Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
161 Cards in this Set
- Front
- Back
|
Which group of people are most likely to be uninformed about government and politics and rarely participate in politics?
|
Americans age 18-24 are least likely to care or participate in government/politics
|
|
|
Definition of Government
|
A government is the institutions and processes through which public policies are made for society
|
|
|
What are the typical roles of government?
|
Typically maintain a national defense, provide services, collect taxes, and preserve order
|
|
|
Definition of Politics
|
Politics is the process by which we select our governmental leaders - politics produces authoritative decisions about public issues
|
|
|
Laswell's Definition of Politics
|
Who gets what, when, and how.
-Who: you, governmental officials -What: policies/events in govt -When: timing -How: mechanism by which you are involved in politics |
|
|
Definition of the Policymaking System
|
The process by which policy comes into being and evolves over time
|
|
|
Cycle of Policymaking
|
People -> Linkage Institutions -> Policy Agenda -> Policy Making Institutions -> Policy -> People
|
|
|
People
|
Start: Interests, problems, concerns
End: impacts of politics |
|
|
Linkage Institutions
|
Political channels through which people's concerns become political issues on the policy agenda
EX: political parties, elections, media, interest groups |
|
|
Policy Agenda
|
Issues that attract the serious attention of public officials
EX: Health Care, Education |
|
|
Policymaking Institutions
|
The branches of government charged with taking action on political issues
EX: Legislature, executive, courts, bureaucracies |
|
|
Public Policy
|
A choice that government makes in response to a political issue (many revolve around war, court decisions, presidential action, budgetary choices, and regulation)
EX: Expenditures, taxes, laws, regulations, nondecisions |
|
|
How does the passing of policies impact the people?
|
Depending on the answer, policy impacts carry the political system back to its point of origin, the concerns of people
|
|
|
Definition of Democracy
|
Democracy is a system of selecting policymakers and of organizing government so that policy represents and responds to the public's preferences
|
|
|
Components of Traditional Democratic Theory
|
-Equality in Voting
-Effective Participation -Enlightened Understanding -Citizen Control of the Agenda -Inclusion (must be open to all within a nation) |
|
|
Who wrote the Traditional Democratic Theory?
|
Robert Alan Dahl
|
|
|
Theories of US Democracy
|
1. Pluralist Theory
2. Elite and Class Theory 3. Hyperpluralism |
|
|
Pluralist Theory
|
A theory of government and policies emphasizing that politics is mainly a competition among groups, each one pressing for its own preferred policies
|
|
|
Inferences from Pluralist Theory
|
-Groups will work together
-Public interest will prevail through bargaining and compromise -No single group is dominant -If someone doesn't win the fight in one arena they will begin to fight in another |
|
|
Elite and Class Theory
|
A theory of government and politics contending that societies are divided along class lines and that an upper class elite will rule, regardless of the formal niceties of governmental organization
|
|
|
Inferences from Elite and Class Theory
|
-Not all groups equal
-Policies benefit those with money and power |
|
|
Hyperpluralism
|
A theory of government and politics contending that groups are so strong the government is weakened
|
|
|
Inferences from Hyperpluralism
|
-Groups control policy and prevent
government from acting -Difficulty in coordinating policy implementation -Confusing and contradictory policies result from politicians trying to placate early every group |
|
|
Challenges to Democracy
|
-Increased Technical Expertise
-Limited Participation in Government -Escalating Campaign Costs -Diverse Political Interests (policy gridlock) |
|
|
Political Culture
|
An overall set of values widely shared within a society
|
|
|
American culture is diverse and comprised of:
|
-Liberty (cannot be taken from
you) -Egalitarianism (equality) -Individualism (frontier mentality) -Laissez-faire -Populism (work for the people) |
|
|
How active is American Government?
