Thursday, April 26, 2012

AP US Gov Religion Notes

Goes with religion sheet

The Establishment Clause: “Congress shall make no law respecting an establishment of religion.”  On its surface, what does this clause mean?  Overall, how has it been interpreted by the Supreme Court?
·      On the most basic level, the point of the clause is that there is no state religion
·      The SC has interpreted it to create a “wall of separation” between government and religion.  The government must be completely neutral (can’t give money to endorse a religion)

I.               Which of the following are Constitutionally allowed?  Do you see any connection/ themes?
A.             The use of state funds for bussing students to Catholic schools
1.             This is constitutional
2.             A state can give money to help religious kids pay for bussing because it is a secular purpose and a safety issue
B.             *The saying of a State written prayer in a public school
1.             Was legal until 1962
2.             Engel v. Vitale
a)             Unconstitutional for the state to write a prayer or set up tie for prayer in school (because that’s endorsing religion)
b)             Kids can pray on their own (teachers can’t force prayer)
c)             There can be religious clubs
C.            A “moment of silence” for meditation or voluntary prayer in a public school
1.             Response from religious people to deal with Engel v. Vitale
2.             Unconstitutional, because even though it does not endorse a religion, there is still a peer pressure aspect
3.             Kentucky decided put the 10 Commandments in every classroom, and this was decided to be unconstitutional.  Kentucky argued that it is a basis of our legal system, but the Supreme Court said it is endorsing religion because it is religious in nature and they are placed on their own (unlike in the SC where the 10 Commandments is balanced because there is also the Code of Hammurabi and other ancient legal writings)
D.            A “public” chaplain starting a session of Congress with a prayer
1.             Constitutional
2.             Can do this in Congress because it has always been done, and it is before adults so there is no issue of peer pressure
E.             Public school teachers can be used in parochial schools to teach remedial courses for needy children
1.             Constitutional
2.             Private schools don’t have the resources to help these kids.  The public school teachers aren’t teaching religion, they are helping children with learning disabilities (secular purpose and not endorsing religion)
3.             The wall can be penetrated
F.             The display of a nativity scene (birth of Jesus) in a public park
1.             Unconstitutional on its own (if it is with a Menorah/ Christmas tree/ other secular scenes it is Constitutional)
2.             Combining does not endorse one religion
3.             A nativity scene with a Christmas tree and Santa Clause (and not a Menorah) is fine still because the Christmas tree and Santa are secular
G.            The offering of a prayer at a public school graduation ceremony
1.             Unconstitutional
2.             Similarly, players on the field at a sporting event cannot gather for a prayer
H.            The teaching of “intelligent design” as a part of a public school’s science curriculum
1.             Intelligent design is an idea that the universe is so complex and finely tuned that there must have been a creator who designed everything.  It is trying to make creationism (teaching creation based on the Bible) scientific
2.             Unconstitutional- intelligent design is not a real science- it’s religious- and therefore it cannot be taught in public schools
I.               *A state government pays the salary of secular teachers working in parochial schools
1.             Lemon v. Kurtzman
a)             Lemon Test- used to determine when public money can be given to religious institutions (especially involving schools)
(1)           The government’s action must have a secular legislative purpose
(2)           The government’s action must not have the primary effect of either advancing or inhibiting religion
(3)           The government’s action must not result in an “excessive government entanglement” with religion
2.             Unconstitutional
The Free Exercise Clause: “Congress shall make no law prohibiting the free exercise of religion”
II.              Which of the following are constitutionally allowed?
A.             A Mormon having more than one wife
1.             Unconstitutional
a)             It’s “subversive of public order”
2.             Mormons still marry many wives, just without legal licenses
B.             An Orthodox Jew wearing his yarmulke while serving in the Air Force
C.            The US Forest Service allowing private companies to build roads and cut timber in national forests that Native Americans have traditionally used for religious purposes
D.            Forcing students to salute the flag during the Pledge of Allegiance
E.             Giving an exemption for vaccinations to schoolchildren because of religious beliefs
1.             Unconstitutional- putting other kids in the school in danger for not having the vaccination
F.             The government can draft those who have religious objections to military service
G.            Banning animal sacrifices which are part of religious ceremonies
H.            The use of peyote in Native American religious rites

Monday, April 16, 2012

AP US Gov Civil Rights Notes


Chapter 19


Civil rights v. Civil liberties:
Civil rights refers to positive actions of the government to create a more equal society.  Civil liberties refers to restrictions on the government that come from the Bill of Rights- they protect us from the government.

