FALL 2016 SYLLABUS Weekly Lesson Plans for Dr. Schiller Week of September 19 - September 23, 2016 Monday, September 19,2016: REGULAR SCHEDULE: Period 1: 8:00 am - 9:38 am Nutrition: 9:38 am - 9:48 am Period 2: 9:54 am - 11:24 am Period 3: 11:30 am - 1:00 pm Lunch: 1:00 pm - 1:30 pm Period 4: 1:36 pm - 3:06 pm AP US Government and Politics: Bring AP review book to class on Monday Due tomorrow: Woll, Chapter 3, pp. 130-135 Due Wednesday: Woll, Chapter 4, pp. 230-242 Due Thursday, Woll, Chapter 4, pp.242-252 Test on Monday, September 26: m.c. and free-response Bring their binders and both textbooks to class every day. WARMUP: Take out your Chapter 12 notes Open-note daily quiz on Chapter 12: 1. What is a "sound bite"? a radio or video clip of someone speaking 2. The national press plays three roles for the federal government. Name one and explain it. *Gatekeeper--can influence what subjects become national political issues and for how long *Scorekeeper: keep track of and help make political reputations, note who is being mentioned as a presidential candidate and help decide who is winning and losing in Washington politics *Watchdog: once the scorekeepers decide that you are the person to watch, they adopt watchdog roles in learning everything they can about you and closely scrutinize 3.Which form of media is almost entirely free of government regulation: bib-city newspapers 4. What is the "equal time rule"? A federal communications commission rule that if a broadcaster sells time to one candidate, ti must sell equal time to the other candidates. 5. What is the key term for information leaked to the media to test public reaction to a possible policy? trial balloon e.c. What is one of the "Rules" of politics with regard to media relations? 1. all secrets become public knowledge, the more important the secret, the sooner it becomes known 2. all stories written about me are inaccurate; all stories written about you are entirely accurate 3. the rosier the news, the high ranking the official who announces it 4. always release bad news on Saturday night. Fewer people will notice it
5. never argue with a person who buys ink by the barrel Grade, go over and collect quizzes Check AP review books Crash course: Political Parties: https://www.youtube.com/watch?v=vemouhxesse CHAPTER 9: Political Parties REVIEWING THE CHAPTER CHAPTER FOCUS This chapter provides a fairly detailed exploration of one unique aspect of American politics: the twoparty system that has evolved in the United States. After reading and reviewing the material in this chapter, you should be able to do each of the following: 1. Define the term political party and contrast the structures of the European and American parties, paying particular attention to the federal structure of the American system and the concept of party identification. 2. Trace the development of the party system through its four periods, and offer reasons that parties have been in decline since the New Deal period. 3. Describe the structure of a major party and distinguish powerful from powerless party organs. 4. Define intraparty democracy and state its effect on the last few Democratic nominating conventions in the last few contests. Evaluate the relative strengths of state party bosses in recent years, and discuss the increasing importance of primaries in relation to the boss system at conventions. 5. Describe the machine, discuss its functions, and trace its decline. Contrast its structure with that of ideological and reform parties. 6. Offer two explanations for the persistence of the two-party system. Explain why minor parties form, and discuss different kinds of parties. Analyze why they are so rarely successful. 7. Describe some of the issue differences between delegates at Democratic and Republican conventions, and indicate whether there are major differences between the parties. Compare these differences with those between members of the rank and file voters. STUDY OUTLINE I. Introduction A. Swings in recent elections 1. Democratic success in 2006 mid-term congressional elections, after years of Republican success 2. Republican success in 2002 B. 2006 swings were the result of a general desire for change (as opposed to agreement with the policies of the Democratic Party) C. If anything, the relevance of the parties is declining a serious problem for our representative democracy II. Parties here and abroad A. The American context 1. A party is a group that seeks to elect candidates to public office by supplying them with a label 2. American parties: historical development a) American parties are the oldest in the world
