- Click here.
Thursday, July 29, 2021
From the Perryman Group: Potential Economic Consequences of The University of Texas at Austin and The University of Oklahoma Leaving the Big 12 Conference
Lubbock, Waco, and Fort Worth could lose a lot.
- Click here for the study.
Wednesday, July 28, 2021
The Texas Ethics Commission
- Click here for the website.
From Wikipedia:
The Commission was created by a state constitutional amendment voted on by the voters on November 5, 1991, Article III, Section 24a, and assumed the duties of the Texas Ethics Advisory Commission.
The Commission consists of eight members. Legislators are excluded from serving. Four members are appointed by the Governor, two by the Lt. Governor, and two by the Speaker of the House. Appointees must be selected equally from lists recommended by the Republican and Democratic members in the Texas House and Senate. By the constitution, the ethics commission recommends the salaries and per diem of members of the Texas Legislature, the Lieutenant Governor and the Speaker of the Texas House of Representatives.
The legislature has also given the commission various other duties, including the filing of financial disclosure statements for government officials and the filing of campaign finance regulatory statements by candidates and citizens who engage in political speech related to campaigns and elections.
Tuesday, July 27, 2021
From the U.S. House of Representatives: The Select Committee to Investigate the January 6th Attack on the U.S. Capitol
Select committees are discussed in the chapter on the legislature.
There are kicking off their hearings today.
- Click here for its homepage.
Tuesday, July 20, 2021
SJR 12, 33rd Regular Session To amend Section 1, of Article 3, of the Constitution of the State of Texas, so a to give to the people, or reserve to them, the power to propose laws and to enact or reject the same at the polls and to approve or reject at the polls any act of the Legislature.
- Click here.
I, GREG ABBOTT, GOVERNOR OF THE ST ATE OF TEXAS, by the authority vested in
me by Article III, Sections 5 and 40, and Article IV, Section 8 of the Texas Constitution, do
hereby call an extraordinary session of the 87th Legislature, to convene in the City of Austin,
commencing at 10:00 a.m. on Thursday, July 8, 2021, for the following purposes:
To consider and act upon the following:
1 - Legislation reforming the bail system in Texas to protect the public from
accused criminals who may be released on bail.
2 - Legislation strengthening the integrity of elections in Texas.
3 - Legislation providing funding to support law-enforcement agencies, counties,
and other strategies as part of Texas' comprehensive border security plan.
4 - Legislation safeguarding the freedom of speech by protecting social-media
users from being censored by social-media companies based on the user's
expressed viewpoints, including by providing a legal remedy for those
wrongfully excluded from a platform.
5 - Legislation providing appropriations to the Legislature and legislative
agencies in Article X of the General Appropriations Act.
6 - Legislation similar to Senate Bill 1109 from the 87th Legislature, Regular
Session, requiring schools to provide appropriate education to middle- and
high-school students about dating violence, domestic violence, and child
abuse, but that recognizes the right of parents to opt their children out of the
instruction.
7 - Legislation identical to Senate Bill 29 as passed by the Texas Senate in the
87th Legislature, Regular Session, disallowing a student from competing in
University Interscholastic League athletic competitions designated for the sex
opposite to the student's sex at birth.
8 - Legislation similar to Senate Bill 394 from the 87th Legislature, Regular
Session, which prohibits people from providing abortion-inducing drugs by
mail or delivery service, strengthens the laws applicable to the reporting of
abortions and abortion complications, and ensures that no abortion-inducing
drugs are provided unless there is voluntary and informed consent.
9 - Legislation similar to House Bill 3507 from the 87th Legislature, Regular
Session, relating to a "thirteenth check" or one-time supplemental payment of
benefits under the Teacher Retirement System of Texas.
10 - Legislation similar to House Bill 3979 concerning critical race theory as
originally passed by the Texas Senate in the 87th Legislature, Regular
Session
From the Texas Tribune: What is critical race theory? Explaining the discipline that Texas' governor wants to "abolish"
I'll post a bit more on CRT. I'm learning about it myself.
- Click here for the article.
Gov. Greg Abbott signed into law a bill last week that restricts how current events and America’s history of racism can be taught in Texas schools. It’s been commonly referred to as the “critical race theory” bill, though the term “critical race theory” never appears in it.
Meanwhile, the debate has taken hold across the nation. Last year, conservative activist Christopher Rufo began using the term “critical race theory” publicly to denounce anti-racist education efforts. Since then, conservative lawmakers, commentators and parents have raised alarm that critical race theory is being used to teach children that they are racist, and that the U.S. is a racist country with irredeemable roots. U.S. Sen. Ted Cruz and others have called the theory racist itself for centering the nation’s story on racial conflict. In addition, conservative commentator Gerard Baker has argued that critical race theory bans critical thought in favor of what resembles religious instruction.
From the Texas Tribune: Texas Senate advances bills limiting education about race, access to abortion-inducing medications. The House is still sidelined.
For 2306, etc...
- Click here for the article.
Even though Texas Democrats have effectively sidelined the state House in hopes of blocking a voting restrictions bill, the Senate is nearing the end of its work on Republican priorities for the special legislative session. On Friday, Senators passed a bill that would strip requirements that students learn white supremacy is “morally wrong,” and another that would ban medically induced abortions after about seven weeks into a pregnancy.
The Senate has also already passed bills that would make it harder for incarcerated people to get out of jail without cash and restrict student athletes to sports teams that correspond with their sex assigned at birth.
Two pieces of legislation Gov. Greg Abbott put on the special session agenda remain for the Senate, including a bill to reinstate funding to the Texas legislative branch and one that would teach students about preventing child abuse, family and dating violence.
Monday, July 19, 2021
From the Texas Tribune: George P. Bush outraises Attorney General Ken Paxton in primary challenge debut, though Paxton has bigger war chest
For our look at elections, as well as Texas' plural executive:
- Click here for it.
Land Commissioner George P. Bush kicked off his attorney general campaign by outraising the incumbent, fellow Republican Ken Paxton, and another primary challenger, former Texas Supreme Court Justice Eva Guzman. But Paxton has more money saved up for the battle than both of his opponents.
The filings that came out Friday, though, showed Paxton with a clear cash-on-hand advantage — $6.8 million in reserves. Bush reported $2.7 million in cash on hand, while Guzman disclosed $611,000.
From the National Conference of State Legislators: 2021 Election Enactments
For an overall look at the range of proposed state legislation concerning election.
- Click here for it.
From AP News: What's in the Texas GOP's voting bills?
- Click here for the entire article.
Cutting to the chase:
EMPOWERING POLL WATCHERS
- The legislation would make it a crime for an election official to reject a poll watcher who meets the qualifications for the position.
- The measures would make it illegal to obstruct a poll watcher’s view
- Poll watchers are “entitled to sit or stand near enough to hear or see the activity.”
- Texas law still prohibits poll watchers from watching someone actually cast a ballot, however.
- The legislation empowers poll watchers to sue and seek court orders against election officials who get in their way.
- The new proposals would also require poll watchers to swear an oath that they will not harass voters.
- Prevents poll watchers from being removed for violating election law unless they’ve already been warned.
LIMITING OPPORTUNITIES TO VOTE
- They ban the use of drop boxes for mail ballots
- They ban the mailing of absentee ballot applications to all eligible voters
- They ban drive-thru voting and 24-hour voting locations.
- The House bill makes it a felony for any election official to send out unrequested absentee ballot applications.
NEW HURDLES TO MAIL VOTING
- The Texas bill requires mail voters to include identification numbers on their envelopes
- Applications that must match data on their voter registration.
- They’d have to include their driver’s license number — although an expired one would suffice. If they don’t have a driver’s license, they can include the final four digits of their Social Security number.
- Voters who submit ballots before Election Day would be notified of problems and allowed to go to an elections office to fix some issues that can disqualify the vote, such as a mismatched signature. However, voters will not be able to fix problems with their identification numbers — ballots that don’t contain them or don’t match the ones on file can be discarded.
CRIMINAL PENALTIES
- The bills expand an existing mandate that people who help voters with mail ballots provide information on the envelope attesting to their role.
- Anyone who helps a voter fill out a ballot must also submit their signature, name, address, relationship and details of whether they were paid by a campaign or political committee.
- Those who fail to fill out the information can be prosecuted, and the bills remove exemptions from prosecution from caregivers who are not family or nonfamily living in the same home as the voter.
- The bills create a new crime around being compensated to collect filled-out and sealed ballots from voters. The ACLU complains the provision is vague and could criminalize routine get-out-the-vote operations.
- The legislation also requires local election officials to refer all cases of improperly cast ballots to the state attorney general.
- the House bill requires judges to inform people convicted of felonies that they cannot vote.
Cutting to the chase:
EMPOWERING POLL WATCHERS
- The legislation would make it a crime for an election official to reject a poll watcher who meets the qualifications for the position.
- The measures would make it illegal to obstruct a poll watcher’s view
- Poll watchers are “entitled to sit or stand near enough to hear or see the activity.”
- Texas law still prohibits poll watchers from watching someone actually cast a ballot, however.
