGY?
AVERAGE TEENS USING 800 WORDS DAILY
(out of 40,000 words that they know)
•Children ages 8-18 devote an average of 7 hours and
38 minutes a day consuming some form of media for
fun (a significant increase from 5 years ago)
•There is an inverse relationship between time spent
“connected” and grades in school
DOES THIS SURPRISE YOU?
HOW DO YOU EXPLAIN THAT?
IS ACADEMIC SUCCESS LINKED TO VOCABULARY?
CLEARLY, YES! Your ability to comprehend what you
read and to articulate concepts in a meaningful way is
absolutely connected to your vocabulary skills.
PREPARATION FOR CITIZEN FORUM #1
THESE ARE YOUR TESTS FOR THIS CLASS. BE READY
FOR . . .
1. REFLECTIVE ENGAGEMENT (on-line/ main page)
WHAT IS THE
MESSAGE OF
THIS CARTOON?
2. “America’s Alienated Voters” (Politics Blog)
3. CARTOON OF THE WEEK
4. QUOTES FROM PAGE 2 OF CIVITAS – BE ABLE TO
INTERPRET ONE OF THEM
5. UNIT 1 TEXT READING
HOW DO WE
BEGIN TO
UNDERSTAND
OUR POLITICAL
ENVIRONMENT?
THE AMERICAN POLITICAL ENVIRONMENT
•HOW DO PEOPLE LEARN ABOUT THE POLITICAL
WORLD?
•MOST PEOPLE GET THEIR INFORMATION FROM
WHAT FORM OF MEDIA?
•DO THEY GET ACCURATE INFORMATION?
•DO THEY GET A FULL UNDERSTANDING OF WHAT
IS GOING ON IN THE NEWS?
•DO WE BLUR OUR POLITICS WITH
ENTERTAINMENT?
THE AMERICAN POLITICAL ENVIRONMENT:
HOW DO YOU EXPLAIN THIS PROBLEM?
(FROM A YEAR AGO)
?
THE CURRENT ACTORS IN
THE DRAMA
WHY DO AMERICANS
KNOW THE THINGS
THEY KNOW?
IS THIS A VALID COMPARISON?
REACTIONS TO THE OBAMA VICTORY HAVE
BEEN MIXED. SHOULD THIS SURPRISE US?
THE AMERICAN POLITICAL ENVIRONMENT IN 2010
LET’S DO SOME RESEARCH!
You will see and hear several exhibits over the next
few minutes that give us clues to our present
environment.
PRACTICING FOR A CITIZEN
FORUM
Have your notes open and write down thoughts and
ideas that come to mind as we do this research
together.
LET’S PRACTICE: HOW WOULD YOU HANDLE
THIS QUESTION?
Be prepared to discuss in a few minutes.
WHY DID WE LOOK AT THESE TWO EXHIBITS IN
CLASS THIS WEEK?
PREPARATION FOR CITIZEN FORUM #1
HOW INFORMED ARE WE?
THESE ARE YOUR TESTS FOR THIS CLASS. BE READY
FOR . . .
OPINION-MAKERS:
•1% of population – highly informed – shape the opinions of others
•Journalists, Professors, Heads of Major Corporations, Intellectuals
1. REFLECTIVE ENGAGEMENT (on-line/ main page)
ATTENTIVE PUBLIC:
2. “America’s Alienated Voters” (Politics Blog)
•10-25% of population – attentive to what is going on – well-informed –
sophisticated understanding of the news
3. CARTOON OF THE WEEK
MASS PUBLIC:
4. QUOTES FROM PAGE 2 OF CIVITAS – BE ABLE TO
INTERPRET ONE OF THEM
•75-90% of population – know “virtually nothing” about what is
happening – unsophisticated and emotional approach to events
5. UNIT 1 TEXT READING
CONSIDER THESE . . . .
•70% OF AMERICAN PEOPLE CANNOT NAME EITHER
ONE OF THEIR STATE’S TWO SENATORS
What’s the Problem Here?
