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AGT1-ch.1

Agt1-Ch.1

by jlutz10, Dec. 2009

Subjects: agt1 american ch1 government philosophy political science

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Power	The ability of one person to get another person to act in accordance with the first person's intentions.
Authority	The right to use power.
Legitimacy	Political authority conferred by law or by a state or national constitution.
Democracy	The rule of the many.
Direct or Participatory Democracy	A Government in which al or most citizens participate directly.
Representative Democracy	A Government in which leaders make decisions by winning a competitive struggle for the popular vote.
Elite	Persons who possess a disproportionate share of some valued resource, like money or power.
Marxist View of Political Elites and how power has acually been distributed in America's Representative Demoracy	View that the Government is dominated by capitalists.
Power Elite View of Political Elites and how power has acually been distributed in America's Representative Demoracy	View that the govenment is dominated by a few top leaders, most of whom are outside of government.
Bureaucratic View of Political Elites and how power has acually been distributed in America's Representative Demoracy	View that the government is dominated by appointed officials.
Pluralist View of Political Elites and how power has acually been distributed in America's Representative Demoracy	The belief that competition among all affected interests shapes public policy.
The Basis for Creating Government	People create government through a social contract to resolve conflicts, protect the weak, and to set rules for behavior.
Agreement on the core roles of government	Most Americans agree that the government should maintain order, provide for national defense, and promote the general welfare.
Disagreements about promoting the general welfare	Americans disagree about whether government should redistribute income or the extent that individual liberties should be restricted.
Thomas Hobbes	17th C. English philosopher. He believed that without government, people would be in perpetual conflict. He advocated a master ruler called "Leviathan."
Social Contract	A hypothetical agreement among members of a society (or between a society and its rulers) regarding the rights and the duties of each. (John Locke and Jean-Jacques Rousseau were advocates of this) Ex. US Constitution
Pubic Goods	Goods or services available to all citizens and which are unlikely to be produced by the market. Ex. Highways, national defense, public health, air traffic control
Free Rider	The ability of the individual to enjoy the benefits from a collective action without having to pay for the benefit.
Progressive Income Tax	A tax system in which the tax rate rises as the income rises.
Which English Political Philsopher wrote that without government the life of man was "solitary, poor, nasty, brutish and short."?	Thomas Hobbes. Hobbes thought that without government people's lives would be little better than animals'.
The best statement of the social contract between American citizens and their government is found in the	Preamble of the Constitution. The preamble states the reasons Americans have instituted their form of government.
The two amendments to the Constitution that refer to due process of law are the 5th and the	14th. This amendment made citizens of the former slaves and made the due process clause binding on the states.
All of the following are ways governments redistribute income except	tariffs. Redistribution involves citizens' and corporations' tax money; tariffs are taxes charged on imported goods.
Government may be considered a necessary evil for all the following reasons except which?	It does not deter external aggression. A priority for any government is national defense.
Who Governs: Anarchy	Anarchy - no government - is efficient, but lacks a method for resolving disputes.
Who Governs: Monarchy	Monarchy - government by a hereditary leader - is efficient, but usually results in arbitrary leadership.
Who Govens: Oligarchy	Oligarchy - rule by elites - is efficient, but usually becomes arbitrary and self-serving.
Who Governs: Direct Democracy	Direct Democracy - all citizens participating in all decisions - is inefficient, but eliminates arbitrariness.
Who Governs: Representative Democracy	Representative Democracy - decision-making by elected representatives - is inefficient, but eliminates many of the disadvantages of other systems.
Advantages Anarchy	Advantages: 1. Simple 2. No Bureaucracy 3. Maximum Freedom 4. Few Constraints
Disadvantages Anarchy	Disadvantages 1. No method of resolving disputes 2. No method of protecting the weak from the strong 3. No method of preventing the irresponsible from harming others
Advantges Monarchy	Advantages 1. Efficiency The monarch decrees laws and everyone obeys them (or else).
Disadvantages Monarchy	Disadvantages 1. Arbitrariness Citizens have no protection against the monarch's whim.
Advantages Oligarchy	Advantages 1. Some people are smarter and wiser than ordinary citizens (note - most organizations are run by elites; most people in a society are unprepared to govern) 2. When the most competent people in a society rule, society is protected from the uninformed.
Disadvantages Oligarchy	Disadvantages 1. Elites may be a. self-serving b. evil c. arbitrary d. Unconcerned with protecting individual rights.
Military-Industrial Complex	An informal alliance of military leadersand corporations that devise schemes for spending tax revenue for its own benefit. (President Eisenhower warned of a Military-Industrial Complex in 1961)
Advantages Direct Demoracy	Advantages 1. Reduces the opportunities for arbitrariness
Disadvantages Direct Democracy	Disadvantages 1. Direct democracy is very inefficient 2. Many people will not participate because of time constraints 3. Many people will be ill informed 4. The rights of minorities may be sacrificed (note- the Founders feared that direct democracy would deteriorate into mob rule as it did in ancient Athens)
Advantages Representative Democracy	Advantages 1. Limits arbitrary government 2. Protects individual rights 3. May protect minorities 4. Created loyalty and legitimacy
Disadvantages Representative Democracy	Disadvantages 1. Is slow and inefficient 2. May oppress minorities 3. May be overwhelmed by ignorant and intolerant voters 4. May be hijacked by corporate wealth
True or False Monarchy is the most common way people throughout history have organized governments.	True Since earliest recorded history, most governments have been monarchies.
Remnants of direct democracy can be found in America in some	New England town meetings. In town hall meetings in some New England towns, all adult citizens are allowed to vote directly on all political decisions.
Sources of political power	1. Force 2. Legitimacy
Advantages of pluralism in a democracy	1. Groups represent individuals' interest without their direct involvement 2. No one group can gain too much power because of the competition 3. Decisions will be compromises
Criticisms of purlism in a democracy	1. Powerful economic interests have inordinate power to get what they want. 2. Not all interest groups are equal 3. Groups with power represent the wealthiest citizens 4. Powerful groupd convince average folks to identify with corporate interests
The widespread acceptance that (1) government has the authority to make decisions, (2) government officials are appropriately designated to act, and (3) citizens have the obligation to obey the government is a definition of	political legitimacy. These are the three characteristics of any legitimate government.
What is the source of political legitimacy in an oligarchy?	The belief that elites are superior and better able to rule Oligarchy is rule by elites.
What is NOT a concern about legitimacy in a democracy?	liberty is unrestrained. Only in anarchy is liberty unrestrained.
True or False According the theory of pluralism, democratic institutions flourish as groups compete to obtain their goals.	True In a pluralistic society, the competition of groups ensures that no group has too much power and that decisions are reached through deliberation.
Circularity	Described by Charles Lindbloom. "Circularity" cycle 1. Business is able to convince people that they actually want what business wants 2. Voters do not challenge business' goals 3. The government gives business what it wants
Definition: Political Culture	The shared set of beliefs, values and expectations a group or country holds about political processes.
The four types of political culture	Communism, Socialism, State Capitalism, Market Democracy
What questions do you ask to understand a country's political culture?	1 Equality - For whom? Under what circumstances? 2. Liberty - For Whom? For What? When? How? 3. Individuals and Groups - Which is more important? Is emphasis placed on individual activity or group effort and consensus? 4. Security - Should the government provide it or should people be responsible for their own?
Definition: Command Economy	An economic system in which the state establishes economic priorities and owns the means of economic production
Communism	1. A political culture in which people value state decisions in politics and economics 2. Equality is preferred to liberty Ex. The former USSR, People's Republic of China, North Korea, Vietnam, Cuba
Socialism	1. Citizens have a large say in political decisions 2. The state guides the economy (determining wages and income levels, etc) Ex. Scandinavian Countries (Sweden, Norway and Denmark)
State Capitalism	1. The state rather than it's citizens have a strong political voice and provides political direction 2. The market drives the economy ex. Most of Latin America
Market Democracy	1. Citizens believe that they control the government and that it works for them 2. The market drives the economy Ex. The United States
Differences among the four types of political culture: Liberty	Compared to other cultures, market democracies tend to be individualistic and to value liberty more than equality Ex. In Sweden, economic leaders believe that the ratio of a CEO's salary to that of a janitor should be about 2:1. In the US it is 20:1 and in some large companies 400:1
Differences among the four types of political culture: Security	Security, associated with greater state control, is valued less by market democracies than other cultures. Cultures other than market democacies believe the state should provide housing, health care and education to citizens. Market democracies believe that individuals ar responsible for these things
Principles of American Culture	American political culture is organized around liberty, equality, democracy, capitalism and religious faith
Positive Liberty	The freedom to do as one pleases
Negative Liberty	The freedom from interference in one's actions
Individualism	The idea that each person is best able to make decisions about his life
Amerian belief in equality	1. Equality of opportunity, NOT equality of outcomes (each American begins life with a equal chance of success, but without a guarantee of equal results at the end of their lives 2. Political equality, NOT economic equality (In politics everyone gets one vote, in economics there is no comparable practice for ensuring equality) 3. Equal treatment under the law (the wealthiest and most powerful Americans should be subject to the same legal system as the poorest and weakest Americans)
The particularly American belief in democracy includes	1. Freedom of political expression (All people should be able to say what they want, campaign as they wish and advocate whatever policies they prefer) 2. Majority rule (after campaigns and voting, the person receiving the most votes wins, the margin of victory is unimportant) 3. Protection of minority rights (eveyone will be in a minority at some point, the majority should not be able to oppress minorities or trample their rights) 4. Distrust of the government (Americans are distrustful of governments with too much power, Americans want to keep government under popular control so that the people's interests - not the government's - are paramount.