- The legislation empowers poll watchers to sue and seek court orders against election officials who get in their way.
- The new proposals would also require poll watchers to swear an oath that they will not harass voters.
- Prevents poll watchers from being removed for violating election law unless they’ve already been warned.
LIMITING OPPORTUNITIES TO VOTE
- They ban the use of drop boxes for mail ballots
- They ban the mailing of absentee ballot applications to all eligible voters
- They ban drive-thru voting and 24-hour voting locations.
- The House bill makes it a felony for any election official to send out unrequested absentee ballot applications.
NEW HURDLES TO MAIL VOTING
- The Texas bill requires mail voters to include identification numbers on their envelopes
- Applications that must match data on their voter registration.
- They’d have to include their driver’s license number — although an expired one would suffice. If they don’t have a driver’s license, they can include the final four digits of their Social Security number.
- Voters who submit ballots before Election Day would be notified of problems and allowed to go to an elections office to fix some issues that can disqualify the vote, such as a mismatched signature. However, voters will not be able to fix problems with their identification numbers — ballots that don’t contain them or don’t match the ones on file can be discarded.
CRIMINAL PENALTIES
- The bills expand an existing mandate that people who help voters with mail ballots provide information on the envelope attesting to their role.
- Anyone who helps a voter fill out a ballot must also submit their signature, name, address, relationship and details of whether they were paid by a campaign or political committee.
- Those who fail to fill out the information can be prosecuted, and the bills remove exemptions from prosecution from caregivers who are not family or nonfamily living in the same home as the voter.
- The bills create a new crime around being compensated to collect filled-out and sealed ballots from voters. The ACLU complains the provision is vague and could criminalize routine get-out-the-vote operations.
- The legislation also requires local election officials to refer all cases of improperly cast ballots to the state attorney general.
- the House bill requires judges to inform people convicted of felonies that they cannot vote.
From Ballotpedia: Ranked-choice voting
An increasingly popular way to organize elections, one that promises to make smaller parties more competitive.
- Click here for the entry.
A ranked-choice voting system (RCV) is an electoral system in which voters rank candidates by preference on their ballots. If a candidate wins a majority of first-preference votes, he or she is declared the winner. If no candidate wins a majority of first-preference votes, the candidate with the fewest first-preference votes is eliminated. First-preference votes cast for the failed candidate are eliminated, lifting the second-preference choices indicated on those ballots. A new tally is conducted to determine whether any candidate has won a majority of the adjusted votes. The process is repeated until a candidate wins an outright majority.
How ranked-choice voting works
1 - Voters rank the candidates for a given office by preference on their ballots.
2 - If a candidate wins an outright majority of first-preference votes (i.e., 50 percent plus one), he or she will be declared the winner.
3 - If, on the other hand, no candidates win an outright majority of first-preference votes, the candidate with the fewest first-preference votes is eliminated.
4 - All first-preference votes for the failed candidate are eliminated, lifting the second-preference choices indicated on those ballots.
5 - A new tally is conducted to determine whether any candidate has won an outright majority of the adjusted voters.
6 - The process is repeated until a candidate wins a majority of votes cast.
Thursday, July 15, 2021
From the Texas Legislature Online: Bills Introduced in the Special Session
- There are 403 of them, click here for proof.
From the Texas Tribune: Land Commissioner George P. Bush sues Biden administration over halt to Texas-Mexico border wall construction
For our look at federalism.
- Click here for the article.
Bush announced the lawsuit Wednesday, saying his office is suing Biden and Department of Homeland Security Secretary Alejandro Mayorkas “on grounds that (the Biden administration) is illegally preventing the border wall from being constructed.”
“The issue here is simple — no man is above the law. And that includes President Biden,” Bush said.
The lawsuit comes as Gov. Greg Abbott has announced his administration’s efforts to build a wall on the border, using at least $250 million of state money and private donations.
The complaint by Bush, filed in U.S. District Court in McAllen on Tuesday, argues that between 2018 and 2021, Congress approved $5 billion for the construction of barriers along the U.S.-Mexico border and Biden had no legal right to halt construction on the project.
On Inauguration Day, Biden issued an executive order calling the border wall a “waste of money” and saying that it was “not a serious policy solution.”
The complaint asks federal judge Ricardo H. Hinojosa to rule Biden’s order illegal and to stop Mayorkas from diverting the funds earmarked for the wall to other uses.
Wednesday, July 14, 2021
For 2306:
- Texas House Democrats flee the state in move that could block voting restrictions bill, bring Legislature to a halt.
- What's in the new voting restriction legislation introduced in the Texas House and Senate.
- Twenty abortion providers sue Texas officials over law that bans abortions as early as six weeks.
- House and Senate committees advance GOP bail legislation, as Democrats warn bills could lead to mass detentions.
- What's in the new voting restriction legislation introduced in the Texas House and Senate.
- Twenty abortion providers sue Texas officials over law that bans abortions as early as six weeks.
- House and Senate committees advance GOP bail legislation, as Democrats warn bills could lead to mass detentions.
7/14/21 - Congressional Committee Schedules
For 2305, A look at the committee system in each chamber of Congress.
The House of Representatives:
11:00 am
President Bidens Fiscal Year 2022 Budget Request: Agency Policies and Perspectives Part II.
- Committee on Transportation and Infrastructure
- - Subcommittee on Water Resources and Environment
11:00 am
HR 820 HR 972 HR 1154 HR 1664 HR 1908 HR 2278 HR 2444 HR 2497 HR 2780 HR 2899 HR 3113 HR 3616 HR 3764 HR 4300
- Committee on Natural Resources
11:30 am
Keeping Us Safe and Secure: Oversight of the Nuclear Regulatory Commission
- Committee on Energy and Commerce
- - Subcommittee on Energy
12:00 pm
Principles for Outbreak Investigation: COVID-19 and Future Infectious Diseases
- Committee on Science, Space, and Technology
- - Subcommittee on Investigations and Oversight
12:00 pm
Virtual Hearing - Monetary Policy and the State of the Economy
- Committee on Financial Services
- - Full Committee
1:00 pm
Innovation as a Catalyst for New Jobs: SBAs Innovation Initiatives
- Committee on Small Business
- - Subcommittee on Economic Growth, Tax, and Capital Access
2:00 pm
The Biden Administration's Foreign Assistance Priorities and USAID's FY22 Budget Request
- Committee on Foreign Affairs
2:00 pm
Legislative Hearing on: H.R. 913 Build a Better VA Act; H.R. 2587 SERVE Act; H.R. 2775 VA Quality Health Care Accountability and Transparency Act; H.R. 2797 National Green Alert Act of 2021; H.R. 3027 Veterans Improved Access to Care Act of 2021; H.R. 3452 Veterans Preventative Health Coverage Fairness Act; H.R. 3674 Vet Center Support Act; H.R. 3693 VA CPE Modernization Act; VA Infrastructure Powers Exceptional Research Act or VIPER Act discussion draft; legislation to clarify and i
- Committee on Veterans' Affairs
- - Subcommittee on Health
2:00 pm
Expanding Housing Access to All Americans
- Committee on Ways and Means
- - Subcommittee on Oversight
4:00 pm
Fiscal Year 2022 Budget Request for Military Construction Energy and Environmental Programs
- Committee on Armed Services
- - Subcommittee on Readiness
The Senate
Wednesday, Jul 14, 2021
9:15 AM – SD-342
Homeland Security and Governmental Affairs
Business meeting to consider S.2123, to establish the Federal Clearinghouse on Safety and Security Best Practices for Faith-Based Organizations and Houses of Worship, S.1917, to establish a K-12 education cybersecurity initiative, S.2201, to manage supply chain risk through counterintelligence training, S.2293, to amend the Robert T. Stafford Disaster Relief and Emergency Assistance Act to provide certain employment rights to reservists of the Federal Emergency Management Agency, S.1941, to direct the Director of the Office of Management and Budget to standardize the use of core-based statistical area designations across Federal programs, to allow between 120 and 180 days for public comment on any proposed change to such designations, and to report on the scientific basis and estimated impact to Federal programs for any proposed change to such designations, S.1324, to establish a Civilian Cyber Security Reserve as a pilot project to address the cyber security needs for the United States with respect to national security, S.533, to require a guidance clarity statement on certain agency guidance, S.629, to amend chapter 8 of title 5, United States Code, to require Federal agencies to submit to the Comptroller General of the United States a report on rules that are revoked, suspended, replaced, amended, or otherwise made ineffective, S.2150, to prevent catastrophic wildland fires by establishing a commission to study and recommend wildland fire prevention, mitigation, suppression, management, and rehabilitation policies for the Federal Government, S.1009, to amend the Homeland Security Act of 2002 regarding the procurement of certain items related to national security interests for Department of Homeland Security frontline operational components, H.R.367, to amend the Homeland Security Act of 2002 to establish an acquisition professional career program, H.R.408, to amend the Homeland Security Act of 2002 to establish a mentor-protégé program, H.R.473, to require a review of Department of Homeland Security trusted traveler programs, H.R.539, to amend the Disaster Recovery Reform Act of 2018 to require the Administrator of the Federal Emergency Management Agency to waive certain debts owed to the United States related to covered assistance provided to an individual or household, and H.R.772, to designate the facility of the United States Postal Service located at 229 Minnetonka Avenue South in Wayzata, Minnesota, as the "Jim Ramstad Post Office".