•84% CONFUSE THE CONSTITUTION WITH THE
DECLARATION OF INDEPENDENCE
•41% OF AMERICANS DO NOT KNOW HOW MANY
BRANCHES THERE ARE IN THE US GOVERNMENT
•IN JULY OF 2003, 60% OF AMERICANS BELIEVED
THAT WORLD OPINION FAVORED THE WAR IN IRAQ
•60% BELIEVED THAT WE HAD FOUND WEAPONS OF
MASS DESTRUCTION (even though we did not)
•60% BELIEVED THERE WAS A LINK BETWEEN
HUSSEIN’S GOVERNMENT AND THE 9-11 ATTACKS
(even though there was no connection)
ROUGHLY 50% OF ELIGIBLE VOTERS
ACTUALLY VOTE IN OUR ELECTIONS
(HIGHER IN 2004)
24% of 18-25 year olds voted in the MidTerm elections of 2006
15% of voters participated in the elections
we had in April 2008
We had an upturn in participation in
2008 – will that hold?
IF I EVER LOSE MY FAITH IN YOU (STING)
You could say I lost my faith in science and progress
You could say I lost my belief in the holy church
You could say I lost my sense of direction
You could say all of this and worse but . . .
If I ever lose my faith in you
There’d be nothing left for me to do
Some would say I was a lost man in a lost world
You could say I lost my faith in the people on TV
You could say I lost my belief in our politicians
They all seemed like game show hosts to me . . .
I never saw no miracle of science
That didn’t go from a blessing to a curse
I never saw no military solution
That didn’t always end up as something worse . .
MUSIC IS PART
OF OUR
POLITICAL
ENVIRONMENT!
WHAT’S THE
MESSAGE
HERE?
HOW ABOUT THIS CARTOON???
XENOPHOPBIA
A FEAR OF FOREIGNERS OR THOSE THAT ARE DIFFERENT
FROM YOU
YAHOOISM
THE ACT OF BEING ROWDY AND RUDE – ASSOCIATED WITH
PEOPLE WHO DO NOT HAVE GOOD “PEOPLE SKILLS”
ZEALOTRY
A FANATICAL ATTACHMENT TO A SET OF BELIEFS – NO
WILLINGNESS TO LISTEN TO THOSE THAT OPPOSE YOU
THE DILEMMA?
What problem is
Rick Shenkman
talking about?
Be an active listener!
What’s the connection to what we are
studying?
FIVE DEFINING CHARACTERISTICS OF STUPIDITY
1. SHEER IGNORANCE: Not knowing critical facts about
important events in the news or how our government
works.
2. NEGLIGENCE: Not seeking reliable sources of information
about what is happening.
3. WOODEN-HEADEDNESS: The inclination to believe what we
want to believe, regardless of the facts.
4. SHORTSIGHTEDNESS: Not seeing the long-term interests of
the nation.
5. BONE-HEADEDNESS: Being susceptible to meaningless
phrases and simplistic solutions.
-- Rick Shenkman (Just How Stupid Are We? 2008)
WHAT IS JIM WALLIS TALKING
ABOUT? WHAT’S HIS POINT?
PARTNER DISCUSSION
1. What messages did you record from
the various exhibits you saw and heard?
2.What do the messages suggest about
the present “mood” of our country as
far as politics are concerned?
Write down three conclusions you can
draw from the evidence
CARTOON OF THE WEEK
BE READY TO INTERPRET THIS
ONE ON FRIDAY
WHAT IS THE #1 PROBLEM?
WHAT IS THE #1 PROBLEM FACING THE
UNITED STATES IN 2010?
LACK OF CIVIC ENGAGEMENT BY
THE AMERICAN PUBLIC
WE WILL CALL THIS THE “POLITICAL MALAISE”
(a vague sense that something is wrong)
ALSO CALLED “POLITICAL ALIENATION” (Sting?)
IS IT A FORM OF “LEARNED HELPLESSNESS?
(“I cannot change the world, so why even try?”)
IT IS ACCOMPANIED BY “CYNICAL RESIGNATION”
(“I’m angry and I’m not going to participate.”)
EVIDENCE: THE DILEMMA
LOW VOTER TURNOUTS
LACK OF CONFIDENCE IN
PUBLIC INSTITUTIONS
LACK OF BASIC CIVIC
KNOWLEDGE AMONG THE
POPULATION
And while this problem impacts our entire
population, it is especially strong among
youth – Why is that?
