Download Federalism: Part 2

Federalism: Part 2
Course
Principles of
GPA
Unit IV
Federalism
Essential
Question
Can students
analyze the
effectiveness of
various methods
of participation
in the political
process at local,
state, and
national levels?
TEKS
§130.182(c)
(2)(J)(9)(A)
Prior Student
Learning
Federalism:
Part 1
Estimated Time
30 to 45 minutes
Rationale
In order to understand the political process, students must be familiar with
historically significant persons and events. This knowledge enables students
to make informed career decisions.
Objectives
The student will be able to:
1. Identify significant individuals and their careers in the field of
government and politics
2. Recall historical debates and recognize the compromises necessary
to reach landmark political decisions
Engage
Do an Internet search for the video: President Obama roasting Donald
Trump at the 2011 White House Correspondence Dinner. Have students
watch a clip of the video. Then begin a class discussion asking why Donald
Trump asked President Obama to produce a birth certificate. Other
questions for discussion can include
 Why must the President be born in the United States?
 And are there any other qualifications for being President of the
United States?
Once the discussion is complete show students Obama’s birth certificate,
http://www.whitehouse.gov/sites/default/files/rss_viewer/birth-certificate-longform.pdf. Use the Discussion Rubric for assessment.
Key Points
I. Careers in government and politics
A. Federal careers
1. President
a. Must be at least 35 and a U.S. citizen for at least 14 years
b. Must be a natural-born citizen of the United States
c. Elected to a four-year term with eligibility for reelection
d. Power and responsibility to ensure the laws of the land are
faithfully executed
2. Cabinet member (not an exhaustive list)
a. Secretary of State – appointed by the President, the highest
ranking member of the Cabinet
i. Concerned with foreign affairs
ii. Hilary Rodham Clinton is the 67th Secretary of State
and the third woman to hold the post
iii. Past Secretaries of State include Condoleezza Rice,
Colin Powell, Henry Kissinger, William Jennings Bryant,
John Quincy Adams, and James Madison
b. Secretary of Defense – appointed by the President with
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Senate approval
i. Chief executive officer for Army, Navy, Air Force, and
Marines
ii. Leon Panetta is the 23rd Secretary of Defense
iii. Past Secretaries of Defense include Donald Rumsfeld
and Dick Cheney
c. Secretary of Treasury – appointed by the President with
Senate approval
i. Analogous to the Minister of Finance in other countries
ii. The chief financial officer who creates policy to keep
the country’s economy stable
iii. Timothy Geithner is the 75th Secretary of Treasury
iv. Past Secretaries of Treasury include John Connally,
Andrew Mellon, and Alexander Hamilton
3. Senator
a. Must be at least 30 and a U.S. citizen for at least 9 years
b. Elected to six-year terms
c. Must be a citizen of the state in which they are elected
d. Two Senators from each state
e. Work with the House of Representatives to review bills and
make laws
4. House Representative
a. Must be at least 25 and a U.S. citizen for at least 7 years
b. Elected to two-year terms and must be a citizen of the state
in which they are elected
c. The number of Representatives from each state is based on
the state’s population
d. Work with Senate to review bills and make laws
5. Judge
a. Supreme Court
i. Judges nominated by the President with consent of the
Senate
ii. No age, residency, or citizenship requirements
iii. Tradition dictates educational or professional
background in the law
iv. Appointed for life; removal through impeachment
v. The court of last resort in all questions of federal law
b. Inferior court judges
i. Each state forms at least one judicial district; some are
two or more districts
ii. There are more than 650 district court judges in 94
districts; they hear more than 300,000 cases per year
or 80 percent of the federal caseload
B. State and local careers
1. Governor
a. Principal executive officer in each of the 50 states
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2.
3.
4.
5.
6.