Wednesday, Jul 14, 2021
9:45 AM – SD-406
Environment and Public Works
Business meeting to consider the nominations of Alejandra Y. Castillo, of New York, to be Assistant Secretary of Commerce for Economic Development, and Jane Toshiko Nishida, of Maryland, to be an Assistant Administrator of the Environmental Protection Agency; to be immediately followed by a hearing to examine the nomination of Michael Lee Connor, of Colorado, to be an Assistant Secretary of the Army, Department of Defense.
Wednesday, Jul 14, 2021
10:00 AM – SD-138
Appropriations
- Subcommittee on Labor, Health and Human Services, and Education, and Related Agencies
Hearings to examine proposed budget estimates and justification for fiscal year 2022 for the Department of Labor.
Wednesday, Jul 14, 2021
10:00 AM – SD-226
Judiciary
Hearings to examine the nominations of Myrna Perez, of New York, to be United States Circuit Judge for the Second Circuit, Jia M. Cobb, of Virginia, and Florence Y. Pan, both to be United States District Judge for the District of Columbia, Sarah A.L. Merriam, to be United States District Judge for the District of Connecticut, Karen McGlashan Williams, to be United States District Judge for the District of New Jersey, and Matthew G. Olsen, of Maryland, to be an Assistant Attorney General, Department of Justice.
Wednesday, Jul 14, 2021
10:00 AM – SD-366
Energy and Natural Resources
Business meeting to consider an original bill to invest in the energy and outdoor infrastructure of the United States to deploy new and innovative technologies, update existing infrastructure to be reliable and resilient, and secure energy infrastructure against physical and cyber threats.
Wednesday, Jul 14, 2021
10:30 AM – SH-216/VTC
Foreign Relations
Hearings to examine the President's proposed budget request for fiscal year 2022 for the United States Agency for International Development.
Wednesday, Jul 14, 2021
2:00 PM – SD-215
Finance
- Subcommittee on Fiscal Responsibility and Economic Growth
Hearings to examine defending and investing in U.S. competitiveness.
Wednesday, Jul 14, 2021
2:30 PM – SD-226
Judiciary
- Subcommittee on Constitution
Hearings to examine restoring the Voting Rights Act after Brnovich and Shelby County.
Wednesday, Jul 14, 2021
2:30 PM – SD-628
Indian Affairs
Business meeting to consider the nomination of Bryan Todd Newland, of Michigan, to be an Assistant Secretary of the Interior; to be immediately followed by a hearing to examine S.1797, to amend the Indian Health Care Improvement Act to expand the funding authority for renovating, constructing, and expanding certain facilities, S.1895, to require the Secretary of Health and Human Services to award additional funding through the Sanitation Facilities Construction Program of the Indian Health Service, and H.R.1688, to amend the Indian Child Protection and Family Violence Prevention Act.
Wednesday, Jul 14, 2021
2:30 PM – VTC
Joint Economic Committee
Hearings to examine how concentrated corporate power undermines shared prosperity.
Wednesday, Jul 14, 2021
3:30 PM – SR-418
Veterans' Affairs
Hearings to examine VA electronic health records, focusing on modernization and the path ahead.
The House of Representatives:
11:00 am
President Bidens Fiscal Year 2022 Budget Request: Agency Policies and Perspectives Part II.
- Committee on Transportation and Infrastructure
- - Subcommittee on Water Resources and Environment
11:00 am
HR 820 HR 972 HR 1154 HR 1664 HR 1908 HR 2278 HR 2444 HR 2497 HR 2780 HR 2899 HR 3113 HR 3616 HR 3764 HR 4300
- Committee on Natural Resources
11:30 am
Keeping Us Safe and Secure: Oversight of the Nuclear Regulatory Commission
- Committee on Energy and Commerce
- - Subcommittee on Energy
12:00 pm
Principles for Outbreak Investigation: COVID-19 and Future Infectious Diseases
- Committee on Science, Space, and Technology
- - Subcommittee on Investigations and Oversight
12:00 pm
Virtual Hearing - Monetary Policy and the State of the Economy
- Committee on Financial Services
- - Full Committee
1:00 pm
Innovation as a Catalyst for New Jobs: SBAs Innovation Initiatives
- Committee on Small Business
- - Subcommittee on Economic Growth, Tax, and Capital Access
2:00 pm
The Biden Administration's Foreign Assistance Priorities and USAID's FY22 Budget Request
- Committee on Foreign Affairs
2:00 pm
Legislative Hearing on: H.R. 913 Build a Better VA Act; H.R. 2587 SERVE Act; H.R. 2775 VA Quality Health Care Accountability and Transparency Act; H.R. 2797 National Green Alert Act of 2021; H.R. 3027 Veterans Improved Access to Care Act of 2021; H.R. 3452 Veterans Preventative Health Coverage Fairness Act; H.R. 3674 Vet Center Support Act; H.R. 3693 VA CPE Modernization Act; VA Infrastructure Powers Exceptional Research Act or VIPER Act discussion draft; legislation to clarify and i
- Committee on Veterans' Affairs
- - Subcommittee on Health
2:00 pm
Expanding Housing Access to All Americans
- Committee on Ways and Means
- - Subcommittee on Oversight
4:00 pm
Fiscal Year 2022 Budget Request for Military Construction Energy and Environmental Programs
- Committee on Armed Services
- - Subcommittee on Readiness
The Senate
Wednesday, Jul 14, 2021
9:15 AM – SD-342
Homeland Security and Governmental Affairs
Business meeting to consider S.2123, to establish the Federal Clearinghouse on Safety and Security Best Practices for Faith-Based Organizations and Houses of Worship, S.1917, to establish a K-12 education cybersecurity initiative, S.2201, to manage supply chain risk through counterintelligence training, S.2293, to amend the Robert T. Stafford Disaster Relief and Emergency Assistance Act to provide certain employment rights to reservists of the Federal Emergency Management Agency, S.1941, to direct the Director of the Office of Management and Budget to standardize the use of core-based statistical area designations across Federal programs, to allow between 120 and 180 days for public comment on any proposed change to such designations, and to report on the scientific basis and estimated impact to Federal programs for any proposed change to such designations, S.1324, to establish a Civilian Cyber Security Reserve as a pilot project to address the cyber security needs for the United States with respect to national security, S.533, to require a guidance clarity statement on certain agency guidance, S.629, to amend chapter 8 of title 5, United States Code, to require Federal agencies to submit to the Comptroller General of the United States a report on rules that are revoked, suspended, replaced, amended, or otherwise made ineffective, S.2150, to prevent catastrophic wildland fires by establishing a commission to study and recommend wildland fire prevention, mitigation, suppression, management, and rehabilitation policies for the Federal Government, S.1009, to amend the Homeland Security Act of 2002 regarding the procurement of certain items related to national security interests for Department of Homeland Security frontline operational components, H.R.367, to amend the Homeland Security Act of 2002 to establish an acquisition professional career program, H.R.408, to amend the Homeland Security Act of 2002 to establish a mentor-protégé program, H.R.473, to require a review of Department of Homeland Security trusted traveler programs, H.R.539, to amend the Disaster Recovery Reform Act of 2018 to require the Administrator of the Federal Emergency Management Agency to waive certain debts owed to the United States related to covered assistance provided to an individual or household, and H.R.772, to designate the facility of the United States Postal Service located at 229 Minnetonka Avenue South in Wayzata, Minnesota, as the "Jim Ramstad Post Office".
Wednesday, Jul 14, 2021
9:45 AM – SD-406
Environment and Public Works
Business meeting to consider the nominations of Alejandra Y. Castillo, of New York, to be Assistant Secretary of Commerce for Economic Development, and Jane Toshiko Nishida, of Maryland, to be an Assistant Administrator of the Environmental Protection Agency; to be immediately followed by a hearing to examine the nomination of Michael Lee Connor, of Colorado, to be an Assistant Secretary of the Army, Department of Defense.
Wednesday, Jul 14, 2021
10:00 AM – SD-138
Appropriations
- Subcommittee on Labor, Health and Human Services, and Education, and Related Agencies
Hearings to examine proposed budget estimates and justification for fiscal year 2022 for the Department of Labor.
Wednesday, Jul 14, 2021
10:00 AM – SD-226
Judiciary
Hearings to examine the nominations of Myrna Perez, of New York, to be United States Circuit Judge for the Second Circuit, Jia M. Cobb, of Virginia, and Florence Y. Pan, both to be United States District Judge for the District of Columbia, Sarah A.L. Merriam, to be United States District Judge for the District of Connecticut, Karen McGlashan Williams, to be United States District Judge for the District of New Jersey, and Matthew G. Olsen, of Maryland, to be an Assistant Attorney General, Department of Justice.