RAISED BY “WATERGATE” ERA
PARENTS
NEGATIVE NEWS COVERAGE
LACK OF KNOWLEDGE
LACK OF YOUTH “RELEVANCE” IN
NEWS STORIES
GENERAL APATHY?
OUR STARTING PROBLEM . . .
At a time when the nation is facing serious issues that
will affect the next generation . . . . WE HAVE . . .
CONSIDER THIS . . . .
•DISENGAGEMENT BY THE
MAJORITY
•POLITICAL MALAISE
•LEARNED HELPLESSNESS
•CYNICAL RESIGNATION
SO . . .
What do
we do
about it?
ISSUES FOR YOUR RESEARCH DURING TERM
(SELECT FROM THESE)
IMMIGRATION ISSUE
MID-EAST WARS (AfPak and Iraq)
THE ECONOMY AND DEFICIT
RESULTS OF MID-TERM ELECTIONS
(Note: If you have another issue that you would like
to explore in the context of this assignment –
something that may connect with another class – talk
to me about it)
YOU HAVE 4,160 HOURS OF
INSTRUCTION WHILE YOU ARE IN
HIGH SCHOOL
2%
LESS THAN
OF THAT TIME IS
DEVOTED TO HELPING YOU
UNDERSTAND OUR POLITICAL
SYSTEM
CONFRONTING THE DILEMMA
Recognize
the Problem
Move Past Indifference
Education
Positive Action
ISSUE RESEARCH: GETTING STARTED WITH THE BASICS
•Pages 8-9 of Civitas
•Cumulative Research (over a number of weeks)
•Self-Education!
•Locating and Summarizing Articles
•Documenting your sources
•Concluding commentary (250 words)
•6 different sources/ 5 editorials
•Grade is based on number of articles and quality of work
(21, 17, 14)
AMERICAN POLITICS
UNIT 1
INTRODUCTION TO THE
POLITICAL ENVIRONMENT
ESSENTIAL ELEMENTS: UNIT 1
1.
SIX NOTABLE AMERICAN DOCUMENTS
Identify and describe the principle of the Social Contract as it
pertains to the American governmental system, as well as the ability
to define the phrase popular sovereignty, explaining the connection
between that concept and the American Revolution.
2.
Describe what is meant by the expression the “public good” (or public
interest) and how differing perceptions of that concept lead to
fundamental political disagreements in our culture.
3.
Define the phrase “political socialization” and to identify several
factors that have shaped your worldview.
4.
Identify several roles that the media plays in the political culture and
how citizens can become critically informed about the workings of the
government on a day to day basis.
KEY VOCABULARY: UNIT 1
SOCIAL CONTRACT
POPULAR SOVEREIGNTY
POLITICAL SOCIALIZATION
THE PUBLIC GOOD
MEDIA
ANALYZING A DOCUMENT
WHAT DOES IT MEAN
TO BE A CITIZEN OF
AMERICA IN THE
EARLY 21ST CENTURY?
A = WHO IS THE AUTHOR?
P = WHAT IS THE PLACE AND TIME?
P = WHAT PRIOR KNOWLEDGE DO YOU HAVE?
A = WHO IS THE AUDIENCE?
R = WHAT IS THE REASON FOR THIS?
T = WHAT IS THE MAIN IDEA OF THE
DOCUMENT?
S = WHAT IS THE SIGNIFICANCE OF THE
DOCUMENT?
Your understanding of these documents will introduce
you to great moments in our political history. Each
was selected for this class for ONE MAIN IDEA they
convey.
#1: Declaration of Independence
4 July 1776
#2: Gettysburg Address
19 November 1863
#3: FDR’s Second Inaugural
20 January 1937
#4: Reagan’s First Inaugural
20 January 1981
#5: LaFollette’s Free Speech
During Wartime
6 October 1917
#6: JFK at American University
10 June 1963
BASIC STRUCTURE OF THE DECLARATION
Paragraph 1: Explaining why this is being
issued
Paragraph 2: The Core of the Document
Paragraphs 3-29: What the King and the
British have done to cause this
Paragraph (marked 3): The actual
declaration of independence – and the
statement of unity.
