We concluded our study of the media by discussing media bias as a result of conglomeration, and the sourcing of stories. For example, we noted how the media often relies on press secretaries or partisan politicians to support or create a story. While there are now innumerable news sources, we noted that media outlets often shape their stories to please their audiences and many news outlets are owned by the same corporate conglomerate thereby only creating the illusion of choice . Additionally , we explored not only how the media needs access to politicians but how the politicians need press coverage to gain public recognition and to promulgate an agenda We then addressed what type of regulations on the media are available given the scope of the First Amendment. I discussed FCC licensing requirements .However, the FCC only can regulate stations using public air waves, not cable or subscription networks. I further discussed the "equal time "doctrine" ,again only applicable to stations using public airwaves.

Our final unit addresses how media serves as a linkage institution between voters and public policy. I outlined the major media sources and discussed how the internet and social media platforms have changed the way people receive and digest news. We discussed how the media shape how politicians approach the electorate by setting the news agenda and by framing the issues. We further noted how politicians need and use the media to gain public recognition and to promulate their messages. I additionally focused on how newspaper , radio , and subscription media outlets are by and large unregulated due to the First Amendment and in that regard reviewed the provisions of the First Amendment and the case of NY Times v United States that prohibits prior restraint.

Today's instructional time focused on completing The Batt School's annual standardized assessments.

Today's instructional time focused on completing The Batt School's annual standardized assessments .

After tracing the nomination process, we discussed how campaigns allow voters to judge elected officials' performance ,especially on economic issues, to activate their party partisanship, and last, to judge the character of the candidates. We then explored the role of incumbency and money in the election process. Regarding the role of money, I discussed the difference between a PAC and a Super PAC or independent expenditure committee and detailed the Supreme Court's holding in Citizens United V FEC which allowed independent expenditure committees made up of labor unions and corporations to make unlimited contributions to candidates provided their efforts are independent or not coordinated with the campaign.

I outlined on the board the relationships between :interest groups' impact on public policy , Federalist 10 on factions, pluralism, and The First Amendment. I discussed how to use these connections in formulating an AP essay and how the First Amendment 's right of assembly and to petition the government gives lobbying constitutional protection. We then began tracing the election process starting with primaries and caucuses. As former President Trump was indicted today we also discussed the political implications of the indictment on future Republican primaries and the impact of the winner-take-all primary and election system. We exchanged ideas on how to reform the winner-take-all system to ensure that a candidate has at least the support of 50% of the party that nominates that candidate.

Matthew was absent today.

We addressed political parties as linkage institutions by exploring how political parties influence public policy through candidate recruitment , funding elections , affiliating a candidate with a platform, and ultimately by having elected officials enact legislation consistent with the platform. I contrasted how interest groups influence policy by lobbying and education efforts. We discussed AP required terms such as critical election and party realignment and what type of social and economic events can cause a party realignment.

Over the break ,Matthew completed 3 AP essay practice questions addressing interest groups, the media, and political parties. During class, we reviewed Matthew's essays and discussed how to expand on his very good answers by explaining his reasoning and using more specific language . In that regard, I noted how the AP questions employ the word "explain", and I provided models on the form of explanation required. By discussing these essay answers, we were also able to incorporate into today's lesson, how political parties influence policy, the role of political parties, and how polarization has increased the importance of parties since party members are now reluctant or unwilling to cross party lines when voting on a bill.

We examined the role of political parties as a linkage institution connecting citizens to public policy. I defined the term "political party" and distinguished a political party from an interest group. We then focused on some of the functions of political parties: educate voters. persuade voters , and encourage participation in elections. We examined how political parties accomplish these objectives as well as the role of parties in raising money and recruiting candidates. Given the extreme polarization of the electorate, we examined how strong party identification can inform voters of a candidate's position on certain controversial issues such as : abortion , immigration ,same sex marriage, and universal health care. I last reviewed the due date status of current assignments to make sure Matthew had no concerns or questions about the assigned work.