Simon Rivera High School · Brownsville Independent School District 1900 Price Road, Brownsville, TX 78521, (956) 548-8000 May 2020 Esteemed Parents and Family Members, We hope this

Brownsville Independent School District

1900 Price Road, Brownsville, TX 78521, (956) 548-8000 www.bisd.us

May 2020

Esteemed Parents and Family Members,

We hope this letter finds you safe and healthy amid this uneasy time of COVID-19. As always, our priority is

the safety and welfare of our students. Our 2020 summer program will continue by utilizing virtual learning

platforms and will begin on June 1 and end on June 18, 2020. The purpose of the summer program is to

provide students the opportunity to gain credit for the course your student has failed.

You have received this summer 2020 instructional packet for your (9th - 12th grade) student. This instructional

packet includes materials for the core area(s) your student has failed.

We ask that you contact your student’s school to:

• give you the failing subject area(s)

• give you your student’s summer teachers’ name and contact information / email address

• update any contact information including any changes and additional contact numbers, and

email addresses, etc.

• receive login information for the digital platform

The platform utilized this summer will be:

• 9th -12th Google Classroom

(Download Google Classroom app or access through the Clever Portal)

Our sincere hope is that your child will participate and take advantage of this opportunity for promotion that

will greatly support your child’s area(s) of educational need.

Please encourage your student to read, watch educational programs, and practice their writing and speaking

skills. This is also a great time to share family stories and traditions, play board games and enjoy family time.

As always, it is an honor to continue to serve you and we value your family's commitment in entrusting us with

your child's education.

BISD does not discriminate on the basis of race, color, national origin, gender, religion, age, or disability or genetic information in employment

or provision of services, programs, or activities.

Brownsville Independent School District

1900 Price Road, Brownsville, TX 78521, (956) 548-8000 www.bisd.us

Mayo de 2020

Estimados Padres y Miembros de Familia,

Esperamos que esta carta le encuentre a buen resguardo y en buena salud durante estos días difíciles del

COVID-19. Como siempre, nuestra prioridad es la seguridad y el bienestar de nuestros estudiantes. Nuestro

programa de verano 2020 continuará utilizando plataformas de aprendizaje virtuales y comenzará el 1 de junio

y terminará el 18 de junio de 2020. El propósito del programa de verano es proporcionar a los estudiantes que

no fueron promovidos al siguiente grado, una oportunidad para obtener la promoción.

Con el fin de trabajar en la promoción de su hijo/a al siguiente grado, usted ha recibido un paquete de

instrucción para el verano del 2020 para su hijo/a de preparatoria. Dicho paquete incluye materiales para la(s)

asignatura(s) que su hijo/a reprobó.

Le pedimos que se ponga en contacto con la escuela de su hijo/a para:

• darle el área(s) de materia(s) que está reprobando.

• darle el nombre del maestro/a de verano de su hijo/a y su correo electrónico

• actualizar cualquier información de contacto, incluyendo cualquier cambio y números

de contacto adicionales, y correo electrónico, etc.

• recibir la información para conectarse a las plataformas digitales

La siguiente plataforma virtual se utilizará este verano para la preparatoria:

• Google Classroom

(Descargar aplicación de Google Classroom o usar el portal de Clever)

Esperamos sinceramente que su hijo/a participe y aproveche esta oportunidad de promoción que apoyará en

gran medida las áreas de su necesidad educativa.

Anime a sus hijos/as a leer, ver programas educativos y practicar sus habilidades para escribir y hablar. Este es

también un gran momento para compartir historias y tradiciones familiares, jugar juegos de mesa y disfrutar

del tiempo en familia.

Como siempre, es un honor continuar sirviéndole y valoramos nuestro compromiso con su familia al

confiarnos la educación de su hijo/a.

BISD no discrimina de acuerdo de raza, color, origen nacional, género, religión, edad, información genética, o incapacidad en el empleo o en

la provisión de servicios, programas o actividades.

NAME _____________________________________________ DATE __________________ CLASS ___________

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Reteaching ActivityOrigins of American Government

Terms and Concepts

Directions: Completion Enter the appropriate word(s) to complete the statement.

1. are the rights that every person possesses, such

as the right to be treated equally by the government.

2. The money that the government gets from taxes and other fees is called .

3. are taxes placed on imported goods to regulate trade with

foreign countries.

4. When a country decides not to buy products from another country, it is

that country’s goods.

5. Something that is not sanctioned by the law is said to be .

6. A(n) government is one that does not have absolute power over

its people.

7. In a(n) government, there is only a single-chamber legislature.

8. Because citizens elect representatives to make the laws and carry out governmental functions,

the United States is an example of a(n) democracy.

9. An example of would be when a manufacturer in

one state buys steel from a company in another state.

10. A country’s is its system of money.

Connecting Ideas

Directions: Short Answer Answer each of the following questions.

11. Explaining What experiences did the colonists have with Britain that caused them to realize that they wanted a limited government and a representative government?

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NAME _____________________________________________ DATE __________________ CLASS ___________

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Reteaching Activity cont.

Origins of American Government

12. Defending What kind of influence do you think European philosophers, such as Hobbes, Locke, Rousseau, and Montesquieu, had on the colonists’ views of government? Give specific examples to support your answer.

13. Paraphrase Describe the Preamble to the Declaration of Independence.

14. Making Connections How are the Virginia Plan, New Jersey Plan, and Connecticut Compromise related?

15. Explaining How were both The Federalist Papers and the promise of a bill of rights vital to the ratification of the Constitution?

Organizing InformationDescribing Create a time line by placing the following documents in chronological order. For each document, list its date and a brief description.

Constitution Mayflower Compact Declaration of Independence English Bill of Rights Articles of Confederation

1. Document:

Date:

Description:

2. Document:

Date:

Description:

3. Document:

Date:

Description:

4. Document:

Date:

Description:

5. Document:

Date:

Description:

EssayDirections: Answer the following question on a separate piece of paper.

Analyzing What were some of the major ways that the Constitution differed from the Articles of Confederation? Why did the Founders make the Constitution different?

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NAME _____________________________________________ DATE __________________ CLASS ___________

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Reteaching ActivityThe Constitution

Terms and Concepts

Directions: Matching Match each item with its definition.

