TEST BANK for American Government, Roots, Context, Culture and Reforms by StudyGuide

Table of Contents How to Use This Test Bank viii Chapter 1

American Government: Roots, Context, and Culture ...........................1  Multiple-Choice Questions 1  True-False Questions 10  Fill-in-the-Blank Questions 11  Short Answer Questions 13  Essay Questions 15

Chapter 2

The Constitution ................................................................................ 18  Multiple-Choice Questions 18  True-False Questions 37  Fill-in-the-Blank Questions 40  Short Answer Questions 43  Essay Questions 48

Chapter 3

The Federal System ............................................................................. 51  Multiple-Choice Questions 51  True-False Questions 71  Fill-in-the-Blank Questions 74  Short Answer Questions 77  Essay Questions 82

Chapter 4

Civil Liberties ..................................................................................... 85  Multiple-Choice Questions 85  True-False Questions 104  Fill-in-the-Blank Questions 107  Short Answer Questions 111  Essay Questions 115

Chapter 5

Civil Rights ........................................................................................ 118  Multiple-Choice Questions 118  True-False Questions 138 -iv-

 Fill-in-the-Blank Questions 141  Short Answer Questions 144  Essay Questions 151

Chapter 6

Congress ............................................................................................ 155  Multiple-Choice Questions 155  True-False Questions 175  Fill-in-the-Blank Questions 178  Short Answer Questions 181  Essay Questions 188

Chapter 7

The Presidency .................................................................................. 192  Multiple-Choice Questions 192  True-False Questions 212  Fill-in-the-Blank Questions 215  Short Answer Questions 218  Essay Questions 224

Chapter 8

The Executive Branch and the Federal Bureaucracy ....................... 227  Multiple-Choice Questions 227  True-False Questions 246  Fill-in-the-Blank Questions 249  Short Answer Questions 253  Essay Questions 258

Chapter 9

The Judiciary ..................................................................................... 262  Multiple-Choice Questions 262  True-False Questions 281  Fill-in-the-Blank Questions 285  Short Answer Questions 288  Essay Questions 292

Chapter 10

Public Opinion and Political Socialization ....................................... 295  Multiple-Choice Questions 295  True-False Questions 316

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 Fill-in-the-Blank Questions 319  Short Answer Questions 323  Essay Questions 328

Chapter 11

Political Parties ................................................................................. 331  Multiple-Choice Questions 331  True-False Questions 351  Fill-in-the-Blank Questions 354  Short Answer Questions 357  Essay Questions 363

Chapter 12

Elections and Voting .........................................................................366  Multiple-Choice Questions 366  True-False Questions 385  Fill-in-the-Blank Questions 388  Short Answer Questions 391  Essay Questions 396

Chapter 13

The Campaign Process ..................................................................... 400  Multiple-Choice Questions 400  True-False Questions 420  Fill-in-the-Blank Questions 424  Short Answer Questions 427  Essay Questions 432

Chapter 14

The News Media ............................................................................... 436  Multiple-Choice Questions 436  True-False Questions 455  Fill-in-the-Blank Questions 458  Short Answer Questions 462  Essay Questions 467

Chapter 15

Interest Groups.................................................................................. 471  Multiple-Choice Questions 471

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 True-False Questions 491  Fill-in-the-Blank Questions 494  Short Answer Questions 498  Essay Questions 503

Chapter 16

Domestic Policy ................................................................................ 507  Multiple-Choice Questions 507  True-False Questions 526  Fill-in-the-Blank Questions 530  Short Answer Questions 533  Essay Questions 538

Chapter 17

Economic Policy ............................................................................... 541  Multiple-Choice Questions 541  True-False Questions 560  Fill-in-the-Blank Questions 564  Short Answer Questions 567  Essay Questions 572

Chapter 18

Foreign and Defense Policy .............................................................. 576  Multiple-Choice Questions 576  True-False Questions 596  Fill-in-the-Blank Questions 599  Short Answer Questions 602  Essay Question 608

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1 American Government: Roots, Context, and Culture  Multiple-Choice Questions 1.

How does the Preamble to the Constitution begin? a. “We the People . . .” b. “Four score and seven years ago . . .” c. “When in the course of human events . . .” d. “In order to form a more perfect Union . . .” e. “These are the times that try men’s souls . . .” Answer: a Page Reference: pp. 5–7 A-head: Roots of American Government: We the People Learning Objective: O’Connor L.O. 1.1 Skill Level: Remember the Facts Topic: Introduction to American Government

What was the most common initial reason for settlement in North America by the first colonists? a. cultural inclusiveness b. religious freedom c. the right to vote d. exploration e. commerce Answer: e Page Reference: pp. 5–7 A-head: Roots of American Government: We the People Learning Objective: O’Connor L.O. 1.1

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Skill Level: Remember the Facts Topic: Introduction to American Government 3.

What is a system of government in which members of the polity meet to discuss all policy decisions and then agree to abide by majority rule? a. oligarchy b. direct democracy c. monarchy d. tyranny e. democracy Answer: b Page Reference: pp. 7–9 A-head: Types of Government Learning Objective: O’Connor L.O. 1.2 Skill Level: Remember the Facts T Topic: Introduction to American Government

The ancient Greeks considered representative government to be which of the following? a. democratic b. the divine right of kings c. aristocratic d. undemocratic e. a natural right Answer: d Page Reference: pp. 7–9 A-head: Types of Government Learning Objective: O’Connor L.O. 1.2 Skill Level: Remember the Facts Topic: Introduction to American Government

Indirect democracy is based on which of the following? a. consensus b. unanimity c. representation d. “mob rule” e. the system of government used in ancient Greece Answer: c Page Reference: pp. 7–9 A-head: Types of Government Learning Objective: O’Connor L.O. 1.2 Skill Level: Remember the Facts Topic: Introduction to American Government -2-

What are republics? a. representative democracies b. direct democracies c. a hallmark of unitary governments d. forms of government frequently found in totalitarian regimes e. another name for states Answer: a Page Reference: pp. 7–9 A-head: Types of Government Learning Objective: O’Connor L.O. 1.2 Skill Level: Remember the Facts Topic: Introduction to American Government

In an oligarchy, rule is by which of the following? a. the many b. the few c. one person d. property owners e. all the people Answer: b Page Reference: pp. 7–9 A-head: Types of Government Learning Objective: O’Connor L.O. 1.2 Skill Level: Remember the Facts Topic: Introduction to American Government

Which function of government provides for police protection? a. establishing justice b. providing for the common defense c. promoting the general welfare d. ensuring domestic tranquility e. securing the blessings of liberty Answer: d Page Reference: pp. 9–10 A-head: Functions of American Government Learning Objective: O’Connor L.O. 1.3 Skill Level: Remember the Facts Topic: Introduction to American Government

Which of the following expanded Americans’ conceptions of personal liberty to include some forms of freedom from discrimination? -3-

a. Declaration of Independence b. Fourteenth Amendment c. Preamble to the Constitution d. idea of majority rule e. idea of equality Answer: b Page Reference: pp. 10–13 A-head: American Political Culture and the Basic Tenets of American Democracy Learning Objective: O’Connor L.O. 1.4 Skill Level: Understand the Concepts Topic: Political Culture 10.

The idea that governments draw legitimacy and power from the governed is referred to as which of the following? a. majority rule b. direct democracy c. capitalism d. popular consent e. popular control Answer: d Page Reference: pp. 10–14 A-head: American Political Culture and the Basic Tenets of American Democracy Learning Objective: O’Connor L.O. 1.4 Skill Level: Understand the Concepts Topic: Political Culture

11.

Which of the following is the doctrine that society should be governed by certain ethical principles that are part of nature and can be understood by reason? a. ethical law b. contract law c. natural law d. Newton’s law e. constitutional law Answer: c Page Reference: pp. 10–14 A-head: American Political Culture and the Basic Tenets of American Democracy Learning Objective: O’Connor L.O. 1.4 Skill Level: Understand the Concepts Topic: Political Culture

12.

The Framers agreed that the new nation had to be founded on notions of which of the following? -4-

a. religious tolerance b. religious faith c. racial tolerance d. racial freedom e. religious freedom Answer: e Page Reference: pp. 10–14 A-head: American Political Culture and the Basic Tenets of American Democracy Learning Objective: O’Connor L.O. 1.4 Skill Level: Understand the Concepts Topic: Political Culture 13.

How many citizens did the Constitution initially mandate that each member of the House of Representatives should represent? a. 30,000 b. 60,000 c. 100,000 d. 130,000 e. 200,000 Answer: a Page Reference: pp. 13–18 A-head: The Changing American Public Learning Objective: O’Connor L.O. 1.5 Skill Level: Understand the Concepts Topic: Introduction to American Government

14.

In general, which of the following is true about the U.S. population? a. It is mostly under the age of thirty. b. It is getting older. c. It is becoming less diverse. d. It is less affected by immigration than in earlier years. e. It is required to own property. Answer: b Page Reference: pp. 13–18 A-head: The Changing American Public Learning Objective: O’Connor L.O. 1.5 Skill Level: Understand the Concepts Topic: Introduction to American Government

15.

When did immigration peak in the United States? a. in the mid-1800s -5-

b. in the first decade of the 1900s c. in the late 1980s d. in the mid-1990s e. in the last decade Answer: b Page Reference: pp. 13–18 A-head: The Changing American Public Learning Objective: O’Connor L.O. 1.5 Skill Level: Understand the Concepts Topic: Introduction to American Government 16.

One of the most long-standing and dramatic regional differences in the United States is between which of the following? a. Midwest and West b. North and West c. South and West d. North and South e. East and West Answer: d Page Reference: pp. 13–18 A-head: The Changing American Public Learning Objective: O’Connor L.O. 1.5 Skill Level: Understand the Concepts Topic: Introduction to American Government

17.

The percentage of households in the United States consisting of a single person is nearly __________ percent. a. 10 b. 20 c. 30 d. 40 e. 50 Answer: c Page Reference: pp. 13–18 A-head: The Changing American Public Learning Objective: O’Connor L.O. 1.5 Skill Level: Understand the Concepts Topic: Introduction to American Government

18.

Based on the average age of the state’s population, which issue would you expect to be least important to voters in Florida? a. Social Security -6-

b. Medicare benefits to the elderly c. regulation of nursing homes d. prescription drug costs e. public education Answer: e Page Reference: pp. 13–18 A-head: The Changing American Public Learning Objective: O’Connor L.O. 1.5 Skill Level: Apply What You Know Topic: Introduction to American Government 19.

According to Isaiah Berlin, a noted historian and philosopher, which two factors, above all, have shaped human history in the twentieth century? a. science and technology, and ideology b. science and technology, and religion c. science and technology, and trade d. religion and ideology e. trade and ideology Answer: a Page Reference: pp. 18–21 A-head: Political Ideology Learning Objective: O’Connor L.O. 1.6 Skill Level: Apply What You Know Topic: Introduction to American Government

20.

The reason that some pro-choice conservative voters may choose pro-choice liberal candidates over other conservatives is most closely related to which of the following functions of ideology? a. explanation b. evaluation c. orientation d. political programs e. conservative ideals Answer: c Page Reference: pp. 18–21 A-head: Political Ideology Learning Objective: O’Connor L.O. 1.6 Skill Level: Apply What You Know Topic: Introduction to American Government

21.

Which of the following public policies would social conservatives be most likely to support? a. decreasing defense spending -7-

b. prohibiting any references to God or religion on money or government buildings c. providing governmental universal health care d. overturning Roe v. Wade e. regulating the banking and financial sectors Answer: d Page Reference: pp. 18–21 A-head: Political Ideology Learning Objective: O’Connor L.O. 1.6 Skill Level: Apply What You Know Topic: Introduction to American Government 22.

Social conservatives, who now form a large part of the base of the Republican Party, often are also members of which of the following? a. pro-choice groups b. groups seeking to enhance marriage by allowing domestic partnerships c. groups seeking to keep government out of Americans’ private lives d. groups seeking to expand welfare programs e. religious organizations Answer: e Page Reference: pp. 18–21 A-head: Political Ideology Learning Objective: O’Connor L.O. 1.6 Skill Level: Apply What You Know Topic: Introduction to American Government

23.

Which of the following is a true statement about liberals? a. They believe individuals should look to churches and other social services organizations instead of the government for assistance. b. They are comfortable with the social status quo. c. They generally favor government intervention to promote equality. d. They seek to end costly welfare programs. e. They are more likely to vote Republican than Democratic. Answer: c Page Reference: pp. 18–21 A-head: Political Ideology Learning Objective: O’Connor L.O. 1.6 Skill Level: Analyze It Topic: Introduction to American Government

24.

Which of the following is a true statement about moderates? a. They are most aligned with the views of Rush Limbaugh and Ann Coulter. b. They comprise over half of the U.S. population. -8-

c. They largely support an overhaul of the welfare system. d. They believe that a temperate view is the best approach to politics. e. They created the Tea Party movement. Answer: d Page Reference: pp. 18–21 A-head: Political Ideology Learning Objective: O’Connor L.O. 1.6 Skill Level: Analyze It Topic: Introduction to American Government 25.

Over time, Americans’ expectations of government have generally __________. a. increased b. remained the same c. decreased d. been eliminated e. not been measured Answer: a Page Reference: pp. 21–24 A-head: Toward Reform: People and Politics Learning Objective: O’Connor L.O. 1.7 Skill Level: Analyze It Topic: Introduction to American Government

26.

Americans’ faith in institutions in the United States has __________. a. remained stagnant over time b. generally increased c. generally decreased d. decreased for some and increased for others e. fluctuated, depending on the political climate Answer: c Page Reference: pp. 21–24 A-head: Toward Reform: People and Politics Learning Objective: O’Connor L.O. 1.7 Skill Level: Analyze It Topic: Introduction to American Government

27.

Americans have the highest levels of trust in which of the following? a. the press b. business and industry c. the executive branch d. Congress e. medicine -9-

Answer: e Page Reference: pp. 21–24 A-head: Toward Reform: People and Politics Learning Objective: O’Connor L.O. 1.7 Skill Level: Analyze It Topic: Introduction to American Government 28.

Which of the following would have been expected of the federal government 200 years ago? a. regulating business b. providing national defense c. providing poverty relief d. inspecting food e. advocating social reform Answer: b Page Reference: pp. 21–24 A-head: Toward Reform: People and Politics Learning Objective: O’Connor L.O. 1.7 Skill Level: Analyze It Topic: Introduction to American Government

 True-False Questions 29.

Indigenous peoples had been living in North America for more than 30,000 years before the arrival of the first European colonists. Answer: TRUE Page Reference: pp. 5–7 A-head: Roots of American Government: We the People Learning Objective: O’Connor L.O. 1.1 Skill Level: Remember the Facts Topic: Introduction to American Government

30.

Monarchy is a type of government that Aristotle considered rule by “tyranny.” Answer: FALSE Page Reference: pp. 7–9 A-head: Types of Government Learning Objective: O’Connor L.O. 1.2 Skill Level: Remember the Facts Topic: Introduction to American Government

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31.

Many colonists were uncomfortable with the term democracy because it conjured up fears of the people and mob rule. Answer: TRUE Page Reference: pp. 7–9 A-head: Types of Government Learning Objective: O’Connor L.O. 1.2 Skill Level: Remember the Facts Topic: Introduction to American Government

32.

Over time, our notions of what governments should do have expanded along with the size of government. Answer: TRUE Page Reference: pp. 9–10 A-head: Functions of American Government Learning Objective: O’Connor L.O. 1.3 Skill Level: Understand the Concepts Topic: Introduction to American Government

33.

Over the years, our attitudes about personal liberty have remained unchanged. Answer: FALSE Page Reference: pp. 10–13 A-head: American Political Culture and the Basic Tenets of American Democracy Learning Objective: O’Connor L.O. 1.4 Skill Level: Understand the Concepts Topic: Political Culture

34.

The elderly often vote against programs favored by younger voters, such as money for new schools and other expenditures they no longer view as significant. Answer: TRUE Page Reference: pp. 13–18 A-head: The Changing American Public Learning Objective: O’Connor L.O. 1.5 Skill Level: Apply What You Know Topic: Introduction to American Government

 Fill-in-the-Blank Questions 35.

Although many people still view the United States as a __________ nation, a great number of religious groups—including Jews, Buddhists, Hindus, and Muslims—have established roots in the United States.

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Answer: Christian Page Reference: pp. 13–18 A-head: The Changing American Public Learning Objective: O’Connor L.O. 1.5 Skill Level: Remember the Facts Topic: Introduction to American Government 36.

Changes in the composition of households, lower birthrates, marriage, and the prevalence of single-parent families affect the kinds of demands people place on __________. Answer: government Page Reference: pp. 13–18 A-head: The Changing American Public Learning Objective: O’Connor L.O. 1.5 Skill Level: Remember the Facts Topic: Introduction to American Government

37.

__________ is the coherent set of values and beliefs people hold about the purpose and scope of government. Answer: Political ideology Page Reference: pp. 18–21 A-head: Political Ideology Learning Objective: O’Connor L.O. 1.6 Skill Level: Remember the Facts Topic: Introduction to American Government

38.

Religious, philosophical, and __________ beliefs can become cohesive ideologies that create natural groups within society and lead to political conflict. Answer: cultural Page Reference: pp. 18–21 A-head: Political Ideology Learning Objective: O’Connor L.O. 1.6 Skill Level: Understand the Concepts Topic: Introduction to American Government

39.

Today, many Americans lack faith in the country’s __________. Answer: institutions Page Reference: pp. 21–24 A-head: Toward Reform: People and Politics Learning Objective: O’Connor L.O. 1.7 Skill Level: Understand the Concepts Topic: Introduction to American Government

40.

Due to governmental programs and protections, many Americans have a __________ standard of living. -12-

Answer: high Page Reference: pp. 21–24 A-head: Toward Reform: People and Politics Learning Objective: O’Connor L.O. 1.7 Skill Level: Apply What You Know Topic: Introduction to American Government

 Short Answer Questions 41.

What was the primary reason that colonists settled in America? Referring to Figure 1.1, discuss the establishment of at least two specific colonies. Answer: An ideal response will: 1. Explain how wealthy people in England and other European nations wanted to increase their wealth. They brought laborers with them. Thus, commerce was the primary reason for many people to settle in America. 2. Discuss the establishment of at least two colonies. For example, there were English commercial settlements in Virginia. Puritans left Europe in 1620, landing in Plymouth, Massachusetts. Settlers from Finland, Germany, and Sweden colonized New Amsterdam, which was later named New York. Ultimately settlements were established in many areas of Virginia, Maryland, Pennsylvania, and New York. Page Reference: pp. 5–7 A-head: Roots of American Government: We the People Learning Objective: O’Connor L.O. 1.1 Skill Level: Understand the Concepts Topic: Introduction to American Government

42.

What is the main difference between direct democracy and indirect democracy? Which concept represents American government, and why? Answer: An ideal response will: 1. Define direct democracy as a system of government where the people meet to discuss issues and make political decisions by majority rule. 2. Define indirect democracy as a system where the people vote for representatives who make decisions based on the people’s behalf. The term republic is often used to describe indirect, representative democracies. 3. Explain that in the United States, the voters elect lawmakers to represent them. This is a form of indirect democracy. Page Reference: pp. 7–9 A-head: Types of Government Learning Objective: O’Connor L.O. 1.2 Skill Level: Understand the Concepts

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Topic: Introduction to American Government 43.

Is America’s brand of democracy easily exported? Why or why not? Answer: An ideal response will: 1. Discuss how America’s brand of democracy includes concepts of individualism and religious freedom, concepts that may not be easily exportable. 2. Provide examples of each of the above. For example, many other democracies are more concerned about the good of the community, and America’s focus on the individual may not work well in places that are more concerned with group wellbeing. Religious tolerance may seem good in theory, but many Americans and people elsewhere may not be very tolerant of other religions in practice. Page Reference: pp. 10–13 A-head: American Political Culture and the Basic Tenets of American Democracy Learning Objective: O’Connor L.O. 1.4 Skill Level: Apply What You Know Topic: Political Culture

44.

Today, nearly 40 million people in the United States can be classified as immigrants, with a Hispanic majority. How will this affect American politics? Answer: An ideal response will: 1. Note that Hispanics are now the largest minority group in the United States. Hispanics have resisted cultural assimilation compared with other groups. 2. Discuss how this may affect politics in a number of ways. For example, policies will likely reflect the needs and concerns of this growing minority. In some cases, governments have to decide whether to conduct business solely in English or in Spanish as well. Page Reference: pp. 13–18 A-head: The Changing American Public Learning Objective: O’Connor L.O. 1.5 Skill Level: Apply What You Know Topic: Introduction to American Government

45.

How would conservative or liberal political ideology affect one’s thinking about same-sex marriage? Would conservative and social conservative viewpoints be the same? Why or why not? Answer: An ideal response will: 1. Note that, generally speaking, conservatives favor limited government intervention, particularly in economic matters, whereas liberals favor government intervention in economic and social matters. 2. Reveal that liberals would more likely favor allowance of same-sex marriage than conservatives. 3. Indicate that there might be some differences between conservatives and social conservatives. While both conservatives and social conservatives would likely oppose -14-

same-sex marriage, social conservatives would be much more supportive of government involvement in traditional and moral teachings. Thus, social conservatives would more likely favor active government opposition to same-sex marriage. Page Reference: pp. 18–21 A-head: Political Ideology Learning Objective: O’Connor L.O. 1.6 Skill Level: Analyze It Topic: Introduction to American Government 46.

How have Americans’ expectations of their government changed over time, and why? Answer: An ideal response will: 1. Review that in the first 150 years of our nation’s history the federal government had fewer functions, which were limited to national defense, printing money, and collecting taxes and tariffs. 2. Note that as the country expanded economically and in size, greater demands were placed on the government. The government began to play a role in regulating business activity, assisting the poor, and inspecting food. 3. Discuss how Americans are suspicious of government and also frustrated with it. Page Reference: pp. 21–24 A-head: Toward Reform: People and Politics Learning Objective: O’Connor L.O. 1.7 Skill Level: Analyze It Topic: Introduction to American Government

 Essay Questions 47.

Explain what the Framers meant by “securing the blessings of liberty” and discuss how far a government should go to ensure citizens’ liberty. Answer: An ideal response will: 1. Explain that the Framers used the term “securing the blessings of liberty” to refer to the freedom to criticize the government or petition it when they disagreed with its policies. 2. Discuss the American political culture and the basic tenets of American democracy, and how these suggest that government should go a long way in “securing the blessings of liberty.” The Framers were very concerned with personal liberty and political equality. They were also concerned with popular consent, majority rule, popular sovereignty, notions of individualism, and religious freedom. Page Reference: pp. 10–13 A-head: American Political Culture and the Basic Tenets of American Democracy

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Learning Objective: O’Connor L.O. 1.4 Skill Level: Understand the Concepts Topic: Political Culture 48.

Why are there regional and sectional differences within American political culture? Explain how these differences arose. Answer: An ideal response will: 1. Discuss regional and sectional differences in the United States. Regional sectionalism can be explained based on where people settled and where they came from. For example, people who settled in Virginia and southward were largely concerned with commerce; those who settled in the Northeast were seeking religious freedom. 2. Provide examples such as Scandinavians settling in Minnesota or the Irish, Italians, and Jews settling in the Northeast. These groups brought with them views on the appropriate role of government. 3. Identify the different views across different regions of the country. Northerners were more supportive of civil rights than Southerners. Westerners were concerned with issues like free land. Some Westerners have been concerned with water rights. 4. Analyze urban and rural differences in the United States. Urban areas tend to be much more liberal than rural areas, which are more conservative. 5. Note that all these patterns influence which candidates are supported in elections. Page Reference: pp. 13–18 A-head: The Changing American Public Learning Objective: O’Connor L.O. 1.5 Skill Level: Apply What You Know Topic: Political Culture

49.

Political scientists note that ideologies perform four key functions. After discussing each function, decide and explain which most affects your own ideology. Answer: An ideal response will: 1. Identify and discuss the four functions political scientists attribute to ideologies: (1) Explanation—ideologies help explain why political and social condition are a certain way. (2) Evaluation—ideologies provide a means for evaluating events, political institutions, and social conditions. (3) Orientation—ideologies held us locate issues and positions relative to some benchmark. (4) Political Program—ideologies help make political decisions and guide political action. 2. Choose one or more of these functions and apply them. For example, the way a person might evaluate President Obama’s health care reforms depends on whether they are conservative or liberal. As a political program, health care reform was largely supported by Democrats, but widely opposed by Republicans. Knowing where the parties stood on the issue might help one orient themselves in terms of support or opposition. Thus, voters did not have to read or understand the legislation in order to decide whether or not they supported it. Page Reference: pp. 18–21 -16-

A-head: Political Ideology Learning Objective: O’Connor L.O. 1.6 Skill Level: Apply What You Know Topic: Introduction to American Government 50.

Referring to Figure 1.3, discuss why the labels of “conservative” and “liberal” may be misleading. Answer: An ideal response will: 1. Indicate that studies have found that people may label themselves ideologically one way but may indicate the opposite ideological position on some issues. People may have conservative views on some issues, such as economics, and liberal views on others, such as civil rights. 2. Discuss how the simple left-right continuum may be inadequate in creating an accurate ideological picture for many people. Alternatively, in addition to the leftright scale, it would be useful to consider a position ranging from statist positions to libertarian ones. Page Reference: pp. 18–21 A-head: Political Ideology Learning Objective: O’Connor L.O. 1.6 Skill Level: Analyze It Topic: Introduction to American Government

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2 The Constitution  Multiple-Choice Questions 1.

At the Constitutional Convention, the delegates agreed that slaves would be counted as __________ of a person for determining population for representation in the House of Representatives. a. four-fifths b. three-fifths c. two-thirds d. one-third e. one-fourth Answer: b Page Reference: pp. 31–37 A-head: Roots of the New American Nation Learning Objective: O’Connor L.O. 2.1 Skill Level: Remember the Facts Topic: Constitution

__________ is an economic theory designed to increase a nation’s wealth through the development of commercial industry and a favorable balance of trade. a. Nationalism b. Socialism c. Mercantilism d. Republicanism e. Commercialism Answer: c Page Reference: pp. 31–37 A-head: Roots of the New American Nation Learning Objective: O’Connor L.O. 2.1 Skill Level: Remember the Facts

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Topic: Constitution 3.

In what year was the Declaration of Independence signed? a. 1776 b. 1801 c. 1797 d. 1789 e. 1805 Answer: a Page Reference: pp. 31–37 A-head: Roots of the New American Nation Learning Objective: O’Connor L.O. 2.1 Skill Level: Remember the Facts Topic: Constitution

How many constitutions has the United States had in its history? a. three b. five c. one d. two e. four Answer: d Page Reference: pp. 31–37 A-head: Roots of the New American Nation Learning Objective: O’Connor L.O. 2.1 Skill Level: Remember the Facts Topic: Constitution

The U.S. Constitution was adopted in response to the weaknesses of the Articles of __________. a. Unity b. Revolution c. America d. Democracy e. Confederation Answer: e Page Reference: pp. 37–39 A-head: The First Attempt at Government: The Articles of Confederation Learning Objective: O’Connor L.O. 2.2 Skill Level: Remember the Facts Topic: Constitution

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The colonists rebelled against the unilateral imposition by the British government of which of the following? a. taxes b. a military draft c. curfews d. religious laws e. health care Answer: a Page Reference: pp. 51–55 A-head: The Drive for Ratification of the U.S. Constitution Learning Objective: O’Connor L.O. 2.5 Skill Level: Remember the Facts Topic: Constitution

Who was the author of the Declaration of Independence? a. James Madison b. Benjamin Franklin c. Thomas Jefferson d. Paul Revere e. John Adams Answer: c Page Reference: pp. 31–37 A-head: Roots of the New American Nation Learning Objective: O’Connor L.O. 2.1 Skill Level: Remember the Facts Topic: Constitution

Which of the following debated and drafted the Declaration of Independence? a. Constitutional Congress b. Continental Congress c. Revolutionary Congress d. American Congress e. Liberty Congress Answer: b Page Reference: pp. 31–37 A-head: Roots of the New American Nation Learning Objective: O’Connor L.O. 2.1 Skill Level: Remember the Facts Topic: Constitution

Which clause provides that the Constitution shall be the supreme law of the land?

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a. full faith and credit b. legal c. primacy d. due process e. supremacy Answer: e Page Reference: pp. 44–51 A-head: The U.S. Constitution Learning Objective: O’Connor L.O. 2.4 Skill Level: Remember the Facts Topic: Constitution 10.

Which of the following generally favored a strong national government and supported the proposed U.S. Constitution? a. Tories b. Whigs c. Federalists d. Anti-Federalists e. Constitutionalists Answer: c Page Reference: pp. 44–51 A-head: The U.S. Constitution Learning Objective: O’Connor L.O. 2.4 Skill Level: Remember the Facts Topic: Constitution

11.

The __________ proposed proportional representation in both the House of Representatives and the Senate. a. Ohio Plan b. Virginia Plan c. New Jersey Plan d. Massachusetts Plan e. Pennsylvania Plan Answer: b Page Reference: pp. 40–44 A-head: The Miracle at Philadelphia: Writing the U.S. Constitution Learning Objective: O’Connor L.O. 2.3 Skill Level: Remember the Facts Topic: Constitution

12.

How many amendments have been made to the Constitution since its ratification? a. twenty-seven -21-

b. ten c. thirty-six d. twelve e. fifteen Answer: a Page Reference: pp. 28–31 A-head: Chapter 2 Introduction Learning Objective: Chapter 2 Introduction Skill Level: Remember the Facts Topic: Constitution 13.

In what year was the U.S. Constitution ratified? a. 1776 b. 1797 c. 1791 d. 1788 e. 1777 Answer: d Page Reference: pp. 51–55 A-head: The Drive for Ratification of the U.S. Constitution Learning Objective: O’Connor L.O. 2.5 Skill Level: Remember the Facts Topic: Constitution

14.

Of the fifty-five delegates who attended some portion of the Constitutional Convention, how many ultimately signed it? a. thirty-nine b. twenty-nine c. fifty-four d. forty-eight e. forty-five Answer: a Page Reference: pp. 44–51 A-head: The U.S. Constitution Learning Objective: O’Connor L.O. 2.4 Skill Level: Remember the Facts Topic: Constitution

15.

Which of the following is a branch of the U.S. government? a. Congress b. Supreme Court c. presidency -22-

d. legislative e. Senate Answer: d Page Reference: pp. 37–39 A-head: The First Attempt at Government: The Articles of Confederation Learning Objective: O’Connor L.O. 2.2 Skill Level: Remember the Facts Topic: Constitution 16.

The Constitution specifically provides for both the election and the removal of which of the following? a. secretary of defense b. president c. secretary of state d. chief justice e. Speaker of the House Answer: b Page Reference: pp. 40–44 A-head: The Miracle at Philadelphia: Writing the U.S. Constitution Learning Objective: O’Connor L.O. 2.3 Skill Level: Remember the Facts Topic: Constitution

17.

Which constitutional amendment allowed voting for citizens who were eighteen or older? a. Twenty-Sixth b. Fifteenth c. Twentieth d. Twenty-Seventh e. Nineteenth Answer: a Page Reference: pp. 28–31 A-head: Chapter 2 Introduction Learning Objective: Chapter 2 Introduction Skill Level: Remember the Facts Topic: Constitution

18.

Which of the following philosophers greatly influenced the colonists’ views on the role of government? a. John Dewey b. John Locke c. Martin Heidegger d. Michael Foucalt -23-

e. George Berkley Answer: b Page Reference: pp. 31–37 A-head: Roots of the New American Nation Learning Objective: O’Connor L.O. 2.1 Skill Level: Understand the Concepts Topic: Constitution 19.

During the colonial era, the colonists retained the right to do which of the following? a. wage war b. regulate trade c. negotiate treaties d. levy taxes e. require compulsory tithing Answer: d Page Reference: pp. 31–37 A-head: Roots of the New American Nation Learning Objective: O’Connor L.O. 2.1 Skill Level: Understand the Concepts Topic: Constitution

20.

Which of the following required all paper items in the colonies to carry a stamp of the Crown? a. Crown Act b. Paper Act c. Stamp Act d. Tax Act e. Royal Act Answer: c Page Reference: pp. 31–37 A-head: Roots of the New American Nation Learning Objective: O’Connor L.O. 2.1 Skill Level: Understand the Concepts Topic: Constitution

21.

Which Continental Congress approved the Declaration of Independence? a. Second b. Third c. Fourth d. Fifth e. Tenth

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Answer: a Page Reference: pp. 31–37 A-head: Roots of the New American Nation Learning Objective: O’Connor L.O. 2.1 Skill Level: Understand the Concepts Topic: Constitution 22.

How many of the thirteen colonies voted for independence? a. thirteen b. ten c. eight d. twelve e. nine Answer: d Page Reference: pp. 31–37 A-head: Roots of the New American Nation Learning Objective: O’Connor L.O. 2.1 Skill Level: Understand the Concepts Topic: Constitution

23.

In what year was the Bill of Rights added to the Constitution? a. 1776 b. 1788 c. 1789 d. 1798 e. 1791 Answer: e Page Reference: pp. 44–51 A-head: The U.S. Constitution Learning Objective: O’Connor L.O. 2.4 Skill Level: Understand the Concepts Topic: Constitution

24.

Article I, Section 8 of the Constitution contains which powers of Congress? a. enumerated b. restrictive c. military d. implied e. executive Answer: a Page Reference: pp. 44–51 A-head: The U.S. Constitution -25-

Learning Objective: O’Connor L.O. 2.4 Skill Level: Understand the Concepts Topic: Constitution 25.

During the Constitutional Convention, which states generally opposed an unelected federal judiciary? a. large b. northern c. small d. southern e. border Answer: a Page Reference: pp. 40–44 A-head: The Miracle at Philadelphia: Writing the U.S. Constitution Learning Objective: O’Connor L.O. 2.3 Skill Level: Understand the Concepts Topic: Constitution

26.

__________ Rebellion was a protest by Massachusetts farmers to stop foreclosures by state courts. a. Brown’s b. Smith’s c. Miller’s d. Shay’s e. James’s Answer: d Page Reference: pp. 37–39 A-head: The First Attempt at Government: The Articles of Confederation Learning Objective: O’Connor L.O. 2.2 Skill Level: Understand the Concepts Topic: Constitution

27.

The Articles of Confederation required __________ consent from the states for ratification. a. three-fifths b. unanimous c. two-thirds d. majority e. three-fourths Answer: b Page Reference: pp. 37–39 A-head: The First Attempt at Government: The Articles of Confederation Learning Objective: O’Connor L.O. 2.2 -26-

Skill Level: Understand the Concepts Topic: Constitution 28.

Many of the Founders believed that the __________ contract gave the government its legitimacy. a. implied b. social c. governing d. consent e. natural Answer: b Page Reference: pp. 31–37 A-head: Roots of the New American Nation Learning Objective: O’Connor L.O. 2.1 Skill Level: Understand the Concepts Topic: Constitution

29.

Which of the following generally opposed the Senate because it would operate as an “aristocratic” upper house? a. Anti-Federalists b. Federalists c. Tories d. Whigs e. Republicans Answer: a Page Reference: pp. 51–55 A-head: The Drive for Ratification of the U.S. Constitution Learning Objective: O’Connor L.O. 2.5 Skill Level: Understand the Concepts Topic: Constitution

30.

Under the Articles of Confederation, a(n) __________ judiciary was established, but all other courts were left to the states. a. maritime b. taxation c. criminal d. admiralty e. military Answer: a Page Reference: pp. 44–51 A-head: The U.S. Constitution Learning Objective: O’Connor L.O. 2.4 -27-

Skill Level: Understand the Concepts Topic: Constitution 31.

What type of legislature did the United States have under the Articles of Confederation? a. bicameral b. unified c. divided d. populist e. unicameral Answer: e Page Reference: pp. 44–51 A-head: The U.S. Constitution Learning Objective: O’Connor L.O. 2.4 Skill Level: Understand the Concepts Topic: Constitution

32.

Under the Constitution, the president is elected by which of the following? a. Election College b. Congressional College c. Electoral College d. Presidential College e. State College Answer: c Page Reference: pp. 40–44 A-head: The Miracle at Philadelphia: Writing the U.S. Constitution Learning Objective: O’Connor L.O. 2.3 Skill Level: Understand the Concepts Topic: Constitution

33.

What is the principle that each branch of the federal government has the means to thwart or influence actions by other branches of government? a. weights and measures b. checks and balances c. balances and powers d. checks and freedoms e. freedom and power Answer: b Page Reference: pp. 44–51 A-head: The U.S. Constitution Learning Objective: O’Connor L.O. 2.4 Skill Level: Understand the Concepts Topic: Constitution -28-

34.

Which of the following specifies the procedure for amending the Constitution? a. Article I b. Article III c. Article V d. Article VI e. Article IX Answer: c Page Reference: pp. 55–58 A-head: Toward Reform: Methods of Amending the U.S. Constitution Learning Objective: O’Connor L.O. 2.6 Skill Level: Understand the Concepts Topic: Constitution

35.

The First Continental Congress was a response to which of the following? a. Stamp Act b. Intolerable Acts c. Coercive Acts d. Boston Massacre e. Townshend Acts Answer: c Page Reference: pp. 31–37 A-head: Roots of the New American Nation Learning Objective: O’Connor L.O. 2.1 Skill Level: Understand the Concepts Topic: Constitution

36.

As depicted in Figure 2.1, What Are the Separation of Powers and How Do Checks and Balances Work Under the U.S. Constitution?, the executive branch is in charge of which of the following? a. passing federal laws b. declaring war c. interpreting federal laws d. making foreign treaties e. establishing lower courts Answer: d Page Reference: pp. 44–51 A-head: The U.S. Constitution Learning Objective: O’Connor L.O. 2.4 Skill Level: Understand the Concepts Topic: Constitution

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37.

The colonists generally believed that a constitution should mark the limits of what type of government power? a. inherent b. natural c. defined d. legitimate e. implied Answer: d Page Reference: pp. 44–51 A-head: The U.S. Constitution Learning Objective: O’Connor L.O. 2.4 Skill Level: Apply What You Know Topic: Constitution

38.

The “Intolerable Acts” was the colonists’ name for the __________ Acts of 1774. a. Stamp b. Tea c. Coercive d. Mercantile e. Commerce Answer: c Page Reference: pp. 31–37 A-head: Roots of the New American Nation Learning Objective: O’Connor L.O. 2.1 Skill Level: Apply What You Know Topic: Constitution

39.

In the United States, the national government derives its power from which of the following? a. states b. courts c. legislature d. citizens e. laws Answer: d Page Reference: pp. 44–51 A-head: The U.S. Constitution Learning Objective: O’Connor L.O. 2.4 Skill Level: Apply What You Know Topic: Constitution

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40.

Jackie attends a protest against animal testing. Which of the following secures her right to attend this protest? a. Second Treatise of Civil Government b. The Federalist Papers c. Bill of Rights d. Declaration of Independence e. Articles of Confederation Answer: c Page Reference: pp. 51–55 A-head: The Drive for Ratification of the U.S. Constitution Learning Objective: O’Connor L.O. 2.5 Skill Level: Apply What You Know Topic: Constitution

41.

Which plan called for a one-house legislature and multi-person executive? a. the Ohio Plan b. the Connecticut Plan c. the Maryland Plan d. the Virginia Plan e. the New Jersey Plan Answer: e Page Reference: pp. 40–44 A-head: The Miracle at Philadelphia: Writing the U.S. Constitution Learning Objective: O’Connor L.O. 2.3 Skill Level: Apply What You Know Topic: Constitution

42.

What was the subject of the Great Compromise? a. the legality of slavery b. the form of the legislative branch c. the number of states in the Union d. the number of Supreme Court justices e. the form of the executive branch Answer: b Page Reference: pp. 40–44 A-head: The Miracle at Philadelphia: Writing the U.S. Constitution Learning Objective: O’Connor L.O. 2.3 Skill Level: Apply What You Know Topic: Constitution

43.

Which of the following was most likely to support proposed provisions that strengthened national power? -31-

a. James Madison b. Patrick Henry c. George Mason d. Samuel Adams e. James Winthrop Answer: a Page Reference: pp. 40–44 A-head: The Miracle at Philadelphia: Writing the U.S. Constitution Learning Objective: O’Connor L.O. 2.3 Skill Level: Apply What You Know Topic: Constitution 44.

Which of the following was a powerful economic group during the colonial era? a. Massachusetts clergy b. southern fisherman c. New England merchants d. Pennsylvania miners e. northern farmers Answer: c Page Reference: pp. 51–55 A-head: The Drive for Ratification of the U.S. Constitution Learning Objective: O’Connor L.O. 2.5 Skill Level: Apply What You Know Topic: Constitution

45.

The publication of which of the following galvanized the colonists’ belief that reconciliation with Great Britain was impossible? a. Common Sense b. Revolution c. Federalist No. 10 d. American Cousin e. Articles of Confederation Answer: a Page Reference: pp. 31–37 A-head: Roots of the New American Nation Learning Objective: O’Connor L.O. 2.1 Skill Level: Apply What You Know Topic: Constitution

46.

Which of the following was a problem under the Articles of Confederation? a. The national government was too strong compared to the states. -32-

b. The government derived its power from the citizens themselves. c. Congress imposed excessive taxes. d. Citizens lacked a national identity. e. Amendments to the Articles were too easy to ratify. Answer: d Page Reference: pp. 37–39 A-head: The First Attempt at Government: The Articles of Confederation Learning Objective: O’Connor L.O. 2.2 Skill Level: Apply What You Know Topic: Constitution 47.

Which of the following best describes the Constitutional Convention? a. The Convention was transparent. b. The Convention was secretive. c. The Convention was free of significant disagreement. d. The Convention was inclusive of all types of citizens. e. The Convention lasted only one week. Answer: b Page Reference: pp. 40–44 A-head: The Miracle at Philadelphia: Writing the U.S. Constitution Learning Objective: O’Connor L.O. 2.3 Skill Level: Apply What You Know Topic: Constitution

48.

Mercantilism is an economic theory designed to increase wealth through the development of which of the following? a. schools b. the government c. industry d. religion e. foreign relationships Answer: c Page Reference: pp. 31–37 A-head: Roots of the New American Nation Learning Objective: O’Connor L.O. 2.1 Skill Level: Apply What You Know Topic: Constitution

49.