7.
b. The formal qualifications for office vary by state
i. American citizen
ii. Of a certain age (usually 25 or 30)
iii. Must have lived in the state for a given time – often 5
years
iv. A qualified voter
c. Most governors today are attorneys, in their 40s or 50s, and
former state legislators
d. Chosen by popular vote in all 50 states
e. Elected to four-year terms in most states, limited in most
states to two terms
Lieutenant governor
a. A position found in most states
b. Chosen by popular vote
c. The successor to the governor
d. In many cases, this is a part-time job
State legislature – Senate or House of Representatives
a. The number of members varies widely
b. Today, there are more than 5,400 representatives and 1,900
senators among the 50 states
c. Elected from districts within the state, usually to 2- or 4-year
terms
d. Lawmaking powers – enact any law that does not conflict
with any provision in federal law or the state constitution
Comptroller of public accounts or treasurer
a. The custodian of state funds
b. Makes payments out of the state treasury to pay salaries
and bills associated with state government
Attorney general
a. The state’s chief lawyer
b. Acts as a legal advisor to state officers and agencies
Judge – multiple levels, most chosen by popular election
a. Justice of the peace – the lowest level, presiding over justice
courts, usually settles civil disputes of less than a few
hundred dollars, no longer found in every state
b. Municipal judge – hears citywide civil cases involving several
thousands of dollars, organized into divisions
c. Juvenile court judge – hears cases involving people under
age 18
d. General trial court judge – hears the more important civil and
criminal cases, divided into districts, seldom limited in the
types of cases heard
e. State Supreme Court judge – the highest court in the state
judicial system, reviews decisions of lower courts on appeal,
usually 5 to 7 judges serve
County government – governing body, boards or commissions
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8. City or municipal government, which might include a mayor who
can have or assign the following powers to elected officials:
a. Recommend or veto city laws
b. Preside over council meetings
c. Hire and fire city employees
d. Write the budget
II. Historical debates in U.S. history
A. Federalism itself was the answer to the debate the Framers of the
Constitution faced when founding the U.S.
1. The states wanted fair representation and feared a monarchy
2. The national government needed power to be a unifying force
3. The compromise reached was to divide powers between national
and state governments
B. Issue of slavery
1. The Republican Party was formed in 1856 in opposition to
slavery; Civil War was the result of this debate
2. The Democratic Party was split in 1860 when the North – led by
Stephen Douglas – tried to waffle on the issue of slavery; the
South – led by John Breckinridge – claimed the government had
no right to outlaw slavery
3. Abraham Lincoln, a Republican, won the election, abolishing
slavery; the northern Democratic Party that tried to straddle the
fence in the debate dissolved
C. Economic crisis of 1896
1. In 1896, a series of depressions during the 1880s and 1890s hit
farmers in the Midwest particularly hard
2. The two major political parties were straddling the issues
3. Two new parties emerged: the Greenbacks and the Populists
4. William Jennings Bryan, the Democratic nomination for
President, adopted a Populist platform
5. Anti-Bryan Democrats deserted the party to support Republican
candidate William McKinley
6. McKinley and the Republicans, who stood for industry, business,
hard money, protective tariffs and urban interests, won the
election
7. Democrats stood for farmers, small towns, low tariffs, and rural
interests
8. The country was split East versus West, as it had been North
versus South after the 1860 election
D. Other historical debates
1. The Nixon-Kennedy debate of 1960 was the first televised
general presidential debate. At the time of the debate, Nixon was
better known. John Kennedy won the election
2. President Gerald Ford debated the less-well-known Jimmy
Carter in 1976. Carter won the election
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3. Ronald Reagan debated Carter in 1980 and won the election
E. The result of ongoing debates between political parties
1. Democrats were in power from 1800 – 1860
2. Republicans came into power in 1860 with the election of Lincoln
3. Democrats reigned again from 1932 – 1968, starting with
Franklin Delano Roosevelt and his revolutionary economic and
social welfare programs
4. Since 1968 neither party has consistently held the presidency,
and Congress is often controlled by the opposing party. This is
called a divided government
5. In a divided government, the parties must compromise to
accomplish anything; this aligns with the Framers’ intentions for
the government of the U.S.
Activities
1. The Maryland Farmer: In 1788, a Maryland farmer wrote six essays to the
Maryland Gazette newspaper which stated his opinions on the
importance of a federal government. Have students read the farmer’s
essay number three which questions whether or not a federal
government is preferred by the people. After reading and taking notes on
essay number three, students will write a response to the Maryland
farmer as if they were “states-rights” advocates of 1787. The response
should include why power should reside with the states and what powers
should be reserved to the states. Use the Writing Rubric for assessment.