Wednesday, Jul 14, 2021
10:00 AM – SD-366
Energy and Natural Resources
Business meeting to consider an original bill to invest in the energy and outdoor infrastructure of the United States to deploy new and innovative technologies, update existing infrastructure to be reliable and resilient, and secure energy infrastructure against physical and cyber threats.
Wednesday, Jul 14, 2021
10:30 AM – SH-216/VTC
Foreign Relations
Hearings to examine the President's proposed budget request for fiscal year 2022 for the United States Agency for International Development.
Wednesday, Jul 14, 2021
2:00 PM – SD-215
Finance
- Subcommittee on Fiscal Responsibility and Economic Growth
Hearings to examine defending and investing in U.S. competitiveness.
Wednesday, Jul 14, 2021
2:30 PM – SD-226
Judiciary
- Subcommittee on Constitution
Hearings to examine restoring the Voting Rights Act after Brnovich and Shelby County.
Wednesday, Jul 14, 2021
2:30 PM – SD-628
Indian Affairs
Business meeting to consider the nomination of Bryan Todd Newland, of Michigan, to be an Assistant Secretary of the Interior; to be immediately followed by a hearing to examine S.1797, to amend the Indian Health Care Improvement Act to expand the funding authority for renovating, constructing, and expanding certain facilities, S.1895, to require the Secretary of Health and Human Services to award additional funding through the Sanitation Facilities Construction Program of the Indian Health Service, and H.R.1688, to amend the Indian Child Protection and Family Violence Prevention Act.
Wednesday, Jul 14, 2021
2:30 PM – VTC
Joint Economic Committee
Hearings to examine how concentrated corporate power undermines shared prosperity.
Wednesday, Jul 14, 2021
3:30 PM – SR-418
Veterans' Affairs
Hearings to examine VA electronic health records, focusing on modernization and the path ahead.
From Roll Call: Congress has a long to-do list this summer
For 2305, and out look at the legislative branch.
- Click here for the article.
The House is not in session this week, but appropriators in that chamber will be busy Monday marking up four big-ticket spending bills.
The Senate, meanwhile, returns from a two-week recess at 3 p.m. to resume consideration of Uzra Zeya’s nomination to be an undersecretary of State. At 5:30 p.m., the Senate is expected to vote on a motion to invoke cloture on the Zeya nomination.
At the White House, President Joe Biden will meet on Monday with Attorney General Merrick B. Garland and local leaders, including Brooklyn Borough President Eric Adams — the Democratic nominee in New York City’s mayoral election and a former police captain — to discuss strategy to reduce gun crimes.
Key Terms:
- Congress
- Infrastructure
- Appropriations bills
- Budget resolution
- Lawmakers
- Staff
- The House
- Appropriators
- Chamber
- Spending bills.
- The Senate
- Recess
- Nomination
- Undersecretary of State
- Motion
- Cloture
- White House
- President
- Attorney General
- local leaders
- Brooklyn Borough President
- Democratic nominee
- mayoral election
- police captain
- House appropriations
- The full House Appropriations Committee
- Defense and Homeland Security spending bills
- The Commerce-Justice-Science
- Labor-HHS-Education bills
- Energy-Water and Transportation
- HUD bills
- Subcommittee markups
- Fiscal 2022 spending bill
- Discretionary funding
- riders
- Majority Leader
- Labor Secretary
- Labor-HHS-Education Appropriations Subcommittee
- Federal Reserve Chairman
- House Financial Services
- Census Bureau
- U.S. Immigration and Customs Enforcement
- Senate Homeland Security and Governmental Affairs Committee
- debt limit
- Treasury
- The Bipartisan Policy Center
- Treasury Secretary
Key Names:
- Uzra Zeya
- Joe Biden
- Merrick B. Garland
- Eric Adams
- Charles E. Schumer
- Marty Walsh
- Jerome Powell
- Shai Akabas
- Janet L. Yellen
Tuesday, July 13, 2021
Monday, July 12, 2021
From the Texas Tribune: Eva Guzman raises $1 million in first 10 days of attorney general campaign, with some major donor support
The campaign for the primary elections gear up.
- Click here for the article.
Guzman, a former Texas Supreme Court justice, raised $1,051,723 between when she declared her campaign on June 21 and the end of the fundraising period on June 30. Perhaps more notable, though, are the donors who fueled the haul and are backing her against the incumbent, who also faces a primary challenge from Texas Land Commissioner George P. Bush.
According to a list provided by the Guzman campaign, she has gotten support from top Texas GOP contributors including Dallas real estate developer Harlan Crow, Dallas billionaire businessman Robert Rowling, Dallas investor Tom Hicks Sr. and El Paso developers Woody Hunt and Paul Foster. Other names include Drayton McLane, Jan Duncan and Dick Weekley, whose influential tort-reform group, Texans for Lawsuit Reform, quickly endorsed Guzman after she announced her campaign.
Key Terms:
- 2022 Republican primary
- Attorney General
- candidate
- top GOP donors
- Texas Supreme Court justice
- Texas Land Commissioner
- Texans for Lawsuit Reform
- White House counsel
- former President
- Republican fundraiser
- RINOs" — Republicans In Name Only
- state lawmakers
- report
- Texas Ethics Commission
- GOP primary runoff
- senior staff
- The FBI
- Galveston lawyer
- former mayor
Key Names:
- Eva Guzman
- Ken Paxton
- George P. Bush
- Harlan Crow
- Robert Rowling
- Tom Hicks Sr.
- Woody Hunt and Paul Foster
- Drayton McLane
- Jan Duncan
- Dick Weekley
- Harriet Miers
- George W. Bush
- Susan Lilly
- Arun Agarwal
- Monty Bennett
- Darwin Deason
- Stacy Hock
- Joe Jaworski
- Lee Merritt
From the Texas Tribune: Former state Rep. Matt Rinaldi wins Texas GOP chair election
For GOVT 2306's look at state political parties
- Click here for the article.
Former state Rep. Matt Rinaldi of Irving is the next chairman of the Republican Party of Texas.
Rinaldi won the election on the first ballot, getting 34 votes from the 64-member SREC against three opponents. He needed 33 to win.
"We cannot lose Texas — and will not lose Texas — if we work together," Rinaldi said in his victory speech.
The runner-up was David Covey, president of Texas Republican County Chairmen’s Association. Covey, also the Orange County GOP chairman and an SREC member, got 21 votes.
Six votes went to Chad Wilbanks, a lobbyist who once served as executive director of the state party, and three votes went to Bill Burch, a party activist.
Rinaldi was one of the most conservative members of the House during his time there. He lost reelection in 2018, with his North Texas seat flipping to Democrat Julie Johnson.
Key Terms:
state Rep
chairman of the Republican Party of Texas.
State Republican Executive Committee
Texas Republican County Chairmen’s Association
Orange County GOP chairman
lobbyist
party activist.
House
reelection
Democrat
campaign
primary challengers
state party
executive committee
fundraising
For HCC
7/12
- Texas Constitution and Statutes.
- Texas Legislative Reference Library.
7/13
- Texas Statutes.
- U.S. Constitution.
- Houston Code of Ordinances
- Texas Constitution and Statutes.
- Texas Legislative Reference Library.
7/13
- Texas Statutes.
- U.S. Constitution.
- Houston Code of Ordinances
Sunday, July 11, 2021
Texas Essential Knowledge and Skills: High School Government
This is what you are supposed to have been taught about government in high school according to the Texas Education Agency.
- Click here for the original source.
(a) General requirements. Students shall be awarded one-half unit of credit for successful completion of this course.
(b) Introduction.
(1) In United States Government, the focus is on the principles and beliefs upon which the United States was founded and on the structure, functions, and powers of government at the national, state, and local levels. This course is the culmination of the civic and governmental content and concepts studied from Kindergarten through required secondary courses. Students learn major political ideas and forms of government in history. A significant focus of the course is on the U.S. Constitution, its underlying principles and ideas, and the form of government it created. Students analyze major concepts of republicanism, federalism, checks and balances, separation of powers, popular sovereignty, and individual rights and compare the U.S. system of government with other political systems. Students identify the role of government in the U.S. free enterprise system and examine the strategic importance of places to the United States. Students analyze the impact of individuals, political parties, interest groups, and the media on the American political system, evaluate the importance of voluntary individual participation in a constitutional republic, and analyze the rights guaranteed by the U.S. Constitution. Students examine the relationship between governmental policies and the culture of the United States. Students identify examples of government policies that encourage scientific research and use critical-thinking skills to create a product on a contemporary government issue.
(2) To support the teaching of the essential knowledge and skills, the use of a variety of rich primary and secondary source material such as the complete text of the U.S. Constitution, selected Federalist Papers, landmark cases of the U.S. Supreme Court (such as those studied in Grade 8 and U.S. History Since 1877), biographies, autobiographies, memoirs, speeches, letters, and periodicals that feature analyses of political issues and events is encouraged.
