AMERICAN GOVERNMENT I - HOMEWORK ASSIGNMENT …



AMERICAN GOVERNMENT I - HOMEWORK SHEET

Directions:

• At the top right corner of your homework answer page: your name, band and homework assignment number.

• All homework should be completed on standard sized loose leaf paper (8.5 x 11).

• All questions should be answered in COMPLETE SENTENCES and IN YOUR OWN WORDS. (One sentence, not acceptable)

• Copying answers from the documents will not be accepted.

• Makeup homework will only be accepted in the event of an excused absence with a parental note.

• Other assignments will be given throughout the semester.

YOUR HOMEWORK WILL GRADED in the following manner

|10 | Homework is completed thoroughly and handed in on time and show full understanding of material |

| |All questions are answered, supported by related facts and details found in the reading |

|5 | Homework may be partially completed and show some or little understanding of the material. |

| |Answers are not supported by related facts and details, showing little effort to complete assignment. |

|0 |No homework handed in; clear evidence of plagiarism |

UNIT ONE: FOUNDATIONS

1. Enlightenment Ideas

a. Explain two beliefs of Locke and two beliefs of Hobbes.

b. Explain one similarity and one difference between these ideas.

c. Explain who you agree with most with 3 reasons. (Be clear 1,2,3)

|THOMAS HOBBES, |JOHN LOCKE, |

|Levithan 1651 |Two Treaties of Government, 1690 |

| | |

|“Hereby it is manifest, that during the time men live without a common |"All men are liable to error; and most men are, in many points, by passion or interest, |

|Power to keep them all in awe, they are in that condition which is called |under temptation to it." |

|War; and such a war, as is of every man, against every man. | |

| |"New opinions are always suspected, and usually opposed, without any other reason but |

|I observe the diseases of a Commonwealth that proceed from the poison of |because they are not already common." |

|seditious doctrines, whereof one is that every private man is judge of | |

|good and evil actions.”  |"He is willing to join in Society with others for the mutual Preservation of their Lives, |

| |Liberties and Estates, which I call by the general Name, Property." |

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2. TYPES OF GOVERNMENT

a. Describe one strength and one weakness of each of these governments.

b. Explain which one you think is better with 3 reasons. (Be clear 1,2,3)

|Totalitarian/Dictator/Monarchy |Representative Democracy (Republican) |Democracy |

|Under authoritarian systems, all power is concentrated |The powers of government are limited by a |Democracy is literally "rule by the people". The |

|in one person or a small group. The people live strong |constitutional government. In this limited government |eighteenth-century philosophy of democracy may be |

|rules or laws and do not have an effective way to |the leaders are elected by the people to make important|couched in the following definition: “the democratic |

|restrain the power of the rulers. Totalitarian |decisions. These leaders should not misuse the powers |method is that institutional arrangement for arriving |

|governments regulate every part of the lives of |they have been given or they could not be reelected. It|at political decisions which realizes the common good |

|individuals. An unlimited power is given to rulers with|insists that all people, including people the members |by making the people itself decide issues … in order to|

|out a “constitution.” The people in power cannot be |of government must obey the laws. |carry out its will." In this government all people |

|easily removed from office by peaceful and legal means.| |vote on all decisions and laws. |

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3. THE CONSTITUTION

a. Describe with many DETAILS, IN YOUR OWN WORDS the six basic principles of the Constitution.

b. Explain which 2 principles you think are the most important to having a good government. Provide 2 reasons for each.

Judicial Review- The power of judicial review is the power of courts to determine whether what government does is in accord with what the constitution provides. The role of the Judicial branch is to determine whether or not a law is constitutionally acceptable. That means that any laws that the government creates cannot break any of our constitutional rights such as freedom of speech. Judicial review is the power to declare unconstitutional, illegal, null, and void of a government action that violates some provision in the Constitution. 

Popular Sovereignty- All of the power lies in the hands of people of the United States who are sovereign. Government can only govern if it is given permission by those who are governed. The overall meaning of popular sovereignty is that the National Government draws its power from the people of the United States and that the people have given their government the power that it has threw the constitution. The government only has the power to make decisions because the people who are governed by them give them the power to do so but if the government abuses the power that they have been given the people have the right to overthrow their government and change it. 

Separation of Powers- In a parliamentary system the legislative, executive, and judicial powers of government are all gathered in the hands of a single agency. Our government runs almost the same except the three powers are separated. This is called a presidential system where the three powers are separated into three distinct and independent branches. Our constitution distributes the powers of the National Government among Congress, the President, and the courts. 

Checks and Balances- The government is organized around three separate branches. Though the constitution says that these three powers must be separated they are still connected and are not completely independent of each other. What ties them together is known as checks and balances. This means that each branch is subject to a number of constitutional restraints or checks by the other branches. This means that each branch has certain powers with which it can check the operations of the other two. Congress has the power to make laws but the president may veto any act of congress but Congress can also override a presidential veto by two-thirds vote in each house. Checks and balances gives power to each branch to override the other and make sure they are in line. 

Federalism- Our government works in a federal form by distributing the powers that they have on a territorial basis. The principle of federalism is the division of power among a central government and several regional government. By spreading the powers throughout the different states the Framers of the constitution built a stronger, more effective national government while preserving the existing states and the concept of local self government.

Limited Government- The principle of limited government explains itself in the title. Limited Government means that the government may only do things that the people that they have government give them the power to do. Unlike popular sovereignty limited government is the opposite where the people are the only source of any and all of governments authority and government has only that authority that people have given to it. The overall theme of this principle is that the government must follow the law. The government must follow all constitutional laws and principles for it to be able to have control over the people and to make decisions. 

4. POPULAR SOVEREIGNTY AND LIMITED GOVERNMENT

a. According to both quotations, explain ‘popular sovereignty’ and ‘limited government’ in our own words.

b. Explain an advantages and disadvantages of both constitutional principles (limited government and popular sovereignty).

c. Write a one paragraph email to either man explaining why think their quote is right or wrong for having a good government.

| Popular Sovereignty |Limited Government |

|"In free governments the rulers are the servants and the |"I hope we once again have reminded people that man is not free unless government is limited. There's a |

|people their superiors and sovereigns” - Benjamin |clear cause and effect here that is as neat and predictable as a law of physics: As government expands, |

|Franklin |liberty contracts." - President Ronald Reagan |

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5. SEPARATION OF POWERS and CHECKS and BALANCES

a. How does the Constitution separate the powers of our three branches? (use examples for each branch)

b. Explain 2 examples of one branch interacting (checking and balancing) another branch.

c. Does separating power among THREE parts seem to be good or bad for government?

