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Federalism & Separation of Powers

TABLE OF CONTENTS

SYLLABUS..................................................................................................................................................... 1

STUDENT PREPARATION STRATEGY………………………………………………………………..4

BOPPPS LESSON PLAN…………………………………………………………………………………..5

POWERPOINTS ................................................................................................................................................. 9
TEST QUESTIONS…………………………………………………………………..................................28
RUBRICS…………………………………………………………………………………………………..29
SHOWCASE PRESENTATION………………………………………………………………………….32
REFLECTIVE ESSAY…………………………………………………………………………………….45

Federal Government 2305 1

Fall 2015,

WELCOME TO THE FEDERAL GOVERNMENT CLASS!!!!

Instructor contact information

Instructor:Prof.Nathalie Celeri Cordoba
Email: [email protected]
Additional number: 832-373-7552

Course Title: Federal Government Term and Fall 2015
Year:

Course Number: 2305 8/24/2015 - 12/13/2015

Course Section: 6016 Class Days &
MW 11:00am -12:20

Times:

Credit Hours: 3

University Park / Bldg 1
Class Room Location:

12 room 625

Federal govt 2305

In our efforts to prepare students for a changing
world, students may be expected to utilize computer
technology while enrolled in classes, certificate,
and/or degree programs within LSCS. The specific
requirements are listed below:

Getting ready

Required Material:

American Politics Today, 4th Edition, William T. Blanco
and David T. Canon.

Instructor guidelines and policies

Attendance: Students are required to attend all classes and be prepared to work.
Students must have all needed supplies as none will be supplied for them.
Students will be required to take notes, and participate in class discussions.

Readings:Reading will be extensive and not all information will be discussed in class. Students MUST keep
up with assigned readings to do well in the course. Students will also be tested on their understanding of
readings in chapter quizzes.

Assignments: Correct grammar, capitalization, punctuation, and complete sentences must be used in all
writing assignments.
Failure to turn in an assignment on time will result in a zero.
Should extenuating circumstances arise, the student is responsible for notifying the instructor by phone or by
email before the due date.
Only one submission per student will be accepted, for all assignments, including exams, presentations, and
papers.

Make-up Exams: Students should contact the instructor prior to missing a scheduled examination by phone,
in-person, by e-mail. An opportunity to take an alternative examination will be offered to those who make
prior contact with the instructor. Missing an exam and not informing the instructor will result in a zero.

Cell phones and Computers: All cell phones ,headphones, and other electronic devices must be turned off 2
during the class. Laptops and tablets are allowed in the classroom for the purpose of note taking only.

Federal govt 2305

Course overview

For details go to http://research.lonestar.edu/cat/catsrch.asp
Catalog Description:
Origin and development of the U.S. Constitution, structure and
powers of the national government including the legislative,
executive, and judicial branches, federalism, political
participation, the national election process, public policy, civil
liberties and civil rights.

Student Learning Outcomes:

1. Explain the origin and development of constitutional democracy in the United States.
2. Demonstrate knowledge of the federal system.
3. Describe separation of powers and checks and balances in both theory and practice.
4. Demonstrate knowledge of the legislative, executive, and judicial branches of the federal
government.
5. Evaluate the role of public opinion, interest groups, and political parties in the political system.
6. Analyze the election process.
7. Describe the rights and responsibilities of citizens
8. Analyze issues and policies in U.S. politics.

In my syllabus I state that Reading will be extensive and not all information will be discussed in
class. Students MUST keep up with assigned readings to do well in the course. Students will also
be tested on their understanding of readings in chapter quizzes.

At the beginning of the class I ask the students questions about the chapter we are about to study
,I ask them what they thought about such and such so I can see if they read their chapter or not.

During the class I use the book all the time since we need to have and read the Constitution all the
time.So I ask the Students “what article of the Constitution deals with….?”


 

Build reading assessment into the grading structure by giving them Multiple Choice
Questions and quizzes:At the end of some classes students will have a short MCQ Quiz or/and
True /false questions or short answers-questions based on the daily class and assigned
readings.There will be at least one (sometimes more)per chapter.Since it is based on the readings
as well the students have to read to be able to answer all the questions.