THE GETTYSBURG ADDRESS
Reinterpreting the Declaration
CAN WE RECONNECT WITH OUR POLITICAL
ORIGINS TO FIND SOLUTIONS TO OUR
CURRENT DILEMMA?
ABRAHAM
LINCOLN
NOVEMBER 19, 1863
GETTYSBURG,
PENNSYLVANIA
THE UNITED STATES GOVERNMENT IS A HYBRID
POLITICAL THEORY
BRITISH MODELS
NATIVE AMERICAN INFLUENCES
EARLY STATE GOVERNMENTS
TRIAL AND ERROR
THE IMPORTANT QUESTION
HOW DID THE FRAMERS
(those that formed our
government) SEE THE
WORLD?
A HYBRID IS A “MIXTURE”
MIXTURE” OF SEVERAL THINGS
THE ENLIGHTENMENT
1650-1775
THE
AGE OF REASON
REACTION TO THE IDEA OF
ABSOLUTE RULE (RULE BY
DIVINE RIGHT)
A PERIOD OF GREAT QUESTIONS
THOMAS HOBBES
1588-1679
LEVIATHAN
THE SOCIAL
CONTRACT
SOCIAL CONTRACT: (example of KEY VOCABULARY)
The political theory that a state and its citizens have an
unwritten agreement between them, a social contract into
which they voluntarily enter. In the theory of Thomas
Hobbes (1588-1679), such a social contract was necessary
to lift mankind out of a primitive "state of nature" in which
life was "nasty, brutish and short." Jean-Jacques Rousseau
(1712-1778) also postulated an original state of nature
before there was organized government, but for him it
was an idyllic, carefree condition. The state became
necessary as individual inequalities developed, but the
only social contract that would not corrupt mankind was
one based on direct democracy in which the general will
was the basis for law. The idea of the social contract is
reflected in paragraph 2 of the Declaration of
Independence.
THE “HOBBESIAN” SOCIAL CONTRACT
PEOPLE
RESPONSIBILITIES
(Maintaining Order)
MONTESQUIEU
ROUSSEAU
1689-1755
1712-1778
FRENCH
FRENCH
SEPARATION
OF POWERS
“GENERAL WILL”
(rule by majority)
LOCKE’S WORLD VIEW
JOHN LOCKE
ENVIRONMENT CAN BE
CHANGED
REASON IS OUR GUIDE
A BELIEF IN PROGRESS –
LINEAR VIEW OF HISTORY
AN EMPIRICAL APPROACH
(EXPERIMENT IN ALL THINGS)
1632-1704
ENGLISH
PHILOSPHER
RULER
THE LOCKEAN QUESTION
LOCKE’S “TABULA RASA”
ARE WE PRIMARILY A PRODUCT OF
OUR GENETIC TRAITS (INBORN)? OR,
ARE WE PRIMARILY A PRODUCT OF
OUR ENVIRONMENT?
PAGE”” AT
MAN IS A “BLANK PAGE
BIRTH -- THE ENVIRONMENT
SHAPES THE INDIVIDUAL
Discuss with partner
What are the implications of
this position?
USING THE LOGIC OF LOCKE . . . .
IF WE ARE PRIMARILY A PRODUCT OF OUR
ENVIRONMENT, THEN (USING OUR REASON
TO GUIDE US) WE CAN CHANGE THE
ENVIRONMENT TO PRODUCE A SPECIFIC
RESULT (i.e. better government, better
people, a better society, better education . . .)
LOCKE’S “NATURAL RIGHTS”
The “Lockean” Rights
LIFE
LIBERTY
WE HAVE THESE
RIGHTS AT BIRTH
PROPERTY
THIS CAN BE APPLIED TO OUR POLITICAL
ENVIRONMENT.
THE LOCKEAN SOCIAL
CONTRACT
PEOPLE
THOMAS JEFFERSON
1743-1826
GOVERNMENT
JULY 4, 1776
RESPONSIBILITIES
(Protection of Natural Rights)
THE DECLARATION
A
REVOLUTIONARY DOCUMENT
THE TYPE OF SYSTEM THEY WERE PROMOTING WAS
REVOLUTIONARY IN NATURE COMPARED TO OTHER
GOVERNMENTS OF THE TIME.
