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Economics

Course outline and Study Materials Provided Below
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2020-2021 Textbook: Mateer & Coppock, Principles of Economics, 1st ed.

2022-2023: NOTE: We will be using BJU Economics, 2nd or 3rd edition. The two editions are almost identical, and the 2nd edition is much cheaper. You do not need a separate 'Workbook'. I will be linking to the Declaration of Independence, Bill of Rights, and the U.S. Constitution when we get there, so nothing else to buy. 
graph_paper_10ths.pdf
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Course Outline
​
NOTE: This course was used 2020 with the Mateer book. You can possibly re-use this course if using a college textbook. DO NOT DELETE THIS !!!!

Introduction

Unit 1: The Five Foundations of Economics
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Reading
​Mateer and Coppock, Ch. 1

Topics
  • Scarcity vs. unlimited wants
  • How individuals make choices
  • Incentives
  • Trade offs
  • Opportunity cost
  • Marginal thinking
  • Trade

Lab
"Auctioning Off Dollars" classroom experiment​

Chapter homework questions
Ch. 1: QFR #1-5, and SP #2,3,5 (8 questions total). Number your answers as they are numbered in the book, and give complete answers! 
Files
econ_lecture_foundations.docx
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Unit 2: Model Building and Gains from Trade
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Reading
​Mateer and Coppock, Ch. 2

Topics
  • Factors of Production
  • Production Possibilities curve
  • Gains from trade
​
Labs
"World Oil Supremacy" - a classroom experiment on cartels and human behavior
"Risk and Reward Game" - a classroom simulation in stock & bond portfolio allocation

Homework questions (7 total)
Ch. 2: QFR #1-4, SP #2, and SP #6 (also draw the #6 PPF and label it!) 
Then, respond to the additional 5-part problem:
  • You have a factory which can produce two products, small economy cars and bicycles. You can manufacture 100 cars in a day - OR - 1,000 bicycles in a day, but not both. (A) Draw a PPF curve for this operation, assuming the PPF curve bows out in the middle in the usual fashion. (B) Let's say you doubled the square footage of your factory: modify the PPF curve (in a different color) to reflect this. (C) Instead, let's say you hired 50% more workers: modify your PPF curve to reflect this. (D) Instead, let's say you installed a new spray finishing booth that increases your car production 50%: modify the PPF curve accordingly. (E) Instead, let's say your bicycle assembly workers went on strike (they are members of a trade union), and you had to shift some of your auto assembly workers over to the bicycle line to keep it running: modify the PPF curve accordingly. 
  • Note: Everyone will have slightly different answers to these scenarios. If possible, draw all the PPF's on one diagram, using different colors and labeling them. If you need multiple diagrams, be sure to label them. Study figures #2.2 - 2.4 for ideas. 
  • Use the graph paper provided
Files
econ_lecture_trade_and_ppf_curve.docx
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The Role of Markets

Unit 3: Supply and Demand
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Reading
Mateer and Coppock, Ch. 3

Topics
  • Supply and demand curves
  • Determinants of supply and demand
  • Shifts in supply and demand
  • The function of prices
  • Normal, Inferior, and Complementary goods

Labs
  • "Widgets and Whajamas" - to illustrate the Production Possibilities Curve or Frontier
  • "Risk and Reward Game" - a classroom simulation in stock & bond portfolio allocation
  • "World Oil Supremacy" game
Files
income_statement_example_choc_covered_jalapenos.docx
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econ_lecture_supply.docx
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econ_lecture_-_demand.docx
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Homework
yeti_coolers_-_case_study.docx
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yeti_coolers_-_wsj_article.pdf
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Ch. 3 problems: QFR #1-9, and SP #5 and 7 (11 problems total). Use the graph paper provided, or a suitable drawing app of your choice. 
Be prepared to discuss the video below using economics principles
Unit 4: Elasticity
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Reading
Mateer and Coppock, Ch. 4

Topics
  • Elasticity
  • Pricing strategies
  • Misconceptions about producers and pricing
Homework
  • Ch. 4 problems: SP #2, 4, 6 (3 problems total). 
  • Capitalism, Profits, and Justice assignment
  • "Buying a Car" assignment
4._capitalism_profits_and_justice.docx
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Unit 5: Price Controls
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Reading
Mateer and Coppock, Ch. 5