2. Class Discussion: Federal vs. State government. Have students form a
viable opinion on whether they believe supreme power should be held by
the federal or state government. During the discussion students should
be able to state their opinion and use knowledge acquired from previous
activities to determine where the power should be held. The teacher can
also ask students if there was anything they would change about the
powers that are reserved, denied, and concurrent to the federal, state,
and local governments. Use the Discussion Rubric for assessment.
3. Political Cartoon: have students provide an illustration which represents
the “Economic Crisis of 1896.” Students must provide a written summary
which explains in detail the events represented in the cartoon. The main
idea of the political cartoon should address the political issues, figures,
and parties of 1896. Use the Summary Rubric for assessment.
Assessments
Federalism: Part 2 Quiz and Key
Discussion Rubric
Summary Rubric
Writing Rubric
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Materials
Federalism: Part 2 computer-based presentation
Federalism: Part 2 Key Terms
The Maryland Farmer, Maryland Gazette, March 1788
Resources
9780133656329, Macgruder’s American Government, McClenaghan, W.,
Pearson, Prentice Hall, 2008.
9780205806584, Government in America: People, Politics, and Policy,
Edwards, G., Wattenberg, M., Lineberry, Pearson Education, Inc., 2011.
9780495898054, American Government: Institutions and Policies, 12 th ed.,
Wilson, J., Dilulio, J., & Bose, M., Wadsword, Cengage Learning, 2011.
The Maryland Farmer, Maryland Gazette, March 1788
http://www.whitehouse.gov/sites/default/files/rss_viewer/birth-certificate-longform.pdf
Do an Internet search for the following: President Obama Roasts Donald
Trump At White House Correspondents’ Dinner Video.
Accommodations for Learning Differences
For reinforcement, Students will write a research paper which identifies the
progression of the Republican and Democratic Party platforms from 18502012. Make sure that students identify the major party era platforms, notable
political figures in the parties and what historical events caused the party to
politically realign. Use the Writing Rubric for assessment.
For enrichment, Students will research Franklin Delano Roosevelt’s
proposed “Second Bill of Rights” or also known as the “Economic Bill of
Rights.” Although this bill was never passed, have students write a one- to
two-page paper on how these proposed rights affected later legislation. Use
the Writing Rubric for assessment.
State Education Standards
Texas Essential Knowledge and Skills for Career and Technical Education
§130.182. Principles of Government and Public Administration (One-Half to
One Credit).
(2) The student understands how constitutional government, as developed
in the United States, has been influenced by people, ideas, and
historical documents. The student is expected to:
(J) identify significant individuals and their careers in the field of
government and politics.
(9) The student will interpret and apply concepts of governance to assess
functions of government and public administration in society. The
student is expected to:
(A) recall historical debates and recognize the compromises necessary
to reach landmark political decisions;
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College and Career Readiness Standards
English/Language Arts
II. Reading
B Understand new vocabulary and concepts and use them accurately
in reading, writing and speaking.
1. Identify new words and concepts acquired through study of
their relationships to other words and concepts.
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Federalism: Part 2 Key Terms
1. Federalism – a system of government in which a written constitution divides the powers
of government on a territorial basis, between a central government and several regional
governments, usually states or provinces
2. President’s Cabinet – presidential advisory board made up of the heads of the 15
executive departments
3. Gubernatorial – of or relating to a governor
4. Legislature – an officially elected or otherwise selected body of people vested with the
responsibility and power to make laws for a political unit, such as a state or nation
5. Bicameral – legislature made up of two houses. In the U.S., these are the Senate and
the House of Representatives
6. Political party – a group of persons, joined together on the basis of certain common
principles, who seek to control government through the winning of elections and the
holding of public office in order to secure the adoption of certain public policies and
programs
7. Nonpartisan – not belonging to or favoring a political party
8. Greenbacks — an economic protest political party formed in 1876, in an appeal to
struggling farmers, calling for free coinage of silver, federal regulation of the railroads, an
income tax, and labor legislation
9. Populist Party – an economic protest political party of the 1890s, descending from the
Greenbacks, which demanded public ownership of railroads, telephone and telegraph
companies, and lower tariffs
10. Agrarian – of or relating to the land or its cultivation
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Maryland Farmer
Maryland Gazette
March, 1788
New Constitution Creates a National Government, Will not Abate Foreign Influence, Dangers of
Civil War and Despotism
There are but two modes by which men are connected in society, the one which operates on
individuals, this always has been, and ought still to be called, national government; the other
which binds States and governments together (not corporations, for there is no considerable
nation on earth, despotic, monarchical, or republican, that does not contain many subordinate
corporations with various constitutions) this last has heretofore been denominated a league or
confederacy. The term federalists is therefore improperly applied to themselves, by the friends
and supporters of the proposed constitution. This abuse of language does not help the cause;
every degree of imposition serves only to irritate, but can never convince. They are national
men, and their opponents, or at least a great majority of them, are federal, in the only true and
strict sense of the word.