b) New parties come and go, but two dominate the process c) Do not matter as much as they once did (1) They used to mobilize voters (2) Identification used to involve a serious commitment d) Why the decline? (1) Laws and rules (2) Voters have lost a sense of commitment (3) Decentralization has made the weakening uneven 3. Relevant arenas a) A label in the minds of the voters b) Set of leaders in government c) Organization recruiting and campaigning 4. American parties have become weaker in all three arenas a) As labels: more independents b) As organizations: much weaker since the 1960s c) As sets of leaders: the organization of Congress less under their control B. Reasons for differences from European parties 1. Federal system decentralizes power a) Early on, most people with political jobs worked for state and local governments b) National parties were coalitions of local parties c) As political power becomes more centralized, parties become weaker still 2. Parties closely regulated by state and federal laws 3. Candidates chosen through primaries, not by party leaders 4. President elected separately from Congress 5. Political culture a) Parties unimportant in life; Americans do not join or pay dues b) Parties separate from other aspects of life III. The rise and decline of the political party (4 periods) A. The Founding (to the 1820s) 1. Founders dislike of factions 2. Emergence of Republicans (hinting that opponents were secret monarchists), Federalists: Jefferson versus Hamilton a) Loose caucuses of political notables b) Republicans success and Federalists demise 3. No representation of clear economic interests B. The Jacksonians (to the Civil War) 1. Political participation a mass phenomenon a) More voters to reach b) Party built from the bottom up c) Abandonment of presidential caucuses d) Beginning of national conventions to allow local control 2. Democrats (followers of Jackson) and Whigs (opponents of Jackson) C. The Civil War and sectionalism 1. Jacksonian system unable to survive slavery issue 2. New Republicans become dominant because of
a) Civil War and Republicans on Union side b) Bryan s (a Democrat) alienation of northern Democrats in 1896 3. In most states one party predominates a) Party professionals, or stalwarts, one faction in GOP b) Mugwumps, Progressives, or reformers another faction (1) Balance of power at first (2) Diminished role later D. The era of reform 1. Progressive push measures to curtail parties a) Primary elections b) Nonpartisan elections c) No party-business alliances d) Strict voter registration requirements e) Civil service reform f) Initiative and referendum elections 2. Effects a) Reduction in worst forms of political corruption b) Weakening of all political parties IV. Party realignments A. Definition: sharp, lasting shift in the popular coalition supporting one or both parties B. Occurrences: change in issues 1. 1800: Jeffersonians defeated Federalists 2. 1828: Jacksonian Democrats came to power 3. 1860: Whigs collapsed; Republicans won 4. 1896: Republicans defeated Bryan 5. 1932: FDR Democrats came to power C. Kinds of realignments 1. Major party disappears and is replaced (1800, 1860) 2. Voters shift from one party to another (1896, 1932) D. Clearest cases 1. 1860: slavery 2. 1896: economics 3. 1932: depression E. 1980 not a realignment 1. Expressed dissatisfaction with Carter 2. Also left Congress Democratic F. 1972 1988: shift in presidential voting patterns in the South 1. Fewer Democrats, more Republicans, more independents 2. Independents vote Republican 3. Now close to fifty-fifty Democratic, Republican 4. Party dealignment, not realignment G. Party decline; evidence for it 1. Fewer people identify with either party 2. Increase in ticket splitting V. The national party structure today
A. Parties similar on paper 1. National convention ultimate power; nominates presidential candidate 2. National committee composed of delegates from states 3. Congressional campaign committees 4. National chair manages daily work B. Party structure diverges in the late 1960s 1. RNC moves to bureaucratic structure; a well-financed party devoted to electing its candidates 2. Democrats move to factionalized structure to distribute power 3. RNC uses computerized mailing lists to raise money a) Money used to run political consulting firm b) Legal and financial advice, issue research, provide information on voting trends, conduct advertising campaigns, etc. 4. Democrats copied the Republican strategy and set new records for fund raising 5. The current competition for soft money (funds to aid parties) and record spending C. National conventions 1. National committee sets time and place; issues call setting number of delegates for each state 2. Formulas used to allocate delegates a) Democrats shift the formula away from the South to the North and West b) Republicans shift the formula away from the East to the South and Southwest c) Result: Democrats move left, Republicans right 3. Democratic formula rewards large states and Republican-loyal states 4. Democrats set new rules a) In the 1970s the rules changed to weaken party leaders and increase the influence of special interests b) Hunt commission in 1981 reverses 