POL 303 Entire Class The American Constitution

POL 303 Entire Class The American Constitution

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POL 303 Entire Class The American Constitution

POL 303 Week 1 DQ 1 The Four Pillars of U.S. Government

The Four Pillars of U.S. Government. The federal government of the United States was constructed using the directions provided in the U.S. Constitution. Our Founding Fathers had the wisdom and foresight to create a very flexible and intelligently structured government framework that has endured. The entire American political system is based on four constitutionally derived pillars: a national government; separation of powers; federalism; and individual rights. Briefly describe each pillar, how it interacts with the other three pillars, and then provide real-world examples of how each pillar supports our government. How does the U.S. Constitution establish checks and balances and federalism using these pillars? Please explain the reasoning behind your response.

POL 303 Week 1 DQ 2 Judicial Independence Within a Political Process

Judicial Independence Within a Political Process. Our judicial branch of government was designed not only to serve as a check on the power of the executive and legislative branches but also to be the final arbiter on disputes among states and between the states and the federal government. One important arbitration tool utilized by the judicial branch is judicial review. Judicial review is one of the U.S. Constitution’s most provocative features as it plays an important role in shaping the laws that impact our society. For this discussion, complete the following:

Define judicial review.

Explain why the origins and legitimacy of judicial review are often called into question.

Discuss whether the framers of the Constitution intended for the judiciary to have this role in the policy making process.

Share your opinion on judicial review. Explain why you support or do not support judicial review.

POL 303 Week 2 DQ 1 Legislative and Executive Powers

Legislative and Executive Powers. Congress passes legislation and the president is tasked with implementing that legislation unless the legislation is vetoed. The powers of both the legislative and executive branches were on full display with the passage and implementation of the Patriot Act. The U.S. Patriot Act was signed into law on October 26, 2001 – after the events of September 11th that same year. This act was passed because the legislative and executive branches felt there was a need for more cooperation between key government intelligence agencies and broader powers for law enforcement and the overall goal was a safer more secure United States. However, as the events of September 11th become a more distant memory, many have begun to question whether the Patriot Act is too broad in its scope and if the Act infringes on individual civil rights and liberties. In your opinion, does the Patriot Act infringe on civil rights and liberties? Explain your reasoning, discuss why you do or do not support the Patriot Act, and provide at real-world examples/evidence that support your answer. \

POL 303 Week 2 DQ 2 Federalism and the Exercise of National Power

Federalism and the Exercise of National Power. Our federal government has many duties, obligations, and powers under the Constitution. Some scholars argue that the reach of the federal government should be limited and constrained. Other scholars argue that the federal government should not be constrained or limited where the welfare of the U.S. people is concerned. For example, in the case, Gonzales v. Raich, the boundaries of the federal government’s definition of interstate commerce are in question. In this case, Drug Enforcement Agency (DEA) agents took marijuana plants from a woman’s home in California under the Federal Controlled Substances Act. However, under California’s Compassionate Use Act of 1996, the plants were allowed for medical use. For this discussion, address the following questions:

a. Does the federal government have the right to ban marijuana under the Commerce Clause of the U.S. Constitution?

b. Is this an overreach of the federal system, or is this effort in line with the duties and obligations of our central government described in the Constitution?

POL 303 Week 2 Federalism and Constitutional Debates

Federalism and Constitutional Debates. This assignment will require you to use your critical thinking skills in evaluating how the concept of federalism interacts with various current constitutional debates. In the prompt for the Final Research Paper (located in Week Five of your online course or the Components of Course Evaluation section of this guide), you have been provided a list of current constitutional debate topics. Select one of these topics for this assignment and create a hypothetical personal opinion article (op-ed) for your local newspaper. In this op-ed, you must take a position supporting or opposing the issue you select. Even though you will be choosing a side, you must discuss both sides of the argument and then provide a logical argument why your position is valid, credible, and should be supported.

