In Government We Trust? Not by a long shot

Americans' trust in government and its institutions has plummeted to a near-historic low, according to a sobering new survey by the Pew Research Center.

Only 22 percent of Americans surveyed by Pew say they can trust government in Washington "almost always or most of the time" -- among the lowest measures in the half-century since pollsters have been asking the question.

And an increasing number -- almost 1 of every 3 people -- say they believe government is a major threat to their personal freedoms and want federal power reined in.

To see how your views of the federal government compare with the respondents in this survey, you can answer the questions on our website:
(http://pewresearch.org/satisfaction/) and see your score.

Tea Party Movement: Grassroots or AstroTurf?

Watch CBS News Videos Online

As we approach the AP exam, the current movement of the Tea Party should be viewed as that, I think, a movement -- not a political party. But blog your thoughts here. Is the Tea Party a Grassroots movement, populist in nature? Or more of a conservative political action committee's agenda wrapped in the Constitution and some American Revolutionary references. Paul Krugman calls them less a grassroots movement and more of an "astroturf" movement founded by, amongst others, Dick Armey.

Civil Liberties and Civil Rights

From CBS 2 School

A fundamental concept in American government is the idea that government is limited and allows for the equality of opportunity of all its citizens.

The protection of our civil liberties ensures that we possess certain unalienable rights that government cannot take from us.

The Bill of Rights is the first 10 amendments to the Constitution that defined the limits of government. The Bill of Rights was originally only interpreted to apply to the national government meant.

During the course of the 20th century, the U.S. Supreme Court began using the 14th Amendment’s “Due Process Clause” to make states protect some of the liberties from the Bill of Rights. This gradual process of making states abide by parts of the Bill of Rights is known at “selective incorporation.”

U.S.S.C. Cases that incorporated Civil Liberties

Gitlow v. New York (1925) is the first case in which the USSC made states protect the right to 1st Amendment’s protection of free speech.

Texas v. Johnson (1989) is a case in which the USSC ruled that flag burning could not be banned by a state just because it’s offensive.

Near v. Minnesota (1931) is a case in which the 1st Amendment’s protection of free press was applied to the states.

Everson v. Board of Education (1947) made states follow the 1st Amendment’s establishment clause which prohibits government from establishing a sponsored religion.

Mapp v. Ohio (1961) is the first case in which the USSC said that state and local police must follow the 4th amendments prohibition against unreasonable searches and seizures. Violations would result in the improperly seized evidence being thrown out under the exclusionary rule.

Gideon v. Wainwright (1963) said the 6th amendment mandates that states provide a lawyer to accused criminal facing jail time right to an attorney.

Roper v. Simmons (2005) said the 8th amendment protection against cruel and unusual punishments prohibits states from sentencing a criminal to death if the crime was committed by a person under the age of 18.

Civil Rights
In its work to uphold civil rights, government acts to intervene when citizens are treated unfairly due to race, religion or gender.

Plessy v. Ferguson (1896) is a USSC case that allowed the “separate but equal” standard at the heart of de facto racial segregation laws.

Brown v. the Board of Education of Topeka (1954) overturned the “separate but equal” standard as it applied to public schools.

Baker v. Carr (1962) and Wesberry v. Sanders (1964) were a tandem of USSC cases that made the practice of malapportionment unconstitutional. By creating the standard of “one man, one vote” the court prohibited the creation of congressional districts that were intentionally different populations to dilute black voting power. The result was the increased political power and representation of ethnic minorities in Congress.

Civil Rights Act (1964) was a congressional law that prohibited the racial segregation of public facilities like hotels, restaurants and public transportation.

Heart of Atlanta Motel v. U.S. (1964) was a court case in which the USSC said that the Civil Rights Act of 1964 was constitutional based on Congress’s power to regular interstate commerce.

Voting Rights Act (1965) was a national law that enforced the 15th amendment. It prohibited literacy tests and state poll taxes that were used to restrict black voting. It also mandated that states and local governments work to increase voter registration efforts in black communities that had been disenfranchised.


Title IX (1972) was part of an education reform law that prohibited public schools from discriminating based on gender.

Cram for the Exam: FOUNDATION

Foundation 167 K

From CBS 2 School

Critical to any study of government is to look at its FOUNDATIONS. Familiarize yourself with these words and concepts:

Legitimacy: This is the most fundamental principle when studying government. Legitimate governments, by implication, are those that are properly executed. They are supported and affirmed by correct doctrines and by the people themselves. Before we succumb to any act of government we should ask, “Is this legitimate?” Legitimacy in the American government is primarily rooted in our Constitution.

Articles of Confederation: Our first crack at governing ourselves. Though under the Articles we were able to defeat the British in war, it was inadequate as a governing document. The central government had no chief executive, no courts, no means of supporting itself through taxes, in essence no real power. It begged the question, “How can we have a more powerful central government but not too strong?” The simple answer, “More powerful than this.”

Declaration of Independence: Jefferson’s legal brief that planted the arguments for independence. Fundamentally it claimed for all certain inalienable rights. They are the right to life, liberty and the pursuit of happiness.

Constitution: Our governing document. Written by “the Founding Fathers” in Philadelphia in 1787 the Constitution provided for a limited government divided into three branches. Those three branches are: legislative (power of the purse), executive (power of the sword) and judicial (power to interpret the law).

Popular Sovereignty: The essence of our government. “We the people” rule here. Ultimate legitimacy is found in the people.

