Three Branches of Government

Civics & EconomicsM. Teal

http://www.youtube.com/watch?v=-EISWIY9bG8

Do Now

• Brainstorm everything you already know regarding Congress.

• Brainstorm everything you already know regarding about redistricting.

Redistricting Activity

• Your job is to draw those three districts. • Draw the three districts to create as

many districts as possible that have a majority Stars within. The districts must all have the same population size and must be contiguous, meaning each square must touch at least one of the other squares in the proposed district.

Redistricting Activity• Answer the following on notebook paper:

– Define the following key terms: – Redistricting: – Gerrymandering: – Packing: – Stacking:

• Which district set do you think is more likely to occur? Why or why not? • Do these districts adequately represent the population? Why or why not? • Does one set of districts represent the population better than the others? Why or

why not? • What other factors, besides naked partisanship, might come into play when

making districting decisions? • Are there other ways to create districts besides the ways described above? How

would the representation change if there was only one district that elected three representatives? Would other systems be more fair? Why or why not?

Do Now

• Brainstorm what you know about Legislative Committees.

Types of CommitteesDefinition Main usage

Standing CommitteeJoint CommitteeSpecial or Select Committee

Conference Committee

Types Of LegislationDefinition Main usage

Bill

Simple Resolution

Joint Resolution

Concurrent Resolution

How a Bill Becomes a Law

• As we watch the video brainstorm about what you know about a bill becoming a law.

• http://www.youtube.com/watch?v=2nKyihoV9z8

• Where do the ideas for a law come from?

MADD

• Mothers Against Drunk Driving (MADD) is a grass roots organization with a mission to stop drunk driving and to support the victims of this violent crime. MADD also works to prevent underage drinking. MADD has started a new campaign across the United States to encourage Congress to favor a bill requiring first time drunk driving offenders to install a device that tests drivers and shuts down the car if it detects alcohol on the driver’s breath. These devices are known as ignition interlocks.

MADD• MADD organized hundreds of citizens and professional lobbyists

to travel to the Capitol and advocate for the introduction of such a bill from their legislators. They also initiated a letter campaign in which thousands of citizens wrote in support of an ignition interlock. Based on such overwhelming demand, House member Maria Gonzalez introduced a bill to Congress calling for the installation of ignition interlocks in the vehicles of first time drunk driving offenders. The bill received a number and passed its first reading. The Speaker of the House of Representatives has now assigned the bill to the House Judiciary Committee for careful study, after which the House Judiciary Committee must make a recommendation regarding the bill.

MADD• Today, the House Judiciary Committee is holding a hearing

at which lobbyists can express their opinions regarding this bill in hopes to sway the committee’s opinion. Today, you all will be assuming the roles of a committee member, or a lobbyist for one of the following special interest groups who will be testifying at the hearing, either for or against the proposed legislation: – Mothers Against Drunk Driving – American Civil Liberties Union – Libertarian Party of North Carolina – The Alliance of Automobile Manufacturers – Association of Police

Chair calls meeting to order & gives overview 1-2 minutesPresentation from MADD 3-5 minutesFollow-up questions from legislators 2 minutesPresentation from the Libertarian party 3-5 minutesFollow-up questions from legislators 2 minutesPresentation from Association of Police 3-5 minutesFollow-up questions from legislators 2 minutesPresentation from ACLU 3-5 minutesFollow-up questions from legislators 2 minutesPresentation from Alliance of Automobile Manufacturers

3-4 minutes

Follow-up questions from legislators 2 minutesChairman can call for any final comments or questions from presenting groups and legislators

5 minutes

Chairman leads open deliberation of committee 10 minutes

http://www.youtube.com/watch?v=k1T75jBYeCs

Do Now• Determine if the following people are eligible to be

President:– Thirty-year old from New Jersey who has been a Senator for

four-years already.– Seventy-six year old former House of Representatives member.– Thirty-seven year old Governor of California who was a famous

actor after moving from his birth country of Austria.– Thirty-five year old business woman from North Carolina.– Forty-nine year old military general stationed in Iraq for the

past four years and who was born on a U.S. military base in Germany after WWII.

Presidential Requirements

• At least 35 years of age• Native-born United States citizen• Resident of the United States for at least 14

years• http://news.google.com/newspapers?nid=187

3&dat=19740317&id=aZkeAAAAIBAJ&sjid=jMwEAAAAIBAJ&pg=1989,423683

Powers of the

President Party

Leader

Economic Leader

Head of State

Legislative Leader

Chief Executive

Chief Diplomat

Commander in Chief

Two Truths & a Lie

• The President gets paid to throw large parties• The President can declare war if America's

national security is threatened. • The President has the power to appoint

ambassadors.

Two Truths & a Lie• The President has the right to withhold certain information

from Congress if he thinks it would endanger America. • No president has ever made it to the highest office without

being elected to either the Presidency or the vice-presidency • The President is allowed to campaign for other candidates of

his same party running for office.

Two Truths & a Lie

• The power of the vice-presidency has been increasing since the early 1990s.

• The president is one of the highest paid members of American society.

• No president has ever been elected to more than two terms.

Two Truths & a Lie

• Come up with your own statements for “Two Truths and a Lie”– Two truths– One lie

Hail to the Chief

• http://www.youtube.com/watch?v=hwJvxY7uENM

Homework• Wanted: Man or woman for top government position!• Your homework assignment is to write a classified ad for the

“Help Wanted” section of the newspaper. Your ad should be written as if it is seeking a new President of the United States of America. Your ad must show your understanding of the role of the President by containing:– Requirements and previous experience preferred for the position– What the position will entail (duties, roles, and responsibilities)– Compensation– Creativity

Do Now

• Find the following in the Constitution (use your Civics book):– Article 1, Section 7, Clauses 2 and 3

• List the powers the Constitution gives to the President

Presidential Vetoes

• http://www.senate.gov/reference/Legislation/Vetoes/vetoCounts.htm

GW’s Veto History• 1st Veto: • When: April 5th, 1792• What: An apportionment bill entitled: “An Act for an apportionment of Representatives

among the several States according to the first enumeration.”• Why: Washington disagreed with a bill outlining a new apportionment formula submitted by

Secretary of State Thomas Jefferson. He thought Jefferson's original formula gave the northern states an unfair advantage.

• Outcome: Congress sustained veto and had to come up with a new apportionment scheme. They did so on April 14th. George Washington signed the bill.

• 2nd Veto: • When: February 28th, 1797 • What: A Bill to alter and amend an Act entitled, "An Act to ascertain and fix the military

establishment of the United States"• Why: Congress was attempting to trim defense spending by reducing the number of cavalry

units in the Army. Washington believed the act would have discharged military personnel prematurely, dangerously weakening the US military.

• Outcome: Congress sustained veto; military levels remained the same

• Select a President with at least 3 vetoes to research.

• For each veto, you will need to provide a brief written explanation that answers the questions, When? What? Why? What was the outcome?

• The questions need to be answered in your own words for each of 3 vetoes.

• When you have completed researching and recording your findings, you will be responsible for explaining to the class at least one example of how the President you chose wielded the veto power and what the outcome was.