Your paper should be organized into the following sections:
§ Introduction
§ Discussion/claims supporting your position
§ Discussion/claims against your position (counter-arguments)

§ Summary argument supporting your position

POL 303 Week 3 DQ 1 Establishment and Exercise of Religion

Establishment and Exercise of Religion. The lack of a national religion supported and established by the federal government has been hailed as one of the most important principles that ensure religious freedom in the United States. In addition, the ability to practice any religious or non-religious beliefs is equally applauded as a core tenant of religious freedom. Still, the debate over religious freedom continues throughout our nation. Currently, numerous organized religions co-exist with organizations for non-believers. In your opinion, what are the essential elements of religious freedom? Is separation of church and state necessary? Does the U.S. Constitution equally and effectively protect the rights of all religious believers and non-believers? Explain your reasoning, discuss why you are taking the positions you are taking in your response

POL 303 Week 3 DQ 2 Freedom of Speech, Press, and Assembly- Today and Tomorrow

Freedom of Speech, Press, and Assembly: Today and Tomorrow. Certain freedoms identified and protected by the Constitution have been the subject of intense political, social, and cultural controversy. The right of all Americans to believe, say, and write what they want, to protest in our streets, and to challenge the pervading political, social, cultural thoughts of the day are the most fundamental of American freedoms. Yet, these freedoms have been, are, and will continue to be modified and will evolve as our nation evolves. For instance, in the last 10 years, numerous types of social media have been developed that have changed the way society operates. New versions of social media, from Facebook to SnapChat, are available at the click of a button – and even on our cellphones. When the Founding Fathers wrote the U.S. Constitution, they had no idea how technology would advance or how this would impact citizens’ rights. Is virtual freedom of speech the same as freedom of speech in other media outlets (i.e., freedom of the press)? What are some of the civil liberty balancing concerns between freedom of speech/civil liberty supporters and security/law enforcement officials? Be sure to consider the Reno v. ACLU case, found in your course text, in your response.

POL 303 Week 3 Final Research Paper Detailed Outline

Final Research Paper Detailed Outline. The end of the course is rapidly approaching, and now is a great time to begin working on your Final Research Paper. This assignment will give you an opportunity to create a detailed outline of your paper that can be reviewed by your instructor. The feedback that your instructor can provide will certainly help you create a better final product.

Make sure to read over the instructions for the Final Research Paper, which are located in Week Five of your online course or in the Course Components section of this course guide. As explained in those instructions, your paper should have six major sections. For this assignment, you will need to create an outline in a Word document that contains the following sections:

POL 303 Week 4 DQ 1 Stop and Frisk

Stop and Frisk. As you learned in this week’s readings, many constitutional scholars consider the prohibition of unreasonable searches and seizures as one of the most basic freedoms that the Bill of Rights clearly protects. This central freedom supports and protects other essential freedoms, like free speech, press, assembly, and religion. Recently, this core freedom has become a very controversial debate topic as large American cities, like New York City, have instituted police procedures described as “stop and frisk.” In these cities, when a police officer has reason to believe that a person is armed there is a set protocol for officers. Officers can make stops based on suspicious activities and frisk individuals for weapons. Courts have found this to be within the boundaries of the Fourth Amendment until just recently. At what point does a reasonable search become unreasonable? What is the role of probable cause in these efforts to provide safety to our citizens? When, during this process, could the police officer infringe on individual rights? Discuss why you support or do not support stop and frisk efforts by the police.

POL 303 Week 4 DQ 2 Capital Punishment and You

Capital Punishment and You. Every American accused of a crime that could result in loss of life, liberty, and properly has the right to fair treatment or due process. One of the most divisive aspects of due process is capital punishment and the prevention of cruel and unusual punishment to those convicted fairly of crimes. Specifically, the Eighth Amendment prohibits cruel and unusual punishment, and the ongoing debate revolves around if the death penalty is or is not considered cruel and unusual punishment. In your opinion, does the death penalty violate the U.S. Constitution? Why, or why not? Does the age of those sentenced to death influence your opinion of the death penalty, and if so, how? Please explain your answer

POL 303 Week 5 DQ 1 What Right to Privacy

What Right to Privacy?. The fact that the Constitution does not have a specific clause or reference to a right to privacy has become a very contentious cultural, social, and political issue in the United States. The ability of the government to enter into the private lives of American citizens has clearly been restricted by provisions in the Fourth Amendment, yet the debate over certain privacy based rights such as contraception, abortion rights, and consensual sexual activity continues today. In particular, when discussing abortion, many immediately begin to debate a woman’s right to choose. At the heart of the issue constitutionally is not whether a woman has the right to make this discussion but whether she has the right to privacy under the Fourth Amendment. Utilizing the U.S. Constitution and valid case law, explain the role that the right to privacy has in establishing the legality of abortion.

