Gov: Forms of Government

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Content Objective:

Compare and contrast constitutional democracies with authoritarian regimes; presidential and parliamentary governments; and federal, confederal, and unitary systems of government.

Language Objectives:

  • Understand, learn, and use new vocabulary that is introduced and taught directly through informational text and direct instruction.
  • Identify and/or summarize main ideas, facts, supporting details, and opinions in an informational and/or practical selection.
  • Read and synthesize information found in various parts of charts, tables, or diagrams to reach supported conclusions.

Learning Target:

Students will explain the advantages and disadvantages of various political and economic systems and compare the ways in which power is distributed in systems of shared power.

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Types of Government

All societies develop some form of government. These governments fall into three broad groups: rule by the one (monarchies and dictatorships), rule by the few (theocracies and single-party states), and rule by the many (parliamentary and presidential democracies).

Monarchies are one of the oldest forms of government still found in the world today. For monarchal government to have survived for thousands of years, it must have enduring attractions. One of those attractions is efficiency. A second advantage is a clear line of succession. A third is the unifying power of monarchy.

Dictators take and hold power by force. Dictatorships share some of the advantages of absolute monarchies. Power is centralized in the hands of a single military or political leader who can get things done efficiently.

A theocracy is a government headed by religious leaders. A single, state-supported religion encouraged political and social unity. It also ensured that political decisions were in line with the people’s moral values and beliefs.

In a single-party state, the constitution allows only one political party to govern. Power is exercised by the leading members of the party, who form the nation’s political elite, or a small group of people within a larger group who have more power, wealth, or talent than the others.

In the direct democracy citizens meet regularly as an assembly to make decisions. Each citizen had an equal voice in public affairs and decisions, once made, had widespread support. This form of government is time-consuming.

In a parliamentary democracy, voters elect lawmakers to represent them in the nation’s parliament. The party that wins a legislative majority forms a new administration. The legislative majority then selects a member of parliament to serve as the nation’s prime minister, or chief executive.

In a presidential democracy, voters choose a president to lead the government as the head of the executive branch. They also elect lawmakers to represent them in a national legislature.

Distribution of Power

In almost all nation-states, government power is exercised at a minimum of two levels: national and regional. Just how power is distributed between these two levels depends on which system of government a country has: unitary, federal, or confederal.

In a unitary system of government, the constitution concentrates power in the national or central government. The main advantage of unitary systems is that it promotes national unity by having all parts of a country follow the same laws and policies.

In a federal system of government, the constitution divides power between the national government and the regional governments. The main advantage of such a system is the flexibility it gives regional governments in meeting the needs of different language and ethnic groups.

In a confederal system, power resides in the regions, which are independent states. The regions grant only as much power to the national government as needed to maintain security and to coordinate activities among the regions. It allowed the states to unite for some purposes without giving up the power to run their own affairs.

Types of Economic System

Just as forms of government vary from one nation to the next, so do economic systems. An economic system is a way of organizing the production and consumption of goods and services. The way a society uses the factors of production is determined by its economic system. Three basic types of economic systems exist in the world today: traditional, market, and command.

In a traditional economy, people rely on time-tested customs to answer the three fundamental economic questions. People in traditional economies provide for themselves. Most people in a traditional economy live at a subsistence level, producing just enough goods to feed, clothe, and house their families.

In a command economy, the government answers the three basic economic questions. In a pure command economy, the means of production are publicly owned. Government planners decide what goods and services should be produced and how. They also determine how goods and services should be distributed to consumers and at what cost.

In a market economy, individual producers and consumers answer the three basic economic questions. In a pure free-market economy, the government plays little or no role in economic affairs. Another name for a market economy is a free enterprise system. A free enterprise system relies on the profit motive, economic competition, and the forces of supply and demand to direct the production and distribution of goods and services.

Pure forms of traditional, market, and command economic systems do not exist today. In the real world, most countries have mixed economies that fall somewhere in between. A mixed economy blends reliance on market forces with some government involvement in the marketplace. The degree of that involvement varies from country to country.

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Disclaimer

The views and opinions expressed here are those of the students and speakers of our government classes and do not necessarily reflect the views or positions of this website, institution, or organization. Any views or opinions are not intended to malign any religion, ethnic group, club, organization, company, or individual.

Gov: Power to Rule

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Content Objective:

Understand that there are different ways for governments to be organized and to hold power.