(3) The eight strands of the essential knowledge and skills for social studies are intended to be integrated for instructional purposes. Skills listed in the social studies skills strand in subsection (c) of this section should be incorporated into the teaching of all essential knowledge and skills for social studies. A greater depth of understanding of complex content material can be attained when integrated social studies content from the various disciplines and critical-thinking skills are taught together. Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
(4) Students identify the role of the U.S. free enterprise system within the parameters of this course and understand that this system may also be referenced as capitalism or the free market system.
(5) Throughout social studies in Kindergarten-Grade 12, students build a foundation in history; geography; economics; government; citizenship; culture; science, technology, and society; and social studies skills. The content, as appropriate for the grade level or course, enables students to understand the importance of patriotism, function in a free enterprise society, and appreciate the basic democratic values of our state and nation as referenced in the Texas Education Code (TEC), §28.002(h).
(6) Students understand that a constitutional republic is a representative form of government whose representatives derive their authority from the consent of the governed, serve for an established tenure, and are sworn to uphold the constitution.
(7) State and federal laws mandate a variety of celebrations and observances, including Celebrate Freedom Week.
(A) Each social studies class shall include, during Celebrate Freedom Week as provided under the TEC, §29.907, or during another full school week as determined by the board of trustees of a school district, appropriate instruction concerning the intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights, in their historical contexts. The study of the Declaration of Independence must include the study of the relationship of the ideas expressed in that document to subsequent American history, including the relationship of its ideas to the rich diversity of our people as a nation of immigrants, the American Revolution, the formulation of the U.S. Constitution, and the abolitionist movement, which led to the Emancipation Proclamation and the women's suffrage movement.
(B) Each school district shall require that, during Celebrate Freedom Week or other week of instruction prescribed under subparagraph (A) of this paragraph, students in Grades 3-12 study and recite the following text from the Declaration of Independence: "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--That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Consent of the Governed."
(8) Students discuss how and whether the actions of U.S. citizens and the local, state, and federal governments have achieved the ideals espoused in the founding documents.
(c) Knowledge and skills.
(1) History. The student understands how constitutional government, as developed in America and expressed in the Declaration of Independence, the Articles of Confederation, and the U.S. Constitution, has been influenced by ideas, people, and historical documents. The student is expected to:
(A) explain major political ideas in history, including the laws of nature and nature's God, unalienable rights, divine right of kings, social contract theory, and the rights of resistance to illegitimate government;
(B) identify major intellectual, philosophical, political, and religious traditions that informed the American founding, including Judeo-Christian (especially biblical law), English common law and constitutionalism, Enlightenment, and republicanism, as they address issues of liberty, rights, and responsibilities of individuals;
(C) identify the individuals whose principles of laws and government institutions informed the American founding documents, including those of Moses, William Blackstone, John Locke, and Charles de Montesquieu;
(D) identify the contributions of the political philosophies of the Founding Fathers, including John Adams, Alexander Hamilton, Thomas Jefferson, James Madison, John Jay, George Mason, Roger Sherman, and James Wilson, on the development of the U.S. government;
(E) analyze debates and compromises that impacted the creation of the founding documents; and
(F) identify significant individuals in the field of government and politics, including George Washington, Thomas Jefferson, John Marshall, Andrew Jackson, Abraham Lincoln, Theodore Roosevelt, Franklin D. Roosevelt, and Ronald Reagan.
(2) History. The student understands the roles played by individuals, political parties, interest groups, and the media in the U.S. political system, past and present. The student is expected to:
(A) describe the processes used by individuals, political parties, interest groups, or the media to affect public policy; and
(B) analyze the impact of political changes brought about by individuals, political parties, interest groups, or the media, past and present.
(3) Geography. The student understands how geography can influence U.S. political districts and policies. The student is expected to:
(A) explain how population shifts affect voting patterns;
(B) examine political boundaries to make inferences regarding the distribution of political power; and
(C) explain how political districts are crafted and how they are affected by Supreme Court decisions such as Baker v. Carr.
(4) Economics. The student understands the roles played by local, state, and national governments in both the public and private sectors of the U.S. free enterprise system. The student is expected to:
(A) explain how government fiscal, and regulatory policies influence the economy at the local, state, and national levels;
(B) compare the role of government in the U.S. free enterprise system and other economic systems; and
(C) explain how government taxation, expenditures, and regulation can influence the U.S. economy and impact private enterprise.
(5) Economics. The student understands the relationship between U.S. government policies and the economy. The student is expected to:
(A) analyze how economic and natural resources influence U.S. foreign policy; and
(B) describe the roles of the executive and legislative branches in setting international trade and fiscal policies.
(6) Government. The student understands the American beliefs and principles reflected in the U.S. Constitution and why these are significant. The student is expected to:
(A) explain the importance of a written constitution;
(B) explain how the federal government serves the purposes set forth in the Preamble to the U.S. Constitution;
(C) analyze how the Federalist Papers such as Number 10 and Number 51 explain the principles of the American constitutional system of government;
(D) evaluate constitutional provisions for limiting the role of government, including republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights;
(E) describe the constitutionally prescribed procedures by which the U.S. Constitution can be changed and analyze the role of the amendment process in a constitutional government; and
(F) identify how the Declaration of Independence and the U.S. Constitution continue to shape American beliefs and principles in the United States today.
(7) Government. The student understands the structure and functions of the government created by the U.S. Constitution. The student is expected to:
(A) analyze the structure and functions of the legislative branch of government, including the bicameral structure of Congress, the role of committees, and the procedure for enacting laws;
(B) analyze the structure and functions of the executive branch of government, including the constitutional powers of the president, the growth of presidential power, and the role of the Cabinet and executive departments;
(C) analyze the structure and functions of the judicial branch of government, including the federal court system, types of jurisdiction, and judicial review;
(D) identify the purpose of selected independent executive agencies, including the National Aeronautics and Space Administration (NASA), and regulatory commissions, including the Environmental Protection Agency (EPA), Occupational Safety and Health Administration (OSHA), Food and Drug Administration (FDA), and Federal Communications Commission (FCC);
(E) explain how provisions of the U.S. Constitution provide for checks and balances among the three branches of government;
(F) analyze selected issues raised by judicial activism and judicial restraint;
(G) explain the major responsibilities of the federal government for domestic and foreign policy such as national defense; and
(H) compare the structures, functions, and processes of national, state, and local governments in the U.S. federal system.
(8) Government. The student understands the concept of federalism. The student is expected to:
(A) explain why the Founding Fathers created a distinctly new form of federalism and adopted a federal system of government instead of a unitary system;
(B) categorize government powers as national, state, or shared;
(C) analyze historical and contemporary conflicts over the respective roles of national and state governments; and
(D) explain how the U.S. Constitution limits the power of national and state governments.
(9) Government. The student understands the processes for filling public offices in the U.S. system of government. The student is expected to:
(A) identify different methods of filling public offices, including elected and appointed offices at the local, state, and national levels;
(B) explain the process of electing the president of the United States and analyze the Electoral College; and
(C) analyze the impact of the passage of the 17th Amendment.
(10) Government. The student understands the role of political parties in the U.S. system of government. The student is expected to:
(A) analyze the functions of political parties and their role in the electoral process at local, state, and national levels; and
(B) explain the two-party system and evaluate the role of third parties in the United States.
(11) Government. The student understands the similarities and differences that exist among the U.S. system of government and other political systems. The student is expected to:
(A) compare the U.S. constitutional republic to historical and contemporary forms of government such as monarchy, a classical republic, authoritarian, socialist, direct democracy, theocracy, tribal, and other republics; and
(B) analyze advantages and disadvantages of presidential and parliamentary systems of government.
(12) Citizenship. The student understands the rights that are protected and secured by the U.S. Constitution and Bill of Rights. The student is expected to:
(A) explain the roles of limited government and the rule of law in the protection of individual rights;
(B) identify and define the unalienable rights;
(C) identify the freedoms and rights protected and secured by each amendment in the Bill of Rights;
(D) analyze the reasons the Founding Fathers protected religious freedom in America and guaranteed its free exercise by saying that "Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof," and compare this to the concept of separation of church and state;
(E) analyze U.S. Supreme Court interpretations of rights guaranteed by the U.S. Constitution in selected cases, including Engel v. Vitale, Schenck v. United States, Texas v. Johnson, Miranda v. Arizona, Gideon v. Wainwright, Mapp v. Ohio, and Roe v. Wade;
(F) explain the importance of due process rights to the protection of individual rights and in limiting the powers of government; and
(G) recall the conditions that produced the 14th Amendment and describe subsequent efforts to selectively extend some of the Bill of Rights to the states through U.S. Supreme Court rulings and analyze the impact on the scope of fundamental rights and federalism.
(13) Citizenship. The student understands the difference between personal and civic responsibilities. The student is expected to:
(A) describe scenarios where good citizenship may require the subordination of personal desire for the sake of the public good;
(B) explain the responsibilities, duties, and obligations of citizenship such as being well informed about civic affairs, serving in the military, voting, serving on a jury, observing the laws, paying taxes, and serving the public good; and
(C) describe the voter registration process and the criteria for voting in elections.