1. ratify

2. amendment

3. militia

4. enumerated powers

5. national supremacy

6. article

7. probable cause

8. judicial review

9. impeach

10. jurisdiction

Summarizing Information


11. Explaining What are two advantages of a federal system of government?

12. Paraphrasing Use your own words to explain what the phrase “checks and balances” means when referring to the Constitution.

13. Speculating What are the two ways of proposing an amendment to the U.S. Constitution? Which way has been more popular? Why do you think this has been so?

A. the Supreme Court’s power to declare laws unconstitutional

B. one of seven main divisions within the body of the Constitution

C. a clause in the U.S. Constitution that means if an amendment to a state constitution conflicts with the U.S. Constitution, the amendment must be removed

D. to formally accuse

E. groups of armed citizens

F. items in Article 1, Section 8 of the Constitution, listing the authority of Congress

G. the area within which authority may be applied

H. to approve

I. change to the Constitution

J. reasonable belief that a person is linked to a crime

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NAME _____________________________________________ DATE __________________ CLASS ___________

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The Constitution

14. Identifying What is one way in which state governments are similar to the federal government?

Visualizing Information

Directions: Based on their past experiences, the Founders were concerned about a number of issues. Read each of the issues listed under “Concerns.” Under “Responses,” write a brief explanation of how the Constitution dealt with this issue.

Concerns Responses

Power might become concentrated in the hands of one person or just a few people.

15.

Large states and small states disagreed on how many representatives each state should have in the legislature.

16.

Founders could not anticipate how the government might need to change in the future.

17.

Some people thought that the Constitution did not adequately protect individual rights and freedoms.

18.

Working with Government

Directions: Have students work with partners to create a poster or mural that is divided into three sections entitled “Federal Government,” “State Government,” and “Local Government.” In each section, students should place photos or drawings that show the kinds of services that each level of government provides. For example, under “Federal Government,” they could have an image representing the U.S. military; under “Local Government,” they could have a photograph of a public library.

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NAME _____________________________________________ DATE __________________ CLASS ___________

Vocabulary Activity

Content Vocabulary

Directions: Answer each of the following questions. Include the vocabulary words in parentheses in your answers.

1. Since the founding of the country, there has been constant debate about the proper division of powers between the national government and the states. Explain this debate. (federalism, states’ rights position, nationalist position)

2. What happens if the Supreme Court rules that a state law is in conflict with a national law? (supremacy clause)

3. How does Congress influence the policies of state and local governments? (federal grants, mandate)

4. How does Congress use preemption to influence state and local governments? (preemption)

5. What does the Constitution require when a criminal or fugitive flees across state lines, and how does this work? (extradite)

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Federalism

NAME _____________________________________________ DATE __________________ CLASS ___________

Vocabulary Activity cont.

Directions: For each term in the left column, write the letter of the correct definition in the right column.

6. concurrent powers a. powers that belong strictly to the states

7. delegated powers b. powers directly stated in the Constitution

8. expressed powers c. powers required by the government to carry out the expressed powers

9. implied powers d. powers held by both the national government and the states

10. reserved powers e. refers to both the expressed and implied powers

Directions: Write the letter of the phrase or sentence that best answers each question or completes each sentence. (enabling act, interstate compact, public policy, sunset law, sunshine law)

11. Which of the following requires reassessment of laws or agencies to see if they are still needed?

a. interstate compact c. sunshine law

b. enabling act d. sunset law

12. Which is a law prohibiting public officials from holding meetings closed to the public?

a. sunrise law c. sunshine law

b. enabling act d. sunset law

13. The stated course of action taken by the government to address problems or issues is called

a. public policy. c. sunshine law.

b. interstate compact. d. states’ rights.

14. If a territory wishes to become a state, which of the following must Congress pass in order for the territory to prepare a constitution?

a. enabling act c. commerce clause

b. public policy d. amendment

15. Disagreements between states are often settled by which of the following?

a. enabling acts c. public policy

b. interstate compacts d. special interest groups

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Federalism

NAME _____________________________________________ DATE __________________ CLASS ___________

Academic Vocabulary

Directions: For each word in the left column, write the letter of its synonym in the right column.

16. allocate a. power

17. alter b. amend

18. administer c. distribute

19. authority d. oppose

20. contradict e. oversee

Directions: From the vocabulary list, choose the best word to answer each question. Write each word in the blank provided. (accommodations, administer, licenses, policy, residency)

21. Which word is used by a state college to determine whether a student pays in-state or out-of-state tuition?

22. Which word refers to permits issued by an official agency?

23. Which word relates to hotels, motels, and restaurants?

24. Which word refers to the responsibility of a government to manage?

25. Which word describes a plan by a government official to inspect all major rivers to ensure they meet new clean water standards?

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Federalism


NAME _____________________________________________ DATE __________________ CLASS ___________

The Structure of Congress

Enrichment Activity

A Closer Look at the Filibuster

The term filibuster refers to any tactic used to prevent the Senate from voting on a bill. Historically, however, the term has most frequently been used when senators have prevented a vote from proceeding by continuously speaking on the Senate floor. The use of this tactic not only affects the targeted bill but also prevents senators from addressing other legislative issues or conducting other important business.

In the early years of Congress, members of both the House and the Senate could filibuster; eventually, as the House membership increased substantially, members decided to limit debate times. The right to filibuster remained in the Senate, because of its significantly smaller size and because many senators believe strongly that they should be able to debate a bill as long as they wish. Prior to the Civil War, the Senate had considerably less legislative work than it did in ensuing sessions, and senators expected bills to be debated and majority rule to be followed. As a result, the legislative process generally worked smoothly and there were few filibusters. After the Civil War, the Senate became much more polarized. The proposed legislation was increasingly divisive, with opinions strongly divided over such issues as civil rights, election law, and other controversial matters.

Throughout the mid-twentieth century, Southern senators worked hard to impede civil rights legislation. For example, Senator Strom Thurmond of South Carolina filibustered for 24 hours and 18 minutes against the Civil Rights Act of 1957, resulting in a record for the longest individual Senate speech. Later, a 60-day filibuster was held against the Civil Rights Act of 1964, with the senators that supported the bill bringing it to a vote only by invoking cloture.

