Unit Two, Chapter 5 Journal Entries Outline

In your Blackboard course, open Unit Two and then Chapter 5. Follow the instructions in the course to
complete the journal. You can use the checklist below to help you keep track of your work.

Please complete each entry as you read. This will help you remember what you learn and prepare you
for your assignments. Your journal will also become a useful study tool for the final exam.

Entry 1: Chapter 5, Lesson 1 – Congressional Membership

As you read this chapter lesson’s Reading Essentials, you’ll encounter the following questions. Please
answer them as you read and use this checklist to make sure you didn’t miss anything.

☐ What are some of the differences between the House of Representatives and the Senate?
Senators have longer terms of office and represent their entire state. Representatives have shorter
terms and are elected from districts. The House of Representatives is larger. It makes rules to limit
debate and encourage majority rule. The Senate is smaller. It makes rules that give more power to
the minority.

☐ What salary and benefits do current members of Congress enjoy?

Most members of Congress have earned $174,000 a year. They have many benefits in addition
to their salaries. They have medical care and their own gymnasium. They have large allowances
to pay for staff, trips home, telephones, and newsletters. They receive income tax benefits for
having two homes, one in their home state and one in the capital. They also get pensions of up
to 80 percent of their salaries and have a 401(k) plan.

☐ Attach your personal notes.

☐ Attach the table where you listed the qualifications for representatives and senators.

☐ Attach your Chapter 5 Video Worksheet – Role of the Legislature.

☐ Reminder: if you want, take the optional mini quiz for this chapter lesson to check your
understanding.

If you’ve checked all the boxes, move on to the Chapter 5, Lesson 2 reading!

Entry 2: Chapter 5, Lesson 2 – The House of Representatives

As you read this chapter lesson’s Reading Essentials, you’ll encounter the following questions. Please
answer them as you read and use this checklist to make sure you didn’t miss anything.
 ☐ What skills and experience do you think the House majority and minority leaders must
develop and demonstrate? How could these skills and experience help them eventually
become Speaker of the House? Do you have any of these skills, and if not, how would you
gain them?

House members consider a number of factors when choosing leaders. A member’s personal
reputation, interactions with other members, legislative skills, expertise, experience, length
of service, and knowledge of the institution are taken into account. Members tend to
choose leaders who are in the ideological mainstream of their party and represent diverse
regions of the country. The positions that a member has held in Congress, such as service on
important committees, are evaluated. Fundraising ability, media prowess, and
communications skills are increasingly important criteria for leadership. The ability to forge
winning coalitions and the connections that a member has to leaders in the Senate or the
executive branch are factored into the decision.

☐ Reminder: if you want, take the optional mini quiz for this chapter lesson to check your
understanding.

If you’ve checked all the boxes, move on to the Chapter 5, Lesson 3 reading!

Entry 3: Chapter 5, Lesson 3 – The Senate

As you read this chapter lesson’s Reading Essentials, you’ll encounter the following questions. Please
answer them as you read and use this checklist to make sure you didn’t miss anything.

☐ There were no journal prompts. Feel free to respond to the reading in any way you find
helpful or ask questions as needed.

☐ Attach the worksheet called Improving How Congress Works. This worksheet links to 10
short video clips from C-SPAN that will help you complete a graphic organizer.

☐ Attach your personal notes.

☐ Reminder: if you want, take the optional mini quiz for this chapter lesson to check your
understanding.

If you’ve checked all the boxes, move on to the Chapter 5, Lesson 4 reading!

Entry 4: Chapter 5, Lesson 4 – Congressional Committees

As you read this chapter lesson’s Reading Essentials, you’ll encounter the following questions. Please
answer them as you read and use this checklist to make sure you didn’t miss anything.

☐ Choose one committee that interests you most. What do you want to know about its work?
Where could you go or with whom could you talk to find answers to your questions? What
 types of laws and policy do you think it might specialize in? Find out who is on that
committee and learn how to contact at least one of those senators or representatives.

A: A committee that interests me is the Ethics Committee. I would want to know how they
decide what is ethical and what isn’t, as that is not a definite concept; people might have different ideas
of what is right or wrong, so it can be hard to come to a consensus about this subject. To find answers to
my questions, I could take a look at the committee website or try to e-mail one of its members. I think it
might specialize in laws and policies that determine standards of conduct and social behavior. Some of
the members of the Ethics Committee are Theodore E. Deutch, Susan Wild, Dean Phillips, and Veronica
Escobar. There is a phone number on the committee website, as well as a fax number. It is also possible
to contact the senators directly by searching for their e-mails on the Internet

☐ Attach your personal notes.