(14) Citizenship. The student understands the importance of voluntary individual participation in the U.S. constitutional republic. The student is expected to:
(A) analyze the effectiveness of various methods of participation in the political process at local, state, and national levels;
(B) analyze historical and contemporary examples of citizen movements to bring about political change or to maintain continuity; and
(C) describe the factors that influence an individual's political attitudes and actions.
(15) Citizenship. The student understands the importance of the expression of different points of view in a constitutional republic. The student is expected to:
(A) analyze different points of view of political parties and interest groups such as the League of United Latin American Citizens (LULAC), the National Rifle Association (NRA), and the National Association for the Advancement of Colored People (NAACP) on important contemporary issues; and
(B) analyze the importance of the First Amendment rights of petition, assembly, speech, and press and the Second Amendment right to keep and bear arms.
(16) Culture. The student understands the relationship between government policies and the culture of the United States. The student is expected to:
(A) evaluate a U.S. government policy or court decision that has affected a particular racial, ethnic, or religious group such as the Civil Rights Act of 1964 and the U.S. Supreme Court cases of Hernandez v. Texas and Grutter v. Bollinger; and
(B) explain changes in American culture brought about by government policies such as voting rights, the Servicemen's Readjustment Act of 1944 (GI Bill of Rights), the Immigration and Nationality Act of 1965, the Immigration Reform and Control Act of 1986, affirmative action, and racial integration.
(17) Science, technology, and society. The student understands the role the government plays in developing policies and establishing conditions that influence scientific discoveries and technological innovations. The student is expected to:
(A) explain how U.S. constitutional protections such as patents have fostered competition and entrepreneurship; and
(B) identify examples of government-assisted research that, when shared with the private sector, have resulted in improved consumer products such as computer and communication technologies.
(18) Science, technology, and society. The student understands the impact of advances in science and technology on government. The student is expected to:
(A) describe the potential impact of recent scientific discoveries and technological innovations on government policy; and
(B) evaluate the impact of the Internet and other electronic information on the political process.
(19) Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including technology. The student is expected to:
(A) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;
(B) create a product on a contemporary government issue or topic using critical methods of inquiry;
(C) analyze and defend a point of view on a current political issue;
(D) analyze and evaluate the validity of information, arguments, and counterarguments from primary and secondary sources for bias, propaganda, point of view, and frame of reference; and
(E) evaluate government data using charts, tables, graphs, and maps.
(20) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
(A) use social studies terminology correctly; and
(B) create written, oral, and visual presentations of social studies information using effective communication skills, including proper citations and avoiding plagiarism.
(21) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others. The student is expected to use problem-solving and decision-making processes to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution.
From Ballotpedia: Gerrymandering
In answer to a student's question.
- Click here for the entry.
The term gerrymandering refers to the practice of drawing electoral district lines to favor one political party, individual, or constituency over another. When used in a rhetorical manner by opponents of a particular district map, the term has a negative connotation but does not necessarily address the legality of a challenged map. In this context, proponents may counter that the map has not been gerrymandered but has been drawn to conform with overlapping, potentially conflicting redistricting standards. The term can also be used in legal proceedings and documents; in this context, the term describes redistricting practices that violate federal or state laws.
For comparison, here's the entry from Wikipedia:
Gerrymandering is a practice intended to establish an unfair political advantage for a particular party or group by manipulating the boundaries of electoral districts, which is most commonly used in first-past-the-post electoral systems.
In addition to its use achieving desired electoral results for a particular party, gerrymandering may be used to help or hinder a particular demographic, such as a political, ethnic, racial, linguistic, religious, or class group, such as in Northern Ireland where boundaries were constructed to guarantee Protestant Unionist majorities. Gerrymandering can also be used to protect incumbents. Wayne Dawkins describes it as politicians picking their voters instead of voters picking their politicians; Thomas Hofeller, the Redistricting Chair of the Republican National Committee, stated "Redistricting is like an election in reverse. It's a great event. Usually the voters get to pick the politicians. In redistricting, the politicians get to pick the voters." in reference to the 2000 Census.
Saturday, July 10, 2021
From the Office of the Governor: g an extraordinary session of the 87th Legislature, to convene in the City of Austin, commencing at 10 a.m. on Thursday, July 8, 2021.
A constitutional power of the Texas Governor.
- Click here for the document.
Special session topics, as outlined by the the governor
Consider and act upon legislation providing appropriations from additional available general revenue for the following purposes:
• property-tax relief;
• enhanced protection for the safety of children in Texas’ foster-care system by attracting and retaining private providers for the system; and
• to better safeguard the state from potential cybersecurity threats. [Wed Jul 7, 2021]
Consider and act upon legislation providing appropriations to the Legislature and legislative agencies in Article X of the General Appropriations Act. [Wed Jul 7, 2021]
Consider and act upon legislation providing funding to support law-enforcement agencies, counties, and other strategies as part of Texas' comprehensive border security plan. [Wed Jul 7, 2021]
Consider and act upon legislation reforming the bail system in Texas to protect the public from accused criminals who may be released on bail. [Wed Jul 7, 2021]
Consider and act upon legislation safeguarding the freedom of speech by protecting social-media users from being censored by social-media companies based on the user's expressed viewpoints, including by providing a legal remedy for those wrongfully excluded from a platform. [Wed Jul 7, 2021]
Consider and act upon legislation similar to House Bill 3507 from the 87th Legislature, Regular Session, relating to a "thirteenth check" or one-time supplemental payment of benefits under the Teacher Retirement System of Texas. [Wed Jul 7, 2021]
Consider and act upon legislation similar to House Bill 3979 concerning critical race theory as originally passed by the Texas Senate in the 87th Legislature, Regular Session. [Wed Jul 7, 2021]
Consider and act upon legislation similar to Senate Bill 1109 from the 87th Legislature, Regular Session, requiring schools to provide appropriate education to middle- and high-school students about dating violence, domestic violence, and child abuse, but that recognizes the right of parents to opt their children out of the instruction. [Wed Jul 7, 2021]
Consider and act upon legislation similar to Senate Bill 394 from the 87th Legislature, Regular Session, which prohibits people from providing abortion-inducing drugs by mail or delivery service, strengthens the laws applicable to the reporting of abortions and abortion complications, and ensures that no abortion-inducing drugs are provided unless there is voluntary and informed consent. [Wed Jul 7, 2021]
Consider and act upon legislation strengthening the integrity of elections in Texas. [Wed Jul 7, 2021]
For a full list of regular and special sessions of the Texas Legislature, click here.
Friday, July 9, 2021
From the Texas Tribune: What's in the new voting restriction legislation introduced in the Texas House and Senate
For our look at both federalism and voting.
- Click here for the article.
With the Texas Legislature gaveled back in for legislative overtime, the House and Senate have each revealed their opening bids in the GOP’s push to enact new voting restrictions, finding common ground on proposals to narrow local control of elections.
Unlike during the spring’s regular legislative session, Republicans from both chambers appear more closely aligned in their starting approaches to the priority voting legislation that Gov. Greg Abbott put on the agenda for the special session that began Thursday. In Senate Bill 1 and House Bill 3, both chambers have revived proposals to further clamp down the state’s voting-by-mail rules, and rein in initiatives that Harris County — the state’s largest county that is home to Houston and a diverse population — attempted in 2020 to widen access to voting.
Both bills carry over measures from the regular session to bolster protections for partisan poll watchers and embrace new ID requirements for voting by mail that were added at the last minute to the sweeping voting bill, known as Senate Bill 7, that Democrats doomed in May when they staged an 11th hour walkout to break quorum.
- Click here for the article.
With the Texas Legislature gaveled back in for legislative overtime, the House and Senate have each revealed their opening bids in the GOP’s push to enact new voting restrictions, finding common ground on proposals to narrow local control of elections.
Unlike during the spring’s regular legislative session, Republicans from both chambers appear more closely aligned in their starting approaches to the priority voting legislation that Gov. Greg Abbott put on the agenda for the special session that began Thursday. In Senate Bill 1 and House Bill 3, both chambers have revived proposals to further clamp down the state’s voting-by-mail rules, and rein in initiatives that Harris County — the state’s largest county that is home to Houston and a diverse population — attempted in 2020 to widen access to voting.
Both bills carry over measures from the regular session to bolster protections for partisan poll watchers and embrace new ID requirements for voting by mail that were added at the last minute to the sweeping voting bill, known as Senate Bill 7, that Democrats doomed in May when they staged an 11th hour walkout to break quorum.
For 2306
Keeping up with Texas government:
- Allen West's final days as state GOP chair filled with intraparty drama.
- Gov. Greg Abbott includes voting restrictions, critical race theory and rules for transgender student athletes on special legislative session agenda.
- Former legislative leaders from both parties oppose Abbott veto of legislative funding as state defends him.
Thursday, July 8, 2021
From the Federal Register: 2021 Joe Biden Executive Orders
51 as of today
- Click here for them.
What is the Federal Register?
The Federal Register (FR or sometimes Fed. Reg.) is the official journal of the federal government of the United States that contains government agency rules, proposed rules, and public notices. It is published every weekday, except on federal holidays. The final rules promulgated by a federal agency and published in the Federal Register are ultimately reorganized by topic or subject matter and codified in the Code of Federal Regulations (CFR), which is updated annually.
