POL2076 American Government/ Affirmative Action

Week 2

Discussion POL2076 American Government/ Affirmative Action

And Rubric Assessment

Submit your responses to the appropriate topic in this Discussion Area. Start reviewing and responding to your classmates as early in the week as possible. Be sure to be honest, clear, and concise. Always use constructive language, even in criticism, to work toward the goal of positive progress. Be sure to engage and reflect upon important text concepts and course notes within your responses.

In order for this to be a discussion, it is very important that we “converse” with one another by commenting on the other answers.

Important Note: Some of our material may be highly controversial, and while encouraging you to share your opinions, the facilitator has the right to step in if the discussion grows too contentious!! You may take issue with your classmates’ opinions, but at no time will this disintegrate into name-calling and personal slams. You are not here to change anyone’s mind, but rather to discuss, as rational educated adults, a multitude of issues.

You work in human resources in your organization and have been assigned the task of ensuring that your organization properly incorporates Affirmative Action policies into your hiring practices. Research Affirmative Action and prepare a 10-15 slide PowerPoint presentation outlining Affirmative Action and your plan to launch Affirmative Action policies within your organization.

Post your presentation to the Discussion Thread with a short introduction. Spend time reviewing other students’ presentations. Comment on at least 2 of your classmates’ presentations. Comment on differences in presentation, important talking points, sequencing of information, accuracy of content as well as overall creativity. Which presentation will be easier to present, monitor and enforce? Why?

Rubric Assessment

Top of Form

This table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method. Response

No Submission

0 points

0 %

Emerging (F-D: 1-27)

27 points

27 %

Satisfactory (C: 28-31)

31 points

31 %

Proficient (B: 32-35)

35 points

35 %

Exemplary (A: 36-40)

40 points

40 %

Criterion Score

Quality of Initial Posting

Add Feedback

No initial posting exists to evaluate.

The information provided is inaccurate, not focused on the assignment’s topic, and/or does not answer the question(s) fully. Response demonstrates incomplete understanding of the topic and/or inadequate preparation.

The information provided is accurate, giving a basic understanding of the topic(s) covered. A basic understanding is when you are able to describe the terms and concepts covered. Despite this basic understanding, initial posting may not include complete development of all aspects of the assignment.

The information provided is accurate, displaying a good understanding of the topic(s) covered. A good understanding is when you are able to explain the terms and topics covered. Initial posting demonstrates sincere reflection and addresses most aspects of the assignment, although all concepts may not be fully developed.

The information provided is accurate, providing an in-depth, well thought-out understanding of the topic(s) covered. An in-depth understanding provides an analysis of the information, synthesizing what is learned from the course/assigned readings.

/ 40

/ 40

*

Criterion score has been overridden

This table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method. Participation

No Submission

0 points

0 %

Emerging (F-D: 1-13)

13 points

13 %

Satisfactory (C: 14-16)

16 points

16 %

Proficient (B: 17-18)

18 points

18 %

Exemplary (A: 19-20)

20 points

20 %

Criterion Score

Participation in Discussion

Add Feedback

No responses to other classmates were posted in this discussion forum.

May include one or more of the following: *Comments to only one other student’s post. *Comments are not substantive, such as just one line or saying, “Good job” or “I agree. *Comments are off topic.

Comments to two or more classmates’ initial posts but only on one day of the week. Comments are substantive, meaning they reflect and expand on what the other student wrote.

Comments to two or more classmates’ initial posts on more than one day. Comments are substantive, meaning they reflect and expand on what the other student wrote.

Comments to two or more classmates’ initial posts and to the instructor’s comment (if applicable) on two or more days. Responses demonstrate an analysis of peers’ comments, building on previous posts. Comments extend and deepen meaningful conversation and may include a follow-up question.

/ 20

/ 20

*

Criterion score has been overridden

This table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method. Writing

No Submission

0 points

0 %

Emerging (F-D: 1-13)

13 points

13 %

Satisfaction (C: 14-16)

16 points

16 %

Proficient (B: 17-18)

18 points

18 %

Exemplary (A: 19-20)

20 points

20 %

Criterion Score

Writing Mechanics (Spelling, Grammar, Citation Style) and Information Literacy

Add Feedback

No postings for which to evaluate language and grammar exist.

Numerous issues in any of the following: grammar, mechanics, spelling, use of slang, and incomplete or missing citations and references. If required for the assignment, did not use course, text, and/or outside readings (where relevant) to support work.

Some spelling, grammatical, and/or structural errors are present. Some errors in formatting citations and references are present. If required for the assignment, utilizes sources to support work for initial post but not comments to other students. Sources include course/text readings but outside sources (when relevant) include non-academic/authoritative, such as Wikis and .com resources.

Minor errors in grammar, mechanics, or spelling in the initial posting are present. Minor errors in formatting citations and references may exist. If required for the assignment, utilizes sources to support work for both the initial post and some of the comments to other students. Sources include course and text readings as well as outside sources (when relevant) that are academic and authoritative (e.g., journal articles, other text books, .gov Web sites, professional organization Web sites, cases, statutes, or administrative rules).

Minor to no errors exist in grammar, mechanics, or spelling in both the initial post and comments to others. Formatting of citations and references is correct. If required for the assignment, utilizes sources to support work for both the initial post and the comments to other students. Sources include course and text readings as well as outside sources (when relevant) that are academic and authoritative (e.g., journal articles, other text books, .gov Web sites, professional organization Web sites, cases, statutes, or administrative rules).