A
DECLARATION OF WAR
THE LANGUAGE BEING USED INDICATED THAT THERE WAS NO
TURNING BACK FROM THIS ACTION, ESPECIALLY EVIDENT IN THE
LAST PARAGRAPH.
AN
ILLEGAL ACT
THEY WERE COMMITTING TREASON WHEN THEY SIGNED THEIR
NAME TO THIS DOCUMENT – PUNISHABLE BY DEATH.
Early name
reference
God Reference
Speaking for the
people
The actual
declaration
God Reference
We will die for this
“We, therefore, the representatives of the
United States of America, in general
congress assembled, appealing to the
supreme judge of the world for the
rectitude of our intentions, do, in the name,
and by authority of the good people of
these colonies, solemnly publish and
declare, that these united colonies are, and
of right ought to be free and independent
states . .
And for the support of this declaration,
with a firm reliance on the protection of
divine providence, we mutually pledge to
each other our lives, our fortunes and our
sacred honor.”
ANALYZING THE ADDRESS
A = WHO IS THE AUTHOR?
P = WHAT IS THE PLACE AND TIME?
P = WHAT PRIOR KNOWLEDGE DO YOU HAVE?
A = WHO IS THE AUDIENCE?
R = WHAT IS THE REASON FOR THIS?
T = WHAT IS THE MAIN IDEA OF THE
DOCUMENT?
S = WHAT IS THE SIGNIFICANCE OF THE
DOCUMENT?
Declaration: Paragraph 2
“We hold these truths to be selfevident, that all men are created
equal, that they are endowed by their
creator with certain unalienable
rights, that among these are life,
liberty, and the pursuit of happiness.
That to secure these rights,
governments are instituted among
men, deriving their just powers from
the consent of the governed, that
whenever any form of government
becomes destructive of these ends, it
is the right of the people to alter or
abolish it . . . “
CLEAR TO SEE
GOD REFERENCE
LOCKEAN RIGHTS
THE SOCIAL
CONTRACT
THE GETTYSBURG ADDRESS
Reinterpreting the Declaration
ABRAHAM
LINCOLN
NOVEMBER 19, 1863
GETTYSBURG,
PENNSYLVANIA
Four score and seven years ago our fathers brought forth on
this continent, a new nation, conceived in Liberty, and
dedicated to the proposition that all men are created equal.
Now we are engaged in a great civil war, testing whether
that nation, or any nation so conceived and so dedicated, can
long endure. We are met on a great battle-field of that war.
We have come to dedicate a portion of that field, as a final
resting place for those who here gave their lives that that
nation might live. It is altogether fitting and proper that we
should do this. But, in a larger sense, we can not dedicate—
we can not consecrate—we can not hallow—this ground.
The brave men, living and dead, who struggled here, have
consecrated it, far above our poor power to add or detract.
The world will little note, nor long remember what we say
here, but it can never forget what they did here. It is for us
the living, rather, to be dedicated here to the unfinished work
which they who fought here have thus far so nobly advanced.
It is rather for us to be here dedicated to the great task
remaining before us—that from these honored dead we take
increased devotion to that cause for which they gave the last
full measure of devotion—that we here highly resolve that
these dead shall not have died in vain—that this nation, under
God, shall have a new birth of freedom—and that
government of the people, by the people, for the people, shall
not perish from the earth.
How is Lincoln connecting
with the Declaration of
Independence?
How is Lincoln reinterpreting
the Declaration for his
generation?
ABRAHAM LINCOLN 1863
1776 -- Declaration
Four score and seven (87) years ago our fathers brought
forth on this continent, a new nation, conceived in Liberty,
and dedicated to the proposition that all men are
created equal.
Now we are engaged in a great civil war, testing whether
that nation, or any nation so conceived and so dedicated, can
long endure (survive).
. . . that we here highly resolve that these dead shall not
have died in vain—that this nation, under God, shall have a
new birth of freedom—and that government of the people,
by the people, for the people, shall not perish from the earth.