Whether any form of national government is preferable for the Americans, to a league or
confederacy, is a previous question we must first make up our minds upon....
That a national government will add to the dignity and increase the splendor of the United States
abroad, can admit of no doubt: it is essentially requisite for both. That it will render government,
and officers of government, more dignified at home is equally certain. That these objects are
more suited to the manners, if not [the] genius and disposition of our people is, I fear, also true.
That it is requisite in order to keep us at peace among ourselves, is doubtful. That it is
necessary, to prevent foreigners from dividing us, or interfering in our government, I deny
positively; and, after all, I have strong doubts whether all its advantages are not more specious
than solid. We are vain, like other nations. We wish to make a noise in the world; and feel hurt
that Europeans are not so attentive to America in peace, as they were to America in war. We
are also, no doubt, desirous of cutting a figure in history. Should we not reflect, that quiet is
happiness? That content and pomp are incompatible? I have either read or heard this truth,
which the Americans should never forget: That the silence of historians is the surest record of
the happiness of a people. The Swiss have been four hundred years the envy of mankind, and
there is yet scarcely a history of their nation. What is history, but a disgusting and painful detail
of the butcheries of conquerors, and the woeful calamities of the conquered? Many of us are
proud, and are frequently disappointed that office confers neither respect nor difference. No
man of merit can ever be disgraced by office. A rogue in office may be feared in some
governments—he will be respected in none. After all, what we call respect and difference only
arise from contrast of situation, as most of our ideas come by comparison and relation. Where
the people are free there can be no great contrast or distinction among honest citizens in or out
of office. In proportion as the people lose their freedom, every gradation of distinction, between
the Governors and governed obtains, until the former become masters, and the latter become
slaves. In all governments virtue will command reverence. The divine Cato knew every Roman
citizen by name, and never assumed any preeminence; yet Cato found, and his memory will
find, respect and reverence in the bosoms of mankind, until this world returns into that nothing,
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from whence Omnipotence called it. That the people are not at present disposed for, and are
actually incapable of, governments of simplicity and equal rights, I can no longer doubt. But
whose fault is it? We make them bad, by bad governments, and then abuse and despise them
for being so. Our people are capable of being made anything that human nature was or is
capable of, if we would only have a little patience and give them good and wholesome
institutions; but I see none such and very little prospect of such. Alas! I see nothing in my fellowcitizens, that will permit my still fostering the delusion, that they are now capable of sustaining
the weight of SELF-GOVERNMENT: a burden to which Greek and Roman shoulders proved
unequal. The honor of supporting the dignity of the human character, seems reserved to the
hardy Helvetians alone. If the body of the people will not govern themselves, and govern
themselves well too, the consequence is unavoidable—a FEW will, and must govern them.
Then it is that government becomes truly a government by force only, where men relinquish part
of their natural rights to secure the rest, instead of an union of will and force, to protect all their
natural rights, which ought to be the foundation of every rightful social compact.