Another strategy I use is
Current Events analysis presentation :Each student (or a group of two students) will choose a
current event (piece of legislation,court case,foreign or social policy related legislation or
event,presidential action of their choice),summarize and analyse it .Then the student(s) will make
a 10 minutes oral presentation of their current event analysis to the class ,at the end of the
presentation students will be able to ask questions and a discussion/debate will follow. Class
participation will be required.

Governement class is not only theory ,it is everyday life,it is on the news everyday that s why I
have my students do the current event presentation,to have them read the newspaper and the
news,and choose a topic related to our federal class of course and in that way they will
summarize,analize and explain to the class threir event,what they think of it and will answer
students’ and professor’s questions.


 

BOPPPS LESSON PLAN

COURSE: GOVT 2305
Nathalie Celeri-Cordoba
Lesson Title: Federalism & Separation of Powers

Bridge: Short piece of TED video on separation of powers and federalism will be played
http://ed.ted.com/lessons/how-is-power-divided-in-the-united-states-government-belinda-stutzman
Class asked:What was the video about?what concepts did it introduce? (comprehension)
Today we ll be studying the concept of Federalism and the separation of powers in the U.S
Estimated time: 3 min

Course Student Learning Outcome:
1-Demonstrate knowledge of the US federal system and separation of powers

Learning Objectives: By the end of this lesson, students will be able to
1- Explain the concept of federalism in the U.S. (Bloom levels knowledge and comprehension,application,synthesis)
2-Understand the differences among delegated (enumerated) powers, reserved powers, and implied powers.(Bloom:comprehension,synthesis)
3-Describe separation of powers and checks and balances in both theory and practice (comprehension,application,analysis,synthesis)

Pre-Assessment:
I use a 10 min written quiz on previous chapter(s),it will include MCQ,True/False and short answer questions.
I Orally ask the students questions on the chapter’s reading and The Constitution’s articles of today’s lesson (to make sure they kept up with chapter’s reading).
Then I link concepts they learnt in the previous classes to the ones we will see today to show a logical continuation through out the chapters.

Estimated time:15min

Participatory Learning: Learner Activities Lesson Materials
HIGHLIGHT AND LABEL THE FOLLOWING:

• 4 questions with Bloom’s level identified
• New instructional technology you are trying
• At least one classroom assessment technique (CAT)

Time Instructor Activities

5 min Concept analysis : Federalism Class asked: Slides with definition of federalism to
Studying the concept of federalism -What is federalism? show after the students made up a
Instructor gives definition -Could you try altogether to give me a definition
definition?
(bloom:knowledge,comprehension,synthesis)

15 State vs Federal Powers: -According to the Constitution,what are the state’s -Students have the Constitution in their

min Instructor reads out loud some abstract of articles of the Constitution and federal govt’s powers? textbook

and has students read aloud parts of others (bloom comprehension) -Powerpoints explaining the balance of

(articles 1 section 8 and article 2,article 3,art 4,art 6 and X amendment) -What is the relationship between federal powers between states and federal govts

Questions asked to students government and states? (analysis)

Instructor explains

8min Separation of Powers: Explain the concept of separation of powers? http://ed.ted.com/lessons/how-is-power-
Introduce video on separation of powers (comprehension,synthesis) divided-in-the-united-states-government
and then ask questions about the three branches belinda-stutzman

15 Small groups activity on the 3 branches. -Each group has to explain its powers, -slides on separation of powers and
checks and balances
min Divide class into three groups (one for each branch) and what checks it has over the two -textbook

Each group will introduce its branch other branches

Then the instructor asks questions to each group and then will explain -In your opinion, which of the three

each branch branches has the most power? Defend

your answer (evaluation)

10 jeopardy game on today’s lesson and concepts (federalism and Students will constitute teams and game displayed on screen
min separation of powers) will answer true false questions and https://www.superteachertools.net/jeopardyx/jeopard
fill in blanks review-
game.php?gamefile=1395751352#.Viq5eVzN4wP

https://www.superteachertools.net/jeopardyx/jeopard

Post-assessment: New Technology game called “connect Fours’:on federalism and separation of powers.
With this game students will have 16 clues and they will have to find 4 groups of 4 connected clues. It allows students to remember concepts and make a link between
them,identify what they have in common,what important concept they are refering to.
So I can assess if the students can identify and link the different concepts of the federalism and separation of powers lesson
http://www.classtools.net/connect/201511_k2F9Eb

Estimated time: 3min
Summary: How will you close the lesson?
Address any missed or misunderstood questions
CAT: Minute Paper: students answer 2 questions (What was the most important thing you learned during this class? And What important question remains unanswered?)
Good way to close the lesson and see if there are some concepts they haven't understood or that they would like me to add to the lesson and explain them. So i could address thei
questions right away and have them leave the class with no misunderstood or unanswered questions

Estimated time:10 min

ATTACH ANY LESSON MATERIALS (SLIDES, HANDOUTS, ETC.)