Tom Paine
1737-1809
“These are the times that try
men’s souls. The summer soldier
and the sunshine patriot will, in
this crisis, shrink from the service
of his country; but he that stands
it now deserves the love and
thanks of man and woman.
Tyranny, like hell, is not easily
conquered; yet we have this
consolation with us – that the
harder the conflict, the more
glorious the triumph.”
HOW DO AMERICANS VIEW THEIR
REVOLUTION?
ARE WE UNIQUE IN THIS REGARD?
WHY DO NATIONS TEND TO
“GLORIFY” THEIR PAST?
IS HISTORY WHAT “REALLY
HAPPENED” OR HOW WE “CHOOSE TO
REMEMBER” WHAT HAPPENED?
Of the war-time pamphlets, the
most important are the series to
which the author, Thomas Paine,
gave the title of The Crisis. The
first issue of the series had its
origin in the gloom and
despondency occasioned by
Washington’s famous retreat
across New Jersey, in the fall and
early winter of 1776; a retreat
which to many seemed to
presage the speedy collapse of
the American cause.
WASN’T THAT A TIME
Our fathers bled at Valley Forge
The snow was red with blood
Their faith was worn at Valley Forge
Their faith was brotherhood
Wasn’t that a time, wasn’t that a time?
A time to try the soul of men
Wasn’t that a terrible time.
Brave men who fought at Gettysburg
Now lie in soldier’s graves
But there they stemmed the rebel tide
And there, their faith was saved
The wars are long, the peace is frail
The madmen come again
There is no freedom in a land
Where fear and hate prevail.
Isn’t this a time, isn’t this a time?
A time to try the soul of men,
Isn’t this a terrible time.
Reference to the
American
Revolution
Tom Paine
Reference to
the Civil War
Written in the
50s during the
Red Scare – war
at any time?
“If you are not committed to your own
adulthood, if you are just coming in and
going out, letting others take care of
the ragged edges of our life together,
then you will forever see the problem in
someone else.”
(Sister Joan Crittister)
INTERPRET THIS QUOTE (writing)
MAKING THE CONNECTIONS . . .
Essential Element #1
Students will be able to identify and describe the
principle of the social contract as it pertains to the
American governmental system. In addition, they will
be able define the phrase popular sovereignty and
explain the connection between that concept and the
American Revolution.
Also check THE SOCIAL CONTRACT and POPULAR
SOVEREIGNTY in the back of CIVITAS
“My idea of
education is to
unsettle the minds of
the young and
inflame their
intellects.”
--Robert Maynard Hutchins
WHAT DOES THIS MEAN?
LET’S THINK ABOUT THIS . . . .
“Success is uncommon, therefore not to be enjoyed by
common people. I’m looking for uncommon people.”
What would be an “uncommon” approach
as a student in 2010?
WHAT IS THE SINGLE GREATEST OBSTACLE
YOU WILL FACE THIS YEAR AS YOU
PURSUE YOUR EDUCATION?
YOURSELF!
•A passion for learning, not just completing
assignments for a grade
•Having humility about your own knowledge base and
being willing to learn from others
•Working hard
EDUCATION IS ALL ABOUT THE PURSUIT OF
SELF-MASTERY
The fact is, your success or failure is
not determined by other people – it is
determined by you.
Most people have tremendous
problems conquering themselves.
THREE IMPORTANT QUESTIONS
WHAT WILL YOU BE DOING 10 YEARS
FROM NOW?
WHAT IS YOUR VISION FOR YOURSELF?
Can you think of examples?
What gets in our way?
WHAT WORKS WELL IN HERE?
WHAT HAS TO HAPPEN TO MAKE THAT
A REALITY?
GRADING THE TEXTBOOK WORK
1. START FAST – FIRST TWO WEEKS
ARE CRITICAL
THIS IS FOUNDATION WORK FOR YOU AS FAR AS
UNDERSTANDING THE MATERIAL THAT WE ARE
STUDYING. IT IS PART OF YOUR TEST GRADE.