Separation of powers serves several goals.  Separation prevents concentration of power (seen as the root of tyranny) and provides each branch with weapons to fight off encroachment by the other two branches.  As James Madison argued in the Federalist Papers (No. 51), "Ambition must be made to counteract ambition."  Clearly, our system of separated powers is not designed to maximize efficiency; it is designed to maximize freedom.

SEPARATION OF POWERS, Three Branches of Government

|[pic] |[pic] |[pic] |

|Article I-Legislative |Article II-Executive |Article III-Judicial |

|The first article of the Constitution says "ALL |The second article vests "the executive power...in a |The third article places the "judicial power of the |

|legislative powers...shall be vested in a Congress. |President." |United States in one Supreme Court" and "in such |

|To regulate commerce with foreign nations, and among | |inferior Courts as the Congress...may establish." |

|the several states…; |The President shall be commander in chief of the Army |The judicial power shall extend to all cases, in law |

| |and Navy of the United States… |and equity, arising under this Constitution, the laws |

|To declare war… and make rules concerning captures on | |of the United States, …which shall be made… |

|land and water; |Shall appoint ambassadors, other public ministers and | |

| |consuls, judges of the Supreme Court, and all other |Marbury V. Madison |

|To make all laws which shall be necessary and proper |officers of the United States,  |“It is the responsibility and duty of the Judicial |

|for carrying into execution the foregoing powers… | |Branch to say what the law is. Those who apply the |

| |He shall take care that the laws be faithfully |rule to particular cases must, of necessity, explain |

| |executed (enforced), |and interpret that rule. If two laws conflict with |

| | |each other, the Courts must decide the |

| | |[constitutionality] of each.” |

| | |-Justice Marshall |

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6. FEDERALISM

a. Explain how the 10th amendment divides power?

b. Map/Case Study: How does federalism impact our

government’s policies on medical marijuana? (Use map)

|A) 10th Amendment |

|The powers not delegated to the United States (federal government) by the |

|constitution, …, are reserved to the States respectively, ... |

Federalism and Democracy By David J. Bodenhamer

Federalism is a system of shared power between two or more governments with authority over the same people and geographical area. In the US, laws of the national government, located in Washington, apply to any individual who lives within the national boundaries, while laws in each of the 50 states apply to residents of those states alone. Under the U.S. Constitution, Congress does not have the power to abolish a state nor can a state assume a power intended for the national government alone. Under American federalism, in fact, the U.S. Constitution is the source of authority for both national and state governments. This document, in turn, reflects the will of the American people, the ultimate power in a democracy.

CENTRAL GOVERNMENT VS. STATE GOVERNMENT

In a federal nation, the central government has defined powers, with full sovereignty over external affairs. The exercise of authority in domestic affairs is more complicated. Under the Constitution, the U.S. government has exclusive power to regulate interstate and foreign commerce, coin money, provide for the naturalization of immigrants and maintain an army or navy, among other things. These areas are ones in which national interests clearly supersede state interests and are properly reserved for the national government. In other areas of domestic policy, however, the central and state governments may have parallel or overlapping interests or needs. Here, power may be exercised simultaneously by both state and national governments; chief among these concurrent powers is the power to tax. And in areas where the Constitution is silent regarding national authority, states may act provided they do not conflict with powers the central government may legally exercise.

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UNIT ONE EXIT ASSIGNMENT: 33% points DUE _____________________

Goals:

|Content |Skills |

|Evaluate the principles of the constitution |Develop skills of research, reading and writing |

|Determine the effectiveness of our principles of the constitution today |Analyze documents and evaluate the application of principles to today |

RESEARCH:

1. You are to find TWO articles related to American government dated from September 7th, 2011 to the current day. You can easily find relevant articles in the New York Times, Wall Street Journal, NEWSWEEK, TIME Magazine, etc. They must be credible news sources and each article MUST be from a different source. For example one article from the NYTIMES than the second one should be a different newspaper or website.

2. After finding your articles you are to then identify which constitutional principles are related to the issues being addressed in the articles and demonstrate your understanding of those principles by creating a product connecting your articles to the principles. Choose one of the product assignments below

PRODUCT

|Assignment Product A |Assignment Product B |Assignment Product C |

|Type a 1.5 page analysis explaining which 2 |Create TWO comic strips in which you clearly demonstrate |Create a political album based on the articles. |

|constitutional principles are present in the |your understanding of the constitutional principles(s) | |

|issue(s) being addressed in your articles. |present in the issue(s) addressed in the article. |Your political album MUST: |

| | |Include an album cover that reflects the issues and |

|Your report MUST include: |Your comic strips MUST: |constitutional principles addressed in the articles. |

|A summary of the issues addressed in the |show your understanding of the constitutional principle(s)|Include 5 song tracks with song titles that reflect |

|articles in your own words. |demonstrate your understanding of the articles as well. |the principles and issues. |

|A thorough explanation of which constitutional | |Lyrics (15 lines) from one song track that |

|principles are related to the issues and how |Example of a comic strip |demonstrates your understanding of the constitutional|

|they are related. |[pic] |principles and issues addressed in your article(s). |

REQUIREMENTS:

▪ Your assignment due date will be given in class. It must be handed in on the date that it is due. FIVE points will be taken off for each day the UNIT I EXIT ASSIGNMENT is late (Even days our band does not meet)

▪ You must attach a copy of your articles with your assignment product.

▪ If you are doing Assignment Product A, it must be typed, double, spaced, with 1 inch margins all around.