Like the filibuster, cloture has a complex political history. Over the years, many senators have wanted to reduce the number of filibusters; nonetheless, it was not until 1917 that the Senate finally passed a cloture rule. At the outset of World War I, Republican senators filibustered President Woodrow Wilson’s proposal to outfit merchant ships with weapons. Wilson, and the Democratic senators who supported him, were angry at this unwillingness to support his proposal. This anger led to the passage of the cloture resolution, formally identified as Rule 22, which stated that if two-thirds of senators vote for cloture, the filibustered bill would have to be brought to a vote. Wilson was able to get Rule 22 passed because he emphasized that it was necessary for national security and that any senator who voted against the resolution would be seen as being unpatriotic during wartime. The Democrats would have preferred that cloture require only a simple majority, but in order for the rule to pass, they had to compromise with the Republicans on a two-thirds majority. However, filibusters continued because of the difficulty in getting a two-thirds vote. In 1975, the Senate reduced the requirement to three-fifths, or a total of 60 senators.

A “talking” filibuster is no longer necessary to halt the progress of legislation. A filibuster can occur when a bill is simply put aside and the Senate continues performing its other responsibilities. Today when a senator merely threatens to filibuster a bill, the opposition realizes that unless they have the required 60 votes, it will never pass.

One organization that thinks filibuster reform is necessary is the advocacy group Common Cause. Common Cause believes that filibustering stymies vital legislation in ways that the Founders never anticipated and that many legislators, along with average citizens, find this extremely frustrating. Common Cause states that the Rule 22 requirement for 60 senators to vote for cloture is unconstitutional because it violates the principle of majority rule on which the U.S. Constitution is based. Those who disagree with Common Cause’s point of view state that the Constitution requires a supermajority in certain other situations. They believe that the Senate can set its own rules unless they conflict with requirements specified in the Constitution.

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NAME _____________________________________________ DATE __________________ CLASS ___________

Enrichment Activity cont.

The Structure of Congress

Another idea for filibuster reform would compel senators to hold the floor continuously while filibustering. One proposed reform, for example, would require that five filibustering senators be present during the first 24 hours, 10 senators during the second 24 hours, and 20 senators thereafter. This rule would make it very difficult to maintain a long-term filibuster.

Regardless of what happens in the future, filibustering has become increasingly common. Between 1917 and 1970, there was an average of about one vote for cloture a year. In stark contrast, from 1993 through 2012, this number increased to about 43 such motions each year. Many senators believe that the ability of a small group of senators to control which bills will be voted on undermines the authority of the Senate as a law-making institution. Conversely, other senators believe that filibustering is a vital right that must be protected.

Questions

Directions: Using the information from the reading, answer the following questions.

1. Explaining Could a filibuster occur today in the House of Representatives? Explain your answer.

2. Identifying What events preceded the passage of Rule 22?

3. Evaluating Do you think that Rule 22 violates the Constitution? Why or why not?

4. Drawing Conclusions What can you conclude from the fact that in the early 1900s there was an average of one vote for cloture a year, whereas now there are about 43 cloture motions a year?

5. Researching Conduct research to learn about the opinions of a senator from your state (or a nearby state) on filibustering and cloture, then deliver a brief presentation summarizing what you discover.

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NAME _____________________________________________ DATE __________________ CLASS ___________

Congressional Powers

Enrichment Activity

Congressional Confirmation of Federal Court Nominees

The United States Constitution gives the Senate the power to confirm the president’s nominees to the following federal courts:

• U.S. Supreme Court

• U.S. Courts of Appeals

• U.S. District Courts

• Court of International Trade

This power acts as a check on the president’s power to appoint these judges. In the recent past, appeals and district court judges were confirmed fairly quickly. For example, during President Reagan’s administration, the average length of time between a circuit court nomination and confirmation was 46 days. However, by President Obama’s administration, the confirmation period had increased to an average of 240 days.

Source: Congressional Research Service

Reagan GHW Bush Clinton GW Bush Obama Reagan GHW Bush Clinton GW Bush Obama

100

50

150

250

200

300

Da

ys

Mean Median

U.S. Circuit Courts U.S. District Courts

Mean and Median Number of Days from Nomination to Confirmationof Nominees for Five Most Recent Presidents

As you can observe from the graph, President Obama was not the only recent executive who had difficulties in getting his nominees confirmed; President George W. Bush experienced similar challenges.

Article III, Section 1 of the Constitution states that federal judges “shall hold their offices during good behavior.” Unlike the president, they cannot be voted out in the next election. Therefore, if a senator fundamentally disagrees with a nominee’s judicial philosophy, the senator may do whatever is necessary to delay the confirmation. For example, an individual senator can stop a confirmation by putting a hold on the appointment, and it is not necessary for the senator to provide a reason.

As a result, what was designed as a check on presidential power has increasingly been employed to disrupt the normal workflow, not only of Congress, but also of the federal court system. The following graph shows that there were a total of 55 vacancies in circuit and district courts when President Obama took office. By the end of his first term, there were 81 vacancies, resulting in an increase of about 32 percent.

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Congressional Powers

Source: Congressional Research Service

INHERITED VACANCIES 13

VACANCIES AT END OF FIRST TERM 17





13

10 3 4

42

40 18 6

55

50 21 10

No Nomination Pending Nomination Pending:In CommitteeOn Executive Calendar

U.S. Circuit Courts

U.S. District Courts

Total

Number of Court Vacancies at Beginning and End of President Obama’s First Term

The combination of an unusually high number of vacancies and a growing courtroom workload has placed stress on the federal judiciary. For example, at the beginning of July 2013, the vacancy rate in federal district courts was nearly 10 percent. Americans rely heavily on these courts to conduct criminal trials and settle lawsuits, and the slowdown has extended throughout the entire court system, making it difficult for people to get the justice they seek.

Questions

Directions: Using the information from the reading, answer the following questions on a separate piece of paper.

1. Categorizing Is the Senate’s power to confirm presidential nominations to federal courts an example of a legislative power or a nonlegislative power? Why?

2. Analyzing Visuals How did the length of time for confirmation of circuit court judges change between the presidency of Ronald Reagan and that of George W. Bush?

3. Researching Using a search engine, search for “Senate Judiciary Committee nomination hearings” to find webcasts of judicial nomination hearings for federal judiciary positions. If possible, watch a live hearing. Otherwise, watch a hearing from the webcast archives. Write a paragraph describing the hearing and then state whether you think it was merely a “rubber-stamp” of the president’s nomination or if you think the senators had serious concerns about the nominee’s qualifications for the position. Support your statement with facts from the hearing.