What is an Executive Order?
An executive order is a means of issuing federal directives in the United States, used by the President of the United States, that manages operations of the federal government.[1] The legal or constitutional basis for executive orders has multiple sources. Article Two of the United States Constitution gives the president broad executive and enforcement authority to use his or her discretion to determine how to enforce the law or to otherwise manage the resources and staff of the executive branch. The ability to make such orders is also based on expressed or implied Acts of Congress that delegate to the president some degree of discretionary power (delegated legislation).
Here is a related news story:
From Roll Call: Biden to target noncompete clauses, wage collusion. Details of competition policy executive order are being unveiled piecemeal.
President Joe Biden wants to make it more difficult for employers to collude to suppress wages — the latest piece of a sweeping executive order on competition policy that is being unveiled in pieces by the White House during a generally quiet Fourth of July holiday week.
Brian Deese, the director of the National Economic Council, said in a series of tweets Wednesday that the intention is to make sure that employers do not share with one another wage data with one another that is not also available to employees.
Deese said that when markets are healthy “employers compete for labor, giving workers more opportunity to earn better wages and benefits.” He also said that obstacles “to this kind of competition have grown across time” and that Biden “will act to go at those barriers directly.”
The order will include a focus on limiting noncompete clauses in employment contracts, as well as limiting burdensome occupational licensing regulations.
Districts in Texas
Click on the links below for current maps:
- U.S. Congressional Districts.
- Texas House Districts.
- Texas Senate Districts.
For thorough info about the redistricting process in Texas, click here.
From Ballotpedia: Redistricting
Some students mentioned that were unfamiliar with the redistricting process. This is discussed later in your readings, I'll post a few items that should help you get ahead of it. We will start with the Ballotpedia entry on it.
- Click here for it.
Redistricting is the process of enacting new congressional and state legislative district boundaries. All United States Representatives and state legislators are elected from political divisions called districts. The states redraw district lines every 10 years following completion of the United States census. The federal government requires that districts must have nearly equal populations and must not discriminate on the basis of race or ethnicity.
Wednesday, July 7, 2021
The U.S. Constitutional Convention 6/1
- Click here for the source.
- June 1:
A National Executive
- Issues
- - How many?
- - Powers
- - how selected?
- - how long a term?
Ideas thrown out:
- single person
- should it have the power of war and peace?
- greater responsibility on one person
- position subservient to the legislature since it simply carries out the law. It should be selected by the legislature. Legislature should appoint as many as they thought necessary. Number should not be fixed.
- single executive assures "energy, dispatch, and responsibility."
- executive powers were: executing the laws and appointing officers.
- single executive was "the fetus of monarchy."
- admired British model of government.
- decision about unity or plurality postponed
- what should the powers of the executive be?
- debate over the following language: “with power to carry into effect the national laws, to appoint to offices in cases not otherwise provided for, and to execute such other powers, ‘not legislative nor judiciary in their nature,’ as may from time to time be delegated by the national Legislature.”
- election by the people? It worked in New York and Massachusetts.
- merits must have general notoriety
- appointment by the legislature in order to ensure he would carry out its will.
- independence from the legislature would lead to tyranny
- 3 years, with reelection
- 7 years
- legislative appointment could lead to intrigue between the branches
- 7 years was far too long, what if they proved incompetent?
- 3 years, maximum of 9
- voted for 7 year term
- vote by the people to ensure the state legislatures would not interfere.
- how practical is it?
- suggested the executive be elected by the legislature.
From Congress.gov: The bills passed by the 117th Congress so far
There have been 26 as of 7/7/21
- Click here for the list.
Remember that all laws passed by Congress have to be based on a power directly or indirectly granted in the Constitution. We should consider what those bases are.
From Ballotpedia: Supreme Court cases, October term 2020-2021
I'll throw a few posts out trying to assess the impact the Supreme Court had this past year. This is a good place to start.
- Click here for the page.
The Supreme Court of the United States is the highest judicial body in the country and leads the judicial branch of the federal government. It is often referred to by the acronym SCOTUS.
The court heard all oral arguments in cases accepted for the term remotely via teleconference and provided live audio streams of the argument sessions. The court made the decision in accordance with public health guidance in response to COVID-19. Click here for more information about the court's response to the coronavirus pandemic.
The court issued 67 opinions during its 2020-2021 term. Two cases were decided in one consolidated opinion. Ten cases were decided without argument. Click here for more information on the court's opinions.
The court agreed to hear 62 cases during its 2020-2021 term. Of those, 12 were originally scheduled for the 2019-2020 term but were delayed due to the coronavirus pandemic. Five cases were removed from the argument calendar.
Here is a complete list of the cases heard this term. Later I'll highlight the ones that seem significant.
You can also find a list of these cases on the SCOTUS website. Click here for it.
October 5, 2020
Carney v. Adams
Texas v. New Mexico
October 6, 2020
Rutledge v. Pharmaceutical Care Management Association
FNU Tanzin v. Tanvir
October 7, 2020
Google LLC v. Oracle America Inc.
Ford Motor Company v. Montana Eighth Judicial District Court (Consolidated with Ford Motor Company v. Bandemer)
October 13, 2020
United States v. Briggs (Consolidated with United States v. Collins)
City of Chicago, Illinois v. Fulton
October 14, 2020
Torres v. Madrid
Pereida v. Barr
November 2, 2020
U.S. Fish and Wildlife Service v. Sierra Club
Salinas v. United States Railroad Retirement Board
November 3, 2020
Jones v. Mississippi
Borden v. United States
November 4, 2020
Fulton v. City of Philadelphia, Pennsylvania
November 9, 2020
Niz-Chavez v. Garland
Brownback v. King
November 10, 2020
California v. Texas (Consolidated with Texas v. California)
November 30, 2020
Van Buren v. United States
Trump v. New York
December 1, 2020
Nestlé USA v. Doe I (Consolidated Cargill v. Doe I)
CIC Services v. Internal Revenue Service
December 2, 2020
Edwards v. Vannoy
December 7, 2020
Republic of Hungary v. Simon
Federal Republic of Germany v. Philipp
December 8, 2020
Facebook v. Duguid
Henry Schein Inc. v. Archer and White Sales Inc.
December 9, 2020
Collins v. Yellen (Consolidated with Yellen v. Collins)[19] (Consolidated with Mnuchin v. Collins)
January 11, 2021
Johnson v. Guzman Chavez[20]
January 12, 2021
Uzuegbunam v. Preczewski
January 13, 2021
AMG Capital Management, LLC v. Federal Trade Commission
January 19, 2021
FCC v. Prometheus Radio Project (Consolidated with National Association of Broadcasters v. Prometheus Radio Project)
BP P.L.C. v. Mayor and City Council of Baltimore
February 22, 2021
Florida v. Georgia
February 23, 2021
Garland v. Dai (Consolidated with Garland v. Alcaraz-Enriquez)
February 24, 2021
Lange v. California
March 1, 2021
United States v. Arthrex Inc. (Consolidated with Smith & Nephew Inc. v. Arthrex Inc. and Arthrex Inc. v. Smith & Nephew Inc.)
March 2, 2021
Brnovich v. Democratic National Committee (Consolidated with Arizona Republican Party v. Democratic National Committee)
March 3, 2021
Carr v. Saul (Consolidated with Davis v. Saul)
March 22, 2021
Cedar Point Nursery v. Hassid
March 23, 2021
United States v. Cooley
March 24, 2021
Caniglia v. Strom
March 29, 2021
Goldman Sachs Group Inc. v. Arkansas Teacher Retirement System
March 30, 2021
TransUnion LLC v. Ramirez
March 31, 2021
National Collegiate Athletic Association v. Alston (Consolidated with American Athletic Conference v. Alston)
April 19, 2021
Yellen v. Confederated Tribes of the Chehalis Reservation[21] (Consolidated with Alaska Native Village Corporation Association v. Confederated Tribes of the Chehalis Reservation)
Sanchez v. Mayorkas[22]
April 20, 2021
Greer v. United States
United States v. Gary
April 21, 2021
City of San Antonio, Texas v. Hotels.com, L.P.
Minerva Surgical Inc. v. Hologic Inc.
April 26, 2021
Americans for Prosperity v. Bonta[23] (Consolidated with Thomas More Law Center v. Bonta)
Guam v. United States
April 27, 2021
HollyFrontier Cheyenne Refining, LLC v. Renewable Fuels Association
United States v. Palomar-Santiago
April 28, 2021
Mahanoy Area School District v. B.L.
PennEast Pipeline Co. v. New Jersey
May 4, 2021
Terry v. United States
Tuesday, July 6, 2021
The Trial Docket for the Houston Municipal Courts for Monday July 12, 2021
To give you an idea of the sorts of disputes that are purely municipal - meaning "city."
These involves accusations that someone has violated a city ordinance.
- Click here for it.
If you'd like to check out Houston's Code of Ordinances.