☐ Attach a graphic organizer for the types of committees.

☐ Attach the Congressional Baseball Card activity (see the Chapter 5 folder in Blackboard).

learn-us-east-1-prod-fleet02-xythos.content.blackboardcdn.com.pptx (live.com)

☐ Reminder: if you want, take the optional mini quiz for this chapter lesson to check your
understanding.
If you’ve checked all the boxes, move on to the Chapter 5, Lesson 5 reading!
Entry 5: Chapter 5, Lesson 5 – Staff and Support Agencies
As you read this chapter lesson’s Reading Essentials, you’ll encounter the following questions. Please
answer them as you read and use this checklist to make sure you didn’t miss anything.

☐ What do legislative assistants and caseworkers do? How are their roles different?

Caseworker - Most offices have several caseworkers that divide up the federal agencies and
deal with constituent questions and problems (a lost Social Security check, a denied
veterans’ benefit, etc.) associated with those agencies’ programs. Some caseworkers also do
legislative research or correspondence on matters relating to the agencies in which they
have specialized.

Legislative Assistant (LA) - The LA typically monitors legislation through the committee
review stage and on the floor, and works under the supervision of the Legislative Director to
initiate and advance legislation sponsored or supported by the lawmaker. The LA must be
knowledgeable of the committee system and the rules of the House and Senate, and meets
with lobbyists and constituents interested in the proposed legislation. In addition, the LA
typically performs other tasks such as handling the Member’s legislative correspondence,
drafting legislation, writing floor speeches, monitoring Committee activity, and meeting with
constituents and special interest groups.

Look at the web page of your Representative or one of your Senators. Does it show the
names, titles, and contact information of the staff? If so, what can you learn about the
staff’s experience and responsibilities? If not, why do you think some or all of the staff
might be “invisible”?

☐ How do personal staff and committee staff differ?

The difference between the personal staff and the committee staff is that the personal staff
deals directly with the Congress person that they are employed with and manage things that
deal with the Congress person’s constituencies. Committee staff draft legislation, evaluate
information, work out compromise language and perform the nitty-gritty technical work in
legislative markups. They frequently specialize in specific legislative areas within a
committee jurisdiction.

☐ Attach your personal notes.

☐ Reminder: if you want, take the optional mini quiz for this chapter lesson to check your
understanding.

If you’ve checked all the boxes, move on to the Chapter 6, Lesson 1 reading!
Unit Two, Chapter 6 Journal Entries Outline

Entry 6: Chapter 6, Lesson 1 – Constitutional Powers

As you read this chapter lesson’s Reading Essentials, you’ll encounter the following questions. Please
answer them as you read and use this checklist to make sure you didn’t miss anything.

☐ Article I, Section 8 of the Constitution lists (or enumerates) the powers of Congress. The last
clause is especially interesting, as it says that Congress has the power to enact any laws
“necessary and proper” to carry out the 17 enumerated powers listed in that same section.
Decide whether you think the laws listed below are necessary and proper to carry out
congressional powers. (Use the textbook copy of the Constitution or the National Archives
copy of the Constitution to identify the powers of Congress listed in Article I, Section 8.)

Yes No Laws
A law-making certain drugs illegal nationwide
A law requiring states to lower their speed limits or lose federal highway
funds
A law taking farm properties owned by banks and turning them over to
farmers
A law establishing a new government agency to fight terrorism
A law requiring people to purchase health insurance if they do not have
coverage
A law banning picketing at the funerals of servicemen and servicewomen
killed in action
A law giving the president the power to veto individual items in spending
bills

Look at news articles from the last few years and see if you can find at least one of these
laws in the news. For example, see if you can find laws about drugs or veto powers of the
president. Provide a link to the article.

☐ There is a common thread among limits to constitutional powers of the legislative branch
that relates to liberties. Based on this common thread, state a generalization about why the
Framers created a limited government.

The powers of Congress have limits. One important limit is the Bill of Rights, protects
individual freedoms.