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NAME _____________________________________________ DATE __________________ CLASS ___________

Congress at Work

Enrichment Activity

Joint Resolutions of the 112th Congress (2011–2012)

In addition to passing bills, Congress often passes resolutions, which are normally used for making policy on an unusual or temporary subject. One type of resolution is a joint resolution, which is passed in the same form by both the Senate and the House. In the 112th Congress, a total of 172 joint resolutions were proposed. Of these, 50 were introduced in the Senate and 122 were introduced in the House.

Joint resolutions perform a variety of functions. Some resolutions simply communicate an opinion on a topic, such as offering approval or disapproval of a specific policy or individual. For example, Senator Rand Paul of Kentucky introduced Senate Joint Resolution 26 that states that Secretary of the Treasury Timothy Geithner “no longer holds the confidence of Congress or of the people of the United States.” Such resolutions allow legislators to make their opinions known in a public forum and are almost never acted on.

Other resolutions may be utilized to deliver a message to the president. Senate Joint Resolution 16 declares that the “President has exceeded his authority under the War Powers Resolution as it pertains to the ongoing military engagement in Libya.” House Joint Resolution 77 disapproves of the president’s exercise of authority to increase the debt limit.

Another function of joint resolutions is to propose amendments to the Constitution. As you can perceive from the chart, 92 amendments were proposed in the 112th Congress. However, none of these garnered enough support in Congress to be submitted to the states for ratification; therefore, none became constitutional amendments. In reality, the U.S. Constitution has not been amendedsince 1992.

Source: “History of Bills,” Government Printing Office

Proposed Constitutional Amendments

Joint Resolutions Dealing withRelations with Other Nations

Continuing Appropriations Resolutions

Other Resolutions

Balanced Budget

Term Limits

Campaign Financing

Other

92

18

755

556

10

21

172 Proposed Joint Resolutions Proposed ConstitutionalAmendments

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NAME _____________________________________________ DATE __________________ CLASS ___________


Congress at Work

Many of these proposed resolutions are about identical or nearly identical topics. As indicated on the chart, 21 proposed constitutional amendments dealt with balancing the federal budget, ten dealt with term limits, and six were concerned with campaign financing. Sometimes multiple amendments are introduced because legislators realize that their constituents feel strongly about a specific issue. In addition, congressional rules limit the number of cosponsors a proposed amendment can have, and consequently duplicate resolutions may occur when many legislators want to cosponsor a proposed amendment.

Questions


1. Identifying Approximately what proportion of all joint resolutions were proposed amendments to the Constitution?

2. Speculating Why do you think there were so many proposed amendments that were concerned with a balanced budget?

3. Paraphrasing Conduct research to locate the text of House Joint Resolution 36, and then use your own words to explain the meaning of this resolution.

4. Drawing Conclusions Based on your text and what you have learned from this activity, why do you think it is important for legislators to be able to propose joint resolutions?

5. Researching Navigate to either the Senate website (www.senate.gov) or the House website (www.house.gov) and select one of the joint resolutions. Then use the website to determine what happened to this resolution after it was introduced to Congress. Write a statement explaining what you learn.

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NAME ___________________________________________________ DATE _____________________ CLASS _______________

The Presidency

Address to the Nation on the Financial Crisis

President George W. Bush

On September 24, 2008, President George W. Bush proposed a $700 billion government bailout of financial institutions with the goal of helping restore confidence in the U.S. financial system. This measure was in response to a record number of home foreclosures that had placed severe strain on numerous financial institutions.

Good evening. This is an extraordinary period for America’s economy. Over the past few weeks, many Americans have felt anxiety about their finances and their future. I understand their worry and their frustration. We’ve seen triple-digit swings in the stock market. Major financial institutions have teetered on the edge of collapse, and some have failed. As uncertainty has grown, many banks have restricted lending. Credit markets have frozen. And families and businesses have found it harder to borrow money. . . .

Most importantly, my administration is working with Congress to address the root cause behind much of the instability in our markets. Financial assets related to home mortgages have lost value during the housing decline. And the banks holding these assets have restricted credit. As a result, our entire economy is in danger. So I’ve proposed that the federal government reduce the risk posed by these troubled assets, and supply urgently-needed money so banks and other financial institutions can avoid collapse and resume lending.

This rescue effort is not aimed at preserving any individual company or industry—it is aimed at preserving America’s overall economy. It will help American consumers and businesses get credit to meet their daily needs and create jobs. And it will help send a signal to markets around the world that America’s financial system is back on track. . . .

With the situation becoming more precarious by the day, I faced a choice: To step in with dramatic government action, or to stand back and allow the irresponsible actions of some to undermine the financial security of all. . . .

More banks could fail, including some in your community. The stock market would drop even more, which would reduce the value of your retirement account. The value of your home could plummet. Foreclosures would rise dramatically. And if you own a business or a farm, you would find it harder and more expensive to get credit. More businesses would close their doors, and millions of Americans could lose their jobs. Even if you have good credit history, it would be more difficult for you to get the loans you need to buy a car or send your children to college. And ultimately, our country could experience a long and painful recession.

Fellow citizens: We must not let this happen. I appreciate the work of leaders from both parties in both houses of Congress to address this problem—and to make improvements to the proposal my administration sent to them. . . .

First, the plan is big enough to solve a serious problem. Under our proposal, the federal government would put up to $700 billion taxpayer dollars on the line to purchase troubled assets that are clogging the financial system. In the short term, this will free up banks to resume the flow of credit to American families and businesses. And this will help our economy grow.

Second, as markets have lost confidence in mortgage-backed securities, their prices have dropped sharply. Yet the value of many of these assets will likely be higher than their current price, because the vast majority of Americans will ultimately pay off their mortgages. The government is the one institution with the patience and resources to buy these assets at their current low prices and hold them until markets return to normal. And when that happens, money will flow back to the Treasury as these assets are sold. And we expect that much, if not all, of the tax dollars we invest will be paid back. . . .

Historical Documents and Speeches

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NAME ___________________________________________________ DATE _____________________ CLASS _______________

The Presidency

Our economy is facing a moment of great challenge. But we’ve overcome tough challenges before—and we will overcome this one. I know that Americans sometimes get discouraged by the tone in Washington, and the seemingly endless partisan struggles. Yet history has shown that in times of real trial, elected officials rise to the occasion. And together, we will show the world once again what kind of country America is—a nation that tackles problems head on, where leaders come together to meet great tests, and where people of every background can work hard, develop their talents, and realize their dreams.