What did supporters of the New Jersey Plan want to do to the Articles of Confederation? a. repeal them b. replace them c. strengthen them -33-

d. weaken them e. maintain them Answer: c Page Reference: pp. 40–44 A-head: The Miracle at Philadelphia: Writing the U.S. Constitution Learning Objective: O’Connor L.O. 2.3 Skill Level: Analyze It Topic: Constitution 50.

Prior to the ratification of the Seventeenth Amendment, how were senators selected? a. by direct election b. by the president c. by state governors d. by state legislatures e. by the Supreme Court Answer: d Page Reference: pp. 44–51 A-head: The U.S. Constitution Learning Objective: O’Connor L.O. 2.4 Skill Level: Analyze It Topic: Constitution

51.

Which of the following is a reason for the separation of powers? a. to ensure the power of the executive b. to promote justice c. to prevent tyranny by any one branch d. to create gridlock in government e. to improve international relations Answer: c Page Reference: pp. 44–51 A-head: The U.S. Constitution Learning Objective: O’Connor L.O. 2.4 Skill Level: Analyze It Topic: Constitution

52.

Which of the following was part of both the Articles of Confederation and the Constitution? a. Congress b. the presidency c. the federal judiciary d. collection of taxes by the federal government e. unanimous consent for ratification

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Answer: a Page Reference: pp. 44–51 A-head: The U.S. Constitution Learning Objective: O’Connor L.O. 2.4 Skill Level: Analyze It Topic: Constitution 53.

Which of the following can be found in Article I? a. Electoral College b. procedure for presidential impeachment c. necessary and proper clause d. supremacy clause e. penalty for treason Answer: c Page Reference: pp. 44–51 A-head: The U.S. Constitution Learning Objective: O’Connor L.O. 2.4 Skill Level: Analyze It Topic: Constitution

54.

Which government entity has the power to settle disputes between the states? a. Senate b. House of Representatives c. Department of State d. Supreme Court e. president Answer: d Page Reference: pp. 44–51 A-head: The U.S. Constitution Learning Objective: O’Connor L.O. 2.4 Skill Level: Analyze It Topic: Constitution

55.

Aside from the First Amendment, what portion of the U.S. Constitution deals with the relationship between the state and religion? a. Article III b. Article VII c. Article VI d. Article XIII e. Article IX Answer: c Page Reference: pp. 51–55 -35-

A-head: The Drive for Ratification of the U.S. Constitution Learning Objective: O’Connor L.O. 2.5 Skill Level: Analyze It Topic: Constitution 56.

Which of the following were most likely to oppose the proposed Constitution? a. lawyers b. merchants c. bankers d. plantation owners e. farmers Answer: e Page Reference: pp. 51–55 A-head: The Drive for Ratification of the U.S. Constitution Learning Objective: O’Connor L.O. 2.5 Skill Level: Analyze It Topic: Constitution

57.

Which of the following remains a compelling source for determining the intent of the Framers? a. Minutes of the Constitutional Convention b. The Federalist Papers c. Common Sense d. Treatise on Government e. Declaration of Independence Answer: b Page Reference: pp. 51–55 A-head: The Drive for Ratification of the U.S. Constitution Learning Objective: O’Connor L.O. 2.5 Skill Level: Analyze It Topic: Constitution

58.

What was the greatest fear of the Anti-Federalists during the Constitutional Convention and subsequent debate? a. that a weak national government would undermine the survival of the United States b. that a strong national government would infringe on the essential liberties of the people c. that a powerful judiciary would restrict freedom of religion d. that powerful state governments would never assent to the new Constitution e. that a weak judiciary would be unable to enforce the new Constitution Answer: b Page Reference: pp. 51–55 A-head: The Drive for Ratification of the U.S. Constitution -36-

Learning Objective: O’Connor L.O. 2.5 Skill Level: Analyze It Topic: Constitution 59.

Which of the following is a method of ratification for a constitutional amendment? a. by three-fourths of the state legislatures b. by three-fourths of the state governors c. by three-fourths of voting-age citizens d. by half of the state legislatures e. by half of the state governors Answer: a Page Reference: pp. 55–58 A-head: Toward Reform: Methods of Amending the U.S. Constitution Learning Objective: O’Connor L.O. 2.6 Skill Level: Analyze It Topic: Constitution

60.

The Committees of __________ were used by colonists to keep each other abreast of developments with the British. a. Collegiality b. Collaboration c. Congress d. the Continent e. Correspondence Answer: e Page Reference: pp. 31–37 A-head: Roots of the New American Nation Learning Objective: O’Connor L.O. 2.1 Skill Level: Analyze It Topic: Constitution

 True-False Questions 61.

The Constitution was ratified in 1776. Answer: FALSE Page Reference: pp. 37–39 A-head: The First Attempt at Government: The Articles of Confederation Learning Objective: O’Connor L.O. 2.2 Skill Level: Remember the Facts Topic: Constitution

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62.

Under the Articles of Confederation, the federal government had broad power to levy taxes. Answer: FALSE Page Reference: pp. 51–55 A-head: The Drive for Ratification of the U.S. Constitution Learning Objective: O’Connor L.O. 2.5 Skill Level: Remember the Facts Topic: Constitution

63.

The New Jersey Plan proposed a one-house legislature with one vote for each state. Answer: TRUE Page Reference: pp. 40–44 A-head: The Miracle at Philadelphia: Writing the U.S. Constitution Learning Objective: O’Connor L.O. 2.3 Skill Level: Remember the Facts Topic: Constitution

64.

Generally, smaller states wanted to strengthen the Articles of Confederation, rather than replace them. Answer: TRUE Page Reference: pp. 40–44 A-head: The Miracle at Philadelphia: Writing the U.S. Constitution Learning Objective: O’Connor L.O. 2.3 Skill Level: Remember the Facts Topic: Constitution

65.

The Three-Fifths Compromise specified that only three-fifths of slaves could vote. Answer: FALSE Page Reference: pp. 40–44 A-head: The Miracle at Philadelphia: Writing the U.S. Constitution Learning Objective: O’Connor L.O. 2.3 Skill Level: Remember the Facts Topic: Constitution

66.

Article I describes the powers of the president. Answer: FALSE Page Reference: pp. 44–51 A-head: The U.S. Constitution Learning Objective: O’Connor L.O. 2.4 Skill Level: Remember the Facts Topic: Constitution

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67.

As described by Table 2.1, How Do the Articles of Confederation and the U.S. Constitution Compare to One Another?, the Articles of Confederation did not include an executive. Answer: TRUE Page Reference: pp. 44–51 A-head: The U.S. Constitution Learning Objective: O’Connor L.O. 2.4 Skill Level: Remember the Facts Topic: Constitution

68.

The Stamp Act was a major catalyst for the American Revolution. Answer: TRUE Page Reference: pp. 31–37 A-head: Roots of the New American Nation Learning Objective: O’Connor L.O. 2.1 Skill Level: Understand the Concepts Topic: Constitution

69.

The main weakness of the Articles of Confederation was the lack of a strong national government. Answer: TRUE Page Reference: pp. 37–39 A-head: The First Attempt at Government: The Articles of Confederation Learning Objective: O’Connor L.O. 2.2 Skill Level: Understand the Concepts Topic: Constitution

70.

A constitution is a written document establishing the structure, functions, and limitations of a government. Answer: TRUE Page Reference: pp. 40–44 A-head: The Miracle at Philadelphia: Writing the U.S. Constitution Learning Objective: O’Connor L.O. 2.3 Skill Level: Understand the Concepts Topic: Constitution

71.

The New Jersey Plan proposed a powerful central government with three branches. Answer: FALSE Page Reference: pp. 40–44 A-head: The Miracle at Philadelphia: Writing the U.S. Constitution Learning Objective: O’Connor L.O. 2.3 Skill Level: Understand the Concepts Topic: Constitution

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72.

Article III of the Constitution permits Congress to establish lower national courts. Answer: TRUE Page Reference: pp. 44–51 A-head: The U.S. Constitution Learning Objective: O’Connor L.O. 2.4 Skill Level: Understand the Concepts Topic: Constitution

73.

Article IV of the Constitution requires Ohio to honor an adoption that took place in California. Answer: TRUE Page Reference: pp. 44–51 A-head: The U.S. Constitution Learning Objective: O’Connor L.O. 2.4 Skill Level: Apply What You Know Topic: Constitution

74.

North Carolina’s rejection of the Constitution prompted Congress to submit the Bill of Rights to the states for ratification. Answer: TRUE Page Reference: pp. 51–55 A-head: The Drive for Ratification of the U.S. Constitution Learning Objective: O’Connor L.O. 2.5 Skill Level: Apply What You Know Topic: Constitution

75.

The Anti-Federalists strongly supported the Bill of Rights. Answer: TRUE Page Reference: pp. 51–55 A-head: The Drive for Ratification of the U.S. Constitution Learning Objective: O’Connor L.O. 2.5 Skill Level: Apply What You Know Topic: Constitution

 Fill-in-the-Blank Questions 76.

The __________ Amendment protects freedom of assembly. Answer: First Page Reference: pp. 51–55 A-head: The Drive for Ratification of the U.S. Constitution

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Learning Objective: O’Connor L.O. 2.5 Skill Level: Remember the Facts Topic: Constitution 77.

The Constitution has been amended __________ times. Answer: twenty-seven Page Reference: pp. 28–31 A-head: Chapter 2 Introduction Learning Objective: Chapter 2 Introduction Skill Level: Remember the Facts Topic: Constitution

78.

The __________ Continental Congress signed the Declaration of Independence. Answer: Second Page Reference: pp. 31–37 A-head: Roots of the New American Nation Learning Objective: O’Connor L.O. 2.1 Skill Level: Remember the Facts Topic: Constitution

79.

Congress passed the __________ in 1777. Answer: Articles of Confederation Page Reference: pp. 37–39 A-head: The First Attempt at Government: The Articles of Confederation Learning Objective: O’Connor L.O. 2.2 Skill Level: Remember the Facts Topic: Constitution

80.

The __________ of powers is a key feature of the government established by the Constitution. Answer: separation Page Reference: pp. 44–51 A-head: The U.S. Constitution Learning Objective: O’Connor L.O. 2.4 Skill Level: Remember the Facts Topic: Constitution

81.

Article III of the Constitution establishes a __________ and defines its jurisdiction. Answer: Supreme Court Page Reference: pp. 44–51 A-head: The U.S. Constitution Learning Objective: O’Connor L.O. 2.4 Skill Level: Remember the Facts -41-

Topic: Constitution 82.

In a __________, the national government derives its powers from the states. Answer: confederation Page Reference: pp. 31–37 A-head: Roots of the New American Nation Learning Objective: O’Connor L.O. 2.1 Skill Level: Remember the Facts Topic: Constitution

83.

__________ Rebellion exposed the problems under the Articles of Confederation. Answer: Shays’s Page Reference: pp. 37–39 A-head: The First Attempt at Government: The Articles of Confederation Learning Objective: O’Connor L.O. 2.2 Skill Level: Understand the Concepts Topic: Constitution

84.

The __________ favored a weak national government and strong state governments. Answer: Anti-Federalists Page Reference: pp. 51–55 A-head: The Drive for Ratification of the U.S. Constitution Learning Objective: O’Connor L.O. 2.5 Skill Level: Understand the Concepts Topic: Constitution

85.

James Madison was the author of many of the essays known as the __________. Answer: Federalist Papers Page Reference: pp. 51–55 A-head: The Drive for Ratification of the U.S. Constitution Learning Objective: O’Connor L.O. 2.5 Skill Level: Understand the Concepts Topic: Constitution

86.

Article II of the Constitution addresses the powers of the __________ branch. Answer: executive Page Reference: pp. 44–51 A-head: The U.S. Constitution Learning Objective: O’Connor L.O. 2.4 Skill Level: Understand the Concepts Topic: Constitution

87.

__________ percent of the delegates at the Constitutional Convention were slaveholders. -42-

Answer: Sixty-nine Page Reference: pp. 40–44 A-head: The Miracle at Philadelphia: Writing the U.S. Constitution Learning Objective: O’Connor L.O. 2.3 Skill Level: Understand the Concepts Topic: Constitution 88.

The Twenty-First Amendment was the only amendment to be ratified through special __________ conventions. Answer: ratifying Page Reference: pp. 51–55 A-head: The Drive for Ratification of the U.S. Constitution Learning Objective: O’Connor L.O. 2.5 Skill Level: Apply What You Know Topic: Constitution

89.

Article VII specified that at least __________ states would have to ratify the Constitution for it to become law. Answer: nine Page Reference: pp. 55–58 A-head: Toward Reform: Methods of Amending the U.S. Constitution Learning Objective: O’Connor L.O. 2.6 Skill Level: Apply What You Know Topic: Constitution

90.

__________ would prohibit Congress from requiring a president to be Christian in order to be elected. Answer: Article VI Page Reference: pp. 44–51 A-head: The U.S. Constitution Learning Objective: O’Connor L.O. 2.4 Skill Level: Apply What You Know Topic: Constitution

 Short Answer Questions 91.

Discuss the developments that led to the American Revolution. Answer: An ideal response will: 1. Explain that the colonies were relatively independent from Great Britain, 2. Discuss the series of taxes levied against the colonies by the British crown.

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3. Recognize that taxation without representation in Parliament was deeply offensive to the colonists. Page Reference: pp. 31–37 A-head: Roots of the New American Nation Learning Objective: O’Connor L.O. 2.1 Skill Level: Understand the Concepts Topic: Constitution 92.

Explain the process for amending the Constitution. Answer: An ideal response will: 1. Identify the two processes for proposing an amendment—two-thirds vote in both houses of Congress or national constitutional convention called by Congress at the request of two-thirds of the states. 2. Identify the two processes for ratifying an amendment—by legislatures in threefourths of the states or by ratifying conventions in three-fourths of the states. Page Reference: pp. 44–51 A-head: The U.S. Constitution Learning Objective: O’Connor L.O. 2.4 Skill Level: Understand the Concepts Topic: Constitution

93.

Explain what inspired the Constitutional Convention in 1787. Answer: An ideal response will: 1. Detail the problems under the Articles of Confederation, including the inability of the national government to levy taxes or to fund Revolutionary War debt, monetary problems, and problems with interstate commerce. 2. Discuss the role of civil uprisings and disorder like Shays’s Rebellion. 3. Recognize that the original purpose of the Convention was to strengthen the Articles of Confederation. Page Reference: pp. 37–39 A-head: The First Attempt at Government: The Articles of Confederation Learning Objective: O’Connor L.O. 2.2 Skill Level: Understand the Concepts Topic: Constitution

94.

Describe Article III of the Constitution. Answer: An ideal response will: 1. Identify Article III as the part of the Constitution that describes the powers of the judicial branch. 2. Explain that Article III establishes a Supreme Court and defines the jurisdiction of that court.

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3. Explain that Article III permits, but does not require, Congress to create additional lower federal courts and proscribe their jurisdiction. Page Reference: pp. 44–51 A-head: The U.S. Constitution Learning Objective: O’Connor L.O. 2.4 Skill Level: Understand the Concepts Topic: Constitution 95.

Describe the system of checks and balances created by the Framers. Answer: An ideal response will: 1. Indicate that the powers of the government were divided into three branches. 2. Identify the ways in which the Constitution allocates the power to make, interpret, and enforce laws among the three branches. 3. Explain the ways in which each branch has a role in the actions of the others. Page Reference: pp. 44–51 A-head: The U.S. Constitution Learning Objective: O’Connor L.O. 2.4 Skill Level: Understand the Concepts Topic: Constitution

96.

Describe the meaning and purpose of the Ninth Amendment. Answer: An ideal response will: 1. Explain that the Ninth Amendment specifies that the Bill of Rights is not the exclusive list of rights enjoyed by the people. 2. Discuss the ways in which the Ninth Amendment has been used to recognize modern constitutional rights, such as the right to privacy. Page Reference: pp. 51–55 A-head: The Drive for Ratification of the U.S. Constitution Learning Objective: O’Connor L.O. 2.5 Skill Level: Apply What You Know Topic: Constitution

97.

Explain the informal methods of amending the Constitution and why such methods are useful given the structure of the Constitution itself. Answer: An ideal response will: 1. Identify judicial interpretation, social and cultural change, and technological change as the three common informal methods of informally changing the Constitution. 2. Explain that formal amendment to the Constitution is very difficult and, at times, society needs to be able to respond to changing social conditions more rapidly.

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3. Explain that it is very difficult to amend the Constitution to protect minority rights and the informal methods, especially judicial interpretation, are much more capable of protecting such rights. Page Reference: pp. 55–58 A-head: Toward Reform: Methods of Amending the U.S. Constitution Learning Objective: O’Connor L.O. 2.6 Skill Level: Apply What You Know Topic: Constitution 98.

Compare and contrast the legislatures established by the Constitution and the Articles of Confederation. Answer: An ideal response will: 1. Describe the unicameral legislature under the Articles of Confederation in which each state had a vote. 2. Explain the changes to the legislature under the Constitution, including the creation of a bicameral legislature composed of one house to represent the people (House of Representatives) and another house to represent the states (Senate). Page Reference: pp. 44–51 A-head: The U.S. Constitution Learning Objective: O’Connor L.O. 2.4 Skill Level: Apply What You Know Topic: Constitution

99.

Describe the differences between the First and Second Continental Congress. Answer: An ideal response will: 1. Explain the nature of the First Continental Congress and its focus on reaching resolution with Great Britain on issues of important colonial rights. 2. Explain the nature of the Second Continental Congress and its initial focus on averting armed conflict with Great Britain. 3. Discuss the events that eventually prompted the Second Continental Congress to call for independence from Great Britain. Page Reference: pp. 31–37 A-head: Roots of the New American Nation Learning Objective: O’Connor L.O. 2.1 Skill Level: Apply What You Know Topic: Constitution

100.

Describe the ways in which the Constitution addresses the role of religion. Answer: An ideal response will: 1. Explain that Article VI prohibits religious tests as a qualification for public office.

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2. Note that the First Amendment protects the religious freedom of individual citizens and also prohibits excessive entanglement between the church and the government. 3. Acknowledge the constitutional balance between protecting individual religious expression while simultaneously prohibiting religion from influencing governmental action. Page Reference: pp. 51–55 A-head: The Drive for Ratification of the U.S. Constitution Learning Objective: O’Connor L.O. 2.5 Skill Level: Apply What You Know Topic: Constitution 101.

Why are checks and balances important to the U.S. Constitution? Answer: An ideal response will: 1. Define the idea of checks and balances. 2. Explain how checks and balances are used to prevent tyranny and corruption. Page Reference: pp. 44–51 A-head: The U.S. Constitution Learning Objective: O’Connor L.O. 2.4 Skill Level: Apply What You Know Topic: Constitution

102.

Describe the views of the Anti-Federalists. Answer: An ideal response will: 1. Note that the Anti-Federalists were deeply suspicious of a strong national government. 2. Explain that the Anti-Federalists broadly opposed many portions of the new Constitution, including the powers of the executive and the creation of a Supreme Court. 3. Discuss the Anti-Federalists’ concerns that the Constitution provided inadequate protections for individual liberties. 4. Describe the Anti-Federalists’ favorable view of the Bill of Rights. Page Reference: pp. 51–55 A-head: The Drive for Ratification of the U.S. Constitution Learning Objective: O’Connor L.O. 2.5 Skill Level: Analyze It Topic: Constitution

103.

Explain James Madison’s claim that “Ambition must be made to counteract ambition.” Answer: An ideal response will: 1. Indicate that Madison was discussing the need for separation of powers.

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2. Describe the three distinct branches of government: legislative, executive, and judicial. 3. Explain why each branch is separately staffed. 4. Discuss the constitutional equality and independence of each branch. Page Reference: pp. 44–51 A-head: The U.S. Constitution Learning Objective: O’Connor L.O. 2.4 Skill Level: Analyze It Topic: Constitution 104.

Describe the Virginia Plan. Answer: An ideal response will: 1. Explain that the plan called for a powerful central government with three branches—the legislative, executive, and judicial. 2. Identify that the plan called for a two-house legislature with one house elected directly by the people and the other chosen from among persons nominated by the state legislatures. 3. Discuss the plan’s suggestion that the legislature have the power to select the executive and the judiciary. Page Reference: pp. 40–44 A-head: The Miracle at Philadelphia: Writing the U.S. Constitution Learning Objective: O’Connor L.O. 2.3 Skill Level: Analyze It Topic: Constitution

105.

Describe the Equal Rights Amendment. Answer: An ideal response will: 1. Discuss the content of the proposed amendment—that equality of rights under the law shall not be denied on the basis of sex. 2. Explain that the amendment was approved overwhelmingly by both houses of Congress in 1972. 3. Note that the amendment failed to gain approval in three-quarters of the state legislatures. Page Reference: pp. 55–58 A-head: Toward Reform: Methods of Amending the U.S. Constitution Learning Objective: O’Connor L.O. 2.6 Skill Level: Analyze It Topic: Constitution

 Essay Questions -48-

106.

Explain the basic structure of the U.S. Constitution. Answer: An ideal response will: 1. Identify that the Constitution is comprised of the seven original articles, the Bill of Rights, and seventeen subsequent amendments. 2. Describe each of the first three articles and the basic powers given to each branch of government. 3. Briefly discuss the remaining articles and the attempt of the Framers to identify potential future problems and lay out a solution to those problems. 4. Discuss the role of the Bill of Rights in securing individual civil liberties. 5. Discuss the major amendments since the Bill of Rights. Page Reference: pp. 40–44 A-head: The Miracle at Philadelphia: Writing the U.S. Constitution Learning Objective: O’Connor L.O. 2.3 Skill Level: Understand the Concepts Topic: Constitution

107.

Discuss which political group had the most impact on the formation of the Constitution and why. Answer: An ideal response will: 1. Recognize the profound impact of the Federalists on the form and content of the Constitution. 2. Discuss the role of the Federalist Papers in the ratification debate. 3. Explain some of the ways in which Federalist ideas persist in our government to this day. Page Reference: pp. 51–55 A-head: The Drive for Ratification of the U.S. Constitution Learning Objective: O’Connor L.O. 2.5 Skill Level: Apply What You Know Topic: Constitution

108.

Explain Madison’s defense of the Constitution in Federalist No. 10. Answer: An ideal response will: 1. Identify the central question of Federalist No. 10—that is, how to deal with the problem of factions. 2. Discuss Madison’s definition of “factions” and their threat to society. 3. Explain Madison’s claim that only representative democracy could adequately protect individual liberty from majority rule. 4. Explain the ways in which a democracy differs from a republic according to Madison. Page Reference: pp. 51–55 A-head: The Drive for Ratification of the U.S. Constitution -49-

Learning Objective: O’Connor L.O. 2.5 Skill Level: Apply What You Know Topic: Constitution 109.

Identify two amendments to the United States Constitution that are not part of the Bill of Rights and explain the impact of each on government and society. Answer: An ideal response will: 1. Select two amendments other than the first ten. 2. Provide a detailed explanation of the historical circumstances that led to the adoption of the selected amendments. 3. Discuss how the selected amendments changed the United States government and/or American society. 4. Provide a basic argument as to why the selected amendments were an important development. Page Reference: pp. 55–58 A-head: Toward Reform: Methods of Amending the U.S. Constitution Learning Objective: O’Connor L.O. 2.6 Skill Level: Analyze It Topic: Constitution

110.

How did the Stamp Act help set the country on a path to independence? Answer: An ideal response will: 1. Explain the requirements of the Stamp Act. 2. Discuss the colonial response to the Stamp Act. 3. Evaluate how the response to the Stamp Act pushed the colonists toward revolution. Page Reference: pp. 31–37 A-head: Roots of the New American Nation Learning Objective: O’Connor L.O. 2.1 Skill Level: Analyze It Topic: Constitution

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3 The Federal System  Multiple-Choice Questions 1.

The __________ party favored a strong national government. a. Anti-Federalist b. Federalist c. Libertarian d. Progressive e. Republican Answer: b Page Reference: pp. 65–70 A-head: The Roots of the Federal System Learning Objective: O’Connor L.O. 3.1 Skill Level: Remember the Facts Topic: Federalism

Prior to the ratification of the Constitution, the United States was governed by the Articles of __________. a. Confederation b. Declaration c. Federalism d. Independence e. Unity Answer: a Page Reference: pp. 65–70 A-head: The Roots of the Federal System Learning Objective: O’Connor L.O. 3.1 Skill Level: Remember the Facts Topic: Federalism

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In a __________ system, local and regional governments derive authority from the national government. a. unitary b. bi-cameral c. confederate d. constitutional e. federal Answer: a Page Reference: pp. 65–70 A-head: The Roots of the Federal System Learning Objective: O’Connor L.O. 3.1 Skill Level: Remember the Facts Topic: Federalism

What are the two types of powers given to the national government under the United States Constitution? a. enumerated; implied b. enumerated; suggested c. implied; explicit d. suggested; explicit e. suggested; implied Answer: a Page Reference: pp. 65–70 A-head: The Roots of the Federal System Learning Objective: O’Connor L.O. 3.1 Skill Level: Remember the Facts Topic: Federalism

The United States was the __________ nation to adopt a federal system of government. a. first b. second c. third d. tenth e. last Answer: a Page Reference: pp. 65–70 A-head: The Roots of the Federal System Learning Objective: O’Connor L.O. 3.1 Skill Level: Remember the Facts Topic: Federalism

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Under the system created by the Framers, the national and state governments share power and derive all authority from __________. a. the Bill of Rights b. the Constitution c. the people d. the President e. the Declaration of Independence Answer: c Page Reference: pp. 65–70 A-head: The Roots of the Federal System Learning Objective: O’Connor L.O. 3.1 Skill Level: Remember the Facts Topic: Federalism

Article VI of the U.S. Constitution establishes that federal law is __________ in conflicts between federal and state law. a. irrelevant b. persuasive authority c. secondary d. supreme e. insignificant Answer: d Page Reference: pp. 65–70 A-head: The Roots of the Federal System Learning Objective: O’Connor L.O. 3.1 Skill Level: Remember the Facts Topic: Federalism

The __________ Amendment says that says that those powers not given to the federal government and not prohibited to the states by the Constitution are reserved for the states and the people. a. First b. Eighth c. Tenth d. Eleventh e. Fourteenth Answer: c Page Reference: pp. 65–70 A-head: The Roots of the Federal System Learning Objective: O’Connor L.O. 3.1 Skill Level: Remember the Facts Topic: Federalism -53-

__________ powers are shared by the federal and state governments. a. Concurrent b. Constitutional c. Federal d. Libertarian e. Unified Answer: a Page Reference: pp. 65–70 A-head: The Roots of the Federal System Learning Objective: O’Connor L.O. 3.1 Skill Level: Remember the Facts Topic: Federalism

10.

Which clause in the Constitution ensures that judicial decrees and contracts made in one state will be binding and enforceable in another? a. Commerce b. Dormant Commerce c. Due Process d. Equal Protection e. Full Faith and Credit Answer: e Page Reference: pp. 65–70 A-head: The Roots of the Federal System Learning Objective: O’Connor L.O. 3.1 Skill Level: Remember the Facts Topic: Federalism

11.

Dillon’s Rule states that all local government, as described in Figure 3.3 How Many Governments Exist in the United States?, must be authorized by which of the following? a. the federal government b. both the federal and state government c. the state government d. the people e. the state militia Answer: c Page Reference: pp. 65–70 A-head: Roots of the Federal System Learning Objective: O’Connor L.O. 3.1 Skill Level: Remember the Facts Topic: Federalism

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12.

In the 1980s and 1990s, the Republican party led the __________ revolution, which demanded that the national government return administrative authority to state governments. a. contract b. devolution c. evolution d. silent e. white Answer: b Page Reference: pp. 79–83 A-head: Federal Grants to State and Local Governments Learning Objective: O’Connor L.O. 3.5 Skill Level: Remember the Facts Topic: Federalism

13.

What was the first major Supreme Court decision to define the relationship between the federal and state governments? a. Barron v. Baltimore b. Dred Scott v. Sandford c. Gibbons v. Ogden d. McCulloch v. Maryland e. U.S. v. Lopez Answer: d Page Reference: pp. 65–70 A-head: The Roots of the Federal System Learning Objective: O’Connor L.O. 3.1 Skill Level: Remember the Facts Topic: Federalism

14.

__________ is the right of state to declare a federal law void. a. Amendment b. Nullification c. Referendum d. Reformation e. Veto Answer: b Page Reference: pp. 73–76 A-head: Dual Federalism: States’ Rights, the Civil War, and Reconstruction Learning Objective: O’Connor L.O. 3.3 Skill Level: Remember the Facts Topic: Federalism

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15.

In Gibbons v. Ogden, the Supreme Court held that Congress has the power to regulate __________ activity. a. commercial b. educational c. holiday d. interstate e. local Answer: a Page Reference: pp. 71–73 A-head: Federalism and the Marshall Court Learning Objective: O’Connor L.O. 3.2 Skill Level: Remember the Facts Topic: Federalism

16.

The __________ Mandates Reform Act of 1995 prevented Congress from passing costly federal programs without a debate about how to fund them. a. Cost b. Commercial c. Funded d. Saving e. Unfunded Answer: e Page Reference: pp. 79–83 A-head: Federal Grants to State and Local Governments Learning Objective: O’Connor L.O. 3.5 Skill Level: Remember the Facts Topic: Federalism

17.

Which amendment, identified in Figure 3.2 How is Governmental Power Distributed in the Federal System?, gave Congress the power to levy and collect taxes on incomes without apportioning them among the states? a. Seventeenth b. Sixteenth c. Fourteenth d. Tenth e. Fifth Answer: b Page Reference: pp. 65–70 A-head: Roots of the Federal System Learning Objective: O’Connor L.O. 3.1 Skill Level: Remember the Facts Topic: Federalism -56-

18.

Which clause of the U.S. Constitution did the Supreme Court interpret in McCulloch v. Maryland? a. Commerce b. Dormant Commerce c. Due Process d. Equal Protection e. Supremacy Answer: e Page Reference: pp. 71–73 A-head: Federalism and the Marshall Court Learning Objective: O’Connor L.O. 3.2 Skill Level: Understand the Concepts Topic: Federalism

19.

__________ grants typically allocate federal dollars based upon population. a. Block b. Categorical c. Commerce d. Federal e. Unified Answer: b Page Reference: pp. 79–83 A-head: Federal Grants to State and Local Governments Learning Objective: O’Connor L.O. 3.5 Skill Level: Understand the Concepts Topic: Federalism

20.

In cases like Dred Scott v. Sandford (1857), the Supreme Court’s decision___________ the scope of national power, while it ___________ that of the states. a. limited; also limited b. broadened; also enhanced c. enhanced; narrowed d. narrowed; enhanced e. limited; interfered with Answer: d Page Reference: pp. 73–76 A-head: Dual Federalism: States’ Rights, the Civil War, and Reconstruction Learning Objective: O’Connor L.O. 3.3 Skill Level: Understand the Concepts Topic: Federalism

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21.

Most of the world’s nations, including China, France, and Great Britain, have __________ as their type of government, as discussed in the “Explore Your World” box. a. unitary systems b. confederations c. democracies d. federal systems e. republics Answer: a Page Reference: pp. 71–73 A-head: Federalism and the Marshall Court Learning Objective: O’Connor L.O. 3.2 Skill Level: Understand the Concepts Topic: Federalism

22.

What are reserved powers? a. powers specifically delegated to the national government by the Constitution b. powers specifically delegated to state governments by the Constitution c. powers not specifically delegated to the national government by the Constitution d. powers not specifically delegated to state governments by the Constitution e. powers specifically delegated to both the state or national government Answer: c Page Reference: pp. 65–70 A-head: The Roots of the Federal System Learning Objective: O’Connor L.O. 3.1 Skill Level: Understand the Concepts Topic: Federalism

23.

During the __________, national power was significantly expanded. a. Revolutionary War b. Civil War c. World War I d. World War II e. Vietnam War Answer: b Page Reference: pp. 73–76 A-head: Dual Federalism: States’ Rights, the Civil War, and Reconstruction Learning Objective: O’Connor L.O. 3.3 Skill Level: Understand the Concepts Topic: Federalism

24.

The power to __________ and __________ includes the right to place conditions on the receipt of federal money. -58-

a. buy; sell b. charge; transact c. create; produce d. regulate; limit e. tax; spend Answer: e Page Reference: pp. 65–70 A-head: Roots of the Federal System Learning Objective: O’Connor L.O. 3.1 Skill Level: Understand the Concepts Topic: Federalism 25.

Before the ratification of the Constitution, the United States was organized as ___________. a. colonies b. a confederation c. a monarchy d. an oligarchy e. a conglomerate Answer: b Page Reference: pp. 65–70 A-head: The Roots of the Federal System Learning Objective: O’Connor L.O. 3.1 Skill Level: Understand the Concepts Topic: Federalism

26.

As discussed in “The Living Constitution” box, the Defense of Marriage Act potentially violates which clause of the Constitution? a. Commerce b. Supremacy Clause c. Due Process d. Equal Protection e. Full Faith and Credit Answer: e Page Reference: pp. 65–70 A-head: Roots of the Federal System Learning Objective: O’Connor L.O. 3.1 Skill Level: Understand the Concepts Topic: Federalism

27.

What was the dominant model of federalism in the 1950s? a. cooperative b. dual -59-

c. progressive d. republican e. unified Answer: a Page Reference: pp. 76–79 A-head: Cooperative Federalism: The Growth of National Government Learning Objective: O’Connor L.O. 3.4 Skill Level: Understand the Concepts Topic: Federalism 28.

Which type of federalism is characterized by a system of separate but equally powerful state and national governments? a. combined b. cooperative c. dual d. progressive e. pure Answer: c Page Reference: pp. 73–76 A-head: Dual Federalism: States’ Rights, the Civil War, and Reconstruction Learning Objective: O’Connor L.O. 3.3 Skill Level: Understand the Concepts Topic: Federalism

29.

One benefit of the federal system is the ability of the states to operate as __________ for new ideas. a. classrooms b. churches c. courts d. cradles e. laboratories Answer: e Page Reference: pp. 85–86 A-head: Toward Reform: Attempts to Balance National and State Power Learning Objective: O’Connor L.O. 3.7 Skill Level: Understand the Concepts Topic: Federalism

30.

Which of the following is an example of a reserved power of the states? a. establishing a post office b. coining money c. imposing the death penalty -60-

d. conducting foreign relations e. declaring war Answer: c Page Reference: pp. 65–70 A-head: Roots of the Federal System Learning Objective: O’Connor L.O. 3.1 Skill Level: Understand the Concepts Topic: Federalism 31.

What is an unfunded mandate? a. when the federal government creates programs without providing sufficient funds b. when a state government requires a federal action c. when the federal government prohibits the states to take a certain action d. when a state government prohibits a federal action e. when an order requires joint state and federal action Answer: a Page Reference: pp. 79–83 A-head: Federal Grants to State and Local Governments Learning Objective: O’Connor L.O. 3.5 Skill Level: Understand the Concepts Topic: Federalism

32.

In U.S. v. Lopez, the Supreme Court ruled that Congress lacked constitutional authority under the __________clause to regulate guns within 1,000 feet of a school. . a. necessary and proper b. commerce c. elastic d. supremacy e. reserved powers Answer: b Page Reference: pp. 84–85 A-head: Judicial Federalism Learning Objective: O’Connor L.O. 3.6 Skill Level: Understand the Concepts Topic: Federalism

33.

The doctrine of preemption is based on which clause of the U.S. Constitution? a. Commerce b. Due Process c. Equal Protection d. Full Faith and Credit e. Supremacy -61-

Answer: e Page Reference: pp. 85–86 A-head: Toward Reform: Attempts to Balance National and State Power Learning Objective: O’Connor L.O. 3.7 Skill Level: Understand the Concepts Topic: Federalism 34.

Which of the following clauses requires states to return criminals to states where they have been convicted or are to stand trial? a. extradition b. commerce c. due process d. full faith and credit e. privileges and immunities Answer: a Page Reference: pp. 65–70 A-head: Roots of the Federal System Learning Objective: O’Connor L.O. 3.1 Skill Level: Understand the Concepts Topic: Federalism

35.

The Seventeenth Amendment placed in the hands of the people the power to elect which of the following? a. state executives b. local officials c. the president d. members of Congress e. senators Answer: e Page Reference: pp. 71–73 A-head: Federalism and the Marshall Court Learning Objective: O’Connor L.O. 3.2 Skill Level: Understand the Concepts Topic: Federalism

36.

Barron v. Baltimore held that enumerated rights contained in the Bill of Rights bound which of the following? a. only the states b. only the federal government c. both the states and the federal government d. neither the states nor the federal government e. the people -62-

Answer: b Page Reference: pp. 71–73 A-head: Federalism and the Marshall Court Learning Objective: O’Connor L.O. 3.2 Skill Level: Understand the Concepts Topic: Federalism 37.

Which of the following is an enumerated power of the national government? a. criminal law b. contract law c. marriage and divorce d. control over money supply e. social welfare activities Answer: d Page Reference: pp. 65–70 A-head: The Roots of the Federal System Learning Objective: O’Connor L.O. 3.1 Skill Level: Apply What You Know Topic: Federalism

38.

New Federalism favors which type of government grant? a. block grants b. business grants c. categorical grants d. programmatic requests e. unfunded mandates Answer: a Page Reference: pp. 79–83 A-head: Federal Grants to State and Local Governments Learning Objective: O’Connor L.O. 3.5 Skill Level: Apply What You Know Topic: Federalism

39.

Which of the following best exemplifies the intentions of the devolution revolution? a. New Deal legislation b. No Child Left Behind Act c. Temporary Assistance for Needy Families d. Troubled Asset Recovery Program e. Violence Against Women Act Answer: c Page Reference: pp. 79–83 -63-

A-head: Federal Grants to State and Local Governments Learning Objective: O’Connor L.O. 3.5 Skill Level: Apply What You Know Topic: Federalism 40.

The No Child Left Behind Act is an example of a(n) __________. a. block grant b. business grant c. categorical grant d. programmatic request e. unfunded mandate Answer: e Page Reference: pp. 79–83 A-head: Federal Grants to State and Local Governments Learning Objective: O’Connor L.O. 3.5 Skill Level: Apply What You Know Topic: Federalism

41.

Which of the following is a confederation? a. Arab League b. European Union c. Great Britain d. China e. United States Answer: b Page Reference: pp. 65–70 A-head: The Roots of the Federal System Learning Objective: O’Connor L.O. 3.1 Skill Level: Apply What You Know Topic: Federalism

42.

Nullification was particularly prominent during which era in American history? a. the colonial era b. the Revolutionary War c. the Civil War d. Reconstruction e. the Great Depression Answer: c Page Reference: pp. 73–76 A-head: Dual Federalism: States’ Rights, the Civil War, and Reconstruction Learning Objective: O’Connor L.O. 3.3 Skill Level: Apply What You Know -64-

Topic: Federalism 43.

Which of the following is a concurrent power? a. control over the money supply b. social welfare activities c. criminal law d. power to tax e. contract law

Answer: d Page Reference: pp. 65–70 A-head: The Roots of the Federal System Learning Objective: O’Connor L.O. 3.1 Skill Level: Apply What You Know Topic: Federalism 44.

The power of both the state and federal governments to levy taxes is an example of __________ federalism. a. layer cake b. marble cake c. pineapple upside down cake d. cupcake e. pancake Answer: b Page Reference: pp. 71–73 A-head: Federalism and the Marshall Court Learning Objective: O’Connor L.O. 3.2 Skill Level: Apply What You Know Topic: Federalism

45.

Which of the following cases involved the commerce clause? a. McCulloch v. Maryland b. United States v. Morrison c. Brown v. Board of Education d. Marbury v. Madison e. Tinker v. Des Moines Answer: b Page Reference: pp. 71–73 A-head: Federalism and the Marshall Court Learning Objective: O’Connor L.O. 3.2 Skill Level: Apply What You Know Topic: Federalism

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46.

The New Deal best exemplifies which type of federalism? a. dual b. combined c. competitive d. cooperative e. progressive Answer: d Page Reference: pp. 76–79 A-head: Cooperative Federalism: The Growth of National Government Learning Objective: O’Connor L.O. 3.4 Skill Level: Apply What You Know Topic: Federalism

47.

Which of the following is a power specifically denied the states by the Constitution? a. conducting elections b. establishing local governments c. maintaining a militia d. providing for public health, safety, and morals e. regulating interstate commerce Answer: e Page Reference: pp. 65–70 A-head: The Roots of the Federal System Learning Objective: O’Connor L.O. 3.1 Skill Level: Apply What You Know Topic: Federalism

48.

The “Contract with America” was a proposed program of governmental reform supported by many __________. a. Democrats b. women c. African Americans d. Republicans e. Latinos Answer: d Page Reference: pp. 79–83 A-head: Federal Grants to State and Local Governments Learning Objective: O’Connor L.O. 3.5 Skill Level: Apply What You Know Topic: Federalism

49.

Which statement best describes the Supreme Court’s decision in Barron v. Baltimore?

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a. It limited the Bill of Rights to the actions of Congress alone. b. It allowed for the due process clause of the Fifth Amendment to apply to the actions of states. c. It allowed states the ability to regulate any product that crosses state lines. d. It allowed Congress to regulate activity that has a minimal impact on interstate commerce. e. It bound both the national and state governments to the enumerated rights contained in the Bill of Rights. Answer: a Page Reference: pp. 71–73 A-head: Federalism and the Marshall Court Learning Objective: O’Connor L.O. 3.2 Skill Level: Analyze It Topic: Federalism 50.

Which of the following is an implied power of the federal government? a. admitting new states b. coining money c. creating banks d. establishing federal courts e. levying taxes Answer: c Page Reference: pp. 71–73 A-head: Federalism and the Marshall Court Learning Objective: O’Connor L.O. 3.2 Skill Level: Analyze It Topic: Federalism

51.

