Category: Gov

Mainly to clarify the difference between civil rights and civil liberties.
Answer all of the following questions:
1.  Discuss the first amendment as it pertains to freedom of religion.  The wording says “Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof….”.  You should fully explain what these two parts actually mean (establishment clause and the free exercise clause).  Then you will need to explain the Supreme Court’s position on each of them using court cases to explain.  Your book can get you started, but I would also suggest that you go to google and type in (issues with the free exercise clause of the first amendment) and look for current court cases to discuss.  Then do the same for establishment clause of the first amendment.  It will probably take you to oyez.org which is an excellent source of information.  Look for at least 3 current court cases for both the establishment and free exercise clauses.
2.  Your text discusses some of the privacy issues, including the right to die.  
Please watch the following PBS film that is just under an hour.  After watching, write a 2 page double-spaced paper with your thoughts on having the right to die – should individuals have this right or not – and why.  You must have 3 references back to the film.  
Please watch the following documentary on this topic:
https://www.youtube.com/watch?v=D9Sy7xxTuLM
To get more sources and more information, again you can google “right to die issues” or go to https://www.nytimes.com/roomfordebate/2014/10/06/expanding-the-right-to-die?.?mc=aud_dev&ad-keywords=auddevgate&gclid=Cj0KCQjwqKuKBhCxARIsACf4XuGjIysJKe4sM3GB9mPv-w7Zs2r5YoLLinomVEqpTSE6lZaE6LtfbQUaAtnxEALw_wcB&gclsrc=aw.dsLinks to an external site.
This is also a good source:

3.   Please watch the following two videos and then write a 2-page double spaced paper – one page should be your reaction to the videos (not a summary of the videos) and the second page should be an assessment of where you believe America stands today on racial equality, especially in light of the events of the past few years with the Black Lives Matter movement.  

OverviewVERVIEW
The purpose of this paper is to provide a practical application of material learned by developing
concepts learned in the presentations. Using these concepts, you will investigate the recent
political history of your congressional district and state, the rise to power and voting record of
your Representative to the United States Congress and one of your United State Senators. You
will determine if your representatives keep their promises when they go to Washington and
determine in their voting record aligns with Biblical principles and your own beliefs.
NSTRUCTIONS
The body of the paper must be at least 6 pages in current APA format and include level 1, 2, and
3 headings. In addition to the body, you must include a separate title page and reference page. Do
not submit an abstract with this assignment.
Do not write the paper without carefully studying the related presentations. To achieve more than
a passing grade, you must demonstrate a mastery of the presentations factual information and
incorporate those ideas into your paper. Your paper must adhere to the current APA formatting
guidelines. Doing the minimum amount of work does not guarantee a perfect score. Please
consult the rubric for an understanding of what will be graded and the point value for content and
style.
Researching your Congressional Delegation will be accomplished in two steps.
First, you will analyze the political background of your congressional district for the last
25 years and your U.S. Representative.
Second, you will analyze the political background of your state for the last 25 years and
one of your U.S. Senators.
You are investigating your United States Representative and Senator. Do not use members of
your state assembly.
Begin by reviewing the presentation on “Becoming an Informed Voter.” If you have a newly
elected representative who has not yet received interest group ratings, use the interest group
ratings of a representative from a neighboring district. You may choose which senator to study;
however, if one senator is newly elected and does not have interest group ratings, study the other
one.
After reviewing the presentation, the first part will deal with your congressional district and
congressman; the second part will deal with your state and senator. As explained in the
presentation, interest group scores may be found at Explore: Vote Smart located in the Learn
items for Module 5: Week 5.
Scores may also be found in the interest group websites (ACLU, ACU, ADA, CC/FRC) or other
sites which compile voting data.
Helpful resources can be found in the Research Guide for GOVT 220, located in the “Explore
Tab” in Module 5.
GOVT 220
Page 2 of 2
You will use at least six different sources for this paper that are not more than two years old in
addition to the Bible and Module 5 presentation. You may include older sources, as appropriate.
Wikipedia and other encyclopedias are not acceptable sources for this assignment. If in doubt,
contact your instructor.
You will discuss at least three significant pieces of legislation sponsored, co-sponsored, or
supported by your Representative and Senator in the last four years (at least six total; naming
post offices, roads, holidays, etc. are not significant legislative items).
You will include a biblical reference, with text, related to each legislative item.
Your paper will address the following questions:
• What is the political history of your district and state for the past 25 years?
• How has your congressional district and state voted in congressional and presidential
elections for the past 25 years?
• Does your district have a long tradition of supporting one party, or has it been changing
in recent years? Why?
• How did your representative and senator come to power? (Briefly describe their
education, work experience and political backgrounds.)
• What are examples of legislation your representative and senator have sponsored or co-
sponsored in the last four years? Provide the title of the legislation, the year it was introduced,
and indicate if it became law. Did your legislators include this legislation in their platform when
they ran for office? Does this legislation align with biblical principles? Explain.
• How do the interest groups – ADA, ACLU, ACU, and CC (or FRC) – rate your
representative and senator? (Note: If the Christian Coalition score is not available, you may
substitute the Family Research Council score. Include the exact scores from each of these
groups. The rationale for this is explained in the presentation.)
• Based on these ratings, and the legislative efforts of your Representative and Senator,
would you classify your Representative and Senator as conservative or liberal? Justify your
answer.
• In your conclusion explain how your congressional delegation does, or does not, reflect
your values.
Do not submit your paper in the form of a series of questions and answers. Organize this
information into a standard research paper (paragraph form with level headings) utilizing the
current APA format. A Sample Undergraduate Paper can be found in the Writing Style Guide
which is embedded in the course.
Consult the grading rubric to make sure that all the necessary information has been included.
Note: Your assignment will be checked for originality via the Turn It In plagiarism tool.
Please let me know a good email so I can send the video that needs to be watched. It does not let me attach it here. This is also a link that is needed 
https://justfacts.votesmart.org
Also I am residing in virginia, I say this so you know my district, state info etc.