Directions: Using information from the reading, answer the following questions on a separate piece of paper.

1. Identifying According to President Bush, what are three reasons Americans are feeling anxious?

2. Explaining What does President Bush say could be the effects of not acting on his proposal?

3. Categorizing Which of these roles do you think the president is primarily fulfilling in this speech: chief executive, chief diplomat, legislative leader, or party leader? Explain your answer.

4. Evaluating Use your own words to summarize the last paragraph of this speech. Why do you think President Bush chose this way to end the speech?

5. Speculating If you were a member of Congress, do you think you would vote for this proposed legislation? Why or why not?

Historical Documents and Speeches cont.

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Choosing the President

Enrichment Activity

How FDR Crafted his “Day of Infamy” Speech

On December 7, 1941, the United States had not yet entered World War II. However, shortly after lunch that day, President Franklin D. Roosevelt received a phone call from Secretary of the Navy Frank Knox informing him that the Japanese had attacked Pearl Harbor, Hawaii. The Pearl Harbor attack lasted less than two hours, but when it was over, the U.S. Pacific Fleet was demolished and more than 3,500 Americans had been killed or wounded. For the remainder of that long afternoon, Roosevelt and his advisers received information concerning the exact extent of the destruction to the U.S. ships and planes.

Roosevelt knew he had to speak before Congress the next day, asking them to declare war against Japan. He also knew that he had to deliver a message of strength and clarity of purpose to the American people. Therefore, the speech would serve two fundamental purposes:

• to implore Congress to declare war, and • to rally the American people to the long, difficult battle they would soon be facing.

Roosevelt dictated the first draft of the speech to his secretary, Grace Tully. Roosevelt’s biographer Nathan Miller states that the president dictated the speech in an unruffled tone, succinctly specifying the punctuation marks and new paragraphs.

The secretary typed up the speech, which Roosevelt then edited by hand, always choosing his words with great care and demonstrating his remarkable communication skills. The opening sentence was masterful in its clarity and directness.

“Yesterday, Dec. 7, 1941—a date which will live in infamy—the United States of America was suddenly and deliberately attacked by naval and air forces of the Empire of Japan.”

The first draft of the speech had stated that the attack was “a date which will live in world history,” but Roosevelt later changed this to “a date which will live in infamy,” a phrase that was destined to go down in history.

As President Roosevelt honed the address, he worked to communicate resolve through his directness, strengthening the tone and updating military information as it was relayed to him. One of Roosevelt’s speechwriters, Samuel I. Rosenman wrote, “The remarkable thing is that on one of the busiest and most turbulent days of his life, he was able to spend so much time and give so much thought to his speech.”

Interestingly, Roosevelt had several speechwriters, but rather than have them participate in the writing process, he chose to take on the task alone. Undersecretary of State Sumner Welles encouraged him to include in the speech a review of the events that led up to the Pearl Harbor attack; however, Roosevelt chose not to do so, but rather kept the address short and only included those points that supported his two goals.

Clinton speechwriter Michael Waldman later stated that Roosevelt’s power “. . . comes not from grandiloquent phrasing but from the repetition of bad news. Roosevelt—like Winston Churchill—recognized that to mobilize public opinion, he could not sugar-coat the news from the battlefield.” Waldman opines that the best leaders know that in a crisis, the people must understand the extreme seriousness of a situation and must trust their leaders to be truthful.

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Choosing the President

Roosevelt accentuates the power of repetition and the gravity of the situation when he specifically and individually lists the Japanese attacks:

“Yesterday, the Japanese government also launched an attack against Malaya.

Last night, Japanese forces attacked Hong Kong.

Last night, Japanese forces attacked Guam.

Last night, Japanese forces attacked the Philippine Islands.

Last night, the Japanese attacked Wake Island.

This morning, the Japanese attacked Midway Island.”

He then proceeds to rally both Congress and the public at large:

“With confidence in our armed forces—with the unbounding determination of our people—we will gain the inevitable triumph—so help us God.”

Roosevelt delivered the address to a joint session of Congress on December 8 at 12:30 P.M. At the same time, it was broadcast over the radio to the general public. The Senate voted unanimously in support of the war and only one member of Congress, a pacifist, dissented in the House of Representatives. Roosevelt signed the declaration of war at 4 P.M. that afternoon.

Questions


1. Evaluating Use a dictionary to look up the word infamy. Locate three synonyms for this word. Why do you think Roosevelt chose to use infamy rather than another word, such as disgrace.

2. Identifying What leadership skills did Roosevelt show in writing and giving this speech? How did he show them?

3. Speculating Why do you think Roosevelt chose to keep this speech relatively short?

4. Analyzing Primary Sources Use the Internet to locate and listen to a recording of this speech. How would you describe the tone of Roosevelt’s voice? How do you think his tone affected the people who were listening to this speech in 1941?

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Associated with a specific industry, such as dairy farming or automobile manufacturing

Concerned with a specific issue

Members engage in a free exchange of ideas

Usually disband once public policy is made

Relatively loose network with people moving in and out

Members tend to become dependent on one another

Typically function over an extended period of time

Membership usually remains the same over time

Work to develop public policy

Include governmental agencies, Congress, and interest or client groups

Iron Triangles Issue Networks

Enrichment ActivityStructure and Functions of the Executive Branch

Comparing Issue Networks and Iron Triangles

Government bureaucracies do not operate in a vacuum. They function through complex collaborations that involve all branches of government including Congress, those agencies charged with enforcing congressional legislation, and the individuals and groups who are concerned about the ultimate effects of the legislation.

Some collaborations are relatively inflexible and the individuals and groups that are part of these collaborations usually interact with one another in a rigid manner. Iron triangles, for example, include groups such as congressional committees, client groups, and federal departments or agencies that work closely together in a symbiotic relationship to create public policy in a specific area. They typically do so over extended periods of time.

Iron triangles tend to be symbiotic, with the members becoming heavily dependent on one another. A classic example is the triangle composed of military contractors, the Department of Defense and its related agencies, and Congress. Each of these groups is dependent on the others to meet its needs and goals. Another example is the Associated Milk Producers, a group of nearly 3,000 dairy farmers, the Department of Agriculture, and the various agriculture committees within Congress. Because the Associated Milk Producers forms one corner of this triangle, it is assured of being heard when legislation affecting the dairy industry is being proposed. In return, it is expected to support those legislators and agencies that help meet its needs.