American belief in capitalism	Americans want the freedom to 1.buy, make and sell whatever they want 2. live wherever they choose It is a distinctly American trait to accept widely unequal economic outcomes
American belief in Faith in God	1. A high percentage of Americans believe that God is real and plays an important part in their lives, an inreasingly rare belief in Western democracies. 2. Americans believe in the free exercise of religion and not a state-supported church
Inconsistencies and Contradiction in American Culture	Ex. The Declaration of Independence states that "all men are created equal," yet America tolerated slavery for almost 200 yrs.
What is the most succinct statement of Americans' core political values?	The Pledge of Allegiance
What unifies us in the US?	The United States is unified by an agreed-upon government and a political culture with shared values and expectations.
What are some source of diversity in the US?	Sources of diversity in the U.S. include ethnicity, language, religion, age, sexual identity, class, geography, and political interests.
What are some implications of diversity?	Increasing diversity means politicians have to appeal to wider groups and makes it difficult to define what it means to be an American. Alexis de Tocqueville wrote about these sorts of issues eloquently in the 1830s in Democracy in America.
“E Pluribus Unum”	"out of many, one" - is found on all circulating U.S. coins. The motto “E Pluribus Unum” is also found on the Great Seal of the United States.
What are some political implications of diversity in the US?	1. Political participants (voters, politicians, and officeholders) increasingly include women and members of ethnic and sexual minorities. 2. Participation by these groups has changed the composition, activities, and decisions of legislatures. 3. It is now much more difficult for politicians to run for office and appeal only to white, English-speaking voters.
What does it mean to be an American?	1. Earlier in U.S. history, those thought to be un-American were hounded and harassed. 2. Today Americans are more tolerant and quicker to see minorities as Americans who happen to possess different traits. 3. Assaulting American political culture is one of the few ways to be labeled un-American now. One way to do this is to directly challenge American beliefs in liberty, equality, self-reliance, or civic duty.
Alexis de Tocqueville	a French aristocrat, visited the U.S in the 1830s. He 1. wrote Democracy in America about his travels and observations 2. recognized that Americans were joiners (banding together for a variety of causes) and passionate religious believers 3. noticed that Americans share a belief in equality before and under the law and further believe that they are united by their government 4. noted that Americans are not only concerned with the interests of their separate groups, but that they are also careful to consider what is best for the society as a whole.
How does government affect you personally?	The government affects you if you 1. mail a letter 2. take out a guaranteed student loan 3. drive on the highway 4. drink tap water 5. pay Social Security taxes at work.
What different methods did England use to etablish colonies?	England established colonies by social compacts, through joint stock companies, and by land grants. Each method entailed a different set of social arrangements.
How was colonial life better in America than life had been i England?	1. Colonists enjoyed economic and political liberties: a) Freedom to buy and sell property b) Freedom to work in any chosen occupation (no guilds) c) Unrestricted wages d) Freedom of movement
Religious Intolerance	Puritans: (1) came to America seeking religious freedom (2) set up a theocracy in Massachusetts. b) Female religious dissenters could be tried and executed for being witches. c) Nine colonies set up state churches. (1) Many colonists believed that they were necessary for civil order.
theocracy	A government structure in which religious leaders establish the rules based on their interpretations of religious doctrine.
Compacts	1. Social agreements made by the people to decide how to govern themselves. Example: Mayflower Compact of 1620 2. Political power came from the people, not the king. 3. People made their own arrangements about how to govern.
Joint stock companies	1. Colonies formed by investors Examples: Massachusetts Bay and Virginia 2. British investors formed the companies to extract raw materials and ship them to England. 3. The colonies were governed by the company stockholders. 4. The colonists decided many things for themselves because of the time it took to receive instructions from London.
Land grants from the Crown	1. In 1632, Lord Baltimore was granted the territory that later became Maryland. 2. New York, New Jersey, Carolina, and Pennsylvania were created by land grants.
By the 1700s, colonists from every colony were demanding their rights as English subjects. How did they do this?	1. modeled their demands for rights on the British constitution (The British constitution is a mixture of tradition, custom, and practice and has never been written down. The constitution mainly concerns the relation between the monarch and parliament.) 2. wanted to recreate the fabric of English life 3. looked to the House of Commons and British common law as a model for settling political disputes 4. sought protections for individual rights under British law. a) Habeas corpus b) The general rule of law c) The British legal system with public trials and juries d) Protection from arbitrary government
habeas corpus	(Latin for “you should have the body”) The right of protection against unlimited imprisonment unless formally charged by a court.
Grievances leading to rebellion	A. The British controlled foreign affairs, defense, and trade. B. Britain taxed the colonies to finance their administration. C. The Tea Act of 1773 D. British reaction “The die is now cast. The colonies must either submit or triumph.” George III of England 1. Britain closed Boston Harbor and placed the Boston government under British control.
The British controlled foreign affairs, defense, and trade. What are some examples of this?	1. The British extracted raw materials (timber, metals, wool) and sent them to England for processing. 2. The Navigation Act of 1660, the Wool Act (1698), and the Iron Act (1750) prevented the colonies from trading with other countries.
Britain taxed the colonies to finance their administration. What are some examples of this?	1. The Sugar Act of 1764 imposed tariffs (import taxes) on sugar, coffee, wine, and other popular goods. 2. The Stamp Act of 1765 imposed a tax on all kinds of printed material.
mercantilism	Economic system of the European nations from the 16th to 18th centuries based on the theory that national wealth and power were best served by exporting finished goods to colonies and in turn extracting raw materials from them.
The Stamp Act did not tax postage stamps. What did it do?	Stamps would not be invented for another 75 years. It required paper goods like newspapers, legal documents, books, pamphlets, and playing cards to be printed on specially stamped (watermarked) paper.
The Tea Act of 1773	The Tea Act was intended to save the ailing British East India Company, which had 17 million pounds of unsold tea at the time. The company was a major source of tax revenue for the British government. 1. Taxed tea (among other things) 2. Led the colonists to boycott British goods 3. Protests over the act culminated in the Boston Tea Party on December 16, 1773. a) Over 300 chests of tea were dumped into Boston Harbor. b) The Sons of Liberty–instigators of the party–cried “Boston harbor a tea-pot this night.”
Why were the colonists rebelling?	“[T]he American revolution was not fought to obtain freedom, but to preserve the liberties the Americans already had as colonists.” Samuel Eliot Morrison, Oxford History of the American People (1965) 1. They wanted an end to unfair taxation and regulations. 2. They wanted local self-government. 3. They wanted a continuation of their rights as English citizens.
Results of the American Revolution	1. Thirteen states 2. Congress 3. Independence from Britain
Post American Revolution problem	Creating institutions that would embody the ideals of the Declaration of Independence, especially “all men are created equal.”
The Dickinson report	1. John Dickinson, a Pennsylvania lawyer, submitted a proposal to Congress in June 1776 outlining a central government. 2. The Dickinson plan called for a weak central government in accordance with popular opinion. a) The colonists had just fought a war against a powerful ruler.
Four challenges for the new Central government	A. The division of power between existing states and a new central government B. Representation 1. Less-populous states wanted equal representation. 2. Populous states wanted representation proportional to population. C. Finances 1.Apportioning war debts a) Equally? b) Proportionally? 2. Counting slaves for tax purposes D. Claims to the western lands 1. Some states claimed land to their west as far as the Pacific Ocean 2. States that did not border the territories were opposed to granting other states more land.
Weaknesses of the Articles of Confederation	1. Each state retained sovereignty. a) All powers not specifically given to the central government were retained by the states. 2. Unicameral Congress a) Each state had one vote in Congress. b) Passing legislation required nine votes. 3. No president or executive a) Congress could appoint administrators. 4. No federal court system a) All courts were at the state level.
Congressional powers and weaknesses under the Articles of Confederation	1. Congress could a) control foreign policy b) print money. 2. Congress could not a) tax (1) Congress had to ask the states for money if it needed it. b) enforce laws c) control the western lands.
unicameral	Describing a legislative assembly comprising one chamber
The Canadian offer	Canada was allowed to join the United States without special permission. It declined the offer. “Canada acceding to this confederation, and adjoining in the measures of the United States, shall be admitted into, and entitled to all the advantages of this Union; but no other colony shall be admitted into the same, unless such admission be agreed to by nine States.” Articles of Confederation, Article XI
What was required in order to amend the articles of confederation?	Required a) A majority vote in Congress b) A unanimous vote of the states. Note: This meant a single state could prevent adoption of measures approved by all the others.