Topics
  • Price ceilings and shortages
  • Price floors and oversupply
  • Rent control
  • Minimum wages
  • Underground markets
Homework
  1. Ch. 5 problems: QFR #1-6, and SP #2, 3, 4 (9 problems total). On SP #2, change the "Quantity Supplied" column to these numbers: 290, 370, 450, 530, 610. As a result, you will now need to graph your solution to this interesting problem since the "400's" don't match anymore. You can use the graph paper posted at top. 
  2. Income Statement and Profits assignment
income_statement_and_profits_assignment
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buying_a_car.docx
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Unit 6: Efficiency of Markets and Costs of Taxation
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Reading
Mateer and Coppock, Ch. 6

Topics
  • Free markets enhance the welfare of society
  • This can be 'quantified' by analyzing consumer and producer surplus
  • Taxation creates distortions in economic behavior of both producers and consumers
  • Raising taxes doesn't always raise more tax revenue

Homework
Ch. 6 problems SP #1, 2, 3, 7 (4 problems)
Unit 7: Market Inefficiencies
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Reading
Mateer and Coppock, Ch. 7

Topics​
  • Externalities
  • Internal vs. external costs
  • Private goods vs. public goods
  • Tragedy of the Commons

​Homework
Country Research Assignment
country_research_assignment.docx
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Theory of the Firm

Unit 8: Business Costs and Production
​Reading
Mateer and Coppock, Ch. 8

Topics​
  • Income Statement (Profit & Loss statement)
  • Extrinsic vs. Intrinsic costs
  • Production function for a firm
  • Marginal product and marginal cost
  • Fixed vs. variable costs

​Homework
Ch. 8 "Study Problems" #2 and #3
Unit 9: Firms in a Competitive Market
9._market_structure & competition.ppt
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​Reading
Mateer and Coppock, Ch. 9
​
Topics​
  • Perfect Competition - Imperfect Competition - Oligopoly - Monopoly
  • "Trusts" and Antitrust Legislation - Sherman Act (1890), Clayton Act (1914)
  • How do firms set prices
  • How do firms maximize profits
  • Product differentiation and barriers to entry

​Homework
  1. Ch. 9 Study Problem #2 (snow cone problem). Do all 4 parts. 
  2. "Research a Corporation" assignment
research_a_corporation_assignment.docx
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The largest 500 U.S. Corporations
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Unit 10: Monopolies
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​Reading
Mateer and Coppock, Ch. 10
​
Topics​
What creates a monopoly?
What are the barriers to entry?
How does a monopoly determine the optimum level of output?
Calculating maximum profits

​Homework
"Monopoly Profits" - Ch. 10, study problem #3 
Using the data in the table presented in SP#3, enter it into a spreadsheet (Excel for example), add columns for total revenue (TR), marginal revenue (MR), total cost (TC), marginal cost (MC), and average per-unit cost (AC). 
Graph and demonstrate the answers to the following 2 questions:
  1. At what level of output will the monopolist maximize profits? (hint: it's where the MR and MC curves intersect)
  2. What will the profit be in dollars? 
Upload your spreadsheet and your graph.  Hint: it's going to look like the set of graphs pictured above. 
Wealth, Greed, Slavery, and Colonization assignment.docx
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Unit 11: Oligopoly and Strategic Behavior
​Reading
Mateer and Coppock, Ch. 13
​
Topics​
Collusion and cartels
Pricing strategy
Nash Equilibrium
Prisoners' Dilemma game theory

​Homework
Ch. 13 Study Problems #2 (passenger airlines, etc.), #7 (mining gold), and #9 (pizza). You can directly type your answers into Canvas. Keep the same numbering/lettering as the book. 

Midterm Exam covering Micro-Economics
economics_midterm_exam_rev_2021.docx
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Macroeconomic Basics

Unit 19: Intro to Macroeconomics & Gross Domestic Product
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  • https://en.wikipedia.org/wiki/List_of_countries_by_GDP_(nominal)
  • https://en.wikipedia.org/wiki/List_of_countries_by_GDP_(nominal)_per_capita
Reading
Mateer and Coppock, Ch. 19
​
Summary​
​Microeconomics is the study of how individuals and firms make decisions and how they interact with one another in the markets. 
Macroeconomics is the study of the economy as a whole. Since government plays a large role in the economy, macroeconomics spends a lot of time discussing government policies. 