What is federalism?

s  A Federal System of government is one in which power
is shared between both the federal government (the
central or national government) and the
state ,provincial or regional governments.

s  A Unitary Government gives power to the national
government ,it is the most common system of
government

s  A Confederal System gives power to the states only
(the U.S under the Articles of Confederation)

Constitutional Convention: Framers distrustful of a centralized national
government.

èS  olution: a Federal Government with strong but limited national powers.

Constitution of 1787 was the framework for the world’s first federal system

Dividing sovereignty between two
different levels of political entities,
the nation and the states to provide
a “double security . . . to the rights

of the people.’’ Madison, The
Federalist No.51.

Federalism , separation of powers
and checks and balances as basic

principles of American
constitutional liberty.


 

Balancing National and
State powers
 

s  Federalism: dividing power between national and state governments

s  strong national government to provide national security and efficient
economy

s  Distinction between national and state government is inherent throughout
Constitution

s  Two levels of government check each other

Madison is The Federalist No.
39: the Government created by

the Constitution is “partly
national and partly federal”

Madison in The Federalist No.
45: “The powers delegated by
the proposed Constitution to
the federal government are few
and defined…Those which are

to remain in the State
governments are numerous and

indefinite."


 

federalism

NATIONAL
  Shared
  STATE
 
 
GOVERNMENT
  powers
  GOVERNMENTS
 

National
  State
 Governments
 
Government
 

National powers

s  Specific powers are given to both the national and state
(local) governments some are shared by both ,some
powers are denied to either government

s  Federal powers are implied or listed in the
Constitution.

s  Powers of National Government found in
Preamble ,article I Section 8,article II,article III,article
IV especially section 4:

National powers

-3 categories:
s  Delegated powers: Powers written in the Constitution

(i.e., power to regulate trade)
s  Implied Powers: Powers not exactly written in the

Constitution - based on the Necessary & Proper Clause

s  Inherent/Exclusive Powers: Powers given to the
national government because it is the only
representative of the entire nation ,not found in a
specific clause of the Constitution (i.e., war
powers,foreign affairs)

Necessary & Proper Clause

s  Known as the Elastic Clause
s  Article I, Section 8, Clause 18
Is a broad grant of power to the national government.
s  Basis for the implied powers given to Congress “To make all laws

which shall be necessary and proper for carrying into execution the
foregoing powers…”
 

Supremacy
 clause
 

Article VI, Section 2
The Constitution and treaties of

the United States are “the
supreme law of the land”
If state law conflicts with

national law or the
Constitution ,the national

perspective wins

State powers

s  All powers not listed in the Constitution are considered to be reserved
to the states.

s  Reserved Powers: Powers of the state government /.guaranteed by
10th Amendment (i.e., public schools, marriage laws,conduct
elections)

s  Concurrent Powers: Powers shared by both the national and state
levels of government (i.e., power to tax,making laws,transportation)

s  Basic state powers: choose electors for electoral college, business
licenses,marriage licenses,education rules,criminal laws made not
federal,promoting public safety,police powers

s  Prohibited powers: also known as restricted powers,they are denied
to the federal gvt,the state gvts or both.For instance states cannot enter
into any treaty or alliance.

