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#107 Examining the Constitution, part 2

9/14/2017

 
Check for understanding.

Outlining for reading
  • View “Outlining for Reading” on Discovering History.
  • Note the definition, purpose, format, and examples on the page.

Interpreting the Constitution
  • Directions:
    • Having carefully reviewed the full text of the Constitution as it was initially passed in 1787, we will consider five significant concepts embedded in the Constitution, and draw on evidence from the document in support of each potential position.
    • For each concept, we will call on a pair of discussion leaders to guide us through up to 6 minutes of exploration of the topic.
    • Please allow 1 minute of review between each concept.

Concept #1: Republicanism
  • Question: What should be the role of citizens in creating public policy?
  • Position A: Public policy should reflect the opinion of voters.
  • Position B: Public policy should be created by officials who are most informed about the issues involved.

Concept #2: Federalism
  • Question: How should power be divided between the federal government and the states?
  • Position A: The federal government should retain the most power because it is best positioned to ensure fair treatment, safety, and equal protection for all Americans.
  • Position B: The states should retain the most power because they are closer to the people, better informed on local issues, and best positioned to exercise authority for their residents.

Concept #3: Limited Government
  • Question: To what extent should the federal government be involved in economic issues?
  • Position A: The federal government's powers over taxation as well as international and interstate trade allow significant latitude in directing economic policy.
  • Position B: The federal government should only act to remedy unfavorable economic conditions for business activity.

Concept #4: Separation of Powers
  • Question: Once Congress declares war and the President assumes the role of Commander-in-Chief who decides how the war ends?
  • Position A: Congress, the policy making branch which represents the people, should determine peace terms.
  • Position B: The President as Commander-in-Chief is in the best position to determine appropriate actions.

Concept #5: Checks and Balances
  • Question: When the President makes a nomination, what should be the nature of the Senate's "advice and consent?"
  • Position A: The Senate should defer to the President's choice of who s/he wants in office.
  • Position B: It is the Senate’s duty to make an independent judgment of a nominee's suitability for a position serving the American people, even if that means denying the President her/his choice.

Homework: Assignment #108

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  • Courses
    • HS150 Global Thinking >
      • HS150 Course Information
      • HS150 In-Class
      • HS150 Assignments
    • Archived Courses >
      • Chinese History >
        • Ancient/Early Modern: Living China's History >
          • Living China's History (fall 2017) >
            • Course Information
            • Course Project
            • In-Class
            • Assignments
          • Living China's History (fall 2018) >
            • In-Class >
              • The Death of Woman Wang
            • Assignments
        • Modern: China's Fall and Rise >
          • China's Rise and Fall (spring 2019) >
            • Course Info
            • In Class
            • Assignments + Units
          • China's Fall and Rise (spring 2018) >
            • Course Information
            • In-Class
            • Assignments
        • Contemporary: Thinking about a Changing China >
          • Thinking about a Changing China (spring 2017) >
            • Course Information
            • In Class
            • Assignments
      • Japanese History >
        • Japan's Empire and its Legacies (fall 2016) >
          • Course Information
          • Daily Review
          • Schedule >
            • JE Unit 1
            • JE Unit 2
            • JE Unit 3
            • JE Unit 4
            • JE Unit 5
            • JE Unit 6
          • Research >
            • Issues of History
            • Research Schedule >
              • Checkpoint #2: Annotated Bibliography
              • Checkpoint #3: Outline
              • Checkpoint #4: Supplemental Pages
      • U.S. History >
        • Humanities History (2017-18) >
          • Course Information
          • In-Class
          • Assignments
        • Humanities History (2016-17) >
          • Course Information
          • In Class
          • Assignments >
            • U1: The American Revolution & the Constitution
            • U2: Defining the Nation
            • U3: 19th Century Social & Cultural Transformations >
              • Cemetery Project
            • U4: A House Divided
            • U5: Industry & Empire
            • U6: Progressive Promise & Disillusion
            • U7: Global Conflicts
            • U8: Civil Rights & Human Rights
      • More Course Descriptions
  • Skills
    • Reading >
      • Active Reading
      • Advanced Reading Strategies (Upper Mids and Seniors)
      • Outlining for Reading
      • Primary, Secondary, and Tertiary Sources
      • Analyzing Primary Sources with SOAPSTone
      • Analyzing Visual Primary Sources
      • Selecting & Evaluating Secondary Sources
    • Thinking >
      • What is History?
      • Historical Thinking Chart (PDF)
      • Breaking Down History with the SPICE Factors
    • Discussing >
      • Engaging in Class Discussion
      • Evaluating Discussion
    • Researching >
      • Identifying Research Topics & Questions
      • Note Cards
    • Writing >
      • Zero Draft
      • Thesis Statements
      • Forming Counterarguments
      • Formatting Chicago-Style Papers
      • Ford Library Guide to Chicago-style Citations (PDF)
    • Tech Tips
  • Reference
    • Chinese History Tools
    • Further Reading in Asian Studies >
      • Books
      • News
      • Podcasts
    • Current Events around the World
  • About
    • About
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