Despite promises made by presidential candidates, the President has no direct power to pass any legislation. This very important power lies solely with the House of Representatives and the Senate.

The Constitution specifically grants Congress its most important power — the authority to make laws. A bill, or proposed law, only becomes a law after both the House of Representatives and the Senate have approved it in the same form. The two houses share other powers, many of which are listed in Article I, Section 8. These include the power to declare war, coin money, raise an army and navy, regulate commerce, establish rules of immigration and naturalization, and establish the federal courts and their jurisdictions.

Partisanship — or fierce loyalty to one's political party — generally is not admired in the United States today. Many people today call themselves independent voters, and bickering between the parties in Congress is often condemned. But parties are very important in both the House of Representatives and the Senate today. Even though political parties do not play as big a role in elections as they once did, they still provide the basic organization of leadership in Congress.

Committees help to organize the most important work of Congress — considering, shaping, and passing laws to govern the nation. 8,000 or so bills go to committee annually. Fewer than 10% of those bills make it out for consideration on the floor.

A paunchy, older, silver-haired man with no facial hair wearing an ill-fitting dark suit. This is the image evoked in the minds of many Americans when they try to picture a Representative or Senator. This stereotype is actually grounded in truth, although the makeup of Congress has changed a great deal in the past few decades.

Creating legislation is what the business of Congress is all about. Ideas for laws come from many places — ordinary citizens, the president, offices of the executive branch, state legislatures and governors, congressional staff, and of course the members of Congress themselves.

The Founders of the nation feared a tyrannical President — they believed that only a strong Congress could best represent the people. Jackson felt that the Congress was not representing the people — that they were acting like an aristocracy. Jackson took the view that only the President could be trusted to stand for the will of the people against the aristocratic Congress. Jackson's weapon was the veto. "Andy Veto" used this power more often than all six previous Presidents combined.

Henry Clay of Kentucky, John C. Calhoun of South Carolina, and Daniel Webster of Massachusetts dominated national politics from the end of the War of 1812 until their deaths in the early 1850s. Although none would ever be President, the collective impact they created in Congress was far greater than any President of the era, with the exception of Andrew Jackson. There was one issue that loomed over the nation throughout their time in power — slavery. They were continuously successful in keeping peace in America by forging a series of compromises. The next generation's leaders were not.

This describes the incident in which two Representative Preston Brooks of South Carolina beat Charles Sumner with a Cane over a debate about slavery. The incident polarized the country and was an antecedent to the Civil War

In the spring of 1868, Andrew Johnson became the first President to be impeached. The heavily Republican House of Representatives brought 11 articles of impeachment against Johnson. Many insiders knew that the Congress was looking for any excuse to rid themselves of an uncooperative President.

In a letter written to James Madison in 1797, Thomas Jefferson wrote, “The principle of the Constitution is that of a separation of legislative, Executive and Judiciary functions, except in cases specified. If this principle be not expressed in direct terms, it is clearly the spirit of the Constitution…” The separation of powers was one of the fundamental principles of the Constitution’s Framers. The Legislative Branch is sometimes referred as the “people’s branch” since the Founders believed and intended the legislative branch to closely reflect the will of the citizens.

This course analyzes the development of the United States Congress by focusing on the competing theoretical lenses through which legislatures have been studied. In particular, it compares sociological and economic models of legislative behavior, applying those models to floor decision-making, committee behavior, political parties, relations with other branches of the Federal government, and elections. Graduate students are expected to pursue the subject in greater depth through reading and individual research. This course analyzes the development of the United States Congress by focusing on the competing theoretical lenses through which legislatures have been studied. In particular, it compares sociological and economic models of legislative behavior, applying those models to floor decision-making, committee behavior, political parties, relations with other branches of the Federal government, and elections. Graduate students are expected to pursue the subject in greater depth through reading and individual research.

Role of the engineer as patent expert and as technical witness in court and patent interference and related proceedings. Rights and obligations of engineers in connection with educational institutions, government, and large and small businesses. Various manners of transplanting inventions into business operations, including development of New England and other US electronics and biotech industries and their different types of institutions. American systems of incentive to creativity apart from the patent laws in the atomic energy and space fields. For graduate students only; others see 6.901.

This collection uses primary sources to explore the life and political impact of Henry Clay. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

This subject examines the historical development and contemporary politics of social policy in the United States. We will discuss the kinds of risks individuals face over a lifetime and why some are ameliorated by social policy while others are not (and how the U.S. is similar or different from other countries in this regard). We will examine the policymaking process in the U.S., why some alternatives are implemented and others abandoned, why some interests are privileged over others, and how the designs of policies can feed back and shape politics in a given policy area. Along the way we will examine interactions among political institutions, policy elites, the media, and the mass public.