Separation of Powers

s  One of the fundamental principles of the U.S
Constitution

s  In order to avoid tyranny,Madison in The Federalist No
48 “the accumulation of all powers, legislative,
executive, and judiciary, in the same hands, whether of
one, a few, or many, and whether hereditary, self-
appointed, or elective, may justly be pronounced the
very definition of tyranny”

s  First 3 articles of the Constitution

3 branches:
-L  egislative (Congress) makes law. Article I gives Congress ‘all legislative
powers’
-E  xecutive (President,vice president,executive departments) executes
laws.Article II
- Judicial (Courts) applies and interprets laws article III ‘The judiciary
power…vested in one supreme court and inferior courts’
- Separation of powers but there ll be some overlap between the three
branches:Congress passes law but Executive branch must enforce it


 

Checks and Balances

s  As part of this separation of powers, each of the three branches have
“checks and balances” on the authority of the other two; the power of
each branch is limited or”checked” by the other two so none gain too
much power

s  although each branch is formally separate from the other two, the
Constitution often requires cooperation among the branches

s  Examples:Federal laws, are passed by Congress and signed by the
President.The judicial branch has the authority to decide the
constitutionality of federal laws but judges depend upon the executive
branch to enforce court decisions.

Checks on President

•  The President appoints
federal judges and
department heads
(secretaries) with the
"advice and consent" of the
Senate , so the nominations
must be approved by the
Senate

•  President is commander in
chief of the armed forces
but the Congress has power
to declare war

s  Supreme Court has judicial review regarding President and
executive’s decisions

s  Legislative can impeach the President

Checks on Congress

s  The legislative branch passes laws, but under Article 1 section 7 the president
can veto it, which in turn can be overridden by the congress.

s  Use of pocket veto by President
s  Judicial review,Supreme Court can declare a law passed by Congress as

unconstitutional
s  The Supreme court can rule a law passed by as unconstitutional, and therefore

invalidè judicial review

Checks on judiciary

s  Congress the power to create and organize federal courts other than the Supreme
Court and to determine their jurisdiction

s  the congress can amend (change) the constitution to overturn judicial decision
s  judges can be impeached ,that s the main check on the judiciary.

Multiple choice questions:

1-When the power of one branch of government is blocked by the power of another
branch of government, this is the concept of : (level 1.Knowledge)
A-Checks and balances
B-Separation of powers
C-Federalism
D-Implied powers

2- At a national level,powers written in the Constitution are called: (level 1
Knowledge)
A-Implied powers
B-inherent powers
C-Delegated powers
D-Basic powers
-What is federalism? (knowledge)
-what is the relationship between federal government and states? (analysis)
-Do you think individual states should have more or less power compared to the
federal government when implementing laws dealing with important topics such as
legalization of marijuana,abortion,gay marriage etc? (evaluation)

- Why does James Madison cite the Full Faith and Credit Clause as one that promotes
“harmony and proper intercourse among the states”? (level 1,2,3,4)

 
-Explain the concept of separation of powers? (comprehension)

- In your opinion, which of the three branches has the most power? Defend your
answer.(level 6 evaluation)

Case brief exemplary 4pts Effective 3pts Medium 2pts Weak 0 or 1pt

Statement of Facts All "Key" facts are Relevant facts are Facts are recorded and Facts are not or barely
recorded and organized recorded legibly and legible but are not in recorded.
What are the relevant in an extremely neat are somewhat paragraph form. And
issues? and orderly fashion. organized. However, some facts are missing No issues are cited.
(Paragragh form) Some key facts are
What are the lower missing. Less than half of all Courts’s ruling and
courts rulings? All issues/relevant relevant and issues are reasoning aren’t
disputes are addressed Some issues/relevant addressed provided
What Rule of Law is (Plaintiff/Defendant) disputes are addressed.
involved? Not all the different No rule of law cited or
Each court’s ruling and (e.g. Listing the issues Courts’ rulings are legal citation.
reasoning is well presented by one party provided (lower court
described and instead of both) missing, for instance)
explained. Different
levels of courts shown Courts’ rulings are
stated but reasoning not
explained deeply
enough.

Correct Rule of Correct Rule of Law Incorrect Rule of Law
Law/Amendment provided with provided with
provided and stated inaccuracies in rule inaccurate rule
accurately when explanation. explanation. Or rule of
providing rule law provided without
explanation. explanation

Supreme court’s Supreme court’s Supreme court and Inacurrate analysis of No Supreme court ‘s
decision and reasoning ruling or reasoning
reasoning and ruling justices’ reasoning, the ruling, reasoning provided
Conclusion
Why is it a landmark explained, different ruling, and opinions not and decision provided Conclusion not
case provided.
justices’s opinions explained enough or without explanation

described. How the some key factors of the

Constitutional issue has decision are missing,

been addressed well

described

Student effectively ties Conclusion provided

analysis to conclusion. Student provides without explanation or

Student provides definitive conclusion. transition.

definitive conclusion However, conclusion

by transitioning clearly does not coincide or

from the analysis effectively transition

provided. Student is from the analysis

able to explain the provided. Student

impact of this decision doesn’t really explain

on future cases ,rulings why this is a landmark

and how it changed the case

jurisprudence

Analytic rubric to give students feedback on the several skills to assess in the project.