Problems resulting from the weaknesses of the articles of confederation	A. The lack of a president meant that the country could not respond quickly to problems. B. Financial problems C. Trade and diplomatic problems D. Military problems E. Open rebellion
Financial problems of the continental congress	1. Congress could not tax, so it printed money. (To finance the Continental Army, the Continental Congress issued approximately $226 million dollars in paper money. The states printed about $200 million dollars of their own. Hyperinflation resulted, and people were reluctant to use the new currency. In 1780, Congress devalued its currency to stop the inflation. However, Congress began cranking up the printing press again, giving rise to the saying "not worth a Continental.")
Trade and diplomatic problems of the continental congress	1. Congress could not regulate interstate commerce, so states taxed one another’s goods. 2. Each state could negotiate treaties with other countries. Note: Congress could not enforce even the treaty that ended the Revolutionary War. 3. Each state printed its own currency and demanded payment in it.
Military problems of the continental congress	1. Congress a) could not draft soldiers b) was helpless to deal with insurrections or foreign aggression c) disbanded the military for lack of funds.
Examples of Open rebellion to continental congress	1. Shays’ Rebellion a) In 1786, 1,500 farmers in Massachusetts captured several courthouses and the city of Springfield. (1) The farmers were in debt. (2) They were protesting repossession of their farms by creditors. b) The rebellion was lead by Captain Daniel Shays, a decorated captain in the Continental Army. c) Congress had to beg money from the states to put down the rebellion. Note: Only Virginia sent funds. d) A militia was eventually raised in Massachusetts to fight the rebels and repossess the farms. e) The rebellion exposed the extreme weakness of the central government.
The Whiskey Rebellion	The Whiskey Rebellion actually occurred in 1793 as a protest against the Whiskey Tax.
Winning the war for independence left the colonies fragmented and in disarray. How is this true?	It eliminated their central governing authority and their common enemy. 3. The failure of the Articles of Confederation exacerbated their problems and convinced many people of the need for a stronger government.
What was te make up of the Constitutional Convention?	Fifty-five delegates (of the 74 invited) came. 1. They represented nine states. a) Delegates from Connecticut, New Hampshire and Maryland arrived late. b) Rhode Island boycotted the convention. 2. About 40 delegates played major roles in discussions and decisions.
What were the backgrounds of the delegates?	1. They were highly educated for their time–31 had earned college degrees. 2. Most were experienced in politics. 3. Many were skilled in public debate and logic. 4. They took the convention seriously. They a) realized they might be making history b) were optimistic about the future of the country. 5. All delegates were white, male, and of Christian heritage.
What were the occupations of the delegates?	Their occupations reflected their leadership abilities. 1. 31 lawyers (over 50% of the total) 2. 12 businessmen 3. 17 slaveholders (including George Washington and James Madison)
What were the two camps the convention broke into?	1. Federalists, who wanted a) a strong central government b) a minimal role for citizens generally. 2. Republicans, who sought a) a much weaker federal government b) stronger state governments c) a broader role for citizens.
How strong should the central government be according to the republicans of the Consitutional Convention?	1. Republicans favored a weak central government. a) They came only to adjust the existing system. b) Some delegates opposed having any central government at all. Example: Two of the three delegates from New York left in disgust when they realized the assembly was moving towards a stronger central government.
How strong should the central government be according to the Federalists of the Constitutional Convention?	2. Federalists favored a strong central government. a) They wanted a new constitution. b) They came to rewrite the Articles of Confederation.
How should states be represented in Congress? (Constitutional Convention)	1. Less-populous states favored equal representation for each state. a) This would ensure protection of their interests. 2. Populous states wanted greater representation because of their larger populations and greater economic importance.
What should be the role of the people? (Constitutional Convention)	Some delegates distrusted the people. a) They feared allowing the people to participate in government. b) Alexander Hamilton favored the British model and wanted a king (namely, George Washington). Note: James Madison wanted a republican system based on popular involvement. c) No one favored democracy for every resident. d) Voting would be limited to white male landowners e) The goal was to insulate the government from popular passions and prejudices.
Should the western lands be controlled by the central government or the original states? (Constitutional Convention)	1. Georgia and Virginia claimed all the land from their coastal borders to the “South Seas.” 2. Ohio wanted to claim more land to the west. 3. Maryland, New Jersey, Delaware and other states that did not border the western territories feared this growth.
How should the national government deal with slavery? (Constitutional Convention)	1. Southern states wanted to protect slavery and its expansion into the territories. 2. Northern states opposed slavery and its expansion.
James Madison had been studying in the months before the convention. What had he been studying?	a) European political theory b) ancient Greek and Roman history c) existing state governments d) experiences under the Articles of Confederation e) British history.
James Madison's chief concern was government’s potential to become tyrannical, to threaten liberty and property. His solution was to what?	(1) avoid widespread participation in the government (he opposed direct democracy) (2) divide powers among a legislature, executive, and judiciary to protect liberty.
The Virginia Plan	Madison and the Virginia delegation arrived early. 1. Their 15 proposals became the agenda for the convention: a) Strengthen the central government b) Divide power among a legislative, executive, judicial branch c) Establish a bicameral legislature (1) Lower assembly to be elected directly. (2) Upper assembly to be chosen by the members of the lower house from lists of candidates submitted by the legislatures. (3) Representation for each state to be in proportion to population and taxes. d) Have the legislature select an executive group to serve one term at a time e) Establish a national judiciary with judges appointed for life f) Allow the executive and a group of judges to form a committee to approve or override the legislature g) Allow the legislature to override state laws
The New Jersey plan	Small states opposed the Virginia Plan 1. They proposed: a) Equal representation in Congress (not based on population) b) A unicameral legislature that would impose taxes and regulate commerce c) A legislature-appointed executive group with veto power d) A national supreme court with limited jurisdiction e) No federal judicial system f) National law to be binding on states and enforced by Congress and the courts
American political culture is organized around all of the following except: indivdiual security democracy equality capitalism	individual security
What patriot of the Revolutionary War is famous for having declared "Give me liberty or give me death!"?	Patrick Henry
Regarding equality, Amercian political culture values ______ equality, not _____ equality.	political; economic
Americans tend to be suspicious of governments that have too much power. True or False?	True
The inconsistencies between American political culture and American political pratice: A.) meant that Americans were hypocrites B.) had no significance C. were not as stark as inconsistencies in other countries D. created tensions that were resolved in favor of equality	D. created tensions that were resolved in avor of equality
More than 80% of Americans would consider voting for a presidential candidate from all of the following groups except: women catholics atheists jews	Atheists - A belief in God is still a strong part of the American political culture.
"E Pluribus Unum" is found on all circulating US coins and on	The Great Seal of the United States
Spanish is so widely spoken in the US that it is possible to live in the US and never hear English spoken. True or False.	True
All of the following are true about social classes in the US except: A. many Americans prefer to believe that the US is a classless society B. all social classes have the same political goals C. social classes actually exist D. different classes have different political interests	All social classes have the same political goals.
Which of the following is not true about diversity in American political culture?	A. Compared to the past, there is now less diversity in America B. Earlier is US history there was great pressure to assimilate and become first an English-speaking American C. Americans now often see themselves as both American citizens as well as members of other groups. D. There is now a greater appreciation of the contributions different groups have made to American society.	A. Compared to the past, there is now less diversity in America
One of the ways to be labeled Un-American today is to:	A. be unemployed B. speak English poorly C. assault American political culture D. promote liberal values	C. assault American political culture
In Democracy in America, Alexis de Tocqueville noted that Americans were not only concerned with the interests of their separate groups, but that they also:	A. tried to eliminate other groups B. considered what was best for the society as a whole C. did not join many religious groups D. were not united by anything	B. considered what was best for the society as a whole
Which of the following was NOT one of the economic or political liberties that the colonists enjoyed?	A. The right to buy and sell property B. Freedom of movement C. The right to send representatives to parliament D. Unrestricted wages	C. The right to send representatives to parliament
A government structure in which religious leaders establish laws based on their interpretation of religious doctrine is a:	Theocracy
Which of the following was NOT an arrangement for establishing a colony in the US?	A. Compact B. Joint Stock Company C. Land grant from the King D. Inheritance	D. Inheritance
Which of the following was NOT a right sought by the colonists under English law?	A. Habeas Corpus B. The right to declare war C. Public jury trials D. Protection from arbitrary government	B. The right to declar war
Which of the following is NOT true of the tea act of 1773?	A. It taxed tea B. It led the colonists to boycott British goods C. The Continental Congress declared the law to be "taxation without representation." D. The Boson tea party was a response to the act.	C. The Continental Congress declared the law to be "taxation without representation."