Another type of collaborative effort that has become increasingly common over the last forty years is the issue network. An issue network is typically a loose alliance of groups and individuals who come together temporarily around the development of a solution to a specific policy problem or issue. Examples might include gun control, environmental protection, disaster relief, and world hunger. In contrast to iron triangles, individuals and groups freely move in and out of issue networks as their needs change or policies are developed. Once the issue is resolved, these informal patterns of influence typically disband.

The following chart compares some of the major features of iron triangles and issue networks:

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Structure and Functions of the Executive Branch

The concept of issue networks was proposed in 1978 by Hugh Heclo, an expert in American democratic institutions and currently a professor at George Mason University. Professor Heclo introduced the concept of issue networks because he believes that the iron triangle view of public policy is incomplete. The issue network model more closely matches the way in which policy has been influenced in the rapidly expanding government of the past forty years. It reflects the more loosely connected influences at work in this growing bureaucracy. In regard to these changes, Professor Heclo writes:

There is the deeper problem of connecting what politicians, officials, and their fellow travelers are doing in Washington with what the public at large can understand and accept. It is on this point that political administration registers some of the larger strains of American politics and society, much as it did in the nineteenth century. For what it shows is a dissolving of organized politics and a politicizing of organizational life throughout the nation.

Heclo emphasizes that the growth of the Internet has allowed the relatively easy access to information that is necessary for large numbers of individuals and groups to become involved in issue networks and thereby influence the development of public policy. As he points out, “In the ’60s you could get all of the knowledgeable parties on a certain issue in the same room fairly easily. Today, that would be quite difficult.”


1. Contrasting How is a client group that is part of an iron triangle different from an advocacy group that is part of an issue network?

2. Evaluating When comparing these two types of political strategies, some experts say that iron triangles are examples of “inside strategies” whereas issue networks are examples of “outside strategies.” Do you agree with this opinion? Why or why not?

3. Speculating If the Internet did not exist, do you think iron triangles would be stronger or weaker? Do you think issue networks would be stronger or weaker? Explain your answers.

4. Investigating Locate a teacher, parent, or other adult whom you know who has participated in an issue network. You may need to define the term “issue network” to these individuals if they are not familiar with this concept. Encourage them to discuss their experiences with this network by asking questions such as “What was the network’s goal?” “Why did you become a part of it?” “How did you communicate with other members?” “What did you do to promote your point of view?” Write a brief summary discussing what you learn.

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Enrichment ActivityFederal and State Court Systems

Backlog of Cases in Some State Court Systems

The Sixth Amendment to the Constitution begins with the statement “In all criminal prosecutions, the accused shall enjoy the right to a speedy and public trial . . .” A major challenge to the courts has been defining exactly what the phrase “speedy trial” means. The Speedy Trial Act of 1974 specifies time limits for completing the various stages of a federal criminal prosecution. For example, it states “The information or indictment must be filed within 30 days from the date of arrest or service of the summons.” This Act was later amended to include a minimum time period during which a trial may not begin, because the government did not want a defendant to be forced to go to trial without enough time to adequately prepare his or her defense.

The criminal justice standards published by the American Bar Association state that the three primary purposes of a speedy trial are:

• to effectuate the right of the accused to a speedy trial

• to further the interests of the public, including victims and witnesses, in the fair, accurate, and timely resolution of criminal cases

• to ensure the effective utilization of resources

Unfortunately, in the last 20 years or so, numerous state courts have developed a backlog of court cases. One example is California, where some residents are waiting five or more years to have their civil cases heard in court. In San Francisco, a divorce that used to take approximately a month can now take up to five months. The primary reason for these delays is budget cuts in the state court system. In all, 175 courtrooms in California have been closed due to these reductions.

Many courts in South Carolina have similar challenges. By July 2013, almost one-fourth of all criminal cases were more than a year and a half old. As a result, in December 2013, South Carolina Supreme Court Chief Justice Jean Toal gave South Carolina courts a period of several months to clear a backlog of thousands of drunken driving cases. Chief Justice Toal stated that inadequate resources were a primary factor in the backlog.

States have attempted to deal with these case backlogs in a variety of ways. One approach is to bring in outside justices to hear cases. In early 2013, New York State Supreme Court Justice Patricia DiMango was brought in to adjudicate criminal cases in the Bronx County Hall of Justice. During a six-month period, Justice DiMango dealt with more than 500 cases. In all, she heard more than 40 percent of the cases that were more than two years old. While this accomplishment helped clear the backlog, it also involved many difficult compromises. One controversial case resulted in a defendant who had been accused of murder being permitted to plead guilty to the much lesser charge of misdemeanor assault.

While outside help was useful in reducing some of the backlog in felony cases, in 2012 about 83 percent of the charges in the Bronx were misdemeanors, and extensive delays routinely kept the individuals charged from receiving a speedy trial. Many legal professionals, including The Bronx Defenders (a group of 200 professionals who promote justice for low-income residents), believe that temporarily bringing in outside judges is not a solution to the problem. The organization states that a serious commitment on the part of local justice officials to finding a long-term solution is necessary to end the backlog.

Another region that has been confronted with this critical dilemma is Allegheny County, Pennsylvania. In 2009 the county, which includes the city of Pittsburgh, had a backlog of almost 15,000 cases, but by 2013, the backlog had been reduced by almost half. A major reason for the reduction was the institution of a number of specialty courts in areas such as mental health, driving under the influence,

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Federal and State Court Systems

and sex offenders. Judge Jeffrey Manning says that intensive supervision and reviews in these specialty courts along with partnerships among the district attorney’s office, defense attorneys, and probation offices has led to a reduction in recidivism. Cases such as retail theft and drug possession are referred to a special “Phoenix Court” where the sentences, often probation, are typically agreed upon ahead of time. This results in the hearings moving along quickly. If a defendant chooses not to take the offered plea bargain, the case is then scheduled for trial. “Anybody coming in can choose the path their cases go,” says Thomas McCaffrey, the criminal court administrator. “Everybody is getting—and feels like they’re getting—a just result.”


