Thursday, December 13, 2007

Framers

More on the Founders of the Constitution
http://www.politics.ubc.ca/fileadmin/template/main/images/departments/poli_sci/Faculty/goux/Roche.pdf
or (actually this one is better)
http://209.85.173.104/search?q=cache:IMoc_98sPD0J:acad.fcps.org/ss/puch/apps/readings/roche.reading.doc+The+Founding+Fathers:+A+Reform+Caucus+in+Action&hl=en&ct=clnk&cd=10&gl=us

answer these

1. Read The Founding Fathers: A Reform Caucus in Action by John P. Roche
and answer the following:
a. How does Roche characterize the framers of the Constitution? Be
specific.
b. What does Roche feel was the role of political theory at the
Constitutional Convention? Be specific.
c. What evidence is there that the retrospective symmetry given to the
Constitution by The Federalist has been influential in the American political
tradition? Be specific.


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Wednesday, December 12, 2007

Charles Beard, Framing the Constitution

Here is the beginning of my post.

Read This and Answer the questions in clear unambiguous complete sentences.

http://www.cooperativeindividualism.org/beard_constitution.html

1. Contrast the philosophy and forces behind the Articles of Confederation with
those supporting the new Constitution in 1787.

2. What was the effect of the state constitutions and the Articles of
Confederation upon the dominant economic classes?

3. How does Beard characterize the delegates to the Constitutional Convention
of 1787?

4. What were the views of the delegates to the Convention on democracy and
equality, according to Beard?

5. Aside from describing the delegates as representatives of the propertied
classes desiring to protect their interests, what other evidence does Beard
present to support his thesis that the principal purpose of the Constitution was
to protect most forms of private property?

6. Beard relies on The Federalist to support his argument that the Constitution
was designed to protect the economic interest of property holders. What
arguments does Beard make based on The Federalist to support his
conclusion?


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Monday, December 10, 2007

OJ Simpson Video Discussion Questions.

OJ QUESTIONS
» Student Handout: The Main Characters and Issues of the Case

Part One Directions: Using the Web sites provided, identify the following.

1. What was the accusation against O.J. Simpson?
2. Why had O.J. Simpson become famous before the murder case?
3. Who was the main defense lawyer for O.J. Simpson?
4. What was the role of the bloody glove? What role did DNA play in the prosecution case?
5. How did the defense rebut the prosecution case?
6. What role did the Los Angeles Police Department's Mark Fuhrman play?
7. Generally, what was the reaction to the verdict in the African American community? Generally, what was the reaction to the verdict in the white community?

Part Two.
http://www.pbs.org/wgbh/pages/frontline/teach/oj/discussion.html
Answer the questions


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Wednesday, December 5, 2007

fed 51

Federalist 51 Guided Reading
1) Read The Federalist Papers #51

a)What is essential to the "preservation of liberty?" How should this 'be so constituted?'
b) Explain the following: 'A dependence on the people is, no doubt, the primary control on the government; but experience has taught mankind the necesity of auxilary precautions.'
c) In a republican government, which branch is the strongest? ID 3 ways of 'remedying this inconveniency.'
d) List 2 ways in which the federal system of the US 'places that system in a very interesting point of view,' i.e., protects against tyranny:

We will discuss in class

2) Answer the following questions


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Monday, December 3, 2007

Essay, Bicameral Legislature.

Essay Next

1) Read The Federalist Papers #39. OUTLINE. Using this information, AND that in your text (and lecture), answer the following questions.

The Framers of the US Constitution created a legislative system that is bicameral. However it is not just bicameral; the framers also established two houses of distinctly differetn character and authority.
(a) discuss two reasons why the framers created a bicameral legislature
(b) Identify one power unique to the House of Representatives, and explain why the framers gave the House that power.
(c) Identify one power unique to the Senate and explain why the framers gave the Senate that power.


You will turn in your Federalist Paper Outline, and your essay.

Federalist 39
http://thomas.loc.gov/home/histdox/fed_39.html


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Wednesday, November 28, 2007

Electoral College Essay

Essay assignment
1) A significant feature of the electoral college is that most states have a winner-take-all system
a. Describe the winner-take-all feature of the electoral college.
b. Explain one way in which the winner-take-all feature of the electoral college affects how presidential candidates from the two major political parties run their campaigns.
c. Explain one way in which the winner-take-all feature of the electoral college hinders third-party candidates.
d. Exlain two reasons why the electoral college has not been abolished.


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Monday, November 5, 2007

Chapter 10 review questions (complete)

CHAPTER 10 REVIEW QUESTIONS


1) Def legitimacy
2) Def referendum
3) Def initiative petition
a. Give 2 examples.
4) 1800 Election
a. nomination
b. tone
c. focus
d. troubling error
5) 1896 Election
a. Candidates
b. Issues
c. Campaign
6) 2004 What was GW Bush’s ‘great feat’
7) Role of US supreme court in 2000 election
8) What two key choices face every voter?
9) Suffrage? (specific amendments)
10) Enfranchisement and Voting?
11) Why not vote?
12) Rational voting theory
13) Def political efficacy
14) Define Civic duty
15) 3 reasons for low US turnout
16) def voter registration
17) Voter registration differences from state to state.
18) Define Motor Votor Act
19) Who votes? What are the trends?
20) Explain Mandate theory of elections.
21) What are the 3 major elements of voters’ decisions
22) Evaluate table 10.2
23) Most important dimensions of candidate image?
24) What is policy voting?
25) 4 conditions for policy voting?
26) Obstacle to policy voting?
27) Define The electoral College
28) What was founder’s goal of elections?
29) How does each state’s election process work now?
30) Role of small states in elections?
31) Two tasks of elections, according to democratic theory?
32) Elections and policy as 2 way street?
33) How do policy differences affect elections?
34) Explain art of Ambiguity?
35) Explain how elections affect policy?
36) How does policy affect election?
37) Define retrospective voting
38) How has democracy affected the scope of government?