▪ Remember, your exit assignment is 20% of your cycle project grade and is a requirement for the course. It must be handed in.

|Unit 1 |Excellent 33-30 |Good/Satisfactory 29-23 |Needs Improvement 22-0 |

|RESEARCH |Two relevant articles from 2 separate sources |Includes a copy of one article that was used in|Missing articles and no signs of research |

|10% |are included |the assignment | |

|Product A: |Meets 1.5 pages requirement |One page long |Doesn’t meets 1.5 pages requirement |

|REPORT |Addresses 1-2 constitutional principles |Address one constitutional principles |Address one or two constitutional principles |

|23% |Description and analysis are detailed, relevant|Description and analysis have some, relevant |Description and analysis are detailed, relevant|

| |and thorough |detail |and thorough |

|or |Summary of the articles are clear and concise |Summary of the articles are mostly clear and |Summary of the articles are clear and concise |

| |Everything is in your own words. |concise |NOT your own words. |

| | |Everything is in your own words. | |

|Product B: |TWO comic strips in which you clearly |TWO comic strips demonstrate some understanding|Less than TWO complete comic strips or no |

|COMIC STRIP |demonstrate your understanding of the |of the principles |relevant information about principle of the |

|23% |constitutional principle |Address one constitutional principles |constitution |

| |Address one or two constitutional principles |Description and analysis have some relevant |Fails to fully address a constitutional |

| |Summary of the articles are clear, relevant |detail |principle |

|or |and concise |Summary of the articles have some clarity |Description and analysis lack detail and are |

| |Everything is in your own words. |Everything is in your own words. |not relevant |

| |Constitutional principles(s) present in the |Constitutional principles present in the issue |Articles lack clarity |

| |issue(s) addressed in the article. |addressed in the article. |Everything is in your own words. |

| | | |Constitutional principles present in the |

| | | |issue(s) addressed in the article. |

|Product C: |A creative political album |A creative political album |A creative political album |

|POLITICAL ALBUM |Includes an interesting album cover that |Includes an interesting album cover that |Includes an interesting album cover that |

|23% |reflects the issues and constitutional |reflects the issues and constitutional |reflects the issues and constitutional |

| |principles addressed in the articles. |principles addressed in the articles. |principles addressed in the articles. |

| |Include 5 song tracks with relevant song titles|Include 5 song tracks with relevant song titles|Include 5 song tracks with relevant song titles|

| |that reflect the principles and issues. |that reflect the principles and issues. |that reflect the principles and issues. |

| |Lyrics from one song that demonstrates your |Lyrics from one song that demonstrates your |Lyrics from one song that demonstrates your |

| |understanding of the constitutional principles |understanding of the constitutional principles |understanding of the constitutional principles |

| |and issues addressed in your article(s). |and issues addressed in your article(s). |and issues addressed in your article(s). |

UNIT TWO: INFLUENCES ON OUR GOVERNMENT

7. INTEREST GROUPS

a. Explain the goal of an “Interest Group”?

b. Explain how political parties are different from interest groups?

c. According to the chart, explain three ideas indicated (stated) by the chart?

Interest groups play an important role in American politics. In America, as with other democracies, other institutions exist, apart from the political parties, to organize and transmit to government and politicians the views of different sections of society. Interest groups allow this to happen. These organizations are pressure or interest groups, and they provide the link between the people and the government.

An organization such as Greenpeace would lobby for the interests of environmental issues; the pro/anti gun groups would lobby for the interests of those concerned with either side of the gun issue. The word "interest" is seen as being less forceful than the word "pressure" which could hint at vaguely undemocratic tendencies and processes as a pressure group goes about the work it does to support its beliefs - especially if they represent a minority of people within a community.

The differences between interest groups and political parties are often hard to see, but generally, political parties nominate candidates for elective office, seek to win and then staff these offices, by appealing to the electorate. Pressure groups, on the other hand, do not usually offer candidates in elections or seek to gain political power by holding positions in office, but try to influence legislation by mobilizing public opinion. Pressure groups can be called to give evidence at Congressional hearings and give evidence to government departments on their specific area(s) of concern. A pressure group may therefore be described as "an organized body of individuals who share some goals and who try to influence public policy."

INTEREST GROUP MONEY

SPENT TO INFLUENCE CONGRESS

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8. WHAT POLITICAL PARTY DO YOU SUPPORT?

Research: use the class handout and the following websites: and

a. Explain 3 “typical beliefs” of a Democrat and explain 3 “typical beliefs” of a Republican (6 total).

b. Will you register as a Democrat, Republican or Independent. Explain 3 reasons.

c. CARTOON: Explain the meaning ONE cartoon below. CHOOSE ONE

Hints: Hints

-What do you see? -What do you see?

-Elephant symbolizes Republican party -Red State is Republican State

-Donkey symbolizes Democratic party -Blue State is Democratic State

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UNIT TWO EXIT ASSIGNMENT (33%) DUE: _______________________

You will conduct research to complete your unit exit assignment. Your goal is to apply the information you find from the news articles you find on the DREAM ACT before the US Congress. Your final assignment is to join one of the two interest groups and express your message/opinion of this topic. The Dream act is a law below regarding illegal immigration.

YOU WILL CHOOSE TO MAKE AN ADVERTISEMENT FOR ONE SIDE:

|SUPPORT the Dream Act |AGAINST the Dream Act |

|NATIONAL IMMIGRATION LAW CENTER |AMERICANS FOR LEGAL IMMIGRATION |

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| | |

|SR 729 THE DREAM ACT |

|IN GENERAL- The Secretary of Homeland Security adjust the status of an alien lawfully admitted an alien illegally admitted to the United States, if the alien |

|demonstrates that-- |

|(A) the alien has been physically present in the United States for a continuous period of not less than 5 years immediately preceding the date of enactment of this |

|Act, and had not yet reached the age of 16 years at the time of initial entry; |

|(B) the alien has been a person of good moral character since the time of application; |

|(C) the alien, at the time of application, has been admitted to an institution of higher education in the United States, or has earned a high school diploma or |

|obtained a general education development certificate in the United States; |

|(D) the alien serves, in good standing, in the United State military for two years |

|(E) the alien has never been under a final administrative or judicial order of exclusion, deportation, or removal, unless the alien— |

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|YOUR OWN WORDS… |

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Obama to push for Dream Act again in 2011

By Gerald Helguero | December 22, 2010 7:03 PM EST

President Barack Obama said on Wednesday that he will work to change the politics of the immigration debate on children of illegal immigrants in 2011 by engaging Republicans and making his case to the American people to pass the DREAM Act.

"[A]t minimum, we should be able to get the DREAM Act done," Obama told reporters on Wednesday as the latest Congressional session draws to a close and he comes close to marking his first two years in office.

Obama said that he would continue to call on Republican lawmakers to make changes to the nation's laws on immigration in the next two-year session of Congress starting in January, despite not being able to do so with a Democratic majority in Congress. In recent weeks, Democratic Party lawmakers unsuccessfully tried to pass legislation to give the children of illegal immigrants, who attended college or served in the military, a path to residency. The bill known as the DREAM Act, was defeated.