1970s rules by increasing the influence of elected officials and by making convention more deliberative 5. Consequence of reforms: parties represent different set of upper-middle-class voters a) Republicans represent traditional middle class b) Democrats represent the new class c) Democrats hurt because the traditional middle class closer in opinions to most citizens 6. To become more competitive, Democrats adopt rule changes a) In 1988 the number of super-delegates increased and special interests decreased b) In 1992 three rules: winner-reward system, proportional representation, and states that violate rules are penalized 7. Conventions today only ratify choices made in primaries VI. State and local parties A. The machine 1. Recruitment via tangible incentives 2. High degree of leadership control 3. Abuses a) Gradually controlled by reforms b) But machines continued
4. Both self-serving and public regarding 5. Winning above all else B. Ideological parties 1. Principle above all else 2. Usually outside Democrats and Republicans 3. But some local reform clubs 4. Reform clubs replaced by social movements C. Solidary groups 1. Most common form of party organization 2. Members motivated by solidary incentives 3. Advantage: neither corrupt nor inflexible 4. Disadvantage: not very hard working D. Sponsored parties 1. Created or sustained by another organization 2. Example: Detroit Democrats controlled by UAW 3. Not very common E. Personal following 1. Examples: Kennedys, Curley, Talmadges, Longs 2. Viability today affected by TV and radio 3. Advantage: vote for the person 4. Disadvantage: takes time to know the person VII. The two-party system A. Rarity among nations today B. Evenly balanced nationally, not locally C. Why such a permanent feature? 1. Electoral system: winner-take-all and plurality system 2. Opinions of voters: two broad coalitions a) Most Americans see a difference between Democrats and Republicans (1) Democrats favored on issues such as poverty, the environment and health care (2) Republicans favored on issues such as national defense, foreign trade and crime (3) Parties evenly split on issues such as the economy and taxes b) Mass perceptions can change (education, national defense, immigration policy, etc.) 3. For many years, the laws of many states VIII. Minor parties A. Ideological parties: comprehensive, radical view; most enduring/examples: Socialist, Communist, Libertarian B. One-issue parties: address one concern, avoid others Examples: Free Soil, Know-Nothing, Prohibition C. Economic protest parties: regional, oppose depressions/examples: Greenback, Populist D. Factional parties: from split in a major party/examples: Bull Moose, Henry Wallace, American Independent E. Movements not producing parties; either slim chance of success or major parties
accommodate/examples: civil rights, antiwar, labor F. Factional parties have had greatest influence 1. 1992 and 1996, Ross Perot 2. 2000 and 2004, Ralph Nader AP Macroeconomics: Bring binder and manual to class every day Bring AP review book to class on Tuesday WARMUP: No daily quiz Test: scantron and free-response: on Demand, Supply, Equilibrium and the topics we've studied before Honors World History: Bring supplies and covered book every day WARM-UP: No quiz today Silent reading Hand back Storming of the Bastille homework from page 141 in Textbook Go over homework Talked about the meaning of the word "objective": not biased, trying just to tell what's happening without taking sides. Where do historians get their idea of what happened in history? From the documents and evidence they find, but there's probably a lot that gets lost Did activity with class where we are archaeologists in the year 2500 trying to figure out what life was like in Reseda in 2016. There were a lot of stories (students wrote these the first week), but they were all destroyed in some manner or another except for one. Read that one to the class and showed how we could get a wrong Idea of what life was like just by looking at what one person's day was like. The last notes we took on the French Revolution last Friday were: In 1789, King Louis XVI ("the Sixteenth") called for a meeting of all three estates (the "Estates General") to try and get money The Third estate was locked out of the meeting of the Estates General so they changed their name to National Assembly and met at an indoor Tennis Court They agreed to the Tennis Curt Oath--that they would keep meeting until they had a Constitution. They issued the Declaration of the Right of Man and the Citizen, like our Declaration of Independence Meanwhile, Louis had soldiers in Paris so that triggered the Storming of the Bastille--July 14, 1789, the people of Paris took it over, got the gunpowder stored in it Rumour that Versailles was hoarding bread triggered the Women's March to Versailles where they forced the king and queen and kids back to live in Paris.