/ 20

/ 20

*

Criterion score has been overridden

Rubric Total Score Total Total Score

Clear Override

/ 80

/ 80

*

Criterion score has been overridden

Overall Score

Overall Score

No Submission0 points minimum

There was no submission for this assignment.

Clear Override

Emerging (F to D Range)1 point minimum

Satisfactory progress has not been met on the competencies for this assignment.

Clear Override

Satisfactory (C Range)56 points minimum

Satisfactory progress has been achieved on the competencies for this assignment.

Clear Override

Proficient (B Range)64 points minimum

Proficiency has been achieved on the competencies for this assignment.

Clear Override

Exemplary (A Range)72 points minimum

The competencies for this assignment have been mastered.

Clear Override

Overall Feedback

Close

Bottom of Form

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POL2076 American Government Week2 Lecture Notes

Civil Liberties and Civil Rights

What exactly is the difference between civil liberties and civil rights?

Civil liberties are the protection of the individual’s freedoms from infringement by the government. These include things like freedom of speech, the right to bear arms, freedom of religion, and a free press.

Civil Rights are the protection by the government of the individual’s freedoms from infringement by others. These include things like equal treatment in education and the workplace. A good example is the Civil Rights Act of 1964.

Why is this distinction important?

The Bill of Rights (the 1st 10 amendments to the Constitution) is an enumerated list of rights, championed by the anti-Federalists, to keep the government from limiting the freedom(s) of US citizens. Although the Constitution cannot be changed other than by amending it, the Bill of Rights is being interpreted and subsequently altered in practice daily.

For example, our freedom of speech is not absolute and, therefore, we cannot say whatever we want whenever we want. Whether it is yelling “fire” in a crowded movie theatre, speaking out against the government during wartime, or using foul language during prime time, our government limits our freedom of speech. It does not matter whether the government’s intent is noble or not; in theory, the Constitution guards against the government’s regulation of our daily lives and personal choices.

Watchdog groups such as the American Civil Liberties Union (ACLU) and individuals such as Larry Flint of Hustler magazine or Howard Stern, radio shock jock, are constantly battling to keep the government from stepping into limit “freedoms” associated with the Bill of Rights. It does not matter whether we as individuals like the message; the Bill of Rights allows everyone equal access to those freedoms. Just because the Neo-Nazis in Northern Idaho want to march through downtown Spokane, or the local truck stop carries pornography, or the Cincinnati Museum of Art has a show featuring works that express political dissent, we are not required to agree with the message or participate. American political culture is predicated upon the theory that individuals should have the right to choose and that government should not have the power to determine what is appropriate social, political or economic behavior.

We as Americans have a unique democratic system that allows us access to a diverse range of belief systems and social practices. Democracy, in theory, gives each individual the right to make the choices that suit each citizen’s interest and conception of the good life.

Federalism

Federalism is the separation and distribution of power and decision making between the national and state governments, whereby each entity has the ability to create public policy that directly impacts its citizens. Additionally, both entities have shared powers, such as passing laws and taxation. It is important to consider however, that the idea of federalism is not very neat and tidy.

Our text differentiates between three approaches to building governance structures: (1) a federal system, (2) a confederation, and (3) a unitary system. Each type has its strengths and weaknesses.

In a federal system, the relationship between national and state government has ranged from cooperative to confrontational. The so-called shared responsibilities have created a difficult relationship between the national government and the states. Regulating firearms is an example. As if this is not difficult enough, both entities ultimately gain their power from the consent of the people.

When the federal government provides or withholds funding to states to control policy in an area in which it has no jurisdiction, we call this fiscal federalism or coercive federalism. Fiscal federalism is an example of how the federal government shapes public policy through its control over the allocation of resources. This is consistent with a very common definition of politics, “deciding who gets, what, when and how”.

This same difficult relationship can be seen in other areas, such as social welfare and education. Our Constitution clearly states that the federal (or national) government has supremacy over the states when policy conflicts. However, this does not mean that the national government has jurisdiction in every area. Fiscal or coercive federalism—the national government’s use of money to persuade states to follow a specific policy—is a tactic used to direct policies in areas of state control that have national implications.

Civil Rights Act of 1964

Before the passage of the Civil Rights Act of 1964, segregation existed in much of America with those of African-American descent having separate facilities for everything from drinking fountains and restrooms, to schools, lunch counters, hotels, entrances, and the like. This thinking also extended into the workplace. Some jobs were not available to some as the stereotype based on one’s skin color or gender dictated the jobs available. The Civil Rights Act of 1964 outlawed discrimination based on race, color, religion, sex, or national origin. The law ended unequal applications of voter registration requirements and racial segregation in schools, the workplace and public accommodations. The idea was put forth by President Kennedy in a speech on Civil Rights on June 11, 1963 and was implemented in federal government contracts. Legislation to correct these inequities was introduced and signed into law on July 2, 1964. This legislation guaranteed all citizens equal protection of the law under the 14th Amendment and protected voting rights under the 15th Amendment. This legislation codified the vision of the founding fathers where all American citizens were equal under the law and entitled to civil rights backed by the full authority and force of the Federal Government. While the initial powers to enforce this legislation were weak, over time these powers have been supplemented and increased to the point where this legislation is the significant force in protecting our civil rights today with its protective umbrella expanding to other forms of discrimination as society continues to evolve.

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