POL 303 Week 5 DQ 2 Discrimination and the Future of Marriage

Discrimination and the Future of Marriage. Three core values are often discussed when it comes to what all Americans hold dear: democracy, liberty, and equality. Equality, in particular, is a value and a right that Americans have fought other nations and each other to preserve and expand. Until the Fourteenth Amendment to the Constitution was passed, equal protection of the law was not part of our Constitution. This critical amendment was the legal vehicle that enabled our nation to prohibit discrimination based on race and sex and to also support and affirm the need for diversity. Nevertheless, the struggle for equal protection and due process continues, and other amendments to the Constitution, which include the Fifth, Ninth, and Fourteenth Amendments, have become involved in this effort. One of the most debated legal decisions involving equal protection thus far has been the Defense of Marriage Act (DOMA) of 1996. In a 2013 Supreme Court decision, Section 3 of the Act was found to be unconstitutional. Did the Supreme Court justices rightfully interpret the equal protection clause from the Fifth and/or Fourteenth Amendments in this case? Identify and utilize constitutional precedents and case law to support your argument

POL 303 Week 5 Final Paper

Focus of the Final Research Paper

In the Final Research Paper, you will use your critical thinking skills to analyze and evaluate a current events topic that has constitutional and political implications. Select from the list below or utilize a topic approved by the instructor. The thesis of the paper will be a statement identifying how the concepts of federalism, civil liberties, and civil rights are implicated in and affected by this topic.

Select one topic from the following list of constitutional issues:

§ Regulation of commerce

§ Religious freedom
§ Free speech
§ Privacy rights

§ Equal protection under law

The paper must be eight to ten pages in length and formatted according to APA style. You must use at least six scholarly resources (at least five of which can be found in the Ashford University Library) other than the textbook to support your claims. Cite your sources within the text of your paper and on the reference page. For information regarding APA, including samples and tutorials, visit the Ashford Writing Center, located within the Learning Resources tab on the left navigation toolbar, in your online course.

POL 201 American National Government Entire Course

POL 201 American National Government Entire Course

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POL 201 American National Government Entire Course

POL 201 Week 1 DQ 1 Separation of Powers Checks and Balances

Separation of Powers/Checks and Balances. For much of 2011 and 2012, public dissatisfaction with Congress rose to all time highs, with 70-80% expressing disapproval with how Congress does its job. Many commentators note that Americans are fed up with Washington “grid-lock” that makes government apparently unable to address important problems. Other observers believe that the national government is acting according to its design, based on separation of powers and checks and balances.

In your initial post of at least 200-250 words, analyze how the U.S. Constitution implements separation of powers and checks and balances. Briefly explain why the constitutional framers based the new government on these ideas. Evaluate how separation of powers and checks and balances are working out in practice, today, justifying your assessment with persuasive reasoning and examples.

POL 201 Week 1 DQ 2 Amending the U.S. Constitution

Amending the U.S. Constitution. The formal process of amending the Constitution is cumbersome and slow. While this fact explains why relatively few amendments have been adopted, it does not discourage advocates of constitutional change from proposing them. Four amendment proposals that have gained considerable attention are the Balanced Budget Amendment, the Birthright Citizenship Amendment, the Equal Rights Amendment, and the Overturn Citizens United Amendment. Select one of these proposals as the topic of your initial post and use the assigned resources to inform yourself about its purpose and the arguments of its supporters and critics.

POL 201 Week 2 DQ 1 Policy-making in the Federal System

Policy-making in the Federal System. The U.S. government’s expansive role in public policy is caught in a swirl of conflicting cross-currents. On the one hand, popular expectations about government’s responsibility to solve problems often exceed the capacity of state and local authorities to respond effectively. On the other hand, policies developed at the national level may not sufficiently reflect the great diversity of interests across the U.S. to be effective at the local level. Moreover, the search for effective policy is further complicated by theoretical debates about the constitutional framework of federalism, e.g., what limits on national power can be derived from the Tenth Amendment?