From the Texas Education Agency: Texas Essential Knowledge and Skills for K - 8. Citizenship
- Kindergarten:
(9) Citizenship. The student understands important symbols, customs, and responsibilities that represent American beliefs and principles and contribute to our national identity. The student is expected to:
(A) identify the United States flag and the Texas state flag;
(B) recite the Pledge of Allegiance to the United States Flag and the Pledge to the Texas Flag; and
(C) use voting as a method for group decision making.
- First Grade:
(12) Citizenship. The student understands characteristics of good citizenship as exemplified by historical figures and other individuals. The student is expected to:
(A) identify characteristics of good citizenship, including truthfulness, justice, equality, respect for oneself and others, responsibility in daily life, and participation in government by educating oneself about the issues, respectfully holding public officials to their word, and voting; and
(B) identify historical figures and other individuals who have exemplified good citizenship such as Benjamin Franklin and Eleanor Roosevelt.
(13) Citizenship. The student understands important symbols, customs, and celebrations that represent American beliefs and principles that contribute to our national identity. The student is expected to:
(A) explain state and national patriotic symbols, including the United States and Texas flags, the Liberty Bell, the Statue of Liberty, and the Alamo;
(B) recite the Pledge of Allegiance to the United States Flag and the Pledge to the Texas Flag;
(C) identify anthems and mottoes of Texas and the United States;
(D) explain and practice voting as a way of making choices and decisions; and
(E) explain how patriotic customs and celebrations reflect American individualism and freedom.
- Second Grade:
(10) Citizenship. The student understands characteristics of good citizenship as exemplified by historical figures and other individuals. The student is expected to:
(A) identify characteristics of good citizenship, including truthfulness, justice, equality, respect for oneself and others, responsibility in daily life, and participation in government by educating oneself about the issues, respectfully holding public officials to their word, and voting;
(B) identify historical figures and other individuals who have exemplified good citizenship such as Paul Revere, Abigail Adams, World War II Women Airforce Service Pilots (WASPs), Navajo Code Talkers, and Sojourner Truth; and
(C) identify ways to actively practice good citizenship, including involvement in community service.
(11) Citizenship. The student understands important symbols, customs, and celebrations that represent American beliefs and principles that contribute to our national identity. The student is expected to:
(A) recite the Pledge of Allegiance to the United States Flag and the Pledge to the Texas Flag;
(B) sing, recite, or identify selected patriotic songs, including "The Star-Spangled Banner" and "America the Beautiful";
(C) identify symbols such as state and national birds and flowers and Uncle Sam; and
(D) identify how selected symbols, customs, and celebrations reflect an American love of individualism, inventiveness, and freedom.
- Third Grade:
(9) Citizenship. The student understands characteristics of good citizenship as exemplified by historical and contemporary figures and organizations. The student is expected to:
(A) identify characteristics of good citizenship, including truthfulness, justice, equality, respect for oneself and others, responsibility in daily life, and participation in government by educating oneself about the issues, respectfully holding public officials to their word, and voting;
(B) identify figures such as Helen Keller, Clara Barton, and Ruby Bridges who exemplify good citizenship;
(C) identify and describe individual acts of civic responsibility, including obeying laws, serving and improving the community, serving on a jury, and voting; and
(D) identify examples of nonprofit and/or civic organizations such as the Red Cross and explain how they serve the common good.
- Fourth Grade:
(14) Citizenship. The student understands important customs, symbols, and celebrations of Texas. The student is expected to:
(A) explain the meaning of various patriotic symbols and landmarks of Texas, including the six flags that flew over Texas, the Alamo, and the San Jacinto Monument;
(B) sing or recite "Texas, Our Texas";
(C) recite and explain the meaning of the Pledge to the Texas Flag; and
(D) describe the origins and significance of state celebrations such as Texas Independence Day and Juneteenth.
(15) Citizenship. The student understands the importance of active individual participation in the democratic process. The student is expected to:
(A) identify important individuals who have participated voluntarily in civic affairs at state and local levels such as Adina de Zavala and Clara Driscoll;
(B) explain how individuals can participate voluntarily in civic affairs at state and local levels through activities such as respectfully holding public officials to their word, writing letters, and participating in historic preservation and service projects;
(C) explain the duty of the individual in state and local elections such as being informed and voting;
(D) identify the importance of historical figures and important individuals who modeled active participation in the democratic process such as Sam Houston, Barbara Jordan, Lorenzo de Zavala, Ann Richards, Henry B. González, Wallace Jefferson, and other local individuals; and
(E) explain how to contact elected and appointed leaders in state and local governments.
(16) Citizenship. The student understands the importance of effective leadership in a constitutional republic. The student is expected to:
(A) identify leaders in state, local, and national governments, including the governor, local members of the Texas Legislature, the local mayor, U.S. senators, local U.S. representatives, and Texans who have been president of the United States; and
(B) identify leadership qualities of state and local leaders, past and present.
- Fifth Grade:
(A) explain various patriotic symbols, including Uncle Sam; national celebrations such as Labor Day; and political symbols such as the donkey and elephant;
(B) sing or recite "The Star-Spangled Banner" and explain its history;
(C) recite and explain the meaning of the Pledge of Allegiance to the United States Flag; and
(D) explain the significance of important landmarks, including the White House, the Statue of Liberty, and Mount Rushmore.
(17) Citizenship. The student understands the importance of individual participation in the democratic process at the local, state, and national levels. The student is expected to:
(A) explain why individuals have a duty to participate in civic affairs at the local, state, and national levels; and
(B) explain how to contact elected and appointed leaders in local, state, and national governments.
(18) Citizenship. The student understands the importance of effective leadership in a constitutional republic. The student is expected to:
(A) identify past and present leaders in the national government, including the president and various members of Congress, and their political parties; and
(B) identify leadership qualities of national leaders, past and present.
(19) Citizenship. The student understands the fundamental rights of American citizens guaranteed in the Bill of Rights. The student is expected to describe the fundamental rights guaranteed in the Bill of Rights, including freedom of religion, speech, and press; the right to assemble and petition the government; the right to keep and bear arms; the right to trial by jury; and the right to an attorney.
- Sixth Grade:
(11) Citizenship. The student understands that the nature of citizenship varies among societies. The student is expected to:
(A) describe and compare roles and responsibilities of citizens in various contemporary societies, including the United States; and
(B) explain how opportunities for citizens to participate in and influence the political process vary among various contemporary societies.
(12) Citizenship. The student understands the relationship among individual rights, responsibilities, duties, and freedoms in societies with representative governments. The student is expected to:
(A) identify and explain the duty of civic participation in societies with representative governments; and
(B) explain relationships among rights, responsibilities, and duties in societies with representative governments.
- Seventh Grade:
(15) Citizenship. The student understands the rights and responsibilities of Texas citizens in a democratic society. The student is expected to:
(A) explain rights of Texas citizens; and
(B) explain civic responsibilities of Texas citizens and the importance of civic participation.
(16) Citizenship. The student understands the importance of the expression of different points of view in a democratic society. The student is expected to:
(A) identify different points of view of political parties and interest groups on important Texas issues, past and present; and
(B) describe the importance of free speech and press in a democratic society.
(17) Citizenship. The student understands the importance of effective leadership in a democratic society. The student is expected to:
(A) identify the leadership qualities of elected and appointed leaders of Texas, past and present, including Texans who have been president of the United States; and
(B) identify the contributions of Texas leaders such as Lawrence Sullivan "Sul" Ross, John Nance Garner ("Cactus Jack"), James A. Baker III, Henry B. Gonzalez, Kay Bailey Hutchison, Barbara Jordan, Raymond L. Telles, Sam Rayburn, and Raul A. Gonzalez Jr.
- Eight Grade:
(19) Citizenship. The student understands the rights and responsibilities of citizens of the United States. The student is expected to:
(A) define and give examples of unalienable rights;
(B) summarize rights guaranteed in the Bill of Rights; and
(C) identify examples of responsible citizenship, including obeying rules and laws, staying informed on public issues, voting, and serving on juries.
(20) Citizenship. The student understands the importance of voluntary individual participation in the democratic process. The student is expected to:
(A) evaluate the contributions of the Founding Fathers as models of civic virtue; and
(B) analyze reasons for and the impact of selected examples of civil disobedience in U.S. history such as the Boston Tea Party and Henry David Thoreau's refusal to pay a tax.
(21) Citizenship. The student understands the importance of the expression of different points of view in a constitutional republic. The student is expected to:
(A) identify different points of view of political parties and interest groups on important historical issues;
(B) describe the importance of free speech and press in a constitutional republic; and
(C) summarize historical events in which compromise resulted in a resolution such as the Missouri Compromise, Compromise of 1850, and Kansas-Nebraska Act.
(22) Citizenship. The student understands the importance of effective leadership in a constitutional republic. The student is expected to:
(A) analyze the leadership qualities of elected and appointed leaders of the United States such as George Washington, John Marshall, and Abraham Lincoln; and
(B) describe the contributions of significant political, social, and military leaders of the United States such as Frederick Douglass, John Paul Jones, Susan B. Anthony, and Elizabeth Cady Stanton.
____
There are no separate requirements for citizenship following the eight grade.
Not that I can see anyway.
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