Discussion 1 – The Aftermath
Were the International Military Tribunals at Nuremberg and the Eichmann Trial held in Israel, anything more than “victor’s justice?”
When do you consider the statement of “just following orders” as valid and when is it not?
Use the information from the links in the mini lectures to discuss these questions. Don’t generalize; use the testimony and commentary from the defense and prosecution to support your point of view regarding each of these trial venues.
Discussion 2 – Accountability
Whom do we blame for what happened during the Holocaust? Should any one individual be totally held responsible for what occurred during WW II?
Is forgiveness or even reconciliation with Germany, and the German people possible? To help with this discussion consult Page 242 in the Landau text.
Put yourself in the position of a prisoner in a concentration camp. A dying Nazi soldier asks for your forgiveness. How would you respond upon hearing the soldier’s request?  In The Sunflower, Simon Wiesenthal raises that question for readers.
Discussion 3- Hope or Doom
Comment and discuss the poem written by Bertold Brecht on Page 265 in the Landau text.

The research must develop a concreate thesis and support that thesis by providing multiple arguments with rich concrete examples comparing the countries (Russia, Iran, UK). You must also address any potential criticisms or weaknesses of your thesis.
Resources
> Russia
Pisklakova-Parker, Marina. “Gender Issues in Russia.” 19 June 2022, www.jstor.org/stable/resrep41975
Abbas S. M. S. (2016). Nigerian employees’ study on locus of control and subjective well being: North Eastern context. Indian Journal of Applied Research, 6 (4), 374–378. 
Rebrey S. M. (2021). Gender equality: Interlinkages within SDGs and official development assistance. World and National Economy, 4 (in Russian). mirec.mgimo.ru/2021/2021-04/gender-equality-sgp
Rebrey S. (2022). Inequality of opportunities among women and men in Russia: An agency analysis based on the World Values Survey. Woman in Russian Society, 4, 22–32. doi.org/10.21064/WinRS.2022.4.3
Nikolaev I., Marchenko T., Tochilina O. (2018). The gender gap in pay. Society and Economy, 2, 59–79 (in Russian).
Kalabikhina I., Rebrey S. (2020). Household chores amid pandemic: Russia’s case. Woman in Russian Society, 3, 65–77 (in Russian). doi.org/10.21064/WinRS.2020.3.6
Muravyeva, Marianna. “Women’s Rights and the Russian Constitution: 30 years of Failure”, 2024/2/09, verfassungsblog.de/womens-rights-and-the-russian-constitution
Ferris-Rotman, Amie. “Putin’s War on Women”, April 9, 2018, foreignpolicy.com/2018/04/09/putins-war-on-women
“Protest, Persecution, And Prison: Women’s Anti-War Resistance In Putin’s Russia”, 9 Feb, 2023, iapss.org/protest-persecution-and-prison-womens-anti-war-resistance-in-putins-russia/
Human Rights Watch. (2022, March 9). Russia: Brutal Arrests and Torture, Ill-Treatment of Anti-War Protesters. Retrieved from Human Rights Watch: www.hrw.org/news/2022/03/09/russia-brutal-arrests-and-torture-ill-treatment-anti-war-protesters
> Iran
Tohidi, Nayereh. “Women’s rights and feminist movements in Iran.” An overview of how the Iranian women’s movement has emerged in the face of unique contexts, 2016, sur.conectas.org/wp-content/uploads/