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Thursday, November 1, 2007

Watergate Project.

Watergate Research Project
Watergate Project

Visual Description of Watergate
Elements:

Timeline: Detailed Timeline. Your work must be complete spanning the Pre-breakin events, through the end. Your work must demonstrate a thorough understanding of the event, AND it's significance.

People: Who was involved in Watergate. From the Top down, brief biographies of the major players, and their role in the Scandal. Also, what happened to them later? Where are they now.

Summary and Analysis: In paper form, provide A brief description description of watergate and an Analysis of it's significance for the American people, elections, and the American government. (3-5 pp)

Groups of 3. Due Wed (Green) and Thursday (Silver).
30 pts.

You will be graded on the quality and thoroughness of your work.
Sources: 4 sources, internet OK, at least one online database. See O-Cash if you need help with this.



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Monday, October 29, 2007

Chapter 3 observationsChapter 3 Observations

1. Look at the mosque on p.66. List at least 10 observations.


2. Why would Muslims see Islam as a total way of life?
3. How many Muslims are there worldwide today?
4. What accounts for the amazing early growth of Islam in the Middle East?

5. How did Islam come to be split in two main divisions…even to today?
6. Who was Muhammad and when did he receive his revelation? What is the Hijrah?
7. What is the Hadith? And how is it used?
8. Describe the Islamic idea of the Oneness of God. How is it different than Xnty?
9. Describe the path of the Hajj for the pilgrim.


10. Name and briefly explain the 5 Pillars of Islam.
11. Examine the drawing of the mosque on p.75. What things strike you as interesting

12. When does a faithful Muslim pray?
13. What happens after death to a person? Who gets to Paradise?
14. Briefly describe these festivals and when they are in our calendar:
a. Muharram
b. Ramadan
c. Lailat ul Qadr
d. Eid ul-Fitr
e. Muhammad – Maulid al Nabi
15. What kinds of instructions does the Qur’an outline for food and drink?
16. What is Jihad?
17. Explain the conservative movements within Islam.

18. In your opinion, what is the real attraction of people toward Islam?


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Tuesday, October 23, 2007

Chapter 9-1

CH 9-1
1) What is the toughest job in the world. Elaborate?
2) What does Anthony King argue of American politicians.
3) What are the 2 facets of campaigning?
4) Define nomination
5) Define campaign strategy
6) Def: national party convention
7) Def: caucus
8) Importance of caucuses (2 ex)
9) Why primaries?
10) What are presidential primaries?
11) What happened in 1968 Chicago?
12) What is the McGovern – Fraser Commission?
13) What is a superdelegate?
14) What is frontloading?
15) How are delegates allocated?
16) Role of money in Campaigns.
17) What is ‘mo’ and how do you get it?
18) 5 criticisms of primary and caucus system
19) What is a national primary
20) What is a regional primary
21) Describe trends in Convention coverage, and why.
22) Describe delegates
23) Define Party platform
24) How has media/tech changed the campaign?
25) What is direct mail
26) What factors determine media coverage?
27) Role of ads in campaigns?
28) How has media coverage changed?
29) Describe the process of organizing a campaign?
30) What is the mother’s milk of politics.
31) When did momentum for campaign finance reform begin?
32) Why did momentum for campaign finance reform begin?
33) What is the Federal Election Campaign Act?
34) What is the Federal Election Commission?
35) What is the Prsidential Election Campaign fund?
36) What is matching funds?
37) What is the role of public funding in the General elections?
38) Evaluate Fig. 9.3
39) What is full disclosure?
40) How are campaign contributions limited?
41) What is Buckley v. Valeo?
42) What is Soft Money?
43) What is McCain Feingold?
44) What are PAC’s?
45) Buckley v. Valeo and PAC’s
46) Why do candidate’s need pacs.
47) Criticism of PAC’s. Is it fair?
48) Criticism of Electyion cost?
49) Is there a correlation between money spent and election victory?
50) Spending enough is key.
51) Evaluate table 9.1
52) What is the Impact of Campaigns
53) Selective perceptions.
54) Evaluate passage dealing with Nominations and Campaigns.
55) Do Campaigns lead to an increase scope of government?


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Tuesday, October 9, 2007

Chapter 6 Reading / Lecture Guide

Chapter 6 Reading/Lecture Guide
1. Give examples of US unanimity after 9-11.
2. Describe US racial diversity.
3. Define public opinion.
4. Demography?
5. Census?
6. Weaknesses of census?
7. Describe first wave of immigration?
8. 2nd?
9. Third?
10. Political view of Miami Cubans?
11. How have immigrants fostered individualism?
12. Melting Pot
13. Minority Majority.
14. Describe Black Economic status?
15. Describe change in black political involvement?
16. Largest ethnic minority?
17. Describe status of Recent asian immigrants?
18. Which ethnic minority is in the worst position?
19. Describe the regional shift of population with time?
20. What is reapportionment?
21. What does ‘the graying of America mean?
22. What does graying of America mean for social security?
23. What is political socialization?
24. Sources of Informal socialization?
25. Describe relationship between parent’s political party affiliation and that of child?
26. What is the ‘new parent?’
27. Who watches TV news?
28. School as a political socialization agent?
29. Relationship between education and voting?
30. Describe relationship between aging and party attachment?
31. Who invented public opinion polling?
32. What is a sample? How large must it be?
33. Def. random sampling?
34. Sampling error?
35. Great example of polling error:
36. Random digit dialing?
37. Roll of Polls in American Democracy?
38. Criticism of polling?
39. Are polls really used to determine policy?
40. What is an exit poll?
41. Give an example of how wording affects outcome?
42. describe the different opinions Jefferson and Hamilton had about the ‘people’
43. Provide specific evidence of public knowledge about politics.
44. Demonstrate (w/ regard to George Bush (41)) how the media focuses on trivia, not substance.
45. What does it mean to say people lack cultural literacy?
46. What is the ‘paradox of politics’
47. Explain trends in ‘trust’ of governement.
48. Define political ideology.
49. Age and political ideology. Discuss
50. What is the role of enfranchisement and liberalization of policy?
51. What is the gender gap?
52. What is an ideologue?
53. What is a group benefit voter?
54. What are nature of the times voters?
55. What are no issue content groups.
56. List 5 ways Americans participate in politics?
57. Define political participation?
58. Define democracy?
59. Define protest?
60. Define civil disobedience?
61. Explain conventional participation?
62. Define unconventional participation?
63. Relate social0economic statue and participation
.