According to Samuel Eliot Morrison, the colonists rebelled against England because they wanted all of the following EXCEPT:	A. An end to unfair taxation B. local self government C. a continutation of their rights as English citizens D. to belong to France	D. to belong to France
All of the following were challenges the states faced after the Revolutionary War except	A. apportioning war debts B. the legality of slavery C. the states' claim to western lands D. representation of the states in the new government	B. the legality of slavery
The Articles of Confederation provided for which of the following?	A. A bureaucracy B. A federal judiciary C. A president D. A congress	D. A congress
Amending the Articles of Confederation required a majority vote in congress and:	A. a simple majority of the states B. a two-thirds majority of the states C. a three-fourths majority of the states D. a unanimous vote of the states	D a unanimous vote of the states
Under the Articles of Confederation, the congress was allowed to:	A. tax B. print money C. enforce laws D. control the western lands	B. print money
Which of the following was NOT a trade or diplomatic problem associated with government under the Articles?	A. States taxed one another's goods B. States could negotiate their own treaties with foreign countries C. Congress imposed crushing taxes on the states D. States demanded payment in their own currency	C. Congress imposed crushing taxes on the states. (Congress did not hae the power to tax)
Which of the following was NOT true of Shay's rebellion?	A. It was swiftly put down by congress B. It was led by a decorated officer of the continental army C. It occured in Massachusetts D. It as an uprising of beleaguered farmers.	A. It was swiftly put down by congress. (Congress was powerless against it)
Which of the following was NOT a weakness of the governent under the Articles of Confederation?	A. It was unable to deal with economic chaos B. It did not represent every state equally C. It suffered military problems D. It experienced general governmental breakdown.	B. It did not represent every state equally (this is one of the few thingsit did do well)
The delegates to the Constitutional Convention endured physical hardship, including	A. snow and bitter cold B. attack by suspicious Philadelphians C. an outbreak of smallpox D. stifling heat	D. stifling heat
The delegates to the conention broke into two camps, the Federalists and the:	A. Whigs B. Liberals C. Republicans D. Capitalists	C. Republicans
Which of the following is NOT true of the delegates and their mistrust of popular democracy?	A. None of the delegates favored full political rights for every citizen B. Voting would be limited to white, male landowners C. The delegates wanted to insulate the governement from popular passions and prejudices D.They agreed to allow the people to elect all national representatives	D. they agreed to allow the people to electall natioal representatives
Which of the following is NOT true of the Virginia Plan?	A. It created a unicameral legislature B. Compared to the Articles of Confederation, it strengthened the central government C. It provided for an executive group rather than a president D. It established a national judiciary	A. It created a unicameral legislature
The New Jersey Plan did not provide for a national judiciary. True or False.	True
What were the two overwhelming challenges the delegates of the Constitutional Convention faced?	1. Draft a constitution that all could agree on and that the states would ratify 2. Escape the stifling confines of Independence Hall.
What were some of the conflicts exacerbating the challenges the delegates of the Constitutional Convention faced?	1. Roles of populous and less populous states 2. Power of the central government and state governments 3. Role of the people 4. Claims of states to western territories 5. Slavery
The Great Compromise (sometimes called the Connecticut Compromise)	1. Representation would be based on a) population for the House of Representatives. (1) Representatives would be popularly elected. b) states for the Senate. (1) Each state would have two senators. (2) Senators would be chosen by state legislatures. No state could be forced to give up its equal representation in the Senate unless it consented. 2. All revenue bills would originate in the House. 3. The compromise was a major setback for the large states.
What was the role of the central government and state governments under this new Constitution?	1. The central government was stronger than that under the Articles of Confederation. a) No monarchy was allowed. b) It created an executive who could veto legislation. (1) One person—a president (2) Elected for a specified term (3) It was not yet determined how the president would be elected. (a) Less populous states feared direct election since they had fewer people. (b) Many distrusted the citizenry and feared popular elections. c) A national judiciary was established. d) The new government also had a legislature with powers, including control over interstate commerce.
Electoral College	a) A compromise worked out by another committee. b) Each state was given electors equal to its representation in Congress. (1) Every state had a minimum of three electors (equal to one representative plus two senators). c) The candidate with most electoral votes became president. d) The candidate with second-most votes became vice president.
Congress was given the power to impeach and remove from office the president and other federal officers for serious crimes. How?	a) The House votes to impeach on specific charges. b) While the Senate conducts a trial and passes the final judgment.
How did the Constitutional Convention handle control over interstate commerce?	a) Congress (1) regulates trade among the states (2) allows development of a national internal market.
Supremacy clause	This is the major assertion of the power of the central government over the state governments. 1. Laws and treaties approved by Congress are the supreme law of the land. 2. If federal and state laws conflict, federal laws prevail.
Constitutional Convention: Role of the people	The Articles of Confederation specified that the nation was a union of states. 1. Constitution states that the “We the people” rather than the states are sovereign. a) The people apportion some power among the national, state, and local governments. b) They keep some powers for themselves.
Constitutional Convention: Claims to western lands	The delegates were lucky on this issue because Congress passed the Northwest Ordinance, asserting congressional control over the territories until they became states.
Constitutional Convention: Slavery	1. Slaves to be counted as 3/5 of a person for both representation in Congress and assessing taxes. 2. Congress could ban the slave trade after 1808 3. The South insisted on a fugitive slave clause to guarantee that runaways were returned to their owners. The words “slave” and “slavery” do not appear in the Constitution.
Constitutional Convention: Regional tensions	a) Southern states feared the more developed North would discriminate against them in trade. Example: John Jay, Secretary of Foreign Affairs, had tried to negotiate a treaty that would have favored northern merchants. b) The South insisted on a clause that any treaty had to be approved by 2/3 of the Senators. (1) This would effectively give the southern states a veto over unfair treaties.
Constitutional Convention: The federal court system	a) agreed to establish a national supreme court b) could not agree on a model for the new federal court system c) gave Congress the power to create lower courts.
Constitutional Convention: Adjournment—September 17, 1787	A. Only 39 of the 55 delegates signed the final document (sixteen refused). 1. Of those that did sign, several approved only with reservations. B. On September 17, 1787, the delegates signed the Constitution and recommended it to the states for approval. C. The assembly celebrated at a nearby tavern.
The delegates to the Constitutional Convention had to work out compromises related to all of the following except	A. slavery B. relations with the Indian tribes. C. claims to the western territories. D. the power of the central and state governments.	B. relations with the Indian tribes
The Great Compromise was also known as the	A. Georgia Compromise. B. Virginia Plan. C. Connecticut Compromise. D. New Jersey Plan.	C. Connecticut Compromise.
What is the minimum number of electors a state can have in the Electoral College?	A. 2 B. 3 C. 4 D. 5	B. 3
Like the Articles of Confederation, the Constitution derives its legitimacy from the states. True or False?	False
What is noteworthy about slaves, slavery, and the Constitution?	A. The words themselves are not mentioned in the document. B. The issue of slavery and taxation is not addressed there. C. It does not deal with counting slaves for purposes of representation. D. It granted slaves their freedom.	A. The words themselves are not mentioned in the document.
Which of the following is NOT true of the Constitution and the federal court system?	A. It established the Supreme Court. B. It gave Congress the power to create lower federal courts. C. It granted federal judges lifetime tenure. D. It did not provide a way to remove corrupt judges.	D. It did not provide a way to remove corrupt judges.
Problems with the Constitutional Convention	1. The convention exceeded its purpose of amending the Articles of Confederation. 2. The Constitution violated the amending process of the articles. a) The articles required unanimous consent of the states. Note: This made ratification of the new constitution unlikely. 3. The convention put Article VII in the Constitution to help the ratification effort. a) States would hold conventions to vote on ratification. (1) This would bypass the state legislatures. (2) This gave pro-ratification forces time to organize. b) Ratification would require the support of only nine states.
Federalists	1. Mostly educated property owners 2. Supported the Constitution 3. Accused of a) safeguarding order b) protecting property c) not increasing freedom
Antifederalists	1. Mostly small farmers 2. Opposed the Constitution 3. Wanted to protect local government Note: Charles Beard, an American historian, wrote An Economic Interpretation of the Constitution in 1913. a) Beard argued that the framers wrote the Constitution for their own self-interest. b) He was wrong about some of the particulars. c) But the Constitution does protect property and the existing distribution of resources.
Antifederalists’ objections	A. The Antifederalists feared the Constitution 1. destroyed states’ rights 2. gave too much power to the president and courts 3. was unrepresentative because senators were indirectly elected 4. lacked a bill of rights. Note: They rallied around the slogan “No bill of rights, no constitution.”
Validity of Antifederalst objections	1. Many federalists were among the elite and powerful. 2. A strong central government does limit state government 3. The president is the most powerful elected official in the world. 4. The Supreme Court and the federal courts are among the most powerful courts in the world. 5. Senators were originally elected by the legislatures a) The 17th Amendment in 1913 provided for direct election of senators. 6. The Federalists promised a bill of rights.