ASSIGNMENT

Your message will appear in the NEW YORK TIMES newspaper and it should:

• Explain clearly your position: pass or kill the bill.

• Must include written text to explain 4 specific reasons why you support or oppose the bill.

• Must also include a visual such as: political cartoon, comic strip, image or symbol.

ALL WORK MUST BE YOUR OWN. NO CREDIT WILL BE GIVEN FOR PLAGIARIZED PROJECTS.

FIVE POINTS WILL BE DEDUCTED EACH DAY YOUR PROJECT IS LATE.

Use the examples below as a guide to create your advertisement.

UNIT THREE: BRANCHES OF GOVERNMENT

9. CONGRESS: THE FIRST BRANCH

a. Explain bicameralism. Explain how and why our legislature is bicameral.

b. Explain at least 5 differences between the House and Senate. (Make this chart on a separate sheet of paper.)

c. Explain two reasons why this may be good and two reasons why it may be bad to have two separate parts of congress.

The Legislative Branch

Congress, the primary lawmaking body of the U.S. government, meets at the United States Capitol in Washington D.C. Members of Congress introduce legislative proposals called bills or resolutions. Members vote on the proposals, which are then sent to the Executive branch to be approved. Members of Congress also review the work of executive agencies to determine if they are following government policy.

The duties of the legislative branch were decided during the Philadelphia Convention. During the Convention, the delegates debated at length about how to form the Legislative Branch— delegates from large states wanted the number of representatives decided by the number of citizens in the state, but delegates from the smaller states were worried they would have no power. To compromise, the delegates decided the Congress would be a bicameral legislature— a lawmaking body with two houses—consisting of the House of Representatives and the Senate to ensure everyone had equal representation. -

|The House of Representatives |The Senate |

|The House of Representatives has 435 voting Members and five Delegates, each serving a two year |The Senate has 100 members and is the upper house of the |

|term, and one Resident Commissioner who serves for four years. The House of Representatives is |United States Congress. It is called the upper house because |

|referred to as the lower house of the United States Congress, because it has more Members than |it has fewer members than the House of Representatives and |

|the Senate. It also has powers not granted to the Senate, like the ability to elect the |has powers not granted to the House, such as giving approval |

|President if the Electoral College is tied. |to appointments of Cabinet secretaries and federal judges. |

|The creation of the House of Representatives addressed the wishes of the delegates from larger |The creation of the Senate addressed the concern of the |

|states during the Philadelphia Convention. States are divided into congressional districts, |delegates from smaller states at the Philadelphia Convention |

|based on population, and each Congressional district is represented by one Member. If an entire |because each state, regardless of the size of its population,|

|state’s population does not meet the population criteria for a district, then a Member is |is represented by two Senators. Senators serve six year terms|

|elected “at large,” meaning he or she represents the entire state. Both Vermont and Montana are |and both Senators from the same state are never up for |

|represented by Members at Large. |re-election at the same time. |

|1 |1 |

|2 |2 |

|3 |3 |

|4 |4 |

|5 |5 |

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10. CONGRESS: HOW DOES A BILL BECOME A LAW? (a,b,c,d)

Visit: , CLICK ON SECTION 2

a. Make your own diagram of the steps of the legislative process.

b. Fill in each box with details…

[pic]

Visit: , CLICK ON SECTION 4

c. Explain three other things that influence or happen during the legislative process.

d. Does this process seem to be effective or ineffective? WHY?

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11. CONGRESS: Filibuster and Pork Barrel

a. Explain the meaning and purpose of a Filibuster.

b. Describe a reason why this may be good and a reason why it may be bad for making good laws.

c. Explain the meaning and purpose of Pork Spending.

d. Describe a reason why this may be good and a reason why it may be bad for making good laws.

|FILIBUSTER |

|I have heard the practice of "talking a bill to death" in the Senate referred to as a filibuster. A classic anecdote has Thomas Jefferson asking George Washington |

|about the purpose of the Senate. Washington responded with a question, "Why did you pour that coffee into your saucer?" "To cool it," Jefferson replied. To which |

|Washington said; "Even so, we pour legislation into the senatorial saucer to cool it." The framers of the Constitution intended the Senate to ‘cool legislation’ by |

|being a more deliberative (slow and thoughtful) body than the House.. |

|A bill is informally scheduled to come up on the Senate floor where debate can be endless. A filibuster occurs when a Senator engaged in debate refuses to yield the |

|floor and thus prevents a roll call vote from taking place. Filibusters provide a minority of Senators a way to make their voices heard. |

|South Carolina Senator Strom Thurmond holds the record for the longest speech in the history of the Senate. During debate on the Civil Rights Act of 1957, he spoke for|

|a total of twenty-four hours and eighteen minutes. His stamina has served him well, at the age of ninety-seven, he is currently the oldest serving member in the United|

|States Senate. |

|How can a filibuster be stopped? |

|A filibuster can be stopped when the Senate invokes cloture. This can be an arduous task in and of itself. To invoke cloture, a Senator needs to do the following: 1. |

|Wait two days after a filibuster begins. 2. Obtain sixteen signatures on a motion to invoke cloture. 3. Make sure 41 senators vote to end the filibuster. |

|PORK SPENDING |

|Also called earmarks, this type of spending is inserted into generally non-related bills as either an award or incentive for political support from constituents and |

|cohorts. The Oxford English Dictionary distinguishes pork barrel spending from normal spending as "projects designed to please... and win votes." |

| |

|The Citizens Against Government Waste (CAGW) has seven criteria for an item to be categorized as pork. The project must fall into one of these categories: 1. Not |

|specifically authorized; 2. Not requested by the President; 3. Serves only a local or special interest. |

UNIT THREE- EXIT ASSIGNMENT (34%)

The legislative process is long, complicated and usually full of surprises. We will examine the complications of the process as we try to pass the Corporal Punishment Bill. In our final unit of study we will examine the steps it takes for a bill on Capitol hill to become a law and we will try to pass our own legislation. Your homework assignments and our class discussions are going to provide a background and context for how this SIMULATION will take place in the class. As an active part of this legislative process, each student will participate in this process as a member of one of the groups of people involved making a bill into a law. Those groups of people and their different roles are:

PART ONE - DAY ONE: YOU WILL BE ONE OF THE FOLLOWING (Scored 0-5)

|Interest Groups |Senator Committee |Media |Public |

|1. Have a prepared position supported|1. Prepare questions to challenge the |1. Observe the proceedings. Interview people.|1. Write a letter to a congressman in the |

|with research. |Interest Groups to prove their |Report on the process and inform the peeps. |class and give it to them in class-one |

| |positions or arguments. | |copy to teacher |

| | | | |

| |2. Ultimately decide to pass or “mark |2. Write a newspapers article about the |2. Express opinions about the bill : why |

|2. Try to convince congressmen of |up” or “kill” the bill. |process or an editorial about whether it |should or shouldn’t senators support the |

|their position at the hearings with | |should pass. |bill. |

|prepared speech. | | | |

|Written Assignment |Written Assignment |Written Assignment |Written Assignment |

|Write a one page presentation that |Write a one page that is equally |Write a one page article about the Bill |Write a one page letter to your senator to|

|you will deliver to the senators |divided into 3 parts: |trying to become a law |convince him to act |

|Explain details of 3 reasons why they|2 reasons to support the bill, |Explain details of 3 things you saw happen in|Explain the details of three reasons why |

|should or should not pass the bill |2 reasons to oppose the bill and |class |he/she should or shouldn’t pass the bill |

|Introduce yourself and your |6 questions (3 for each side) |Use at least one quote in support and one |Be polite as you write to your senator, be|

|organization | |quote against passing the bill |clear of your position |

|DAY ONE: PRESENT YOUR POSITION |DAY TWO: PRESENT YOUR POSITION |

|IN THE COMMITTEE |IN THE SENATE |

PART TWO - DAY TWO: EVERYONE WILL BE A SENATOR (Scored 0-5)

We will simulate traditional steps of the legislative process with in class with the Corporal Punishment Bill. In your respective role, you will have to participate by bring your ideas about the bill. To receive full credit for your participation, make sure that you:

|SIMULATION on the SENATE FLOOR |

|1. Consider all the benefits and drawbacks of the bill. |

| |

|2. Deliver prepared statements on the Senate floor to convince other Senators how to vote. |

|REMEMBER EVERYONE WILL BE PRESENT AS A SENATOR FOR THE FINAL PORTION OF OUR SIMULATION |

|Verbal Assignment |Verbal Assignment |

|INTEREST GROUPS, SENATORS IN COMMITTEE |MEDIA, PUBLIC, (Interest Groups and Senators) |

|Your presentation as an Interest Group or questions as Senator will be evaluated |Your speech on the senate floor will be evaluated |

|Your ideas and questions should be very clear and accurate |At least once you should express 2-3 detailed reasons in support or against the |

| |bill |

Assignments:

After being assigned one of the above roles, each student will be required to prepare a 1 page written assignment and each student must participate in the simulation of the legislative process. The specific written assignment is described below:

All written work must:

• One page minimum or longer

• On 8 ½ x 11 paper

• Written in 12 font, double spaced

• Clearly state your group (IG, Senator, Media or People) and follow appropriate format

• Your written work should be filled with solid supporting evidence and facts

• Your paper must include a bibliography and citations where necessary

• Plagiarism will not be tolerated. Your work should be YOUR WORK.

• Be careful when using the internet. Some websites are not accurate, and many are biased.

• Be creative and factual as you present in class

PROJECT DUE DATE: __________________________________________

***You will lose one point of the ten available points for every day that your project is late. Please submit your work on time to avoid penalties!***

UNIT FOUR: The Executive Branch and ELECTIONS

12. ELECTIONS: ELECTORAL COLLEGE

a. Explain: How do states get their number of Electors? How many electors do the following states have: New York? California?

Texas? Massachusetts? Pennsylvania? Ohio? Florida?

b. Explain: How are electoral votes awarded to a candidate? How is the winning candidate determined by the Electoral College?

c. Why did the Founding Fathers create this system? Do you agree with Hamilton’s statements (in italics below)?

The Electoral College 

by Timothy A. Cantrell

The Electoral College was a way in which the states would have a voice in the election of a President. States are represented in the Electoral College according to their total number of representatives in the legislative branch. In other words, a state like Kentucky has 6 Representatives and 2 Senators; this means that Kentucky has 8 electoral votes.

The presidential election should be viewed as 51 separate elections for electoral votes. (50 States and D.C.) The reasons they are considered separate elections is that the candidate with most votes in a state gets all of the “electoral votes” (the number on each state above) for winning that state. The key to victory is to win enough votes to win enough states to reach at least 270 electoral

votes (a majority of the total of 538).

Remember: The candidate who wins the

most votes in a state gets all the electoral votes of that state.

Why Was the Electoral College Created?

The Electoral College was created for two reasons. The first purpose was to create a buffer between population and the

selection of a President. The founding fathers were afraid of direct election to the Presidency. They feared a tyrant could manipulate public opinion and come to power. Hamilton wrote in the Federalist Papers:

It was equally desirable, that the immediate election should be made by men most capable of analyzing the qualities adapted to the [office of president], and acting under circumstances favorable to deliberation (thought), and to a judicious(wise) combination of all the reasons … which were proper to govern their choice. A small number of persons, selected by their fellow-citizens from the general mass, will be most likely to possess the information and discernment requisite to such complicated investigations. … This evil was not least to be dreaded in the election of a magistrate, who was to have so important an agency in the administration of the government as the President of the United States. But the precautions which have been so happily concerted in the system under consideration, promise an effectual security against this mischief.

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13. PRESIDENT: THE EXECUTIVE BRANCH

a. Explain the two ways the powers of the presidency can be interpreted.

b. Explain the president’s actions in both cases. Do you agree with their actions?

c. Explain with 2 reasons why court SHOULD or SHOULD NOT limit the power of the president.