Whether national government will be productive of internal peace, is too uncertain to admit of
decided opinion. I only hazard a conjecture when I say, that our state disputes, in a
confederacy, would be disputes of levity and passion, which would subside before injury. The
people being free, government having no right to them, but they to government, they would
separate and divide as interest or inclination prompted—as they do at this day, and always have
done, in Switzerland. In a national government, unless cautiously and fortunately administered,
the disputes will be the deep-rooted differences of interest, where part of the empire must be
injured by the operation of general law; and then should the sword of government be once
drawn (which Heaven avert) I fear it will not be sheathed, until we have waded through that
series of desolation, which France, Spain, and the other great kingdoms of the world have
suffered, in order to bring so many separate States into uniformity, of government and law; in
which event the legislative power can only be entrusted to one man (as it is with them) who can
have no local attachments, partial interests, or private views to gratify.
That a national government will prevent the influence or danger of foreign intrigue, or secure us
from invasion, is in my judgment directly the reverse of the truth. The only foreign, or at least evil
foreign influence, must be obtained through corruption. Where the government is lodged in the
body of the people, as in Switzerland, they can never be corrupted; for no prince, or people, can
have resources enough to corrupt the majority of a nation; and if they could, the play is not
worth the candle. The facility of corruption is increased in proportion as power tends by
representation or delegation, to a concentration in the hands of a few....
As to any nation attacking a number of confederated independent republics... it is not to be
expected, more especially as the wealth of the empire is there universally diffused, and will not
be collected into any one overgrown, luxurious and effeminate capital to become a lure to the
enterprizing ambitious. That extensive empire is a misfortune to be deprecated, will not now be
disputed. The balance of power has long engaged the attention of all the European world, in
order to avoid the horrid evils of a general government. The same government pervading a vast
extent of territory, terrifies the minds of individuals into meanness and submission. All human
authority, however organized, must have confined limits, or insolence and oppression will prove
the offspring of its grandeur, and the difficulty or rather impossibility of escape prevents
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resistance. Gibbon relates that some Roman Knights who had offended government in Rome
were taken up in Asia, in a very few days after. It was the extensive territory of the Roman
republic that produced a Sylla, a Marius, a Caligula, a Nero, and an Elagabalus. In small
independent States contiguous to each other, the people run away and leave despotism to reek
its vengeance on itself; and thus it is that moderation becomes with them, the law of selfpreservation. These and such reasons founded on the eternal and immutable nature of things
have long caused and will continue to cause much difference of sentiment throughout our wide
extensive territories. From our divided and dispersed situation, and from the natural moderation
of the American character, it has hitherto proved a warfare of argument and reason.
A FARMER
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Name:
Date:
Federalism: Part 2 Quiz
1.
To be President of the United States a person must be
a. At least 40 years old
b. A man who has a law degree
c. A natural born citizen of the United States
d. A resident of the United States for at least 25 years
2.
The Secretary of State is
a. Elected by the electoral college
b. Appointed by the President, the highest ranking member of the President’s
Cabinet
c. Traditionally a woman
d. In charge of Homeland Security
3.
The Secretary of Defense is
a. More powerful than the President in times of war
b. Elected to the same 4-year term as the President
c. Next in line for Presidency if something happens to the acting President
d. A Cabinet member and Chief executive officer for Army, Navy, Air Force, and
Marines
4.
Which of the following is true about U.S. Senators?
a. They must be at least 30 and a U.S. citizen for at least 9 years
b. They are elected to six-year terms and must be an inhabitant of the state
from which they are elected
c. There are two Senators from each state
d. All of the above
5.
A House Representative
a. Must be at least 25 and a U.S. citizen for at least 7 years
b. Is one of two people elected from each state
c. Is elected to a six-year term
d. All of the above
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6.
A Supreme Court judge
a. Has no age, residency, or citizenship requirements
b. Must have a thorough background in the law, including at least 20 years of
active practice
c. Is elected to a 10-year term
d. Must be at least 50
7.
Governors serve their states, and they
a. Are appointed by the President, serving lifetime positions
b. Are the state’s principal executive officer, elected by popular vote
c. Must be former attorneys with prior experience as a judge
d. Must be male, at least 35, and a member of a major political party
8.
State legislatures, like the national government, are bicameral, with a House of
Representatives and a Senate, which have the power to
a. Impeach the President if he violates state law
b. Appoint the governor of the state
c. Enact any law that does not conflict with any provision in federal law or in the
State constitution
d. None of the above
9.