Language Objectives:

  • Understand, learn, and use new vocabulary that is introduced and taught directly through informational text and direct instruction.
  • Identify and/or summarize main ideas, facts, supporting details, and opinions in an informational and/or practical selection.
  • Read and synthesize information found in various parts of charts, tables, or diagrams to reach supported conclusions.

Learning Target:

Students will describe the concept of power and how it influences politics and shapes government authority.

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Sources of Power

There are five sources of power: persuasion, formal authority, expertise, coercion, and rewards. For persuasion, power flows from the power holder’s ability to persuade or influence others. In formal authority, power comes from the power holder’s position and duties within the organization. For expertise, power is derived from the power holder’s specific skills or expertise. Under coercion, power springs from the power holder’s ability to punish or penalize others. For rewards, power comes from the power holder’s ability to give something of value, such as money, responsibility, or praise. Political leaders often combine these sources of power to get citizens to act in a certain way.  For example, a political leader might speak to the nation, which combines formal authority and persuasion, about offering tax breaks (a reward) to people who buy fuel-efficient cars.

Legitimacy of Power

Leaders whose power and authority are accepted by the people they govern as valid are said to have legitimacy. Legitimacy rises and falls depending on the willingness of those being led to follow those doing the leading.

The mandate of heaven is a doctrine of legitimacy that would endure for more than 2,000 years. According to this doctrine, the ruler was the “son of heaven” and thus had authority over “all under heaven.” The ruler retained this right only so long as he ruled his subjects in a moral manner. If he failed to rule well, the mandate of heaven would pass to someone else.

In the 1500s, powerful European monarchs proclaimed a similar doctrine of legitimacy, known as the divine right of kings. This doctrine, like the mandate of heaven, held that monarchs represented God on Earth. Because their right to rule was divine, or God-given, monarchs did not have to answer to the people for their actions. God had granted them absolute power to govern as they saw fit.

English philosophers Thomas Hobbes and John Locke popularized what became known as the social-contract theory of government. According to this theory, the legitimacy of a government stems from an unwritten contract between the ruler and the ruled. Under the terms of this contract, the people agree to obey a ruler in exchange for the ruler’s promise to protect their rights. A ruler who breaks this contract by abusing power loses legitimacy and should be removed from power.

Political Games

Politics is a form of competition. Politicians and citizens who engage in political activity are all players in the game of politics. The following are the goals and strategies of five political games.

Horse trading is described as winning by giving to get. Horse trading is the kind of hard bargaining that goes on in politics. The key players are often politicians who want something that they cannot get without help from their political opponents. The objective of the horse trading game is to achieve a “win-win situation,” in which both players walk away satisfied. The basic strategy involves giving up something one’s opponent wants in exchange for something of equal or greater value.

Walkout is winning by refusing to play. The walkout game is similar to horse trading in some ways. But instead of giving something to the opposition, players take something away usually themselves. They walk out of the game and refuse to return until the opposition agrees to give them something they want.

Power struggle is winning by being smarter and stronger than the opposition. Politics often involves power struggles between people with very different goals. When engaged in such a struggle, clever politicians try to win by outfoxing or overpowering their opponents.

Demolition derby is winning by wiping out the opposition. While the goal of the power struggle game is survival in a sea of enemies, the aim of demolition derby is the complete destruction of one’s opponents. The key players in demolition derby are those who command the means of force. They include military leaders, dictators, and monarchs. Players use a variety of strategies, ranging from fear and intimidation to murder and massacres, to wipe out the opposition.

Civil disobedience is winning by shaming the opposition. At the opposite end of the spectrum from demolition derby players are those who forsake violence for the moral high road. The key players in the political game of civil are people of conscience, moral crusaders whose goal is to end some social or political evil. Their strategy involves publicly shaming the opposition. They accomplish this by deliberately disobeying what they consider an unjust law. The word civil in this game’s name means having to do with citizens. As the name suggests, the players in this game are usually ordinary citizens protesting an injustice. In this game, the protest typically involves an in-your-face but peaceful confrontation with authorities. By remaining nonviolent, the protesters hope to contrast their high oral vision with the unjust laws and actions of the government.

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Disclaimer

The views and opinions expressed here are those of the students and speakers of our government classes and do not necessarily reflect the views or positions of this website, institution, or organization. Any views or opinions are not intended to malign any religion, ethnic group, club, organization, company, or individual.