A policy area in the middle of these cross-currents is elementary and secondary education – a subject traditionally under local control, with some oversight by the states. However, during the last four decades – especially since 2001 – the national government’s role in education has grown significantly as a result of initiatives by Republican and Democratic administrations. Use the assigned resources to inform yourself about this role and the arguments of its supporters and critics.

POL 201 Week 2 DQ 2 Meet Your Rep

Meet Your Rep. The Constitution states, “The House of Representatives shall be composed of Members chosen every second Year by the People of the several States…” (Art. I, Sec. 2). Contrast this with the original constitutional language for the other house of Congress, “The Senate of the United States shall be composed of two Senators from each State, chosen by the Legislature thereof for six Years…” (Art. I, Sec. 3). The phrase “chosen by the Legislature” was changed to “elected by the people” by the 17th Amendment, but not until 1912. In other words, from the beginning the House of Representatives was intended to be exactly what its name suggests –representative of the people. (Note that in 2010 the Tea Party, and some Republican politicians, called for repeal of the 17th Amendment, eliminating the popular vote for Senators. While most Republican politicians have backed away from that view, many Tea Party chapters continue to demand its repeal.

POL 201 Week 2 Short Essay  Policy-making in the Federal System

Short Essay – Policy-making in the Federal System. The U.S. government’s expansive role in public policy is caught in a swirl of conflicting cross-currents. On the one hand, popular expectations about government’s responsibility to solve problems often exceed the capacity of state and local authorities to respond effectively. On the other hand, policies developed at the national level may not sufficiently reflect the great diversity of interests across the U.S. to be effective at the local level. Moreover, the search for effective policy is further complicated by theoretical debates about the constitutional framework of federalism, e.g., what limits on national power can be derived from the 10th Amendment?

POL 201 Week 3 DQ 1 Presidential Leadership and the Electoral College

Presidential Leadership and the Electoral College. Americans expect their presidents to get things done, to solve problems, to govern effectively, and to be strong leaders. The framers of the Constitution did not envision such presidential leadership. A scholar of the presidency points out that Article II of the Constitution gives the president scant formal power to influence congressional policy-making (Simon, n.d.). He also notes that the framers intentionally designed a process for selecting presidents that would minimize their political power – the Electoral College. They hoped this institution would insulate the chief executive from the public because they feared the power of presidents who might be elected by the people. Therefore, the Constitution provides that “Each State shall appoint, in such Manner as the Legislature thereof may direct, a Number of Electors, equal to the whole Number of Senators and Representatives to which the State may be entitled in the Congress…” Having state legislatures “appoint” the Electors who select the chief executive would minimize the president’s capacity to lead on the basis of his popular support. In a very real sense, the president would not be accountable to the people but rather to the state legislatures who appoint Electors. This procedure was also seen as a way to encourage the selection of statesmen with “characters preeminent for ability and virtue” rather than mere politicians with “talents for low intrigue, and the little arts of popularity” (Hamilton, 1788).

POL 201 Week 3 DQ 2 Defense Spending and the Military-Industrial Complex

Defense Spending and the Military-Industrial Complex. Levin-Waldman (2012, pp. 186-89) analyzes how “iron triangles” link Congress, the bureaucracy, and interest groups in self-serving relationships that influence policy in ways that are contrary to the public interest. In 1961, at the end of President Eisenhower’s second term, he gave a farewell address to the nation in which he warned of the dangers of a “military-industrial complex.” Many commentators today see the military-industrial complex as an example of an iron triangle that bloats the defense budget and distorts national priorities. Not everyone would accept this analysis, however, especially defense “hawks” in Congress, the military bureaucracies, and defense industries.

In your initial post of at least 200-250 words, briefly explain the iron triangle model of policy-making involving Congress, the bureaucracy, and interest groups. Analyze information about relationships among Congress, the military bureaucracies, and defense industries. Draw your own conclusion, and support it with facts and with persuasive reasoning, about the impact of these relationships on defense spending. Evaluate the accuracy of the iron triangle model as a basis for understanding the process of making defense spending policy.