2. BE HERE AND BE INVOLVED –
KNOW YOUR RESPONSIBILITIES
20 POINTS POSSIBLE
3. STAY FOCUSED
4. VIEW YOUR LEARNING AS A
PROCESS
YOU WILL SCORE 16 IF ALL QUESTIONS ARE
COMPLETED AND THE WORK IS ADEQUATE
TO SCORE BETWEEN 16-20 YOUR WORK WILL NEED
TO SHOW MORE EFFORT, MORE WRITING, MORE
THOUGHT HAS GONE INTO IT
ENGAGEMENT
REFLECTIVE
“flectere”
= to bend
“re” = back
To be reflective means to turn
back your thoughts on a
particular subject
Careful consideration
To attract and hold by
influence or power
To hold the attention of
To induce to participate
To be fully involved
HOW WILL WE DO THIS?
MY TEACHINING METHODS
#2: Socratic Method
My Methods:
#1: CONTEXTUALISM
Authentic learning must take
place in the context of our lives.
Understanding politics and our
government is difficult. My job
is to bring this into “your
world.” That’s my challenge!
Learning by asking the
right questions –
probing a student’s
understanding of the
material. The Socratic
Method promotes
thinking and reflection.
HOVDE
MY TEACHING METHODS
#3: THE THAYER METHOD
•Named for Sylvanus Thayer –
Commandant of West Point Military
Academy in the early 19th century
ESSENTIAL CONCEPTS
Executive Function
The Social Contract
Hierarchy vs. Democracy
Popular Sovereignty
Presidential Election Process
The Public Good
Conservative-Libertarian View of
Government
Political Socialization
Judicial Function
Media
•Student must prepare PRIOR TO
CLASS and be ready to verbalize what
they have learned about the
material.
•Memory or Conversational
Freedom and Responsibility
Legislative Function
Bicameral System
Judicial Activism vs. Judicial
Restraint
Federalism
Responsible Dissent
Liberal-Progressive View of
Government
Sovereignty
Domestic Law vs. International Law
Isolationism vs. Internationalism
Foreign Policy
What is your part in this??
HOW DO WE “TALK” ABOUT POLITICS?
CITIZEN FORUMS AND TEXT WORK: 40%
PROJECT AND PARTICIPATION: 40%
(Includes Constitution work, Citizenship Test,
Issue Research, and Participation
FINAL EXAM: 20%
(Many things included in this portion)
WHAT DO THESE ISSUES HAVE IN COMMON?
THE WAR IN AFGHANISTAN
ABORTION
GAY MARRIAGE
GLOBAL WARMING
IMMIGRATION
THE HEALTH CARE DEBATE
THEY ARE ALL CONTROVERSIAL!
WHAT IS THE SINGLE GREATEST OBSTACLE
YOU WILL FACE THIS YEAR AS YOU
PURSUE YOUR EDUCATION?
YOURSELF!
EDUCATION IS ALL ABOUT THE PURSUIT OF
SELF-MASTERY
FROM RICK SHENKMAN:
“Schooling by itself is not the
answer. More than half of all
Americans now have some
college education. Yet they
are no more knowledgeable
about civics than Americans
a half-century ago, when
fewer than half of all citizens
even graduated from high
school. What’s needed is
specifically an emphasis on
Civics. Studies show that
people who know Civics are
less easily manipulated by
politicians.”
Homework? It is essential
that you . . .
Review your notes prior to class
every day. The material needs to
remain fresh.
Do the textbook work. Anticipate
the due dates and stay on it!
Regularly study the memory work.
Work on your issue research!
“Democracy is
based upon
the conviction
that there are
extraordinary
possibilities in
ordinary
people."
“ganas”
“el deseo de triunfar”
“WHO ARE YOU” POLITICALLY?
YOU ARE WORKING ON A “FORCED CHOICE” TEST. AFTER
EACH QUESTION THERE ARE FOUR CHOICES THAT INDICATE A
RANGE OF OPINIONS THAT PEOPLE HOLD ON THE ISSUE BEING
DESCRIBED. SELECT THE CHOICE THAT MOST ACCURATELY
REFLECTS WHAT YOU BELIEVE. MARK THE LETTER OF YOUR
RESPONSE ON THE ANSWER SHEET PROVIDED.
YOUR TOTAL SCORE IS CALCULATED AS INDICATED.
