Tuesday, February 27, 2018

Month 7 week 2: Current Events

Image result for current events images

Directions: Obtain an article from a reputable news source ( O.C. Register, LA Times, ABC.com, CBS.com, CNN.com) that deals with a government-related event on either the federal, state, or local level. Some possible topics might be: ballot initiatives, judicial cases, legislation under consideration, world affairs, campaigns and candidates, etc.

Use good judgement in your selection. The article subject may be different from what I suggested as long as you can justify how your article relates to government. 

After you select an article, you must summarize the story in the following format in at least 2 full paragraphs.


  • Title of Article                                            
  • Source, Date,Section and Page
  • Aspect of Democracy to which the article is related
  • Summary of article-
  • What is it about: How does it pertain to Democracy? Finally, what is your opinion on the article?

Month 7 week 1: World War Looms as Isolationism and Dictators dominate

World War Looms: Isolationism and Dictators


Directions: Read the following article and refer back to your textbook Chapter 16 sections 1-3. Then answer questions below. Post your answer. Respond to a classmate's post. 

Downloaded from the following source:www.ushistory.org 


1930s Isolationism

Image result for U.S. Marines in the Caribbean, 1913
Franklin D. Roosevelt's "Good Neighbor Policy" was instituted to foster good relations from other countries within the same hemisphere. As a result, Marines stationed in the Caribbean — like those seen here — were withdrawn.
"Leave me alone," seemed to be America's attitude toward the rest of the world in the 1930s.
At the dawn of the '30s, foreign policy was not a burning issue for the average American. The stock market had just crashed and each passing month brought greater and greater hardships. American involvement with Europe had brought war in 1917 and unpaid debt throughout the 1920s. Having grown weary with the course of world events, citizens were convinced the most important issues to be tackled were domestic. Foreign policy leaders of the 1930s once again led the country down its well-traveled path of isolationism.
The Hoover Administration set the tone for an isolationist foreign policy with the Hawley-Smoot Tariff. Trade often dominated international relations and the protective wall of the tariff left little to discuss. The Far East became an area of concern when the Japanese government ordered an attack on CHINESE MANCHURIA. This invasion was a clear violation of the NINE POWER TREATY, which prohibited nations from carving a special sphere of influence in China.


The Hoover Administration knew that any harsh action against JAPAN would be unpopular in the midst of the Great Depression. The official American response was the STIMSON DOCTRINE, which refused to recognize any territory illegally occupied by Japan. As meek as this may sound, it went further toward condemning Japan than the government of Great Britain was willing to do.
One possibility for international economic cooperation failed at the LONDON CONFERENCE OF 1933. Leaders of European nations hoped to increase trade and stabilize international currencies. Roosevelt sent a "BOMBSHELL MESSAGE" to the conference refusing any attempt to tie the American dollar to a gold standard. The conference dissolved with European delegates miffed at the lack of cooperation by the United States.
Roosevelt did realize that the Hawley-Smoot Tariff was forestalling American economic recovery. Toward this end, Congress did act to make United States trade policy more flexible. Under the Reciprocal Trade Agreement of 1934, Congress authorized the President to negotiate tariff rates with individual nations. Should a nation agree to reduce its barriers to trade with the United States, the President could reciprocate without the consent of Congress. In addition, FDR broke a 16-year-old diplomatic freeze with the SOVIET UNION by extending formal recognition. Roosevelt hoped to settle some nettlesome outstanding issues with the Soviets, and at the same time stimulate bilateral trade.
Image result for japanese strike in shanghai 1932
The Japanese attack on Chinese Manchuria was in direct violation of the Nine Powers Treaty, which had been passed to prevent nations from establishing a special sphere of influence in China. Here a Japanese tank rolls through Shanghai, China.
Isolationists did not however designate the Western Hemisphere as a dangerous region. On the contrary, as tensions grew in Europe and Asia, a strong sense of PAN-AMERICANISM swept the diplomatic circles. In the face of overseas adversity, strong hemispheric solidarity was attractive. To foster better relations with the nations to the south, Roosevelt declared a bold new GOOD NEIGHBOR POLICY. Marines stationed in Central America and the Caribbean were withdrawn. The (Theodore) ROOSEVELT COROLLARY, which proclaimed the right of the United States to intervene in Latin American affairs was renounced.
The United States would soon been intervening in something much bigger.