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Tuesday, September 25, 2007

Judaism 1. Chosen People ___________.
2. Father of Jewish People ___________________.
3. Covenant ______________________.
4. Explain the Exodus:

5. Promised Land:
6. 3 Kings:

7. Torah:

8. Define prophet, and Name 3 Prophets:

9. What are the Mishnah and Talmud:
10. Bar Mitzvah:
11. Rosh Hashanah:
12. Yom Kippur:
13. Sukkot:
14. Hanukah:
15. Diaspora:
16. Explain the Hanukkah Menorah
17. What is Sukkot


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Monday, September 24, 2007

Take Home Essay Assignment Chapter 1

Homework: Essay assessment. Ch 1.

a) Discuss the Italian Renaissance. What was it. How and where did it occur(and why)? What were the ideals of the Renaissance? How did the Renaissance change art? Literature?

b) what is the legacy of the Renaissance (p. 51). Copy the list down in outline form, and give an example for each one.

c) Based on the information in Chapter 1, sections 3 and 4, draw a chart like the one on page 57 (but add in the denominations from section 4). List for each one, 2-3 sentences that differentiate each religion/denomination from each other.


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Thursday, September 20, 2007

South America Map

South America MapWorld History
South America Map
Smith

Draw map. Draw lines. Start in Pencil. When South America Outline and Grid done, INK.
Next, draw in pencil, following items. When done, Label, and INK.
Finally, COLOR, per the Map on Page A10 and 11. ADD KEY.
Add a scale. Add the NSEW rose.
Ink.

Graded on following directions, neatness, accuracy.


Rivers/Bodies of Water:
Atlantic
Pacific
Caribbean
Amazon
Rio de la Plata
San Matieas Gulf
Gulf of San Jorge
Strait of Magellan
Orinoco River
Salado River
Sao Francisco River

Mountains:
Crisobal Colon
Mt. Huascaran
Mt. Aconcagua

Cities:
Sao Paulo
Rio de Janeiro
Montevideo
Buenas Aires
Brasilia
Santiago
Lima
Quito
Bogota
Caracas
Georgetown
Paramaribo


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Tuesday, September 18, 2007

medici

http://www.pbs.org/empires/medici/resources/docs/viewguide1.pdf


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Monday, September 17, 2007

Religions, 9/17, chapter 1 worksheet

Chapter one worksheet
Judaism
Chapter 1 Observations

1. Look closely at the picture on pg.24. List 10 observations.

2. Read the overview on pg.25. Summarize the material in 2-3 sentences.

3. What is the most striking thing you notice from the family tree on pg.26?

4. Describe the covenant between God and the Jews.

5. Summarize the contents of the Hebrew Bible and Mishnah and Talmud.

6. What is the difference between the Temple and a Synagogue?

7. Look carefully at the drawing of a synagogue on pg.31. Make note of several things you find interesting.

8. On pp.32-33 the book talks about Jewish rituals. Jot a note about each:
a. Birth

b. Bar Mitzvah

c. Marriage

d. Death

e. Mezuzah

f. Yarlmulke

9. Describe the three branches of Judaism (p.26)




10. What is a Kibbutz?


11. Describe Kosher foods.


12. Describe the shift in population of Jews between 1800 and 1995.


13. Who are the Lubavitchers?


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Monday, September 10, 2007

Africa Map Instructions

Africa Map Instructions World History
Geography Standards – Map of Africa.
Smith


Draw an 8” by 8” grid at the top of the page w/ ¼” border for top and sides. Draw grid lines. Start in Pencil. When Africa Outline and Grid done, INK.
Next, draw in pencil, the following items. When done, Label, and INK.
Finally, COLOR, per the Map on Page A17. ADD KEY.
Add a scale. Add the NSEW rose. Add a title.
Ink. – Black Ink for outline.
And, yes, do include the outline of Europe and SE Asia, at least the parts that fit on the pate.

Graded on following directions, neatness, accuracy.


Deserts
Sahara Deserts
Sahel
Western Desert
Eastern Dessert
Nubian Desert
Kalahari Desert
Namib Desert

Bodies of Water
Nile
Congo
Ubangi
Sanaga
Niger
White Volta
Black Volta
Orange River
Senegal
Gambia
Gulf of Sidra
Mediterranean Sea
Red Sea
Indian Ocean
Atlantic Ocean
Lake Chad
Victoria Falls

Mountains
Mt. Kenya
Mt. Kilimanjaro
Atlas Mountains
Ahaggar Mts.

Cities
Cape Town
Mogadishu
Djibouti
Asmara
Cairo
Tripoli
Algiers
Freetown
Nairobi
Maputo
Luanda
Libreville
Malabo
Accra
Abidjan
Conakry
Nouakchott
Rabatt


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Tuesday, September 4, 2007

MWH EXPECTATIONS

MWH Welcome
Modern World History (Honors): Luke Smith
322-3288
Email: mlsmith@bend.k12.or.us


Dear Student and Parent/Guardian,

I’m writing to present the material and expectations for the course in Honors World History. I’m looking forward to teaching you, and I hope that the class will be challenging and rewarding for you.