Glob J Health Sci. 2014 Jul, 6(4): 226–235. www.ncbi.nlm.nih.gov/pmc/articles/PMC4825391/
Kaveh, T. M. et al. (2014). Comparative study of women’s political participation in the constitutional period, Pahlavi and the Islamic Republic of Iran. Quarterly Journal of Sociological Studies of Youth, 5(16), 107‒122.
Koulaei, E. (2019). Women’s social rights in Iran; Forty years after the revolution. per.euronews.com/2019/02/10/women-social-rights-in-iran-forty-years-after-the-revolution
Masoudnia, H., Nazari, M., & Mohammadifar, N. (2013). A comparative study of the presence of women in the legislature: Developments before and after the Islamic Revolution of Iran. Journal of Women in Development and Politics, 11(4), 575‒594.
Negin, V. (2019). Women have to work many times more than men to be seen. www.isna.ir/news/97120804542
Maliheh, Mousanejad. “Women’s Status in the Process of Socio-Political Development in Iran”, 22 March 2023 ink.springer.com/chapter
Hashem, Kaitlyn. “Iran: The Politics of Women’s Rights and Hypocrisy”, 21 Feb 2023 carnegieendowment.org/sada/89079
Mittelhammer, Barbara. Sepehri, Tara. Tahmasebi, Sussan. “Rethinking the EU’s Approach to Women’s Rights in Iran”, 25 April 2023, carnegieeurope.eu/2023/04/25/
Burkova, Rozalina. “It’s a Men’s Club” Discrimination Against Women in Iran’s Job Market. May 25, 2017, www.hrw.org/report/2017/05/26/its-mens-club/discrimination-against-women-irans-job-market
> UK
Francis-Devine, Brigid. Hutton, Georgina. “Women and the UK economy”, 04 March, 2024, https://commonslibrary.parliament.uk/research-briefings/sn06838/
Holly Dustin, Dr Helen Mott and Nicola Waterworth, with Gillian Cowell and Janet Veitch. “Gender equality and the empowerment of women and girls in the UK”, October 2016, www.britishcouncil.org/research-insight/gender-equality-empowerment-women-girls-uk
BUSINESS ENVIRONMENT PROFILES – UNITED KINGDOM. “Female Participation Rate in the Labour Force” 04  October, 2022, https://www.ibisworld.com/uk/bed/female-participation-rate-in-the-labour-force/157/
Bosworth, Derek. “Opportunities and outcomes in education and work: Gender effects”, November, 2015, assets.publishing.service.gov.uk/media/5a815349ed915d74e33fd95d/
Esteban Ortiz-Ospina, Sandra Tzvetkova and Max Roser. “Women’s Employment”, March 2018, https://ourworldindata.org/female-labor-supply
Ambavat, Shruti. “Women’s Progress in the UK Workplace”, 26 February, 2024, https://diversity-mark-ni.co.uk/womens-progress-in-the-uk-workplace/
Catalyst, Quick Take: Women in the Workforce – UK (July 9, 2020). www.catalyst.org/research/women-in-the-workforce-uk/
Higher Education Statistics Agency (HESA), Higher Education Student Statistics: UK, 2018/19 – Student Numbers and Characteristics (January 29, 2020) www.hesa.ac.uk/news/16-01-2020/sb255-higher-education-student-statistics/numbers
Office for National Statistics, Female Employment Rate (Aged 16 to 64, Seasonally Adjusted) (June 16, 2020) www.ons.gov.uk/employmentandlabourmarket/peopleinwork/employmentandemployeetypes/timeseries/lf25/lms
Kate, Whiting. “This UK campaign is working to close the politics gender gap”, 11 May, 2021, https://www.weforum.org/agenda/2021/05/politics-gender-gap-uk-50-50-parliament/