Gov: Class Syllabus

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Class Description

“We the people of the United States, in order to form a more perfect union…” These are the first words of the United States Constitution, the country’s most important government document. What did the framers of this document envision as a “more perfect union?” In this course, you will explore the result of their vision—the American government. You will discover how the founders created a democracy based upon the ideals of liberty, equality, and self-government. You will explore how the government is structured and how it operates, and you will examine the three branches of government—legislative, executive,
and judicial—that make up the system of checks and balances. You will find that although the Constitution in principle grants certain rights and liberties to the people, many groups have not been allowed those rights in practice and have had to fight for them. But as you will discover, the very nature of the United States government means that the people have a voice, and that the Constitution is a living document, because it can be adapted and amended to change with the times.

Class Objectives

After completing this course, students will be able to:

  • Describe the ideals that the United States was founded upon, and discuss their lasting influence on the nation’s politics.
  • Distinguish between civil rights and civil liberties, and explain how these rights and liberties are achieved through politics.
  • Explain how citizens participate in public affairs during elections and through intermediaries such as political parties, interest groups, and the media.
  • Discuss the ways Americans think politically, and describe the effect their opinions have on government.
  • Describe the division of political power among the executive, legislative, and judicial branches of government.
  • Debate the proper relationship between the people and the government.
  • Explain how the policies of the United States reflect the nature of its political system and its people, and why they tend to be piecemeal and reactive.
  • Compare and contrast the structures of the federal, state, and local governments.

Student Learning Targets

  • Students will describe core elements of early governments that are evident in United States government structure.
  • Students will compare and contrast the United States’ republican form of government to direct democracy, theocracy, oligarchy, authoritarianism, and monarchy.
  • Students will examine and evaluate documents related to the Constitution and Supreme Court decisions (such as Declaration of Independence, Federalist Papers, Anti-Federalist Papers, the Constitution, the Bill of Rights, and Constitutional amendments).
  • Students will examine and analyze provisions of the Oregon Constitution and the U.S. Constitution.
  • Students will analyze the impact of constitutional amendments on groups, individuals, institutions, national order.
  • Students will analyze political parties, interest and community groups, and mass media and how they influence the beliefs and behaviors of individuals, and local, state, and national constituencies.
  • Students will explain the roles and responsibilities of active members of a democracy and the role of individuals, social movements, and governments in various current events. 
  • Students will examine the pluralistic realities of society recognizing issues of equity and evaluating the need for change.
  • Students will examine the power of government and evaluate the reasoning and impact of Supreme Court decisions on the rights of individuals and groups (for example, Marbury v. Madison, Roe v. Wade, D.C. v. Heller, Loving v. Virginia, Plessy v. Ferguson, Obergefell v. Hodges, Brown v. Board, Cherokee Nation v. Georgia, Reed v. Reed, Oregon Employment Division vs. Smith, Korematsu v. US, Dartmouth v. Woodward, Mendez v. Westminster, etc.).
  • Students will examine institutions, functions and processes of United States government.
  • Students will evaluate the relationships among governments at the local, state, tribal, national, and global levels.
  • Students will examine the institutions, functions, and processes of Oregon’s state, county, local and regional governments.
  • Students will analyze United States foreign policy and the role of institutions and interest groups in creating policy and evaluate their impact on the United States and the international community.

Required Class Materials:

  • Notebook
  • Writing utensils (pens, pencils, etc.)
  • Textbook

Classroom Behavior/Course Expectations

  • Come to class prepared each day.
  • Attend and participate
  • Listen without interrupting.
  • Share new knowledge.
  • Respect self, others, and property

Academic Dishonesty Policy
Cheating will not be tolerated. Any cheating will result in a zero grade for the assignment.

Course Assessment
Course unit assessments will be as teacher determines. Students will be notified when the assessment will take place.

References

  • The American Democracy, by Thomas E. Patterson
  • American Democracy, by Thomas E Patterson
  • Government Alive Power Politics and You, by Diane Hart
  • United States Government, by Richard C. Remy
  • We the People, by Ken Quigley, Charles N, Ken Rodriguez
  • Crash Course Government and Politics

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Disclaimer

The views and opinions expressed here are those of the students and speakers of our government classes and do not necessarily reflect the views or positions of this website, institution, or organization. Any views or opinions are not intended to malign any religion, ethnic group, club, organization, company, or individual.

News & Current Events

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News & Current Events is an integral component to studying and applying the fundamentals of United States government and the political system. The idea is to afford you the opportunity to follow important events and issues arising in the United States and provide commentary and insight, making connections to Government class content.