Two very different views of executive power have been articulated by past presidents.  One view, the "strong president" view, favored by presidents such as Theodore Roosevelt essentially held that presidents may do anything not specifically prohibited by the Constitution.  The other, "weak president" view, favored by presidents such as Howard Taft, held that presidents may only exercise powers specifically granted by the Constitution or delegated to the president by Congress under one of its enumerated powers.

|Sheet & Tube Co. v Sawyer (1952) arose when President Harry |United States v Richard Nixon: Executive privilege is the right of the President to withhold certain |

|Truman, responding to labor unrest at the nation's steel |information sought by another branch of government. It was first created by President Jefferson in |

|mills during the Korean War, seized (took) control of the |response to a subpoena (request for information at a trial) from John Marshall in the famous treason |

|mills.  Six-members (a majority) of the Court concluded that|trial of Aaron Burr.  The Supreme Court's first major pronouncement on the issue, however, did not come |

|Truman's action exceeded his authority under the |until 1974 in United States v Richard Nixon.  The case involved the refusal to President Nixon to turn |

|Constitution. But, seven justices indicated that the power |over to Watergate Special Prosecutor Leon Jaworski several hours of Oval Office tapes believed to |

|of the President is not limited to those powers expressly |concern the Watergate break-in and the cover-up of the break-in.  Although the Court unanimously |

|granted in Article II.  Had the Congress not expressly |concluded that the Constitution does indeed contain an executive privilege, the Court said the privilege|

|disapproved of Truman's seizure of the mills, the |was not absolute.  Balancing the interests in the Nixon case, the Court found the privilege did not |

|president’s actions might have been upheld.   |extend to the requested Watergate tapes and forced Nixon to submit them to the court. |

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14. PRESIDENT POWER OF PERSUASION

a. Explain the message of the following quotations about the public opinion and the ‘power to persuade’.

b. Do you agree or disagree that the president needs public support to succeed? WHY?

c. WATCH VIDEO: Explain 2 reasons why the president is USING or ABUSING his power to persuade?

VIDEO:

“Public sentiment is everything. With public sentiment nothing can fail; without it nothing can succeed.” -Abe Lincoln

“The essence of a President’s persuasive task with congressmen and everybody else, is to induce them to believe that what he wants of them is what their own appraisal of their own responsibilities require them to do in their interest, not his.” -Neustadt

UNIT #1 RUBRIC

NAME Band

|Unit 1 |Excellent 33-30 |Good/Satisfactory 29-23 |Needs Improvement 22-0 |

|RESEARCH |Two relevant articles from 2 separate sources |Includes a copy of one article that was used in|Missing articles and no signs of research |

|10% |are included |the assignment | |

|Product A: |Meets 1.5 pages requirement |One page long |Doesn’t meets 1.5 pages requirement |

|REPORT |Addresses 1-2 constitutional principles |Address one constitutional principles |Address one or two constitutional principles |

|23% |Description and analysis are detailed, relevant|Description and analysis have some, relevant |Description and analysis are detailed, relevant|

| |and thorough |detail |and thorough |

|or |Summary of the articles are clear and concise |Summary of the articles are mostly clear and |Summary of the articles are clear and concise |

| |Everything is in your own words. |concise |NOT your own words. |

| | |Everything is in your own words. | |

|Product B: |TWO comic strips in which you clearly |TWO comic strips demonstrate some understanding|Less than TWO complete comic strips or no |

|COMIC STRIP |demonstrate your understanding of the |of the principles |relevant information about principle of the |

|23% |constitutional principle |Address one constitutional principles |constitution |

| |Address one or two constitutional principles |Description and analysis have some relevant |Fails to fully address a constitutional |

| |Summary of the articles are clear, relevant |detail |principle |

|or |and concise |Summary of the articles have some clarity |Description and analysis lack detail and are |

| |Everything is in your own words. |Everything is in your own words. |not relevant |

| |Constitutional principles(s) present in the |Constitutional principles present in the issue |Articles lack clarity |

| |issue(s) addressed in the article. |addressed in the article. |Everything is in your own words. |

| | | |Constitutional principles present in the |

| | | |issue(s) addressed in the article. |

|Product C: |A creative political album |A creative political album |A creative political album |

|POLITICAL ALBUM |Includes an interesting album cover that |Includes an interesting album cover that |Includes an interesting album cover that |

|23% |reflects the issues and constitutional |reflects the issues and constitutional |reflects the issues and constitutional |

| |principles addressed in the articles. |principles addressed in the articles. |principles addressed in the articles. |

| |Include 5 song tracks with relevant song titles|Include 5 song tracks with relevant song titles|Include 5 song tracks with relevant song titles|

| |that reflect the principles and issues. |that reflect the principles and issues. |that reflect the principles and issues. |

| |Lyrics from one song that demonstrates your |Lyrics from one song that demonstrates your |Lyrics from one song that demonstrates your |

| |understanding of the constitutional principles |understanding of the constitutional principles |understanding of the constitutional principles |

| |and issues addressed in your article(s). |and issues addressed in your article(s). |and issues addressed in your article(s). |

|GRADE |

| |

| |

UNIT #1 RUBRIC

NAME Band

|Unit 1 |Excellent 33-30 |Good/Satisfactory 29-23 |Needs Improvement 22-0 |

|RESEARCH |Two relevant articles from 2 separate sources |Includes a copy of one article that was used in|Missing articles and no signs of research |

|10% |are included |the assignment | |

|Product A: |Meets 1.5 pages requirement |One page long |Doesn’t meets 1.5 pages requirement |

|REPORT |Addresses 1-2 constitutional principles |Address one constitutional principles |Address one or two constitutional principles |

|23% |Description and analysis are detailed, relevant|Description and analysis have some, relevant |Description and analysis are detailed, relevant|

| |and thorough |detail |and thorough |

|or |Summary of the articles are clear and concise |Summary of the articles are mostly clear and |Summary of the articles are clear and concise |

| |Everything is in your own words. |concise |NOT your own words. |

| | |Everything is in your own words. | |

|Product B: |TWO comic strips in which you clearly |TWO comic strips demonstrate some understanding|Less than TWO complete comic strips or no |

|COMIC STRIP |demonstrate your understanding of the |of the principles |relevant information about principle of the |

|23% |constitutional principle |Address one constitutional principles |constitution |

| |Address one or two constitutional principles |Description and analysis have some relevant |Fails to fully address a constitutional |

| |Summary of the articles are clear, relevant |detail |principle |

|or |and concise |Summary of the articles have some clarity |Description and analysis lack detail and are |

| |Everything is in your own words. |Everything is in your own words. |not relevant |

| |Constitutional principles(s) present in the |Constitutional principles present in the issue |Articles lack clarity |

| |issue(s) addressed in the article. |addressed in the article. |Everything is in your own words. |