The Federalist Papers (1787-1788)	2. Written by Alexander Hamilton (50), James Madison (30), and John Jay (5) 3. Written to convince the New York state convention to ratify the Constitution a) The authors thought ratification by a large state like New York would add legitimacy to the Constitution. 4. Argued that a) The Constitution would create prosperity and wealth. b) The governmental structure protected rights. c) Checks and balances would keep government from violating rights. d) The president, Congress, and the courts were limited to their enumerated powers. e) A bill of rights was not necessary.
Ratification progress	1. By early 1788, five small states had ratified. 2. On June 21, 1788, New Hampshire, the ninth state, ratified. a) The Constitution was now in force.
The Virginia convention	The support of large states like Virginia and New York was crucial for gaining legitimacy. 1. James Madison led the Federalists’ campaign in Virginia. 2. Patrick Henry led the Antifederalists. 3. George Washington was a delegate to the convention. 4. To clinch victory for the Federalists, Madison introduced the Bill of Rights. 5. Washington then announced his support. 6. Virginia ratified on June 25, 1788. Note: New York ratified on July 26, 1788.
Reasons for the Federalists’ success	1. Better organization 2. More resources 3. A good media campaign 4. Supported by important people throughout the country 5. Opponents presented no alternative
Ratifying the Constitution required approval by _____ state conventions.	A. 7 B. 9 C. 11 D. 13	B. 9 Ratification required approval by two-thirds of the states (9 of 13).
During the ratification debates, the Antifederalists accused the Federalists of all of the following except	A. safeguarding order. B. protecting property. C. failing to increase freedom. D. favoring the states over the national government.	D. favoring the states over the national government. The Antifederalists favored the states.
Which of the following was NOT a criticism of the Constitution leveled by the Antifederalists?	A. It destroyed states' rights. B. It gave too much freedom to the common people. C. It lacked a bill of rights. D. It gave too much power to the president and the courts.	B. It gave too much freedom to the common people. The Antifederalists thought the Constitution curtailed freedom too sharply.
The Federalist papers were written to convince the state convention in _____ to ratify the Constitution.	A. Massachusetts B. Pennsylvania C. New York D. Virginia	C. New York Ratification by a large state like New York was seen as crucial for the legitimacy of the new government.
The battle for ratification in the Virginia state convention was led by _____ for the Federalists and ____ for the Antifederalists.	A. James Monroe; John Blair B. Alexander Hamilton; Thomas Jefferson C. George Washington; Richard Lee D. James Madison; Patrick Henry	D. James Madison; Patrick Henry Madison was a Federalist stalwart. He promised a bill of rights to win over the Antifederalists.
Which of the following was NOT a reason for the Federalists’ successful campaign?	A. They were better organized than their opponents. B. In today's parlance, they ran a good media campaign. C. They fought hard despite a lack of resources. D. They were supported by powerful people around the country.	C. They fought hard despite a lack of resources. They had more and better resources than their opponents.
Amendment 1	These rights had been denied in the 1760s and 1770s by England. Moreover, the growing debate between the Federalist and the nascent Democratic-Republican Party in the 1790s highlighted the need to enumerate the rights.	Created the rights to: Freedom of religion Freedom of speech Freedom of the press Assemble Petition
Amendment 2	Many former colonists could remember the tactics of British troops to disarm the populace; also, many ardent Anti-Federalists believed the states needed strong militias to defend against future encroachment by the new federal government. The amendment reads: "A well regulated Militia, being necessary to the security of a free State, the right of the people to keep and bear Arms, shall not be infringed."	The Right to bear arms
Amendment 3	The colonists had suffered mightily at the hands of the British Army. They were determined to avoid any reoccurrence with the new government.	Freedom from quartering troops during time of peace without owner's permission.
Amendment 4	Again many Anti-Federalists believed they had replaced the oppression of Britain with the federal government. The Fourth Amendment enumerates protection against whimsical abuse by the new government.	Freedom from search and seizure of person and property without probable cause
Amendment 5	The power of the federal government appeared almost unfettered to many Americans. Amendments Five, Six, Seven and Eight establish a base line to control these powers. The common goal was to prevent a short-term majority in charge of the government from making whimsical and arbitrary attacks on their opponents.	The right to a grand jury Freedom from double jeopardy Freedom from self-incrimination Right to due process
Amendment 6	The right to trial by jury The right to confront accuser The right to counsel
Amendment 7	The right to a jury trial in civil cases
Amendment 8	Prohibits excess bail and fines Prohibits cruel and unusual punishment
Amendment 9	The United States Constitution lists many powers that are specifically granted to the federal government. Many powers and rights are not addressed. The Ninth Amendment was an attempt to denied accretion of these powers to the central authority.	Non-enumerated rights are retained by the people
Amendment 10	The states had seen their powers sharply curtailed by the Constitution. Like the Ninth Amendment, the Tenth was an attempt to keep the central government from growing in power and to protect the autonomy of the states.	Powers not specifically given to the United States are retained by the states and the people
The original Bill of Rights	1. James Madison drafted seventeen amendments in 1789. 2. Congress passed twelve of them that limited the powers of the federal government. 3. By 1791, the states had ratified ten. a) One died from lack of ratification. b) Another was ratified as the 27th Amendment in 1992. 4. The ten ratified by the states became the Bill of Rights. 5. The first eight were copied from the Virginia Declaration of Rights written by George Mason. 6. The 9th and 10th limited the power of the federal government.
Does the Bill of Rights apply to the states?	1. It originally applied only to the federal government. 2. States were not bound to honor its protections. B. All states now have bills of rights in their state constitutions. C. The Supreme Court has applied the Bill of Rights to all levels of government. D. All of the amendments except the 2nd, 3rd, and part of the 8th (the grand jury guarantees) apply to the states.
Of the 17 amendments that James Madison originally drafted, Congress passed and sent on to the states 12 that	A. increased the power of the states. B. limited the power of the states. C. increased the power of the federal government. D. limited the power of the federal government.	D. limited the power of the federal government. The ten that were initially ratified all limited actions by the federal government, not the states.
The first eight amendments were copied from _____ which was written by _____.	A. the Virginia Declaration of Rights; George Mason B. the Articles of Confederation; John Dickinson C. Federalist No. 51; James Madison D. the Declaration of the Rights of Man; Marquis de Lafayette	A. the Virginia Declaration of Rights; George Mason Madison was familiar with this document and used it when drafting the Bill of Rights.
Which amendment requires police to obtain a warrant before searching someone’s house?	A. 3rd B. 4th C. 5th D. 6th	B. 4th This amendment protects against unlawful searches and seizures.
Which amendment guarantees speedy public trials and the assistance of counsel to those accused of crimes?	A. 4th B. 6th C. 8th D. 10th	B. 6th This amendment also allows the accused to be informed of the charges against him and to confront witnesses.
Which amendment prohibits excessive bail and cruel or unusual punishment?	A. 7th B. 8th C. 9th D. 10th	B. 8th Along with the 5th, 6th, and 7th, this amendment deals with the rights related to civil and criminal trials.
The Bill of Rights did NOT originally bind the states to honor its protections.	A. True B. False	A. True The Supreme Court later applied the Bill of Rights to the states through the doctrine of incorporation.
Federalist No. 47	In Federalist No. 47, James Madison noted that “the accumulation of all powers, legislative, executive and judiciary, in the same hands . . . may justly be pronounced the very definition of tyranny.”
“Parchment barriers”	barriers merely written down on paper–would not provide sufficient protection.	The framers of the Constitution were deeply concerned that any proposed government would degenerate into despotism and tyranny
The framers of the Constitution created an institutional structure separating the powers of government, what are those separate powers?	a) Legislature (Congress) b) Executive (the president) c) Judiciary
separation of powers	A system within a government in which the executive, legislative, and judicial branches are independent of each other.	The separation of powers among the three branches is a structural safeguard against tyranny. A. Three branches of the national government: 1. Congress 2. President 3. Judiciary B. The national government also shares power with state and local governments. C. The separation of powers prevents the accumulation of power in one branch or level of government. D. The branches of the national government are not wholly unconnected; they share power.
checks and balances	Constitutional provisions that allow each branch of government some control over the specific actions of the other branches	Checks and balances are tools the branches use to guard against tyranny. Note: This system is one of the great innovations of the Constitution. A. In Federalist No. 51, James Madison suggested that the challenge was to give each branch of the government a will of its own.
The structure of government divides power and creates conflicts. How so?	1. The legislature is divided into the House of Representatives and the Senate. a) Both are required to pass legislation. 2. The president is strengthened his consent being required for legislation. 3. Sovereignty is divided between the states and the federal government. a) The states must honor federal legislation.
Specific checks were enacted. What are they?	1. Congress over the president 2. Congress over the courts 3. The president over Congress 4. Judicial checks Other checks 1. State and local governments check the national government through the manner in which they implement federal laws and programs. 2. Voters–“electoral review”–determine whether officials continue to serve.