Watch Crash Course French Revolution (couldn't open the separate parts, had to use the shortened version; got through the Reign of Terror) Tuesday, September 20,2016: SHORTENED DAY SCHEDULE Period 1: 8:00-9:18 am Nutrition: 9:18-9:23 am Period 2: 9:29-10:36 am Period 3: 10:42-11:49 am Lunch: 11:49-12:19 PM Period 4: 12:25-1:32 pm AP US Government and Politics: Bring AP review book to class on Wednesday Due Wednesday: Woll, Chapter 4, pp. 230-242 Due Thursday, Woll, Chapter 4, pp.242-252 Test on Monday, September 26: m.c. and free-response Bring binders and both textbooks to class every day. WARMUP: Hand back composition books Distribute ipads Students find and write two current events about this topic: political parties AP Macroeconomics: Due tomorrow: complete Activity 2-6 Bring binder and manual and AP review book to class every day WARMUP: Book check: AP review book As a class complete activities 2-2 in the Manual about GDP a consumer buying a new house is considered "I", not "C" change in inventories from beginning to end of year counts as "I" As a class, start Activity 2-6 LFPR (Labor Force Participation Rate) = # in Labor Force divided by # in Population, times 100 Honors World History: Due tomorrow: Read Document B: The law of suspects and complete the questions that go along with it (2 handouts from class) Bring supplies and covered book every day WARM-UP: Daily quiz: 1. Who won the Storming of the Bastille? the people/peasants
2. What does it mean to "defect"? go over to the other side 3. What does the word "objective" mean? no biased, trying just to tell what's happening without taking sides 4. Who forced the King and his family to move from Versailles to Paris? The women of Paris/France 5. Who took the "Tennis court oath" and what did the people who took it promise? what the third estate swore when it was locked out of the meeting of the first two estates and met upon a tennis court/they swore never to separate and to meet until they had a constitutions e.c.what kind of government did the Jacobins want? republic without any monarchy Grade, go over and collect quiz Silent Reading Continue to go over "reign of Terror Textbook Excerpt" as a class Hand out "Reign of Terror" guiding questions. Complete and turn in Take a copy of the two homework handouts: Document B Law of Suspects and questions. Hand back stories to anyone who wants their story from yesterday Wednesday, September 21,2016: REGULAR SCHEDULE: Period 1: 8:00 am - 9:38 am Nutrition: 9:38 am - 9:48 am Period 2: 9:54 am - 11:24 am Period 3: 11:30 am - 1:00 pm Lunch: 1:00 pm - 1:30 pm Period 4: 1:36 pm - 3:06 pm AP US Government and Politics: Due Monday: read Woll, chapter 4, p.242-252 (changed due date) Test on Wednesday, October 3 on Unit II plus Unit 1: m.c. and free-response Bring binders and both textbooks and AP Review book to class every day. WARM-UP: No quiz AP review book check Finish "1776" While watching notice: 1. the political bargaining for votes 2. the amendment process 3. the compromises mad and why AP Macroeconomics: Due tomorrow: do questions 4 and 5 of Activity 2-4 but use Year 3 as the base year Bring binder and manual and AP review book to class every day
WARMUP: Homework check: Activity 2-6 Daily quiz: 1. What is the formula for the labor force participation rate (LFPR)? # in Labor Force divided by # in Population, times 100 2. What is the formula for the unemployment rate? # of unemployed over labor force x 100 3. Is the services of a barber cutting his own hair part of GDP? no 4.What part of GDP is a family buying a new home? I 5. If Vons buys Ralphs is that part of GDP? no e.c.what is the expenditure formula for GDP? C + I + G + (EX - IM) Finish going over Activity 2-6 Go over Activity 2-4 Honors World History: Bring supplies and covered book every day WARM-UP: Turn in homework No daily quiz Silent Reading Hand out Napoleon study questions Show video: Biography: Napoleon and students write answers on their question sheets Stop periodically and go over the questions and answers Thursday, September 22,2016: REGULAR SCHEDULE: Period 1: 8:00 am - 9:38 am Nutrition: 9:38 am - 9:48 am Period 2: 9:54 am - 11:24 am Period 3: 11:30 am - 1:00 pm Lunch: 1:00 pm - 1:30 pm Period 4: 1:36 pm - 3:06 pm AP US Government and Politics: Due Monday: read Woll, chapter 4, p.242-252 (changed due date) Test on Wednesday, October 3 on Unit II plus Unit 1: m.c. and free-response Bring binders and both textbooks and AP Review book to class every day. WARM-UP: No quiz today Finish "1776" While watching notice: 1. the political bargaining for votes 2. the amendment process 3. the compromises made and why