|
-Spends ~$3.1 Trillion Annually
-Employs over 2.2 million people -Owns 1/3 of the land -Occupies 2.6 billion sq ft of office space (Pentagon is the largest office in the world) -Owns and operates 400,000 non military vehicles |
|
|
What are the characteristics of young people and government?
|
Young people are apathetic about government and politics, even though they affect everyone
|
|
|
What Democratic Government is made up of?
|
Democratic Government, which is how the US is governed, consists of those institutions that make policy for the benefit of the people
|
|
|
Constitution
|
A constitution is a nations basic law. It creates political institutions, assigns or divides power in government, and often provides certain guarantees to citizens
-sets the broad rules of the games -the rules are not neutral; some participants and policy options have advantages over others |
|
|
What events contributed to the start of the revolution?
|
-Colonists faced tax increases
after the French and Indian War -Colonists lacked direct representation in government -Colonial leaders formed the Continental Congress to address the abuses of the English Crown (1773) the intention was to address grievances, not intending to split with Britain |
|
|
What led up to the composition of the Declaration of Independence?
|
-In May& June of 1776, the
Continental Congress debated resolutions for independence -The Declaration of Independence, which listed the colonists grievances against the British, was adopted on July 4th, 1776 -Politically, the Declaration was a polemic, announcing and justifying revolution |
|
|
Natural Rights
|
Rights inherent in human beings, not dependent on government (trump human law)
|
|
|
Consent of the Governed
|
Government derives its authority by the sanction of the people
|
|
|
Limited Government
|
Certain restrictions should be placed on government to protect natural rights of citizens
|
|
|
What is the one aspect that Locke's ideas and the Declaration of Independence do not have in common?
|
Equivalent of property from Locke has no parallel in Declaration of Independence
|
|
|
When did we win independence?
|
In 1783, the American colonies prevailed in their war against England
|
|
|
The "Conservative" Revolution accomplished what?
|
-Restored rights the colonists felt
they had lost -Not a major change of lifestyles |
|
|
What were the Articles of Confederation?
|
The first document to govern the United States, it was adopted in 1777 and ratified in 1781
|
|
|
What did the Articles of Confederation accomplish?
|
-It established a confederation, a
"league of friendship and perpetual union" among 13 states and former colonies -Congress had few powers; there was no president or national court system (unicameral congress) -All government power rested in the states |
|
|
How did Congress under the Articles of Confederation function?
|
-Each state could send up to 7
representatives, but a state only had one vote -A representative from every state had to come and be present for any decision to be made |
|
|
Changes in the States after the Articles of Confederation
|
-Liberalized voting laws
increased political participation and power among new middle class -An expanding economic middle class of farmers and craft workers counterbalanced the power of the old elite of professionals and wealthy merchants -Ideas of equality and democracy spread |
|
|
Economic Turmoil in the States after the Articles of Confederation
|
-Postwar depression left farmers
unable to pay debts -State legislatures sympathetic to farmers and passed laws that favored debtors over credits |
|
|
Shay's Rebellion
|
-Series of attacks on
courthouses by a small band of farmers led by Revolutionary War Captain Daniel Shay to block foreclosure proceedings -Economic elite concerned about Articles' inability to limit these violations of individual's property rights |
|
|
The Aborted Annapolis Meeting
|
-An attempt to discuss changes
to the Articles of Confederation in September 1876 -Attended by only 12 delegates total from five states -Called or a meeting in May 1787 to further discuss changes (the Constitutional Convention) |
|
|
Making a Constitution: The Philadelphia Convention
|
-55 men from 12 states (not RI)
-Mostly wealthy planters and merchants -Most were college graduates with some political experience -Many were coastal residents from the larger cities, not rural areas |
|
|
How has the US Constitution become more democratic?
|
ONLY THROUGH AMENDMENTS to the Constitution has it been made more democratic
|
|
|
The Philadelphia Convention
|
-Human Nature (self interested)
-Political Conflict(leads to factors) -Object of Government -Preservation of Property -Nature of Government, which sets power against power so that no one faction rises above and overwhelms another |
|
|
What were some of the main beliefs of the members of the Philadelphia Convention?