☐ Review each proposed law listed below. Determine whether Congress has the power to
make that law under the commerce clause. If not, explain why Congress does not have this
power under the commerce clause.
 • a law that requires all states to use uniform warning signs and signals for trains;
Congress hopes this law will prevent freight train crashes. Yes…trains travel on
railways from state to state.
• a law that bans factories that make products that are sold in other states from
employing children under the age of 18; Congress hopes this law will protect
children from working too much. No…can ban products not factories but can fine
the factory for violating child labor laws.
 a law that prohibits all U.S. farmers who sell vegetables from growing more than
500 pounds of tomatoes each—even for their own consumption; Congress hopes
that this law will boost falling tomato prices by reducing the number of tomatoes on
the market. No…cannot ban production of legal products. Can give subsidies to
entice farmers NOT to grow products, though.

☐ Attach your personal notes.

☐ Reminder: if you want, take the optional mini quiz for this chapter lesson to check your
understanding.

If you’ve checked all the boxes, move on to the Chapter 6, Lesson 2 reading!

Entry 7: Chapter 6, Lesson 2 – Investigations and Oversight

As you read this chapter lesson’s Reading Essentials, you’ll encounter the following questions. Please
answer them as you read, and use this checklist to make sure you didn’t miss anything.

☐ Why do you think the power to investigate is a critical power of Congress?

The important powers of Congress include the ability to investigate social and economic
misconduct and to oversee how government agencies perform. A standing committee or a
select committee may conduct investigations. Congressional investigations not only help
legislators make better policy decisions, but they are central to the system of checks and
balances. Investigatory hearings can uncover presidential abuses of power and corruption,
such as the Teapot Dome scandal in the 1920s or Watergate in the 1970s.

☐ How does Congress limit the power of the executive branch?

The President in the executive branch can veto a law, but the legislative branch can override
that veto with enough votes. The legislative branch has the power to approve Presidential
nominations, control the budget, and can impeach the President and remove him or her
from office. Congress uses oversight in several ways. It makes executive agencies report to
it. The power to approve funding for programs gives Congress another means of overseeing
the executive branch.

☐ Attach your personal notes.

☐ Reminder: if you want, take the optional mini quiz for this chapter lesson to check your
understanding.

If you’ve checked all the boxes, move on to the Chapter 6, Lesson 3 reading!

Entry 8: Chapter 6, Lesson 3 – Congress and the President

As you read this chapter lesson’s Reading Essentials, you’ll encounter the following questions. Please
answer them as you read, and use this checklist to make sure you didn’t miss anything.

☐ At the end of 2012, the U.S. economy was recovering from a deep recession. Federal budget
deficits were soaring, and tax cuts for Americans of all economic levels were due to expire.
Economists warned that letting the cuts expire could push the economy “off a fiscal cliff.”

President Obama pushed to continue the tax cuts for all but the wealthiest citizens.
Congressional Republicans objected to any increase in taxes and called for deeper cuts in
government spending.

President Obama and the Speaker of the House, John Boehner, were unable to reach an
agreement that would satisfy conservative House Republicans. When these negotiations
failed, the Senate Republican leader met with the vice president and crafted a compromise:
Only Americans with incomes over $400,000 would face an increase in income taxes. A
payroll tax cut for taxes that fund Social Security would be allowed to expire; federal
unemployment benefits would be extended; and massive spending cuts would be delayed.

This compromise passed both the House and Senate, though most House Republicans
refused to support it. On January 2, 2013, President Obama signed the American Taxpayer
Relief Act into law.

 What was the conflict described above between the president and Congress?
 Do you think the underlying cause of the conflict was more philosophical or political?
In your opinion, which type of conflict would be harder to resolve?
 What steps were taken to resolve the conflict? Why do you think negotiations
between the Senate Republican leader and the vice president were more successful
than talks between the president and the Speaker?

☐ Attach your personal notes.

☐ Attach your Chapter 6 Video Worksheet – Government Shutdown.

☐ Reminder: if you want, take the optional mini quiz for this chapter lesson to check your
understanding.

If you’ve checked all the boxes, move on to the Chapter 7, Lesson 1 reading!
Unit Two, Chapter 7 Journal Entries Outline

Entry 9: Chapter 7, Lesson 1 – How a Bill Becomes Law

As you read this chapter lesson’s Reading Essentials, you’ll encounter the following questions. Please
answer them as you read and use this checklist to make sure you didn’t miss anything.