Discuss the above Finish Chapter 9 Tell students only need to be resident for a month to vote in that state Regarding national conventions: How many delegates to national convention? 1. democratic formula gives extra delegates to large states 2. republican formula gives extra delegates to loyal states 1970s reforms created intraparty democracy as well as interparty democracy; in 1981 the Hunt commission increased the number of elected officials and to make the convention a somewhat more deliberative body: the commission reserved about 14% of delegate seats for party leaders and elected officials, with no commitment==superdelegates IX. Nominating a president A. Two contrary forces: party s desire to win motivates it to seek an appealing candidate, but its desire to keep dissidents in party forces a compromise to more extreme views 1. Harder now with primaries to pick a candidate who can win, unlike old days when the party picked the candidates 2. in old days, factions would often run an alternative candidate 3. Now, policy interests seem to be more important to delegates B. Are the delegates representative of the voters? 1. Democratic delegates much more liberal 2. Republican delegates much more conservative 3. Explanation of this disparity not quota rules: quota groups have greater diversity of opinion than do the delegates C. Who votes in primaries? 1. Primaries now more numerous and more decisive a) Stevenson and Humphrey never entered a primary b) By 1992: forty primaries and twenty caucuses 2. Only about half as many people vote in primaries as in general elections, but little ideological difference between primary voters and rank-and-file party voters 3. Primaries differ from Caucuses: meeting of party followers at which delegates are picked a) Only most-dedicated partisans attend b) Often choose most ideological candidate: Jesse Jackson, Pat Robertson in 1988 D. Who are the new delegates? 1. However chosen, today s delegates a new breed unlikely to resemble average citizen: issue-oriented activists 2. Advantages of new system a) Increased chance for activists within party b) Decreased probability of their bolting the party 3. Disadvantage: may nominate presidential candidates unacceptable to voters or rank and file E. Summary: 1. presidential nominating conventions are now heavily influenced by ideologically motivated activists
2. Democratic conventions are heavy representation from organized feminists, unionized school teachers, and abortion rights activists 3. Republican conventions have anti abortion activities, Christian conservatives, and small-government libertarians. X. Parties versus voters A. Democrats: win congressional elections but lose presidential contests 1. Democratic presidential candidates are out of step with average voters on social and tax issues 2. So are delegates, and there s a connection B. Republicans have some of the same problem now C. Rank-and-file Democrats and Republicans differ on many political issues, but the differences are usually small D. Delegates from two parties differ widely on these same issues 1. 1996 conventions a) Few conservatives at Democratic convention b) Few liberals at Republican convention 2. Formula for winning president a) Nominate candidates with views closer to the average citizen (e.g., 1996 election) b) Fight campaign over issues agreed on by delegates and voters (e.g., 1992 election) CHAPTER 10; Elections and Campaigns REVIEWING THE CHAPTER CHAPTER FOCUS This chapter takes you on a cook s tour of some of the scholarly examinations, the common folklore, and the amazing intricacies of America s most enduring and exciting political institution, the election. Major topics include, but are not limited to, the debate over just how democratic elections are (given a very low voter turnout), the new personalistic nature of campaigning in the latter part of the twentieth century, the role that money plays in determining outcomes, the role of special-interest groups, socalled realigning elections, and the elements of successful coalition building by Democrats and Republicans. After reading and reviewing the material in this chapter, you should be able to do each of the following: 1. Explain why elections in the United States are both more democratic and less democratic than those of other countries. 2. Demonstrate the differences between the party-oriented campaigns of the nineteenth century and the candidate-oriented ones of today, explaining the major elements of a successful campaign for office today. 3. Discuss how important campaign funding is to election outcomes, what the major sources of such funding are under current law, and how successful reform legislation has been in purifying U.S. elections of improper monetary influences. 4. Discuss the partisan effects of campaigns, or why the party with the most registered voters does not always win the election. 5. Define the term realigning election and discuss the major examples of such elections in the past,