|
-Two factions: owns major
property or doesn't own major property -Wanted to protect property rights -Good Govt = Balanced Govt |
|
|
The Agenda in Philadelphia
|
-Equality and Representation
of the States -Slavery -Political Equality and voting left to the states |
|
|
What were the three main plans to ensure Equality and Representation in the United States?
|
-New Jersey Plan: equal
representation in the states (William Patterson from NJ) -Virginia Plan: population based representation (Edmond Kandolf of VA) -Connecticut Compromise: called for bicameral legislature in which both the NJ and CT plans get used for one of the houses |
|
|
How did the Philadelphia Convention deal with the issue of slavery?
|
Three-fifths compromise - slaves could count for population but they only count as 3/5 of a person
|
|
|
What were the Economic Issues in America with the Articles of Confederation?
|
-States had tariffs on products from other states
-Paper money was practically worthless -Congress couldn't raise money (couldn't tax) |
|
|
What were the actions taken by the Philadelphia Convention to fix the economic issues with the Articles of Confederation?
|
-Powers of Congress were strengthened
-Powers of states to be limited (in economic matters -Congress can tax and borrow money, protect property rights, punish pirates, legislates rules for bankruptcy, and REGULATE INTERSTATE COMMERCE, debts are all considered paid after the Constitution |
|
|
Which Individual Right Issues were written in to the Constitution?
|
-Prohibits suspension of writs of habeus corpus
-No bills of attainder -no ex post facto laws (if it wasn't illegal at the time you committed it you cannot get in trouble for it) -Religious qualifications for holding office prohibited -Strict rules of evidence for conviction of treason -Right to trial by jury in criminal cases |
|
|
Which indvidual rights issues were not specified in the original constitution?
|
-Freedom of Speech and
-Rights of the accused |
|
|
What was the major idea behind the Madisonian Model?
|
To prevent tyranny of the majorit, Madison proposed a government of:
-Limiting Majority Control -Separating Powers -Establishing a Federal system |
|
|
What is the voters only direct link to the decision making process in the federal system?
|
House of Representatives
|
|
|
What are the term limits for the House, Senate, Judiciary, and President in the federal system?
|
House - 2 yrs
Senate - 6 yrs Judiciary - lifetime terms President - 4 yr terms |
|
|
What is the purpose of checks and balances?
|
favors the status quo, change is slow if it happens at all, conservative bias
|
|
|
What did the Madisonian Model do?
|
It set up the Constitutional Republic, which favors the status quo (ie change is slow)
|
|
|
Definition of a Republic
|
A form of government in which the people select representatives to govern them and make laws
|
|
|
What was considered "the end of the beginning" for the articles of confederation?
|
The constitution was approved by the Philadelphia convention (but not unanimously) and was sent to the states for the ratification process
|
|
|
What were the requirements for ratification of the Constitution?
|
9 of the 13 states had to ratify the document before it went into effect
|
|
|
Federalist Papers
|
A collection of 85 articles written by (in order of highest amount written) James Madison, Alexander Hamilton, and James Jay under the name "Publius" defending the Constitution during the ratification process
|
|
|
What was considered "the end of the beginning" for the articles of confederation?
|
The constitution was approved by the Philadelphia convention (but not unanimously) and was sent to the states for the ratification process
|
|
|
What did the Federalist Papers do?
|
Spelled out exactly what the founding fathers of the constitution intended with each part of the constitution
|
|
|
What were the requirements for ratification of the Constitution?
|
9 of the 13 states had to ratify the document before it went into effect
|
|
|
What is the Bill of Rights?