Which of the following is the best definition of federalism? a. A constitutional arrangement by which power is distributed between a central government and state governments. b. A constitutional arrangement by which sovereign states create a limited central government. c. A constitutional arrangement concentrating power in a central government. d. A loose association of states constitutionally created by a strong central government. e. A loose association of states with mutually recognized compacts but no central government. Answer: a Page Reference: pp. 65–70 A-head: The Roots of the Federal System Learning Objective: O’Connor L.O. 3.1 Skill Level: Analyze It Topic: Federalism -67-

52.

Under current federal law, Ohio would not have to give “full faith and credit” to which of the following? a. an adoption from Michigan b. a divorce from Canada c. an opposite sex marriage from Massachusetts d. a same sex marriage from Iowa because same-sex marriage is illegal in Ohio e. a marriage between two cousins from Nebraska because marriages between first cousins are illegal in Ohio Answer: d Page Reference: pp. 65–70 A-head: The Roots of the Federal System Learning Objective: O’Connor L.O. 3.1 Skill Level: Analyze It Topic: Federalism

53.

Which is an example of an unfunded mandate? a. Congress passes a law requiring all nuclear power plants to revise and strengthen their safety protocols. b. Congress passes a law requiring all states to adopt a sex offender registry system categorizing offenders based on conviction, not future threat. c. The Environmental Protection Agency sends money to Louisiana to help with cleanup from the gulf oil spill. d. The Nevada legislature passes a law requiring all public school teachers to spend twenty hours per week preparing students for the state achievement test. e. The Supreme Court upholds a federal law requiring all citizens to wear a seatbelt while operating a motor vehicle. Answer: b Page Reference: pp. 79–83 A-head: Federal Grants to State and Local Governments Learning Objective: O’Connor L.O. 3.5 Skill Level: Analyze It Topic: Federalism

54.

Which part of the Constitution contains limitations on state powers? a. Article I, Section 2 b. Article I, Section 10 c. Article IV, Section 1 d. Article IV, Section 3 e. Article VI Answer: b Page Reference: pp. 65–70 -68-

A-head: The Roots of the Federal System Learning Objective: O’Connor L.O. 3.1 Skill Level: Analyze It Topic: Federalism 55.

What was the dominant form of federalism in the 1920s? a. dual b. combined c. competitive d. cooperative e. progressive Answer: a Page Reference: pp. 73–76 A-head: Dual Federalism: States’ Rights, the Civil War, and Reconstruction Learning Objective: O’Connor L.O. 3.3 Skill Level: Analyze It Topic: Federalism

56.

Which best describes the event or events that sealed the fate of the system of dual federalism in the United States? a. Congress approved the very unpopular Alien and Sedition Acts in 1798. b. The Supreme Court ruled that Dred Scott was not a citizen of the United States. c. The Sixteenth and Seventeenth Amendments were ratified and economic events led up to the Great Depression. d. The national government enacted a tariff act, most commonly referred to as the “Tariff of Abominations in 1828. e. Toward the end of the nineteenth century, the Sherman Anti-Trust Act allowed Congress to establish itself as the supreme player in a growing national economy. Answer: c Page Reference: pp. 73–76 A-head: Dual Federalism: States’ Rights, the Civil War, and Reconstruction Learning Objective: O’Connor L.O. 3.3 Skill Level: Analyze It Topic: Federalism

57.

Proponents of the “devolution revolution” argue that __________. a. the authority of the military should be expanded b. the authority of state governments should be expanded c. the authority of the federal government should be expanded d. the authority of the president should be expanded e. the authority of Congress should be expanded Answer: b -69-

Page Reference: pp. 76–79 A-head: Cooperative Federalism: The Growth of National Government Learning Objective: O’Connor L.O. 3.4 Skill Level: Analyze It Topic: Federalism 58.

Which of the following is an example of a categorical grant? a. Funds provided by Congress to the states for education generally. b. Funds provided by Congress to the states for substance abuse prevention. c. Funds provided by Congress to the states for transportation infrastructure. d. Funds provided by Congress to the states to enhance science instruction in a low-income area. e. Funds provided by Congress to the states to promote the physical health of citizens. Answer: d Page Reference: pp. 79–83 A-head: Federal Grants to State and Local Governments Learning Objective: O’Connor L.O. 3.5 Skill Level: Analyze It Topic: Federalism

59.

The power to regulate immigration is best described as a(n) __________ power. a. concurrent b. enumerated c. implied d. limited e. reserved Answer: a Page Reference: pp. 65–70 A-head: The Roots of the Federal System Learning Objective: O’Connor L.O. 3.1 Skill Level: Analyze It Topic: Federalism

60.

Which of the following did Dred Scott v. Sanford address in terms of states’ rights? a. education b. health care c. slavery d. voting e. transportation Answer: c Page Reference: pp. 71–73 A-head: Federalism and the Marshall Court -70-

Learning Objective: O’Connor L.O. 3.2 Skill Level: Analyze It Topic: Federalism

 True-False Questions 61.

The United States has always had a federal system of government. Answer: FALSE Page Reference: pp. 65–70 A-head: The Roots of the Federal System Learning Objective: O’Connor L.O. 3.1 Skill Level: Remember the Facts Topic: Federalism

62.

In a unitary system of government, the state and local governments derive their powers from a centralized national government. Answer: TRUE Page Reference: pp. 65–70 A-head: The Roots of the Federal System Learning Objective: O’Connor L.O. 3.1 Skill Level: Remember the Facts Topic: Federalism

63.

All of the powers of the federal government are expressly enumerated in the Constitution. Answer: FALSE Page Reference: pp. 65–70 A-head: The Roots of the Federal System Learning Objective: O’Connor L.O. 3.1 Skill Level: Remember the Facts Topic: Federalism

64.

The Supremacy Clause establishes that state laws will prevail over conflicting federal laws. Answer: TRUE Page Reference: pp. 71–73 A-head: Federalism and the Marshall Court Learning Objective: O’Connor L.O. 3.2 Skill Level: Remember the Facts Topic: Federalism

65.

Dual federalism is an interpretation of federalism in which the states and the national government separate jurisdictions and responsibilities.

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Answer: TRUE Page Reference: pp. 73–76 A-head: Dual Federalism: States’ Rights, the Civil War, and Reconstruction Learning Objective: O’Connor L.O. 3.3 Skill Level: Remember the Facts Topic: Federalism 66.

The devolution revolution was particularly strong during the 1990s. Answer: TRUE Page Reference: pp. 79–83 A-head: Federal Grants to State and Local Governments Learning Objective: O’Connor L.O. 3.5 Skill Level: Remember the Facts Topic: Federalism

67.

Judicial federalism requires that when governmental powers conflict, it is the Court’s job to determine which government is supreme. Answer: TRUE Page Reference: pp. 84–85 A-head: Judicial Federalism Learning Objective: O’Connor L.O. 3.6 Skill Level: Remember the Facts Topic: Federalism

68.

Federalism encourages the states to create local solutions to national problems. Answer: TRUE Page Reference: pp. 65–70 A-head: The Roots of the Federal System Learning Objective: O’Connor L.O. 3.1 Skill Level: Understand the Concepts Topic: Federalism

69.

Proponents of states’ rights believe that the Constitution strictly limited the national government and established broad autonomy for the states. Answer: TRUE Page Reference: pp. 73–76 A-head: Dual Federalism: States’ Rights, the Civil War, and Reconstruction Learning Objective: O’Connor L.O. 3.3 Skill Level: Understand the Concepts Topic: Federalism

70.

Any power not specifically delegated to the states by the Constitution is reserved to the national government. -72-

Answer: FALSE Page Reference: pp. 65–70 A-head: The Roots of the Federal System Learning Objective: O’Connor L.O. 3.1 Skill Level: Understand the Concepts Topic: Federalism 71.

The Constitution gives states the power to issue state coinage in addition to the coinage issued by the federal government. Answer: FALSE Page Reference: pp. 65–70 A-head: The Roots of the Federal System Learning Objective: O’Connor L.O. 3.1 Skill Level: Understand the Concepts Topic: Federalism

72.

The Sherman Anti-Trust Act deemphasized Congress’s role in the federal government. Answer: FALSE Page Reference: pp. 71–73 A-head: Federalism and the Marshall Court Learning Objective: O’Connor L.O. 3.2 Skill Level: Understand the Concepts Topic: Federalism

73.

The federal system established in the United States was a direct response to the ineffective national government under the Articles of Confederation. Answer: TRUE Page Reference: pp. 65–70 A-head: The Roots of the Federal System Learning Objective: O’Connor L.O. 3.1 Skill Level: Understand the Concepts Topic: Federalism

74.

Since 1990, the Supreme Court has consistently expanded the power of Congress to regulate interstate commerce. Answer: FALSE Page Reference: pp. 71–73 A-head: Federalism and the Marshall Court Learning Objective: O’Connor L.O. 3.2 Skill Level: Apply What You Know Topic: Federalism

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75.

When the federal government creates programs without providing sufficient funds, these are called unfunded mandates. Answer: TRUE Page Reference: pp. 79–83 A-head: Federal Grants to State and Local Governments Learning Objective: O’Connor L.O. 3.5 Skill Level: Apply What You Know Topic: Federalism

 Fill-in-the-Blank Questions 76.

The __________ is used to resolve conflicts between the federal and state governments. Answer: Supreme Court Page Reference: pp. 84–85 A-head: Judicial Federalism Learning Objective: O’Connor L.O. 3.6 Skill Level: Remember the Facts Topic: Federalism

77.

In the American federal system, there are __________ levels of government that share power. Answer: three Page Reference: pp. 65–70 A-head: The Roots of the Federal System Learning Objective: O’Connor L.O. 3.1 Skill Level: Remember the Facts Topic: Federalism

78.

The __________ specifies that any power not specifically delegated to the national government is reserved to the states or the people. Answer: Tenth Amendment Page Reference: pp. 65–70 A-head: The Roots of the Federal System Learning Objective: O’Connor L.O. 3.1 Skill Level: Remember the Facts Topic: Federalism

79.

__________ powers are the functions and actions that Congress could perform in order to exercise its enumerated powers. Answer: implied

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Page Reference: pp. 65–70 A-head: The Roots of the Federal System Learning Objective: O’Connor L.O. 3.1 Skill Level: Remember the Facts Topic: Federalism 80.

__________ federalism is defined as a flexible relationship between the national and state government in which both work together on a variety of issues and programs. Answer: Cooperative Page Reference: pp. 76–79 A-head: Cooperative Federalism: The Growth of National Government Learning Objective: O’Connor L.O. 3.4 Skill Level: Remember the Facts Topic: Federalism

81.

__________ occurs when a national law or regulation takes precedence over a conflicting state or local law or regulation. Answer: Pre-emption Page Reference: pp. 85–86 A-head: Toward Reform: Attempts to Balance National and State Power Learning Objective: O’Connor L.O. 3.7 Skill Level: Remember the Facts Topic: Federalism

82.

The privileges and immunities clause guarantees that each citizen of a state is guaranteed the same __________ as citizens of other states. Answer: rights Page Reference: pp. 65–70 A-head: Roots of the Federal System Learning Objective: O’Connor L.O. 3.1 Skill Level: Remember the Facts Topic: Federalism

83.

Most of the Framers believed in the necessity of a federal government, but they also agreed that it should have __________ powers. Answer: limited or few Page Reference: pp. 65–70 A-head: The Roots of the Federal System Learning Objective: O’Connor L.O. 3.1 Skill Level: Understand the Concepts Topic: Federalism

84.

In the United States, the __________ defines duties, obligations, and powers of both the national and state governments. -75-

Answer: Constitution Page Reference: pp. 65-70 A–head: The Roots of the Federal System Learning Objective: O’Connor L.O. 3.1 Skill Level: Understand the Concepts Topic: Federalism 85.

The power to regulate commerce within a state belongs to the __________ government(s). Answer: state Page Reference: pp. 65–70 A-head: Roots of Federal System Learning Objective: O’Connor L.O. 3.1 Skill Level: Understand the Concepts Topic: Federalism

86.

The __________ Clause guarantees that the citizens of each state are afforded the same rights as citizens of other states. Answer: Privileges and Immunities Page Reference: pp. 65–70 A-head: The Roots of the Federal System Learning Objective: O’Connor L.O. 3.1 Skill Level: Understand the Concepts Topic: Federalism

87.

Adherents to the theory of __________ federalism generally believe that the federal government should not overstep its enumerated powers. Answer: dual Page Reference: pp. 65–70 A-head: The Roots of the Federal System Learning Objective: O’Connor L.O. 3.1 Skill Level: Understand the Concepts Topic: Federalism

88.

The case of __________ laid the groundwork for a central bank and a unified economy in the United States. Answer: McCulloch v. Maryland Page Reference: pp. 65–70 A-head: The Roots of the Federal System Learning Objective: O’Connor L.O. 3.1 Skill Level: Apply What You Know Topic: Federalism

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89.

Recent decisions of the Supreme Court have taken a __________ view of the scope of congressional power to regulate interstate commerce. Answer: restrictive Page Reference: pp. 84–85 A-head: Judicial Federalism Learning Objective: O’Connor L.O. 3.6 Skill Level: Apply What You Know Topic: Federalism

90.

The __________ enforces the Supremacy Clause. Answer: Supreme Court Page Reference: pp. 84–85 A-head: Judicial Federalism Learning Objective: O’Connor L.O. 3.6 Skill Level: Apply What You Know Topic: Federalism

 Short Answer Questions 91.

Explain the difference between the powers that the U.S. Constitution provides to the national and state governments. Be sure to give specific examples. Answer: An ideal response will: 1. Explain that the powers of the national government are limited to those enumerated in the Constitution and those necessary to effectuate enumerated powers. 2. Explain that every power not specifically given to the national government is reserved to the states. 3. Identify some primary powers of the national government: to wage war, negotiate with foreign governments, regulate interstate commerce, coin money, etc. Page Reference: pp. 65–70 A-head: The Roots of the Federal System Learning Objective: O’Connor L.O. 3.1 Skill Level: Understand the Concepts Topic: Federalism

92.

Explain the significance of Gibbons v. Ogden. Answer: An ideal response will: 1. Explain that the Supreme Court recognized broad congressional power to regulate interstate commerce. -77-

2. Discuss the ways in which Gibbons v. Ogden served as a basis for later rulings that upheld an expansive reading of federal power. Page Reference: pp. 71–73 A-head: Federalism and the Marshall Court Learning Objective: O’Connor L.O. 3.2 Skill Level: Understand the Concepts Topic: Federalism 93.

How do block grants differ from categorical grants? Answer: An ideal response will: 1. Explain that categorical grants make specific provisions for how money allocated to the states will be spent, while block grants allocate money for general purposes and leave it to the states to decide how to spend it. 2. Explain that categorical grants give Congress greater control over the actions of the states. Page Reference: pp. 79–83 A-head: Federal Grants to State and Local Governments Learning Objective: O’Connor L.O. 3.5 Skill Level: Understand the Concepts Topic: Federalism

94.

Explain why the Framers of the U.S. Constitution chose to abandon the Articles of Confederation. Answer: An ideal response will: 1. Describe the nature of the confederation formed by the Articles as a loosely connected group of states with a national government that derived all its power from the states themselves. 2. Discuss a problem of Confederation. For example, a weak national government could not effectively respond to the needs of a growing nation. Page Reference: pp. 65–70 A-head: The Roots of the Federal System Learning Objective: O’Connor L.O. 3.1 Skill Level: Understand the Concepts Topic: Federalism

95.

Define unfunded mandates. Why are unfunded mandates problematic? Answer: An ideal response will: 1. Define unfunded mandates. 2. Note that Congress often imposes significant obligations on the states without providing any money enabling the states to comply.

-78-

3. Discuss the Unfunded Mandates Reform Act and describe the ways in which it attempted to eliminate the prevalence of unfunded mandates. However, even after the Act, Congress has passed additional unfunded mandates. Page Reference: pp. 79–83 A-head: Federal Grants to State and Local Governments Learning Objective: O’Connor L.O. 3.5 Skill Level: Understand the Concepts Topic: Federalism 96.

Explain the preemption legislation/ the preemption doctrine. Answer: An ideal response will: 1. Explain that the Supremacy Clause makes federal law supreme over conflicting state law. 2. Explain that the preemption doctrine has been used by the courts to invalidate conflicting state laws and to strike down state laws that intrude upon an area that Congress has deemed exclusively within the province of federal law. Page Reference: pp. 85–86 A-head: Toward Reform: Attempts to Balance National and State Power Learning Objective: O’Connor L.O. 3.7 Skill Level: Apply What You Know Topic: Federalism

97.

Describe the primary strengths of a federal system. Answer: An ideal response will: 1. Explain that a federal system controls tyranny by decentralizing power. 2. Explain that a federal system allows for local solutions to national problems. Page Reference: pp. 65–70 A-head: The Roots of the Federal System Learning Objective: O’Connor L.O. 3.1 Skill Level: Apply What You Know Topic: Federalism

98.

Explain the justification of federalism from the Framers’ point of view. Answer: An ideal response will: 1. Explain that the federal system avoided centralizing power in one institution. 2. Explain that the federal system was designed to make government more accountable to the people. Page Reference: pp. 65–70 A-head: The Roots of the Federal System Learning Objective: O’Connor L.O. 3.1 Skill Level: Apply What You Know -79-

Topic: Federalism 99.

Explain how nullification was used by the South during the Civil War. Answer: An ideal response will: 1. Define nullification as the right of the states to declare a federal law void. 2. Explain the refusal of southern states to follow federal tariff and slavery laws in the years leading up to secession. Page Reference: pp. 73–76 A-head: Dual Federalism: States’ Rights, the Civil War, and Reconstruction Learning Objective: O’Connor L.O. 3.3 Skill Level: Apply What You Know Topic: Federalism

100.

Explain the privileges and immunities clause. Answer: An ideal response will: 1. Explain that the privileges and immunities clause is part of the Constitution. 2. Explain that individual states must give citizens of all other states the privileges and immunities they grant to their own citizens, including the protection of law, the right to engage in peaceful occupations, access to the courts, and freedom from discriminatory taxes. Page Reference: pp. 65–70 A-head: The Roots of the Federal System Learning Objective: O’Connor L.O. 3.1 Skill Level: Apply What You Know Topic: Federalism

101.

Analyze the approach of the Rehnquist court to questions of federalism. How did it differ from the Warren court? Answer: An ideal response will: 1. Explain that the Warren court had consistently expanded the rights of the national government and recognize that the Rehnquist court was responding to that trend. 2. Explain that the Rehnquist court was consistently committed to the principle of states’ rights and reigned in federal power. Page Reference: pp. 84–85 A-head: Judicial Federalism Learning Objective: O’Connor L.O. 3.6 Skill Level: Analyze It Topic: Federalism

102.

Explain how critics of the Defense of Marriage Act invoke the full faith and credit clause. Answer: An ideal response will: -80-

1. Explain that the full faith and credit clause requires state courts to validate and enforce the civil judgments of the courts of other states. 2. Explain that DOMA purports to exempt states from this constitutional requirement with respect to same-sex marriage validly performed in other states. Page Reference: pp. 65–70 A-head: The Roots of the Federal System Learning Objective: O’Connor L.O. 3.1 Skill Level: Analyze It Topic: Federalism 103.

How do we know that the U.S. Constitution is federalist? Cite specific clauses or articles. Answer: An ideal response will: 1. Explain that the word “federalism” does not appear anywhere in the Constitution. 2. Explain that federalism is embodied in the Constitution through its enumeration of powers for the federal government, the Supremacy Clause, the Privileges and Immunities Clause, and the description of the role of the states in electing the members of the federal government. Page Reference: pp. 65–70 A-head: The Roots of the Federal System Learning Objective: O’Connor L.O. 3.1 Skill Level: Analyze It Topic: Federalism

104.

Distinguish between the positions of advocates and critics of progressive federalism. Answer: An ideal response will: 1. Explain how advocates of progressive federalism view the relationship between the states and the national government as both coercive and cooperative. 2. Explain that the collaborative process whereby national policy makers embrace states’ efforts to address a policy issue encourages states to act as “laboratories of democracy.” 3. Note that critics call progressive federalism “free-for-all-federalism” that results in a variety of state standards that are most costly than one national standard—not to mention the lobbying of state legislatures that is needed. Page Reference: pp. 85–86 A-head: Toward Reform: Attempts to Balance National and State Power Learning Objective: O’Connor L.O. 3.7 Skill Level: Analyze It Topic: Federalism

105.

How did President Johnson’s Great Society program use categorical grants? Answer: An ideal response will: 1. Define categorical grants. -81-

2. Explain the intention of the Great Society program. 3. Discuss how federal funding was sent to nonprofit organizations to combat poverty. Page Reference: pp. 79–83 A-head: Federal Grants to State and Local Governments Learning Objective: O’Connor L.O. 3.5 Skill Level: Analyze It Topic: Federalism

 Essay Questions 106.

Describe the evolution of federalism over the course of American history. Provide specific social/policy developments or Supreme Court decisions for each evolutionary step. Answer: An ideal response will: 1. Identify the major forms of federalism and the era with which each is associated: dual federalism (1868 – 1913), cooperative federalism (1913–1964), centralized federalism (1964– 980), and new federalism (1980– 2010). Students may include state-centered federalism (1787–1868) and progressive federalism (present). 2. Detail events leading to each form of federalism. 3. Detail the major legislative/social policy developments during each period and explain how the dominant form of federalism led these developments. 4. Describe major Supreme Court opinions and how each reflected and/or shaped the dominant form of federalism. 5. Provide a conclusion.

Page Reference: pp. 65–70 A-head: The Roots of the Federal System Learning Objective: O’Connor L.O. 3.1 Skill Level: Understand the Concepts Topic: Federalism 107.

Discuss how the devolution revolution impacted social service policy and legislation in the 1990s. Answer: An ideal response will: 1. Explain devolution in detail with emphasis on the return of administrative power to the states. 2. Discuss the relationship between welfare reform and devolution with emphasis on the passage of Temporary Assistance for Needy Families. 3. Explain the pros and cons of devolution, including the ability to experiment with state-specific solutions to social problems, and the difficulty of a sub-national unit of government to tackle major social problems effectively. 4. Provide a conclusion.

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Page Reference: pp. 79–83 A-head: Federal Grants to State and Local Government Learning Objective: O’Connor L.O. 3.5 Skill Level: Analyze It Topic: Federalism 108.

Explain how the federal government uses federal funding to indirectly impose its will upon the states. Answer: An ideal response will: 1. Describe fiscal federalism. 2. Define types of federal funding to the states and the ways in which the type of funding influences the amount of control the federal government has over the actions of states receiving the money. 3. Provide a conclusion. Page Reference: pp. 85–86 A-head: Toward Reform: Attempts to Balance National and State Power Learning Objective: O’Connor L.O. 3.7 Skill Level: Analyze It Topic: Federalism

109.

Explain why today’s federalism is or is not an effective form of government for the United States. Be specific in supporting your argument. Answer: An ideal response will: 1. Form a coherent argument with specific support. 2. Explain that the United States has a large and heterogeneous population with significant regional differences. A pro-federalist argument may state that the federalist system allows a large and diverse population to have unity without requiring uniformity; an anti-federalist or earlier federalist argument might highlight a removed or ineffective federal bureaucracy or a failure to address regional differences. 3. Address problem-solving by state and national government. 4. Discuss issues of security and commerce. 5. Provide a conclusion. Page Reference: pp. 65–70 A-head: The Roots of the Federal System Learning Objective: O’Connor L.O. 3.1 Skill Level: Analyze It Topic: Federalism

110.

How did Reagan’s New Federalism benefit the states? Answer: An ideal response will: 1. Define New Federalism as the federal–state relationship proposed by the Reagan -83-

administration in the 1980s. Administrative powers were returned to the states. 2. Describe how block grants work under New Federalism. 3. Evaluate the impact of block grants on the states in the 1980s. 4. Provide a conclusion. Page Reference: pp. 79–83 A-head: Federal Grants to State and Local Governments Learning Objective: O’Connor L.O. 3.5 Skill Level: Analyze It Topic: Federalism

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4 Civil Liberties  Multiple-Choice Questions 1.

Civil liberties are __________ that the government cannot take away. a. property rights b. personal freedoms c. business rights d. recognitions of equality e. religious freedoms Answer: b Page Reference: pp. 90–93 A-head: Chapter 4 Introduction Learning Objective: Chapter 4 Introduction Skill Level: Remember the Facts Topic: Civil Liberties

The Bill of Rights is made up of the first __________ amendments to the U.S. Constitution. a. three b. five c. seven d. ten e. twelve Answer: d Page Reference: pp. 93–96 A-head: Roots of Civil Liberties: The Bill of Rights Learning Objective: O’Connor L.O. 4.1 Skill Level: Remember the Facts Topic: Civil Liberties

Which clause prevents the national government from sanctioning an official religion?

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a. establishment b. free exercise c. full faith and credit d. equal protection e. due process Answer: a Page Reference: pp. 96–99 A-head: First Amendment Guarantees: Freedom of Religion Learning Objective: O’Connor L.O. 4.2 Skill Level: Remember the Facts Topic: Civil Liberties 4.

Which rule bars the use of illegally seized evidence at trial? a. double jeopardy b. right to pay c. prior restraint d. exclusionary e. hate speech Answer: d Page Reference: pp. 108–116 A-head: The Rights of Criminal Defendants Learning Objective: O’Connor L.O. 4.5 Skill Level: Remember the Facts Topic: Civil Liberties

Which U.S. Supreme Court case found that a woman’s right to have an abortion is protected by the implied constitutional right to privacy? a. Planned Parenthood of Southeastern Pennsylvania v. Casey b. Lawrence v. Texas c. Miranda v. Arizona d. New York Times Co. v. Sullivan e. Roe v. Wade Answer: e Page Reference: pp. 116–120 A-head: The Right to Privacy Learning Objective: O’Connor L.O. 4.6 Skill Level: Remember the Facts Topic: Civil Liberties

In Roth v. U.S., the U.S. Supreme Court held that material must be utterly without social importance in order to be considered __________.

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a. illegal b. obscene c. hate speech d. fighting words e. a prior restraint Answer: b Page Reference: pp. 99–106 A-head: First Amendment Guarantees: Freedoms of Speech, Press, Assembly, and Petition Learning Objective: O’Connor L.O. 4.3 Skill Level: Remember the Facts Topic: Civil Liberties 7.

Selective incorporation makes the protections from the Bill of Rights applicable to the states through which of the following amendments? a. Fourth b. Fifth c. Sixth d. Tenth e. Fourteenth Answer: e Page Reference: pp. 93–96 A-head: Roots of Civil Liberties: The Bill of Rights Learning Objective: O’Connor L.O. 4.1 Skill Level: Remember the Facts Topic: Civil Liberties

Article I of the Constitution prohibits which of the following, which make an act punishable as a crime even if the act was legal when it was committed? a. writs of habeas corpus b. bills of attainder c. ex post facto laws d. procedural guarantees e. prior restraints Answer: c Page Reference: pp. 93–96 A-head: Roots of Civil Liberties: The Bill of Rights Learning Objective: O’Connor L.O. 4.1 Skill Level: Remember the Facts Topic: Civil Liberties

A false written statement is __________; the same statement spoken aloud is __________. a. defamation, slander -87-

b. slander, libel c. libel, defamation d. libel, slander e. slander, defamation Answer: d Page Reference: pp. 99–106 A-head: First Amendment Guarantees: Freedoms of Speech, Press, Assembly, and Petition Learning Objective: O’Connor L.O. 4.3 Skill Level: Remember the Facts Topic: Civil Liberties 10.

Which amendment protects the right to bear arms? a. First b. Second c. Third d. Fourth e. Fifth Answer: b Page Reference: pp. 106–108 A-head: The Second Amendment: The Right to Keep and Bear Arms Learning Objective: O’Connor L.O. 4.4 Skill Level: Remember the Facts Topic: Civil Liberties

11.

The Constitution protects against search of an individual’s person, home, or vehicle without __________. a. due process b. permission c. a warrant d. compensation e. a good reason Answer: c Page Reference: pp. 108–116 A-head: The Rights of Criminal Defendants Learning Objective: O’Connor L.O. 4.5 Skill Level: Remember the Facts Topic: Civil Liberties

12.

What does the Sixth Amendment guarantee to those accused of a crime? a. assistance of counsel b. access to law books c. a jury trial -88-

d. assistance by the press e. a written indictment Answer: a Page Reference: pp. 108–116 A-head: The Rights of Criminal Defendants Learning Objective: O’Connor L.O. 4.5 Skill Level: Remember the Facts Topic: Civil Liberties 13.

Today, the United States is the only western country to use which of the following to punish crime? a. prison system b. juvenile justice system c. Eighth Amendment d. death penalty e. corporal punishment Answer: d Page Reference: pp. 108–116 A-head: The Rights of Criminal Defendants Learning Objective: O’Connor L.O. 4.5 Skill Level: Remember the Facts Topic: Civil Liberties

14.

What did Abington School District v. Schempp find to be unconstitutional? a. state-mandated Bible reading b. forced sterilization c. segregated education d. discrimination against homosexuals e. imprisonment without a trial Answer: a Page Reference: pp. 96–99 A-head: First Amendment Guarantees: Freedom of Religion Learning Objective: O’Connor L.O. 4.2 Skill Level: Remember the Facts Topic: Civil Liberties

15.

The free exercise clause guarantees that the national government will not interfere with which of the following? a. education b. finance c. business d. speech -89-

e. religion Answer: e Page Reference: pp. 96–99 A-head: First Amendment Guarantees: Freedom of Religion Learning Objective: O’Connor L.O. 4.2 Skill Level: Remember the Facts Topic: Civil Liberties 16.

Profanity, obscenity, and threats are examples of which of the following? a. hate speech b. prior restraints c. fighting words d. free speech e. free exercise Answer: c Page Reference: pp. 99–106 A-head: First Amendment Guarantees: Freedoms of Speech, Press, Assembly, and Petition Learning Objective: O’Connor L.O. 4.3 Skill Level: Remember the Facts Topic: Civil Liberties

17.

According to Table 4.1, How Has Selective Incorporation Made the Bill of Rights Applicable to the States?, which of the constitutional amendments was the first to be incorporated and applied to the states? a. Fourth b. Fifth c. First d. Second e. Eighth Answer: c Page Reference: pp. 93–96 A-head: Roots of Civil Liberties: The Bill of Rights Learning Objective: O’Connor L.O. 4.1 Skill Level: Remember the Facts Topic: Civil Liberties

18.

Which of the following generally is unconstitutional in school? a. fighting b. a weapon c. free speech d. prayer e. punishment -90-

Answer: d Page Reference: pp. 96–99 A-head: First Amendment Guarantees: Freedom of Religion Learning Objective: O’Connor L.O. 4.2 Skill Level: Understand the Concepts Topic: Civil Liberties 19.

According to Justice Blackmun, a woman had which type of right to an abortion in her first trimester? a. an absolute right b. no right c. a qualified right d. a partial right e. an arguable right Answer: a Page Reference: pp. 116–120 A-head: The Right to Privacy Learning Objective: O’Connor L.O. 4.6 Skill Level: Understand the Concepts Topic: Civil Liberties

20.

In 2004, the Supreme Court ruled that detainees have a right to which of the following? a. due process b. the assistance of counsel c. equal protection d. habeas corpus e. a bill of attainder Answer: d Page Reference: pp. 120–122 A-head: Toward Reform: Civil Liberties and Combating Terrorism Learning Objective: O’Connor L.O. 4.7 Skill Level: Understand the Concepts Topic: Civil Liberties

21.

The doctrine of prior restraint prevents the government from prohibiting speech or publication __________. a. that is obscene b. after the fact c. that is illegal d. that is critical of the government e. before the fact

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Answer: e Page Reference: pp. 99–106 A-head: First Amendment Guarantees: Freedoms of Speech, Press, Assembly, and Petition Learning Objective: O’Connor L.O. 4.3 Skill Level: Understand the Concepts Topic: Civil Liberties 22.

In Near v. Minnesota, the Supreme Court further developed which of the following? a. exclusionary rule b. due process clause c. incorporation doctrine d. free exercise clause e. equal protection clause Answer: c Page Reference: pp. 93–96 A-head: Roots of Civil Liberties: The Bill of Rights Learning Objective: O’Connor L.O. 4.1 Skill Level: Understand the Concepts Topic: Civil Liberties

23.

Which test examines the constitutionality of religious establishments? a. Orange b. Lemon c. Free Exercise d. Prior Restraint e. Due Process Answer: b Page Reference: pp. 96–99 A-head: First Amendment Guarantees: Freedom of Religion Learning Objective: O’Connor L.O. 4.2 Skill Level: Understand the Concepts Topic: Civil Liberties

24.

Miranda rights include the right to which of the following? a. a phone call b. due process c. a jury trial d. be free from search and seizure e. counsel Answer: e Page Reference: pp. 108–116 A-head: The Rights of Criminal Defendants -92-

Learning Objective: O’Connor L.O. 4.5 Skill Level: Understand the Concepts Topic: Civil Liberties 25.

The USA PATRIOT Act enhances the government’s ability to do which of the following? a. examine private records b. take personal property c. imprison citizens without trial d. indict foreign enemies e. control public schooling Answer: a Page Reference: pp. 120–122 A-head: Toward Reform: Civil Liberties and Combating Terrorism Learning Objective: O’Connor L.O. 4.7 Skill Level: Understand the Concepts Topic: Civil Liberties

26.

Which Supreme Court case developed the exclusionary rule? a. Parker v. Gideon b. New York Times Co. v. Sullivan c. Mapp v. Ohio d. Wolf v. Colorado e. Gideon v. Wainwright Answer: c Page Reference: pp. 108–116 A-head: The Rights of Criminal Defendants Learning Objective: O’Connor L.O. 4.5 Skill Level: Understand the Concepts Topic: Civil Liberties

27.

The Supreme Court has ruled that states can limit abortions if the regulations do not pose which of the following? a. a bar to equal protection b. a due process violation c. a prior restraint d. an undue burden e. a substantial inconvenience Answer: d Page Reference: pp. 116–120 A-head: The Right to Privacy Learning Objective: O’Connor L.O. 4.6 Skill Level: Understand the Concepts -93-

Topic: Civil Liberties 28.

The Supreme Court briefly outlawed which of the following in the 1970s by asserting that it was being imposed in an arbitrary manner? a. capital punishment b. school prayer c. access to court-appointed counsel d. symbolic speech protection e. the exclusionary rule Answer: a Page Reference: pp. 108–116 A-head: The Rights of Criminal Defendants Learning Objective: O’Connor L.O. 4.5 Skill Level: Understand the Concepts Topic: Civil Liberties

29.

What kind of speech is by its very utterance intended to inflict injury or incite an immediate breach of peace? a. hate speech b. symbolic speech c. political speech d. fighting words e. obscenity Answer: d Page Reference: pp. 99–106 A-head: First Amendment Guarantees: Freedoms of Speech, Press, Assembly, and Petition Learning Objective: O’Connor L.O. 4.3 Skill Level: Understand the Concepts Topic: Civil Liberties

30.

What type of due process protects citizens from arbitrary or unjust state or federal laws? a. procedural b. constitutional c. substantive d. individual e. prospective Answer: c Page Reference: pp. 93–96 A-head: Roots of Civil Liberties: The Bill of Rights Learning Objective: O’Connor L.O. 4.1 Skill Level: Understand the Concepts Topic: Civil Liberties -94-

31.

The Supreme Court has used selective incorporation to __________ the rights of states. a. protect b. limit c. expand d. define e. enforce Answer: b Page Reference: pp. 93–96 A-head: Roots of Civil Liberties: The Bill of Rights Learning Objective: O’Connor L.O. 4.1 Skill Level: Understand the Concepts Topic: Civil Liberties

32.

The Sixth Amendment sets out basic requirements for which type of due process? a. civil b. substantive c. criminal d. procedural e. constitutional Answer: d Page Reference: pp. 108–116 A-head: The Rights of Criminal Defendants Learning Objective: O’Connor L.O. 4.5 Skill Level: Understand the Concepts Topic: Civil Liberties

33.

In matters of religion, the free exercise clause protects individuals from which of the following? a. discrimination b. persecution c. governmental intrusion d. segregation e. dissenting opinions Answer: c Page Reference: pp. 96–99 A-head: First Amendment Guarantees: Freedom of Religion Learning Objective: O’Connor L.O. 4.2 Skill Level: Understand the Concepts Topic: Civil Liberties

-95-

34.

New York Times Co. v. Sullivan held that there must be proof of which of the following in order to find libel against a public figure? a. property loss b. actual malice c. an audience d. a written record e. actual harm Answer: b Page Reference: pp. 99–106 A-head: First Amendment Guarantees: Freedoms of Speech, Press, Assembly, and Petition Learning Objective: O’Connor L.O. 4.3 Skill Level: Understand the Concepts Topic: Civil Liberties

35.

In which case did the Supreme Court first recognize the exclusionary rule, which bars the use of illegally seized evidence at trial? a. Weeks v. U.S. b. Gideon v. Wainwright c. Furman v. Georgia d. House v. Bell e. Griswold v. Connecticut Answer: a Page Reference: pp. 108–116 A-head: The Rights of Criminal Defendants Learning Objective: O’Connor L.O. 4.5 Skill Level: Understand the Concepts Topic: Civil Liberties

36.

In what year did the Supreme Court first rule that the use of confessions obtained after physical beatings were unconstitutional? a. 1906 b. 1976 c. 1946 d. 1936 e. 1956 Answer: d Page Reference: pp. 108–116 A-head: The Rights of Criminal Defendants Learning Objective: O’Connor L.O. 4.5 Skill Level: Understand the Concepts Topic: Civil Liberties

-96-

37.

Which Supreme Court case upheld the National Firearms Act, which imposed taxes on some kinds of weapons? a. U.S. v. Miller b. Gideon v. Wainwright c. Miranda v. Arizona d. Mapp v. Ohio e. Griswold v. Connecticut Answer: a Page Reference: pp. 106–108 A-head: The Second Amendment: The Right to Keep and Bear Arms Learning Objective: O’Connor L.O. 4.4 Skill Level: Apply What You Know Topic: Civil Liberties

38.

The USA PATRIOT Act expands an exception found in which amendment to allow spying? a. First b. Second c. Fourth d. Fifth e. Sixth Answer: c Page Reference: pp. 120–122 A-head: Toward Reform: Civil Liberties and Combating Terrorism Learning Objective: O’Connor L.O. 4.7 Skill Level: Apply What You Know Topic: Civil Liberties

39.

The “right to remain silent” is a citizen’s protection against which of the following? a. governmental intrusion b. search and seizure c. religious establishment d. a biased jury e. self-incrimination Answer: e Page Reference: pp. 108–116 A-head: The Rights of Criminal Defendants Learning Objective: O’Connor L.O. 4.5 Skill Level: Apply What You Know Topic: Civil Liberties

40.

If a police officer has a reasonable belief that someone is committing or about to commit a crime, that officer can stop and frisk the suspect without __________. -97-

a. their consent b. arresting them c. a warrant d. a witness e. evidence Answer: c Page Reference: pp. 108–116 A-head: The Rights of Criminal Defendants Learning Objective: O’Connor L.O. 4.5 Skill Level: Apply What You Know Topic: Civil Liberties 41.

The double jeopardy clause prevents an individual who is acquitted of a crime from which of the following? a. media coverage b. being tried again c. going free d. asserting innocence e. seeking the assistance of an attorney Answer: b Page Reference: pp. 108–116 A-head: The Rights of Criminal Defendants Learning Objective: O’Connor L.O. 4.5 Skill Level: Apply What You Know Topic: Civil Liberties

42.

Which of the following is an example of procedural due process? a. the right to bear arms b. the right to a speedy trial c. the right to free speech d. the right to practice religion e. the right to vote Answer: b Page Reference: pp. 108–116 A-head: The Rights of Criminal Defendants Learning Objective: O’Connor L.O. 4.5 Skill Level: Apply What You Know Topic: Civil Liberties

43.

The prohibition on cruel and unusual punishment comes from which of the following? a. Native American principles -98-

b. French civil law c. English common law d. German criminal codes e. Spanish jurisprudence Answer: c Page Reference: pp. 108–116 A-head: The Rights of Criminal Defendants Learning Objective: O’Connor L.O. 4.5 Skill Level: Apply What You Know Topic: Civil Liberties 44.

Which of the following created the right to privacy? a. the Bill of Rights b. the Constitution c. the executive branch d. the legislature e. the judiciary Answer: e Page Reference: pp. 116–120 A-head: The Right to Privacy Learning Objective: O’Connor L.O. 4.6 Skill Level: Apply What You Know Topic: Civil Liberties

45.

In Barron v. Baltimore, the Supreme Court held that the Bill of Rights limits __________, not __________, action. a. federal, state b. state, federal c. state, local d. local, state e. federal, local Answer: a Page Reference: pp. 93–96 A-head: Roots of Civil Liberties: The Bill of Rights Learning Objective: O’Connor L.O. 4.1 Skill Level: Apply What You Know Topic: Civil Liberties

46.

Shouting profanities in public is an example of __________, which is not protected speech. a. hate speech b. fighting words c. obscenity -99-

d. libel e. slander Answer: b Page Reference: pp. 99–106 A-head: First Amendment Guarantees: Freedoms of Speech, Press, Assembly, and Petition Learning Objective: O’Connor L.O. 4.3 Skill Level: Apply What You Know Topic: Civil Liberties 47.

In recent years, the Supreme Court has struggled to address __________ on the Internet in a First Amendment context. a. slander b. libel c. hate speech d. obscenity e. fighting words Answer: d Page Reference: pp. 99–106 A-head: First Amendment Guarantees: Freedoms of Speech, Press, Assembly, and Petition Learning Objective: O’Connor L.O. 4.3 Skill Level: Apply What You Know Topic: Civil Liberties

48.

What is the most common form of firearm regulation? a. gun bans b. licensing requirements c. concealed carry restrictions d. right to carry e. handgun waiting periods Answer: c Page Reference: pp. 106–108 A-head: The Second Amendment: The Right to Keep and Bear Arms Learning Objective: O’Connor L.O. 4.4 Skill Level: Apply What You Know Topic: Civil Liberties

49.

Convicted criminals whose sentences increase during their prison term due to a change in the law have been illegally subjected to what kind of law? a. cruel and unusual b. habeas corpus c. ex post facto d. bill of attainder -100-

e. writ of certiorari Answer: c Page Reference: pp. 108–116 A-head: The Rights of Criminal Defendants Learning Objective: O’Connor L.O. 4.5 Skill Level: Analyze It Topic: Civil Liberties 50.