as well as recent debates over whether realignment is again underway. 6. Describe what the Democrats and the Republicans, respectively, must do to put together a successful national coalition to achieve political power in any election. 7. Outline the major arguments on either side of the question of whether elections result in major changes in public policy in the United States. STUDY OUTLINE I. Introduction A. There are unique legal, political, and financial realities of American politics B. Elections have two crucial phases: 1. getting nominated--name on ballot a. requires individual effort b. but in most European nations the party decides 2. getting elected a. party plays role but more label b. in other countries, almost entirely contest between party organizations C. Parties used to play more of a role until well into 20th century 1. in early 19th century, members of Congress from a given party would meet in a caucus o pick their candidate 2. then caucuses were replaced by national nominating conventions, but still the real power was wielded by local party leaders 3. people used to be more likely to vote a straight party ticket II. Presidential versus Congressional Campaigns A. Obvious differences in Presidential campaign from Congressional ones 1. size 2. more voters participate B. Less obvious differences 1. presidential racesmore competitive a. in typical presidential race, winner gets less than 55% of the two-party vote b. in typical house race, incumbent win with over 60% of vote 2. smaller proportion of people race during mid-term elections (around 36%), so candidates must be more appealing to more motivated and partisan voter 3. members of Congress can do things for their constituents that a president cannot a. take credit for bridges, etc. b. send gov't-paid letters to constituents c. visit districts every weekend d.. presidents have to rely more on mass media [GOT THIS FAR] AP Macroeconomics: Due tomorrow: Activity 2-3
Bring binder and manual and AP review book to class every day WARMUP: Daily quiz: 1. What is the formula for determining the price index? current year market basket cost/base year market basket cost x 100 2. What is the formula for determining the change in inflation from a beginning year to an ending year? (ending year price index minus beginning year price index)/beginning year price index x 100 3. What is the formula for the labor force participation rate (LFPR)? # in Labor Force divided by # in Population, times 100 4. If you have more inventory of new goods at the end of the year than the beginning of the year, is that part of that year's GDP? yes 5. If Vons buys Ralphs is that part of GDP? no e.c. What does every point on the PPF represent? maximum combinations of goods that can be produced using 1) all your resources and 2) as efficiently as possible Grade, go over and collect quizzes Go over Activity 2-4 questions 4 and 5 using year 3 as the base year Get whiteboards and markers Go over latest test multiple choice questions Honors World History: Bring supplies and covered book every day WARM-UP: Daily quiz: 1. What does "power is my mistress" mean? I am married to power 2. How old was Napoleon when he became a general? 24 3. What three-word key phrase describes Napoleon's new method of battle? divide and conquer 4. What kind of government did the Jacobins want? republic 5. Which Enlightenment thinker believed in the freedom of speech? Voltaire e.c. When Jefferson wrote about the "pursuit of happiness", what did he really mean? property Silent Reading Continue watching Napoleon dvvd and answering the study questions "palindrome": a sentence that reads the same forwards or backwards A Napoleon palindrome: "Able was I ere I saw Elba" "decree" = law French revolution slogan: liberty, equality, fraternity (brotherhood) Log in and hand back homework As a class, go over the questions relating to the handout "Reign of Terror Textbook Excerpt" As a class, read aloud and go over the meaning of Document B: Law of Suspects (modified) [from "Reading like a Historian" Friday, September 23,2016:
REGULAR SCHEDULE: Period 1: 8:00 am - 9:38 am Nutrition: 9:38 am - 9:48 am Period 2: 9:54 am - 11:24 am Period 3: 11:30 am - 1:00 pm Lunch: 1:00 pm - 1:30 pm Period 4: 1:36 pm - 3:06 pm AP US Government and Politics: Due Monday: read Woll, chapter 4, p.242-252 (changed due date) Test on Wednesday, October 3 on Unit II plus Unit 1: m.c. and free-response Bring binders and both textbooks and AP Review book to class every day. WARM-UP: Daily quiz: 1. Describe one strategy that interest groups use to influence the electoral process? giving money, forming pacs, endorsing candidates, grassroots canvasing, getting out the vote, independent expenditures (ads), issue advocacy, polling, lobbying linked to the electoral process. 2. Name one important function of political parties in elections. nominating, running, recruiting candidates, providing voter cues or information about policy choices, fundraising, providing distinct political choices to voters 3. What is the media's role as gatekeeper in elections? the media determines which issues are perceived as relevant to voters 4. What is a PAC and explain its role in elections? A political action committee is a committee set up by and representing a corporation, labor union, or other special-interest group, that can give up to $5,000 per candidate per election. 5. Give an example of how an interest group may limit representative democracy. overrepresenting elites and their interests; favoring narrow interests over broad interests; providing biased information/distorting facts/hyperpluralism (a state in which many groups or factions are so strong that a government is unable to function), contributing to gridlock e.c. What is Madison's main point in Federalist No.10? To control faction, Madison rejects the idea of a pure democracy, which he feels would be most subject to the evil effects of faction. He proposes a republic which can cover a greater expanse of territory than a pure democracy, which requires a relatively small community in which to function. The larger the republic, the more faction will be diluted, according to Madison. Factious leaders will be more or less isolated in the various states. Also he separation of powers, the various provisions for extraordinary majorities, and the Bill of Rights help control factions. Hand out free-response question Answer free-response question without book Turn in free-responses AP Macroeconomics:
Due Monday: Read and complete the part of Activity 2-4 beginning with "converting Nominal GDP to Real GDP through the end of the activity Bring binder and manual and AP review book to class every day WARMUP: Homework check: Activity 2-3 Daily quiz: 1. If there is an increase in demand for a good, what will happen to the price and quantity of the good exchanged? increase, increase 2. If the price of a good rises, what happens to quantity demanded for that good? It decreases 3. If minimum wage requires wages to be above what the market equilibrium price would be, will there be a shortage of workers or a surplus of workers? surplus of workers 4. If demand for fancy bottled water increases, what must have happened to consumer incomes? increased 5. If supply decreases and demand deceases, will equilibrium quantity definitely decrease? Yes e.c. What does every point on the PPF represent? maximum combinations of goods that can be produced using 1) all your resources and 2) as efficiently as possible Grade, go over and collect quizzes Continue to go over latest test multiple choice questions Honors World History: Binder check on Monday! Bring supplies and covered book every day WARM-UP: Silent reading Hand back old quizzes Daily quiz: 1. What does "Able was I ere I saw Elba" have to do with Napoleon? He was exiled at Elba 2. What is a "decree"? a law 3. What three-word key phrase describes Napoleon's new method of battle? divide and conquer 4. The French Revolution had a three-word slogan. What was one of the three words? liberty, equality, fraternitywhat kind of government did the Jacobins want? republic 5. What was one of the other words? e.c. Which Enlightenment thinker believed in the "general will" of the people? Rousseau Go over what should be in binder: 3 rings to open and close all papers in rings all Unit 1 Origins of Democracy work under one tab all Unit 2 Enlightenment and French Revolution under another tab next tab will be Industrial Revolution quiz cards have to be inside the correct tab As a class, read aloud and go over the answers to the question for Document B: Law of Suspects (modified) [from "Reading like a Historian"]
Continue watching Crash Course French Revolution and go through the Reign of Terror and the Directory up through the beginning of the Napoleonic Era.