|
The first 10 amendments to the constitution drafted in response to some of the Anti-Federalist concerns about the lack of basic liberties
|
|
|
Federalist Papers
|
A collection of 85 articles written by (in order of highest amount written) James Madison, Alexander Hamilton, and James Jay under the name "Publius" defending the Constitution during the ratification process
|
|
|
When was the Bill of Rights added?
|
THe Bill of Rights comes into being AFTER the ratification process as a promise to those who originally opposed it
|
|
|
What did the Federalist Papers do?
|
Spelled out exactly what the founding fathers of the constitution intended with each part of the constitution
|
|
|
Who wrote the Bill of Rights?
|
James Madison
|
|
|
What is the Bill of Rights?
|
The first 10 amendments to the constitution drafted in response to some of the Anti-Federalist concerns about the lack of basic liberties
|
|
|
When was the Bill of Rights added?
|
THe Bill of Rights comes into being AFTER the ratification process as a promise to those who originally opposed it
|
|
|
What was the difference between the Bill of Rights Madison proposed and the one that got approved by the first Congress?
|
James Madison proposed 12 amendments in the Bill of Rights, but only 10 of those were approved
|
|
|
Who wrote the Bill of Rights?
|
James Madison
|
|
|
What type of rights does the Bill of Rights give and what exactly does that mean?
|
Gives us Negative Rights, as in it tells us what the government cannot do to us, not necessarily telling us what we can do
|
|
|
What was the difference between the Bill of Rights Madison proposed and the one that got approved by the first Congress?
|
James Madison proposed 12 amendments in the Bill of Rights, but only 10 of those were approved
|
|
|
What is the purpose of the 14th amendment?
|
The 14th was the way we incorporated the Bill of Rights to be applicable to the State governments as well, not just the federal governments
|
|
|
What type of rights does the Bill of Rights give and what exactly does that mean?
|
Gives us Negative Rights, as in it tells us what the government cannot do to us, not necessarily telling us what we can do
|
|
|
What is the purpose of the 14th amendment?
|
The 14th was the way we incorporated the Bill of Rights to be applicable to the State governments as well, not just the federal government
|
|
|
When was the 27th amendment proposed and when was it approved?
|
Proposed in 1789 with the original bill of rights and was given no timestamp on it so it remained on the books all the way into th 90's when it was approved within the Clinton presidency
|
|
|
What does the 27th amendment say?
|
Congress cannot raise their pay during their term, any pay raises that are placed take effect after the reelection
|
|
|
Why was the ratification process designed to be approved by state conventions?
|
The federalists knew they lacked majoity support and that those in the state legislatures would not want to approve a document in which they would be losing a lot of power, so to keep it more towards fair or more in favor of approval state conventions were held
|
|
|
Who was the first state to ratify the constitution?
|
Delaware on December 7, 1787
|
|
|
Who was the 9th state to ratify the constitution?
|
New Hampshire - Constitution is now officially ratified and was put in to full effect 6 months later
|
|
|
Who was the first president and what was significant about his election?
|
George Washington was elected as the first president by 100% of the electoral college. This is the only time this has ever happened in history
|
|
|
When was the Bill of Rights written?
|
AFTER the ratification process as a promise to the anti federalists and states who only ratified the Constituion because a Bill of Rights would be added in the first Congress
|
|
|
Formal Amendments
|
change the letter of the constitution
|
|
|
Informal processes
|
unwritten body of tradition, practice, and procedure that when altered, may change the spirit of the constitution
|
|
|
Two phases of Amendment Process
|
Proposal and State Legislature
|
|
|
Proposal Stage of Amendment Process
|
Congress can propose an amendment by 2/3 vote in each house
OR State conventions can propose an amendment requested by 2/3 of the states |
|
|
Approval Stage of the Amendment Process
|
State Legislatures can ratify an amendment by a vote of 3/4 of the states
OR State conventions can ratify an amendment by votes of 3/4 of the states |
|
|
Informal Process
|
Judicial Interpretation
|
|
|
Marbury vs. Madison (1803)
|
Judicial review - marbury sues madison over not delivering appointees
Outcome: decision established the court's power of judicial review over acts of Congress. Allows for courts to state whether the legislative and/or executive branchesare in accord with the constitution. Court interprets it and was a big change on interpretation |
|
|
Changed political practice since the ratification
|
we now have political parties
|
|
|
How do technology advancements change politics?