Checks: Congress over the president	a) The president cannot introduce legislation but must have a member of Congress introduce it. b) The president cannot enact a budget; Congress must do that. c) All legislative actions of the executive branch require congressional approval. d) Congress can override presidential vetoes by a two-thirds vote of both houses. e) The House has the power to impeach government officials and the Senate to decide guilt or innocence on the charges. f) The Senate has the power to confirm senior presidential appointments. g) The Senate has the power to ratify treaties negotiated by the executive branch. h) Congress alone has the power to declare war.
Checks: Congress over the courts	a) Introduction of constitutional amendments to overturn court decisions b) Organization of the court system c) Determination of courts’ jurisdictions
Checks: The president over Congress	a) Veto power over congressional bills b) Negotiation and commander-in-chief powers for foreign affairs, including conducting war, proposing treaties, and providing for national defense c) Power of appointment at senior levels of government, including judges d) Use of the “bully pulpit” to appeal directly to citizens and gain their support e) Calling special sessions of Congress f) Pardoning citizens convicted of federal crimes
Checks: Judicial checks	a) Judicial review: the power of the courts to declare laws unconstitutional. Examples: The Supreme Court’s ruling in Brown v. Board of Education (1954) declared state laws requiring racial segregation in public schools unconstitutional. Roe v. Wade (1973) declared state laws outlawing abortion unconstitutional. (Judicial review is not mentioned in the Constitution. In Marbury v. Madison (1803), the Supreme Court ruled that it had the power to declare laws unconstitutional because it is the duty of judges, not legislators or executives, to interpret the law.)
What are some of the results of this system of checks and balances?	The system a) makes it easier to stop than to enact legislation b) places a premium on compromise. (1) This can dilute the substance of bills. B. Protecting the existing distribution of power and resources gives an advantage to the wealthy. C. Significant change can occur only when there is broad consensus supporting the change.
The phrase “checks and balances” is not taken from the Constitution, but from	A. the Declaration of Independence. B. the Articles of Confederation. C. Federalist No. 51. D. the Virginia Declaration of Rights.	C. Federalist No. 51. The title of that essay is "The Structure of the Government Must Furnish the Proper Checks and Balances Between the Different Departments."
The framers created three branches of government as a _____ feature to guard against tyranny.	A. potential B. cultural C. theoretical D. structural	D. structural Division into branches describes the government's structure or organization.
The framers intentionally created institutions that would conflict with each other.	A. True B. False	A. True Conflict would prevent complacency and ensure that no branch became too powerful.
Which of the following is NOT one of the powers Congress has over the federal courts?	A. Firing judges who members of Congress dislike. B. Proposing constitutional amendments to correct court decisions. C. Organizing the court system. D. Determining the courts' jurisdictions.	A. Firing judges who members of Congress dislike. Federal judges serve for life and may only be removed for committing particular crimes.
What is the main power the federal courts have over Congress?	A. Throwing members of Congress into prison. B. Declaring laws to be unconstitutional. C. Rewriting laws as they see fit. D. Appealing directly to voters to oust members of Congress judges dislike.	B. Declaring laws to be unconstitutional. This is known as judicial review, and it is one of the only powers the courts have over Congress.
Because of checks and balances and the separation of powers, lawmaking is subject to all of the following limitations except	A. it is easier to stop than to enact legislation. B. a premium is placed on compromise. C. the Vice President must vote for a bill. D. the substance of pending legislation is usually diluted.	C. the Vice President must vote for a bill. The Vice President only votes in the Senate in case of a tie.
Informal methods of amending the Constitution	1. Supreme Court decisions 2. Changes in political practice
Formal methods of amending the Constitution (Article V)	1. Two-thirds of the state legislatures may call a constitutional convention. a) Ratification can occur by votes of the legislatures in three-fourths of the states or by conventions in three-fourths of the states. Note: This method has never been used, although it was the process by which the Constitution was ratified. 2. Amendments proposed by a two-thirds vote of each house of Congress Note: This is the only method that has been used. a) Ratification by vote of three-fourths of the state legislatures (38 out of 50) b) Article V of the Constitution established the amendment process. It does not include a time limit for ratification by the states. In the twentieth century the Congress has sometimes added a time limit of seven years. In the case of the Equal Rights Amendment the time limit was extended to nine years; however, the amendment was not ratified.
The 27th Amendment	The 27th Amendment (1992) prohibits Congress from giving itself pay raises in the middle of a session. James Madison proposed it in 1789. It became a part of the Constitution on May 7, 1992, when Michigan became the 38th state to approve it. Congress had put no time limit on the amendment, so it waited 203 years for approval.
The battle for the ERA demonstrated that:	a) 13 states could stop an amendment. Note: Opposition to the ERA was concentrated in the South and in states with large Mormon populations. b) overwhelming consensus is needed to ratify an amendment.
Classifying the amendments The first ten	The first ten—the Bill of Rights—protect individual rights
Classifying the amendments Amendments making public policy	1. 18th (1919) prohibited the manufacture, sale, or transportation of alcoholic beverages. 2. 21st (1933) repealed the 18th.
Classifying the amendments Amendments changing the structure of government	1. 16th (1913) permitted a federal income tax. 2. 17th (1913) required popular election of U.S. senators. 3. 24th (1964) banned poll taxes.
Classifying the amendments Amendments promoting equality	1. 13th (1865) prohibited slavery. 2. 14th (1868) ensured equal protection and due process. 3. 15th (1870) enfranchised former male slaves. 4. 19th (1920) gave women the right to vote. 5. 26th (1971) lowered the voting age to 18.
Classifying the amendments Reasons for the difficulty of amending the Constitution	1. The framers a) feared shortsighted mistakes arising from temporary passions b) believed fundamental rights should not be easily altered c) wanted plenty of deliberation before the fundamental law of the land was changed.
The formal methods of amending the Constitution are found in Article	A. IV. B. V. C. VI. D. VII.	B. V. This section lays out the two ways of formally amending the Constitution.
Which of the following is NOT true of the only method used so far to amend the Constitution?	A. Ratification requires a vote of three-fourths of the state legislatures. B. Amendments are proposed by a two-thirds vote of each house of Congress. C. The president plays no formal role in the process. D. Voters in three-fourths of the states must approve a proposed amendment.	D. Voters in three-fourths of the states must approve a proposed amendment. Voters play no direct role in the amending process.
Which of the following is NOT true of the 27th Amendment?	A. James Madison proposed it in 1789. B. It was ratified in 1992. C. It prohibits Congress from voting itself a pay raise in the middle of a session. D. The states ignored the congressional time limit for ratification.	D. The states ignored the congressional time limit for ratification. Congress imposed no time limit on this amendment.
Ratification of an amendment can be stopped by _____ states (assuming a union of 50 states).	A. 9 B. 11 C. 13 D. 15	C. 13 Ratification requires approval of 38 states, so 13 states can block the process.
In Texas v. Johnson and in U.S. v. Eichman, the Supreme Court ruled that laws banning _____ were unconstitutional.	A. flag burning B. handgun ownership C. hate speech D. doctor-assisted suicide	A. flag burning Both of these cases dealt with laws that prohibited flag burning.
Which amendment created prohibition?	A. 16th B. 18th C. 20th D. 22nd	B. 18th These amendments allowed Congress to collect income taxes and provided for the direct election of senators.
Three types of representative democracy	A representative democracy can be organized as a unitary, federal, or confederated government.
representative democracy	A republic; specifically, a government whose authority is obtained and held, directly or indirectly, through free elections in which all competent adult citizens are allowed to vote.
Unitary government	1. All legitimate political authority is held at the national level. 2. The national government dictates to local governments, which in turn act on the citizens. 3. State and local governments cannot act independently; they can only carry out the decisions of the national government. 4. Common around the world Examples: The British and French governments
Federal government	1. National and state governments are (roughly) equally powerful. 2. Both are legitimate sources of authority that can make decisions binding on citizens. 3. Each thinks itself more powerful than the other, but the question remains in dispute. 4. Common among large countries Examples: The U.S. and Canadian governments
Confederated government	1. No government in the world today is organized this way. 2. Before the ratification of the Constitution, the U.S. had a confederated form of government. 3. Authority is vested with the state governments, which create policies binding on both the national government and the citizens.	America was governed according to the Articles of Confederation from 1781-1788. The government had no president, could not tax, and could not regulate commerce. The articles could be amended only by unanimous consent of the states.
The power to change government Unitary government	1. The national government has the power and authority to change state and local governments. Example: In France or the U.K., the national government can abolish local governments if it sees fit to do so.
The power to change government Federal government	1. The national government does not create and cannot destroy state or local governments. 2. Any changes in government depend on the consent of the parties concerned. Example: In amending the Constitution, the national government typically proposes amendments and the states ratify them
How do the kinds of political decisions made under a unitary government differ from those made under a federal government?	1. In France, the (unitary) government in Paris makes all political decisions, including those related to taxation, pollution, health care, and licensing tests. 2. In the U.S., the (federal) government in Washington shares authority with governments in state capitals and localities.