My curriculum is centered on the state standards for World Cultures and for other relevant Social Science standards. Daily lessons will include instruction in Western History ranging from the Greeks and Roans to the present, while developing geography skills, and encouraging an understanding of current events. This class is an Honors class, and as such the expectations are high for all students.

Instructional techniques will include research, writing, map skills, ‘hands on’ projects, group work, and lecture as we work towards becoming better informed of the world around us. Students will develop not only an understanding of history, but a better ability to teach themselves, think critically, analyze, organize their thoughts, and communicate. I will focus on technical skills: note taking, essay writing, debate, and public speaking. Also, I hope that all students will grow as individuals towards becoming good citizens, and successful people in whatever career path they follow.

Following is a list of class policies and expectations for all students. I would greatly appreciate if you and your parents/and or guardians could review the list and sign.

Please sign this, and return it tomorrow. If you include your email, I will be able to mail you grade reports every week or so.

I’m looking forward to the school year. If either you (the student) or your parents have any questions, please do not hesitate to call.

Thank you,


Luke Smith

Printed Parent Name_____________________________

Parent Signature _______________________________

Student Signature ______________________________

Parent Email:__________________________________










Classroom Policies and Expectations for Honors World History

This is the general list of class expectations. This should be basically the same as all other classes. If you have any questions about any of the specific points, please do not hesitate to call. I’m asking you to sign the list so that everyone involved knows the general expectations.

Attendance. Attendance is required. Students with unexcused absences will not be allowed to make up work.

Tardiness. A student is tardy if they are not in their seat, ready to work, when the bell rings.

Behavior: The classroom is a professional environment. Students are expected to be prompt, to participate, and to be polite and respectful towards each other and towards the teacher.

Electronic devices: In keeping with the new summit policies MOST electronic devices are banned. I’ll probably let you keep your watch. But your iPod, and your phone… well. Leave them at home.

Class Materials: Each student must have the following EVERY DAY.

Textbook
A 3 ring binder dedicated to the class.
A set of colored pencils (8 is plenty).
Pencil, and Pen (Blue or Black)
a ‘fine tip’ or ‘roller ball pen’ for maps.

If students cannot afford the materials for whatever reason, the FAN office can provide the material. The student can talk to the FAN office directly, or talk to me.

I recommend, but do not require, a ‘flash memory stick.’ The district will be providing a virtual storage space of 1 gigabyte for every student, but that may take some time. The memory stick will be a great boon for homework.

Late Policy: Late work is not acceptable. The department policy is 1 letter grade off for each day late. After the 3rd day, the work will not be accepted.

Grading: I will provide examples of work for students so that expectations are clear. Work will generally be graded within 24 hours. Grades will be posted 2-3 times per week. I will provide an individual grade report for every student weekly, and for any student or parent/guardian that requests it as frequently as requested.


Homework: This is an Honors class. As such the student will be required to perform work outside of the classroom. For every assignment, in class time will be given (including library time, computer lab time, etc.). But it is reasonable to expect a minimum of ½ to 1 hour of homework each night. Please note that many of these projects will be one or two week projects. It is assumed that the student will budget their time, so that they do not do the entire project the night before the project is due.

I understand that students have other classes, and lives outside of school. If students have legitimate needs for extensions, they should see me as soon as possible. If the students contact me in advance, I will make every reasonable accommodation.

Cheating and Plagiarism: The penalty for cheating or plagiarism is that the work will be marked as a zero. I will also contact the parent or guardian and request a conference.

Thank you,


Luke Smith


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AP INTRO

AP US Government and PoliticsExpectations


Instructor: Luke Smith
322-3288
Email: mlsmith@bend.k12.or.us


Dear Student,

I’m writing to present the material and expectations for the course in AP Government and Politics. I’m looking forward to teaching you, and I hope that the class will be challenging and rewarding for you.

The goal of the class is to give you an equivalence of a College Freshman Class in government and Politics

The course of Study is listed in the Syllabus (http://www.schoolnotes.com/97701/mlsmith.html).

Following is a list of class policies and expectations for all students. Your first assignment is to review the ‘syllabus’ and ‘policies and expectations’ with your parents.

Please sign and return this form, and include parents’ email for regular communication about grades, assignments, etc.

I’m looking forward to the school year. If either you (the student) or your parents have any questions, please do not hesitate to call.

Thank you,


Luke Smith

Parent / Guardian Name (Print)________________

Parent / Guardian Signature:__________________

Parent Email:______________________________

Student Signature:__________________________





Classroom Policies and Expectations for AP Government and Politics

This is the general list of class expectations. This should be basically the same as all other classes. If you have any questions about any of the specific points, please do not hesitate to call. I’m asking you to sign the list so that everyone involved knows the general expectations.

Attendance. Attendance is required. Students with unexcused absences will not be allowed to make up work.

Tardiness. A student is tardy if they are not in their seat, ready to work, when the bell rings.

Behavior: The classroom is a professional environment. Students are expected to be prompt, to participate, and to be polite and respectful towards each other and towards the teacher.

Class Materials: Just be prepared to read, write, talk.


Late Policy: Late work is not acceptable. Missed tests will be made up as quickly as possible during tutorial period or lunch.

Grading: Grades will be based on the following.
Daily Quizzes
Chapter vocabulary quizzes
Unit tests
Midterm and Final
Essays related to readings

Cheating and Plagiarism: The penalty for cheating or plagiarism is that the work will be marked as a zero. I will also contact the parent or guardian and request a conference.

Electronics Policy: Per the school’s new policy, mp3 players, cellphones, etc. are banned. Thanks for your support.

Thank you,


Luke Smith


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Friday, August 31, 2007

ap gov current events

APGOV CURRENT EVENTSNon-Doping Cyclists Finish Tour De France


August 30, 2007 | Online Sports




PARIS—A small but enthusiastic crowd of several dozen was on hand at the Tour de France's finish line on the Avenue des Champs-Élysées Tuesday to applaud the efforts of the 28 cyclists who completed the grueling 20-stage, 2,208.3-mile race without the aid of performance-enhancing drugs.