Gross Domestic Product (GDP) is the most common measure of the nation's economic output.

​GDP = the total dollar value of...
  • all final goods & services (intermediates are not counted, e.g. circuit boards that will be ultimately sold as a computer)
  • produced (mere transfers are not counted, e.g. stocks & bonds, social security, welfare, etc)
  • in a given year
  • within the nation's borders

GDP (Y) has four basic components
  1. Household spending or "consumption" (C) - cars, furniture, refrigerators, gasoline, doctor visits, school tuition, etc.
  2. Business investment (I) - factories, machines, tools, buildings and houses, build-up of inventory, etc.
  3. Government spending (G) - government buildings, salaries, highway construction, court system.... all the expenditures of local, state, and federal government. But doesn't include transfer payments, because a simple transfer of money doesn't produce any goods & services. 
  4. Net exports (NX) = items exported - items imported
​
Therefore we say, Y = C + I + G + NX 

GDP does not account for
  • Household production
  • Underground economy
  • Economic bads (harmful side effects)
  • Quality improvements (modern car vs. a 1970's car)
  • Introduction of new & improved goods (PC vs. typewriter)

​Homework
10 questions:  Ch. 19 QFR #1-3, and SP #1-7. Keep the same numbering/lettering as the book! 
Unit 20: Unemployment
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​
The unemployment rate

Total U.S. population
  • Subtract: military, in school, in prison, and <16 y/o
  • Subtract: homemakers, discouraged workers, non-participants
  • Equals: Total persons in the "labor force"
  • Subtract: Those actually working
  • Equals: unemployed persons 
  • Unemployed / Total labor force = "Unemployment rate"

​Review these links:
  • U.S. civilian labor force   https://fred.stlouisfed.org/series/CLF16OV 
  • U.S. current population  https://www.census.gov/popclock/ 
  • U.S. unemployment rate  https://fred.stlouisfed.org/series/UNRATE 
Homework
3 questions:  Ch. 20 Study Problems #3, 4, 5. Keep the same numbering/lettering as the book. 
Unit 21: Prices and Inflation
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Reading
Mateer and Coppock, Ch. 21

​Summary
Inflation
  • A sustained rise in the average price level
  • Measured by Consumer Price Index (CPI)
Losers
  1. Elderly and those on fixed incomes
  2. Lenders - Banks, Savings & Loans, and Credit Unions
  3. Savers - people trying to save money for the future
  4. Consumers - anyone who has to buy items which are constantly going up in price
Winners
  1. Borrowers (including governments)
  2. Certain pension funds
Consumer Price Index (CPI)
  • Uses a base period of 1982-1984 which averages "100"
  • Measures a basket of goods used by the average urban household
  • The CPI is used to determine Cost of Living Adjustments, and in all sorts of contracts and labor agreements
Homework
inflation_homework_questions.docx
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Economist Thomas Sowell on slavery & racism
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Unit 23: Financial Markets & Securities
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Reading
Mateer and Coppock, Ch. 23

​Summary​
Firms raise capital by selling stocks and bonds. Stocks are an equity instrument (conveying ownership with all of its risk), while bonds are a debt instrument (conveying a safe, steady stream of interest payments). 

Consumers invest their money in stocks and bonds in order to get a return on their investment. 
  • When you own shares of stock, you own a part of a corporation. You now have the right to participate in the activities of that firm, and also to receive dividends from the firm's profits.
  • When you own bonds, you don't acquire ownership, but you have the right to receive interest on your investment, which is considered less risky than stock. 

Investing in stocks = risky
Investing in bonds = less risky
​
Note:  The concept of "stock" has to do with Corporations. There is no "stock" connected with a Sole Proprietorship or a Partnership. Sole Prop's and P-ships raise capital by other methods: bank loans, boot-strapping, or just self-financing by plowing-back any profits. 

If you own a few shares of a huge corporation - say General Motors or Apple, Inc. - your involvement in the firm is pretty much limited to casting your one vote per share at the company's annual shareholders' meeting. On the other hand, if you own 51% of a firm's stock, you can exercise total control of the firm's affairs. And as a practical matter, if you own say 20% to 30% of the voting stock in a large corporation, you can exercise almost total control.