Get in the Habit of Reading/Watching the News

Ways to follow current events:

  1. Watch an evening network news program. Local news is great for weather, sports, and local soft stories, but they do not cover politics and governmental events like the networks do.
  2. Read the Washington Post or the New York Times. Read the editorial and opinion section as well as letters to the editors.
  3. Read the front page section of http://www.msn.comhttp://www.cnn.com, or http://www.nytimes.com.
  4. Watch C-SPAN and CSPAN-2 for coverage of the House of Representatives and the Senate. In addition, there are excellent evening and Sunday programs on the Supreme Court and the White House.
  5. Read weekly news magazines such as TimeNewsweek, or U.S. News and World Report.
  6. Listen to a radio talk show. There are numerous programs and hosts available to choose from.

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Disclaimer

The views and opinions expressed here are those of the students and speakers of our government classes and do not necessarily reflect the views or positions of this website, institution, or organization. Any views or opinions are not intended to malign any religion, ethnic group, club, organization, company, or individual.

Econ: Semester 1 Ends

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Semester 1 Grades

Econ: Semester Exams – Periods 6 & 7

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Good luck.

Show what you know.

Econ: Semester Exam – Period 5

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Good luck.

Show what you know.

Econ: Semester Exams – Periods 3 & 4

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Good luck.

Show what you know.

Econ: Semester Exams – Periods 1 & 2

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Good luck.

Show what you know.

IES: Class Period & Overall Winners

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Summit Class Rankings

Per 2Per 3Per 6Per 7
1SenegalRomaniaUkraineAzerbaijan
2MoroccoColombiaGermanyMexico
3CroatiaIndonesiaBulgariaUnited Kingdom
4EcuadorBrazilPeruBotswana
5ThailandSouth KoreaAustraliaHungary
6IranAustriaSingaporeBangladesh
7MongoliaEl SalvadorParaguayNorway
8LuxembourgGuatemalaBelgiumLaos
9ChinaHondurasLithuaniaSpain
10MozambiqueNetherlandsCosta RicaGhana
11JapanCzech RepublicPhilippinesGabon
12New ZealandBosnia and HerzegovinaArgentinaJordan
13PortugalAlbaniaMalaysiaGreece
14KazakhstanUruguayChileEstonia
15Saudi ArabiaNamibiaGeorgiaLatvia

Period 2 Summit Class Winner: Team Senegal

Period 3 Summit Class Winner: Team Romania

Period 6 Summit Class Winner: Team Ukraine

Period 7 Summit Class Winner: Team Azerbaijan

Summit Overall Rankings

  1. Azerbaijan – P.7
  2. Mexico – P.7
  3. Ukraine – P.6
  4. United Kingdom – P.7
  5. Hungary – P.7
  6. Bangladesh – P.7
  7. Norway – P.7
  8. Senegal – P.2
  9. Laos – P.7
  10. Morocco – P.2
  11. Romania – P.3
  12. Spain – P.7
  13. Croatia – P.2
  14. Ecuador – P.2
  15. Thailand – P.2
  16. Colombia – P.3
  17. Indonesia – P.3
  18. Iran – P.2
  19. Brazil – P.3
  20. Mongolia – P.2
  21. South Korea – P.3
  22. Germany – P.6
  23. Ghana – P.7
  24. Gabon – P.7
  25. Jordan – P.7
  26. Bulgaria – P.6
  27. Luxembourg – P.2
  28. Peru – P.6
  29. Greece – P.7
  30. China – P.2
  31. Mozambique – P.2
  32. Estonia – P.7
  33. Australia – P.6
  34. Japan – P.2
  35. Austria – P.3
  36. Singapore – P6
  37. El Salvador – P.3
  38. Paraguay – P.6
  39. Botswana – P.7
  40. Belgium – P.6
  41. Lithuania – P.6
  42. New Zealand – P.2
  43. Guatemala – P.3
  44. Costa Rica – P.6
  45. Honduras – P.3
  46. Netherlands – P.3
  47. Czech Republic – P.3
  48. Bosnia and Herzegovina – P.3
  49. Philippines – P.6
  50. Portugal – P2
  51. Argentina – P.6
  52. Albania – P.3
  53. Uruguay – P.3
  54. Kazakhstan – P.2
  55. Malaysia – P.6
  56. Namibia – P.3
  57. Chile – P.6
  58. Latvia – P.7
  59. Georgia – P.6
  60. Saudi Arabia – P.2

Congratulations Team Azerbaijan

Summit Overall Winner

Period 7

7 countries finished in the top 10

Team Azerbaijan, Team Mexico, Team United Kingdom, Team Hungary, Team Bangladesh, Team Norway, Team Laos