Which of the following is responsible for determining whether enough evidence exists to support a conviction against a criminal defendant? a. trial court b. defense attorney c. prosecutor d. legislature e. jury Answer: e Page Reference: pp. 108–116 A-head: The Rights of Criminal Defendants Learning Objective: O’Connor L.O. 4.5 Skill Level: Analyze It Topic: Civil Liberties

51.

Substantive due process created a standard whereby the states had a legal burden to prove that their laws were which of the following? a. a valid exercise of power b. fairly applied to all citizens c. consistent with the First Amendment d. consistent with federal regulations e. similar to one another Answer: a Page Reference: pp. 93–96 A-head: Roots of Civil Liberties: The Bill of Rights Learning Objective: O’Connor L.O. 4.1 Skill Level: Analyze It Topic: Civil Liberties

52.

What do proponents of the Guantanamo Bay detention facility call its prisoners? a. war criminals b. enemy combatants c. prisoners of war d. foreign aggressors e. enemy troops -101-

Answer: b Page Reference: pp. 120–122 A-head: Toward Reform: Civil Liberties and Combating Terrorism Learning Objective: O’Connor L.O. 4.7 Skill Level: Analyze It Topic: Civil Liberties 53.

Although the speech in question was suppressed, the Court in Gitlow v. New York held that not all forms of __________ can be limited. a. hate speech b. symbolic speech c. political speech d. fighting words e. obscenity Answer: c Page Reference: pp. 93–96 A-head: Roots of Civil Liberties: The Bill of Rights Learning Objective: O’Connor L.O. 4.1 Skill Level: Analyze It Topic: Civil Liberties

54.

Which of the following best explains the rationale for the selective incorporation of freedom of assembly? a. It is included in the Bill of Rights. b. The framers intended for the state and federal governments to respect this right. c. It is a fundamental freedom essential to order, liberty, and justice. d. The text of the First Amendment specifically references the states. e. It is one of the implicit rights reserved to the people by the Ninth Amendment. Answer: c Page Reference: pp. 93–96 A-head: Roots of Civil Liberties: The Bill of Rights Learning Objective: O’Connor L.O. 4.1 Skill Level: Analyze It Topic: Civil Liberties

55.

Which of the following rights has the Supreme Court found to be one of the penumbra of unstated liberties linked to explicitly stated rights? a. right to marry b. right to travel c. right to vote d. right to privacy e. right to have a family -102-

Answer: d Page Reference: pp. 116–120 A-head: The Right to Privacy Learning Objective: O’Connor L.O. 4.6 Skill Level: Analyze It Topic: Civil Liberties 56.

Which of the following could pass muster and not be considered obscenity under the Roth test? a. child pornography b. nude images c. film d. hardcore pornography e. profane language Answer: e Page Reference: pp. 99–106 A-head: First Amendment Guarantees: Freedoms of Speech, Press, Assembly, and Petition Learning Objective: O’Connor L.O. 4.3 Skill Level: Analyze It Topic: Civil Liberties

57.

The Alien and Sedition Acts are an example of what kind of law? a. violation of free speech b. prior restraint c. content-based d. civil e. criminal Answer: b Page Reference: pp. 99–106 A-head: First Amendment Guarantees: Freedoms of Speech, Press, Assembly, and Petition Learning Objective: O’Connor L.O. 4.3 Skill Level: Analyze It Topic: Civil Liberties

58.

During World War I, the Supreme Court upheld the Espionage Act by ruling that Congress has a right to restrict speech that __________. a. is critical of the government b. is a prior restraint c. creates a clear and present danger d. qualifies as hate speech e. is symbolic but obscene

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Answer: c Page Reference: pp. 99–106 A-head: First Amendment Guarantees: Freedoms of Speech, Press, Assembly, and Petition Learning Objective: O’Connor L.O. 4.3 Skill Level: Analyze It Topic: Civil Liberties 59.

The Military Commission Act of 2006 allows the government to jail detainees without an opportunity to file which of the following? a. an appeal b. a writ of habeas corpus c. a bill of attainder d. a motion for summary judgment e. a jury demand Answer: b Page Reference: pp. 120–122 A-head: Toward Reform: Civil Liberties and Combating Terrorism Learning Objective: O’Connor L.O. 4.7 Skill Level: Analyze It Topic: Civil Liberties

60.

Which of the following emanates from a “penumbra” and not an explicitly stated constitutional right? a. the right of parents to direct the education of their children b. the free speech rights of children at school c. the prohibition on school prayer in public schools d. the right of religious schools to be free from state taxes e. the right of children to have a lawyer at juvenile court proceedings Answer: a Page Reference: pp. 116–120 A-head: The Right to Privacy Learning Objective: O’Connor L.O. 4.6 Skill Level: Analyze It Topic: Civil Liberties

 True-False Questions 61.

While enemy combatants have a reduced right to habeas corpus, they have the same right to a jury trial as other accused criminals. Answer: FALSE

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Page Reference: pp. 120–122 A-head: Toward Reform: Civil Liberties and Combating Terrorism Learning Objective: O’Connor L.O. 4.7 Skill Level: Remember the Facts Topic: Civil Liberties 62.

The U.S. Supreme Court did not attempt to explain the right to privacy until the 1960s. Answer: TRUE Page Reference: pp. 116–120 A-head: The Right to Privacy Learning Objective: O’Connor L.O. 4.6 Skill Level: Remember the Facts Topic: Civil Liberties

63.

The Fourteenth Amendment suggests that the protections in the Bill of Rights could be interpreted as applying to the states. Answer: TRUE Page Reference: pp. 93–96 A-head: Roots of Civil Liberties: The Bill of Rights Learning Objective: O’Connor L.O. 4.1 Skill Level: Remember the Facts Topic: Civil Liberties

64.

The right to bear arms stems from colonists’ distrust of standing armies. Answer: TRUE Page Reference: pp. 106–108 A-head: The Second Amendment: The Right to Keep and Bear Arms Learning Objective: O’Connor L.O. 4.4 Skill Level: Remember the Facts Topic: Civil Liberties

65.

Writs of habeas corpus are laws declaring an act illegal without a judicial trial. Answer: FALSE Page Reference: pp. 108–116 A-head: The Rights of Criminal Defendants Learning Objective: O’Connor L.O. 4.5 Skill Level: Remember the Facts Topic: Civil Liberties

66.

Slander is a false written statement that defames the character of a person. Answer: FALSE Page Reference: pp. 99–106 A-head: First Amendment Guarantees: Freedoms of Speech, Press, Assembly, and Petition -105-

Learning Objective: O’Connor L.O. 4.3 Skill Level: Remember the Facts Topic: Civil Liberties 67.

Prior to ratification of the U.S. Constitution, state constitutions provided little protection for personal liberties. Answer: FALSE Page Reference: pp. 93–96 A-head: Roots of Civil Liberties: The Bill of Rights Learning Objective: O’Connor L.O. 4.1 Skill Level: Remember the Facts Topic: Civil Liberties

68.

After Gideon v. Wainwright, the Sixth Amendment has been interpreted to guarantee a right to counsel to all criminal defendants, regardless of indigence. Answer: TRUE Page Reference: pp. 108–116 A-head: The Rights of Criminal Defendants Learning Objective: O’Connor L.O. 4.5 Skill Level: Understand the Concepts Topic: Civil Liberties

69.

The exclusionary rule prohibits police from using illegally seized evidence at trial. Answer: TRUE Page Reference: pp. 108–116 A-head: The Rights of Criminal Defendants Learning Objective: O’Connor L.O. 4.5 Skill Level: Understand the Concepts Topic: Civil Liberties

70.

The Burger Court vehemently enforced the rights identified in Miranda v. Arizona. Answer: FALSE Page Reference: pp. 108–116 A-head: The Rights of Criminal Defendants Learning Objective: O’Connor L.O. 4.5 Skill Level: Understand the Concepts Topic: Civil Liberties

71.

Planned Parenthood v. Casey held that a state court could limit abortions as long as the regulation did not pose an undue burden on pregnant women. Answer: TRUE Page Reference: pp. 116–120 A-head: The Right to Privacy -106-

Learning Objective: O’Connor L.O. 4.6 Skill Level: Understand the Concepts Topic: Civil Liberties 72.

Burning the American flag is not constitutionally protected symbolic speech. Answer: FALSE Page Reference: pp. 99–106 A-head: First Amendment Guarantees: Freedoms of Speech, Press, Assembly, and Petition Learning Objective: O’Connor L.O. 4.3 Skill Level: Understand the Concepts Topic: Civil Liberties

73.

The free exercise clause guarantees that the government will not interfere with the practice of religion. Answer: TRUE Page Reference: pp. 96–99 A-head: First Amendment Guarantees: Freedom of Religion Learning Objective: O’Connor L.O. 4.2 Skill Level: Apply What You Know Topic: Civil Liberties

74.

Most developed countries use some form of the death penalty. Answer: FALSE Page Reference: pp. 108–116 A-head: The Rights of Criminal Defendants Learning Objective: O’Connor L.O. 4.5 Skill Level: Apply What You Know Topic: Civil Liberties

75.

In Abington School District v. Schempp, the Court ruled that state-mandated Bible readings were constitutional under the free exercise clause. Answer: FALSE Page Reference: pp. 96–99 A-head: First Amendment Guarantees: Freedom of Religion Learning Objective: O’Connor L.O. 4.2 Skill Level: Apply What You Know Topic: Civil Liberties

 Fill-in-the-Blank Questions 76.

One prong of the Lemon test is that the law has a __________ secular purpose.

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Answer: legitimate Page Reference: pp. 96–99 A-head: First Amendment Guarantees: Freedom of Religion Learning Objective: O’Connor L.O. 4.2 Skill Level: Remember the Facts Topic: Civil Liberties 77.

In the 1970s, the Supreme Court ended __________ because it was being imposed arbitrarily, but it was later reinstated. Answer: the death penalty Page Reference: pp. 108–116 A-head: The Rights of Criminal Defendants Learning Objective: O’Connor L.O. 4.5 Skill Level: Remember the Facts Topic: Civil Liberties

78.

The __________ Court, named after the Chief Justice presiding over the U.S. Supreme Court at the time, supported laws that deterred police misconduct. Answer: Warren Page Reference: pp. 108–116 A-head: The Rights of Criminal Defendants Learning Objective: O’Connor L.O. 4.5 Skill Level: Remember the Facts Topic: Civil Liberties

79.

In recent years, the Supreme Court has __________ constraints on aid to parochial schools and voucher programs. Answer: loosened Page Reference: pp. 96–99 A-head: First Amendment Guarantees: Freedom of Religion Learning Objective: O’Connor L.O. 4.2 Skill Level: Remember the Facts Topic: Civil Liberties

80.

__________ include profanity, obscenity, and threats. Answer: Fighting words Page Reference: pp. 99–106 A-head: First Amendment Guarantees: Freedoms of Speech, Press, Assembly, and Petition Learning Objective: O’Connor L.O. 4.3 Skill Level: Remember the Facts Topic: Civil Liberties

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81.

An early effort to define __________ focused on whether the material had any serious literary, artistic, political, or scientific value. Answer: obscenity Page Reference: pp. 99–106 A-head: First Amendment Guarantees: Freedoms of Speech, Press, Assembly, and Petition Learning Objective: O’Connor L.O. 4.3 Skill Level: Remember the Facts Topic: Civil Liberties

82.

The __________ Amendment ensures the right of a criminal defendant to confront witnesses at trial. Answer: Sixth Page Reference: pp. 108–116 A-head: The Rights of Criminal Defendants Learning Objective: O’Connor L.O. 4.5 Skill Level: Remember the Facts Topic: Civil Liberties

83.

__________ rights include the right to remain silent. Answer: Miranda Page Reference: pp. 108–116 A-head: The Rights of Criminal Defendants Learning Objective: O’Connor L.O. 4.5 Skill Level: Understand the Concepts Topic: Civil Liberties

84.

One of the arguments that the death penalty is cruel and unusual punishment is that it is applied disproportionately to __________. Answer: African American men Page Reference: pp. 108–116 A-head: The Rights of Criminal Defendants Learning Objective: O’Connor L.O. 4.5 Skill Level: Understand the Concepts Topic: Civil Liberties

85.

Prior restraint is a constitutional doctrine that prevents the government from prohibiting speech or publication __________ the fact. Answer: before Page Reference: pp. 99–106 A-head: First Amendment Guarantees: Freedoms of Speech, Press, Assembly, and Petition Learning Objective: O’Connor L.O. 4.3 Skill Level: Understand the Concepts Topic: Civil Liberties -109-

86.

The Supreme Court has interpreted the Second Amendment to protect an individual’s right to own __________. Answer: a firearm Page Reference: pp. 106–108 A-head: The Second Amendment: The Right to Keep and Bear Arms Learning Objective: O’Connor L.O. 4.4 Skill Level: Understand the Concepts Topic: Civil Liberties

87.

The USA PATRIOT Act provides the government with methods for circumventing restrictions on __________. Answer: search and seizure Page Reference: pp. 120–122 A-head: Toward Reform: Civil Liberties and Combating Terrorism Learning Objective: O’Connor L.O. 4.7 Skill Level: Understand the Concepts Topic: Civil Liberties

88.

Yelling “Fire!” in a crowded theater is a classic example of speech that creates a __________. Answer: clear and present danger Page Reference: pp. 99–106 A-head: First Amendment Guarantees: Freedoms of Speech, Press, Assembly, and Petition Learning Objective: O’Connor L.O. 4.3 Skill Level: Apply What You Know Topic: Civil Liberties

89.

An article accusing Barack Obama of being a drug addict is an example of __________. Answer: libel Page Reference: pp. 99–106 A-head: First Amendment Guarantees: Freedoms of Speech, Press, Assembly, and Petition Learning Objective: O’Connor L.O. 4.3 Skill Level: Apply What You Know Topic: Civil Liberties

90.

Under Roe v. Wade, a woman could legally seek an abortion freely during her __________ trimester. Answer: first Page Reference: pp. 116–120 A-head: The Right to Privacy Learning Objective: O’Connor L.O. 4.6 Skill Level: Apply What You Know -110-

Topic: Civil Liberties

 Short Answer Questions 91.

Discuss the development of hate speech as an unprotected speech form. Answer: An ideal response will: 1. Define hate speech. 2. Discuss the origins of hate speech analysis in the civil rights movement. 3. Explain recent cases that grapple with hate speech. Page Reference: pp. 99–106 A-head: First Amendment Guarantees: Freedoms of Speech, Press, Assembly, and Petition Learning Objective: O’Connor L.O. 4.3 Skill Level: Understand the Concepts Topic: Civil Liberties

92.

Discuss why selective incorporation is consistent with larger themes in federalism. Answer: An ideal response will: 1. Define selective incorporation and federalism. 2. Analyze the ways in which selective incorporation impacts states’ rights. 3. Discuss how states’ rights questions link to federalism. Page Reference: pp. 93–96 A-head: Roots of Civil Liberties: The Bill of Rights Learning Objective: O’Connor L.O. 4.1 Skill Level: Understand the Concepts Topic: Civil Liberties

93.

How does the Lemon test examine the constitutionality of religious establishment issues? Answer: An ideal response will: 1. Identify the three-prong test articulated in Lemon. 2. Discuss how those prongs operate to address constitutional questions. Page Reference: pp. 96–99 A-head: First Amendment Guarantees: Freedom of Religion Learning Objective: O’Connor L.O. 4.2 Skill Level: Understand the Concepts Topic: Civil Liberties

94.

What are the historical roots of the right to bear arms? Answer: An ideal response will:

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1. Discuss the colonists’ attitudes toward personal weapons. 2. Describe subsequent developments in interpreting the right. Page Reference: pp. 106–108 A-head: The Second Amendment: The Right to Keep and Bear Arms Learning Objective: O’Connor L.O. 4.4 Skill Level: Understand the Concepts Topic: Civil Liberties 95.

Why is freedom of the press essential to democracy? Answer: An ideal response will: 1. Explain the meaning of freedom of the press. 2. Discuss the significance of an informed electorate to a thriving democracy. 3. Identify how the press helps to facilitate the flow of information. Page Reference: pp. 99–106 A-head: First Amendment Guarantees: Freedoms of Speech, Press, Assembly, and Petition Learning Objective: O’Connor L.O. 4.3 Skill Level: Understand the Concepts Topic: Civil Liberties

96.

Explain how Gideon v. Wainwright changed how the courts interpreted the Sixth Amendment. Answer: An ideal response will: 1. Identify the ruling in Gideon v. Wainwright. 2. Recall the content of the Sixth Amendment. 3. Explain how Gideon expanded the right to counsel to those who could not pay for an attorney. Page Reference: pp. 99–106 A-head: First Amendment Guarantees: Freedoms of Speech, Press, Assembly, and Petition Learning Objective: O’Connor L.O. 4.3 Skill Level: Apply What You Know Topic: Civil Liberties

97.

How has the Supreme Court applied the exclusionary rule? Answer: An ideal response will: 1. Define the exclusionary rule. 2. Discuss the ruling of Mapp v. Ohio. 3. Describe more recent cases that analyze the exclusionary rule. Page Reference: pp. 108–116 A-head: The Rights of Criminal Defendants Learning Objective: O’Connor L.O. 4.5 Skill Level: Apply What You Know Topic: Civil Liberties -112-

98.

Why did the Supreme Court briefly end capital punishment in 1972? Answer: An ideal response will: 1. Discuss the ruling of Furman v. Georgia. 2. Describe the concern of the Court that lend to the end of the death penalty. Page Reference: pp. 108–116 A-head: The Rights of Criminal Defendants Learning Objective: O’Connor L.O. 4.5 Skill Level: Apply What You Know Topic: Civil Liberties

99.

Explain the difference between libel and slander. Answer: An ideal response will: 1. Define both libel and slander. 2. Explain that they are both forms of unprotected, defamatory speech that come in different forms. Page Reference: pp. 99–106 A-head: First Amendment Guarantees: Freedoms of Speech, Press, Assembly, and Petition Learning Objective: O’Connor L.O. 4.3 Skill Level: Apply What You Know Topic: Civil Liberties

100.

Discuss the evolution of the Supreme Court’s case law regarding homosexuality. Answer: An ideal response will: 1. Identify Lawrence v. Texas and Bowers v. Hardwick as the primary cases. 2. Recall that Lawrence overruled Bowers. 3. Explain the differences between the two cases. Page Reference: pp. 116–120 A-head: The Right to Privacy Learning Objective: O’Connor L.O. 4.6 Skill Level: Apply What You Know Topic: Civil Liberties

101.

How did the concept of prior restraint help early Americans address the Alien and Sedition Acts? Answer: An ideal response will: 1. Define prior restraint. 2. Explain the effect of the Alien and Sedition Acts. 3. Discuss why the acts were an impermissible prior restraint. Page Reference: pp. 99–106 -113-

A-head: First Amendment Guarantees: Freedoms of Speech, Press, Assembly, and Petition Learning Objective: O’Connor L.O. 4.3 Skill Level: Apply What You Know Topic: Civil Liberties 102.

Why does the plight of the Guantanamo detainees raise concerns about civil liberties? Answer: An ideal response will: 1. Recall the basic history of how detainees ended up at Guantanamo Bay, Cuba. 2. Explain how enemy combatants lack basic civil liberties. 3. Discuss whether those limits have led to abuse. Page Reference: pp. 120–122 A-head: Toward Reform: Civil Liberties and Combating Terrorism Learning Objective: O’Connor L.O. 4.7 Skill Level: Analyze It Topic: Civil Liberties

103.

What is the difference between substantive and procedural due process? Answer: An ideal response will: 1. Define both substantive and procedural due process. 2. Discuss how substantive due process protects citizens from arbitrary or unjust laws. 3. Explain the ways in which procedural due process operates. Page Reference: pp. 93–96 A-head: Roots of Civil Liberties: The Bill of Rights Learning Objective: O’Connor L.O. 4.1 Skill Level: Analyze It Topic: Civil Liberties

104.

How does the clear and present danger test operate? Answer: An ideal response will: 1. Discuss how Schenck v. U.S. created the clear and present danger test. 2. Explain what the test requires, including the language used and the potential for clear and present danger that “will bring about substantive evils.” Page Reference: pp. 99–106 A-head: First Amendment Guarantees: Freedoms of Speech, Press, Assembly, and Petition Learning Objective: O’Connor L.O. 4.3 Skill Level: Analyze It Topic: Civil Liberties

105.

Is the right to privacy in the Constitution? Answer: An ideal response will: -114-

1. Identify that the right to privacy is construed as part of the penumbra of nonexplicit rights. 2. Explain how the right is applied without an express rule. Page Reference: pp. 116–120 A-head: The Right to Privacy Learning Objective: O’Connor L.O. 4.6 Skill Level: Analyze It Topic: Civil Liberties

 Essay Questions 106.

Discuss the evolution of abortion rights. Answer: An ideal response will: 1. Identify the historical events that set off a string of abortion cases. 2. Recall the basic facts of Roe v. Wade. 3. Explain how the Supreme Court identified the three stages of pregnancy in ruling on abortion rights. 4. Discuss the ruling of Planned Parenthood v. Casey as a change from Roe v. Wade. Page Reference: pp. 116–120 A-head: The Right to Privacy Learning Objective: O’Connor L.O. 4.6 Skill Level: Understand the Concepts Topic: Civil Liberties

107.

Why are the establishment and free exercise clauses necessary to maintain the separation of church and state? Answer: An ideal response will: 1. Define both the establishment and free exercise clauses. 2. Explain the concept of the separation between church and state. 3. Discuss how the ability to practice religion freely and privately helps to facilitate the separation. 4. Analyze why the express clause forbidding a state religion helps to maintain the separation of church and state. Page Reference: pp. 96–99 A-head: First Amendment Guarantees: Freedom of Religion Learning Objective: O’Connor L.O. 4.2 Skill Level: Apply What You Know Topic: Civil Liberties

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108.

How do we know that the Framers intended the Bill of Rights to limit federal government’s power to infringe on the rights and liberties of citizens? Answer: An ideal response will: 1. Explain the concept of selective incorporation. 2. Describe the meaning of substantive due process. 3. Analyze how selective incorporation and substantive due process work to protect the civil liberties of individual citizen. Page Reference: pp. 93–96 A-head: Roots of Civil Liberties: The Bill of Rights Learning Objective: O’Connor L.O. 4.1 Skill Level: Apply What You Know Topic: Civil Liberties

109.

How did Miranda v. Arizona change the way law enforcement treated criminal defendants? Answer: An ideal response will: 1. Discuss the holding of Miranda v. Arizona. 2. Explain what is meant by Miranda rights and how police officers use them. 3. Analyze how hearing the Miranda rights helps a criminal defendant to be more informed about his or her rights as an accused party. Page Reference: pp. 108–116 A-head: The Rights of Criminal Defendants Learning Objective: O’Connor L.O. 4.5 Skill Level: Analyze It Topic: Civil Liberties

110.

How did the events of Miranda v. Arizona lead to the police practice of reading criminal defendants their rights upon arrest? Answer: An ideal response will: 1. Recall that the defendant in Miranda confessed to a crime after being coerced by police. 2. Discuss how coercive techniques undermine justice. 3. Explain how the reading of rights helps to inform criminal defendants so that they can protect their presumption of innocence post-arrest. Page Reference: pp. 108–116 A-head: The Rights of Criminal Defendants Learning Objective: O’Connor L.O. 4.5 Skill Level: Analyze It Topic: Civil Liberties

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5 Civil Rights  Multiple-Choice Questions 1.

The Thirteenth Amendment bans slavery. When was it passed? a. when the South seceded from the Union b. during the Civil War c. immediately after the Civil War d. immediately after Reconstruction e. during the civil rights movement Answer: c Page Reference: pp. 129–135 A-head: Roots of Suffrage: 1800–1890 Learning Objective: O’Connor L.O. 5.1 Skill Level: Remember the Facts Topic: Civil Rights

The Fourteenth Amendment attempted to guarantee which of the following to former slaves? a. forty acres of farmland and a mule b. free university education c. economic equality with whites d. citizenship rights e. debt forgiveness Answer: d Page Reference: pp. 129–135 A-head: Roots of Suffrage: 1800–1890 Learning Objective: O’Connor L.O. 5.1 Skill Level: Remember the Facts Topic: Civil Rights

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The provision of the Fourteenth Amendment that prohibits any state from denying “any person within its jurisdiction the equal protection of the laws” is known as the __________ clause. a. due process b. jurisdiction c. grandfather d. equal protection e. privileges and immunities Answer: d Page Reference: pp. 129–135 A-head: Roots of Suffrage: 1800–1890 Learning Objective: O’Connor L.O. 5.1 Skill Level: Remember the Facts Topic: Civil Rights

The Fifteenth Amendment guarantees citizens the right to vote regardless of __________. a. race b. gender c. age d. property ownership e. involvement in insurrection Answer: a Page Reference: pp. 129–135 A-head: Roots of Suffrage: 1800–1890 Learning Objective: O’Connor L.O. 5.1 Skill Level: Remember the Facts Topic: Civil Rights

What was the objective of the women’s suffrage movement? a. the right to an abortion b. the right to own property c. equal pay for equal worth d. the right to vote e. broad gender equality Answer: d Page Reference: pp. 129–135 A-head: Roots of Suffrage: 1800–1890 Learning Objective: O’Connor L.O. 5.1 Skill Level: Remember the Facts Topic: Civil Rights

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In spite of the Equal Pay Act of 1963, women in the early twenty-first century still earn less than men, which led President Barack Obama to sign which of the following? a. the Elizabeth Cady Stanton Act b. Title IX c. the Susan B. Anthony Act d. the Civil Rights Act of 2009 e. the Lilly Ledbetter Act Answer: e Page Reference: pp. 147–153 A-head: The Women’s Rights Movement Learning Objective: O’Connor L.O. 5.4 Skill Level: Remember the Facts Topic: Civil Rights

Which of these does the Civil Rights Act of 1964 ban? a. poll taxes and grandfather clauses b. discrimination in public accommodations c. integration in public transportation d. discrimination based on sexual orientation e. nonviolent direct action Answer: b Page Reference: pp. 141–147 A-head: The Civil Rights Movement Learning Objective: O’Connor L.O. 5.3 Skill Level: Remember the Facts Topic: Civil Rights

In the first civil rights movement, the abolitionist movement and the early women’s movement were tied together. When did this movement take place? a. in the Progressive era b. during the Civil War c. during Reconstruction d. in the early 1800s e. in the early 1900s Answer: d Page Reference: pp. 129–135 A-head: Roots of Suffrage: 1800–1890 Learning Objective: O’Connor L.O. 5.1 Skill Level: Remember the Facts Topic: Civil Rights

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What was the primary focus at the 1848 Seneca Falls Convention for activists like Elizabeth Cady Stanton, Susan B. Anthony, and Lucretia Mott? a. the prohibition of alcohol b. women’s rights c. rights for former slaves d. ending the Civil War e. the New Deal Answer: b Page Reference: pp. 129–135 A-head: Roots of Suffrage: 1800–1890 Learning Objective: O’Connor L.O. 5.1 Skill Level: Remember the Facts Topic: Civil Rights

10.

What did Jim Crow laws mandate? a. voting rights b. racial segregation c. poll taxes d. grandfather clauses e. Black Codes Answer: b Page Reference: pp. 129–135 A-head: Roots of Suffrage: 1800–1890 Learning Objective: O’Connor L.O. 5.1 Skill Level: Remember the Facts Topic: Civil Rights

11.

Which of the following led President Abraham Lincoln to describe the author as “the little woman who started the big war” because of the effect the book had on changing public opinion? a. Betty Friedan’s The Feminine Mystique b. Elizabeth Cady Stanton’s The Seneca Falls Convention c. Lucretia Mott’s The World Anti-Slavery Society d. Harriet Beecher Stowe’s Uncle Tom’s Cabin e. Susan B. Anthony’s The Story of American Women’s Suffrage Answer: d Page Reference: pp. 129–135 A-head: Roots of Suffrage: 1800–1890 Learning Objective: O’Connor L.O. 5.1 Skill Level: Remember the Facts Topic: Civil Rights

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12.

What precipitated the Montgomery Bus Boycott? a. the Reverend Martin Luther King Jr.’s “I Have A Dream” speech b. the Greensboro, N.C., lunch counter sit-in c. the arrest of Rosa Parks in Montgomery, Ala. d. the Supreme Court’s decision in Plessy v. Ferguson e. the assassination of the Reverend Martin Luther King Jr. Answer: c Page Reference: pp. 129–135 A-head: Roots of Suffrage: 1800–1890 Learning Objective: O’Connor L.O. 5.1 Skill Level: Remember the Facts Topic: Civil Rights

13.

Women were guaranteed the right to vote by __________. a. Korematsu v. United States b. Reed v. Reed c. the Nineteenth Amendment d. the 1964 Civil Rights Act e. the 1965 Voting Rights Act Answer: c Page Reference: pp. 135–141 A-head: The Push for Equality, 1890–1954 Learning Objective: O’Connor L.O. 5.2 Skill Level: Remember the Facts Topic: Civil Rights

14.

What were Black Codes? a. segregation laws that discriminated in housing b. laws that denied rights to African Americans c. laws requiring a poll tax or literacy test to vote d. proposed racial quota affirmative action programs e. unwritten norms of discrimination in the South Answer: d Page Reference: pp. 129–135 A-head: Roots of Suffrage: 1800–1890 Learning Objective: O’Connor L.O. 5.1 Skill Level: Analyze It Topic: Civil Rights

15.

In Regents of the University of California v. Bakke (1978), the Supreme Court determined that __________ were unconstitutional.

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a. poll taxes b. grandfather clauses c. all forms of affirmative action d. Jim Crow laws e. racial quotas Answer: e Page Reference: pp. 163–164 A-head: Toward Reform: Civil Rights and Affirmative Action Learning Objective: O’Connor L.O. 5.6 Skill Level: Remember the Facts Topic: Civil Rights 16.

Rosa Parks was arrested for challenging which of the following? a. poll taxes b. grandfather clauses c. Jim Crow laws d. slavery e. integration Answer: c Page Reference: pp. 163–164 A-head: Toward Reform: Civil Rights and Affirmative Action Learning Objective: O’Connor L.O. 5.6 Skill Level: Remember the Facts Topic: Civil Rights

17.

According to the “Take a Closer Look” feature box, which of the following books helped inspire abolitionists? a. Grapes of Wrath b. Uncle Tom’s Cabin c. Bury My Heart at Wounded Knee d. Wick Wo Hopkins e. Enough Is Enough Answer: b Page Reference: pp. 141–147 A-head: The Civil Rights Movement Learning Objective: O’Connor L.O. 5.3 Skill Level: Remember the Facts Topic: Civil Rights

18.

What is the current legal status of American Indian tribes? a. They are sovereign nations. b. They have a status similar to states. -122-

c. They have a status similar to counties. d. They have a status similar to towns or townships. e. They have a status similar to incorporated businesses. Answer: a Page Reference: pp. 153–163 A-head: Other Groups Mobilize for Rights Learning Objective: O’Connor L.O. 5.5 Skill Level: Understand the Concepts Topic: Civil Rights 19.

What did the Supreme Court determine was unconstitutional in Brown v. Board of Education? a. integrated schools b. poll taxes c. segregation of schools d. unequal school funding e. school busing Answer: c Page Reference: pp. 135–141 A-head: The Push for Equality, 1890–1954 Learning Objective: O’Connor L.O. 5.2 Skill Level: Understand the Concepts Topic: Civil Rights

20.

The Reverend Martin Luther King Jr. insisted that civil disobedience aimed at ending discrimination in the South should be conducted __________. a. in accordance with the law b. nonviolently c. secretly d. anonymously e. with all deliberative speed Answer: b Page Reference: pp. 141–147 A-head: The Civil Rights Movement Learning Objective: O’Connor L.O. 5.3 Skill Level: Understand the Concepts Topic: Civil Rights

21.

What provision of the Fourteenth Amendment serves as a cornerstone of our understanding of civil rights? a. the all men are created equal clause b. the equal protection clause c. the privileges and immunities clause -123-

d. the Equal Rights Amendment e. the grandfather clause Answer: b Page Reference: pp. 126–129 A-head: Chapter 5 Introduction Learning Objective: Chapter 5 Introduction Skill Level: Understand the Concepts Topic: Civil Rights 22.

To what extent were the civil rights of African Americans protected after the Civil War? a. Their civil rights increased in the immediate aftermath of the Civil War and have continued to increase steadily ever since. b. There were no attempts to protect the civil rights of African Americans until Reconstruction ended. c. The civil rights of southern African Americans were considerably greater than their northern counterparts. d. It was two decades after the Civil War before African Americans had civil rights that were comparable to those of whites. e. Attempts to protect the civil rights of African Americans after the Civil War were largely unsuccessful for decades. Answer: e Page Reference: pp. 135–141 A-head: The Push for Equality, 1890–1954 Learning Objective: O’Connor L.O. 5.2 Skill Level: Understand the Concepts Topic: Civil Rights

23.

What did the Supreme Court decide in Korematsu v. United States (1944) regarding the internment of those with Japanese ancestry living in the United States? a. It was permissible because the United States was at war with Japan. b. It was permissible because it only applied to noncitizens. c. It did not pass the strict scrutiny test, and the internment was promptly terminated. d. It was unconstitutional, but it was too late to do anything about it. e. It was unconstitutional, and Japanese-Americans must be duly compensated. Answer: a Page Reference: pp. 153–163 A-head: Other Groups Mobilize for Rights Learning Objective: O’Connor L.O. 5.5 Skill Level: Understand the Concepts Topic: Civil Rights

24.

What strategy did the National Association for the Advancement of Colored People (NAACP) use most effectively to advance civil rights for African Americans? -124-

a. boycotts b. protests c. litigation d. nonviolent direct action e. marches and rallies Answer: c Page Reference: pp. 135–141 A-head: The Push for Equality, 1890–1954 Learning Objective: O’Connor L.O. 5.2 Skill Level: Understand the Concepts Topic: Civil Rights 25.

What was the basis for the Supreme Court’s decision in Plessy v. Ferguson (1896) that upheld the constitutionality of a state law requiring segregated railroad facilities? a. Former slaves are not entitled to full citizenship rights because they did not immigrate to the United States willingly. b. Former slaves are not entitled to full citizenship rights because they were considered property under the law. c. The Constitution does not prohibit segregation; it only mandates equal protection under the law. d. Railroad transportation involves interstate commerce, which is regulated by Congress; there is no provision in federal law that prohibits segregation. e. Each state has the right to interpret the Constitution as it sees fit, as long as the interpretation is “reasonable and without malice.” Answer: c Page Reference: pp. 135–141 A-head: The Push for Equality, 1890–1954 Learning Objective: O’Connor L.O. 5.2 Skill Level: Understand the Concepts Topic: Civil Rights

26.

The Supreme Court’s decision in Lawrence v. Texas (2003) primarily enhanced the civil liberties of __________. a. African Americans b. Asians c. American Indians d. gays and lesbians e. disabled Americans Answer: d Page Reference: pp. 153–163 A-head: Other Groups Mobilize for Rights Learning Objective: O’Connor L.O. 5.5 -125-

Skill Level: Understand the Concepts Topic: Civil Rights 27.

What were the Black Codes passed by many of the former Confederate states designed to do? a. segregate blacks and whites b. deny legal rights, such as voting and sitting on juries, to newly freed slaves c. keep newly freed slaves from being hired for work, so they would have to remain slaves d. deny newly freed slaves the right to attend church e. separate slave families from each other, making it easier to keep blacks in servitude Answer: b Page Reference: pp. 129–135 A-head: Roots of Suffrage: 1800–1890 Learning Objective: O’Connor L.O. 5.1 Skill Level: Understand the Concepts Topic: Civil Rights

28.

What was the Supreme Court’s rationale in the Civil Rights Cases (1883) for why Congress could not prohibit discrimination in public accommodations? a. Congress cannot regulate public accommodations because they involve interstate commerce. b. Congress cannot regulate public accommodations because they tend to be owned by private individuals. c. Congress cannot regulate public accommodations because it lacks the authority to spend money without the permission of the states. d. Congress cannot prohibit discrimination because doing so violates the First Amendment right to freedom of speech. e. Congress cannot prohibit discrimination because there was insufficient evidence that discrimination exists. Answer: b Page Reference: pp. 129–135 A-head: Roots of Suffrage: 1800–1890 Learning Objective: O’Connor L.O. 5.1 Skill Level: Understand the Concepts Topic: Civil Rights

29.

What is the source of de facto segregation and discrimination? a. practice b. law c. the Constitution d. Congress e. affirmative action

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Answer: a Page Reference: pp. 141–147 A-head: The Civil Rights Movement Learning Objective: O’Connor L.O. 5.3 Skill Level: Understand the Concepts Topic: Civil Rights 30.

Which of the following is an accurate statement about the “Don’t Ask, Don’t Tell” policy? a. Barack Obama initiated the policy as a goodwill gesture to the gay and lesbian community. b. It prevented gays and lesbians from serving in the military. c. It required gay and lesbian soldiers to keep quiet about their sexual orientation. d. It prevented the military from discharging gay and lesbian soldiers. e. It prohibited gay and heterosexual soldiers from discussing their sexual activity. Answer: c Page Reference: pp. 153–163 A-head: Other Groups Mobilize for Rights Learning Objective: O’Connor L.O. 5.5 Skill Level: Understand the Concepts Topic: Civil Rights

31.

Which of the following represents the critiques given by opponents of the Equal Rights Amendment in the 1970s? a. It would affirm Roe v. Wade, make women eligible for the draft, and put women at financial risk. b. The Declaration of Independence says men are created equal, and that does not apply to women. c. It would invalidate protective legislation and destroy the family. d. Equality of results is more important than equality of actions. e. It would revoke Muller v. Oregon, make women vulnerable to exploitation, and leave children without care. Answer: a Page Reference: pp. 147–153 A-head: The Women’s Rights Movement Learning Objective: O’Connor L.O. 5.4 Skill Level: Understand the Concepts Topic: Civil Rights

32.

The National Association for the Advancement of Colored People (NAACP) is most likely to fight to reduce which of the following? a. racism b. affirmative action c. sexism d. sodomy -127-

e. job training programs Answer: a Page Reference: pp. 135–141 A-head: The Push for Equality, 1890–1954 Learning Objective: O’Connor L.O. 5.2 Skill Level: Understand the Concepts Topic: Civil Rights 33.

Under the Court’s review standards shown in Table 5.1, a law that classifies people according to __________ will be given strict scrutiny by the Supreme Court to determine its constitutionality. a. race b. age c. disability d. gender e. sexual orientation Answer: a Page Reference: pp. 147–153 A-head: The Women’s Rights Movement Learning Objective: O’Connor L.O. 5.4 Skill Level: Understand the Concepts Topic: Civil Rights

34.

The Civil Rights Act of 1964 was designed to overturn which of the following? a. integration b. Jim Crow laws c. nonviolent direct action d. the Fifteenth Amendment e. Reconstruction Answer: b Page Reference: pp. 141–147 A-head: The Civil Rights Movement Learning Objective: O’Connor L.O. 5.3 Skill Level: Understand the Concepts Topic: Civil Rights

35.

Which of the following dissuaded states from ratifying the Equal Rights Amendment? a. Roe v. Wade b. the National Organization for Women c. The Feminine Mystique d. the strict scrutiny standard e. HIV/AIDS -128-

Answer: a Page Reference: pp. 147–153 A-head: The Women’s Rights Movement Learning Objective: O’Connor L.O. 5.4 Skill Level: Understand the Concepts Topic: Civil Rights 36.

What was the main purpose for the March on Washington? a. to urge Congress to adopt an antidiscrimination legislative agenda b. to urge the Supreme Court to overturn the separate-but-equal doctrine c. to urge John F. Kennedy to repudiate the actions of the freedom riders d. to urge African Americans to reelect John F. Kennedy e. to urge Congress to eliminate de facto segregation Answer: a Page Reference: pp. 141–147 A-head: The Civil Rights Movement Learning Objective: O’Connor L.O. 5.3 Skill Level: Remember the Facts Topic: Civil Rights

37.

If a group of people were systematically discriminated against in the past, which of the following would constitute an affirmative action policy designed as a remedy to help the members of this group overcome the legacy of discrimination? a. a hiring policy that favors those with relatives working in government b. a college admissions policy that gives preferential treatment to members of the group c. a color-blind job application process to give members of this group an equal chance d. a policy that gives extra weight to votes cast by members of the group e. requiring all applicants for government jobs to have at least two years of prior experience Answer: b Page Reference: pp. 163–164 A-head: Toward Reform: Civil Rights and Affirmative Action Learning Objective: O’Connor L.O. 5.6 Skill Level: Apply What You Know Topic: Civil Rights

38.

Which of the following accommodations would an employer most likely have to make to be in compliance with the Americans with Disabilities Act? a. hiring a disabled person instead of an equally qualified person without a disability b. providing better medical insurance for employees who have a disability c. lowering expectations for the quality of work performed by employees with disabilities d. ensuring that employees who use a wheelchair have jobs that shield them from public contact -129-

e. installing a ramp and other physical accommodations for someone who uses a wheelchair Answer: e Page Reference: pp. 153–163 A-head: Other Groups Mobilize for Rights Learning Objective: O’Connor L.O. 5.5 Skill Level: Apply What You Know Topic: Civil Rights 39.

According to the Supreme Court’s decisions in the Civil Rights Cases (1883), in which of the following areas could Congress prohibit discrimination against African Americans? a. theaters b. hotels c. railroads d. private homes e. post offices Answer: e Page Reference: pp. 129–135 A-head: Roots of Suffrage: 1800–1890 Learning Objective: O’Connor L.O. 5.1 Skill Level: Apply What You Know Topic: Civil Rights

40.

For which of the following would the Supreme Court most likely apply an intermediate standard of review to determine whether the policy is an unconstitutional violation of the equal protection clause? a. preventing whites from attending schools designed to serve African American students b. prohibiting those over seventy years old from working in law enforcement c. prohibiting gays and lesbians from serving in the military d. requiring government contractors to have a racially diverse workforce e. having different minimum ages for men and women to marry Answer: e Page Reference: pp. 147–153 A-head: The Women’s Rights Movement Learning Objective: O’Connor L.O. 5.4 Skill Level: Apply What You Know Topic: Civil Rights

41.