This is how capitalism works! You can raise capital through private means. You don't have to beg the King to finance your business, you don't have to be born into the aristocracy, you don't have to bribe the Dictator, and you don't have to live as a serf in a feudal system! In a free market society, you can raise your own capital and/or invest it as you see fit. 
Homework
The "Bond Problems" are posted on Canvas
cost_of_college_assignment.docx
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Economic Growth

Unit 24: Economic Growth and the Wealth of Nations
Reading
Mateer and Coppock, Ch. 24

​Summary
"Wealth of Nations" must start with a discussion of Government:
  1. History is the story of man ruling over his fellow man. If you consider what type of government a country has, it will be easier to understand its economic framework. 
  2. Government in the 'political science' sense is legalized force. If you don't pay taxes, you go to jail. If you oppose the King, you lose your life. If you own a monopoly, the government will break it up. No one else in society has that power. 
  3. Therefore, the economic system of a country reflects the type of government it has, because the "economy" is really just how people and firms are planning and interacting on a day-to-day basis

"Capitalism" arose from the writings of Adam Smith's "Wealth of Nations".
According to Wealth of Nations, in order for citizens to enjoy economic and political liberty, the government must be limited to three major duties.
  1. Protect its citizens from violence and invasion
  2. Protect the rights of its citizens from infringement by others
  3. Provide public goods. This would include highways, large civil works, a system of courts, public schools, a military, a monetary system, and so forth.

The word "Capitalism" simply means you can raise your own capital from private sources. You don't have to go to the King or Dictator to raise money. You can raise your own money, and invest your money, as you see fit. 

*Every government uses capital*. Every government is "Capitalist". The question is, "who gets to use the capital"? 

In a free market economy, individuals own stock in companies. They own the companies! Even a poor person can own a small portion of a business enterprise. Almost all large corporations in America are owned by millions of average, ordinary citizens. This is something Marx and Engels did not foresee. 

"Laissez Faire" is a famous term used in economics which means "leave us alone". It was the French telling their King, "Stop meddling in the economy, because you're wrecking it".

Economic systems broad overview:
  1. Market economy = Private individuals & firms make their own economic decisions, with an ease that is astonishing. Supply and demand of goods & services is maintained through the disinterested actions of thousand of individuals - without input from bureaucrats. For this to succeed, the government must protect private property and provide a system of courts which uphold private contracts.
  2. Socialism = The government owns the Factors of Production. The government owns the businesses and farms. Production and pricing decisions are made by politicians.
  3. Communism (Marxism) = Communism is "Collectivization". There is no private property allowed. If you own property, it is taken away from you at gunpoint. There are no "individuals" as we think of the term. Marxism is not about "individual liberties". It's about State control of everything. A small group at the top make the decisions. There are shortages of everything, and an underground market thrives. Marxism is ruthless, centralized power without regard for economic or civil liberty.
  4. Monarchy = The King controls everything. You are a "subject". Everything is referred to as, "the King's forest, the King's land, the King's ship". Any sort of private commercial enterprise requires a special charter from the King. The British Crown, for example, very reluctantly allowed private corporations in the 1800's. The Roman Emperors viewed any kind of corporation or private business group as a potential threat to their power. The U.S. rejected the concept of Monarchy in 1776, in favor of government "of, by, and for the people".
  5. Oligarchy = "Rule of the few". Usually occurs through a group of families. They exercise their control over private commercial enterprise through family connections. A common approach in some countries. Sometimes referred to as a "traditional economy". Some are concerned that the U.S. is becoming an oligarchy of tech companies - Google, Facebook, Twitter, Amazon, Microsoft, etc. 
  6. Theocracy = The Mullah's are in charge. Economic freedom is not part of the deal. In Middle Eastern oil-rich countries, the wealth is concentrated at the top.
As a practical matter, all modern economies are a blend of two or more of the above.
Economic Growth questions
These are posted on Canvas
Communism assignment
The assignment and the accompanying videos are below
communism_assignment_-_the_soviet_story
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The "Communist Manifesto" assignment
marx_-_the_communist_manifesto_assignment.docx
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Unit 25: Growth Theory
Reading
Mateer and Coppock, Ch. 25

​Summary
The central question: "Why do some nations prosper, while others do not?"