Separation of Powers: The foundational principle in our government is that power corrupts. Therefore all power must be diluted and separated in ways that assure no one person or group has the power to oppress another. This is seen most clearly in the three branches of government and in the concept of federalism (division of power between national and state governments).

Federalist Papers: A series of essays written to support the ratification of the new constitution. The most notable essay was Federalist 10. In this essay Madison argued for a republic over a direct democracy. He also stipulated that a large republic would protect against the evils of factions.

Bill of Rights: Those that opposed ratification, the Anti-Federalists, worried that the new government would oppress individual liberties. By way of compromise, the Federalists promised to add a Bill of Rights. These first ten amendments to the U.S. Constitution clearly demarcate the limits for our national government. Most importantly the First Amendment protects our right to free speech, free press, free religion (against an establishment of religion and protection of our free exercise of religion), free petition and free assembly.

Fourteenth Amendment: Perhaps the single most significant addition to our original constitution. The Fourteenth Amendment extended guarantees to citizens inside of state governments certain due processes, equal protections and privileges and immunities. The Courts have interpreted these extensions in ways that have dramatically increased the power of the national government.

This is only a beginning. What questions do you have? What questions about our FOUNDATIONS do you need answered?

Remember Thomas Jefferson said, “Every new generation needs a revolution.” How about making your revolution about learning? Let us make this next generation the most learned generation is history. Start now. Start studying. See you in line. We are right behind you.

Politics is Easy, Governing is Hard: Obama says Drill Baby Drill

Politics is Easy, Governing is Hard. President Obama, after delaying and deliberating for a year, unveiled a controversial new offshore drilling plan Wednesday that was driven largely by the politics of his agenda on energy and climate change – not getting a lot more oil and natural gas anytime soon.

The LA Times reports:

www.latimes.com/news/nationworld/nation/wire/sc-dc-obama-drilling31-20100331,0,3426174.story

In shaping, or trying to shape, a comprehensive energy and climate Newsweek called it "absurd." //blog.newsweek.com/blogs/thegaggle/archive/2010/03/31/today-in-triumphs-of-ignorance-obama-s-drilling-decision.aspx.

Environmental groups also criticized the administration:

"The Outer Continental Shelf Oil and Gas Strategy announced this week by the Obama administration ignores the recommendations and cautions put forward by its lead ocean resource agency, the National Oceanic & Atmospheric Administration, according to Public Employees for Environmental Responsibility (PEER). The new offshore drilling plan also belies pledges for comprehensive planning of ocean management, using a much broader prism than merely expanded offshore oil and gas development. "

www.commondreams.org/newswire/2010/04/01-6

So why is the President moving this way? Remember, "Politics Ain't Beanbag."

AP Gov & Pol on Facebook

From Dan Larsen at Stevenson High School:

The Facebook group - "A.Pnyx" has been created to help students review for their A.P Government and Politics test. The site is for teachers and students alike.

Check it out.

Like Pnyx Hill in Athens, it is a meeting place for all citizens.

On the site are these concise review videos (download them to your I-Pod! and join the group)

Thanks, Dan!

Rule of Law

Obamacare

Winning the Race to be President

Political Parties?

Political Socialization

Power Aide

Foundations of American Government

Practice Comparative FRQs

This advice from former AP Comparative Chief Reader Ken Wedding:

"The key to 'doing what you're asked to do' in the AP FRQs is to pay attention to the verbs. I think it's the natural tendency when we're confronted with exam questions to focus on the nouns, i.e. what the question is about. But doing what you're asked to do with those topics is vital for success."

There are three kinds of FRQs on the AP exam:

1. Short Answer Concept questions (#1-5)
2. Concept Analysis questions (#6)
3. Country Concept questions (#7-8)

In the five weeks before the exam, I'll offer 15 Short Answer Concept questions, five Concept Analysis questions, and 10 Country Concept questions for practice.

When you look at the blog archive, you'll find 45 FRQs from 2008 and 27 from 2009 that you can also use for practice. Some of them are out of date, but you should recognize that and avoid them or update them so they are appropriate for 2010. You can also find FRQs from past AP exams at the College Board site (see "Worthwhile Links" at left)

You can submit an answer for any of the FRQs using the "Questions" e-mail link at the What You Need to Know web site. (Look in the lower, right-hand section of that page.)

If you submit the earliest best answer, I'll post your answer (without your name) here a week after the question was posted.

Here's Question No. 1 (It's a Short Answer Concept question):

Define political accountability. Describe a primary way the regime in the UK ensures accountability. Describe a primary way the regime in Mexico ensures accountability. (3 points)

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(See pp. 35 and 54-58 in What You Need to Know.)

Here's Question No. 2 (It's a Conceptual Analysis question.):

a. Define state capacity.
b. Compare the limitations on the state capacity of Russia with the limitations of the state capacity of Nigeria. Which state has more capacity?
c. Describe two of the primary reasons why the state you identified with greater capacity has greater capacity. (5 point question)


(See pp. 36, 65-68, and 104-109 in What You Need to Know.)

Here's Question No. 3 (It's a Short-Answer Concepts question.):

What is the distinction between power and authority?
What is one reason you know that the Iranian president has more power than the Iranian Supreme Leader or that the Supreme Leader has more power than the president?
What is an illustration of the difference between the authority each of them has? (3 points)

(See pp. 35, 40 and 144-147 in What You Need to Know.)


Everyday Ken Wedding will post practice FRQs at the Studying Comparative blog.