Of the following people, who could serve in the military under the “Don’t Ask, Don’t Tell” policy? a. all gays and lesbians b. gays but not lesbians c. lesbians but not gays -130-

d. only those who were straight e. closeted gays and lesbians Answer: e Page Reference: pp. 153–163 A-head: Other Groups Mobilize for Rights Learning Objective: O’Connor L.O. 5.5 Skill Level: Apply What You Know Topic: Civil Rights 42.

Which of the following strategies for expanding civil rights would the Reverend Martin Luther King Jr. have been most likely to support? a. sabotaging the electricity supply to the homes of segregationist leaders b. intimidating elderly whites to discourage them from supporting Jim Crow laws c. boycotting stores that enforced segregationist policies d. boycotting elections to underscore the problem of African American disenfranchisement e. vandalizing government buildings that housed segregationist politicians Answer: c Page Reference: pp. 141–147 A-head: The Civil Rights Movement Learning Objective: O’Connor L.O. 5.3 Skill Level: Apply What You Know Topic: Civil Rights

43.

Which of the following is an example of de jure segregation? a. Jim Crow laws b. the tendency for churches to be racially homogeneous c. the small number of African American senators d. sequestering the jury in order to ensure a fair trial e. Title IX legislation Answer: a Page Reference: pp. 141–147 A-head: The Civil Rights Movement Learning Objective: O’Connor L.O. 5.3 Skill Level: Apply What You Know Topic: Civil Rights

44.

Which of the following affirmative action programs would be a clear violation of the Supreme Court’s decision in Regents of the University of California v. Bakke (1978)? a. considering race as a factor in university admissions decisions b. considering how an applicant would contribute to the diversity of the university c. considering applicants’ academic and extracurricular achievements

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d. admitting some minority applicants with lower academic achievement than some rejected white applicants e. setting aside a certain percentage of admissions slots for African American students Answer: e Page Reference: pp. 163–164 A-head: Toward Reform: Civil Rights and Affirmative Action Learning Objective: O’Connor L.O. 5.6 Skill Level: Apply What You Know Topic: Civil Rights 45.

Which of the following laws would be the most likely to draw strict scrutiny from the Supreme Court when determining its constitutionality? a. Male and female student athletes cannot compete on the same basketball team at the university level. b. Businesses cannot discriminate against gays and lesbians in hiring and promotion decisions. c. Those without a college degree are not eligible for upper-level civil service jobs. d. African Americans and whites must be given equal access to the public school system, including extracurricular activities. e. Government contracts must be awarded to a contractor who is a racial minority whenever at least 10 percent of the bidders are minority-owned businesses. Answer: e Page Reference: pp. 147–153 A-head: The Women’s Rights Movement Learning Objective: O’Connor L.O. 5.4 Skill Level: Apply What You Know Topic: Civil Rights

46.

Which of the following situations would most likely be a violation of Title IX? a. an election jurisdiction that does not provide bilingual ballots when there is a large bilingual community b. a legal prohibition on hiring women for positions that are known to be hazardous to women’s reproductive health c. a college that spends significantly more on sports programs for men than for women d. job applications that are not made accessible to the blind e. an employer who systematically pays women less than men for doing comparable work Answer: c Page Reference: pp. 153–163 A-head: Other Groups Mobilize for Rights Learning Objective: O’Connor L.O. 5.5 Skill Level: Apply What You Know Topic: Civil Rights

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47.

If you thought you were getting an inferior public education because of your ethnicity, which part of the Constitution would you rely on most heavily to justify your case? a. the First Amendment b. the Thirteenth Amendment c. the Fourteenth Amendment d. the Nineteenth Amendment e. the Equal Rights Amendment Answer: c Page Reference: pp. 129–135 A-head: Roots of Suffrage: 1800–1890 Learning Objective: O’Connor L.O. 5.1 Skill Level: Apply What You Know Topic: Civil Rights

48.

If you were a poor, illiterate, white farmer, which of the following would help ensure your ability to vote in the South after the Civil War? a. poll taxes b. literacy tests c. boycotts d. protests e. grandfather clauses Answer: e Page Reference: pp. 129–135 A-head: Roots of Suffrage: 1800–1890 Learning Objective: O’Connor L.O. 5.1 Skill Level: Apply What You Know Topic: Civil Rights

49.

In the first major civil rights case addressed by the U.S. Supreme Court, Dred Scott v. Sandford, which of the following best describes the issues at stake? a. the constitutionality of the Missouri Compromise and whether slaves were U.S. citizens b. whether Missouri could remain part of the union and whether women could bring suits in federal court c. the constitutionality of the Emancipation Proclamation and whether slaves were U.S. citizens d. whether women were U.S. citizens who should be allowed to vote and whether slavery in Missouri was legal e. the constitutionality of the Missouri Compromise and whether Missouri could remain a part of the union Answer: a Page Reference: pp. 129–135 A-head: Roots of Suffrage: 1800–1890 -133-

Learning Objective: O’Connor L.O. 5.1 Skill Level: Analyze It Topic: Civil Rights 50.

How has the Equal Rights Amendment affected women’s civil rights? a. It has ensured that men and women are treated equally in the workplace. b. It has ensured that the courts evaluate gender discrimination using the strict scrutiny test. c. It has eliminated gender discrimination in the military. d. It solidified the civil rights women had earlier won through legal victories. e. It has had little effect because it was not formally adopted. Answer: e Page Reference: pp. 147–153 A-head: The Women’s Rights Movement Learning Objective: O’Connor L.O. 5.4 Skill Level: Analyze It Topic: Civil Rights

51.

What is the status of affirmative action in college admissions after the Supreme Court decisions in the two cases involving the University of Michigan, Gratz v. Bollinger (2003) and Grutter v. Bollinger (2003)? a. Affirmative action policies are generally permissible, but they cannot involve race-based quotas or numerical point systems. b. Affirmative action policies are assumed to be unconstitutional unless the university can demonstrate the need to promote racial tolerance. c. Affirmative action policies are assumed to be constitutional unless an applicant can demonstrate that race affected the admissions decision. d. Affirmative action policies must ensure that all racial and ethnic groups are represented in accordance with the population of the nation as a whole. e. All forms of affirmative action are unconstitutional because they unfairly favor some people over others based on the color of their skin. Answer: a Page Reference: pp. 163–164 A-head: Toward Reform: Civil Rights and Affirmative Action Learning Objective: O’Connor L.O. 5.6 Skill Level: Analyze It Topic: Civil Rights

52.

Which of the following accurately states how the Supreme Court clarified the scope of the Thirteenth Amendment in The Slaughterhouse Cases in 1873? a. This amendment abolishes slavery and involuntary servitude throughout the United States. b. Groups other than newly freed slaves, such as Hispanics and Asian Americans, are not covered by the amendment.

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c. All former Confederate states must ratify the Thirteenth Amendment as a condition for readmission to the union. d. Newly freed slaves who are vagrant may be fined for vagrancy and hired out to employers to satisfy their fines, as this does not constitute involuntary servitude. e. Groups other than newly freed slaves, such as Hispanics and Asian Americans, are also covered by the amendment. Answer: e Page Reference: pp. 129–135 A-head: Roots of Suffrage: 1800–1890 Learning Objective: O’Connor L.O. 5.1 Skill Level: Analyze It Topic: Civil Rights 53.

Why did southern states enact poll taxes? a. to raise revenue for the government b. to ensure that only people who really want to vote would do so c. to get around the Fifteenth Amendment d. to enfranchise former slaves e. because literacy is necessary for democracy to function Answer: c Page Reference: pp. 129–135 A-head: Roots of Suffrage: 1800–1890 Learning Objective: O’Connor L.O. 5.1 Skill Level: Analyze It Topic: Civil Rights

54.

Why did Congress pass the Voting Rights Act of 1965? a. in order to facilitate the prosecution of those who had restricted the voting rights of African Americans b. because it was clear that the South had no intention of living up to the spirit of the Fifteenth Amendment c. because Congress was afraid the Reverend Martin Luther King Jr. would lead a boycott of white businesses if the legislation was not passed d. to prevent the race riots from spreading from African American neighborhoods into traditionally white neighborhoods e. the Supreme Court had determined that only the national government could regulate elections Answer: b Page Reference: pp. 141–147 A-head: The Civil Rights Movement Learning Objective: O’Connor L.O. 5.3 Skill Level: Analyze It Topic: Civil Rights -135-

55.

How are the Fourteenth Amendment and the Civil Rights Act of 1964 similar? a. They both were enacted quickly and easily. b. They both passed the strict scrutiny test administered by the Supreme Court. c. They were both based on Congress’s power to regulate interstate commerce. d. They both sought equal rights for women. e. They both sought equal rights for African Americans. Answer: e Page Reference: pp. 141–147 A-head: The Civil Rights Movement Learning Objective: O’Connor L.O. 5.3 Skill Level: Analyze It Topic: Civil Rights

56.

How do the rational basis and the intermediate standard of review differ? a. The rational basis standard requires an important governmental objective for classification; the intermediate standard requires the classification to be necessary. b. The rational basis standard applies only to racial classifications; the intermediate standard applies to gender and sexual orientation classifications. c. The intermediate standard of review is applied to a broader array of classifications than the rational basis standard. d. It is easier for the government to demonstrate that there is a rational basis for a law than to meet the requirements of the intermediate standard. e. Those who dislike a law will have an easier time getting it overturned if the Supreme Court applies the intermediate standard instead of the rational basis test. Answer: d Page Reference: pp. 147–153 A-head: The Women’s Rights Movement Learning Objective: O’Connor L.O. 5.4 Skill Level: Analyze It Topic: Civil Rights

57.

What was the Supreme Court’s justification for overturning the separate-but-equal doctrine? a. The Supreme Court did not have all of the facts when it adopted the separate-but-equal doctrine. b. The separate-but-equal doctrine was never intended to apply to people. c. The quality of life for African Americans in the South had deteriorated considerably since the adoption of the separate-but-equal doctrine. d. The Supreme Court needed to step in because the South had been unwilling to segregate educational facilities as required by Plessy v. Ferguson. e. Segregated schools stigmatize minority children and are inherently unequal. Answer: e -136-

Page Reference: pp. 135–141 A-head: The Push for Equality, 1890–1954 Learning Objective: O’Connor L.O. 5.2 Skill Level: Analyze It Topic: Civil Rights 58.

Which of the following arguments would most likely be made by an opponent of affirmative action policies? a. Affirmative action helps to compensate for past discrimination. b. Discrimination is a natural part of the human experience. c. Affirmative action discriminates on the basis of race. d. Diversity helps Americans better understand each other. e. Unaddressed past discrimination causes perpetual inequality. Answer: c Page Reference: pp. 163–164 A-head: Toward Reform: Civil Rights and Affirmative Action Learning Objective: O’Connor L.O. 5.6 Skill Level: Analyze It Topic: Civil Rights

59.

In what types of cases has Title VII of the Civil Rights Act of 1964 helped women achieve key victories? a. sexual harassment, inclusion, and affirmative action b. right to control reproductive health and right to abortion c. affirmative action and inclusion in areas of education, work, and social clubs d. right to marry interracially and to control reproductive health e. sexual harassment, domestic violence, and rape Answer: a Page Reference: pp. 153–163 A-head: Other Groups Mobilize for Rights Learning Objective: O’Connor L.O. 5.5 Skill Level: Analyze It Topic: Civil Rights

60.

Why was the Civil Rights Act of 1875 unsuccessful? a. The states of the former Confederacy did not abide by any of the laws passed by Congress prior to 1894. b. Congress did not have the authority to enact legislation in the South during the Civil War. c. The Civil Rights Act of 1875 was only concerned with discrimination on the basis of age. d. The Supreme Court said that private citizens could chose not to provide public accommodations on account of race. e. The Supreme Court said that governments could chose not to provide public accommodations on account of race. -137-

Answer: d Page Reference: pp. 129–135 A-head: Roots of Suffrage: 1800–1890 Learning Objective: O’Connor L.O. 5.1 Skill Level: Analyze It Topic: Civil Rights

 True-False Questions 61.

The Reverend Martin Luther King Jr. championed the use of nonviolent resistance/civil disobedience to advance civil rights. Answer: TRUE Page Reference: pp. 141–147 A-head: The Civil Rights Movement Learning Objective: O’Connor L.O. 5.3 Skill Level: Remember the Facts Topic: Civil Rights

62.

The Supreme Court has affirmed the right of consenting adults to engage in private sexual activity. Answer: TRUE Page Reference: pp. 153–163 A-head: Other Groups Mobilize for Rights Learning Objective: O’Connor L.O. 5.5 Skill Level: Remember the Facts Topic: Civil Rights

63.

Title IX of the Education Amendments of 1972 has expanded educational and sports opportunities for women students. Answer: TRUE Page Reference: pp. 153–163 A-head: Other Groups Mobilize for Rights Learning Objective: O’Connor L.O. 5.5 Skill Level: Remember the Facts Topic: Civil Rights

64.

Courts have not allowed men to use the Fourteenth Amendment to fight gender-based discrimination, since men are the majority and do not experience such discrimination. Answer: FALSE Page Reference: pp. 147–153

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A-head: The Women’s Rights Movement Learning Objective: O’Connor L.O. 5.4 Skill Level: Remember the Facts Topic: Civil Rights 65.

In Plessy v. Ferguson, the Supreme Court overturned the separate-but-equal doctrine that the Court had established in Brown v. Board of Education. Answer: FALSE Page Reference: pp. 135–141 A-head: The Push for Equality, 1890–1954 Learning Objective: O’Connor L.O. 5.2 Skill Level: Remember the Facts Topic: Civil Rights

66.

Reconstruction was the era of racial healing that followed the civil rights movement. Answer: FALSE Page Reference: pp. 129–135 A-head: Roots of Suffrage: 1800–1890 Learning Objective: O’Connor L.O. 5.1 Skill Level: Remember the Facts Topic: Civil Rights

67.

In Reed v. Reed, the Supreme Court established the strict scrutiny test for determining if gender discrimination is constitutionally permissible. Answer: FALSE Page Reference: pp. 147–153 A-head: The Women’s Rights Movement Learning Objective: O’Connor L.O. 5.4 Skill Level: Remember the Facts Topic: Civil Rights

68.

The Supreme Court has prohibited school districts from using race when determining which students will attend which schools. Answer: TRUE Page Reference: pp. 141–147 A-head: The Civil Rights Movement Learning Objective: O’Connor L.O. 5.3 Skill Level: Understand the Concepts Topic: Civil Rights

69.

Even though the Hispanic population is fairly small, they earned their civil rights earlier and more completely than did African Americans. Answer: FALSE -139-

Page Reference: pp. 153–163 A-head: Other Groups Mobilize for Rights Learning Objective: O’Connor L.O. 5.5 Skill Level: Understand the Concepts Topic: Civil Rights 70.

Since the 1950s, the Supreme Court has gradually eliminated virtually all de facto segregation and discrimination in the United States. Answer: FALSE Page Reference: pp. 141–147 A-head: The Civil Rights Movement Learning Objective: O’Connor L.O. 5.3 Skill Level: Understand the Concepts Topic: Civil Rights

71.

The unique status that American Indian tribes have, as distinct governments whose members also have U.S. citizenship, has ensured adequate protection of their members. Answer: FALSE Page Reference: pp. 153–163 A-head: Other Groups Mobilize for Rights Learning Objective: O’Connor L.O. 5.5 Skill Level: Understand the Concepts Topic: Civil Rights

72.

The Equal Pay Act of 1963 has nearly eliminated the wage gap between men and women in the United States. Answer: FALSE Page Reference: pp. 147–153 A-head: The Women’s Rights Movement Learning Objective: O’Connor L.O. 5.4 Skill Level: Understand the Concepts Topic: Civil Rights

73.

The passage of the Equal Rights Amendment has helped ensure women’s equality in the workplace. Answer: FALSE Page Reference: pp. 147–153 A-head: The Women’s Rights Movement Learning Objective: O’Connor L.O. 5.4 Skill Level: Apply What You Know Topic: Civil Rights

74.

The admissions office at a public university could likely establish a permissible affirmative action policy that awards minority students by bumping up their SAT score by 100 points. -140-

Answer: FALSE Page Reference: pp. 153–163 A-head: Other Groups Mobilize for Rights Learning Objective: O’Connor L.O. 5.5 Skill Level: Apply What You Know Topic: Civil Rights 75.

Gender classifications are evaluated by the Supreme Court using the strict scrutiny standard, which determines whether the classification is necessary to accomplish a permissible state goal and whether that is the least restrictive way to reach the goal. Answer: FALSE Page Reference: pp. 147–153 A-head: The Women’s Rights Movement Learning Objective: O’Connor L.O. 5.4 Skill Level: Apply What You Know Topic: Civil Rights

 Fill-in-the-Blank Questions 76.

The __________ Amendment guarantees African Americans the right to vote. Answer: Fifteenth Page Reference: pp. 129–135 A-head: Roots of Suffrage: 1800–1890 Learning Objective: O’Connor L.O. 5.1 Skill Level: Remember the Facts Topic: Civil Rights

77.

Brown v. Board of Education overturned the __________ doctrine. Answer: separate-but-equal Page Reference: pp. 135–141 A-head: The Push for Equality, 1890–1954 Learning Objective: O’Connor L.O. 5.2 Skill Level: Remember the Facts Topic: Civil Rights

78.

The __________ was enacted in 1990 and is designed to protect the civil rights of disabled Americans. Answer: Americans with Disabilities Act Page Reference: pp. 153–163 A-head: Other Groups Mobilize for Rights

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Learning Objective: O’Connor L.O. 5.5 Skill Level: Remember the Facts Topic: Civil Rights 79.

__________ upheld the right of private individuals—but not government—to discriminate in the provision of public accommodations. Answer: The Civil Rights Cases Page Reference: pp. 129–135 A-head: Roots of Suffrage: 1800–1890 Learning Objective: O’Connor L.O. 5.1 Skill Level: Remember the Facts Topic: Civil Rights

80.

The focus of the __________ was to establish women’s right to vote. Answer: women’s suffrage movement Page Reference: pp. 129–135 A-head: Roots of Suffrage: 1800–1890 Learning Objective: O’Connor L.O. 5.1 Skill Level: Remember the Facts Topic: Civil Rights

81.

Jim Crow laws required __________ of African Americans and whites. Answer: segregation Page Reference: pp. 129–135 A-head: Roots of Suffrage: 1800–1890 Learning Objective: O’Connor L.O. 5.1 Skill Level: Remember the Facts Topic: Civil Rights

82.

__________ had to pay poll taxes. Answer: Voters Page Reference: pp. 129–135 A-head: Roots of Suffrage: 1800–1890 Learning Objective: O’Connor L.O. 5.1 Skill Level: Remember the Facts Topic: Civil Rights

83.

Rosa Parks’s refusal to give up her seat on a public bus was an act of __________ that led to the Montgomery Bus Boycott. Answer: civil disobedience or nonviolent protest Page Reference: pp. 141–147 A-head: The Civil Rights Movement Learning Objective: O’Connor L.O. 5.3 -142-

Skill Level: Understand the Concepts Topic: Civil Rights 84.

In 1964, Congress passed the __________ to help keep the promise of the Fourteenth Amendment. Answer: Civil Rights Act Page Reference: pp. 141–147 A-head: The Civil Rights Movement Learning Objective: O’Connor L.O. 5.3 Skill Level: Understand the Concepts Topic: Civil Rights

85.

__________ programs are designed to help remedy continued inequality by giving special treatment to members of previously discriminated-against groups. Answer: Affirmative action Page Reference: pp. 163–164 A-head: Toward Reform: Civil Rights and Affirmative Action Learning Objective: O’Connor L.O. 5.6 Skill Level: Understand the Concepts Topic: Civil Rights

86.

In order to make it hard for poor blacks to vote without falling afoul of the Fifteenth Amendment, many southern states required citizens to pay __________, which disproportionately disenfranchised African Americans. Answer: poll taxes Page Reference: pp. 129–135 A-head: Roots of Suffrage: 1800–1890 Learning Objective: O’Connor L.O. 5.1 Skill Level: Understand the Concepts Topic: Civil Rights

87.

Critics argue that the Supreme Court’s decision in Korematsu v. United States infringed on the civil rights of __________. Answer: Japanese Americans Page Reference: pp. 153–163 A-head: Other Groups Mobilize for Rights Learning Objective: O’Connor L.O. 5.5 Skill Level: Understand the Concepts Topic: Civil Rights

88.

The constitutionality of a law establishing a public elementary school open only to African American students from poor neighborhoods would be determined by the Supreme Court’s application of the __________ standard of review.

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Answer: strict scrutiny (or heightened) Page Reference: pp. 147–153 A-head: The Women’s Rights Movement Learning Objective: O’Connor L.O. 5.4 Skill Level: Apply What You Know Topic: Civil Rights 89.

Because of the Supreme Court’s decision in Regents of the University of California v. Bakke, an affirmative action program that uses racial __________ would likely be deemed unconstitutional. Answer: quotas Page Reference: pp. 163–164 A-head: Toward Reform: Civil Rights and Affirmative Action Learning Objective: O’Connor L.O. 5.6 Skill Level: Apply What You Know Topic: Civil Rights

90.

Because of the struggle by groups to achieve their civil rights, the __________ has generated more litigation to determine and specify its meaning than any other provision of the Constitution. Answer: Fourteenth Amendment Page Reference: pp. 126–129 A-head: Chapter 5 Introduction Learning Objective: Chapter 5 Introduction Skill Level: Apply What You Know Topic: Civil Rights

 Short Answer Questions 91.

According to the Supreme Court decisions in Regents of the University of California v. Bakke and the two University of Michigan cases noted in the chapter, what sorts of affirmative action programs for admission to public universities are permissible, and what sorts are not? Answer: An ideal response will: 1. Describe how Regents v. Bakke struck down the use of numerical quotas in affirmative action programs, but was not clear about what sorts of programs would be acceptable. 2. Describe how the two University of Michigan cases supported the idea that affirmative action programs can be permissible to achieve racial diversity, which serves a legitimate educational purpose. However, race can be used as only one of many factors, and the university cannot assign specific points based on race. Page Reference: pp. 163–164

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A-head: Toward Reform: Civil Rights and Affirmative Action Learning Objective: O’Connor L.O. 5.6 Skill Level: Understand the Concepts Topic: Civil Rights 92.

How does the Americans with Disabilities Act (ADA) define a disabled person? What rights are guaranteed to disabled people under the ADA? What infrastructure must be created to ensure these rights? Answer: An ideal response will: 1. Identify that the act defines a disabled person as one with a physical or mental impairment that limits one or more life activities. 2. Describe the rights guaranteed by the ADA to Americans with mental and physical disabilities, which include access to public facilities, employment, and communications services. 3. Describe the infrastructure changes that must be made to accommodate disabled Americans. For example, workplaces and government buildings must be made accessible to those who use a wheelchair and must support the use of an assistive telecommunications device. Page Reference: pp. 153–163 A-head: Other Groups Mobilize for Rights Learning Objective: O’Connor L.O. 5.5 Skill Level: Understand the Concepts Topic: Civil Rights

93.

Describe the status of American Indian governments within the context of the U.S. political system. How does this status affect the ability of American Indian tribes to make public policy on tribal lands? Answer: An ideal response will: 1. Note that American Indian tribes have their own unique political status in the United States. They are considered sovereign nations. 2. Describe how this unique status gives tribes the ability to make public policies that might otherwise be inconsistent with state law. For example, tribes might permit casino gambling even though it would otherwise be inconsistent with state law. In addition, tribes are exempt from some state and federal laws and regulations. Page Reference: pp. 153–163 A-head: Other Groups Mobilize for Rights Learning Objective: O’Connor L.O. 5.5 Skill Level: Understand the Concepts Topic: Civil Rights

94.

What are civil rights? How did the concept of equality get introduced into the Constitution, and how has that concept been used in the struggle for civil rights for various groups? Why was the Civil Rights Act of 1964 so important in furthering civil rights for all groups?

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Answer: An ideal response will: 1. Define civil rights as the government-protected rights of individuals against arbitrary or discriminatory treatment by governments or individuals based on categories such as race, sex, national origin, age, religion, or sexual orientation. 2. Identify that the Fourteenth Amendment introduced the notion of equality into the Constitution with the equal protection clause, which has the most-used provision in the Constitution for advocating for equal treatment under the law for various groups of people. 3. Note that the 1964 legislation was more wide-ranging than previous civil rights acts and that it outlawed both segregation in public facilities and discrimination in employment, education, and voting, as well as creating the Equal Employment Opportunity Commission. Page Reference: pp. 126–129; pp. 141–147 A-head: Chapter 5 Introduction; The Civil Rights Movement Learning Objective: Chapter 5 Introduction; O’Connor L.O. 5.3 Skill Level: Understand the Concepts Topic: Civil Rights 95.

What was the “Don’t Ask, Don’t Tell” policy? What was the penalty for a soldier who violated this policy? Why was it implemented? What is the current status of the policy? Answer: An ideal response will: 1. Describe the “Don’t Ask, Don’t Tell” policy, which stated that the military would not ask about the sexual orientation of soldiers, but that soldiers could not tell others if they were gay or lesbian. Therefore, gays and lesbians could serve in the military, but only if they remained “in the closet.” 2. Note that gay and lesbian soldiers who revealed their sexual orientation could be discharged from the military. 3. Explain that the policy was the result of a compromise. Bill Clinton favored allowing gays and lesbians to serve in the military, but the military (along with many members of Congress and the public) opposed the policy. 4. Note that Barack Obama signed a law eliminating “Don’t Ask, Don’t Tell” and opening the door for gays and lesbians to serve openly in the military. Page Reference: pp. 153–163 A-head: Other Groups Mobilize for Rights Learning Objective: O’Connor L.O. 5.5 Skill Level: Understand the Concepts Topic: Civil Rights

96.

Make an argument for interpreting the Fourteenth Amendment as supporting the right of gays and lesbians to get married to their same-sex partners. Answer: An ideal response will: 1. Identify the most relevant provision of the Fourteenth Amendment as the equal protection clause or the due process clause.

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2. Make an argument that the equal protection clause or the due process clause prohibits marriage discrimination on the basis of sexual orientation. The equal protection argument is that gays, lesbians, and heterosexuals should have an equal right to get married to the person they love. The due process argument is that the government cannot deny people their civil liberties without due process of law and that the right to marry the person one loves is a fundamental civil liberty. Therefore, the government cannot deny the right of gays and lesbians to marry whom they choose. Page Reference: pp. 153–163 A-head: Other Groups Mobilize for Rights Learning Objective: O’Connor L.O. 5.5 Skill Level: Apply What You Know Topic: Civil Rights 97.

Describe the Equal Rights Amendment. What lesson might the gay rights movement take away from the efforts to adopt the Equal Rights Amendment? Answer: An ideal response will: 1. Describe the Equal Rights Amendment as a failed proposal to amend the constitution to eliminate gender discrimination. 2. Describe a lesson from this effort that might be useful for those advocating for civil rights for gays and lesbians. For example, one lesson might be not to press for full civil rights too soon; rather, it is better to wait until public opinion is more fully on your side. Page Reference: pp. 147–153 A-head: The Women’s Rights Movement Learning Objective: O’Connor L.O. 5.4 Skill Level: Apply What You Know Topic: Civil Rights

98.

What did the Supreme Court decide in Korematsu v. United States? What does this decision suggest about the Court’s willingness to protect civil rights during wartime? Answer: An ideal response will: 1. Explain that the Supreme Court’s decision in Korematsu v. United States upheld Franklin D. Roosevelt’s internment of Japanese Americans during World War II as a reasonable exercise of government power, given that the United States was at war with Japan. 2. Note that the Korematsu decision suggests the Court’s unwillingness to be a strong advocate for civil rights during wartime. Page Reference: pp. 153–163 A-head: Other Groups Mobilize for Rights Learning Objective: O’Connor L.O. 5.5 Skill Level: Apply What You Know Topic: Civil Rights -147-

99.

Outline an affirmative action program for public university admissions that would pass constitutional muster. Answer: An ideal response will: 1. Note that affirmative action programs for college admissions cannot use quotas and cannot give specific points for being a minority. Rather, the university can use race as one of many factors it considers when offering enrollment. 2. Outline a specific program that would be acceptable to the courts. For example, a university could collect applicant data including test scores, GPA, class rank, extracurricular activities, race, income, honors, and so on. When making admissions decisions, the university could look at race along with each of the other variables in a holistic fashion to decide whom to accept. Page Reference: pp. 163–164 A-head: Toward Reform: Civil Rights and Affirmative Action Learning Objective: O’Connor L.O. 5.6 Skill Level: Apply What You Know Topic: Civil Rights

100.

What was Reconstruction? How did its ending open the door for the adoption of Jim Crow laws? Answer: An ideal response will: 1. Note that Reconstruction was the period after the Civil War when federal troops occupied the South. Under Reconstruction, the Thirteenth, Fourteenth, and Fifteenth Amendments were adopted. Thus, the federal government acted to protect African American civil rights. 2. Recognize that when Reconstruction ended, federal troops left the South essentially to its own devices. Without the immediate impact of the federal government, the South simply ignored those civil rights protections that federal troops had been enforcing. One thing the South did was to enact Jim Crow laws that mandated segregated facilities under the guise that such facilities could nonetheless be equal. Page Reference: pp. 129–135 A-head: Roots of Suffrage: 1800–1890 Learning Objective: O’Connor L.O. 5.1 Skill Level: Apply What You Know Topic: Civil Rights

101.

Describe the Civil Rights Act of 1964 and the Voting Rights Act of 1965. Why were they necessary, given that the Fourteenth and Fifteenth Amendments were enacted decades beforehand? Answer: An ideal response will: 1. Describe the Civil Rights Act of 1964 as prohibiting racial discrimination in public accommodations involving interstate commerce. -148-

2. Describe the Voting Rights Act of 1965 as protecting the right to vote of all Americans regardless of their race or ethnicity. The law bans practices such as literacy tests to determine voter qualification. 3. Explain how the South had successfully avoided the promises of the Fourteenth and Fifteenth Amendments through various mechanisms including Jim Crow laws and literacy tests. Since it appeared that the South would never rescind these laws themselves, Congress stepped in to pass these two landmark pieces of legislation. Page Reference: pp. 141–147 A-head: The Civil Rights Movement Learning Objective: O’Connor L.O. 5.3 Skill Level: Analyze It Topic: Civil Rights 102.

What kinds of gains have been made in the struggle for gay rights, and what setbacks have been experienced? How has public opinion opened the door for greater legal and constitutional protection? How might it eventually affect the issue of same-sex marriage? Answer: An ideal response will: 1. List some of the gains made by gay rights groups concerning HIV/AIDS discrimination, insurance policy survivor benefits, and employment issues; court rulings that have upheld the rights of gay people to seek protection from discrimination; and the repeal of “Don’t Ask, Don’t Tell.” 2. Identify some of the setbacks, such as President Bill Clinton’s compromise through “Don’t Ask, Don’t Tell” when Congress and the military objected to a ban on discriminating against gays serving in the military. 3. Discuss how public calls for protection of the rights of gay people have led corporations such as Walmart to ban job discrimination based on sexual orientation, and led the Massachusetts Supreme Court to rule that denying gay people the right to civil marriage is unconstitutional. 4. Evaluate the effect of public opinion. Answers will vary, but an ideal answer might note that voters, legislators, and courts in liberal states have tried to legalize same-sex unions, so it is likely that same-sex marriage will eventually be legalized, although it could be a long struggle because of the opposition of the Religious Right. Page Reference: pp. 153–163 A-head: Other Groups Mobilize for Rights Learning Objective: O’Connor L.O. 5.5 Skill Level: Analyze It Topic: Civil Rights

103.

Compare and contrast the use of nonviolent protest (also known as civil disobedience) and litigation during the civil rights movement. Which was more successful and why? Answer: An ideal response will: 1. Compare nonviolent protest and litigation, noting that both were techniques successfully used to advance the civil rights movement.

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2. Contrast nonviolent protest and litigation, noting that nonviolent protest entails breaking the law, while litigation entails using the law. 3. Make an argument that either nonviolent protest or litigation was a more successful strategy during the civil rights movement. Protests and other forms of civil disobedience led to public uproar in the North over discriminatory and segregationist laws in the South, which eventually led Congress to enact the Civil Rights Act and the Voting Rights Act. Litigation, however, brought down Jim Crow laws (Brown v. Board) without using young people as human targets, as often occurred during civil disobedience events. Page Reference: pp. 141–147 A-head: The Civil Rights Movement Learning Objective: O’Connor L.O. 5.3 Skill Level: Analyze It Topic: Civil Rights 104.

What role has literature played in the civil rights movement? Give some examples of books that have been important, and describe what effect they had on particular movements. Answer: An ideal response will: 1. Identify that literature has played a role in raising public awareness of civil rights issues, which has helped to energize and mobilize civil rights movements. 2. List some influential publications and describe their effects, such as Harriet Beecher Stowe’s Uncle Tom’s Cabin in 1852, which raised awareness of the realities of slavery and helped to inspire the abolitionist movement; John Steinbeck’s The Grapes of Wrath in 1939, which told a story of tenant farmers that helped Hispanic rights activists motivate movements for farm workers’ rights; and Betty Friedan’s The Feminine Mystique in 1963, which raised women’s awareness of their plight and helped inspire the women’s movement in the 1960s. Page Reference: pp. 141–147 A-head: The Civil Rights Movement Learning Objective: O’Connor L.O. 5.3 Skill Level: Analyze It Topic: Civil Rights

105.

What are grandfather clauses, and why were they enacted? Answer: An ideal response will: 1. Define grandfather clauses as provisions that allowed Southerners to vote even if they could not afford the poll tax or pass the literacy test, as long as the voters’ grandfathers could vote before Reconstruction. 2. Note that grandfather clauses were passed because poll taxes and literacy tests were disenfranchising too many poor, illiterate whites, while the real aim was to disenfranchise African Americans. Grandfather clauses minimized the number of whites who were disenfranchised. Page Reference: pp. 129–135 -150-

A-head: Roots of Suffrage: 1800–1890 Learning Objective: O’Connor L.O. 5.1 Skill Level: Analyze It Topic: Civil Rights

 Essay Questions 106.

Describe the Equal Rights Amendment (ERA). Why were some opposed to the ERA? Compare and contrast the ERA and the Nineteenth Amendment. How has the ERA impacted civil rights in the United States? Answer: An ideal response will: 1. Describe the Equal Rights Amendment as a proposal that would have enshrined gender equality in the Constitution. 2. Explain the concerns of the ERA’s opponents, such as the fear that it could disrupt the traditional family relationship and put women on the front lines in the armed forces. 3. Compare the ERA and the Nineteenth Amendment, noting that both expand civil rights for women. 4. Contrast the ERA with the Nineteenth Amendment, noting that the Nineteenth Amendment addresses only the right to vote, while the ERA addresses a much broader array of civil rights. 5. Evaluate how the ERA has impacted civil rights in the United States. The most common assessment will be that the ERA has had little effect on civil rights in the United States because it never became law. Others, however, could argue that the ERA has impacted civil rights by keeping women’s rights on the front burner, despite the fact that it never became law. Page Reference: pp. 147–153 A-head: The Women’s Rights Movement Learning Objective: O’Connor L.O. 5.4 Skill Level: Understand the Concepts Topic: Civil Rights

107.

What are the strict scrutiny standard and the rational basis (or minimum rationality) standard? What sort of classification system would cause the Supreme Court to apply each standard to determine if a discriminatory law is constitutionally permissible? Under what circumstances would it apply an intermediate standard? Give an example of a law that would be subject to each standard of review, as shown in Table 5.1. Do you agree with this threetiered approach? Why or why not? Answer: An ideal response will: 1. Define the strict scrutiny standard, which requires that the discrimination must be the least restrictive way to achieve a permissible government goal.

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2. Define the rational basis test, which refers to the fact that the government must have a rational foundation for the discrimination. 3. Identify racial classifications as those that are given strict scrutiny by the Supreme Court. 4. Identify a range of classifications such as age, wealth, mental capacity, and sexual orientation as those that are subject to the rational basis test. 5. Identify gender classifications as those that would be evaluated by the courts using an intermediate standard. 6. Provide an example of a law that would receive strict scrutiny, such as racial affirmative action programs. 7. Provide an example of a law that would be judged under the rational basis test, such as a law requiring those over the age of eighty to get a new driver’s license more frequently than those eighty years old or younger. 8. Provide an example of a law that would be evaluated using an intermediate standard, such as a law permitting women to marry at age 14, but not permitting men to marry until age 17. 9. Indicate agreement or disagreement with this three-tiered approach. Answers will vary, but some may argue that all forms of discrimination are equally troubling and should all be treated the same. Others may argue that some sorts of discrimination may be reasonable under some circumstances, but other sorts of discrimination are seldom tolerable (giving examples). Therefore, different sorts of standards are appropriate. Page Reference: pp. 147–153 A-head: The Women’s Rights Movement Learning Objective: O’Connor L.O. 5.4 Skill Level: Apply What You Know Topic: Civil Rights 108.

Compare and contrast the National Association for the Advancement of Colored People (NAACP) and the Southern Christian Leadership Conference (SCLC). How did the two organizations differ in origins and strategy? Describe the Student Nonviolent Coordinating Committee (SNCC), including how it developed and what strategies its members used. How did it differ from the SCLC? Do you think the techniques of one of these organizations were more successful than those of the others? Why or why not? How well would the techniques used by these groups transfer to current efforts to expand civil rights for gays and lesbians? Answer: An ideal response will: 1. Compare the NAACP and the SCLC, noting that both organizations were formed during the twentieth century and were dedicated to promoting equality for African Americans. 2. Contrast the NAACP and the SCLC, noting that the NAACP was formed in the North early in the twentieth century by a group of progressives who sought to further equality through litigation, while the SCLC was formed in the South in the 1950s by Rev. Martin Luther King Jr., was closely rooted in black religious culture, and reflected King’s beliefs in the importance of nonviolent protest and civil disobedience.

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3. Discuss how the SNCC developed after attention was given to the SCLC’s sit-ins, when college students began using similar civil disobedience tactics, such as freedom rides, to focus public attention on the cause of equality for African Americans. 4. Describe how the SCLC and SNCC were different, for example, the SCLC generally worked with church leaders in a community, while the SNCC, a grassroots organization that drew both black and white young people, was perceived as the more radical organization, expanding beyond sit-ins to freedom rides and other actions, with members often experiencing violent reactions to their tactics. 5. Evaluate whether the techniques of one organization were more successful than those of the others. Answers will vary, but an ideal response might note that both litigation and civil disobedience moved the cause of equality forward, the first because it worked within the system to change it, and the second because it built support for the civil rights movement through media coverage and added public opinion pressure to support the litigation. 6. Evaluate whether those currently fighting for gay and lesbian rights could successfully advance their cause through engaging in both litigation and nonviolent protest. Answers will vary, but an ideal response could argue that litigation is a necessary part of changing laws, while nonviolent protest is one of the most effective ways to create media attention and, ultimately, sympathy from the public. Others may argue that although litigation is always an important part of changing laws, nonviolent protest would not work well for the gay rights movement because the issues are different (e.g., segregationist laws are not in effect for gays and lesbians). Page Reference: pp. 141–147 A-head: The Civil Rights Movement Learning Objective: O’Connor L.O. 5.3 Skill Level: Apply What You Know Topic: Civil Rights 109.

When did Hispanics first start to organize, and when did the strongest push for Hispanic rights begin? What tactics did Hispanics borrow from the African American civil rights movement? What did Cesar Chavez and Dolores Huerta do? Explain why MALDEF was created. How successful has the Hispanic movement been in securing rights for Hispanic people? Give an example of success and an example of a setback. What issues remain in regard to Hispanics? Answer: An ideal response will: 1. Identify that although the League of United Latin American Citizens (LULAC) was formed in 1929, the strongest push for Hispanic rights began in the mid-1960s, when a wave of Cuban immigrants settled in Miami and altered the political and social climate there. 2. Discuss how the new movement, marked by the establishment of the National Council of La Raza in 1968, incorporated many of the civil disobedience tactics African Americans had used, such as sit-ins, boycotts, and marches. 3. Describe how Cesar Chavez and Dolores Huerta organized migrant workers into the United Farm Workers Union, which became the largest union in the nation, and led them in a strike against produce growers in California, as well as organizing a national boycott of various farm products. -153-

4. Explain that the Mexican American Legal Defense and Educational Fund (MALDEF) was created in 1968 to bring test cases before the Supreme Court that would challenge discrimination in education, employment, and politics. 5.Give an example of a success, such as when the national boycott on farm products led producers to give in to worker demands or the 1989 Supreme Court case that MALDEF won in which the state’s method of financing public schools was declared unconstitutional, and an example of a setback, such as the 1973 Supreme Court case that refused to find a Texas law for appropriating funds to schools discriminatory or the resistance to current efforts to oppose restrictions concerning driver’s license requirements for undocumented immigrants. 6. Evaluate what issues Hispanics still face, such as achieving equality in admission to college, health care for undocumented immigrants, and redistricting practices that make it difficult to elect Hispanics to political office. Page Reference: pp. 153–163 A-head: Other Groups Mobilize for Rights Learning Objective: O’Connor L.O. 5.5 Skill Level: Analyze It Topic: Civil Rights 110.

Describe the Equal Pay Act of 1963. To what extent has this law resulted in men and women earning equal salaries? How do Lilly Ledbetter’s experiences highlight the difficulties women continue to face in the workforce? What is your overall assessment for why women continue to earn less than men? Answer: An ideal response will: 1. Note that the Equal Pay Act of 1963 requires that employers pay men and women the same wages for the same work. The student may note that the law has been unsuccessful in equalizing salaries, given that women earn about twenty-five percent less than men. 2. Explain how Lilly Ledbetter experienced gender discrimination for most of her career, yet was unable to convince the Supreme Court that the Equal Pay Act of 1963 had been violated. Congress responded to this Supreme Court decision by passing the Lilly Ledbetter Fair Pay Act, which now explicitly allows for discrimination cases to proceed even if the discriminatory act took place over the course of several years. 4. Give an overall assessment of the reasons why women continue to earn less than men. These reasons may include continued de facto discrimination and the employment choices that women make. Page Reference: pp. 147–153 A-head: The Women’s Rights Movement Learning Objective: O’Connor L.O. 5.4 Skill Level: Analyze It Topic: Civil Rights

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6 Congress  Multiple-Choice Questions 1.