Solow Growth Model (Robert Solow, 1987 Nobel prize)
  • GDP = Y = F(physical capital, human capital, natural resources)
  • A key assumption of Solow: Diminishing marginal productivity - The slope of output vs. input declines as output increases
  • New technology functions as a multiplier:  Y = A x F(physical cap'l, human cap'l, natural resources)

The role of institutions is important:
  1. Political stability
  2. Private property
  3. Competitive markets
  4. Trade
  5. Stable money and prices
  6. Tax code

End of chapter questions
Ch. 25 QFR 1-7, and SP 1-3 (10 questions total)
Unit 26: The Aggregate Demand-Aggregate Supply Model
U.S. GDP growth rates since 1995:
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Reading
Mateer and Coppock, Ch. 26

​Summary
This is "Macroeconomics - 101". The basic question is, "Why do some nations prosper, while others do not?" 

​The Aggregate Demand/Supply Model places 'Price Levels' on the y-axis, and 'GDP Output' on the x-axis, and tries to understand supply and demand on a whole-economy basis. 

What nations need to prosper:
  • Physical capital - roads, highways, shipping ports, factories, communication & power grid, etc.
  • Human capital - a workforce that can read & write, is healthy, has a work ethic, can get along with others, etc.
  • Natural resources - water, agriculture, coal, oil, gas, iron ore, timber, fisheries, etc. 

But you also need institutions:
  • Basic freedoms
  • Banking system
  • Honest court system
  • Property rights protected
  • Patents and copyrights upheld
  • Culture, religion, and morals must be compatible 
Spring Vacation budget exercise
spring_vacation_budget_exercise.docx
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Fiscal Policy

Unit 28: Federal Budgets
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Reading
Mateer and Coppock, Ch. 28

​Summary
U.S. government budget (taxing and spending)
  • Total U.S. Government spending https://www.usgovernmentspending.com/
  • Total U.S. Government revenue https://www.usgovernmentrevenue.com/  
​
American Government Quiz
This is posted on Canvas

The American Republic

Unit 30: Declaration of Independence
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Reading
You will need to read the Declaration of Independence https://nccs.net/blogs/americas-founding-documents/the-declaration-of-independence 
From the National Archives: https://www.archives.gov/founding-docs/declaration-history 

Lecture outline
  • The Declaration of Independence sets out to justify to the World the separation of the 13 Colonies from Great Britain. It was important to the Rebels to try to win over the other major World powers. The Colonies had already been at war with the Kingdom of Great Britain for more than a year. 
  • The Declaration listed 27 grievances against King George III, asserting natural and legal rights including the right of armed revolution. 
  • The 2nd sentence was made famous by President Lincoln in his Gettysburg Address (1863): "We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness."
  • The rough draft of the Declaration was written by Thomas Jefferson in about 17 days. Over the next few days, Congress made modifications to it, and shortened it by about 1/4th. 
  • It was completed on July 2nd, and ratified on July 4th, 1776. 

Homework
Declaration of Independence questions, posted on Canvas
Unit 31: U.S. Constitution and the Separation of Powers
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Reading
For this lesson you will need to read the Constitution. It isn't very long... (see link below)
You will also need to read about the "setting" or "historical context" (see link below)

​The U.S. Constitution is here https://constitution.findlaw.com/articles.html
The historical background is here https://www.whitehouse.gov/about-the-white-house/the-constitution/  
An 'explanation' of the Constitution is here ​https://www.britannica.com/topic/Constitution-of-the-United-States-of-America
constitution_of_the_united_states__annotated__7pp_-_findlaw.pdf
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The U.S. Constitution contains two radical ideas:
  1. The central government only has limited, "enumerated" powers. Until this time, a government possessed every conceivable power except those specifically denied to it. The framers of the U.S. Constitution stood that idea on its head by granting the central government only enumerated powers. Anything not specifically enumerated in the Constitution is reserved for the States, or the citizens directly. 
  2. The idea of "separation of powers". The new central government had its powers divided among three branches: executive, legislative, and judicial. This was and is a unique approach. 
  • Executive branch - the President - executes the laws
  • Legislative branch - the Congress - makes the laws
  • Judicial branch - the Courts - interprets the laws
 
  • By contrast, a Parliamentary system (Britain, Canada, etc) combines the executive and legislative branches, and does not give the courts the power of judicial review (important!). In a Parliamentary system, the "Prime Minister" is just the head of all the lesser Ministers (Minister of Defense, Minister of Commerce, Minister of Education, etc), and a Prime Minister must "put together a government" soon after being elected - meaning they need to be able to assemble a majority of all the Parliament members. In the U.S. system, a President answers more directly (in theory) to the voters who put him/her in office. 
Historical Context
The original 13 Colonies were ultimately governed by Great Britain through royal governors charted by the Crown. Americans considered themselves to have all the rights of Englishmen, even though they were separated by the vast Atlantic Ocean. 