Finland's Piet Kvistik, a domestique with the Crédit Mondial team, was this year's highest-finishing non-doping rider (142nd overall). Kvistik claimed the maillot propre, the blue jersey worn by the highest-placed "clean" rider, on the ninth stage of the race when the six riders who had previously worn it tested positive for EPO, elevated levels of testosterone, and blood-packing.

"This is a very, very proud day for me," said the 115-pound Kvistik, who lost 45% of his body mass during the event, toppled from his saddle moments after finishing, and had to be administered oxygen, fed intravenously, and injected with adrenaline by attending medical personnel. "They say it is physically impossible to ride all of the Tour without drugs, but we prove them wrong this day."

"What day is it, anyway?" asked Kvistik, his eyes rolling wildly in his head. "I can no longer tell."

Kvistik's overall time for the Tour was 571 hours, 22 minutes, and 33 seconds, beating by over an hour the previous record for a non-enhanced rider, set by Albrect Påart during 1923's infamous ether-and-morphine-shortened race. Kvistik finished a mere 480 hours behind Alberto Contador, the overall winner, making 2007's margin between doping and non-doping riders the closest in history.

"It became most difficult for us on the 7th stage, which was almost 200 kilometers and the first stage through the mountains," Kvistik said while accepting the non-doping victor's 100-franc check from his stretcher. "Not only did the excruciating pain and weakness in my legs make it difficult to walk my bike on the steeper stretches, it was mentally very hard to know that half the other clean riders were dead or dying. Also, the other 141 riders finished the Tour in Paris that morning, which made it all that much harder."

"It's rather a shame that the Tour's 'clean' riders, or 'lanternes naturelles' as the fans call them, receive so little attention, for their monumental achievement," said cycling commentator Phil Liggett, reporting on the non-doping riders' finish for Versus-2, the little-sister network to Versus, who carried the main Tour de France coverage. "It's nearly impossible to compete in the full Tour while shot full of human growth hormone, erythropoietin, testosterone, glucocorticosteroids, synthetic testosterone, anabolic steroids, horse testosterone, amphetamines, and one's own pre-packed oxygen-rich red blood cells. To do it on water and bananas is almost heroic, no matter what one's time is."

While Kvistik's achievement is being celebrated by cycling insiders, critics of the Tour de France maintain that not enough is being done to combat the use of performance-enhancing substances in cycling's premier event.

"Nonsense—pure nonsense," said Tour general director Christian Prudhomme, who was vacationing in Switzerland as Kvistik crossed the finish line. "We have done everything we could imagine, both in terms of prize money and other incentives, to promote riders who compete without pharmaceutical aid. But we simply do not have the resources, nor the viewers the interest, to televise the entire two months it takes for a normal, unadulterated human to circumnavigate an entire nation on a bicycle."

Kvistik remains in critical condition at the Hôpital Neuilly-sur-Seine, where he was placed in a medically induced coma to aid his recovery from exhaustion, malnutrition, and loss of bone density. Attending physicians say he is not expected to return to cycling.


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MWH Current EventCHICAGO—The Occupational Safety And Health Administration released figures Monday indicating that record numbers of elementary-school art teachers are falling victim to pneumosparklyosis, commonly known as glitter lung.

Enlarge Image
Dr. Linda Norr scans a sufferer who spent more than two decades in the classrooms.

Nearly 8,000 cases were reported in 2004, the most recent year for which statistics are available. This is the highest number since the arts-and-crafts industry was deregulated in 1988.

Characterized by a lack of creative energy and shortness of breath, and accompanied by sneezing or coughing up flakes of twinkly, reflective matter, glitter lung typically strikes teachers between the ages of 29 to 60 who spend 20 hours per week in an art-class setting during the school year.

"When art teachers spend so much time in confined quarters with inadequate ventilation amid swirling clouds of glitter, it's only a matter of time before their lungs start to suffer negative effects," said Dr. Linda Norr, a specialist in elementary-school-related respiratory diseases. "Those sufferers who are not put on a rigorous program of treatment often spend their last days on respirators, hacking up a thick, dazzling mucus."

As incidences of glitter lung continue to rise, critics are accusing public schools of not doing enough to protect art teachers.

Former art teacher Miles Winfield, who recently testified before a House subcommittee on unsafe working conditions, said that, as his symptoms worsened, his principal looked the other way, fearing defamation lawsuits from the powerful glitter industry.

"Most art teachers are afraid to come forward, for fear of losing their jobs," Winfield said. "At an absolute minimum, an art teacher should be equipped with a respirator, thick goggles, and a reflective-field smock. But schools don't want to stand up to Big Glitter, which continues to insist that this stuff is safe. Schools end up falsifying the safety reports and hoping they get away with it. And they usually do."

Until heavier, less toxic forms of glitter are developed, physicians recommend using alternative media to enhance children's artwork.

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"Cheerios, cotton balls, and popsicle sticks are considered very safe," Norr said. "Avoid colored string, however, because some studies show that it could be high in yarncinogens. And if glitter is absolutely essential to the craft project, try using a glitter pen, as the particles are less likely to become airborne."

Glitter guidelines established by OSHA in 1970 allow for no more than 0.4 flakes per cm3 of the substance in the air. Yet critics say the standards were developed to protect children, who typically only spend two to three hours in art class per week, unlike teachers, who spend as many as 40 hours per week in the toxic, high-glitter environment.

Though only 47 years old, Lawrence, KS art teacher Helen Niles was forced to quit her job and lose her health insurance after her chronic glitter lung rendered her unfit for full-time work in February.

"At first, I had no idea what was going on," Niles said. "I'd wake up in the morning and I'd have this gritty feel in my mouth. The school nurse told me it was nothing, but eventually I was waking up with a shiny, sparkling stain on the pillow."