An example of federalism in action	Education 1. Authority over education in the U.S. is shared between the national and state governments. 2. Specific decisions regarding textbooks, courses of study, teacher salaries, and graduation requirements are made at the state or local level. 3. The national government asserted some authority over state governments in education with the passage of “Title IX” in 1972.
“Title IX”	In education law, “Title IX” almost always refers to Title IX of the Education Amendments of 1972; this is the section of that law dealing with gender discrimination.	a) Required schools receiving any federal money to fund athletics for male and female students in the same ratio that they composed the student body Example: Fifty percent of the students at a college are women and 50% are men. Under Title IX, the funding for men’s and women’s sports programs must be exactly equal. b) Has given many women the opportunity to participate in college athletics c) Led to the elimination of some men’s sports teams
Which of the following is NOT one of the ways a representative democracy can be organized?	A. Unitary government B. Federal government C. Confederated government D. Monarchical government	D. Monarchical government Monarchies are not representative democracies.
All of the following are features of representative democracies except	A. regular, free elections. B. elected officials may have lifetime tenure. C. all competent adult citizens are allowed to vote. D. the government derives its authority from the people.	B. elected officials may have lifetime tenure. In a representative democracy, voters must have the chance to vote representatives out of office.
Which of the following is NOT true of unitary governments?	A. The national government cannot create or destroy local governments. B. The British and French governments are organized this way. C. All legitimate political authority is held at the national level. D. State and local governments can act only by carrying out the decisions of the national government.	A. The national government cannot create or destroy local governments. In a unitary government, the national government may take either of these actions.
Worldwide, how many governments are organized as confederated governments?	A. 0 B. 5 C. 10 D. 15	A. 0 No government today uses this system.
In a federal system, the national government can create or destroy state and local governments.	A. True B. False	B. False These sorts of changes depend on the consent of all parties concerned.
Title IX of the Education Amendments of 1972 required schools receiving federal money to	A. enroll equal numbers of male and female students. B. hire equal numbers of male and female faculty. C. fund men's and women's athletics equally. D. graduate equal numbers of male and female students.	C. fund men's and women's athletics equally. This was an assertion of federal control over education, an area usually left to the states.
Pros and cons - Federalism Unity	1. Pros a) Federalism encourages unity since the national government can make decisions in the national interest binding on all levels of government.	2. Cons a) Unity can seem coercive. Example: The Supreme Court has declared abortion to be legal, establishing a unified national policy.
Pros and cons - Federalism Diversity	1. Pros a) Federalism promotes diversity since the national government does not make all political decisions. b) States and localities can make decisions that reflect the needs and wishes of their citizens and that respond to local preferences. c) State and local governments can perform “social experiments” to test new policies or programs on a small portion of the population.	Cons a) Diversity may allow for injurious local preferences. Example: Slavery (1) Federalism allowed states to classify themselves as slave or non-slave. (2) The North’s victory in the Civil War meant that slavery would no longer be a subject for local control. b) Other racial issues have prompted the national government to supersede local control. Examples: Unequal voting rights for blacks in various parts of the country led to national legislation. Court-ordered busing has been used to promote racial integration of schools. (1) Should local preferences regarding integration in public schools prevail, or is integration properly a national issue?
Pros and cons - Federalism Inefficiency	1. Pros a) The framers designed inefficiency into the government so no level of government could dominate, become tyrannical, or abridge citizens’ rights. (The framers of the Constitution thought it more important for all voices in a dispute to be heard than for decisions to be reached quickly.)	2. Cons a) The different levels of government make conflicting laws. b) It would be more efficient to have a unified government that would make laws quickly and efficiently.
Pros and cons - Federalism Administration	1. Pros a) The national government can hire experts and skilled administrators. b) State and local governments can hire bureaucrats who resemble the people they serve.	2. Cons a) National experts may seem aloof and removed from the people affected by their policies. b) Local administrators can seem inept and less than expert.
Pros and cons - Federalism Participation	1. Pros a) Many levels of government provide plenty of opportunities for citizens to participate in government. Example: Citizens can vote in elections at the local, state, and national level.	2. Cons a) Citizens do not often participate when given the chance. Example: State and local elections often have an extremely low turnout, which is taken to mean that voters are unconcerned about state and local issues. (1) This is a paradox, since voters are more likely to know and have contact with local officials than national ones.
How does federalism encourage national unity?	A. The national government may create new states out of existing ones. B. State governments may change the structure of Congress. C. State governments may make laws that are binding on the national government. D. The national government may make decisions in the national interest binding on all levels of government.	D. The national government may make decisions in the national interest binding on all levels of government. This is the way the national government may promote a sense of national unity.
Which of the following is NOT one of the ways federalism promotes diversity?	A. The national government does not make all political decisions. B. National laws supersede conflicting local laws. C. States and local governments can make decisions reflecting local preferences. D. States can perform "social experiments" on small groups of the population.	B. National laws supersede conflicting local laws. This action promotes unity, not diversity.
The principles of federalism allowed states to classify themselves as slave or non-slave.	A. True B. False	A. True Until the North won the Civil War, slavery was under state control.
So that no part of government could dominate or become tyrannical, the framers designed _____ into the system of government.	A. ease of use B. unity C. supremacy D. inefficiency	D. inefficiency Structural inefficiency prevents any part of government from dominating the rest.
Which of the following is a drawback to federalism’s division of governmental administration?	A. National administrators may be experts. B. Local administrators may be inept. C. National administrators may be chosen through competitive examinations. D. Local administrators may resemble the people they serve.	B. Local administrators may be inept. Local governments may not hire administrators for reasons other than their expertise.
Which of the following is NOT a disadvantage of federalism’s providing many opportunities for participation?	A. State and local elections have extremely low turnouts. B. Voters often seem unconcerned about state and local issues. C. Citizens do not often participate when given the chance. D. Citizens can criticize policies at hearings and committee meetings.	D. Citizens can criticize policies at hearings and committee meetings. This is an advantage of having many chances for participation.
What are the major motivators of Federalism?	Power and money are the major motivators of federalism.
What are the three way the national government uses its power and money to influence the states?	1. Direct Orders 2. Preemption 3. Grants-in-aid
National power over the states Direct Orders	a) The national government commands the states to do certain things. b) The states may face civil or criminal sanctions for not obeying. Examples: The Equal Employment Opportunity Act of 1972 requires state and local governments, under pain of penalty, to offer jobs without discriminating on the basis of race, religion, sex, or national origin.
National power over the states Preemption	a) The national government can take power away from the states (assume responsibility for something previously under state control). Example: Before 1984, states regulated cable television. After 1984, Congress assumed that power for itself. b) Partial preemption requires states to have standards at least as strict as those set by the national government. Example: The national government sets minimum standards for auto pollution, but states are allowed to set stricter standards of their own (as California has done).
National power over the states Grants-in-aid	a) The national government uses these grants to give money to the states for specific programs b) Grants-in-aid may be classified according to their purpose. c) Preferences of the national government d) Grants-in-aid may be classified according to their manner of distribution
How may Grants-in-aid may be classified according to their purpose?	(1) Categorical grants provide money for very specific purposes. Example: For special education or for technology in schools. (2) Block grants provide funds for broader purposes. Example: A lump sum given for “education” that a state can spend as it sees fit. (3) Revenue sharing provides money to states for any purpose, no strings attached.
Grants-in-aid preferences of the national government	(1) The national government prefers categorical grants to block grants and revenue sharing least of all. (2) Of the annual $200 billion the national government returns to the states, 80% is in the form of categorical grants and 20% is in block grants. (Currently, there is no revenue sharing.)
How may Grants-in-aid may be classified according to their manner of distribution?	(1) Formula grants award money according to a formula. Example: They provide money for special education on a per-student basis. (2) Project grants provide money for specific tasks like building a dam or conducting AIDS research. They are not automatically awarded; states must apply for them.
State power over the national government	A. States have very limited power over the national government. B. States can use grantsmanship to try to influence how federal funds are distributed. C. States can also lobby the national government for more money or authority.
Grantsmanship	1. States try to get money with the fewest strings attached. 2. They try to craft proposals that will extract the most money from the government. 3. They manipulate grant formulas to qualify more people for grant money or to make each grant recipient eligible for more money.	Grantsmanship can have unintended consequences. When the federal government began providing significant amounts of money for special education, many local school districts suddenly “discovered” lots of special ed. students, which may not have been in the best interest of every child so classified.
When the national government commands the states to do something or face sanctions, it is using a	A. federal commandment. B. mandated policy. C. direct order. D. decree of state.	C. direct order. Direct orders require states to do or refrain from doing certain things or else face legal penalties.
When the national government assumes power for something previously under the control of the states, the process is called	A. preemption. B. redemption. C. assumption. D. insurrection.	A. preemption. Preemption typically occurs when Congress thinks a previously local problem has become a national one.
Partial preemption requires states to have standards _____ strict as those set by the national government.	A. twice as B. not as C. half as D. at least as	D. at least as Partial preemption requires states to meet federal standards (though states may exceed them).