|
Changes strategies, for example we now have nuclear power so our politics on an international level have changed drastically
|
|
|
What is an example of increased demand on policy makers?
|
we expect more and more as new issues come up and the owers of the President can change with the new demands of the people
|
|
|
Why is judicial interpretation so important?
|
The constitution is vaue enough where it needs interpretation - was done like this so that it could be changed with foresight in mind
|
|
|
How long is the Constitution?
|
The Constitution is fewer than 8000 words, fewer than any other written constitution in the world
|
|
|
What are some supporting examples as to how vague the constitution is?
|
Constitution is not descriptive and has no mention of congressional committees o independent regular commission
|
|
|
Why is the Constitution so versatile throughout time?
|
It has clauses such as "...can create what deems necessary" making it a flexible document for future generations to determine their own needs with out being static to one time
|
|
|
Why do we have civil liberties?
|
Civil liberties are because of the interpretation of the constitution - the states can't judge or take them away
|
|
|
The Constitution and Democracy
|
The constitution is rarely described as democratic. It has been gradually democratized (mostly by 1-27 amendments)
It has a conservative bias that reserves the status quo and negative rights |
|
|
The Constitution and the Scope of Government
|
Much of the constitution reinforces individualism and provides multiple access points for citizens to get involved
It also encourages stalemate and limits the government which allows for bargaining and compromise |
|
|
Why was the constitution ratified?
|
To strengthen congressional economic powers, even with disagreements over issues of equality
|
|
|
How are the protection of individual rights guaranteed?
|
Guaranteed through the Bill of Rights
|
|
|
How do we continue to shape over the Madisonian system of government?
|
By formal and informal changes to the constitution
|
|
|
What does the 10th amendment say?
|
Says an power not specified in the constitution is reserved to the states
|
|
|
What does the national supremacy clause have?
|
Has implied AND enumerated powers
|
|
|
Mcculloch v. Maryland (1918)
|
Had to do with state power, it established the implied powers of the states, although the national government is more powerful in the sphere of action
|
|
|
Gibbens v. Ogden (1824)
|
commerce was defined broadly as all commerical activity came under power of the national government
|
|
|
The civil war (1861-1865) established what?
|
Established that the national government can tell the state governments what to do
|
|
|
Brown v. Board of Education (1954)
|
Struggle for racial equality
|
|
|
Why do states have an obligation to each other?
|
Full Faith and Credit Clause states that each state must recognize official judgments and documents rendered by other states
|
|
|
Article 4 Section 1 of the constitution
|
debt follows you across state borders
|
|
|
What is currently challenging the full faith and credit clause?
|
Gay marriage is because it is only recognized in some states and not others
|
|
|
Priviledges and Immunities
|
citizens of each state have privileges of citizens of other states while in those states
|
|
|
Extraditions
|
states must return a person charged with a crime in another state to the state for punishment
|
|
|
Dual Federalism
|
a system of government in which both the national government and the states remain supreme within their own sphere, each responsible for some policies
|
|
|
What are some characteristics of dual federalism?
|
-Know exactly where one layer ends and the other begins
-Like a layer cake -narrowly interpreted powers of federal government -ended in 1930 -it is not in the constitution (not the power of nation) |
|
|
What was derived from dual federalism?
|
Cooperative federalism
|
|
|
Cooperative Federalism
|
WHAT WE USE TODAY
-a system in which powers of government and policy assignments are shared between states and the national government |
|
|
Characteristics of Cooperative Federalism
|
Like a marble cake
Shared costs and administration States follow federal guidelines Hard to tell where issues are Ideas of Devolution |
|
|
Characteristics of Cooperative Federalism
|
Like a marble cake
Shared costs and administration States follow federal guidelines Hard to tell where issues are Ideas of Devolution |
|
|
What is devolution in government?