Each state has __________ senators elected every __________ years. a. two, two b. two, four c. two, six d. four, two e. four, four Answer: c Page Reference: pp. 171–174 A-head: Roots of the Legislative Branch of Government Learning Objective: O’Connor L.O. 6.1 Skill Level: Remember the Facts Topic: Congress

__________ is the process of allotting congressional seats to each state according to its proportion of the population. a. Apportionment b. Appropriations c. Delegation d. Gerrymandering e. Redistricting Answer: a Page Reference: pp. 171–174 A-head: Roots of the Legislative Branch of Government Learning Objective: O’Connor L.O. 6.1 Skill Level: Remember the Facts Topic: Congress

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The Constitutional Convention resulted in what form of legislature? a. bicameral b. direct c. trilateral d. unicameral e. unified Answer: a Page Reference: pp. 171–174 A-head: Roots of the Legislative Branch of Government Learning Objective: O'Connor L.O. 6.1 Skill Level: Remember the Facts Topic: Congress

Over the past century, partisan polarization has __________ along with __________. a. decreased; gender equality b. decreased; income equality c. increased; gender inequality d. increased; income inequality e. remained constant; income inequality Answer: d Page Reference: pp. 195–199 A-head: How Members Make Decisions Learning Objective: O'Connor L.O. 6.5 Skill Level: Remember the Facts Topic: Congress

In the House of Representatives, who is second in authority to the Speaker of the House? a. majority leader b. majority whip c. minority leader d. minority whip e. president pro tempore (or pro tem) Answer: a Page Reference: pp. 179–187 A-head: How Congress Is Organized Learning Objective: O'Connor L.O. 6.3 Skill Level: Remember the Facts Topic: Congress

Members of Congress differ from the larger American population in they are disproportionately__________.

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a. socially conservative and fiscally liberal b. socially liberal and fiscally conservative c. socially and fiscally moderate d. white, upper-middle-class, middle-aged, and male e. white, upper-middle-class, Protestant, and female Answer: d Page Reference: pp. 175–179 A-head: The Members of Congress Learning Objective: O'Connor L.O. 6.2 Skill Level: Remember the Facts Topic: Congress 7.

A __________ is a special committee created to reconcile differences in bills passed by the House and Senate. a. conference committee b. joint committee c. select committee d. special committee e. standing committee Answer: a Page Reference: pp. 179–187 A-head: How Congress Is Organized Learning Objective: O'Connor L.O. 6.3 Skill Level: Remember the Facts Topic: Congress

“Pork” legislation may aid the district of a member of Congress by __________. a. diverting unallocated funds to the service sector b. increasing jobs and revenue with federally funded projects c. increasing revenue through private market investment d. taxing corporations less so they provide health insurance for employees e. taxing waste producers more to pay for environmental cleanup Answer: b Page Reference: pp. 187–194 A-head: Powers of Congress Learning Objective: O'Connor L.O. 6.4 Skill Level: Remember the Facts Topic: Congress

Successful members of Congress share the same policy interests as voters, according to the __________. a. conscience model of representation -157-

b. delegate model of representation c. majority-minority model of representation d. politico model of representation e. trustee model of representation Answer: b Page Reference: pp. 195–199 A-head: How Members Make Decisions Learning Objective: O'Connor L.O. 6.5 Skill Level: Remember the Facts Topic: Congress 10.

Congressional whips serve what main function? a. act as official spokespersons for their chambers b. help the Speaker schedule proposed legislation for debate c. meet with members of the executive cabinet d. persuade party members to toe the party line e. serve as personal assistants to the majority and minority leaders Answer: d Page Reference: pp. 179–187 A-head: How Congress Is Organized Learning Objective: O'Connor L.O. 6.3 Skill Level: Remember the Facts Topic: Congress

11.

__________is the only formal method for ending a filibuster, and requires the approval of __________ senators. a. abrogation, fifty-one b. abrogation, sixty c. censure, sixty d. cloture, fifty-one e. cloture, sixty Answer: e Page Reference: pp. 187–194 A-head: Powers of Congress Learning Objective: O'Connor L.O. 6.4 Skill Level: Remember the Facts Topic: Congress

12.

On average, each member of the House represents __________ voters. a. 7,000 b. 107,000 c. 700,000 -158-

d. 1,700,000 e. 7,000,000 Answer: c Page Reference: pp. 171–174 A-head: Roots of the Legislative Branch of Government Learning Objective: O'Connor L.O. 6.1 Skill Level: Remember the Facts Topic: Congress 13.

During an election, an incumbent representative might point to local allocations of a federal highway bill as a reason to be re-elected. This is an example of __________. a. credit claiming b. gerrymandering c. passing the buck d. redistricting e. spin control Answer: a Page Reference: pp. 175–179 A-head: The Members of Congress Learning Objective: O’Connor L.O. 6.2 Skill Level: Remember the Facts Topic: Congress

14.

What best explains the overwhelming advantage incumbents possess in seeking reelection over opposition candidates? a. additional financial support from constituent taxes b. additional financial support from the federal government campaign fund c. demonstrated ability to lead and public record of votes d. name recognition, access to media, and franking privilege e. name recognition and access to district taxes Answer: d Page Reference: pp. 175–179 A-head: The Members of Congress Learning Objective: O'Connor L.O. 6.2 Skill Level: Remember the Facts Topic: Congress

15.

How might a bill become law if it has been pocket vetoed? a. Congress may override the pocket veto with a three-fourths vote in each chamber. b. Congress may override the pocket veto with a two-thirds vote in each chamber. c. The bill can never become law. d. The bill must be reintroduced in the next session of Congress. -159-

e. The president may sign the bill at his or her discretion. Answer: d Page Reference: pp. 187–194 A-head: Powers of Congress Learning Objective: O'Connor L.O. 6.4 Skill Level: Remember the Facts Topic: Congress 16.

Which statement is true of the House of Representatives? a. Members are elected every two years and apportioned to states based on geographic size. b. Members are elected every two years and apportioned to states based on population. c. Members are elected every four years and apportioned to states based on geographic size. d. Members are elected every four years and apportioned to states based on population. e. Members are elected every six years and apportioned to states based on population. Answer: b Page Reference: pp. 171–174 A-head: Roots of the Legislative Branch of Government Learning Objective: O'Connor L.O. 6.1 Skill Level: Remember the Facts Topic: Congress

17.

The Congressional Research Service (CRS) is administered by the __________, which tracks bill status and conducts research on behalf of Congress. a. Congressional Budget Office b. Congressional Research Department c. Government Accountability Office d. Government Printing Office e. Library of Congress Answer: e Page Reference: pp. 195–199 A-head: How Members Make Decisions Learning Objective: O’Connor L.O. 6.5 Skill Level: Remember the Facts Topic: Congress

18.

Why were Andrew Johnson and Bill Clinton impeached but not removed from office? a. A simple majority in the House led to charges of wrongdoing, but a Senate trial failed to impeach. b. A simple majority in the Senate led to charges of wrongdoing, but a House trial failed to impeach. c. A supermajority in the House led to charges of wrongdoing, but a Senate trial failed to impeach. -160-

d. A supermajority in the Senate led to charges of wrongdoing, but a House trial failed to impeach. e. Neither chamber of Congress secured enough votes for a trial. Answer: a Page Reference: pp. 187–194 A-head: Powers of Congress Learning Objective: O'Connor L.O. 6.4 Skill Level: Understand the Concepts Topic: Congress 19.

Why are there currently 435 members in the House of Representatives? a. The Constitution requires a specific ratio of representatives to constituents. b. The Constitution stipulates this number. c. The number has changed to reflect gerrymandering. d. The number has grown each decade, according to census data. e. The number is fixed at this limit by a statute. Answer: e Page Reference: pp. 171–174 A-head: Roots of the Legislative Branch of Government Learning Objective: O'Connor L.O. 6.1 Skill Level: Understand the Concepts Topic: Congress

20.

What occurs during the appropriations process? a. b. c. d. e.

Congress grants funds to federal agencies and programs. Congress makes laws. Congress acquires requested oversight material from the executive. Congress instructs the president to eliminate federal agencies. Congress creates new federal agencies.

Answer: a Page Reference: pp. 187–194 A-head: Powers of Congress Learning Objective: O'Connor L.O. 6.4 Skill Level: Understand the Concepts Topic: Congress 21.

A rise in party unity is indicative of __________. a. cooperation across party lines b. cooperation between Congress and the executive branch c. decreasing party polarization d. high bipartisanship levels e. low bipartisanship levels -161-

Answer: e Page Reference: pp. 195–199 A-head: How Members Make Decisions Learning Objective: O'Connor L.O. 6.5 Skill Level: Understand the Concepts Topic: Congress 22.

The __________ is where congressional Democrats gather to select their leadership at the beginning of each term. a. conference committee b. electoral college c. leadership conference d. party caucus e. party conference Answer: d Page Reference: pp. 179–187 A-head: How Congress Is Organized Learning Objective: O'Connor L.O. 6.3 Skill Level: Understand the Concepts Topic: Congress

23.

__________ committees exist in both the House and Senate, may be temporary or permanent, and usually have a focused responsibility. a. Conference b. Joint c. Select/Special d. Standing e. Temporal Answer: c Page Reference: pp. 179–187 A-head: How Congress Is Organized Learning Objective: O'Connor L.O. 6.3 Skill Level: Understand the Concepts Topic: Congress

24.

How have Americans rated members of Congress in recent years? a. Americans are increasingly supportive of congressional members. b. Americans are ambivalent about the performance of Congress. c. Individual members of Congress and Congress as a whole have received high approval ratings. d. Individual members of Congress rate slightly higher than Congress as a whole, but approval ratings are at an all-time low. -162-

e. Ratings are low across the board, but individual members of Congress receive the lowest approval ratings. Answer: d Page Reference: pp. 199–200 A-head: Toward Reform: Balancing Institutional Power Learning Objective: O’Connor L.O. 6.6 Skill Level: Understand the Concepts Topic: Congress 25.

The true leader of the Senate is the __________, elected by the majority party. a. majority leader b. president pro tempore c. Senate Chair d. Speaker e. vice president Answer: a Page Reference: pp. 179–187 A-head: How Congress Is Organized Learning Objective: O'Connor L.O. 6.3 Skill Level: Understand the Concepts Topic: Congress

26.

What advantage does a subcommittee offer the legislative process? a. expedited approval of joint committee floor submissions b. expedited approval of standing committee floor submissions c. greater division of labor d. oversight of joint committees e. oversight of standing committees Answer: c Page Reference: pp. 179–187 A-head: How Congress Is Organized Learning Objective: O'Connor L.O. 6.3 Skill Level: Understand the Concepts Topic: Congress

27.

The president pro tempore __________. a. has the power to nullify legislation with a pocket veto b. has the power to select the majority leader c. is an honorific office awarded to the senior senator of the majority party d. is a role bequeathed to the vice president by the Constitution e. personally presides over the Senate floor when it is in session

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Answer: c Page Reference: pp. 179–187 A-head: How Congress Is Organized Learning Objective: O'Connor L.O. 6.3 Skill Level: Understand the Concepts Topic: Congress 28.

What demonstrates the Founders' desire to insulate the Senate from popular displeasure? a. terms of two years, with all seats open for each election b. terms of four years, with one-third of seats open for election every two years c. terms of four years, with two-thirds of seats open for election every two years d. terms of six years, with one-third of seats open for election every two years e. terms of six years, with two-thirds of seats open for election every two years Answer: d Page Reference: pp. 171–174 A-head: Roots of the Legislative Branch of Government Learning Objective: O'Connor L.O. 6.1 Skill Level: Understand the Concepts Topic: Congress

29.

The role of Senate minority leader is important because __________. a. he or she represents the opposition in negotiations with the majority leader b. he or she serves as chief assistant to the majority leader c. he or she serves as the national spokesperson for the party d. the House does not have this position e. the Senate is more hierarchically driven than the House Answer: a Page Reference: pp. 179–187 A-head: How Congress Is Organized Learning Objective: O'Connor L.O. 6.3 Skill Level: Understand the Concepts Topic: Congress

30.

In the House of Representatives, the __________ decides who will speak on the floor, and rules on points of order. a. majority leader b. majority whip c. minority leader d. president pro tempore e. Speaker Answer: e Page Reference: pp. 179–187 -164-

A-head: How Congress Is Organized Learning Objective: O'Connor L.O. 6.3 Skill Level: Understand the Concepts Topic: Congress 31.

According to the trustee model of representation, legislators are __________. a. obligated to follow a strict interpretation of the Constitution b. obligated to present the views of their constituents c. obligated to use their own opinions in decision making d. trusted by their constituents because they are natives of their home districts e. trusted to choose between their own opinions and the views of their constituents Answer: d Page Reference: pp. 195–199 A-head: How Members Make Decisions Learning Objective: O'Connor L.O. 6.5 Skill Level: Understand the Concepts Topic: Congress

32.

What is the purpose of a discharge petition? a. to force a vote on a House bill within an opposing committee b. to force a vote on a Senate bill within an opposing committee c. to force a vote on a Senate or House bill within an opposing committee d. to force the end of a filibuster in the House e. to force the end of a filibuster in the Senate Answer: a Page Reference: pp. 179–187 A-head: How Congress Is Organized Learning Objective: O'Connor L.O. 6.3 Skill Level: Understand the Concepts Topic: Congress

33.

Which statement best characterizes the hearing process of a formal bill? a. A formal bill receives a hearing and goes to the floor when the vice president requests it. b. A formal bill receives a hearing or floor time only when extensively marked up. c. A formal bill receives a hearing when pocket vetoed, but seldom goes to the floor. d. Few formal bills receive a hearing, but many are marked up and sent to the floor. e. Most formal bills receive a hearing, but few are marked up and sent to the floor. Answer: e Page Reference: pp. 187–194 A-head: Powers of Congress Learning Objective: O'Connor L.O. 6.4 Skill Level: Understand the Concepts -165-

Topic: Congress 34.

A committee report is written __________. a. after going to the Committee on Rules, but before a measure is marked up b. before going to the Committee on Rules, but after a measure is marked up c. only if requested by the minority leader d. only if requested by the president pro tempore e. only when a bill is reintroduced following a presidential veto Answer: b Page Reference: pp. 187–194 A-head: Powers of Congress Learning Objective: O'Connor L.O. 6.4 Skill Level: Understand the Concepts Topic: Congress

35.

Which of the following groups would be most likely to have influence over non-ideological legislation? a. party, constituents, and congressional staff b. party, constituents, and special interest groups c. party, constituents, and colleagues in Congress d. congressional staff and colleagues in Congress e. congressional staff and party Answer: d Page Reference: pp. 195–199 A-head: How Members Make Decisions Learning Objective: O’Connor L.O. 6.5 Skill Level: Understand the Concepts Topic: Congress

36.

What procedure or process limits debate of budget controversies to twenty hours, thereby ending the threat of a filibuster in the Senate? a. caucus b. cloture c. party conference d. programmatic requests e. reconciliation Answer: e Page Reference: pp. 187–194 A-head: Powers of Congress Learning Objective: O’Connor L.O. 6.4 Skill Level: Understand the Concepts Topic: Congress -166-

37.

Which is an example of logrolling in Congress? a. awarding a government contract to a campaign supporter b. introducing and sponsoring a bill c. sponsoring a bill in exchange for federal monies d. supporting a bill in exchange for support of one's own bill e. working to get federal monies for an interstate highway Answer: d Page Reference: pp. 195–199 A-head: How Members Make Decisions Learning Objective: O'Connor L.O. 6.5 Skill Level: Apply What You Know Topic: Congress

38.

What is the typical trajectory of a bill in the House of Representatives? a. introduction, committee referral, subcommittee, full committee report, rules committee, conference committee, send to president, full House vote b. introduction, committee referral, subcommittee, full committee report, rules committee, full House vote, conference committee, send to president c. introduction, committee referral, subcommittee, rules committee, full committee report, conference committee, full House vote, send to president d. introduction, committee referral, rules committee, subcommittee, full committee report, full House vote, conference committee, send to president e. introduction, subcommittee, committee referral, full committee report, rules committee, full House vote, conference committee, send to president Answer: b Page Reference: pp. 187–194 A-head: Powers of Congress Learning Objective: O'Connor L.O. 6.4 Skill Level: Apply What You Know Topic: Congress

39.

__________ is a good example of Congressional casework. a. Analysis of an incumbent's policy positions prior to a debate b. Analysis of police force effectiveness c. Analysis of water quality within a district d. Assistance to a constituent in obtaining a Social Security check e. Assistance to a federal agency operating within a member's district Answer: d Page Reference: pp. 175–179 A-head: The Members of Congress Learning Objective: O'Connor L.O. 6.2 -167-

Skill Level: Apply What You Know Topic: Congress 40.

In which event was there congressional oversight? a. the approval of President Obama’s 2008 budget b. the financial audit of Ohio in 2010 c. the Line Item Veto Act of 1996 d. the Supreme Court nomination of Clarence Thomas e. the Watergate scandal Answer: e Page Reference: pp. 187–194 A-head: Powers of Congress Learning Objective: O'Connor L.O. 6.4 Skill Level: Apply What You Know Topic: Congress

41.

What is the typical trajectory of a bill in the Senate? a. introduction, committee referral, subcommittee, full committee report, rules committee, conference committee, send to president, full Senate vote b. introduction, committee referral, subcommittee, full committee report, full Senate debate and vote, conference committee, send to president c. introduction, committee referral, subcommittee, rules committee, full committee report, conference committee, full Senate vote, send to president d. introduction, committee referral, rules committee, subcommittee, full committee report, full Senate vote, conference committee, send to president e. introduction, subcommittee, committee referral, full committee report, rules committee, full Senate vote, conference committee, send to president Answer: b Page Reference: pp. 187–194 A-head: Powers of Congress Learning Objective: O'Connor L.O. 6.4 Skill Level: Apply What You Know Topic: Congress

42.

Packing and cracking both draw district lines to the favor of the majority party, and thus, are two types of __________. a. gerrymandering b. lawmaking c. oversight d. reapportionment e. redistricting Answer: a -168-

Page Reference: pp. 175–179 A-head: The Members of Congress Learning Objective: O'Connor L.O. 6.2 Skill Level: Apply What You Know Topic: Congress 43.

A __________ is one tactic to signal the leadership that a Senate member may have objections to a bill. a. cloture b. hold c. markup d. pocket veto e. referral Answer: b Page Reference: pp. 187–194 A-head: Powers of Congress Learning Objective: O'Connor L.O. 6.4 Skill Level: Apply What You Know Topic: Congress

44.

The House minority leader __________. a. has authority over the selection of the president pro tempore b. has joint authority over which legislation goes to the floor c. is elected by the minority party d. is selected by the majority leader e. is selected by the Speaker of the House Answer: c Page Reference: pp. 179–187 A-head: How Congress Is Organized Learning Objective: O'Connor L.O. 6.3 Skill Level: Apply What You Know Topic: Congress

45.

Charged with the responsibility to __________, the __________ is almost certainly the most powerful committee in either chamber of Congress. a. grant and set procedural rules, House Committee on Rules b. investigate the performance of government, House Oversight and Government Reform Committee c. make decisions about money for authorized programs, the Senate Appropriations Committee d. set targets for spending and taxes, the House Budget Committee e. oversee nominations and the Department of Justice, Senate Judiciary Committee

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Answer: a Page Reference: pp. 179–187 A-head: How Congress Is Organized Learning Objective: O'Connor L.O. 6.3 Skill Level: Apply What You Know Topic: Congress 46.

This individual keeps close contact with all members of his or her party, counts votes for key legislation, prepares summaries of bills, and acts as a communications link within the party. a. committee chairperson b. majority/minority leader c. majority/minority whip d. president pro tempore e. Speaker of the House Answer: c Page Reference: pp. 179–187 A-head: How Congress Is Organized Learning Objective: O'Connor L.O. 6.3 Skill Level: Apply What You Know Topic: Congress

47.

Which statement about incumbency is most accurate? a. Incumbents have a huge advantage in reelection. b. Incumbents have a small advantage in reelection. c. Incumbents have no advantage in reelection. d. Incumbents only leave office when pressured by party leadership. e. Incumbents only leave office when they choose. Answer: a Page Reference: pp. 175–179 A-head: The Members of Congress Learning Objective: O'Connor L.O. 6.2 Skill Level: Apply What You Know Topic: Congress

48.

What best describes the purpose of the Government Accountability Office (GAO), established in 1921 as an independent agency? a. auditing the financial expenditures of the legislative and executive branches b. auditing the financial expenditures of state governments with federal monies c. auditing the financial expenditures of the executive branch and federal agencies d. monitoring congressional ethics and submitting findings to the Ethics Committee chair e. monitoring congressional ethics and submitting findings to the judiciary Answer: c -170-

Page Reference: pp. 195–199 A-head: How Members Make Decisions Learning Objective: O’Connor L.O. 6.5 Skill Level: Apply What You Know Topic: Congress 49.

In the event of a major scandal, which kind of committee would be convened to conduct a special investigation? a. a conference committee b. an investigative committee c. a joint committee d. a select/special committee e. a standing committee Answer: c Page Reference: pp. 179–187 A-head: How Congress Is Organized Learning Objective: O'Connor L.O. 6.3 Skill Level: Analyze It Topic: Congress

50.

Which example best demonstrates a legislator acting as a trustee of his or her constituency? a. A legislator considers public opinion, refining it with information and careful thought. b. A legislator does whatever is best for his or her reelection. c. A legislator follows the public opinion of his or her constituency. d. A legislator heeds public opinion in every case, except in matters of personal conscience. e. A legislator may follow his or her conscience unless public opinion is clear. Answer: a Page Reference: pp. 195–199 A-head: How Members Make Decisions Learning Objective: O'Connor L.O. 6.5 Skill Level: Analyze It Topic: Congress

51.

A lobbyist for the NRA would be most effective when targeting a legislator ___________. a. whose voting behavior supports gun control b. whose voting behavior opposes gun control c. with a large and mostly unoccupied support staff d. who wants cash for personal trips to gun shows e. who has likely never been to a gun show Answer: a Page Reference: pp. 195–199 A-head: How Members Make Decisions -171-

Learning Objective: O'Connor L.O. 6.5 Skill Level: Analyze It Topic: Congress 52.

Which of the following statements best describes the relationship between Congress and the Judiciary? a. Congress has the ability to review the constitutionality of Supreme Court decisions. b. Congress must be increasingly mindful of the Supreme Court’s reaction when it enacts new laws for the nation. c. Congress sets the jurisdiction of federal and state courts. d. In recent years, the Supreme Court has struck down congressional legislation at a rate of five laws per term. e. The Supreme Court has typically had an antagonistic relationship with Congress. Answer: b Page Reference: pp. 199–200 A-head: Toward Reform: Balancing Institutional Power Learning Objective: O’Connor L.O. 6.6 Skill Level: Analyze It Topic: Congress

53.

What occurs at a congressional party conference? a. Democrats meet to select leaders and determine objectives. b. Democrats review bills passed at the end of a session of Congress. c. Republicans and Democrats meet to build rapport and plan bills. d. Republicans meet to select leaders and determine objectives. e. Republicans review bills passed at the end of a session of Congress. Answer: d Page Reference: pp. 179–187 A-head: How Congress Is Organized Learning Objective: O'Connor L.O. 6.3 Skill Level: Analyze It Topic: Congress

54.

One example of the Framers' intent to insulate the Senate from the tyranny of the majority was to __________. a. give members lifetime appointments b. give the Senate authority to overturn a presidential veto without House ratification c. give the Senate authority to overturn a Supreme Court decision d. have members appointed by incumbent senators e. have members appointed by their respective state legislatures Answer: e Page Reference: pp. 171–174 -172-

A-head: Roots of the Legislative Branch of Government Learning Objective: O'Connor L.O. 6.1 Skill Level: Analyze It Topic: Congress 55.

Executive deference to senators in the appointment of judges to federal courts is __________. a. appointee preeminence b. committee referral c. congressional review d. reconciliation e. senatorial courtesy Answer: e Page Reference: pp. 187–194 A-head: Powers of Congress Learning Objective: O'Connor L.O. 6.4 Skill Level: Analyze It Topic: Congress

56.

How are committee chairs selected in the House? a. a subject knowledge test b. interviews to determine party loyalty c. joint decision of the majority and minority leaders d. seniority within the committee e. seniority within the party Answer: b Page Reference: pp. 179–187 A-head: How Congress Is Organized Learning Objective: O'Connor L.O. 6.3 Skill Level: Analyze It Topic: Congress

57.

What can be inferred from the current demographic composition of the Senate? a. It is more descriptively representative of African Americans than the House. b. It is more descriptively representative of women than the House. c. Senators are better educated than their House counterparts. d. Senate members tend to be poorer than their House counterparts. e. Senate members tend to be wealthier than their House counterparts. Answer: e Page Reference: pp. 175–179 A-head: The Members of Congress Learning Objective: O'Connor L.O. 6.2 -173-

Skill Level: Analyze It Topic: Congress 58.

Which response best reflects the dilemma of pork in legislation? a. Programmatic requests are always wasteful expenditures but are useful to politicians. b. Programmatic requests are beneficial to taxpayers but detrimental to reelection. c. Programmatic requests are typically beneficial to districts but allow the federal government to collect an undue share of tax revenue. d. Programmatic requests favor federal employees at the expense of state employees. e. Programmatic requests favor one district at the expense of all American taxpayers. Answer: e Page Reference: pp. 187–194 A-head: Powers of Congress Learning Objective: O’Connor L.O. 6.4 Skill Level: Analyze It Topic: Congress

59.

What best represents the trend of party polarization over the last three decades? a. Both Republicans and Democrats have become more conservative. b. Both Republicans and Democrats have become more liberal. c. Both Republicans and Democrats have become more moderate. d. Party polarization has decreased as bipartisanship has increased. e. Party polarization has increased as bipartisanship has decreased. Answer: e Page Reference: pp. 195–199 A-head: How Members Make Decisions Learning Objective: O'Connor L.O. 6.5 Skill Level: Analyze It Topic: Congress

60.

Although Congress authorized the expenditure of funds for many social problems, President Nixon refused to spend money appropriated for them. Frustrated by Nixon, Congress solidified its role in the budgetary process by __________. a. opening an inquiry into presidential malfeasance b. passing the Congressional Budget Act of 1974 c. passing the War Powers Resolution in 1973 d. using its power of oversight to censure the president e. using it power of oversight to impeach the president Answer: b Page Reference: pp. 187–194 A-head: Powers of Congress Learning Objective: O’Connor L.O. 6.4 -174-

Skill Level: Analyze It Topic: Congress

 True-False Questions 61.

Appropriations committees help determine the programs that will be funded, while authorizations committees determine the amount of monies to be distributed. Answer: FALSE Page Reference: pp. 187–194 A-head: Powers of Congress Learning Objective: O'Connor L.O. 6.4 Skill Level: Remember the Facts Topic: Congress

62.

The Framers made Congress a bicameral body because they were concerned that too strong a legislative branch would lead to tyranny. Answer: TRUE Page Reference: pp. 171–174 A-head: Roots of the Legislative Branch of Government Learning Objective: O'Connor L.O. 6.1 Skill Level: Remember the Facts Topic: Congress

63.

Legislators typically eschew casework, as it is burdensome to the staff and emphasizes benefits for individuals over the good of the whole district. Answer: FALSE Page Reference: pp. 175–179 A-head: The Members of Congress Learning Objective: O'Connor L.O. 6.2 Skill Level: Remember the Facts Topic: Congress

64.

A bill goes through markup in a full committee after a subcommittee votes in favor of it. Answer: TRUE Page Reference: pp. 187–194 A-head: Powers of Congress Learning Objective: O'Connor L.O. 6.4 Skill Level: Remember the Facts Topic: Congress

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65.

Studies show that legislators vote in conformity with the prevailing opinion of their district constituents about two-thirds of the time. Answer: TRUE Page Reference: pp. 195–199 A-head: How Members Make Decisions Learning Objective: O'Connor L.O. 6.5 Skill Level: Remember the Facts Topic: Congress

66.

The House currently has 435 members, but this number increases every ten years with the taking of the census, as mandated by the Constitution. Answer: FALSE Page Reference: pp. 171–174 A-head: Roots of the Legislative Branch of Government Learning Objective: O'Connor L.O. 6.1 Skill Level: Remember the Facts Topic: Congress

67.

The CBO was created in 1974 to evaluate the economic effects of different spending programs, and to provide information on the cost of proposed policies. Refer to Table 6.7, What are the Congressional Support Agencies? Answer: TRUE Page Reference: pp. 195–199 A-head: How Members Make Decisions Learning Objective: O’Connor L.O. 6.5 Skill Level: Remember the Facts Topic: Congress

68.

Especially since the presidency of Franklin D. Roosevelt, Congress has ceded to the president a major role in the legislative process. Answer: TRUE Page Reference: pp. 199–200 A-head: Toward Reform: Balancing Institutional Power Learning Objective: O’Connor L.O. 6.6 Skill Level: Understand the Concepts Topic: Congress

69.

Logrolling, or vote trading, was deemed unconstitutional by the Supreme Court following the Civil Rights Act of 1964. Answer: FALSE Page Reference: pp. 195–199 A-head: How Members Make Decisions Learning Objective: O'Connor L.O. 6.5 -176-

Skill Level: Understand the Concepts Topic: Congress 70.

A conference committee is comprised of members from the House and Senate committees that originally considered the bill. Answer: TRUE Page Reference: pp. 179–187 A-head: How Congress Is Organized Learning Objective: O'Connor L.O. 6.3 Skill Level: Understand the Concepts Topic: Congress

71.

In the face of inaction by House membership, a discharge petition signed by a majority can force a bill out of a committee and to the floor. Answer: TRUE Page Reference: pp. 179–187 A-head: How Congress Is Organized Learning Objective: O'Connor L.O. 6.3 Skill Level: Understand the Concepts Topic: Congress

72.

The vast majority of bills receive a subcommittee hearing, but not full passage. Answer: FALSE Page Reference: pp. 179–187 A-head: How Congress Is Organized Learning Objective: O'Connor L.O. 6.3 Skill Level: Understand the Concepts Topic: Congress

73.

The increasing partisanship and unproductivity of Congress have contributed to lower approval ratings of congressional members in recent years. Answer: TRUE Page Reference: pp. 199–200 A-head: Toward Reform: Balancing Institutional Power Learning Objective: O’Connor L.O. 6.6 Skill Level: Apply What You Know Topic: Congress

74.

Although the Constitution allows states to create their own legislative boundaries, gerrymandering in favor of any partisan or racial group is expressly forbidden by law. Answer: FALSE Page Reference: pp. 175–179 A-head: The Members of Congress -177-

Learning Objective: O'Connor L.O. 6.2 Skill Level: Apply What You Know Topic: Congress 75.

The necessary and proper clause allows Congress to increase the scope of its authority. Answer: TRUE Page Reference: pp. 171–174 A-head: Roots of the Legislative Branch of Government Learning Objective: O'Connor L.O. 6.1 Skill Level: Apply What You Know Topic: Congress

 Fill-in-the-Blank Questions 76.

The __________ is the counterpart to the majority leader in the House opposition party. Answer: minority leader Page Reference: pp. 179–187 A-head: How Congress Is Organized Learning Objective: O’Connor L.O. 6.3 Skill Level: Remember the Facts Topic: Congress

77.

__________ committees are standing committees that include members from both houses of Congress and are set up to conduct investigations or special studies. Answer: Joint Page Reference: pp. 179–187 A-head: How Congress Is Organized Learning Objective: O’Connor L.O. 6.3 Skill Level: Remember the Facts Topic: Congress

78.

The Constitution is vague about the __________ process, even though it remains Congress's ultimate oversight of the U.S. president. Answer: impeachment Page Reference: pp. 187–194 A-head: Powers of Congress Learning Objective: O’Connor L.O. 6.4 Skill Level: Remember the Facts Topic: Congress

79.

Congress may override a presidential veto with a(n) __________ vote in each chamber.

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Answer: two-thirds Page Reference: pp. 187–194 A-head: Powers of Congress Learning Objective: O’Connor L.O. 6.4 Skill Level: Remember the Facts Topic: Congress 80.

The Constitution specifies that the presiding officer of the Senate is the vice president; however, the __________ presides in the vice president’s absence. Answer: president pro tempore Page Reference: pp. 179–187 A-head: How Congress Is Organized Learning Objective: O’Connor L.O. 6.3 Skill Level: Remember the Facts Topic: Congress

81.

Only one member of Congress may __________ a bill at its introduction, though other members show support by placing their names on the legislation. Answer: sponsor Page Reference: pp. 187–194 A-head: Powers of Congress Learning Objective: O’Connor L.O. 6.4 Skill Level: Remember the Facts Topic: Congress

82.

The __________ established the congressional budgetary process we use today. Answer: Congressional Budget Act of 1974 Page Reference: pp. 187–194 A-head: Powers of Congress Learning Objective: O’Connor L.O. 6.4 Skill Level: Remember the Facts Topic: Congress

83.

After the Speaker, the next most powerful person in the House is the __________. Answer: majority leader Page Reference: pp. 179–187 A-head: How Congress Is Organized Learning Objective: O'Connor L.O. 6.3 Skill Level: Understand the Concepts Topic: Congress

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84.

At their party __________, Democrats will meet at the beginning of each new Congress to nominate or elect party officers, review committee assignments, discuss party policy, impose party discipline, set party themes, and coordinate media. Answer: caucus Page Reference: pp. 179–187 A-head: How Congress Is Organized Learning Objective: O'Connor L.O. 6.3 Skill Level: Understand the Concepts Topic: Congress

85.

Cloture is the only way to end a(n) __________. Answer: filibuster Page Reference: pp. 179–187 A-head: How Congress Is Organized Learning Objective: O'Connor L.O. 6.3 Skill Level: Understand the Concepts Topic: Congress

86.

Though individual senators are perceived as more powerful than their House counterparts, the chairperson of the Senate, or __________, is decidedly less powerful than the Speaker of the House. Answer: majority leader Page Reference: pp. 179–187 A-head: How Congress Is Organized Learning Objective: O'Connor L.O. 6.3 Skill Level: Understand the Concepts Topic: Congress

87.

The year __________ was significant because elections saw a record number of women, African Americans, and other minorities elected to Congress. Answer: 1992 Page Reference: pp. 175–179 A-head: The Members of Congress Learning Objective: O'Connor L.O. 6.2 Skill Level: Understand the Concepts Topic: Congress

88.

__________ decides who shall be recognized to speak on the House floor, and rules on points of order (with advice from the parliamentarian), among other responsibilities. Answer: The Speaker of the House Page Reference: pp. 179–187 A-head: How Congress Is Organized Learning Objective: O'Connor L.O. 6.3 -180-

Skill Level: Apply What You Know Topic: Congress 89.

Because they continue from one Congress to the next, __________ committees are permanent fixtures to which bills are referred for consideration. Answer: standing Page Reference: pp. 179–187 A-head: How Congress Is Organized Learning Objective: O'Connor L.O. 6.3 Skill Level: Apply What You Know Topic: Congress

90.

House members each represent approximately __________ per district. Answer: 713,000 Page Reference: pp. 171–174 A-head: Roots of the Legislative Branch of Government Learning Objective: O'Connor L.O. 6.1 Skill Level: Apply What You Know Topic: Congress

 Short Answer Questions 91.

Describe the balance of power between the three branches of government as intended by the Framers of the Constitution. Answer: An ideal response will: 1. Note that the Framers envisioned that Congress, the president, and the judiciary branch would have discrete powers and that one branch would be able to hold the others in check; these checks and balances were also designed to allow citizens to influence their government but temper the will of the people. 2. Describe how in times of crisis, Congress often willingly hands over its authority to the chief executive. 3. Note that the Supreme Court can review the constitutionality of acts of Congress while Congress plays an important role in defining the number of judges on each court and the boundaries of judicial districts and circuits. 4. Recall that Congress is the people’s branch of government, as citizens elect their representatives. Page Reference: pp. 199–200 A-head: Toward Reform: Balancing Institutional Power Learning Objective: O’Connor L.O. 6.6 Skill Level: Understand the Concepts Topic: Congress

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92.

Explain the roles of committee chairs in the House and Senate. Pay particular attention to their selection, responsibilities, and privileges. Answer: An ideal response will: 1. Explain that committee chairs enjoy tremendous power and privilege. 2. Identify responsibilities of the post, such as authorization to select all subcommittee chairs, to call meetings, and to recommend majority members to sit on conference committees. They have the power to kill a bill by refusing to hear it. 3. List privileges, such as a large committee staff or being the recipient of special favor from lobbyists. 4. Note that committee chairs in the House, unlike the Senate, are no longer selected by seniority. Rather, they are interviewed by party leaders to ensure party loyalty.

93.

Page Reference: pp. 179–187 A-head: How Congress Is Organized Learning Objective: O'Connor L.O. 6.3 Skill Level: Understand the Concepts Topic: Congress What special oversight function does the Senate have with respect to presidential appointments? How does this affect the president? Answer: An ideal response will: 1. State that the Senate is charged with the power to offer advice and consent on executive branch members and judicial branch nominees to federal courts. 2. Describe how senators often have considerable say in the nomination of judges from their states through senatorial courtesy. Presidents have often deferred to the senator of the state with the vacancy. Senators may submit a favorable or unfavorable review of a nominee though the "blue slip" process. This is a special courtesy afforded only to Senators signaling approval or disapproval of the president’s nominee early in the process preventing a more public confrontation later on. 3. Explain how the appointment procedure for high profile judges can be a showcase for partisanship. Page Reference: pp. 187–194 A-head: Powers of Congress Learning Objective: O’Connor L.O. 6.4 Skill Level: Understand the Concepts Topic: Congress

94.

What is the function of the House Committee on Rules? Why is it so important? Be sure to give examples of the rules the committee may use. Answer: An ideal response will: 1. Explain that the Committee on Rules decides how a bill will be debated on the floor, by the full House membership, following subcommittee review and markup.

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2. State that the House Committee on Rules is unique to the House of Representatives without a direct parallel in the Senate. This serves to make this committee powerful through its application of a closed or open rule that allows or prevents open debate. 3. Explain that a closed rule restricts amendments to the bill, aiding the bill's supporters. An open rule allows for a wider range of amendments, aiding those who oppose the bill as it stands. The majority party obtains a huge advantage in pushing through its legislation and thwarting the intent of opposition bills. Page Reference: pp. 179–187 A-head: How Congress Is Organized Learning Objective: O'Connor L.O. 6.3 Skill Level: Understand the Concepts Topic: Congress 95.

In 2010, Homeland Security provided Wyoming with over twice the funding per capita to combat terrorism than more populous and vulnerable states like New York. Despite the seeming misappropriation of Patriot Act funding, attempts to correct the distribution formula have floundered, as representatives from smaller states blocked amendments. Analyze this issue by considering the trustee model versus the delegate model of representation. Answer: An ideal response will: 1. Define the trustee model as one where representatives are elected to do what they think is best for their constituents, taking into consideration a longer timeframe and broader national picture, as described by Edmund Burke. 2. Define the delegate model as one where representatives are elected to do the bidding of the people who elected them. 3. Relates these models to the issue explaining that representatives in the smaller states are taking a delegate position to ensure the immediate needs of their constituents are met, by providing money for jobs and extra security. Representatives in the smaller states do not have an incentive to take a trustee position, which might cause them to sacrifice the immediate gratification of their districts for the good of the nation. Page Reference: pp. 195–199 A-head: How Members Make Decisions Learning Objective: O'Connor L.O. 6.5 Skill Level: Understand the Concepts Topic: Congress

96.

What circumstances led to the Congressional Budget Act of 1974 and what did it create? Answer: An ideal response will: 1. Recall that in 1921 Congress and President Harding passed legislation requiring the president to submit a budget to Congress; Congress could alter the allocation of appropriations but could not increase the total level of spending proposed by the president. -183-

2. Explain that due to conflict between a Democrat-controlled Congress and Republican President Nixon, Congress solidified its role in the budgetary process by passing the Congressional Budget Act of 1974. 3. Relate that the act created the Congressional Budget Office and established the congressional budgetary process in use today. 4. Describe how the CBO, a nonpartisan agency, helps members make accurate estimations of revenues and expenditures and lays out a plan for congressional action on the annual budget resolution, appropriations, reconciliation, and any other revenue bills. 5. Note that the Congressional Budget Act also includes a timetable intended to make sure that action on the budget occurs without unnecessary delay. Page Reference: pp. 187–194 A-head: Powers of Congress Learning Objective: O'Connor L.O. 6.4 Skill Level: Apply What You Know Topic: Congress 97.

Outline the main steps a bill takes to become a law, noting the differences between the House and Senate. Why it is so much easier for a bill to be killed than passed? Answer: An ideal response will: 1. Outline the major themes of the lawmaking process: bill introduction, subcommittee hearing and markup, full committee, Committee on Rules (House only), unanimous consent (Senate), full House or full Senate debate, Conference Committee and bill reconciliation, presidential approval or disapproval. 2. List the options for the president: approval with signature, no signature and bill becomes law after ten days if Congress is in session, no signature and bill repeats the whole process if Congress is out of session (pocket veto), or veto. A two-thirds majority vote in both the House and Senate is required to overcome a veto. 3. Note that at any given step, the bill may be held or killed off. Riders may be attached to obtain or thwart bill passage. Page Reference: pp. 187–194 A-head: Powers of Congress Learning Objective: O'Connor L.O. 6.4 Skill Level: Apply What You Know Topic: Congress

98.