A lump sum for education that a state can spend as it sees fit is an example of a	A. formula grant. B. categorical grant. C. block grant. D. project grant.	C. block grant Block grants are given for broad purposes, but the specifics are left to the discretion of the states.
_____ grants must be applied for individually and they award money for very specific tasks.	A. Object B. Subject C. Interject D. Project	D. Project Project grants might be awarded for building a dam or a specific type of medical research.
Which of the following is not true of states’ use of grantsmanship?	A. They try to get money with the fewest strings attached. B. They try to get the most money with each grant. C. They try to restrict the number of grant recipients. D. They try to make recipients eligible for the most money under the grant.	C. They try to restrict the number of grant recipients. States try to increase the number of grant recipients in order to get the most money possible.
McCulloch v. Maryland (1819)	the Supreme Court further tipped the scales of federalism in favor of the national government. 1. The question before the Court concerned the power of Congress to create a national bank and the power of the states to tax it. 2. The Court ruled unanimously that Congress could create a national bank and that the states could not tax it.
Dual federalism (1865-1933)	A. The national and state governments had distinct jurisdictions. 1. The national government had the authority granted to it by the Constitution. 2. States had authority over everything else. B. Congress and the states fought fiercely over the regulation of interstate commerce. 1. The Constitution gives Congress this authority. 2. The debate centered on the definition of interstate commerce. 3. The Courts agreed with the states that congressional authority in this area was narrow and limited.
Cooperative federalism (1933-1968)	The onslaught of the Great Depression altered the balance of federalism. 1. The states were seen as having the authority but not the resources to cope with such a severe economic crisis. 2. The federal courts allowed the national government to begin making policy in areas that had previously been off limits. 3. The national government did this by raising money and then sending it back to the states for use in their own programs.
Coercive federalism (1968-early 1990s)	A. The national government during this period took a larger and larger role in governing. 1. State and local governments were relegated to minor roles. 2. The national government provided less money to the states yet demanded more from them. 3. The national government issued both preemptive statutes, which took control away from the states, and “unfunded mandates.” B. The Supreme Court supported the national government’s increased authority. 1. In Garcia v. San Antonio Metropolitan Transit Authority (1985), the Court ruled that states had to pay minimum wages to their employees (an issue states formerly decided for themselves). 2. The Court also ruled that Congress could make policy for almost any area of governmental concern.
unfunded mandate	A law Congress imposes on state or local governments without providing the money needed for implementation.
devolution	The return of power and authority to state or local governments by the national government.
Devolutionary federalism (early 1990s-present)	A. Beginning in the early 1990s, Congress began transferring authority back to the states rather than ordering states to follow specific policies. B. The states began playing a larger role in formulating, funding, and implementing policy C. In U.S. v. Lopez (1995), the Supreme Court ruled for the first time in 60 years that Congress had exceeded its authority under the interstate commerce clause.
Under devolution The states began playing a larger role in formulating, funding, and implementing policy for four main reasons	1. The public became disenchanted during this period with the all-powerful national government and desired greater state and local control. 2. The Republicans (advocates of devolution) took control of the House and Senate in 1994. Example: In 1996, Congress terminated Aid to Families with Dependent Children, a national welfare program, and provided funds for states to implement Temporary Assistance to Needy Families, a state-run welfare program. 3. State governments had become increasingly competent and increasingly assertive at seeking and using authority. 4. Courts became more sympathetic to states’ concerns and less sympathetic to the national government. 1. In the Gun-Free School Zones Act (1990), Congress had claimed that prohibiting possession of a firearm within 1000 feet of a school was a regulation of interstate commerce. 2. The Supreme Court declared the law unconstitutional, saying that both criminal law and education are primarily state matters and do not fall within the realm of commerce-clause legislation.
In McCulloch v. Maryland, the Supreme Court ruled that	A. Congress could not create a national bank. B. the states could tax any national bank. C. Congress could create a national bank. D. Congress could tax state banks.	C. Congress could create a national bank. The Court further ruled that the states could not tax such a bank.
The _____ doctrine asserted that states could choose not to implement laws passed by Congress.	A. implication B. multiplication C. adjudication D. nullification	D. nullification Nullify means to negate or invalidate.
During the period of dual federalism (1865-1933), the states and Congress battled most fiercely over	A. slavery. B. the regulation of interstate commerce. C. the appointment of federal judges. D. tariffs.	B. the regulation of interstate commerce. Establishing a firm definition of interstate commerce was the main point of contention.
A law Congress imposes on state or local governments without providing the money needed for implementation is the defintion of an	A. unfunded mandate. B. unaccountable provision. C. unsupported commission. D. unfinanced directive.	A. unfunded mandate. Unfunded mandates impose burdens but not the means of meeting those burdens.
Which of the following is not a reason the states have become more powerful since the early 1990s?	A. The public became disenchanted with an all-powerful national government. B. State governments did not want the added responsibility. C. The Republicans took control of Congress in 1994. D. Courts became more sympathetic to states' concerns.	B. State governments did not want the added responsibility. State governments actively sought to have more control over their affairs.
In U.S. v. Lopez (1995), the Supreme Court ruled for the first time in 60 years that Congress had	A. improperly implemented the due process clause. B. overstepped its powers under the elastic clause. C. violated the equal protection clause. D. exceeded its authority under the commerce clause.	D. exceeded its authority under the commerce clause. Lopez held that taking a gun to school was not an act of interstate commerce.
United States v. Morrison (2000)	A horrific crime: 1. A woman is repeatedly raped by two college football players in a dorm room. 2. The perpetrators received lenient treatment from the school. 3. The victim sued for damages under the Violence Against Women Act of 1994. a) Congress passed the law in recognition of the national scope of the problem of rape. Note: Congress did so under authority derived from the commerce clause. b) The act allowed victims of violent acts to sue for monetary damages. 4. The Supreme Court struck down the law in United States v. Morrison (2000). a) The Court claimed Congress exceeded its authority under the commerce clause.
The Supreme Court has interpreted Congress’ power under the commerce clause in alternately broad or narrow ways. Broad interpretation: 1793-1890s:	1. Gave Congress power over commercial activity involving more than one state
The Supreme Court has interpreted Congress’ power under the commerce clause in alternately broad or narrow ways. Narrow interpretation: 1890s-1937:	1. The regulated activity had to a) be national, not local b) be commerce, not manufacturing or production c) have a direct and substantial effect on interstate commerce. 2. The clause could not be used as a pretext for regulating state and local activities.
The Supreme Court has interpreted Congress’ power under the commerce clause in alternately broad or narrow ways. Broad interpretation: 1937-1984	1. After Roosevelt’s New Deal, the Court again broadened its interpretation.
The Supreme Court has interpreted Congress’ power under the commerce clause in alternately broad or narrow ways. Narrow interpretation: 1985-present	Example: United States v. Morrison (2000) Rape has no effect on interstate commerce. Violence against women is not an economic problem. Sexual violence is a local crime. In this case, there was no economic activity to regulate. To rule otherwise would obliterate the distinction between the federal and state governments.
The Court has recently moved away from giving Congress too much power. Give examples	A. Nuclear waste legislation in 1985 B. School violence: United States v. Lopez (1995) C. Handgun control: Printz v. United States (1997) D. Environmental issues: Solid Waste Agency of Northern Cook County v. U.S. Army Corps of Engineers (2001). E. States’ immunity from lawsuits
Nuclear waste legislation in 1985	1. Congress a) Required states either to have a plan to dispose of waste or else keep it 2. Court a) Ruled that Congress unconstitutionally mandated the states pass legislation
School violence: United States v. Lopez (1995)	1.Congress a) Passed the Gun-Free School Zones Act of 1990 b) Claimed to be regulating interstate commerce 2. Court a) Ruled the law unconstitutional b) Held that Congress had exceeded its authority c) Noted that there was no evidence that taking guns to school involved interstate commerce
Handgun control: Printz v. United States (1997)	1. Congress a) Passed the Brady Handgun Control Act of 1994 (1) The law required state and local officials to perform background checks on gun purchasers. 2. Court a) Ruled the law unconstitutional. b) Held state and federal governments to be distinct. c) Said Congress could not mandate local officials to enforce federal law
Environmental issues: Solid Waste Agency of Northern Cook County v. U.S. Army Corps of Engineers (2001).	1. The waste agency sought a permit to use abandoned pits as a disposal site. 2. The Corps of Engineers denied the permit because the pits had become ponds used by migratory birds. 3. The Court ruled that states had control over water and land resources.
States’ immunity from lawsuits	1. Seminole Tribes of Florida v. Florida (1996) a) The Court ruled that Congress could not override a state’s sovereign immunity from lawsuits in federal courts. 2. Alden v. Maine (1999) a) The Court extended states’ immunity to state courts.
What should be the balance of power between the federal government and the states? Conservatives	1. have embraced recent Court rulings 2. believe states should have power to experiment with policies.
What should be the balance of power between the federal government and the states? Liberals	1. think the federal government cannot now respond to national problems.

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