| | | |Constitutional principles present in the |

| | | |issue(s) addressed in the article. |

|Product C: |A creative political album |A creative political album |A creative political album |

|POLITICAL ALBUM |Includes an interesting album cover that |Includes an interesting album cover that |Includes an interesting album cover that |

|23% |reflects the issues and constitutional |reflects the issues and constitutional |reflects the issues and constitutional |

| |principles addressed in the articles. |principles addressed in the articles. |principles addressed in the articles. |

| |Include 5 song tracks with relevant song titles|Include 5 song tracks with relevant song titles|Include 5 song tracks with relevant song titles|

| |that reflect the principles and issues. |that reflect the principles and issues. |that reflect the principles and issues. |

| |Lyrics from one song that demonstrates your |Lyrics from one song that demonstrates your |Lyrics from one song that demonstrates your |

| |understanding of the constitutional principles |understanding of the constitutional principles |understanding of the constitutional principles |

| |and issues addressed in your article(s). |and issues addressed in your article(s). |and issues addressed in your article(s). |

|GRADE |

| |

| |

UNIT #2 RUBRIC – Interest Group Advertisement

NAME Band

|EXCELLENT |GOOD |SATISFACTORY |NEEDS IMPROVEMENT |

|23-25 points |20-22 points |15-19 points |0-14 points |

|Demonstrates a thorough understanding of|Demonstrates a good understanding of |Has a limited understanding of the ISSUES |Little evidence of research |

|the ISSUES of the Bill |the ISSUES of the Bill |of the Bill |Little effort |

|Demonstrates a thorough knowledge of the|Demonstrates an understanding of the |Demonstrates a vague knowledge of the |Most of the ad is inaccurate and vague. |

|interest group chosen incusing the goal |interest group chosen including the |interest group chosen including the goal |Does not clearly state position on the |

|and arguments supporting the goal. |goal and arguments supporting the goal.|and arguments supporting the goal. |Bill |

|Clearly demonstrates and thoroughly |Demonstrates and somewhat supports |Little support of whether the Bill should |Demonstrates very little knowledge of |

|supports whether the Bill should be |whether the Bill should be passed by |be passed by using less than four examples.|the issue. |

|passed by using four examples. |using four examples. | | |

|Newspaper ad is persuasive and |Newspaper ad is persuasive and |Newspaper ad is not very persuasive and | |

|informative |informative |lacks important information. | |

|All information is add is accurate |All information is add is accurate |There may be some inaccuracies. | |

|Information was taken from a credible |Information was taken from a credible |Needs work on research skills. | |

|source demonstrating excellent research |source demonstrating good research |Several grammatical mistakes | |

|skills. |skills. | | |

|No grammatical mistakes. |A few grammatical mistakes. | | |

|GRADE |

| |

| |

UNIT #2 RUBRIC – Interest Group Advertisement

NAME Band

|EXCELLENT |GOOD |SATISFACTORY |NEEDS IMPROVEMENT |

|23-25 points |20-22 points |15-19 points |0-14 points |

|Demonstrates a thorough understanding of|Demonstrates a good understanding of |Has a limited understanding of the ISSUES |Little evidence of research |

|the ISSUES of the Bill |the ISSUES of the Bill |of the Bill |Little effort |

|Demonstrates a thorough knowledge of the|Demonstrates an understanding of the |Demonstrates a vague knowledge of the |Most of the ad is inaccurate and vague. |

|interest group chosen incusing the goal |interest group chosen including the |interest group chosen including the goal |Does not clearly state position on the |

|and arguments supporting the goal. |goal and arguments supporting the goal.|and arguments supporting the goal. |Bill |

|Clearly demonstrates and thoroughly |Demonstrates and somewhat supports |Little support of whether the Bill should |Demonstrates very little knowledge of |

|supports whether the Bill should be |whether the Bill should be passed by |be passed by using less than four examples.|the issue. |

|passed by using four examples. |using four examples. | | |

|Newspaper ad is persuasive and |Newspaper ad is persuasive and |Newspaper ad is not very persuasive and | |

|informative |informative |lacks important information. | |

|All information is add is accurate |All information is add is accurate |There may be some inaccuracies. | |

|Information was taken from a credible |Information was taken from a credible |Needs work on research skills. | |

|source demonstrating excellent research |source demonstrating good research |Several grammatical mistakes | |

|skills. |skills. | | |

|No grammatical mistakes. |A few grammatical mistakes. | | |

|GRADE |

| |

| |

| |

UNIT # 3 RUBRIC

|WRITTEN PROJECT |Excellent |Good |Needs Improvement |

| |25-23 |22-16 |15-0 |

|Interest Groups |One well written page of a presentation that |One page presentation that you will deliver to |Less than one page presentation that you will|

| |you will deliver to the senators |the senators |deliver to the senators |

| |Explains important details of 3 reasons why |Explains some important details of 2-3 reasons |Explains few details why they should or |

| |they should or should not pass the bill |why they should or should not pass the bill |should not pass the bill |

| |Introduce yourself and your organization |Introduce yourself and your organization |Introduce yourself and your organization |

|Senator Committee |One well written page that is equally divided|One page that is equally divided into 3 parts: |Less than one page that is equally divided |

| |into 3 parts: |2 reasons to support the bill, |into 3 parts: |

| |2 reasons to support the bill, |2 reasons to oppose the bill |2 reasons to support the bill, |

| |2 reasons to oppose the bill and |6 partially relevant questions |2 reasons to oppose the bill |

| |6 challenging questions |(3 for each side) |Less than 6 questions |

| |(3 for each side) | |(Missing 3 for each side) |

|Media |One page of a well written article about the |One page article about the Bill trying to become|Less than one page article about the Bill |

| |Bill trying to become a law |a law |trying to become a law |

| |Explains great details of 3 things you saw |Explains some details of 2- 3 things you saw |Explains few or no details of 0, 1 or 2 |

| |happen in class |happen in class |things you saw happen in class |

| |Use at least one quote in support and one |Use at least one quote about the bill |Missing one quote about the bill |

| |quote against passing the bill | | |

|Public |One well written page of a persuasive letter |One page of a persuasive letter to your senator |One page or less of a ambiguous letter to |

| |to your senator to convince him to act |to convince him to act |your senator to convince him to act |

| |Explains details of three reasons why he/she |Explains details of 2-3 reasons why he/she |Explains details of 1-2 weak reasons why |

| |should or shouldn’t pass the bill |should or shouldn’t pass the bill |he/she should or shouldn’t pass the bill |

| |Very clear of your position |Somewhat clear of your position |Not clear of your position |