Congress has three broad mandates: make laws, control the budget, and oversee the executive branch. List the main features of the oversight function. How does oversight tie into Congress's other mandates? Answer: An ideal response will: 1. Outline Congress's main oversight responsibilities: declaring war under the War Powers Resolution of 1973; the ability to nullify agency regulations via Congressional Review from the Congressional Review Act of 1996; confirmation of presidential appointees; and, impeachment of the president. -184-

2. Explain that the oversight function ensures that the executive branch enforces the law as intended in the legislation put forth by Congress. May mention that senatorial courtesy gives Congress the ability to offer advice and consent on judicial appointees. Also may note that impeachment is the ultimate oversight power over other federal officials. Page Reference: pp. 187–194 A-head: Powers of Congress Learning Objective: O'Connor L.O. 6.4 Skill Level: Apply What You Know Topic: Congress 99.

Explain the purpose, process, and potential problems associated with redistricting. Describe attempts by states and the federal government to solve redistricting problems. Were these solutions effective? Answer: An ideal response will: 1. Explain that the process of redrawing congressional districts is an effort to reflect increases or decreases in seats in the House of Representatives. 2. Assesses that in most cases, redistricting has been used as a partisan tool by the incumbent majority to create voting districts favorable to their reelection. Gerrymandering is a term given for this sort of partisan district creation. Packing and cracking describe whether district lines are drawn to give electoral favor to a particular group of constituents (packing), or to divide a block of opposition constituents (cracking). 3. Make note of attempts at positive gerrymandering such as the creation of majorityminority districts to encourage the fair representation of politically disenfranchised minority groups. Note the efforts of some states to make redistricting less political by outsourcing the drawing of district boundaries to private firms. 4. Make an argument based on previous statements as to the efficacy of these solutions. Page Reference: pp. 175–179 A-head: The Members of Congress Learning Objective: O'Connor L.O. 6.2 Skill Level: Apply What You Know Topic: Congress

100.

Political parties have a significant impact on the functioning of Congress. How does being in the majority benefit a party? How has party voting changed over the last several decades? Is this change a good thing? Why or why not? Answer: An ideal response will: 1. Describe features of political partisanship within Congress and their effects, such as party conferences or caucuses at the start of sessions giving unified purpose to a party agenda as well acting to enforce party discipline. 2. Discuss the advantages of majority membership such as selection of the Speaker of the House and the Senate's president pro tempore. The majority party also -185-

approves committee chairs (e.g., selection of House Committee on Rules chairperson). 3. Describe party division between Republicans and Democrats as having widened over the last several decades, leading to greater partisanship. Some reasons for the increase in party line voting include: changing regional bases of the parties (e.g., Deep South transformation from Democrat to Republican) and partisan conflict on the rise nationally among party activists and party advocacy groups. Ultimate causation is not completely understood but may be attributable directly to party affiliation or indirectly to the character of constituencies, or the ideological commitment of members of Congress. 4. Make a case for the underlying cause for bipartisan voting attributable to either the changing nature of constituents or the ideological bent of Congress members. Page Reference: pp. 195–199 A-head: How Members Make Decisions Learning Objective: O'Connor L.O. 6.5 Skill Level: Apply What You Know Topic: Congress 101.

Discuss concerns of the Framers in designing Congress through the Constitution. How is the legislature empowered? How is it constrained? Answer: An ideal response will: 1. Recognize that some Framers were concerned with government tyranny, but had to create an effective legislature. 2. Explain that Congress was given central authority over lawmaking in Article I, Section 1, of the Constitution. Article I, Section 8, lists the body's enumerated powers with the final clause, called the elastic or necessary and proper clause, giving Congress the implied power to carry out its other mandates. 3. Note that the Framers circumscribed Congressional power by crafting a bicameral legislature to encourage patient deliberation. Page Reference: pp. 171–174 A-head: Roots of the Legislative Branch of Government Learning Objective: O'Connor L.O. 6.1 Skill Level: Analyze It Topic: Congress

102.

Political rhetoric in campaigns often includes a challenger attempting to disparage the incumbent by labeling him or her a "Washington insider." Does being an incumbent make a politician more or less effective or corrupt? Be sure to weigh the pros and cons of incumbency on politicians and society. Answer: An ideal response will: 1. Recall that incumbents are far more likely to win a given election: over a ninety-six percent average. 2. List the advantages of incumbency, including: name recognition, credit claiming, franking privilege, casework, media access, campaign experience, and redistricting. -186-

3. Note some pitfalls of incumbency that may be used to challenge an incumbent. This could include perceptions of ineffective performance, or perceived character flaws. Party affiliation can be important, such as in the 2010 election, when only eight-seven percent of House members were reelected. Democrats were viewed more skeptically in the 2010 election. 4. Make an argument on the value of being an incumbent. Page Reference: pp. 175–179 A-head: The Members of Congress Learning Objective: O'Connor L.O. 6.2 Skill Level: Analyze It Topic: Congress 103.

Analyze the major factors that influence how members of Congress make decisions. Why do Congress members vote in conformity with their constituents’ prevailing opinions about two-thirds of the time? Compare and contrast models of representation in your response. Answer: An ideal response will: 1. Demonstrate awareness of the major categories of influence over legislators, including: political parties, constituents, colleagues and caucuses, interests groups (including lobbyists and PACs), congressional staff, and the president. 2. List and describe the models of representation, including: trustee, delegate, and politico. 3. Integrate these models into an analysis of congressional influence. Page Reference: pp. 195–199 A-head: How Members Make Decisions Learning Objective: O'Connor L.O. 6.5 Skill Level: Analyze It Topic: Congress

104.

Evaluate the evolution of the system of legislative oversight. How has the balance of power shifted between Congress and the executive branch? Answer: An ideal response will: 1. Note that the balance of power has fluctuated greatly over time between Congress and the president. 2. Recall that Congress was granted some favor by the Founders for fear of the president turning into a monarchy; congressional power was greatest in early U.S. history; following the New Deal, the president has played more of a role in proposing legislation, particularly spending. 3. Explain that Congress can use its oversight powers under the War Powers Resolution or the Congressional Review Act of 1966 to examine actions taken by the president 4. Relate that the Senate also has the authority to offer advice and consent on executive and judicial branch nominees; Congress’s ultimate oversight power is that of impeachment.

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Page Reference: pp. 187–194; pp. 199–200 A-head: Powers of Congress; Toward Reform: Balancing Institutional Power Learning Objective: O'Connor L.O. 6.4; 6.6 Skill Level: Analyze It Topic: Congress 105.

Address the purpose and main features of the congressional budgetary process as created by the Congressional Budget Act of 1974. Support your answer by using Table 6.6, What is the Timeline for the Congressional Budgetary Process? Answer: An ideal response will: 1. State that Congress enacted timeline legislation after failure by the executive to properly spend allotted funds. 2. Note that the president is required to submit a budget proposal to Congress to include requested levels of spending for the next year. 3. Demonstrate awareness of involvement by the CBO and Appropriations Committee in the process. Page Reference: pp. 187–194 A-head: Powers of Congress Learning Objective: O’Connor L.O. 6.4 Skill Level: Analyze It Topic: Congress

 Essay Questions 106.

Discuss the importance of the necessary and proper, or elastic, clause to the functioning of Congress. Evaluate the differences between enumerated and implied legislative powers. Note any important judicial decisions affecting these powers. How does this affect the federalist nature of American democracy? Has this clause been taken too far, or not far enough? Answer: An ideal response will: 1. Explain that Article I, Section 8, of the Constitution provides the legislative branch with many enumerated powers, the most important being the power to make laws and the power spend revenues. 2. Describe the elastic clause as the implied power for Congress to carry out duties other than its constitutionally explicit powers. 3. Recognize the tension in the system of checks and balances that this clause creates. 4. Stipulate that implied powers must be linked to an enumerated power to be constitutional. 5. Offer a substantiated opinion as to whether the elastic clause has been used appropriately, or reflects judicial overreach. 6. Conclude with a short summation.

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Page Reference: pp. 171–174 A-head: Roots of the Legislative Branch of Government Learning Objective: O’Connor L.O. 6.1 Skill Level: Understand the Concepts Topic: Congress 107.

You are a freshman member of the House of Representatives and want to represent your district to the best of your ability. You know that being on the right committee is crucial. What committee(s) would you most like to be on, and why? When and how might you become chair? What advantages will being on a committee offer you and your constituents? With what obstacles will you have to contend? Be sure to consider how your particular district affects your choices. Answer: An ideal response will: 1. Relate that committees are the most important influencers of the congressional agenda, and that committee chairs are the most important influencers of the committee agenda. 2. Make a committee choice with direct relevance to the economy or dynamics of the student legislator's home state. A student may also aspire to the House Rules or Ways and Means Committees, both of which possess inherent power. 3. Note that committee chairs in the House are no longer selected based solely on the seniority system, but by demonstrating party loyalty via interview to the majority party leadership. This forces the legislator to toe the party line on key decisions. However, straying too far from the will of one's constituency could prove disastrous for reelection. 4. Answer should include information on the benefits of chairmanship, such as control over legislation, deference from other legislators, and preferential treatment by lobbyists. Page Reference: pp. 179–187 A-head: How Congress Is Organized Learning Objective: O’Connor L.O. 6.3 Skill Level: Apply What You Know Topic: Congress

108.

In your opinion, what is the best way for congressional members to represent the interests of their constituents? What factors do you think should influence members of Congress most strongly when they make decisions? Answer: An ideal response will: 1. Describe the three theories of representation: trustee, delegate, and politico. 2. Explain which model of representation the student believes is most appropriate for congressional members to follow, with a strong argument to support this opinion. 3. Note that the various factors that influence members of Congress include political parties, constituents, interest groups and lobbyists, and staff and support agencies. 4. Make a clear argument as to which influences should be primary factors in decision making in Congress, with evidence to support this point of view. -189-

5. Conclude with a short summation. Page Reference: pp. 195–199 A-head: How Members Make Decisions Learning Objective: O'Connor L.O. 6.5 Skill Level: Apply What You Know Topic: Congress 109.

In a perfectly apportioned system, no citizen's vote weighs more than another's. The U.S. Senate is one of the most malapportioned representative bodies in the developed and democratized world. What accounts for this? Does this jeopardize American democracy or facilitate it? Why? Answer: An ideal response will: 1. Recount the intent of the Framers in balancing the will of the people against cool, collected consideration of policy issues. 2. Describe how the Seventeenth Amendment made the Senate more accountable by establishing direct election of senators. 3. Examine the current demographics of the Senate in contrast to the public, noting senators tend to be wealthier, more educated, racially homogenous (white), and male, compared to the public and even the House of Representatives. 4. Discuss the merits of elite representation as opposed to a less educated, poorer, racially and gender proportionate governing class. 5. Formulate an argument on representativeness versus “effectiveness” in American democracy. 6. Offer a conclusion restating the main points of the argument. Page Reference: pp. 171–174; pp. 175–179 A-head: Roots of the Legislative Branch of Government; The Members of Congress Learning Objective: O'Connor L.O. 6.1; 6.2 Skill Level: Analyze It Topic: Congress

110.

Using the War Powers Resolution of 1973 as a case study, examine the rise or decline of congressional oversight over the executive branch. Does this resolution stand as the rule or the exception to the trend? Make an argument as to whether or not Congress has usurped too much authority or not enough. Would you make any changes to congressional oversight as it exists today? Answer: An ideal response will: 1. Trace the history of the War Powers Resolution as a belated reaction to the Johnson administration’s entry into Vietnam. 2. Assess whether or not this resolution is indicative of a general pattern of congressional power usurpation or whether it is another example of ineffective policy. 3. Provide examples of its use or disuse since the passage of the resolution, and cite other examples of congressional oversight to formulate a trend in the relative balance of power between the executive and legislative branches. -190-

4. Offer an analysis of the War Powers Resolution’s overall utility, offering suggestions. Page Reference: pp. 187–194 A-head: Powers of Congress Learning Objective: O’Connor L.O. 6.4 Skill Level: Analyze It Topic: Congress

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7 The Presidency  Multiple-Choice Questions 1.

Which one of the powers listed below is a constitutional power that the president shares with the Senate? a. making treaties b. commissioning officers c. granting pardons d. receiving foreign ambassadors e. replacing Cabinet heads Answer: a Page Reference: pp. 212–217 A-head: The Constitutional Powers of the President Learning Objective: O’Connor L.O. 7.2 Skill Level: Remember the Facts Topic: The Presidency

Which institutional resource is closest to the president? a. Executive Office of the President b. White House staff c. the Cabinet d. the vice president e. Joint Chiefs of Staff Answer: b Page Reference: pp. 221–225 A-head: The Presidential Establishment Learning Objective: O’Connor L.O. 7.4 Skill Level: Remember the Facts Topic: The Presidency

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In which institutional resource are leaders both appointed by the president and approved by the Senate? a. Executive Office of the President b. White House staff c. the Cabinet d. Council of Economic Advisors e. Federal Reserve Answer: c Page Reference: pp. 212–217 A-head: The Constitutional Powers of the President Learning Objective: O’Connor L.O. 7.2 Skill Level: Remember the Facts Topic: The Presidency

Which of these became an official presidential qualification in 1951? a. natural born citizen b. at least 35 years old c. resident of the United States for two years d. a maximum of two terms e. a college degree Answer: d Page Reference: pp. 207–212 A-head: Roots of the Office of President of the United States Learning Objective: O’Connor L.O. 7.1 Skill Level: Remember the Facts Topic: The Presidency

What is executive privilege? a. the ability to refuse to spend money appropriated by Congress b. the ability to veto programmatic requests in a bill c. the power to declare war or initiate a police action d. the right to direct the policy of federal agencies e. the right to keep communications confidential to the presidency Answer: e Page Reference: pp. 207–212 A-head: Roots of the Office of President of the United States Learning Objective: O’Connor L.O. 7.1 Skill Level: Remember the Facts Topic: The Presidency

Who has the role of breaking a tie in the Senate?

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a. president b. Senate majority leader c. Speaker of the House d. vice president e. White House chief of staff Answer: d Page Reference: pp. 207–212 A-head: Roots of the Office of President of the United States Learning Objective: O’Connor L.O. 7.1 Skill Level: Remember the Facts Topic: The Presidency 7.

Historically, vice-presidential candidates are chosen to __________. a. help set the president’s agenda b. mentor the president c. politically balance the ticket d. succeed the president in the next election e. take over as president in an emergency Answer: c Page Reference: pp. 221–225 A-head: The Presidential Establishment Learning Objective: O’Connor L.O. 7.4 Skill Level: Remember the Facts Topic: The Presidency

What does the Twenty-Second Amendment do? a. requires that presidents are natural born citizens b. requires that presidents serve only two terms c. requires the president to be a resident of the United States for two years d. requires the president to be at least thirty-five years old e. requires the president to have a college degree Answer: b Page Reference: pp. 207–212 A-head: Roots of the Office of President of the United States Learning Objective: O’Connor L.O. 7.1 Skill Level: Remember the Facts Topic: The Presidency

Which first lady acted as a surrogate for her partially paralyzed husband? a. Abigail Adams b. Edith Bolling Galt Wilson c. Eleanor Roosevelt -194-

d. Martha Washington e. Nancy Davis Reagan Answer: b Page Reference: pp. 221–225 A-head: The Presidential Establishment Learning Objective: O’Connor L.O. 7.4 Skill Level: Remember the Facts Topic: The Presidency 10.

Which presidential power is balanced by required approval of the Senate with a two-thirds vote? a. extending diplomatic recognition to foreign governments b. terminating relations with other nations c. negotiating treaties with other nations d. negotiating executive agreements with foreign heads of state e. resolving funding for budget agenda Answer: c Page Reference: pp. 212–217 A-head: The Constitutional Powers of the President Learning Objective: O’Connor L.O. 7.2 Skill Level: Remember the Facts Topic: The Presidency

11.

Congress can remove a president through __________. a. veto b. executive privilege c. executive order d. impeachment e. filibuster Answer: d Page Reference: pp. 207–212 A-head: Roots of the Office of President of the United States Learning Objective: O’Connor L.O. 7.1 Skill Level: Remember the Facts Topic: The Presidency

12.

Whom did the Framers expect to be the first president of the United States? a. Benjamin Franklin b. George Washington c. John Adams d. Patrick Henry e. Thomas Jefferson -195-

Answer: b Page Reference: pp. 207–212 A-head: Roots of the Office of President of the United States Learning Objective: O’Connor L.O. 7.1 Skill Level: Remember the Facts Topic: The Presidency 13.

What has to happen in Congress before the president can be impeached? a. The House can impeach the president by a simple majority; the Senate does not have a vote. b. The Senate can impeach the president by a simple majority; the House does not have a vote. c. The House can impeach the president by a simple majority; the Senate needs a two-thirds majority. d. The Senate can impeach the president with a two-thirds majority; the House does not have a vote. e. The House and Senate must both have a two-thirds majority. Answer: c Page Reference: pp. 207–212 A-head: Roots of the Office of President of the United States Learning Objective: O’Connor L.O. 7.1 Skill Level: Remember the Facts Topic: The Presidency

14.

Which of these presidents is arguably the first modern president? a. Franklin Delano Roosevelt b. Herbert Hoover c. Ronald Reagan d. Theodore Roosevelt e. Woodrow Wilson Answer: a Page Reference: pp. 217–220 A-head: The Development and Expansion of Presidential Power Learning Objective: O’Connor L.O. 7.3 Skill Level: Remember the Facts Topic: The Presidency

15.

Throughout most of its history, which was considered an insignificant office? a. attorney general b. chief of staff c. secretary of state d. Speaker of the House -196-

e. vice president Answer: e Page Reference: pp. 221–225 A-head: The Presidential Establishment Learning Objective: O’Connor L.O. 7.4 Skill Level: Remember the Facts Topic: The Presidency 16.

Which presidential oversight includes the State of the Union address? a. The president can issue executive orders and party agenda. b. The president is commander in chief of the armed forces. c. The president is in charge of federal departments and agencies. d. The president is the negotiator in chief with foreign nations. e. The president must inform and convene Congress. Answer: e Page Reference: pp. 212–217 A-head: The Constitutional Powers of the President Learning Objective: O’Connor L.O. 7.2 Skill Level: Remember the Facts Topic: The Presidency

17.

Which executive power was intended as a “qualified negative” by the Framers? a. the power over the military b. the power to appoint judges c. the power to make treaties d. the power to pardon e. the power to veto Answer: e Page Reference: pp. 212–217 A-head: The Constitutional Powers of the President Learning Objective: O’Connor L.O. 7.2 Skill Level: Remember the Facts Topic: The Presidency

18.

According to the Constitution, how is the president supposed to be elected? a. appointment through Congress b. appointment through state legislatures c. direct election by popular vote d. election through the Electoral College e. party primaries followed by popular vote Answer: d -197-

Page Reference: pp. 207–212 A-head: Roots of the Office of President of the United States Learning Objective: O’Connor L.O. 7.1 Skill Level: Understand the Concepts Topic: The Presidency 19.

Which of the following is an example of the rally-round-the-flag effect? a. George H. W. Bush was reelected after winning the first Gulf War. b. Jimmy Carter gained respect during his handling of the Iranian hostage crisis. c. During the Watergate investigation, Richard Nixon’s approval ratings soared. d. George W. Bush’s popularity was boosted following the 9/11 terrorist attacks. e. Ronald Reagan’s approval rating increased sharply during the Iran-Contra scandal. Answer: d Page Reference: pp. 225–229 A-head: Presidential Leadership and the Importance of Public Opinion Learning Objective: O’Connor L.O. 7.5 Skill Level: Understand the Concepts Topic: The Presidency

20.

The use of __________ in foreign matters is an example of the president acting as a global leader. a. pocket vetoes b. executive privilege c. executive agreements d. executive orders e. signing statements Answer: c Page Reference: pp. 212–217 A-head: The Constitutional Powers of the President Learning Objective: O’Connor L.O. 7.2 Skill Level: Understand the Concepts Topic: The Presidency

21.

What is the purpose of the Council of Economic Advisers? a. to advise the president on economic policy b. to assess legislative proposals for budgetary issues c. to lobby Congress in defense of the president’s budget d. to prepare the president’s budget e. to review and recommend agency spending Answer: a Page Reference: pp. 221–225 A-head: The Presidential Establishment -198-

Learning Objective: O’Connor L.O. 7.4 Skill Level: Understand the Concepts Topic: The Presidency 22.

Which best describes the president’s constitutional duty to Congress? a. The president must give Congress an occasional update on the state of the union. b. The president must have at least one Cabinet member of the opposing party. c. The president must inform Congress of actions potentially leading to war. d. The president must inform Congress of the reasoning behind a veto. e. The president must maintain party support in Congress. Answer: a Page Reference: pp. 212–217 A-head: The Constitutional Powers of the President Learning Objective: O’Connor L.O. 7.2 Skill Level: Understand the Concepts Topic: The Presidency

23.

Which is one of the reasons that power and responsibility of the presidency has grown? a. Congress has grown weaker. b. The United States became a simple free market economy. c. The President’s role increased, so the role of government could decrease. d. Modern presidents have to exercise powers as commander in chief, while earlier presidents did not. e. The United States became a world power. Answer: e Page Reference: pp. 217–220 A-head: The Development and Expansion of Presidential Power Learning Objective: O’Connor L.O. 7.3 Skill Level: Understand the Concepts Topic: The Presidency

24.

What role was Thomas Jefferson performing as president when he made the Louisiana Purchase? a. chief executive b. chief of staff c. chief diplomat d. chief legislator e. chief of state Answer: a Page Reference: pp. 217–220 A-head: The Development and Expansion of Presidential Power Learning Objective: O’Connor L.O. 7.3 -199-

Skill Level: Understand the Concepts Topic: The Presidency 25.

What role does a president play when celebrating a national holiday? a. chief of state b. chief of staff c. chief diplomat d. chief legislator e. chief executive Answer: a Page Reference: pp. 212–217 A-head: The Constitutional Powers of the President Learning Objective: O’Connor L.O. 7.2 Skill Level: Understand the Concepts Topic: The Presidency

26.

Which examines the cost implications of a proposed bill? a. secretary of the treasury b. Office of Management and Budget c. secretary of commerce d. chief of staff e. federal reserve Answer: b Page Reference: pp. 221–225 A-head: The Presidential Establishment Learning Objective: O’Connor L.O. 7.4 Skill Level: Understand the Concepts Topic: The Presidency

27.

Why is there the potential for conflict over virtually all aspects of government? a. National legislatures choose the chief executives, so the unified parties need to be in control. b. All constitutional powers are shared. c. There is always a divided government. d. Parties have been ideologically incohesive since the mid-1990s. e. There are no checks and balances between the executive and legislative branches of government. Answer: b Page Reference: pp. 217–220 A-head: The Development and Expansion of Presidential Power Learning Objective: O’Connor L.O. 7.3 Skill Level: Understand the Concepts -200-

Topic: The Presidency 28.

In order to prevent tyranny, what did Benjamin Franklin think had to be included in the Constitution? a. a resolution to limit the president’s power to send troops into battle b. a process for dealing with a vacancy in the office of the president c. a process of impeachment d. a limit to the number of terms a president can serve e. a process for the people to directly elect the president Answer: c Page Reference: pp. 207–212 A-head: Roots of the Office of President of the United States Learning Objective: O’Connor L.O. 7.1 Skill Level: Understand the Concepts Topic: The Presidency

29.

Which presidential power gives the president the ability to control what happens inside departments and agencies during their terms and to shape the federal judiciary (including the Supreme Court) far into the future? a. appointment b. veto c. pardon d. take care e. impeachment Answer: a Page Reference: pp. 212–217 A-head: The Constitutional Powers of the President Learning Objective: O’Connor L.O. 7.2 Skill Level: Understand the Concepts Topic: The Presidency

30.

Bill Clinton launching his health care reform proposals on Nightline is an example of what type of strategy? a. lobbying b. executive privilege c. going public d. rally-round-the-flag e. twisting arms Answer: c Page Reference: pp. 225–229 A-head: Presidential Leadership and the Importance of Public Opinion Learning Objective: O’Connor L.O. 7.5 -201-

Skill Level: Understand the Concepts Topic: The Presidency 31.

Presidents with high levels of __________ have an easier time influencing Congress, while those with low levels find influencing Congress more difficult. a. public approval b. executive privilege c. impeachment power d. treaty negotiation techniques e. third-party connections Answer: a Page Reference: pp. 225–229 A-head: Presidential Leadership and the Importance of Public Opinion Learning Objective: O’Connor L.O. 7.5 Skill Level: Understand the Concepts Topic: The Presidency

32.

Which group’s major function is to help presidents execute laws and make decisions? a. the White House staff b. the Executive Office of the President c. the first lady d. the Cabinet e. the Supreme Court Answer: d Page Reference: pp. 221–225 A-head: The Presidential Establishment Learning Objective: O’Connor L.O. 7.4 Skill Level: Understand the Concepts Topic: The Presidency

33.

Which is a group of presidential advisers? This group is too large and too diverse to serve as a collective board. a. the White House staff b. the Executive Office of the President c. the office of the vice president d. the Cabinet e. the Supreme Court Answer: a Page Reference: pp. 221–225 A-head: The Presidential Establishment Learning Objective: O’Connor L.O. 7.4 Skill Level: Understand the Concepts -202-

Topic: The Presidency 34.

What is the role of the National Security Council? a. to advise the president on national security b. to keep the president and first family secure c. to manage and advise the president on the armed forces d. to provide intelligence on national security to the president and Congress e. to work independently of the executive on national security Answer: a Page Reference: pp. 221–225 A-head: The Presidential Establishment Learning Objective: O’Connor L.O. 7.4 Skill Level: Understand the Concepts Topic: The Presidency

35.

Which president set the precedent of the chief executive’s prominent role in foreign affairs? a. Abraham Lincoln b. Thomas Jefferson c. George Washington d. Andrew Jackson e. Woodrow Wilson Answer: c Page Reference: pp. 217–220 A-head: The Development and Expansion of Presidential Power Learning Objective: O’Connor L.O. 7.3 Skill Level: Understand the Concepts Topic: The Presidency

36.

How did Lincoln defend his decision to order a blockade of southern ports without the approval of Congress? a. He stated that he had received approval from the Supreme Court for the action. b. He claimed that the Constitution was not clear about his powers and therefore he could take action and do what he thought best in any situation. c. He used his power of veto to go around Congress on the issue. d. He claimed that the inherent powers of his office allowed him to circumvent the Constitution in a time of war or national crisis. e. He claimed the Twenty-Fifth Amendment gave him that decision-making power. Answer: d Page Reference: pp. 217–220 A-head: The Development and Expansion of Presidential Power Learning Objective: O’Connor L.O. 7.3 Skill Level: Understand the Concepts -203-

Topic: The Presidency 37.

In which way do modern presidents differ from the original intentions of the Framers of the Constitution? a. Modern presidents are considerably less democratic than the Framers originally intended. b. Modern presidents have greater power as leaders of their political parties than the Framers originally intended. c. Modern presidents are much more influential in the legislative process than the Framers originally intended. d. Modern presidents are much less partisan than the Framers originally intended. e. Modern presidents are more subservient to the will of Congress than the Framers originally intended. Answer: c Page Reference: pp. 229–232 A-head: Toward Reform: The President as Policy Maker Learning Objective: O’Connor L.O. 7.6 Skill Level: Apply What You Know Topic: The Presidency

38.

How might presidents use their powers of persuasion in the legislative process? a. in leading public opinion to support their policy agendas b. through the impoundment of funds to prevent the implementation of specific laws c. in leading public opinion to support signing statements on key pieces of legislation d. in selecting majority and minority leaders in Congress e. through direct lobbying of regulatory bureaucrats on the implementation of policy details Answer: a Page Reference: pp. 225–229 A-head: Presidential Leadership and the Importance of Public Opinion Learning Objective: O’Connor L.O. 7.5 Skill Level: Apply What You Know Topic: The Presidency

39.

Why does the perception of a mandate matter in presidential politics? a. Since public approval has become much more important to modern presidents, most presidents rely on the mandate and the polls to measure their popularity and increase their approval ratings. b. The presidential mandate claimed by modern presidents makes it easier for them to get their choices of Supreme Court justices approved than in the past. c. Because Congress sees the president as holding a mandate of the people, the legislators do not block the president’s agenda as vehemently as legislators in the past did. d. The president’s mandate consists of the modern perception among members of Congress that, by virtue of having been elected, the president has the ability to manage the bureaucracy. -204-

e. Because modern presidents are more dependent on the people for election and more involved in policy making than early presidents, they are prone to claim the mandate of the people when governing. Answer: e Page Reference: pp. 225–229 A-head: Presidential Leadership and the Importance of Public Opinion Learning Objective: O’Connor L.O. 7.5 Skill Level: Apply What You Know Topic: The Presidency 40.

How is a vice presidential vacancy filled? a. The Cabinet nominates a new vice president, to be approved by Congress. b. The president appoints a new vice president. c. The president appoints a new vice president, to be approved by Congress. d. The Senate appoints a new vice president. e. The Senate nominates a new vice president, retained by general election. Answer: b Page Reference: pp. 207–212 A-head: Roots of the Office of President of the United States Learning Objective: O’Connor L.O. 7.1 Skill Level: Apply What You Know Topic: The Presidency

41.

Which of the following statements best characterizes the nature of the conflict between presidents and Congress? a. The conflict is a by-product of the weakening of American political parties. b. The conflict is integral to the design of the Constitution, deliberately intended by the authors of the constitution. c. The conflict is a by-product of the recent polarization of the American party system. d. The conflict is a by-product solely of divided government. e. The conflict intensifies when Republicans control the presidency and Democrats control Congress. Answer: b Page Reference: pp. 217–220 A-head: The Development and Expansion of Presidential Power Learning Objective: O’Connor L.O. 7.3 Skill Level: Apply What You Know Topic: The Presidency

42.

Which of the following statements best describes contemporary relationships between presidents and Congress? a. They are always passive, with Congress dominating the executive branch. -205-

b. They are consensual in times of economic growth. c. They are generally antagonistic. d. They are generally hostile during periods of unified government. e. They are always antagonistic during periods of foreign conflict. Answer: c Page Reference: pp. 217–220 A-head: The Development and Expansion of Presidential Power Learning Objective: O’Connor L.O. 7.3 Skill Level: Apply What You Know Topic: The Presidency 43.

How has the office of vice president changed over the years? a. The vice president is no longer trusted as he once was. b. The vice president, who once was very involved, is now frozen out of the policy-making process. c. The vice president has been more involved in the policy-making process in recent years than in the past. d. The vice president used to be involved in important tasks, but now spends most of his time acting as a figurehead. e. The vice presidency has become a prerequisite for the presidency. Answer: c Page Reference: pp. 221–225 A-head: The Presidential Establishment Learning Objective: O’Connor L.O. 7.4 Skill Level: Apply What You Know Topic: The Presidency

44.

Which of the following leadership abilities is critical to presidential success? a. the ability to enter into executive agreements b. the ability to write legislation c. the ability to persuade members of Congress and the American public d. the ability to negotiate treaties e. the ability to declare war Answer: c Page Reference: pp. 225–229 A-head: Presidential Leadership and the Importance of Public Opinion Learning Objective: O’Connor L.O. 7.5 Skill Level: Apply What You Know Topic: The Presidency

45.

How might rallying events affect presidential politics?

-206-

a. Rallying events lead to drops in presidential approval ratings, making passage of their agendas more difficult. b. Rallying events have no effect on presidential politics. c. Rallying events make presidents more politically cautious. d. Rallying events tend to temporarily increase presidential approval ratings, providing windows of opportunity to press for action on their agendas. e. Rallying events permanently increase presidential approval ratings, guaranteeing reelection. Answer: d Page Reference: pp. 225–229 A-head: Presidential Leadership and the Importance of Public Opinion Learning Objective: O’Connor L.O. 7.5 Skill Level: Apply What You Know Topic: The Presidency 46.

When might citizens be particularly concerned about an expansion of presidential power? a. when they support the president’s agenda b. in times of economic crisis c. during presidential election years d. when they oppose the president’s agenda e. in times of relative peace and prosperity Answer: d Page Reference: pp. 217–220 A-head: The Development and Expansion of Presidential Power Learning Objective: O’Connor L.O. 7.3 Skill Level: Apply What You Know Topic: The Presidency

47.

What would be different, with respect to the institution of the presidency, if Franklin D. Roosevelt had not won the 1932 election? a. The institution of the presidency would be less connected to the people. b. The federal bureaucracy would have grown faster. c. The president would have greater influence over the creation of new programs. d. The president would have less influence on the conduct of war. e. The public would have greater expectations that the president is responsible for policy initiatives. Answer: a Page Reference: pp. 217–220 A-head: The Development and Expansion of Presidential Power Learning Objective: O’Connor L.O. 7.3 Skill Level: Apply What You Know Topic: The Presidency

48.

Refer to Table 7.3. Which statement best describes Bill Clinton’s veto history? -207-

a. Clinton did not pocket veto any bills. b. Clinton had fewer vetoes overturned than Theodore Roosevelt. c. Clinton had more vetoes overturned than John F. Kennedy. d. Clinton vetoed fewer bills than Franklin D. Roosevelt. e. Clinton vetoed more bills than George W. Bush. Answer: c Page Reference: pp. 212–217 A-head: The Constitutional Powers of the President Learning Objective: O’Connor L.O. 7.2 Skill Level: Apply What You Know Topic: The Presidency 49.

Based on what you know about election history, what is the most likely reason Senator John McCain chose Governor Sarah Palin as his running mate in 2008? a. Palin appealed to a younger demographic. b. Palin balanced McCain’s lack of experience. c. Palin was more conservative than McCain. d. Palin appealed to urban working mothers. e. No other candidate had been from Alaska. Answer: c Page Reference: pp. 221–225 A-head: The Presidential Establishment Learning Objective: O’Connor L.O. 7.4 Skill Level: Analyze It Topic: The Presidency

50.

What distinguishes the modern presidency from the institution originally envisioned by the Framers of the Constitution? a. The modern presidency has become the central focus of American politics since the 1930s, supplanting Congress as the “first branch” of government. b. The modern presidency is less involved in the development of foreign policy than the Framers intended. c. Modern presidents exhibit a greater level of deference to Congress in budgetary matters than the Framers intended. d. Modern presidents are much less democratic than the Framers intended. e. Modern presidents are more cautious in advocating for their legislative agendas than the Framers intended. Answer: a Page Reference: pp. 207–212 A-head: Roots of the Office of President of the United States Learning Objective: O’Connor L.O. 7.1 Skill Level: Analyze It -208-

Topic: The Presidency 51.

Which word best describes the language used by the Framers to describe the office of the president? a. exact b. static c. deferential d. florid e. vague Answer: e Page Reference: pp. 207–212 A-head: Roots of the Office of President of the United States Learning Objective: O’Connor L.O. 7.1 Skill Level: Analyze It Topic: The Presidency

52.

What was the turning point that gave rise to the modern institutional presidency? a. the social strife arising from the civil rights movement b. the economic and social turmoil of the Great Depression c. the demands of managing a modern army during World War I d. the rise and importance of television as a mechanism that brought the president into the living rooms of American citizens e. the rapid contraction of government following the conclusion of World War II Answer: b Page Reference: pp. 207–212 A-head: Roots of the Office of President of the United States Learning Objective: O’Connor L.O. 7.1 Skill Level: Analyze It Topic: The Presidency

53.

Why was it significant that George Washington was the first person elected to the presidency? a. His ambitions greatly expanded the powers of the presidency. b. His early actions served to establish important precedents that greatly increased the political legitimacy of the office. c. His military leadership as president was critical during the War of 1812. d. His ambitions set up an early struggle between Congress and the presidency. e. His early actions served to weaken the office of the presidency, making it subservient to Congress for much of American history. Answer: b Page Reference: pp. 207–212 A-head: Roots of the Office of President of the United States -209-

Learning Objective: O’Connor L.O. 7.1 Skill Level: Analyze It Topic: The Presidency 54.

What distinguishes modern presidents from early presidents? a. Modern presidents are much more liberal than early presidents. b. Modern presidents are much less active in the formulation of policy than early presidents. c. Modern presidents are much more active in the formulation of policy than early presidents. d. Modern presidents are much less prone to engage in international conflicts than early presidents. e. Modern presidents are much more conservative than early presidents. Answer: c Page Reference: pp. 217–220 A-head: The Development and Expansion of Presidential Power Learning Objective: O’Connor L.O. 7.3 Skill Level: Analyze It Topic: The Presidency

55.

How does the White House staff differ from the president’s Cabinet? a. The White House staff has greater access to and more influence on the president than the Cabinet. b. The Cabinet has more access to the president than the White House staff. c. The president can fire the White House staff but only Congress can dismiss a member of the Cabinet. d. The Cabinet is less democratic and less accountable than the White House staff. e. The White House staff has less specialized policy knowledge than the Cabinet. Answer: a Page Reference: pp. 221–225 A-head: The Presidential Establishment Learning Objective: O’Connor L.O. 7.4 Skill Level: Analyze It Topic: The Presidency

56.

Which of the following statements provides the best characterization of the members of the White House staff? a. The White House staff is a loose collection of bureaucrats who are loyal to executive agencies. b. The White House staff is composed of individuals personally and politically close to the president chosen specifically to serve the president’s needs. c. The White House staff is composed of policy specialists who have little personal loyalty to the president.

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d. The White House staff is the link between executive agencies in the bureaucracy and Congress. e. The White House staff advises members of the Cabinet on how best to serve the needs of president. Answer: b Page Reference: pp. 221–225 A-head: The Presidential Establishment Learning Objective: O’Connor L.O. 7.4 Skill Level: Analyze It Topic: The Presidency 57.

Why was the Twenty-Fifth Amendment to the Constitution adopted? a. to clear up ambiguities over the constitutional provisions surrounding presidential powers to conduct war b. to clear up ambiguities over the constitutional provisions surrounding the role of the vice president should the president die or become incapacitated c. to clear up ambiguities over the constitutional provisions surrounding the president’s powers to negotiate treaties d. to clear up ambiguities over the constitutional provisions surrounding the separate election of the vice president e. to clear up ambiguities over the constitutional provisions surrounding the separation of powers between the executive branch and the legislative branch Answer: b Page Reference: pp. 207–212 A-head: Roots of the Office of President of the United States Learning Objective: O’Connor L.O. 7.1 Skill Level: Analyze It Topic: The Presidency

58.

The number of presidential vetoes __________. a. decreased after the early 1800s b. has risen with increased bipartisanship in Congress c. tends to increase in times of war d. was highest during the Reagan administration e. was lowest during the Truman administration Answer: a Page Reference: pp. 212–217 A-head: The Constitutional Powers of the President Learning Objective: O’Connor L.O. 7.2 Skill Level: Analyze It Topic: The Presidency

59.

Why was the War Powers Resolution (1973) adopted by Congress? -211-

a. to expand the powers of the president in the conduct of war b. to limit the powers of the military-industrial complex in influencing foreign policy c. to reinvigorate the role of Congress in the conduct of war d. to empower the president to act unilaterally when American troops are in harm’s way e. to make Congress the sole actor in the conduct of war Answer: c Page Reference: pp. 212–217 A-head: The Constitutional Powers of the President Learning Objective: O’Connor L.O. 7.2 Skill Level: Analyze It Topic: The Presidency 60.

What did the presidencies of Andrew Jackson and Abraham Lincoln have in common? a. They were both antislavery presidencies. b. They were both examples of minimalist presidencies. c. They were both examples of activist presidencies. d. Both presidencies were dominated by Congress. e. Neither presidency used a veto for policy reasons. Answer: c Page Reference: pp. 217–220 A-head: The Development and Expansion of Presidential Power Learning Objective: O’Connor L.O. 7.3 Skill Level: Analyze It Topic: The Presidency

 True-False Questions 61.

The Senate must approve the president’s appointments to leadership positions in the fifteen Cabinet departments. Answer: TRUE Page Reference: pp. 212–217 A-head: The Constitutional Powers of the President Learning Objective: O’Connor L.O. 7.2 Skill Level: Remember the Facts Topic: The Presidency

62.

The president may grant pardons to anyone convicted of a federal crime for any reason. Answer: TRUE Page Reference: pp. 217–220

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A-head: The Development and Expansion of Presidential Power Learning Objective: O’Connor L.O. 7.3 Skill Level: Remember the Facts Topic: The Presidency 63.

When a bill is sent to Congress, the president is not allowed to encourage specific members of Congress to vote for the bill. Answer: FALSE Page Reference: pp. 225–229 A-head: Presidential Leadership and the Importance of Public Opinion Learning Objective: O’Connor L.O. 7.5 Skill Level: Remember the Facts Topic: The Presidency

64.

A divided government is when the president and the majority in one or both chambers of Congress belong to different parties. Answer: TRUE Page Reference: pp. 229–232 A-head: Toward Reform: The President as Policy Maker Learning Objective: O’Connor L.O. 7.6 Skill Level: Remember the Facts Topic: The Presidency

65.

Refer to Figure 7.1. Historically, presidents begin their terms of office with higher approval ratings and tend to lose popularity over time. Answer: TRUE Page Reference: pp. 225–229 A-head: Presidential Leadership and the Importance of Public Opinion Learning Objective: O’Connor L.O. 7.5 Skill Level: Remember the Facts Topic: The Presidency

66.

Congress has the sole authority to declare war. Answer: TRUE Page Reference: pp. 212–217 A-head: The Constitutional Powers of the President Learning Objective: O’Connor L.O. 7.2 Skill Level: Remember the Facts Topic: The Presidency

67.

A president can influence policy by issuing a signing statement to comment on a signed bill, claiming that part of the bill is unconstitutional. Answer: TRUE -213-

Page Reference: pp. 229–232 A-head: Toward Reform: The President as Policy Maker Learning Objective: O’Connor L.O. 7.6 Skill Level: Remember the Facts Topic: The Presidency 68.

Refer to Table 7.3. Most presidential vetoes are overridden. Answer: FALSE Page Reference: pp. 212–217 A-head: The Constitutional Powers of the President Learning Objective: O’Connor L.O. 7.2 Skill Level: Understand the Concepts Topic: The Presidency

69.

The Constitution lays out the plan for presidential power in great detail. Answer: FALSE Page Reference: pp. 207–212 A-head: Roots of the Office of President of the United States Learning Objective: O’Connor L.O. 7.1 Skill Level: Understand the Concepts Topic: The Presidency

70.