The purpose of the Supreme Court Case project is to assess students ability to find constitutional issues in a court case ,explain
and analyze this rule of law as well as the reasoning of both parties as well as the different levels of courts hearing the case ,
show their understanding of the Court system and explain why they think this is a landmark case.
Feedback on their ability to find a case that had constitutional isues, explain those issues and reasoning of both parties and
courts and being able to explain with original though what make this case a landmark case.

Nathalie Celeri-Cordoba GOVT 2305

ACP
 Showca

Name:
 Nathalie
 Ce
Discipline:
 GO
Date:11/23

ase
 Por.olio
 

eleri-­‐Cordoba
 
OVT2305
 
3/2015
 

Federalism
 &
 Sep

1-Student Prepa

2-BOP
-CA

-Ques
-Techn

3-Refle

paraGon
 of
 Powers
 

aration Strategy

PPPS:
AT
stions
nology

ection

Student Preparation S

•  In
 the
 syllabus
 It
 is
 stated
 that
 Readin
informaGon
 will
 be
 discussed
 in
 class
assigned
 readings
 to
 do
 well
 in
 the
 co
tested
 on
 their
 understanding
 of
 read


 
•  At
 the
 beginning
 of
 the
 class
 I
 ask
 the

chapter
 we
 are
 about
 to
 study
 ,I
 ask
 t
such
 concept
 or
 issue
 so
 we
 have
 a
 d
readings.
 

 
•  During
 the
 class
 I
 use
 the
 book
 all
 the
and
 read
 the
 ConsGtuGon
 all
 the
 Gme
“what
 arGcle
 of
 the
 ConsGtuGon
 dea
it
 aloud.
 

Strategy:Reading

ng
 will
 be
 extensive
 and
 not
 all
 
s.
 Students
 MUST
 keep
 up
 with
 
ourse.
 Students
 will
 also
 be
 
dings
 in
 chapter
 quizzes.
 
 
e
 students
 quesGons
 about
 the
 
them
 what
 they
 thought
 about
 
discussion
 based
 on
 the
 daily
 

e
 Gme
 since
 we
 need
 to
 have
 
e.I
 always
 ask
 the
 Students
 
als
 with….?”and
 have
 them
 read
 













BOPPPS-­‐
 PARTICI

1)Concept
 Analysis
 :Federalism
 (5min)
 
•  Introducing
 the
 Concept
 of
 Federalism
 
•  Class
 answers
 quesGons::
 What
 is
 federalis

definiGon?
 (knowledge,comprehension,syn
•  Instructor
 gives
 definiGon
 
 
•  Slides
 with
 definiGon
 and
 explanaGon
 of
 fe

•  2)State
 vs
 Federal
 Powers
 (15
 min)
 
•  Instructor
 reads
 some
 abstracts
 of
 ConsGtu

(art
 1
 S8,art2,art3,art4,art6
 and
 X
 amendm
•  Class
 answers
 quesGons:According
 to
 the
 C

federal
 govt’s
 powers?(comprehension)
 
-­‐What
 is
 the
 relaGonship
 between
 federal
 gov
•  Students
 have
 ConsGtuGon
 in
 textbook
 
•  Powerpoints
 on
 balance
 of
 powers
 betwee

IPATORY
 LESSON
 

sm?Could
 you
 try
 altogether
 to
 give
 me
 a
 
nthesis)
 
ederalism
 
 

uGon
 and
 has
 students
 read
 aloud
 others
 
ment)
 
ConsGtuGon,what
 are
 the
 state’s
 and
 
vernment
 and
 states?
 (analysis)
 
 
en
 States
 and
 Federal
 govts
 

Instructor
 explains
 each
 branch
 
Powerpoints
 on
 SeparaGon
 of
 Powers
 
Textbook
 







Instructor can assess whether the stud
different concepts of the federalism a

http://www.classtools.net/connect/201