|
National government may desolve powers to the states
|
|
|
What is devolution in government?
|
National government may desolve powers to the states
|
|
|
Fiscal Federalism
|
the pattern of spending, taxing, and providing grants in the federal system
|
|
|
Fiscal Federalism
|
the pattern of spending, taxing, and providing grants in the federal system
|
|
|
What is the cornerstone of the national governments relations with state and local governments?
|
Fiscal federalism
|
|
|
What is the cornerstone of the national governments relations with state and local governments?
|
Fiscal federalism
|
|
|
What is the supreme law of the land?
|
THE US CONSTITUTION
|
|
|
What is the supreme law of the land?
|
THE US CONSTITUTION
|
|
|
The Grant System
|
Distributing the federal pie - both state and local governments get grants
|
|
|
Categorical Grants
|
federal grants that can be used for specific purposes, grants with strings attached - states dont decide how to spend it bc it has been decided for them
|
|
|
Project Grants
|
Based on merit (competitive)
|
|
|
Formula Grants
|
Amount varies based on formulas
|
|
|
What are the two types of categorical grants?
|
Project and Formula Grants
|
|
|
Block grants
|
federal grants given more or less automatically to support broad programs aka states get to decide how to spend the money
|
|
|
Grant distribution follows what system?
|
Universalism - a little something for everybody
|
|
|
Mandates
|
direct state or local governments to comply with federal rules under threat of penalties or as a condition of receipt for a federal grant
|
|
|
Unfunded mandates
|
federal gives state no money to comply with the mandate
|
|
|
Advantages for Democracy
|
-Increases access to government
-local problems can be solved locally -hard for political parties or interest groups to dominate all politics |
|
|
Disadvantages for democracy
|
-states have different levels of service
-local interest can counteract national interests -too many levels of government and too much money allows people to buy their way in |
|
|
What should the scope of national government be relative to the states?
|
-National powers increased with industrialization, expansion of individual rights, and social services
-most problems require resources afforded to the federal, not state, government |
|
|
American Federalism
|
A system of government in which power is shared between a central government and the 50 state governments
|
|
|
The US government has moved from ________ federalism to _____ and _______ federalism
|
moved FROM dual federalism TO Fiscal and Cooperative federalism
|
|
|
Civil Liberties
|
the legal constitutional protections against the government
|
|
|
Bill of Rights
|
first ten amendments which protect basic liberties
|
|
|
What type of rights does the bill of rights provide and what does that mean?
|
Bill of Rights produces NEGATIVE rights, tells the government what it CANNOT do to the people
|
|
|
Why was the bill of righs written?
|
to restrict the national government (Congress shall make no law...)
|
|
|
Barron v. Baltimore (1833)
|
Bill of Rights only applies to the federal government
|
|
|
How are some rights applied to the states?
|
Most amendments have been incorporated through the 14th amendment and now restrict state and local govts as well
|
|
|
Where is the only place in the constitution that equality is mentioned?
|
14th amendment
|
|
|
Gitlow v New York (1925)
|
first amendment incorporated to the states
|
|
|
Establishment clause
|
Congress shall make no law respecting the establishment of religion...
|
|
|
Lemon v. kurtzman (1971)
|
secular legislative purpose (aid to religious schools should have a secular purpose)
neither advance nor inhbit religion no excessive government entanglement |
|
|
Zelman v Simmons-Harris
|
upheld that it was constitutional to use government vouchers for a religious school
|
|
|
Engel v. Vitale (1962)
|
state committed to a position of neutrality when it comes to religion
|
|
|
Free Exercise clause
|
prohibits government from interfering with the practice of religion
|