One of these rights was that taxes could only be imposed by your representatives in British Parliament (not by the King himself). Americans were outraged when the British Parliament began imposing taxes on them in order to pay for defending them against Indian raids and French incursions (the long & expensive "French and Indian War" had just ended around 1763). Americans had no representation in Parliament, so how could Parliament lawfully impose taxes on them? The British government countered this argument by saying that Americans had "virtual representation" in Parliament.... this was because representatives who were elected by British voters actually represented all Englishmen, no matter where in the far-flung Empire they might be located! 

Revolt came in 1776, with the Declaration of Independence. During the Armed Revolution, the States cooperated with one another through the Continental Congress, a body of delegates from each of the Colonies. The Continental Congress would meet and decide how to conduct the War of Independence, and how to pay for it. 

With General Cornwallis' surrender in 1781, the Articles of Confederation were created to form a loose confederation of "United States". The Articles of Confederation stipulated that each State retained its own sovereignty, freedom, and independence. The United States Congress had the power to make war, but had no power to tax or regulate commerce in any way. 
Predictably, the Articles of Confederation did not work very well. All they did in essence was create a loose confederation of 13 independent nations. The different States gouged each other on trade and tariffs, the rates of exchange between their currencies constantly fluctuated and was almost impossible to track, and no one wanted to pay off the debts incurred to finance the Revolution. It could not continue...

By 1786, representatives from several large States resolved that a "General Convention" be held the following year in Philadelphia to address the problems. 

Thus, the Constitutional Convention took place in the summer of 1787. The delegates set about designing an entirely new charter of government, which was given the name, "U.S. Constitution". 
​Background to the First Amendment: 
The First Amendment guarantees the freedom of speech and religion. 
  • "Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.
​The 1st Amendment is unique to the U.S. Constitution. No other nation (to my knowledge) has a similar guarantee to its citizens. For example, Canada and the U.K. do not! In Canada, you can go to prison for up to 2 years for publicly "offending" certain groups of people mentioned on a "list". And the Prime Minister of Canada (Trudeau) has just expanded "the list", to the annoyance of many Canadians. 

Important! Notice that the First Amendment:
  • Limits only "Congress". It doesn't limit "citizens" in any way! All it says is, "Congress shall make no law...." 
  • Stops Congress from making laws, it doesn't stop people from making statements... including hateful ones. 
  • Doesn't prevent citizens from saying rude things or offending people. 

The Supreme Court has repeatedly ruled (as recently as 2017) that "hate speech" is legally protected free speech under the First Amendment. In other words, citizens can march down the street with some pretty offensive signage, as long as they are not inciting people to commit a crime. 
  • Carrying a sign that says, "Abortionists are murderers" is probably not wise unless you are looking for a fight, but is protected speech. 
  • Carrying a sign that says, "Everyone should pick up a gun and go shoot an abortion Doctor" is inciting criminal action, and is not protected speech, and you will be arrested. 
  • Carrying a sign that knowingly lies, and falsely states, "Abortion Doctor so-and-so performs illegal abortions" would be defamation, and the Doctor can sue you in court for slander/defamation and you would have to pay damages. 
  • Pointing out the immoral or unethical (or even criminal) behavior of someone, as long as it is true, is not a crime. Again, the First Amendment limits what Congress can do, not what you can do... (just read it again!) 
  • Pointing out the immoral or criminal behavior of a "public figure" (the President, your Congressman, a famous Actor or Actress) is also not criminal speech, even if it's not true. Mocking and ridiculing the President is a time-honored American tradition! Read here...https://www.theatlantic.com/magazine/archive/2013/06/abraham-lincoln-is-an-idiot/309304/ 
As recently as 2017, in Matal vs. Tam, the U.S. Supreme Court affirmed that there is no "hate speech" exception to the First Amendment. 
  • "...the proudest boast of our free speech jurisprudence is that we protect the freedom to express "the thought that we hate". 
  • You can read about it here... https://en.wikipedia.org/wiki/Hate_speech_in_the_United_States
First Amendment - Campus Free Speech assignment
Freedom of Speech on college campuses is a hot issue right now! Some students say "offensive speech" is not "free speech". 
Watch the video below...
​​The following video shows a student being arrested after attempting to limit someone else's freedom of speech. 
​The student was offended by a sign being displayed on campus. 
Listen carefully to the Free Speech argument given by the police officer. 
​Watch...
17._campus_free_speech_assignment_2021.docx
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Unit 32: Bill of Rights and Limits on Government Power
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Reading
You will need to read the Bill of Rights, posted below with notes that correspond to the lecture video. 
Bill of Rights & subsequent Amendments__with lecture notes.docx
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The First Amendment: Case Brief
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Choose a landmark 1st Amendment case (freedom of speech, religion, and assembly) that interests you, research it, and write a 2-page "brief" on the case, using 11-pt font and 1.15 spacing. Here is a good place to start searching:  https://en.wikipedia.org/wiki/List_of_United_States_Supreme_Court_cases_involving_the_First_Amendment. There are lots and lots of very interesting 1st Amendment cases, covering all sorts of things! Find one that interests you. 