"People who have worked with glitter know that it gets everywhere if you don't sprinkle it very carefully. It can stick to your clothes and your skin," Niles said. "Imagine working in an environment where the atmosphere contains 10 parts per million, and you quickly realize what our nation's art teachers are up against."

The medical community has been slow to recognize glitter lung as a public health threat. A 1993 epidemic of sequin fibrosis, which primarily affected dancers in the Las Vegas, NV area, was seen as an isolated case. Now, however, the disease is being re-evaluated, and many doctors believe it may be the most serious occupational health hazard to hit educators since the outbreak of gold-star syndrome in the 1960s.

Epidemiologists note that the increase in glitter-lung cases is occurring simultaneously with a general rise in other classroom-related diseases. Macaroni elbow, modeling clay palsy, crayon flu, and googly-eye are sidelining thousands of teachers each year.

But despite growing medical alarm, efforts to provide adequate safety measures and health care continue to be hampered by bureaucratic red, blue, green, and yellow tape.


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Religions of World Current Event for Aug 30
NYTIMES Aug 30
Shiite’s Tale: How Gulf With Sunnis Widened

By DAMIEN CAVE
BAGHDAD, Aug. 30 — Shatha al-Musawi, a Shiite member of Parliament, first encountered the Sunni-Shiite divide on the day the Americans captured Saddam Hussein. Hearing the news with a close Sunni friend named Sahira, Ms. Musawi erupted like a child.

“I jumped, I shouted, I came directly to Sahira and I hugged her,” Ms. Musawi said. “I was crying, and I said, ‘Sahira, this is the moment we waited for.’ ”

At least it should have been: Mr. Hussein’s henchmen killed Ms. Musawi’s father when she was only 13; Sahira, too, was a victim, losing her closest uncle to the Hussein government.

But instead of celebrating, Sahira stood stiffly. A day later, Ms. Musawi said, Sahira’s eyes were red from crying. And before long, like so many Sunnis and Shiites here, the two stopped talking.

Sectarianism, the issue Ms. Musawi said she had wanted to avoid, has instead come to haunt her. She entered politics four years ago, flush with idealism, working closely with Sunnis on Iraq’s Constitution and a draft law that would compensate victims of Mr. Hussein.

Now, even for her, one of Parliament’s most independent figures, the urge to reconcile is being blacked out by distrust, disappointment and visceral anger.

Her disillusionment helps explain why the Iraqi government has missed most of the political benchmarks laid down by Congress, as the Government Accountability Office concluded in a report to be released in coming days.

And her reasons — for defending Shiite militias as a necessary response to Sunni Arab violence, for example — are personal. As with many of Iraq’s leaders, her life has been rubbed raw. After seeing Sunni neighbors kill Shiite friends, and after being pushed out of her own home by violence, Ms. Musawi has struggled to move beyond the pain and anger.

“Many Iraqis are still living in the past, and she too is affected with this predicament,” said Mohammed Mahmoud Ahmad, chairman of the victims compensation committee, where Ms. Musawi is a deputy. For Iraqis of all sects, old offenses linger for decades. And at the simple apartment in the Green Zone that she shares with her second husband (a Sunni Kurd), Ms. Musawi, 40, described a score of abuses.

She grew up in a middle-class Baghdad neighborhood, sharing a large comfortable house with six siblings, uncles, aunts and a brood of cousins.

Then one day in 1980 her father went to work and never came home. She later discovered he had been hit by a car belonging to a government official he had argued with.

Only 13, Ms. Musawi was devastated. One of her prized possessions is a photo album of faded pictures beneath sticky plastic, showing her father happy, with wavy long hair and a child in each arm.

“He was a poet, a great man,” she said. “I loved him and I was really very attached to him,” she said. “His loss made me unbalanced.”

Two years later, with the family living in a smaller house, the government struck again. On Aug. 15, 1982, the police arrested her relatives and threw them in prison because their names appeared on a list of “undesirables.”

Ms. Musawi said she ended up in a dirty cell with her relatives and other women and children. Over the next 38 days, she saw a woman give birth beside her; she heard children promising to kill Mr. Hussein. At one point, the police took Ms. Musawi’s mother away and threw ripped pieces of her son’s shirt on the floor to suggest (falsely) that he had been killed.

Captivity shook Ms. Musawi to the core. She did not want to leave when the police tried to release her because “I didn’t think life was a secure place,” she said.

Eventually, she said, she moved on through her faith and obtained a college degree after marriage, divorce and three daughters. When she and Sahira found out about Mr. Hussein’s capture, they were waiting for class at Baghdad University.

At the time, she was hopeful. “Mr. Bush promised Iraq would be a democratic and free country,” she said. “And we believed that.”

Then she laughed. It did not take long, she said, before Iraq started to fracture. In Ms. Musawi’s mixed neighborhood of Adel, Shiite mosques and religious schools closed by the Sunni-dominated government began to reopen immediately after Mr. Hussein’s fall.

Some Sunni Arabs, she said, felt threatened. Soon, Sunni customers at the tailor’s shop where she worked stopped visiting. Her own dinner guests, she acknowledged, were mostly Shiite.

Violence followed. In late 2003, Ms. Musawi said, she saw two cars of men abduct an official at a Shiite mosque near her home, tie him to a car and drag him through the streets. Some of the attackers were young men she had known as boys.

“Are you crazy?” she shouted. “Have you lost your mind?”

She said she began looking to politics as a way to restore some sanity. After starting a popular women’s group, she became one of only two women elected to her neighborhood’s district council. She said she enjoyed the work — until her Shiite colleagues started to die. In 2004 and 2005, five Shiite council members were killed, most of them assassinated.

Around the same time, gunmen killed the Shiite mayor of Baghdad, Haider Ali, who lived two houses away from her. She said another neighbor, a Sunni and one of Mr. Ali’s guards, was probably responsible.