Aim: To examine the path from separate but equal to Brown v. Board of Ed
I.               The Fourteenth Amendment
A.             This amendment was interpreted in two ways
1.             Broad- we should have a colorblind society.  Blacks and whites should be treated equally in any situation
2.             Narrow- legally blacks cannot be treated unequally, but in social and private situations blacks can be treated differently.  This laid the ground for the Jim Crowe Laws (separate social settings- hotels, restaurants, etc.) and the Plessey v. Ferguson decision 1896 (schools can be separate but equal)
4/17/12
II.              “Baby steps” to Brown (NAACP)
A.             Overturn laws that were unconstitutional because they created schools that were obviously unequal
1.             Example: A state had a law school for whites but no law school for blacks
B.             Look at situations that are not obviously unequal but still overturn those laws
1.             Black students had the opportunity to learn in a white school, but in a separate building so they did not have access to things in the white section
C.            Brown v. Board of Ed- separate but equal is inherently unequal
D.            They (NAACP) did not go through Congress
1.             Didn’t have popular support
2.             Needed to overturn Plessey, which Congress didn’t have the power to do
III.            Brown v. Board of Ed
A.             Class action lawsuit- the decision did not only apply to Brown, but to all black kids
B.             Rationale- psychology and sociology
1.             Black kids who are in separate schools with have lower self esteem
2.             Why would he (Warren- chief justice) use this instead of the Constitution?
a)             He could’ve used the equal protection clause from the 14th Amendment to create desegregated schools, but he didn’t because when the 14th Amendment was written the issue of segregated schools was debated and the authors did not intend for the amendment at the time to desegregate schools
b)             Warren wanted a unanimous decision, so he did not want to use the 14th Amendment because that would split the Court because some justices would think that it was an improper use of it
3.             Some people have labeled this case judicial activism because it used social science
C.            Implementation
1.             The district courts would supervise the process of desegregation
2.             “All deliberate speed”- get this done quickly
D.            Was desegregation enough?
1.             It wasn’t just desegregation, it was integration (make schools mixed)
2.             Goal: “unitary, nonracial system of education”
3.             It wasn’t enough that blacks were allowed to go to white schools, they were to be mixed and make blacks go to white schools
4.             à Busing to make schools integrated
5.             If the segregated schools were because of living patterns and not a history of segregation, there was no busing
IV.            What made it easier for Civil rights activists to go through Congress
A.             Change in public opinion- white sympathy
1.             Media
2.             Saw harsh segregation (Bull Connor in Birmingham)
B.             JFK’s assassination
C.            1964 Democrats won a lot of seats in Congress
D.            1964 Civil Rights Act
1.             Ended discrimination in public accommodations (hotels, restaurants, etc.)
2.             Used commerce clause to make and enforce the act
4/19/12
Aim: Affirmative Action
V.             What is affirmative action?
A.             To deal with the legacy of discrimination (racism, sexism), people belonging to those groups deserve certain benefits and preferential treatment (equality of results)
B.             Opposition to affirmative action
1.             Call it “reverse discrimination”
2.             Believe that affirmative action is not how to fix the problem
3.             It hurts the people who get the benefits
4.             Believe in a colorblind society
5.             Equality of opportunity- don’t give minorities special benefits.  People who are most qualified should get the jobs and acceptances to colleges
VI.            Affirmative Action cases (handout with brief description of cases)
A.             Bakke Case 1978 (Regents of the University of California v. Bakke)
1.             Got rid of quotas in admissions
2.             Race can be a determining factor in admitting a student (this helps everyone, not necessarily black people because diversity on a campus helps everyone)
B.             University of Michigan Cases
1.             Gratz v. Bollinger (Undergraduate Program)
a)             Struck down on the points system in the admissions process that gave minorities extra points.  The Court felt that this was too close to a quota
2.             Grutter v. Bollinger (Law School)
a)             Just considered race- wanted to use this to overturn Bakke
b)             Court upheld the idea of using race as a determining factor
VII.           

Tuesday, April 3, 2012

AP US Gov Environmental Policy Notes

Chapter 21
4/3/12
I.               Different environmental politics
A.             Movement started with entrepreneurial politics
1.             Costs are narrow (big companies have to pay the costs) and everyone benefits
2.             Examples:
a)             At the start, power plants had to “pay the costs” by controlling their emissions, and everyone benefited from this
b)             Clean Air Act- the burden to prevent too much car emissions was at first placed on the car companies
B.             Majoritarian
1.             Transition from entrepreneurial to majoritarian- drivers began to feel the pain of cleaning the environment because the people had to pay more to drive/ go through the hassle of carpooling
2.             Costs and benefits are widespread
3.             Once policies became majoritarian rules were dictated, and the people did not support them
C.            Interest Groups Politics
1.             Acid rain
a)             Two groups were against each other- people who burned coal in the Midwest and the people in New England who got the acid rain
2.             Costs and benefits are not widespread- they are spread just amongst two groups that are fighting it out over an issue
D.            Client politics
1.             Use of insecticides/ pesticides (farmers).  Farmers don’t want to pay the costs (it would cost more to grow crops without insecticides and pesticides) and want to use insecticides and pesticides
II.               

Monday, April 2, 2012

AP US Gov Social Policy Notes


Chapter 17

3/27/12
I.               How is policy made?
A.             Majoritarian politics
1.             Benefits and costs are widely distributed
2.             Examples:
a)             Social Security
b)             Medicare
3.             These programs are preserved because everyone benefits from it
B.             Client Politics
1.             Everyone pays for it but only few people benefit
2.             Examples:
a)             Medicaid
b)             Welfare
(1)           When the program was created during the New Deal, the idea was that widowed women would get the aid.  Overtime, it became to be that black women who were never married would have a lot of kids to get more aid from AFDC, which made it unpopular
3.             These programs are vulnerable.  They are connected to our perception of the programs and if we think these people deserve our tax money
II.              FRQ 2006 on social policy
A.             An entitlement program is a program that you must meet specific criteria to be eligible to receive benefits
B.             The primary source of revenue for Social Security is taxes on people’s salaries (payroll tax)
C.            Run out of money- they will pay out more than they take in
D.            More people are retiring (baby boomers) and there are not enough young people to pay their benefits.  Also there is a longer life expectancy, so people are living off social security for longer
E.             Paid in would increase
III.            AFDC/TANF (learn from textbook)