AUTHORushistory.org
TITLE OF PAGE1930s Isolationism
TITLE OF PROGRAMU.S. History Online Textbook
URL OF PAGEhttp://www.ushistory.org/us/50a.asp
DATE OF ACCESSThursday, February 02, 2017
COPYRIGHT2017



  1.  Why did American's turn to isolationism in the the 1930's. 
  2. How would you accurately describe Roosevelt's feeling toward joining the war in Europe against Germany and Italy?
  3. Dictators in the 1930's threatened world peace. Describe the term "dictatorship" and compare it to democratic rule. 
  4.  Name the Dictators who lead the following countries in the 1930's. Select 2 countries and describe the economic factors that lead to a dictatorship government.  
  • 1. Germany
  • 2. Italy
  • 3. Spain
  • 4. Japan
5.  At the start of World War II, which country was Hitler's first target? and why?

6. What did France and Britain do in a policy of appeasement?

7.  How were Britain and France eventually drawn into the war with Germany?

Thursday, February 8, 2018

Month 6 week 2 The Electoral Process

The Electoral Process



Read the Following Article: 

The Electoral College is a process, not a place. The founding fathers established it in the Constitution as a compromise between election of the President by a vote in Congress and election of the President by a popular vote of qualified citizens.
The Electoral College process consists of the selection of the electors, the meeting of the electors where they vote for President and Vice President, and the counting of the electoral votes by Congress.
The Electoral College consists of 538 electors. A majority of 270 electoral votes is required to elect the President. Your state’s entitled allotment of electors equals the number of members in its Congressional delegation: one for each member in the House of Representatives plus two for your Senators. Read more about the allocation of electoral votes.
Under the 23rd Amendment of the Constitution, the District of Columbia is allocated 3 electors and treated like a state for purposes of the Electoral College. For this reason, in the following discussion, the word “state” also refers to the District of Columbia.
Each candidate running for President in your state has his or her own group of electors. The electors are generally chosen by the candidate’s political party, but state laws vary on how the electors are selected and what their responsibilities are. Read more about the qualifications of the Electors and restrictions on who the Electors may vote for.
The presidential election is held every four years on the Tuesday after the first Monday in November. You help choose your state’s electors when you vote for President because when you vote for your candidate you are actually voting for your candidate’s electors. (downloaded from: archives.gov/federal-register/electoral-college/about.html, 10/24/2014) 

Watch the Following Clips:

Watch the following clip on how the Electoral College functions at:
1.     http://www.archives.gov/federal-register/electoral-college/about.html    (Federal Gov Archives)
2.     https://www.youtube.com/watch?v=bCjWPo70XZY       (Disney Education)

Please respond to the following questions:

  1. In your own words, describe how Electoral College functions?
  2. Explain why our Founding Fathers created the Electoral College?
  3. Respond to one post of a fellow student

Tuesday, January 30, 2018

Month 6.1 State of the Union Address

State of the Union Address

Directions: Watch the State of the Union Address on 1/30/18 P.M. If you missed the address, please search for it online and watch it.  Review the list of Presidential Roles below. Listen for examples from the address in which the President is executing a specific role from the list below. Take notes during the address and answer the questions below. Post your answers.




PRESIDENTIAL ROLES

Chief Executive

Powers:

  • Implements/Enforces Laws, Treaties, Court Decisions, etc.

  • Appoints officials to office and can fire them

  • Issues executive orders

Checks:




Chief Legislator

Powers:

  • Proposes legislation

  • Vetoes legislation

  • Message power

  • Calls special sessions of Congress

  • Makes State of the Union Address to Congress

Checks:




Commander in Chief

Power:

  • Head of the armed forces

Checks:  




Chief Diplomat

Powers:

  • Sets overall foreign policy

  • Appoints and receives ambassadors

  • Negotiates treaties and executive agreements

  • Gives diplomatic recognition to foreign governments

Checks:  





Head of State

Powers:

  • Ceremonial leader of nation

  • Living symbol of the nation

Checks:




Chief Jurist

Powers:

  • Appoints federal judges

  • May issue pardons, amnesty, commutations, reprieves to people convicted of federal crimes

Checks:





Chief Administrator

Powers:

  • CEO of federal bureaucracy, with its millions of employees and trillions in annual spending

Checks:




Non-Constitutional Roles

Head of Political Party:

  • Selects Vice Presidential nominee

  • Midterm election support of candidates in his/her party

  • Primary fundraising force

Chief Economist:

  • Responsible for overall economic health

  • Nominates the Federal Reserve Board of Governors

  • Proposes federal budget

Chief Citizen:

  • Representative of the American people

  • Provides moral leadership


Questions: 
 Review the list above of Presidential duties. Watch the State of the Union Address. Find examples from the address in which the President speaks under the authority or role of one of the Presidential duties listed above. For instance; when the President discusses the economy, he is the Chief Economist.
Select 3 Presidential Rolls and give an example for each roll from the State of the Union Address in which the President executes the specific role.