1. Paraphrasing Use your own words to explain the three main purposes of a speedy trial.

2. Explaining What method has New York used to reduce the backlog in some courts?

3. Evaluating Counter Arguments Do you agree with the view of The Bronx Defenders on bringing in outside judges to handle the backlog of felony cases? Why or why not?

4. Drawing Conclusions Which group within the legal profession do you think should be most responsible for helping defendants obtain a speedy trial? Give reasons for your answer.

5. Researching Locate a state, other than those mentioned in the reading, that has a significant backlog of court cases. Research methods that the state is using to try to reduce the backlog. Give a brief oral presentation on what you learn.

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Enrichment ActivityThe Supreme Court of the United States

Supreme Court Decisions and Changing Societal Values

The Supreme Court tries to ensure that federal laws are applied uniformly throughout the judicial system. However, as with all governmental bodies, the Court is influenced by public opinion and the beliefs and values of society at large. Consequently, the Court has at times overturned its own rulings. One of these instances occurred when the case of Roper v. Simmons (2005) overturned a previous opinion in Stanford v. Kentucky (1989).

In the original Kentucky trial, 17-year-old Kevin Stanford was found guilty of murder in a gasoline station robbery. Kentucky state law allowed a juvenile to receive the death penalty, and, as a result, Stanford was sentenced to death. Stanford appealed the sentence, stating that executing a juvenile violated the Eighth Amendment’s protection against cruel and unusual punishment. In 1989, in the case of Stanford v. Kentucky, the Supreme Court ruled that it is not cruel and unusual punishment to execute individuals under the age of 18 if they have committed a crime.

In 2005, the Supreme Court revisited this issue in Roper v. Simmons, and excerpts from the subsequent decision are shown below.

Roper v. SimmonsOpinion of the Court

Justice Kennedy delivered the opinion of the Court . . . .

The prohibition against “cruel and unusual punishments,” like other expansive language in the Constitution, must be interpreted according to its text, by considering history, tradition, and precedent, and with due regard for its purpose and function in the constitutional design. To implement this framework we have established the propriety and affirmed the necessity of referring to “the evolving standards of decency that mark the progress of a maturing society” to determine which punishments are so disproportionate as to be cruel and unusual. . . .

. . . in Stanford v. Kentucky, . . . (1989), the Court, over a dissenting opinion joined by four Justices, referred to contemporary standards of decency in this country and concluded the Eighth and Fourteenth Amendments did not proscribe the execution of juvenile offenders over 15 but under 18. . . .

The evidence of national consensus against the death penalty for juveniles is similar, and in some respects parallel, to the evidence Atkins held sufficient to demonstrate a national consensus against the death penalty for the mentally retarded. . . . 30 states prohibit the juvenile death penalty, comprising 12 that have rejected the death penalty altogether and 18 that maintain it but, by express provision or judicial interpretation, exclude juveniles from its reach. . . . In the present case, too, even in the 20 States without a formal prohibition on executing juveniles, the practice is infrequent. Since Stanford, six States have executed prisoners for crimes committed as juveniles. In the past 10 years, only three have done so: Oklahoma, Texas, and Virginia. . . .

We have held there are two distinct social purposes served by the death penalty: “ ‘retribution and deterrence of capital crimes by prospective offenders.’ ” . . . As for retribution, we remarked in Atkins that “[i]f the culpability of the average murderer is insufficient to justify the most extreme sanction available to the State, the lesser culpability of the mentally retarded offender surely does not merit that form of retribution.” . . . The same conclusions follow from the lesser culpability of the juvenile offender. Whether viewed as an attempt to express the community’s moral outrage or as an attempt to right the balance for the wrong to the victim, the case for retribution is not as strong with a minor as with an adult. Retribution is not proportional if the law’s most severe penalty is imposed on one whose culpability or blameworthiness is diminished, to a substantial degree, by reason of youth and immaturity.

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The Supreme Court of the United States

As for deterrence, it is unclear whether the death penalty has a significant or even measurable deterrent effect on juveniles, as counsel for petitioner acknowledged at oral argument. . . . In general we leave to legislatures the assessment of the efficacy of various criminal penalty schemes. . . . Here, however, the absence of evidence of deterrent effect is of special concern because the same characteristics that render juveniles less culpable than adults suggest as well that juveniles will be less susceptible to deterrence. . . .

The Eighth and Fourteenth Amendments forbid imposition of the death penalty on offenders who were under the age of 18 when their crimes were committed. The judgment of the Missouri Supreme Court setting aside the sentence of death imposed upon Christopher Simmons is affirmed.

It is so ordered.

Directions: Using the information from this reading, answer the following questions.

1. Explaining What were the two social purposes of the death penalty that Justice Kennedy said the Court took into account, and how did these two purposes affect the decision?

2. Analyzing Ethical Issues How does the Roper v. Simmons opinion show that the Supreme Court is influenced by societal values that change over time?

3. Drawing Conclusions In Roper v. Simmons, do you think the justices took on the role of judicial activism or judicial restraint? Why?

4. Researching Conduct research to locate at least four newspaper or Internet articles stating opinions on the outcome of Roper v. Simmons that were written at the time the case was decided. Write a report in which you summarize each of these articles.

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Reteaching ActivityPolitical Parties

Terms and Concepts


1. voter who does not support any particular party

2. belief that government should actively promote health, education, and justice

3. party’s candidates for president and vice president

4. the largest number of votes in an election

5. granting favors, such as jobs, to reward party loyalty

6. person who tends to have moderate views

7. formed by several parties who combine forces to obtain a majority

8. belief that government should play a limited role in citizens’ lives

9. election in which party members select people to run in the general election

10. party that breaks away from a major party because of some disagreement

Summarizing Information


11. Explaining What determines which political party will serve as a watchdog over the government? Why is this?

12. Contrasting How are single-issue parties different from splinter parties?

A. coalition government

B. plurality

C. splinter party

D. patronage

E. direct primary

F. ticket

G. centrist

H. conservative

I. independent

J. liberal

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Political Parties

13. Evaluating Is the Tea Party organization more centrist or more polarized?

14. Identifying What are two major events that occur during national party conventions?

Organizing Information

Comparing and Contrasting Fill in the following Venn diagram by listing the similarities and differences between the two major political parties.

Democrats Republicans

Both

1.

2.

3.

4.

5.

6.

7.

8.

9.

Essay

Directions: Essay Answer the following question on a separate piece of paper.