Written

GRADE ____________

UNIT # 3 RUBRIC

|VERBAL PROJECT |Excellent |Good |Needs Improvement |

| |10-9 |8-6 |5-0 |

|Interest Group |Your presentation presents strong reasons for|Your presentation presents some reasons for or |Your presentation presents weak reasons for |

| |or against the bill |against the bill |or against the bill |

| |Your ideas are very clear and accurate |Your ideas are mostly clear and accurate |Your ideas are not clear and/or accurate |

| |You demonstrated strong research and |You demonstrated some research and reasoning |You demonstrated little or no research and |

| |reasoning | |reasoning |

|Senate Committee |Your questions demonstrated knowledge and |Your questions demonstrated some knowledge and |Your questions demonstrated little or no |

| |insight to the bill |insight to the bill |knowledge and insight to the bill |

| |Your questions were very clear and accurate |Your questions were mostly clear and accurate |Your questions were not clear or accurate |

|Media/Press |At least once you expressed 2-3 detailed |At least once you expressed 1-2 reasons in |You expressed few or no reasons in support or|

| |reasons in support or against the bill |support or against the bill |against the bill |

| |Your speech was very clear and accurate |Your speech was mostly clear and accurate |Your speech was not clear and accurate |

GRADE + Participation = Final

____________ ______________ ________________

RESEARCH INTEREST GROUPS

Today we meet in the library to conduct some research on the role and impact of Interest Groups. We will begin first by looking for an interest group that has an ‘interest’ in the IMMIGRATION debate. You will be looking closer at these issues in the next few weeks as we learn more about this important issue that our congress is currently working to address.

Task ONE: Choose two of the following interest groups and search for their opinions of this topic.

| |

| |

|GOAL of the Interest Group: |

| |

| |

| |

| |

| |

| |

| |

|Explain their ideas about the DREAM ACT… |

|1._______________________________________________________________________________________ |

|_________________________________________________________________________________________ |

|_________________________________________________________________________________________ |

| |

|2._______________________________________________________________________________________ |

|_________________________________________________________________________________________ |

|_________________________________________________________________________________________ |

| |

|3._______________________________________________________________________________________ |

|_________________________________________________________________________________________ |

|_________________________________________________________________________________________ |

| |

|4._______________________________________________________________________________________ |

|_________________________________________________________________________________________ |

|_________________________________________________________________________________________ |

| |

| |

| |

| |

| |

|GOAL of the Interest Group: |

| |

| |

| |

| |

| |

| |

| |

|Explain their ideas about the DREAM ACT… |

|1._______________________________________________________________________________________ |

|_________________________________________________________________________________________ |

|_________________________________________________________________________________________ |

| |

|2._______________________________________________________________________________________ |

|_________________________________________________________________________________________ |

|_________________________________________________________________________________________ |

| |

|3._______________________________________________________________________________________ |

|_________________________________________________________________________________________ |

|_________________________________________________________________________________________ |

| |

|4._______________________________________________________________________________________ |

|_________________________________________________________________________________________ |

|_________________________________________________________________________________________ |

YOUR POSITION

Now you will begin to your research for you unit exit project for this cycle. Your goal is to find two articles from recent news sources that explain two different perspectives on the DREAM ACT before the US Congress. Your final assignment is to write a one page speech about the DREAM ACT. Your speech must include:

• Explain clearly your position: pass or kill the bill.

• Explain 4 specific reasons why you support or oppose the bill

This is your chance to do the research necessary to help you. Be sure that the articles you print out are from different sources. Make sure you take all of the bibliography information.

Format Author. "Title of Article." Title of Publication. Date: Page(s) or Section(s), if numbered. Date of Access .

MODEL Gima, Craig. "Whale's Body Found Near Hanalei Bay." Honolulu Star- 6 July 2004. 4 Sept. 2004

.

DO YOUR OWN RESEARCH, FIND AN EFFECTIVE ARTICLE

|ARTICLE #1 BIBLIOGRAPHY |

|______________________________________________________________________________ |

|______________________________________________________________________________ |

|______________________________________________________________________________ |

| |

|FACTS/INFO. |

|_________________________________________________________________________ |

|_________________________________________________________________________ |

|_________________________________________________________________________ |

|_________________________________________________________________________ |

|_________________________________________________________________________ |

|_________________________________________________________________________ |

|_________________________________________________________________________ |

|_________________________________________________________________________ |

|_________________________________________________________________________ |

ARTICLE #2 BIBLIOGRAPHY

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

FACTS/INFO.

• _________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

• _________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

• _________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

|ARTICLE #2 BIBLIOGRAPHY |

|______________________________________________________________________________ |

|______________________________________________________________________________ |

|______________________________________________________________________________ |

| |

|FACTS/INFO. |

|_________________________________________________________________________ |

|_________________________________________________________________________ |

|_________________________________________________________________________ |

|_________________________________________________________________________ |

|_________________________________________________________________________ |

|_________________________________________________________________________ |

|_________________________________________________________________________ |

|_________________________________________________________________________ |

|_________________________________________________________________________ |

AMERICAN JOBS ACT 2011

The proposal, which would affect an estimated 160 million workers by providing a $1,500 tax cut for the average family, comes in at a cost of $175 billion.

The tax components of the president's plan don't end there. The White House also wants a payroll tax holiday for businesses that add new workers or increase the wages of current employees; a fifty percent reduction of the tax rates businesses pay on the first $5 million in payroll; and a $4,000 tax credit for employers who hire long-term unemployed workers.

On the spending side, the president is calling for $50 billion in infrastructure repairs; $10 billion for an infrastructure bank to help leverage private capital; $30 billion for school modernization and repairs; and $35 billion in aid to states and municipalities for the purposes of rehiring and retaining teachers and first responders. The proposal would also re-authorize federal unemployment benefits for another year, with additional incentives for employers to retain their workers and train new ones without any cost. A national wireless internet initiative and changes to federal refinancing programs are also part of the American Jobs Act.

The most innovative addition may be the $15 billion that the president is proposing for "Project Rebuild" a program that would leverage private capital to finance the refurbishing of vacant or foreclosed homes.

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OVER

RIDE

IDEA

anyone

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