POL 201 Week 4 DQ 1 The Supreme Court and Judicial Review

The Supreme Court and Judicial Review. In a recent lecture at Yale University, Supreme Court Justice Stephen Breyer cautioned that while most citizens assume that judicial review is an enduring part of American government, judges should not take it for granted. He advises that if judges wish to preserve this undemocratic power they should follow a judicial philosophy that will “build confidence in the courts” (Breyer, 2011). Justice Breyer goes on to describe the kind of judicial philosophy he has in mind. However, some of his colleagues on the Supreme Court would reject his ideas about what philosophy should guide judges.

The role of judicial philosophy (or ideology) in Supreme Court decision-making, especially in its exercise of judicial review to invalidate laws enacted by a democratically elected Congress or state legislature, has become a highly contentious issue both within the Court’s deliberations and in the larger political environment. As the nation becomes more divided over programs and policies that inevitably seem to come before the Supreme Court, politicians and ordinary citizens are caught up in rhetoric about judicial activism or judicial restraint, often with little understanding of what these terms really mean.

Moreover, as public perceptions of the Supreme Court become more politicized, the legitimacy of its power becomes clouded.

POL 201 Week 4 DQ 2 Habeas Corpus and the War on Terror

Habeas Corpus and the War on Terror. Soon after the U.S. invasion of Afghanistan in 2001, the Bush administration developed a plan for holding and interrogating prisoners captured during the conflict. They were sent to a prison inside a U.S. naval base at Guantanamo Bay on land leased from the government of Cuba. Since 2002, over 700 men have been detained at “GITMO.” Most have been released without charges or turned over to other governments. In 2011, Congress specifically prohibited the expenditure of funds to transfer GITMO prisoners to detention facilities in the continental United States, making it virtually impossible to try them in civilian courts. As of April 2012, 169 remained in detention at GITMO (Sutton, 2012).

An assumption made by the Bush administration in selecting this location was that it was beyond the jurisdiction of U.S. courts. The administration wanted to avoid any judicial oversight of how it handled detainees, characterized as “enemy combatants.” A possible legal challenge to indefinite detention with no formal charges or judicial proceedings might arise from the habeas corpus provision of the Constitution.

POL 201 Week 5 DQ 1 Party Platforms and Winning Elections

Party Platforms and Winning Elections. Political parties mobilize voters to win elections and implement policy goals. Parties use their stated policy goals (i.e., their platforms) as a way to mobilize voter support. Generally, in order to be successful in a two-party system, parties must have policy goals across a broad range of issue areas to appeal to a broad range of voters.

For this discussion, you will identify one issue area that you want investigate. Use the resources required for this discussion to gather information about the goals and proposals, in that issue area, of three political parties – the Democratic and Republican parties and a third party.

POL 201 Week 5 DQ 2 Voting and Turnout

Voting and Turnout. The U.S. has one of the lowest voter turnout rates among modern democratic political systems. One study ranks the U.S. 120th on a list of 169 nations compared on voter turnout (Pintor, Gratschew, & Sullivan, 2002). While during the last decade many initiatives have been undertaken to increase voter participation, concerns about the possibility of election fraud have also increased. Additionally, some political interests feel threatened by the increase in turnout among some traditionally low-turnout ethnic minorities.

Several states have recently passed legislation imposing new registration and identification requirements. This has sparked debate about whether these are tactics intended to suppress turnout or to prevent fraud.

Soon after the U.S. invasion of Afghanistan in 2001, the Bush administration developed a plan for holding and interrogating captured prisoners. They were sent to a prison inside a U.S. naval base at Guantanamo Bay, on land leased from the government of Cuba. Since 2002, over 700 men have been detained at “GITMO.” Most have been released without charges or turned over to other governments. In 2011, Congress specifically prohibited the expenditure of funds to transfer GITMO prisoners to detention facilities in the continental United States, making it virtually impossible to try them in civilian courts. As of April 2012, 169 remained in detention at GITMO (Sutton, 2012).

An assumption made by the Bush administration in selecting this location was that it was beyond the jurisdiction of U.S. courts. The administration wanted to avoid any judicial oversight of how it handled detainees, characterized as “enemy combatants.” A possible legal challenge to indefinite detention with no formal charges or judicial proceedings might arise from the habeas corpus provision of the Constitution.