ON THE REVERSE OF THE ANSWER SHEET THERE IS A
DESCRIPTION OF THE VARIOUS POLITICAL POSITIONS.
YOU MUST PRACTICE . .
GOVERNMENT IS THE ORGANIZATION
THROUGH WHICH A POLITICAL UNIT
EXERCISES AUTHORITY BY
ESTABLISHING AND ENFORCING
PUBLIC POLICY.
WHAT DOES ALL THIS MEAN?
"What is the difference between an obstacle
and an opportunity? Our ATTITUDE toward it.
Every opportunity has a difficulty and every
difficulty has an opportunity."
--J. Sidlow Baster
SELF-EDUCATION!
THE INSPIRATION OF
LINCOLN
ARE YOU AWARE THAT
HE HAD LESS THAN ONE
YEAR OF FORMAL
EDUCATION?
“When Lincoln obtained copies of the King James Bible, John
Bunyan’s Pilgrim’s Progress, Aesop’s Fables, and William Scott’s
Lessons in Elocution, he could not contain his excitement. Holding
Pilgrim’s Progress in his hands, ‘his eyes sparkled, and that day he
could not eat, and that night he could not sleep.’”
PREMISE:
A premise is a proposition that somewhat puts
forth for analysis.
DEFEND (support) OR REFUTE (reject) THIS
STATEMENT – PROVIDE THREE REASONS FOR
YOUR ARGUMENT:
“BRFHS needs a new cafeteria.”
Is this a “political” question?
WRITING CITIZEN FORUMS
1. SCORING METHOD
5 = Excellent
4 = Good
3 = Average (more development needed)
1 or 2 = lacking information, effort is made
2. Write with clarity and be thorough – don’t
assume that I know anything.
3. Work on DEPTH and APPLICATION as you write.
Sophisticated Analysis (p. 11 in CIVITAS)
“Great minds
discuss ideas.
Average minds
discuss events.
Small minds
discuss people.”
Eleanor Roosevelt
DOES THIS HELP EXPLAIN WHAT
“DRIVES” OUR NEWS COVERAGE?
ANOTHER
EXAMPLE OF
“SELFIMPOSED
IGNORANCE?”
PREMISE: A premise is a proposition or thesis that
somewhat puts forth for analysis.
DEFEND (support) OR REFUTE (reject) THIS
STATEMENT – discussion approach today.
THE PROBLEM THAT ROSENAU IS IDENTIFYING IS
TROUBLING, BUT THERE IS NOT MUCH WE CAN
DO ABOUT IT.
Partner A (taller) – You defend this statement.
Partner B – you refute the premise. Assert your
arguments, but be a good listener also!
STATE OF THE
UNION
MESSAGE
Article II, Section 3, clause 1 of the United
States Constitution authorizes the State of
the Union Message, stating: “He [the
President] shall from time to time give to the
Congress Information on the State of the
Union, and recommend to their
Consideration such measures as he shall
judge necessary and expedient.” Presidents
Washington and Adams delivered their
messages to Congress in person, but
President Jefferson abandoned the practice
as “monarchical” and time consuming,
sending written messages instead. This
precedent was followed until President
Wilson personally appeared before
Congress in 1913. President Franklin
Roosevelt adopted Wilson’s practice of
personal delivery, and it has since become a
contemporary tradition. With the advent of
radio (1923) and television (1947) coverage
of the address, it gained great importance
by providing a nationwide platform for the
President.
FILIBUSTER RULE: A BRIEF HISTORY
•ARTICLE I, SECTION 5 of the Constitution allows each of the
houses (House and Senate) to make their own rules of procedure
•The Senate historically allowed for unlimited debate
(“filibuster”)
•In 1919, “Rule 22” was adopted that allowed for a way to end
debates that were simply “dragging on” as a way of killing a bill
•Since 1975, 60 votes are needed to stop a filibuster
•The Republicans, because of Scott Brown’s victory in the special
election in Massachusetts, now have 41 votes – in practical
terms, that means that if they vote as a party, they can keep a
debate going (i.e. on Health Care Reform), and the Democrats
will be unable to bring the measure to a vote.