“We were shocked, really,” she said. “We used to have friends, neighbors. In every moment, when you met a person, you didn’t think: Is he Shia or Sunni? Of course you’d notice, but it didn’t matter.”

Then at some point, she said, it switched; sect became the defining characteristic for Iraqis. Her Sunni friends told her she did not understand. Being Sunni used to count for something, they said.

But what, Ms. Musawi thought, of the Shiites, who never counted before and were viciously oppressed?

Ms. Musawi said she left Adel secretly in 2005, when she joined the National Assembly, the precursor to the Parliament. One of her daughters was still in high school, and she feared an attack.

Despite such concerns, she resisted the more extreme elements in Iraqi politics. Turning down invitations from other Shiite parties, she joined a group of moderates in the Solidarity bloc and was elected to Parliament in 2005.

Only one Sunni sits with Ms. Musawi on the victims committee, Khalaf al-Maula. In an interview, he described Ms. Musawi as open-minded.

“She respects other people’s opinions and listens to them even though she has a different viewpoint,” he said.

Ms. Musawi says she shares the Sunnis’ opposition to splitting the country into autonomous sectarian regions, and understands elements of the Sunni position. “Some of it is this feeling of patriotism, and a sense of how you should act in a fight against occupation and foreign forces on your land,” she said.

But her own positions and comments are now cut with a sharper sectarian edge.

In Parliament three months ago, she shouted down her colleagues for standing by as Sunni extremists in Diyala Province killed hundreds of Shiites. When the speaker, a Sunni, smirked, she screamed: “Why are you laughing, Mr. Speaker? I want to know why you’re laughing.” (He waved her away: “Leave it to the women,” he said.)

Ms. Musawi, though loyal to the more moderate Grand Ayatollah Ali al-Sistani, also now defends some actions of the Mahdi Army, the militia loyal to Moktada al-Sadr, the anti-American cleric, saying that it has filled a necessary void.

“The government couldn’t protect the people,” she said. “They couldn’t save them. The Sadrists did that.”

When asked about accusations that the Mahdi Army forced innocent Sunnis out of the Hurriya neighborhood, which borders Adel, she said Shiites had no time to sift the innocent from the guilty because Sunnis were killing Shiites.

She says the basic problem is that too many Sunnis will never accept Shiite rule. Just as galling, she said, they refuse to accept responsibility for the sins of Mr. Hussein, the Baath party or today’s extremists.

“The Sunnis never felt how much we suffered,” she said.

Sunnis say they, too, were victims of Mr. Hussein’s tyranny and are even now being pummeled by Shiite death squads or American soldiers. Asmaa al-Dulaimi, a member of Parliament and the daughter of Adnan al-Dulaimi, who leads the main Sunni bloc, said Ms. Musawi and her Shiite colleagues exaggerated their own victimhood for political gain.

“All of these claims are part of the fake oppression they pretend they endured,” she said.

Statements like these leave Ms. Musawi seething, and she says she has come close to quitting several times. When she is asked what it would take for Shiites to reconcile with Sunnis in government, a mix of anger and hurt can be heard as the current leaders suddenly seem to merge in her mind with the Baathists of old.

“I can’t stand seeing them controlling things again,” she said. “I can’t stand seeing them in power.”

If her opponents reach out a hand to shake on a deal, she said, “I think the other hand is hiding a dagger.”

Diana Oliva Cave, Wisam A. Habeeb and Khalid al-Ansary contributed reporting.


Copyright 2007 The New York Times Company
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AP GOV SYLLABUS

AP US Government
Syllabus

AP US GOVERNMENT
Syllabus

Texts:
The course uses the following texts.

Textbook:
Government in America (Edwards/ Wattenberg/Lineberry)

Primary Source collections:
Readings in American Government (Woll)

Current Events:
NY Times Online
Bend Bulletin

Daily instruction:
Note taking techniques/ study techniques/ group discussion.
Lecture Discussion on Material
Discussion of Current events
Instruction in analysis of graphs, charts and political cartoons from our textbook.
Assessment (objective multiple choice, subjective FRQ questions)
Review of assessments for better understanding of test taking techniques

Assessment:
Each chapter is followed by a 10 question, multiple choice quiz, and 2 FRQ questions.

Assessment includes practice in analyzing and interpreting data and other information relevant to U.S. government and politics, providing questions similar to those found on the AP US government and politics exam. These include assessment of students ability to read graphs, and charts, and political cartoons. Also, students will demonstrate an ability to relate primary source documents to contemporary political questions.

During the course of final test preparation, 3-4 FULL AP exams are presented. The time allowance becomes shorter and shorter.

Bi-weekly current events quiz or essay.

After the Exam, the students will write a term paper.


Material to be presented (With specific reading assignments). Material will be assessed as we go through FRQ’s and Objective tests

I Constitutional Underpinnings (5-15%)
3 Weeks

Lineberry 1. Introducing Government in America.
Woll CH 1
• John Locke, Second Treatise, Of Civil Government.
• John P. Roche, The Founding Fathers: A Reform Caucus in Action.


Lineberry 2. The Constitution.
Woll CH 2
• Charles A. Beard, Framing the Constitution.
• James Madison, Federalist 47, 48, 51.
• Laurence H. Tribe and Michael C. Dorf, How Not to Read the Constitution.
• Levine Chapter 1


Lineberry 3. Federalism.
Levine Ch 3
Woll – 2
• Alexander Hamilton, Federalist 16, 17.
• James Madison, Federalist 44.
• James Madison, Federalist 39.
• James Bryce, The Merits of the Federal System.
• McCulloch v. Maryland, 4 Wheaton 316 (1819).
• United States v. Morrison (2000).
• Morton Grodzins, The Federal System.
• David Broder, A Republic Subverted.