The comptroller of public accounts, known as treasurer in some states
a. Is the custodian of state funds
b. Makes payments out of the State treasury to pay salaries and bills associated
with State government
c. Both a and b
d. None of the above
10.
At the state level, judges
a. Are usually chosen by popular election
b. Work at different levels, hearing different types of cases based on their level
c. Are often assigned to hear cases within a certain district
d. All of the above
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Fill-in-the-Blank: Historical Debates in U.S. History
11. The Framers of the Constitution faced the debate between state and national
government. States wanted fair __________________ and feared another monarchy,
while national government needed some power to be a unifying force. The compromise
that led to the ratification of the Constitution was a form of government called
____________________________.
12. The debate over ____________________ led to the Civil War. This debate also caused
the formation of the ____________________ party in 1856, with Abraham Lincoln as the
winner of the election from this party.
13. Sometimes new political parties are formed in times of ____________________
_____________, such as the series of depressions that hit the U. S. in the 1880s and
1890s. These depressions and the debate over how to get out of them split the U.S. into
East and West, as the Civil War had split the North and South. Midwest farmers were hit
hard, and the two major political parties were straddling the issues. Two short-lived
political parties were formed to support the agrarian population: the _________________
and the __________________. Both parties died away as the country made its way out
of its depressions.
14. The first televised presidential debate was the _____________________________
debate of 1960. ___________________, the lesser known candidate, won the election.
15. Debates between political parties have been raging since the early days of U.S. history.
The party in power from 1800 to 1860 was the ___________________ party.
16. The ____________________ party came into power in 1860 with the election of Lincoln
and held power for 75 years.
17. Another economic crisis, The ________________ _________________ of 1929, led to a
shift in power as the _________________ party reigned again from 1932 – 1968, starting
with Franklin Delano Roosevelt and his revolutionary economic and social welfare programs.
18. Since 1968, neither _______________ has consistently held the presidency, and
Congress is often controlled by the ________________ party.
19. When the President represents one political party and Congress is controlled by the
opposing party, this is called a________________ ________________.
20. In order to accomplish anything, the parties must___________________; this aligns with
the Framers’ intentions for the government of the U.S.
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Federalism: Part 2 Quiz Key
1. c
2. b
3. d
4. d
5. a
6. a
7. b
8. c
9. c
10. d
11. representation, federalism
12. slavery, Republican
13. economic crisis, Greenbacks, Populists
14. Nixon-Kennedy, John Kennedy
15. Democratic
16. Republican
17. Great Depression, Democratic
18. Party, opposing
19. Divided government
20. compromise
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Name_______________________________________
Date_______________________________
Discussion Rubric
Objectives
4 pts.
Excellent
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Participates in group discussion
Encourages others to join the
conversation
Keeps the discussion progressing
to achieve goals
Shares thoughts actively while
offering helpful recommendations to
others
Gives credit to others for their ideas
Respects the opinions of others
Involves others by asking questions
or requesting input
Expresses thoughts and ideas
clearly and effectively
Total Points (32 pts.)
Comments:
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Name_______________________________________
Date_______________________________
Summary Rubric
Objectives
4 pts.
Excellent
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
The critical analysis has all required
parts from introduction to body to
conclusion.
The critical analysis is concise but
complete.
The critical analysis demonstrates
that the writer comprehends the
content.
The critical analysis demonstrates
accurate spelling, grammar, and
punctuation.
The overall content of the critical
analysis emphasizes appropriate
points.
The writer shows an understanding
of sentence structure,
paragraphing, and punctuation.
The source of the critical analysis is
clearly and accurately documented.
The critical analysis demonstrates
the correct use of terminology.
Total Points (32 pts.)
Comments:
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Name:____________________________________
Date:_____________________________
Writing Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
The writing has all required parts from
introduction to conclusion in smooth
transition.
The writing is interesting, supportive,
and complete.
The writing demonstrates that the
writer comprehends the writing
process.
Accurate spelling, grammar, and
punctuation
The content of paragraphs
emphasizes appropriate points.
The writer shows an understanding of
sentence structure, paragraphing, and
punctuation.
All sources and references are clearly
and accurately documented.
Total Points (28 pts.)
Comments:
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