Notes on Politics, Institutions, and Civic Engagement

Four main social institutions mentioned: the economy, education, family, and health care. The speaker notes time constraints prevent deep discussion of health care and the family, but these are acknowledged as key institutions.
Institutions can control our behavior, the way we think, and the way we feel.
Important point: even though institutions guide us, we can change them. Do not assume the status quo is fixed.
The central idea: politics is a mechanism through which institutions can be changed; agency exists to transform structures, not just be constrained by them.

Prompt about the role of social media: does it bring people together or pull us apart?
Writing assignment: compose at least one paragraph on any of three questions (the three explicit prompts in class), encouraging free-flow ideas (avoid self-censoring).
Note on tone: the instructor uses a humorous aside to ease students into candid writing ("vomit your thoughts"), clarifying the intent to generate raw, unfiltered ideas.

Election cycle context provided:
- Next year is an election year, specifically a midterm election (not a presidential election year).
- Presidential elections occur every $4$ years.
- Local politics tend to have even lower turnout than national elections.
Student engagement indicators:
- A portion of students have voted or plan to vote.
- A question about petition signing is posed: "How many of us signed petitions before?"
Personal reflection on political engagement and petitions as a form of political participation.

The speaker advocates for more marijuana research to assess its risks and benefits.
Argument presented: if research shows marijuana is similar to alcohol when used in moderation, it may not be as harmful as once claimed.
The stance: research should inform policy; moderation is the key concept in the argument.
Personal note: the speaker previously supported petitions for more research based on the conclusion that moderation reduces harm.

Question posed: "How many of us communicated with our elected officials?"
Discussion on who you know or voted for locally and awareness of representatives (even the speaker admits forgetting a name in a moment).
Practical guidance: engaging officials can go beyond calling; emails and organized meetings are possible.
Historical example: in 2015, faculty planned a strike; the speaker and others sought support from district representatives and participated in advocacy in Sacramento.
The example underscores the real-world efforts citizens use to influence policy and education funding or support.

Question: who is actually interested in politics? A few hands rise; the instructor defaults to assuming others may be uninterested or disengaged.
The instructor shares a personal political view of President Biden, suggesting Biden might be a one-term president and expressing a desire for alternative leadership.
Comment on Kamala Harris: mention that she was not a primary option in 2020, and for a hypothetical second term, she would have only a short campaigning period.
The aim is to illustrate how dialogue happens in a classroom and how individuals’ political views can vary widely.

Acknowledgment of emotional responses to politics:
- People feel exhausted, stressed, angry, or divided after political events.
- There is a sense of corruption and confusion about what is happening.
Some students feel disinterested when promises from candidates are not fulfilled; this cynicism affects political engagement.
The broader implication: political conversations can be emotionally charged and challenging, yet they remain central to civic life.

Demonstration context includes visible signs and messages:
- A sign reading "Legalization for all" (in English and Spanish).
- A sign: "Stop racist fear".
- Shirts with messages like "for the kids."
These visuals reflect advocacy themes such as cannabis policy reform, anti-racism, and child-focused policy.

The discussion references HB 16, a bill associated with immigrant rights and education access in the context of a Latino Cultural Exchange Coalition.
The coalition advocates for:
- Second chances for ex-offenders.
- Latino awareness and being heard in policy discussions.
The practical aim described: to allow immigrants to go to school and remain in the country, highlighting the broader issue of access to education for undocumented or immigrant populations.
The phrase "Product of HB 16" suggests the materials or actions shown are connected to this coalition.

DACA is described as not codified and potentially revocable at any time, creating ongoing stress and uncertainty for recipients.
The demonstration supports keeping DACA in existence and highlights the precarious status of recipients.
The perception is that immigration policy, education access, and protection for immigrant communities are central concerns in the political landscape.

Core rationale: understanding political and legal structures enables citizens to effectively navigate government and advocate for desired outcomes.
The discussion frames civics as essential for participation, accountability, and informed decision-making.
Practical implication: informed citizens can engage more effectively in voting, petitioning, contacting officials, and community organizing.

Agency within structure: individuals can change institutions despite the fact that institutions shape behavior.
Civic engagement as a catalyst for social change: voting, petitions, contacting representatives, and participating in demonstrations.
Evidence-based policy: the marijuana debate illustrates how research drives policy arguments and public opinion.
Democratic participation across levels: local, state, and national arenas all influence everyday life (education, immigration, health, economy).
Ethical and practical implications: balancing individual freedoms (cannabis use) with community well-being; ensuring immigrant access to education; maintaining the rule of law while protecting vulnerable populations (DACA recipients).

Presidential terms: every $4$ years.
Midterm elections occur during the president's term (contrast with presidential election years).
A historical reference: the year $2015$ when faculty at the campus were planning to strike and advocates engaged in discussions in Sacramento.
HB $16$ as a legislative reference tied to immigrant education and civil rights.