EXEMPLARS:

lukumi_church_v._city_of_hialeah_1993__animal_sacrifice_is_protected_under_1st_amendment_.pdf
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brandenburg_v._ohio_1969__kkk_clansman_speech_protected_under_1st_amendment_.docx
File Size: 13 kb
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united_pentecostal_v._newsom_2020__covid_church_shutdown_a_violation_of_1st_amendment_.docx
File Size: 15 kb
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florida_star_v._bjf_1989__newspaper_can_use_full_name_of_rape_victim_.pdf
File Size: 32 kb
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How to brief a case: 
  1. Title and year of the case, as in: "___________ vs. __________, 2001"​
  2. Facts of the case, as in, "In January, 2001, defendant Witherspoon was participating in a rally in which he was carrying a sign that said, "I Hate Cops", and generally minding his own business; when the Police Chief suddenly rode up on a horse, snatched the sign from his hands, and proceeded to.... (go into all the details... what happened?)" 
  3. Issues or Questions of Law: What laws and/or Constitutional provisions come into play? How does the 1st or 2nd Amendment apply to the case? What is the applicable law? How does it pertain to the case? 
  4. Decision: How did the court decide the case? Who won? Who wrote the decision? Who wrote the "dissent"? Summarize. 
  5. Reasoning: What was the reasoning behind the court's final decision? 
It's not difficult to brief a case. You can find many examples online. 
The Second Amendment: Case Brief
Choose a landmark 2nd Amendment case (right to bear arms), research it, and write a 2-page "brief" on the case, using 11-pt font and 1.15 spacing. Search "Second amendment landmark cases" and you will get many cases to choose from. A very recent landmark 2nd Amendment case is "District of Columbia v. Heller" (self-defense of the home), which would be an excellent example. Another recent case is Caetano v. Massachusetts. (defendant carried around a "stun gun"). 

EXEMPLARS:
u.s._v._hayes__2009__wife_beating_and_firearm_possession_.docx
File Size: 12 kb
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calif._rifle_association_v._becerra_2020__high_capacity_magazine_ban_.docx
File Size: 389 kb
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peruta_v._sd_county_2016__denial_of_concealed_firearm_permit_.odt
File Size: 14 kb
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mcdonald_v._chicago_2010__does_2nd_amendment_apply_to_states_?.pdf
File Size: 70 kb
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The Fourteenth Amendment: Case Brief
Choose a landmark 14th Amendment case (right to privacy, due process, equal protection), research it, and write a 2-page "brief" on the case, using 11-pt font and 1.15 spacing. Landmark 14th Amendment cases would include Roe v. Wade (abortion), Obergefell v. Hodges (same-sex marriage), Brown v. Board of Education (segregation of schools), and Griswold v. Connecticut (created the "right to privacy"). Search "14th amendment landmark cases" and you will get many more. 
Optional assignment: How the Second Amendment Prevents Tyranny
Write a 1-1/2 page summary of the article, "How the second amendment works to prevent tyranny", posted below, using 11-pt font and 1.15 spacing. In your analysis, specifically address: a) what are the arguments?, b) what is a "militia", c) what did Madison say in "Federalist #46"?, d) how would an armed populace protect against tyranny?. 
18._how_the_second_amendment_works_to_prevent_tyranny.pdf
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