POL 201 Week 5 Final Paper Civil Liberties, Habeas Corpus, and the War on Terror

The final assignment for this course is a Final Paper. The purpose of the Final Paper is to give you an opportunity to apply much of what you have learned about American national government to an examination of civil liberties in the context of the war on terror. The Final Paper represents 20% of the overall course grade.

Soon after the U.S. invasion of Afghanistan in 2001, the Bush administration developed a plan for holding and interrogating captured prisoners. They were sent to a prison inside a U.S. naval base at Guantanamo Bay, on land leased from the government of Cuba. Since 2002, over 700 men have been detained at “GITMO.” Most have been released without charges or turned over to other governments. In 2011, Congress specifically prohibited the expenditure of funds to transfer GITMO prisoners to detention facilities in the continental United States, making it virtually impossible to try them in civilian courts. As of April 2012, 169 remained in detention at GITMO (Sutton, 2012).

An assumption made by the Bush administration in selecting this location was that it was beyond the jurisdiction of U.S. courts. The administration wanted to avoid any judicial oversight of how it handled detainees, characterized as “enemy combatants.” A possible legal challenge to indefinite detention with no formal charges or judicial proceedings might arise from the habeas corpus provision of the Constitution.

Article I, Section 9 of the Constitution states, “The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it.” Under this provision, persons detained by the government are entitled to a judicial hearing to determine if there is any legal basis for their detention. Some legal commentators refer to the right of habeas corpus as the “great writ of liberty” because it is a prisoner’s ultimate recourse to an impartial judge who can review the possibility that he is being held illegally by the executive (e.g., the police or the military). In nations that do not honor habeas corpus, people simply disappear into prisons without ever having their day in court.

Several controversial Supreme Court cases have come out of GITMO. One fundamental question that has been debated, but not clearly resolved, is to what extent the war on terror justifies the President’s indefinite detention of “enemy combatants” without the possibility of the minimal judicial review protected by habeas corpus? Another issue in the debate is to what extent Congress must clearly authorize the President to conduct extra-judicial detentions in order for them to be legal? In 2008, the Supreme Court’s decision in Boumediene v. Bush offered some answers to these questions. However, the deeply divided 5-4 Court and the likelihood of the protracted nature of the war on terror suggest that debate around these important questions will continue. Writing the Final Paper in this course will prepare you to participate intelligently as a citizen in this ongoing debate. Write an essay about the right of habeas corpus in the context of the war on terror. Your essay should address the following subtopics:

1. The general meaning of the right of habeas corpus in the U.S. Constitution and its relationship to the protection of other civil liberties.

2. The historical evolution of habeas corpus, including its English and American traditions.

3. Examples from U.S. history of the “suspension” of habeas corpus and their applicability to the present.

4. The relevance of habeas corpus to the contemporary U.S. situation during the war on terror, especially with respect to persons characterized by the President as “enemy combatants” or “illegal combatants.”

5. The U.S. Supreme Court’s interpretation of the right of habeas corpus with respect to “enemy combatants” or “illegal combatants” (i.e., the views of the five justices making up the majority in Boumediene v. Bush as well as the views of the four dissenting justices).

6. Your evaluation of various perspectives on this topic expressed by justices of the Supreme Court, leaders in other branches of government, and commentators in both the academic and popular media. Your assessment should consider several perspectives on this topic, including :

a. The role of the President as commander-in-chief.

b. The role of Congress in determining when habeas corpus can be “suspended.”

c. The role of the Supreme Court in protecting civil liberties, including the judicial philosophy which should guide the Court in this role, and

d. Your personal philosophy, values or ideology about the balance between civil liberties and national security in the context of an unending war on terror.

Follow these requirements when writing the Final Paper:

1. The body of the paper (excluding the title page and reference page) must be at least 1,500 words long.

2. The paper must start with a short introductory paragraph which includes a clear thesis statement. The thesis statement must tell readers what the essay will demonstrate.

3. The paper must end with a short paragraph that states a conclusion. The conclusion and thesis must be consistent.

4. The paper must logically develop the thesis in a way that leads to the conclusion, and that development must be supported by facts, fully explained concepts and assertions, and persuasive reasoning.

5. The paper must address all subtopics outlined above. At least 20% of the essay must focus on subtopic 6, above (your evaluation of arguments about the topic).