☐ Explore one of the websites that covers the U.S. Congress. Take notes about how it is
organized, how easy or difficult it is to navigate, and how clearly concepts are explained.

https://www.congress.gov/search?q={%22source%22:%22legislation
%22}&searchResultViewType=expanded

Then choose one piece of legislation that was introduced in this session of Congress. It could
be from the House or the Senate. Record the title and bill number and the date it was first
introduced. Note where the bill is at in the process so far (is it assigned to a committee,
etc.?) Try to summarize it the best you can.

You’ll revisit this bill later at the end of Chapter 7, Lesson 3.

☐ How do private bills and public bills differ? Private bills deal with individual people or places.
They often involve claims against the government or a person’s immigration problem. The
vast majority of bills are public bills that involve general matters and apply to the entire
nation. Page 2

☐ Compare the flowchart you made for your notes with the School House Rock song “I’m Just a
Bill.” You can also watch a YouTube video of the song. (Search the Internet for other
sources as needed.) https://youtu.be/FFroMQlKiag

Flowchart https://freeparalegal.org/wp-content/uploads/2019/04/How-a-bill-becomes-a-
law.pdf https://hobnobblog.com/legislative-process-flowchart-from-the-congressional-
deskbook/ http://cedamichigan.org/wp-content/files/How-a-Bill-Becomes-a-Law.pdf

How are the steps explained in the song, and how would you update it?

☐ Why is it so difficult for a bill to become law? Is the fact that it is difficult “good” for
democracy? Can you suggest improvements for the process? Explain your ideas. Fewer
than 10 percent of all bills introduced in Congress become public laws. Creating law is a long
and complicated process that may include up to 100 steps. Page 7

☐ Attach your personal notes.

☐ Attach your Chapter 7 Video Worksheet – Passing Bills.

☐ Reminder: if you want, take the optional mini quiz for this chapter lesson to check your
understanding.

If you’ve checked all the boxes, move on to the Chapter 7, Lesson 2 reading!
Entry 10 Chapter 7, Lesson 2 – Taxing and Spending Bills
There are not journal prompts for this lesson but attach your notes.

☐ Attach your personal notes.

☐ Reminder: if you want, take the optional mini quiz for this chapter lesson to check your
understanding.

If you’ve checked all the boxes, move on to the Chapter 7, Lesson 3 reading!

Entry 11: Chapter 7, Lesson 3 – Influencing Congress

As you read this chapter lesson’s Reading Essentials, you’ll encounter the following questions. Please
answer them as you read and use this checklist to make sure you didn’t miss anything.

☐ How do members of Congress keep in contact with their constituents? Give at least 2
examples. Visits to their district, messages from voters, surveys and polls, and key
supporters. Page 4

☐ What types of regulations would control corruption related to lobbying? That has been a
subject of much discussion on Capitol Hill and beyond. Which of the following regulations
would you support? Explain why for each. Page 8, Paragraph 2

a. Banning all paid lobbying

b. Banning anyone who benefits from government funding from lobbying
c. Requiring all paid lobbyists to register with the government and to reveal on which
issues they are lobbying and how much they are being paid
d. Preventing lobbyists from giving members of Congress and their staffs any gifts worth
more than $40
e. Mandating that earmarks be identified in all spending bills
f. Preventing groups that lobby or benefit from federal funding from contributing to
political campaigns
g. Banning lobbyists from hosting events at political parties’ national conventions
h. Prohibiting former members of Congress and their staffs from lobbying Congress for
one or two years after they leave their jobs on the Hill.

☐ At the beginning of the Chapter 7, Lesson 1 reading, you picked out a bill to record in your
journal. Has the bill moved through the process at all? Compare what you see to what you
recorded in your 7.1 journal entry.

Check news sources to see if the media has covered this bill. If so, what do they say about
it?

☐ Include the graphic organizer about the influences on Congress.

 ☐ Attach your personal notes.

☐ Reminder: if you want, take the optional mini quiz for this chapter lesson to check your
understanding.

If you’ve checked all the boxes, you’re done with the Unit One journal, and your instructor will assign a final
grade! (You will skip Chapter 7, Lesson 4.)

Chapter 8 will be covered in a later unit.

Reminder
There are other activities and assignments in each unit besides the journal. Be sure you’ve worked
through each chapter folder carefully to complete all of the assignments and activities. Also be sure you
complete unit-level assignments, which can include tests, projects, and discussions.