II Political Beliefs/Political Behaviors (10-20%)
5 Weeks

Lineberry 6. Public Opinion and Political Action.


Lineberry 9. Nominations and Campaigns.

Lineberry 10. Elections and Voting Behavior.
Levine 10, 12
Woll – 4
• David R. Mayhew, Divided We Govern.
• V.O. Key, Jr., A Theory of Critical Elections.
• Benjamin Ginsberg and Martin Shefter, Politics by Other Means.
• Bernard R. Berelson, Paul F. Lazarsfeld, and William N. McPhee, Democratic Practice and Democratic Theory.
• V.O. Key, Jr., The Responsible Electorate.
• Buckley V. Vaelo 263 424 U.S. (1976).
• Federal Election Commission v. Colorado Republican Federal Campagin Committee (Colorado II).
• Senator Mitch McConnell, et al. v. Federal Election Commission.
• Thomas E. Mann and Norman J. Ornstein, Myths and Realities about the Bipartisan Campaign Reform Act of 2002.

III Political Parties, Interest Groups, Media (10-20%)
5 Weeks

Lineberry 8. Political Parties.
Woll – 4
• James Madison, Federalist 10.
• E. E. Schattschneider, Party Government.
• California Democratic Party et al. V. Jones, Secretary of State of California, et al. Supreme Court of the United States (2000).
• Report of the Committee of Political Parties, American Political Science Association, Toward a More Responsible Two Party System.
• Martin P. Wattenberg, Perspectives on American Political Parties.


Lineberry 11. Interest Groups.

Woll – 5
• Jeffrey M. Berry, Madison's Dilemma.
• David B. Truman, The Governmental Process.
• Theodore J. Lowi, The End of Liberalism: The Indictment.
• Mark J. Rozell and Clyde Wilcox, Interest Groups and the American Political System.
• Larry J. Sabato, The Misplaced Obsession with PACs.

Lineberry 7. The Mass Media and the Political Agenda.

Levine 9 and 13


IV Institutions: Congress, the presidency, bureaucracy, federal Courts (35-45%)
12 Weeks

Lineberry 12. Congress.

Woll – 8
• James Madison, Federalist 53, 56, 57, 58, 62, 63.
• Morris P. Fiorina, The Rise of the Washington Establishment.
• Lawrence C. Dodd, Congress and the Quest for Power.
• Timothy E. Cook, Media Power and Congressional Power.
• Edmund Burke, Speech to the Electors of Bristol.
• Richard F. Fenno, Jr., If, As Ralph Nader Says, Congress Is “The Broken Branch,” How Come We Love Our Congressmen So Much?.
• Nelson W. Polsby, Congress-Bashing for Beginners.
• David R. Mayhew, Congress: The Electoral Connection.
• Richard F. Fenno, Jr., Home Style and Washington Career.


Lineberry 13. The Presidency.
Levine - 15
Woll – 6
• Alexander Hamilton, Federalist 70.
• Clinton Rossiter, The Presidency-Focus of Leadership.
• Richard E. Neustadt, Presidential Power.
• Thomas E. Cronin and Michael A. Genovese, Presidential Paradoxes.
• James David Barber, The Presidential Character.
• Youngstown Sheet and Tube Co. v. Sawyer 343 U.S. 579 (1952).
• United States v. Curtiss-Wright Export Corporation 343 U.S. 304 (1936).
• Aaron Wildavsky, The Two Presidencies.
• Sidney M. Milkis, The Presidency and Political Parties.
• Nelson W. Polsby, American Presidential Elections: The Last One and the Next One.

Lineberry 14. The Congress, the President, and the Budget: Politics of Taxing and Spending.

Lineberry 15. The Federal Bureaucracy.
Levine 17
Woll - 7
• Peter Woll, Constitutional Democracy and Bureaucratic Power.
• James Q. Wilson, The Rise of the Bureaucratic State.
• 
Lineberry 16. The Federal Courts.
Woll – 9
• Alexander Hamilton, Federalist 78.
• Marbury v. Madison 1 Cranch 137 (1803).
• John P. Roche, Judicial Self-Restraint.
• Bush v. Gore United States Supreme Court (2000).
• William J. Brennan, Jr., How the Supreme Court Arrives at Decisions.
• Justice Sandra Day O'Connor, Constitutional Liberty and the Right to Abortion.
• Chief Justice William H. Rehnquist, Liberty, Privacy, and the Right to Abortion.
• Justice Antonin Scalia, Liberty and Abortion: A Strict Constructionist's View.


V Public Policy, 3 Weeks (5-15%)

Lineberry 17. Economic Policy Making.
Lineberry 18. Social Welfare Policymaking.
Lineberry 19. Policymaking for Healthcare and the Environment.
Lineberry 20. National Security Policy Making.

VI Civil Liberties/Civil Rights 3 Weeks (5-15%)

Lineberry 4. Civil Liberties and Public Policy.
Woll -3
• Antifederalist Paper No. 84 On the Lack of a Bill of Rights.
• James Madison, Before the House of Representatives in 1789 Proposing Amendments to Add a Bill of Rights to the Constitution.
• Gideon v. Wainwright 372 U.S. 335 (1963).
• Oliver Wendall Holmes, The Need to Maintain a Free Marketplace of Ideas.
• New York Times v. Sullivan 376 U.S 254 (1964).

Lineberry 5. Civil Rights and Public Policy.

Woll -3
• Plessy v. Ferguson 163 U.S. 537 (1896).
• Brown v. Board of Education of Topeka 347 U.S. 483 (1954).
• Brown v. Board of Education of Topeka 349 U.S. 294 (1955) .
• Engel v. Vitale 370 U.S. 421 (1962).
• Zelman v. Simmon-Harris Supreme Court of the United States (2002).
• Roe v. Wade 410 U.S. 113 (1973).
• Adarand Constructors, Inc. v. Pena 515 U.S. 200 ( 1995).


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