Do you think that the fact that the United States is basically a two-party system, rather than one in which there are many different parties, strengthens or weakens our democracy? Give specific reasons for your answer.

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Content Vocabulary

Directions: From the vocabulary list, choose the best word to answer each question. Write each word in the blank provided. (canvassing board, popular referendum, campaign manager, cross-pressured voter, legislative referendum)

1. Which term describes a special election in which the legislature refers a measure to the voters for their approval?

2. Which word could be used to describe a person struggling with deciding whom to vote for because he or she is caught between conflicting elements of his or her identity?

3. Which term describes a special election in which voters can approve or repeal the laws passed by the legislature?

4. Which term refers to the official group that counts votes and certifies the winner of an election?

5. Which term refers to the person responsible for the overall strategy and planning of a campaign?


6. What is the difference between early voting and an absentee ballot? (early voting, absentee ballot)

7. What is special about a SuperPAC relative to a regular political action committee? (SuperPAC, political action committee)

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.Vocabulary ActivityVoting and Elections

NAME _____________________________________________ DATE __________________ CLASS ___________


8. What is the difference between hard money and soft money? (hard money, soft money)

9. What is the relationship between a precinct and a polling place? (precinct, polling place)


10. disenfranchise

11. poll tax

12. recall

13. propaganda

14. grandfather clause

15. corruption

Academic Vocabulary

Directions: Write S in the blank before each word that is a synonym (a word with the same or nearly the same meaning) of the listed word. Write A in the blank before each word that is an antonym (a word with an opposite or nearly opposite meaning). Each item has more than one correct answer.

16. minimum

least largest most

maximum lowest minimal

17. distribute

dispense collect disburse

gather give receive

a. the procedure by which an elected official may be removed from office by popular vote

b. the use of ideas, information, or rumors to influence opinion

c. to deprive of the right to vote

d. an exemption in law for a certain group based on previous conditions

e. impairment of integrity, virtue, or moral principle

f. money paid in order to vote

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Voting and Elections

NAME _____________________________________________ DATE __________________ CLASS ___________

18. register

enroll join eradicate

erase record remove

Directions: From this vocabulary list, choose the best word to answer each question. Write each word in the blank provided. (margin, device, occupation, predict, strategy)

19. Which word can be used to describe something you do to earn money for the rest of your life, such as a job or a career?

20. Which word is used to describe a plan or method for achieving a goal?

21. Which word can be used to describe a mechanism designed to serve a special purpose or perform a special function?

22. Which word is used to describe the limit or bare minimum of something?

23. Which word is used to describe the act of telling about an event before it happens?

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Voting and Elections


NAME _____________________________________________ DATE __________________ CLASS ___________

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Reteaching ActivityPublic Opinion and Interest Groups

Terms and Concepts


1. ideas and attitudes that a significant number of Americans have about government and political issues

2. includes the Internet, newspapers, television, and books

3. a measure of how much the sample results might differ from the sample universe

4. the complex network of voluntary associations that exists outside of government

5. a small group of people that are typical of a larger group

6. an unscientific attempt to measure public opinion

7. everyone in a group has an equal chance of being selected

8. people who share common goals and organize to influence government and policy

9. a person’s belief that he or she can have an impact on government and policy

10. meeting with elected officials to persuade them to make certain laws or policies

Connecting Ideas


11. Making Connections How is a country’s political culture related to the political socialization process?

12. Speculating What might happen if the majority of the people in a democracy did not have a sense of political efficacy?

A. representative sample

B. random sampling

C. civil society

D. interest group

E. sampling error

F. lobbying

G. mass media

H. public opinion

I. straw poll

J. political efficacy

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Public Opinion and Interest Groups

13. Contrasting What are three ways in which scientific methods of measuring public opinion are different from nonscientific methods?

14. Describing Describe three types of interest groups that work to influence public policy, and give a specific example of each type.

Visualizing Information

Comparing and Contrasting Create a Venn diagram that illustrates the similarities and differences between interest groups and political parties.

Interest Groups Political PartiesBoth

1.

2.

3.

4.

7.

8.

9.

10.

5.

6.

Essay

Directions: Answer the following question on a separate piece of paper.

Defending Discuss at least five ways in which interest groups can influence government policy. Then pick the two ways you think are the strongest and defend your choices.

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Content Vocabulary

Directions: From the vocabulary list, choose the best word to answer each question. Write each word in the blank provided. (blog, e-commerce, media event, fairness doctrine, press conference)

1. Which term describes a visually interesting event that is meant to reinforce a politician’s position on some issue?

2. Which word could be used to describe a meeting where the news media gets to question ahigh-level government official?

3. Which term describes an online journal in which an individual or group records their own thoughts, experiences, observations, and opinions?

4. Which term refers to the sale of goods and services online?

5. Which term refers to a rule requiring broadcasters to provide opportunities for the expression of opposing views on issues of public importance?


6. What is the difference between a news release and a news briefing? (news release, news briefing)

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.Vocabulary ActivityMass Media in the Digital Age

NAME _____________________________________________ DATE __________________ CLASS ___________

7. What is the Freedom of Information Act (FOIA) and why is it important? (Freedom of Information Act)

8. What is the relationship between defamation and libel? (defamation, libel)

9. What is special about an embedded journalist versus a regular journalist? (embedded journalist, journalist)


10. leak

11. front-runner

12. prior restraint

13. shield law

14. action alert

15. electronic petition

a. censorship of information before it is published

b. a message from an interest group to its members, calling upon them to respond immediately by phone, fax, or e-mail to public officials

c. the release of secret information to the media by anonymous government officials

d. a message that asks the recipient to “sign” his or her name electronically to a request that will be sent to an official

e. label given to the candidate who wins an early primary, even if by a very small margin

f. a state law that protects reporters from having to reveal their sources

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Mass Media in the Digital Age


NAME _____________________________________________ DATE __________________ CLASS ___________

Academic Vocabulary

Directions: From this vocabulary list, choose the best word to answer each question. Write each word in the blank provided. (global, commentator, format, source, technology)

16. Which word can be used to describe digital tools that are used to record and share information?

17. Which word is used to describe a person who reports and discusses news on radio or television?

18. Which word can be used to describe a person a reporter consults to get information?

19. Which word is used to describe something that is universal or worldwide?

20. Which word is used to describe a general plan of organization, arrangement, or choice of material?

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.Vocabulary Activity cont.

Mass Media in the Digital Age