Presidents must be able to persuade executive branch officials and personnel. Answer: TRUE Page Reference: pp. 225–229 A-head: Presidential Leadership and the Importance of Public Opinion Learning Objective: O’Connor L.O. 7.5 Skill Level: Understand the Concepts Topic: The Presidency

71.

The Framers included a two-term limit to the presidency in the Constitution. Answer: FALSE Page Reference: pp. 207–212 A-head: Roots of the Office of President of the United States Learning Objective: O’Connor L.O. 7.1 Skill Level: Understand the Concepts Topic: The Presidency

72.

The Framers believed the legislature was the least dangerous branch of government. Answer: TRUE Page Reference: pp. 217–220 A-head: The Development and Expansion of Presidential Power Learning Objective: O’Connor L.O. 7.3 -214-

Skill Level: Understand the Concepts Topic: The Presidency 73.

Joan O’Leary wants to run for president. She is a natural-born citizen of the United States. She is 45 years old. She has been a resident of the United States for 10 years. Therefore, she meets the requirements to become president. Answer: FALSE Page Reference: pp. 207–212 A-head: Roots of the Office of President of the United States Learning Objective: O’Connor L.O. 7.1 Skill Level: Apply What You Know Topic: The Presidency

74.

If Barack Obama wants to disapprove individual items within a spending bill rather than the bill in its entirety, he can use the line-item veto. Answer: FALSE Page Reference: pp. 212–217 A-head: The Constitutional Powers of the President Learning Objective: O’Connor L.O. 7.2 Skill Level: Apply What You Know Topic: The Presidency

75.

President Gerald R. Ford was able to pardon President Richard M. Nixon to release him from impeachment. Answer: FALSE Page Reference: pp. 212–217 A-head: The Constitutional Powers of the President Learning Objective: O’Connor L.O. 7.2 Skill Level: Apply What You Know Topic: The Presidency

 Fill-in-the-Blank Questions 76.

The idea that the president may be advised by executive branch officials in confidence without the advice becoming public is called __________. Answer: executive privilege Page Reference: pp. 207–212 A-head: Roots of the Office of President of the United States Learning Objective: O’Connor L.O. 7.1 Skill Level: Remember the Facts Topic: The Presidency

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77.

As a result of the __________ scandal, Richard Nixon resigned to avoid impeachment and a Senate trial. Answer: Watergate Page Reference: pp. 207–212 A-head: Roots of the Office of President of the United States Learning Objective: O’Connor L.O. 7.1 Skill Level: Remember the Facts Topic: The Presidency

78.

The __________ address has become one of the most important tools a president can use to call attention to the presidential agenda. Answer: State of the Union Page Reference: pp. 212–217 A-head: The Constitutional Powers of the President Learning Objective: O’Connor L.O. 7.2 Skill Level: Remember the Facts Topic: The Presidency

79.

A __________ is a binding and public agreement between the United States and one or more nations, requiring mutual action toward a common goal. Answer: treaty Page Reference: pp. 212–217 A-head: The Constitutional Powers of the President Learning Objective: O’Connor L.O. 7.2 Skill Level: Remember the Facts Topic: The Presidency

80.

The __________ is the president’s most loyal assistant who, at times, protects the president from mistakes. Answer: chief of staff Page Reference: pp. 221–225 A-head: The Presidential Establishment Learning Objective: O’Connor L.O. 7.4 Skill Level: Remember the Facts Topic: The Presidency

81.

The __________ is an advisory group chosen by presidents to help them make decisions and execute laws. Answer: Cabinet Page Reference: pp. 212–217 A-head: The Constitutional Powers of the President Learning Objective: O’Connor L.O. 7.2 -216-

Skill Level: Remember the Facts Topic: The Presidency 82.

Appearances by Bill Clinton on Larry King Live or by Barack Obama on The Late Show with David Letterman are examples of a president __________. Answer: going public Page Reference: pp. 225–229 A-head: Presidential Leadership and the Importance of Public Opinion Learning Objective: O’Connor L.O. 7.5 Skill Level: Remember the Facts Topic: The Presidency

83.

In the role of __________, presidents have argued that they have inherent power to respond to emergencies and protect the safety of Americans and the security of the United States. Answer: commander in chief Page Reference: pp. 212–217 A-head: The Constitutional Powers of the President Learning Objective: O’Connor L.O. 7.2 Skill Level: Understand the Concepts Topic: The Presidency

84.

Presidents tend to have __________ approval ratings at the beginning of their term. Answer: high Page Reference: pp. 225–229 A-head: Presidential Leadership and the Importance of Public Opinion Learning Objective: O’Connor L.O. 7.5 Skill Level: Understand the Concepts Topic: The Presidency

85.

The __________ is one of the president’s most powerful weapons in dealing with Congress and is way for the president to influence law-making. Answer: veto Page Reference: pp. 212–217 A-head: The Constitutional Powers of the President Learning Objective: O’Connor L.O. 7.2 Skill Level: Understand the Concepts Topic: The Presidency

86.

The president would seek the advice of the __________ regarding how much the administration should propose to spend for each government program. Answer: Office of Management and Budget Page Reference: pp. 221–225 A-head: The Presidential Establishment -217-

Learning Objective: O’Connor L.O. 7.4 Skill Level: Understand the Concepts Topic: The Presidency 87.

According to the Twenty-Fifth Amendment, if a vacancy occurs in the office of the vice president, the __________ appoints a new vice president. Answer: president Page Reference: pp. 207–212 A-head: Roots of the Office of the President of the United States Learning Objective: O’Connor L.O. 7.1 Skill Level: Understand the Concepts Topic: The Presidency

88.

According to the Constitution, __________ should be reserved for serious criminal offenses, not political conflicts. Answer: impeachment Page Reference: pp. 207–212 A-head: Roots of the Office of President of the United States Learning Objective: O’Connor L.O. 7.1 Skill Level: Apply What You Know Topic: The Presidency

89.

The Framers were concerned that giving the president too much power would lead to royal__________. Answer: domination Page Reference: pp. 207–212 A-head: Roots of the Office of President of the United States Learning Objective: O’Connor L.O. 7.1 Skill Level: Apply What You Know Topic: The Presidency

90.

After the terrorist attacks of September 11, 2001, George W. Bush and Congress added the Department of Homeland Security to the executive body known as the __________. Answer: Cabinet Page Reference: pp. 207–212 A-head: Roots of the Office of President of the United States Learning Objective: O’Connor L.O. 7.1 Skill Level: Apply What You Know Topic: The Presidency

 Short Answer Questions -218-

91.

Explain how presidents can check judicial power. Answer: An ideal response will: 1. Define pardon. A pardon is an executive grant releasing the individual from punishment or legal consequences of a crime before or after conviction, and restores all rights and privileges of citizenship. 2. Explain that presidents can use their pardoning power for federal offenses. However, impeachment cannot be pardoned. Pardons can be applied to individuals or groups. 3. Provide examples from the text of pardons that presidents have granted. These examples may include Gerald Ford pardoning Richard M. Nixon. Page Reference: pp. 221–225 A-head: The Presidential Establishment Learning Objective: O’Connor L.O. 7.3 Skill Level: Understand the Concepts Topic: The Presidency

92.

What is a veto? Can a veto be overridden? Answer: An ideal response will: 1. Point out that a president is blocking the will of Congress by preventing a bill that has been passed from becoming law. 2. Explain that a presidential veto may overridden by a two-thirds majority vote in both the House of Representatives and the Senate. 3. Explain that historically it has been difficult for Congress to override a presidential veto. Page Reference: pp. 212–217 A-head: The Constitutional Powers of the President Learning Objective: O’Connor L.O. 7.2 Skill Level: Understand the Concepts Topic: The Presidency

93.

Distinguish between the president’s role as chief executive and the president’s role as chief legislator. Answer: An ideal response will: 1. Define the president’s constitutional role in the legislative process: veto bills, recommend legislation, deliver a State of the Union address. Since the FDR era, presidents have also sought to influence national policy making by actively supporting legislation. 2. Describe the role of chief executive. The president assembles a staff, the Cabinet, enforces laws, and spends money allocated by Congress. The president is the top bureaucrat in the national government and is empowered to issue executive orders with regard to the federal bureaucracy that have the effect of law.

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Page Reference: pp. 212–217; pp. 217–220; pp. 229–232 A-head: The Constitutional Powers of the President; The Development and Expansion of Presidential Power; Toward Reform: The President as a Policy Maker Learning Objective: O’Connor L.O. 7.2; 7.3; 7.6 Skill Level: Understand the Concepts Topic: The Presidency 94.

What is the role of executive agreements in foreign policy? When are they used? Answer: An ideal response will: 1. Distinguish between an executive agreement and a treaty. An executive agreement is a deal between the president and a foreign government that does not require Senate ratification. All treaties must be approved by the Senate. 2. Include an example of why an executive agreement would be used or an example of when one was used. Page Reference: pp. 212–217 A-head: The Constitutional Powers of the President Learning Objective: O’Connor L.O. 7.2 Skill Level: Understand the Concepts Topic: The Presidency

95.

Describe the informal powers of the president. Answer: An ideal response will: 1. Describe how the president is the informal leader of his party, can build alliances with Congress to pass his legislative agenda, and has the most influence on those who rode his coattails and when his party is the majority in the legislature. 2. Mention informal powers such as signing statements. 3. Discuss the importance of the president’s power of persuasion with Congress and the public in reaching his policy goals. 4. Detail the idea of a president “going public” to gain support from the people in order to influence Congress. 5. Note informal powers related to going to war. Page Reference: pp. 225–229; pp. 229–232 A-head: Presidential Leadership and the Importance of Public Opinion; Toward Reform: The President as Policy Maker Learning Objective: O’Connor L.O. 7.5; 7.6 Skill Level: Understand the Concepts Topic: The Presidency

96.

Which president began the modern presidency where the trend of presidential decision making assumed greater importance than congressional? Explain how. Answer: An ideal response will: 1. Name Franklin Delano Roosevelt as the beginning the modern presidency.

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2. Include information that Roosevelt was in office from the Great Depression until World War II. 3. Describe how the presidency changed with the creation of a new bureaucracy to manage the new federal agencies needed to implement the New Deal. 4. Include information about how he built a relationship with the people with his fireside chats. 5. Include information about him taking a leading role in domestic and foreign policy. Page Reference: pp. 217–220 A-head: The Development and Expansion of Presidential Power Learning Objective: O’Connor L.O. 7.3 Skill Level: Apply What You Know Topic: The Presidency 97.

What factors contribute to president’s public approval? Historically, what is the trend? What can impact approval ratings? Answer: An ideal response will: 1. Explain that, historically, presidents have higher approval ratings at the beginning of their terms (honeymoon periods) than at the end of their terms in office. 2. Clinton’s approval ratings increased with the tech-driven boom. George W. Bush’s approval soared after the 9/11 terrorist attacks (rally effect/rally-round-the flag effect), but fell when economic growth slowed and his reaction to Hurricane Katrina. Page Reference: pp. 225–229 A-head: Presidential Leadership and the Importance of Public Opinion Learning Objective: O’Connor L.O. 7.5 Skill Level: Apply What You Know Topic: The Presidency

98.

Describe the role of the president as commander in chief. Include what limitations the president has in this role. Answer: An ideal response will: 1. Explain that the president has executive power over the military. 2. Include the fact that only Congress can declare war. 3. Include how presidents have gotten around this (e.g., take care clause). 4. Describe the purpose of the War Powers Resolution/War Powers Act, to limit the president’s authority to introduce American troops into hostile foreign lands without congressional approval. Page Reference: pp. 212–217 A-head: The Constitutional Powers of the President Learning Objective: O’Connor L.O. 7.2 Skill Level: Apply What You Know Topic: The Presidency

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99.

When President Obama succeeded in getting Congress to pass the Affordable Care Act (signed into law on March 23, 2010, with the goal of improving the health care system of the U.S. and of protecting those with health insurance), what presidential roles did he fulfill? Answer: An ideal response will: 1. Explain the president’s roles as domestic policy leader and chief legislator. 2. Outline the role of the president as manager of the economy and use the Affordable Care Act as an example of the president’s role in spearheading legislation designed to provide greater economic security for middle- and lower-income families. 3. Make note of Obama’s success, as head of his political party, in securing votes of congressional Democrats to pass the Affordable Care Act. Page Reference: pp. 217–220 A-head: The Development and Expansion of Presidential Power Learning Objective: O’Connor L.O. 7.3 Skill Level: Apply What You Know Topic: The Presidency

100.

What is the president’s power to convene Congress? Why would this be more significant in the early years of the presidency? Answer: An ideal response will: 1. Explain that the Constitution requires the president to inform Congress periodically. This is the State of the Union address. The president is authorized to convene one or both houses of Congress on “extraordinary Occasions.” 2. Explain how this was more significant when the Congress did not sit almost all year-round. Page Reference: pp. 207–212 A-head: Roots of the Office of President of the United States Learning Objective: O’Connor L.O. 7.2 Skill Level: Apply What You Know Topic: The Presidency

101.

How has the role of the vice presidency changed over time? Answer: An ideal response will: 1. Include the idea that the vice presidency was considered an insignificant office, providing an example. 2. Tell that vice presidents were chosen to balance the ticket politically and/or geographically. 3. Identify that power depends on who has the offices of the vice presidency and the presidency. 4. Note that the modern vice president takes a much more prominent role, providing examples such as Dick Cheney, Joe Biden, Al Gore, and Walter Mondale. Page Reference: pp. 221–225 -222-

A-head: The Presidential Establishment Learning Objective: O’Connor L.O. 7.4 Skill Level: Apply What You Know Topic: The Presidency 102.

What situation was the Twenty-Fifth Amendment enacted to address? Discuss whether or not you think there are any concerns with this amendment. Answer: An ideal response will: 1. Describe the Twenty-Fifth Amendment, which was ratified in 1967, as allowing for the temporary removal of the president due to illness or disability. 2. Provide examples of when the amendment was needed. 3. Include a discussion on whether or not a president being able to nominate a new vice president would be cause for concern. Page Reference: pp. 207–212 A-head: Roots of the Office of President of the United States Learning Objective: O’Connor L.O. 7.1 Skill Level: Analyze It Topic: The Presidency

103.

What makes a great/successful president? Answer: An ideal response will: 1. Point out that great presidents preside during periods of national crisis. 2. Define the personal characteristics associated with great presidents, such as charisma and trustworthiness. 3. Explain that great presidents have significant political skills that enable them to build consensus and work with a broad segment of the opinion spectrum. 4. Include examples from the text. Page Reference: pp. 217–220; pp. 225–229 A-head: The Development and Expansion of Presidential Power; Presidential Leadership and the Importance of Public Opinion Learning Objective: O’Connor L.O. 7.3; L.O. 7.5 Skill Level: Analyze It Topic: The Presidency

104.

Compare the White House staff and the Cabinet. Answer: An ideal response will: 1. The Cabinet is an advisory group selected by the president and approved by Congress. Members head major executive departments. Their major function is to help the president execute the laws and assist him in making decisions. The size of the Cabinet has increased, but its power has decreased over time. 2. The White House staff is close to the president. They include chief of staff. Their loyalties are to the president and their power is from their personal relationship with the president. -223-

Page Reference: pp. 221–225 A-head: The Presidential Establishment Learning Objective: O’Connor L.O. 7.4 Skill Level: Analyze It Topic: The Presidency 105.

In what ways did President Washington set precedents for future presidents? Answer: An ideal response will: 1. Describe Washington’s focus on the national government. 2. Note Washington’s practice of scheduling regular meetings with his advisers. 3. Point out that Washington strove to establish the president’s prominent role in foreign affairs. Page Reference: pp. 217–220 A-head: The Development and Expansion of Presidential Power Learning Objective: O’Connor L.O. 7.3 Skill Level: Analyze It Topic: The Presidency

 Essay Questions 106.

Describe the major ways in which the presidency has changed since the beginning of the twentieth century. Be sure to include a description of the changes and the reasons why these changes occurred. Include a conclusion to summarize your key points. Answer: An ideal response will: 1. Provide examples from the text on the major ways the presidency has changed. (Examples: Presidential decision making became more important than congressional decision making. There was a new federal bureaucracy. The president took an active role in domestic and foreign policy and legislation. Technology brought the president closer to the public.) 2. Explain why changes have occurred in the presidency. In the twentieth century, the national economy changed from farming to industry, the United States’ position in global affairs expanded, and the men in the presidency transformed the job. 3. Describe the significance of presidents mentioned in the text. 4. Include a conclusion. Page Reference: pp. 217–220 A-head: The Development and Expansion of Presidential Power Learning Objective: O’Connor L.O. 7.3 Skill Level: Understand the Concepts Topic: The Presidency

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107.

Since the early months of 2011, Syrian ruler Bashar al-Assad has sought to suppress domestic dissent through the extensive use of deadly force. If President Obama sought to involve the United States in the crisis, what formal and informal powers could he use to enlist congressional and public support? Answer: An ideal response will: 1. Outline the use of the federal bureaucracy to assemble information. 2. Discuss presidential reliance on party relationships and ideological alliances to develop a congressional coalition of support. 3. Define an extensive presidential public relations campaign to build public awareness of the need for action. 4. List legislative initiatives that may need to be introduced in the Congress. 5. Detail the use of executive orders to coordinate the implementation of U.S. policy through a large number of different bureaucracies. Page Reference: pp. 229–232 A-head: Toward Reform: The President as Policy Maker Learning Objective: O’Connor L.O. 7.6 Skill Level: Apply What You Know Topic: The Presidency

108.

Article II, Section 4 of the Constitution says, “The President, Vice President, and all Civil Officers of the United States, shall be removed from Office on Impeachment for, and Conviction of, Treason, Bribery, or other high crimes and Misdemeanors.” Explain what this means. What would your criteria be for impeachment? Answer: An ideal response will: 1. Review the impeachment process. 2. Recount the history of impeachment (Andrew Johnson, Richard M. Nixon, and/or Bill Clinton). 3. Provide reflection on the quote. 4. Include criteria for what acts would warrant impeachment. Page Reference: pp. 207–212 A-head: Roots of the Office of President of the United States Learning Objective: O’Connor L.O. 7.1 Skill Level: Apply What You Know Topic: The Presidency

109.

How would you characterize President Obama’s presidency? Has he been a successful or a disappointing president? Justify your answer with details from the text. Summarize your opinion and rationale. Answer: An ideal response will: 1. Explain whether or not President Obama has been successful. 2. Provide evidence from the text to support claim. 3. Include a conclusion that summarizes your opinion and rationale.

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Page Reference: pp. 212–217; pp. 217–220; pp. 225–229; pp. 229–232 A-head: The Constitutional Powers of the President; The Development and Expansion of Presidential Power; Presidential Leadership and the Importance of Public Opinion; The President as a Policy Maker Learning Objective: O’Connor L.O. 7.2; 7.3; 7.5; 7.6 Skill Level: Analyze It Topic: The Presidency 110.

Which do you think make presidents more effective: their formal powers, or their informal powers? Be sure to cite specific presidential powers to support your argument. Include a conclusion that summarizes your argument. Answer: An ideal response will: 1. Construct an argument and support it with specific examples from the text. 2. Describe the impact that presidents have through legislation, foreign policy and national security as commander in chief, the use of the veto, and executive orders. 3. Argue that a president must be effective in persuading other political figures, mobilizing public support for policy initiatives, and using personality or charisma to lead the nation in order to accomplish governing objectives with the formal powers of the office. 4. Include a conclusion that summarizes the argument and support for the argument. Page Reference: pp. 212–217; pp. 225–229 A-head: The Constitutional Powers of the President; Presidential Leadership and the Importance of Public Opinion Learning Objective: O’Connor L.O. 7.2; 7.5 Skill Level: Analyze It Topic: The Presidency

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8 The Executive Branch and the Federal Bureaucracy  Multiple-Choice Questions 1.

The __________ is the departments, agencies, and offices within the executive branch that perform the functions of government. a. administration b. bureaucracy c. cabinet d. civil service e. iron triangle Answer: b Page Reference: pp. 239–244 A-head: Roots of the Federal Bureaucracy Learning Objective: O’Connor L.O. 8.1 Skill Level: Remember the Facts Topic: The Bureaucracy

Max Weber identified which of the following as a characteristic of bureaucracy? a. inefficiency b. transparency c. consensus-making d. task specialization e. red tape Answer: d Page Reference: pp. 244–251 A-head: The Modern Bureaucracy Learning Objective: O’Connor L.O. 8.2

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Skill Level: Remember the Facts Topic: The Bureaucracy 3.

The civil service system was introduced following passage of what law? a. the Hatch Act b. the Pendleton Act c. the Administrative Procedures Act d. the Freedom of Information Act e. the Ethics in Government Act Answer: b Page Reference: pp. 239–244 A-head: Roots of the Federal Bureaucracy Learning Objective: O’Connor L.O. 8.1 Skill Level: Remember the Facts Topic: The Bureaucracy

Under the spoils system, who was awarded jobs in the federal bureaucracy? a. those who scored highest on aptitude tests b. those who did not affiliate with a political party c. those who previously served in the military d. those who previously held elected office e. those who helped candidates win election Answer: e Page Reference: pp. 239–244 A-head: Roots of the Federal Bureaucracy Learning Objective: O’Connor L.O. 8.1 Skill Level: Remember the Facts Topic: The Bureaucracy

__________ are rules created by government agencies that determine how laws are implemented. a. Policies b. Procedures c. Regulations d. Standards e. Statutes Answer: c Page Reference: pp. 251–255 A-head: How the Bureaucracy Works Learning Objective: O’Connor L.O. 8.3 Skill Level: Remember the Facts Topic: The Bureaucracy -228-

Which law designates the steps that federal agencies must follow in issuing rules and regulations? a. the Administrative Procedures Act b. the Freedom of Information Act c. the Hatch Act d. the Pendleton Act e. the Privacy Act Answer: a Page Reference: pp. 251–255 A-head: How the Bureaucracy Works Learning Objective: O’Connor L.O. 8.3 Skill Level: Remember the Facts Topic: The Bureaucracy

What proportion of the total economy did the government consume in 2012? a. one-sixth b. one-fifth c. one-fourth d. one-third e. one-half Answer: c Page Reference: pp. 255–260 A-head: Toward Reform: Making Agencies Accountable Learning Objective: O’Connor L.O. 8.4 Skill Level: Remember the Facts Topic: The Bureaucracy

The largest organizational unit in the federal bureaucracy is a(n) __________. a. agency b. bureau c. commission d. corporation e. department Answer: e Page Reference: pp. 244–251 A-head: The Modern Bureaucracy Learning Objective: O’Connor L.O. 8.2 Skill Level: Remember the Facts Topic: The Bureaucracy

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__________ refers to the authority of administrators in the federal bureaucracy to make choices concerning the best way to implement policies. a. Adjudication b. Discretion c. Division of labor d. Independence e. Rule-making Answer: b Page Reference: pp. 251–255 A-head: How the Bureaucracy Works Learning Objective: O’Connor L.O. 8.3 Skill Level: Remember the Facts Topic: The Bureaucracy

10.

The __________ was one of the first executive branch departments in the U.S. government. a. the Department of Agriculture b. the Department of Labor c. the Department of the Interior d. the Commerce Department e. the Treasury Department Answer: e Page Reference: pp. 239–244 A-head: Roots of the Federal Bureaucracy Learning Objective: O’Connor L.O. 8.1 Skill Level: Remember the Facts Topic: The Bureaucracy

11.

The Administrative Procedures Act states that agencies must take what step before issuing new rules and regulations? a. They must obtain approval from the president. b. They must obtain approval from Congress. c. They must consult with an administrative law judge. d. They must post information about the proposed rules on their websites. e. They must solicit public comments. Answer: e Page Reference: pp. 251–255 A-head: How the Bureaucracy Works Learning Objective: O’Connor L.O. 8.3 Skill Level: Remember the Facts Topic: The Bureaucracy

12.

Cabinet secretaries are appointed by __________ and confirmed by __________. -230-

a. the president; the Senate b. the president; the House of Representatives c. the president; the Supreme Court d. the Senate; the president e. the House of Representatives; the Supreme Court Answer: a Page Reference: pp. 244–251 A-head: The Modern Bureaucracy Learning Objective: O’Connor L.O. 8.2 Skill Level: Remember the Facts Topic: The Bureaucracy 13.

Political appointees in the federal bureaucracy __________. a. may remain in office until a new party majority in Congress b. may remain in office until a new president is elected c. often remain in office despite political changes d. serve fixed terms of office lasting two years e. serve fixed terms of office lasting four years Answer: b Page Reference: pp. 244–251 A-head: The Modern Bureaucracy Learning Objective: O’Connor L.O. 8.2 Skill Level: Remember the Facts Topic: The Bureaucracy

14.

What is implementation? a. the process by which a law or policy is put into practice b. the development of rules governing the operation of a government program c. a set of procedures executive branch agencies must follow when issuing rules d. the process by which government agencies settle legal disputes e. a set of rules enforcing government agreements with private contractors Answer: a Page Reference: pp. 251–255 A-head: How the Bureaucracy Works Learning Objective: O’Connor L.O. 8.3 Skill Level: Remember the Facts Topic: The Bureaucracy

15.

The Hatch Act prohibits federal employees from engaging in what activity? a. adjudicating legal disputes b. exercising administrative discretion -231-

c. running for elected office d. refusing to implement laws passed by Congress e. ignoring the directives of the president Answer: c Page Reference: pp. 244–251 A-head: The Modern Bureaucracy Learning Objective: O’Connor L.O. 8.2 Skill Level: Remember the Facts Topic: The Bureaucracy 16.

Under our constitutional system, the president has the authority to __________. a. abolish existing programs and agencies b. force agencies to respect the rights of individuals c. investigate agency activities and compel bureaucrats to testify about them d. make changes in an agency’s annual budget proposals e. refuse to appropriate funds for certain programs Answer: d Page Reference: pp. 255–260 A-head: Toward Reform: Making Agencies Accountable Learning Objective: O’Connor L.O. 8.4 Skill Level: Remember the Facts Topic: The Bureaucracy

17.

__________ are working groups established to facilitate the coordination of policy making and implementation across a host of government agencies. a. Interagency councils b. Iron triangles c. Issue networks d. Independent regulatory commissions e. Independent executive agencies Answer: a Page Reference: pp. 251–255 A-head: How the Bureaucracy Works Learning Objective: O’Connor L.O. 8.3 Skill Level: Remember the Facts Topic: The Bureaucracy

18.

How does Congress exercise control over agencies and departments in the federal bureaucracy? a. by issuing executive orders b. by issuing reports through the Office of Management and Budget c. by nominating appointees to key positions in federal agencies -232-

d. by confirming appointees to key positions in federal agencies e. by confirming appointees to key judicial positions Answer: d Page Reference: pp. 255–260 A-head: Toward Reform: Making Agencies Accountable Learning Objective: O’Connor L.O. 8.4 Skill Level: Understand the Concepts Topic: The Bureaucracy 19.

Which of the following is an example of a bureaucratic organization? a. the Department of Defense b. the U.S. House of Representatives c. the U.S. Supreme Court d. the Democratic Party e. the Maryland state legislature Answer: a Page Reference: pp. 239–244 A-head: Roots of the Federal Bureaucracy Learning Objective: O’Connor L.O. 8.1 Skill Level: Understand the Concepts Topic: The Bureaucracy

20.

What function is the National Labor Relations board carrying out when it settles disputes between labor and management on federal labor laws? a. creating regulations b. adjudicating/engaging in quasi-judicial processes c. providing expert advice d. providing a check on congressional power e. providing a check on judicial power Answer: b Page Reference: pp. 251–255 A-head: How the Bureaucracy Works Learning Objective: O’Connor L.O. 8.3 Skill Level: Understand the Concepts Topic: The Bureaucracy

21.

Which of the following is an example of Max Weber’s merit principle? a. citizens evaluating political candidates based on personal characteristics b. citizens evaluating political candidates based on candidates’ work experience c. agencies hiring people based on their performance on entrance exams d. agency officials evaluating a policy proposal based on its merits e. the president evaluating a policy proposal based on its merits -233-

Answer: c Page Reference: pp. 251–255 A-head: How the Bureaucracy Works Learning Objective: O’Connor L.O. 8.3 Skill Level: Understand the Concepts Topic: The Bureaucracy 22.

Before 1883, how were government jobs awarded? a. Jobs were awarded based on applicants’ expertise. b. Jobs were awarded based on applicants’ personal wealth. c. Jobs were awarded based on applicants’ performance on entrance exams. d. Jobs were awarded based on applicants’ loyalty to the party in power. e. Jobs were awarded through a lottery system. Answer: d Page Reference: pp. 251–255 A-head: How the Bureaucracy Works Learning Objective: O’Connor L.O. 8.3 Skill Level: Understand the Concepts Topic: The Bureaucracy

23.

Which of the following is a function of departments and agencies within the federal bureaucracy? a. issuing executive orders b. issuing executive agreements c. implementing public policies d. reviewing court decisions e. drafting legislation Answer: c Page Reference: pp. 251–255 A-head: How the Bureaucracy Works Learning Objective: O’Connor L.O. 8.3 Skill Level: Understand the Concepts Topic: The Bureaucracy

24.

One purpose of the Administrative Procedures Act is to __________. a. ensure opportunities for public participation in the rule-making process b. give federal agencies greater discretion in the rule-making process c. streamline bureaucratic activities in the rule-making process d. give the president greater control over the rule-making process e. discourage agencies from drafting new regulations Answer: a -234-

Page Reference: pp. 251–255 A-head: How the Bureaucracy Works Learning Objective: O’Connor L.O. 8.3 Skill Level: Understand the Concepts Topic: The Bureaucracy 25.

How does the president exercise control over agencies and departments in the federal bureaucracy? a. by confirming federal appointees b. by nominating federal appointees c. by signing executive agreements d. by creating or abolishing agencies e. by conducting oversight hearings Answer: b Page Reference: pp. 255–260 A-head: Toward Reform: Making Agencies Accountable Learning Objective: O’Connor L.O. 8.4 Skill Level: Understand the Concepts Topic: The Bureaucracy

26.

Which of the following is an example of an independent executive agency? a. the National Aeronautics and Space Administration (NASA) b. the Department of Health and Human Services c. the Consumer Product Safety Commission d. the Tennessee Valley Authority e. the Federal Deposit Insurance Corporation (FDIC) Answer: a Page Reference: pp. 244–251 A-head: The Modern Bureaucracy Learning Objective: O’Connor L.O. 8.2 Skill Level: Understand the Concepts Topic: The Bureaucracy

27.

Which of the following is an example of a government corporation? a. the Food and Drug Administration b. the Federal Elections Commission c. the Tennessee Valley Authority d. the Occupational Safety and Health Administration e. the Environmental Protection Agency Answer: c Page Reference: pp. 244–251 A-head: The Modern Bureaucracy -235-

Learning Objective: O’Connor L.O. 8.2 Skill Level: Understand the Concepts Topic: The Bureaucracy 28.

Congress’s watchdog over executive branch spending is __________. a. the Congressional Budget Office (CBO) b. the Congressional Research Service (CRS) c. the Department of the Treasury d. the General Accountability Office (GAO) e. the Office of Management and Budget (OMB) Answer: d Page Reference: pp. 255–260 A-head: Toward Reform: Making Agencies Accountable Learning Objective: O’Connor L.O. 8.4 Skill Level: Understand the Concepts Topic: The Bureaucracy

29.

How did the Pendleton Act reform the system of hiring and firing federal employees? a. It required hiring and firing decisions to be based on partisan loyalty rather than merit. b. It required hiring and firing decisions to be based on merit rather than partisan loyalty. c. It continued to allow hiring on the basis of merit, but made firing federal employees easier. d. It continued to allow hiring on the basis of partisan loyalty, but made firing federal employees more difficult. e. It allowed hiring on the basis of partisan loyalty, and made firing federal employees easier. Answer: b Page Reference: pp. 239–244 A-head: Roots of the Federal Bureaucracy Learning Objective: O’Connor L.O. 8.1 Skill Level: Understand the Concepts Topic: The Bureaucracy

30.

What is the main purpose served by government corporations? a. generating profit for the federal government b. providing services not fully trusted to the private sector c. breaking up monopolies d. expanding international trade e. regulating sectors of the economy Answer: b Page Reference: pp. 244–251 A-head: The Modern Bureaucracy Learning Objective: O’Connor L.O. 8.2 Skill Level: Understand the Concepts -236-

Topic: The Bureaucracy 31.

Which of Max Weber’s characteristics of bureaucracy is illustrated by a government agency in which the greatest authority resides with the agency head? a. administrative discretion b. the merit principle c. division of labor/task specialization d. hierarchy/chain of command e. goal orientation Answer: d Page Reference: pp. 251–255 A-head: How the Bureaucracy Works Learning Objective: O’Connor L.O. 8.3 Skill Level: Understand the Concepts Topic: The Bureaucracy

32.

What is the major purpose of an independent regulatory commission? a. to generate profit b. to increase productivity c. to oversee the executive branch d. to perform services e. to regulate commerce Answer: e Page Reference: pp. 239–244 A-head: Roots of the Federal Bureaucracy Learning Objective: O’Connor L.O. 8.1 Skill Level: Understand the Concepts Topic: The Bureaucracy

33.

Which statement best describes the quasi-judicial decisions made by government agencies? a. These decisions do not have the force of law. b. These decisions can be appealed to federal courts. c. These decisions are final and cannot be appealed. d. These decisions can be overturned by Congress. e. These decisions can be overturned by the president. Answer: b Page Reference: pp. 251–255 A-head: How the Bureaucracy Works Learning Objective: O’Connor L.O. 8.3 Skill Level: Understand the Concepts Topic: The Bureaucracy

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34.

What role is the Environmental Protection Agency taking when it sets limits on air pollution from power plants? a. adjudication b. deliberation c. intervention d. oversight e. regulation Answer: e Page Reference: pp. 251–255 A-head: How the Bureaucracy Works Learning Objective: O’Connor L.O. 8.3 Skill Level: Understand the Concepts Topic: The Bureaucracy

35.

According to Figure 8.1, when did the largest growth in the federal workforce occur? a. after the introduction of Johnson’s Great Society program b. after the introduction of FDR’s New Deal programs c. during the Civil War period d. during World War I e. during World War II Answer: e Page Reference: pp. 239–244 A-head: Roots of the Federal Bureaucracy Learning Objective: O’Connor L.O. 8.1 Skill Level: Understand the Concepts Topic: The Bureaucracy

36.

How did Americans’ attitudes about the role of government change as a result of the Great Depression and Roosevelt’s New Deal? a. People became more accepting of the federal government’s role in economic policy. b. People became more cynical about the federal government’s role in economic policy. c. People because more cynical about the federal government’s role in social policy. c. People became more confident in the ability of state governments to handle social policy. d. People because more confident in the ability of state governments to handle economic policy. Answer: a Page Reference: pp. 239–244 A-head: Roots of the Federal Bureaucracy Learning Objective: O’Connor L.O. 8.1 Skill Level: Understand the Concepts Topic: The Bureaucracy

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37.

Congress and the president share which of the following powers over agencies and departments in the federal bureaucracy? a. the power to influence budgets b. the power to issue executive orders c. the power to sign executive agreements d. the power to hold oversight hearings e. the power to use inspectors general Answer: a Page Reference: pp. 255–260 A-head: Toward Reform: Making Agencies Accountable Learning Objective: O’Connor L.O. 8.4 Skill Level: Apply What You Know Topic: The Bureaucracy

38.

How do departments differ from independent agencies? a. Department heads are appointed by the president; agency heads are not. b. Agency heads are part of the president’s cabinet; department heads are not. c. Department heads are part of the president’s cabinet; agency heads are not. d. Departments cover a wider range of functions than agencies. e. Agencies are typically larger than and include several departments. Answer: c Page Reference: pp. 244–251 A-head: The Modern Bureaucracy Learning Objective: O’Connor L.O. 8.2 Skill Level: Apply What You Know Topic: The Bureaucracy

39.

How do government corporations differ from private companies? a. Government corporations perform activities that private companies cannot. b. Government corporations cannot borrow money, whereas private companies can. c. Government corporations cannot sell stock, whereas private companies can. d. Government corporations can borrow money, whereas private companies cannot. e. Government corporations need less government oversight than private companies. Answer: a Page Reference: pp. 244–251 A-head: The Modern Bureaucracy Learning Objective: O’Connor L.O. 8.2 Skill Level: Apply What You Know Topic: The Bureaucracy

40.

How are independent regulatory commissions similar to independent executive agencies?

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a. Both are headed by a single administrator. b. Both are part of the president’s Cabinet. c. Both operate outside of executive department control. d. Both are allowed to charge for their services. e. Both perform activities that private investors cannot. Answer: c Page Reference: pp. 244–251 A-head: The Modern Bureaucracy Learning Objective: O’Connor L.O. 8.2 Skill Level: Apply What You Know Topic: The Bureaucracy 41.

Which of the following statements best describes the president’s influence over agency budgets? a. The president has final say over all department budgets, but has no control of the budgets of independent agencies. b. The president has final say over the budgets of independent agencies, but has no control of department budgets. c. The president has sole authority to determine executive administrative budgets. d. The president has no authority in the budgeting process. e. The president influences the initial budget proposal, but depends on Congress for appropriations of federal money. Answer: e Page Reference: pp. 255–260 A-head: Toward Reform: Making Agencies Accountable Learning Objective: O’Connor L.O. 8.4 Skill Level: Apply What You Know Topic: The Bureaucracy

42.

Why did President Franklin D. Roosevelt create hundreds of new government agencies? a. to create employment opportunities in a struggling economy b. to produce the necessary weapons and ammunition to defend the nation c. to reform the civil service system d. to regulate business practices and various aspects of the national economy e. to support Congress in its oversight of the executive and judiciary branches Answer: d Page Reference: pp. 239–244 A-head: Roots of the Federal Bureaucracy Learning Objective: O’Connor L.O. 8.1 Skill Level: Apply What You Know Topic: The Bureaucracy

43.

How do independent regulatory commissions differ from independent agencies? -240-

a. Independent regulatory commissions are subject to presidential oversight. b. Commissioners can be more easily removed from office than agency heads. c. Commissioners are more difficult to remove from office than agency heads. d. Commissions engage in rule-making, whereas agencies do not. e. Commissions engage in enforcement, whereas agencies do not. Answer: c Page Reference: pp. 244–251 A-head: The Modern Bureaucracy Learning Objective: O’Connor L.O. 8.2 Skill Level: Apply What You Know Topic: The Bureaucracy 44.

What was the purpose of the Hatch Act? a. to prohibit federal employees from engaging in partisan political activity b. to promote transparency in the federal bureaucracy c. to limit congressional control of the federal bureaucracy d. to prohibit awarding government jobs based on partisan loyalty e. to authorize greater use of discretion in bureaucratic decision-making Answer: a Page Reference: pp. 244–251 A-head: The Modern Bureaucracy Learning Objective: O’Connor L.O. 8.2 Skill Level: Apply What You Know Topic: The Bureaucracy

45.

What is a goal common to both the Pendleton Act and the Hatch Act? a. reducing the exercise of administrative discretion b. reducing the influence of partisan politics on the federal bureaucracy. c. increasing presidential control of the federal bureaucracy d. increase congressional control of the federal bureaucracy e. streamlining the policy implementation process Answer: b Page Reference: pp. 239–244; pp. 244–251 A-head: Roots of the Federal Bureaucracy; The Modern Bureaucracy Learning Objective: O’Connor L.O. 8.1; 8.2 Skill Level: Apply What You Know Topic: The Bureaucracy

46.

How are Cabinet secretaries similar to independent agency administrators? a. Both are appointed by the president. b. Neither can be fired by the president. -241-

c. Both typically remain in office over multiple presidential administrations. d. Both are part of federal civil service system. e. Both can be removed from office by Congress. Answer: a Page Reference: pp. 244–251 A-head: The Modern Bureaucracy Learning Objective: O’Connor L.O. 8.2 Skill Level: Apply What You Know Topic: The Bureaucracy 47.

Which of the following is currently a major concern about the federal workforce? a. the decentralization of government offices b. the large number of workers who will soon be eligible to retire c. the low turnover rate in many important positions d. the movement to revive the patronage system e. the underrepresentation of men in the workforce Answer: b Page Reference: pp. 244–251 A-head: The Modern Bureaucracy Learning Objective: O’Connor L.O. 8.2 Skill Level: Apply What You Know Topic: The Bureaucracy

48.

How are interagency councils similar to policy coordinating committees? a. Both coordinate the activities of multiple agencies. b. Both deal with multiple policy problems. c. Both are housed within the legislative branch. d. Both have the authority to override the decisions of agency heads. e. Both help coordinate the activities of the federal and state governments. Answer: a Page Reference: pp. 251–255 A-head: How the Bureaucracy Works Learning Objective: O’Connor L.O. 8.3 Skill Level: Apply What You Know Topic: The Bureaucracy

49.

While the president has the authority to appoint and remove agency heads and other top bureaucrats, Congress has the authority to __________. a. initiate policies that would alter the bureaucracy’s activities b. make changes in an agency’s annual budget proposals c. reduce an agency’s annual budget d. refuse to appropriate funds for certain programs -242-

e. reorganize the bureaucracy Answer: d Page Reference: pp. 255–260 A-head: Toward Reform: Making Agencies Accountable Learning Objective: O’Connor L.O. 8.4 Skill Level: Analyze It Topic: The Bureaucracy 50.

Which of the following was a consequence of the spoils, or patronage, system? a. The federal bureaucracy was staffed with people who lacked expertise. b. There was low turnover in the federal bureaucracy between presidential administrations. c. Only wealthy people could get jobs in the federal bureaucracy. d. There was less government corruption. e. Voter turnout in presidential elections decreased. Answer: a Page Reference: pp. 239–244 A-head: Roots of the Federal Bureaucracy Learning Objective: O’Connor L.O. 8.1 Skill Level: Analyze It Topic: The Bureaucracy

51.

Under what circumstance are bureaucrats most likely to exercise discretion? a. when an agency is creating environmental regulations b. when an agency is under congressional investigation c. when an agency is implementing a law that contains ambiguity d. when an agency is elevated to the status of a Cabinet department e. when an agency is proposing legislation Answer: c Page Reference: pp. 251–255 A-head: How the Bureaucracy Works Learning Objective: O’Connor L.O. 8.3 Skill Level: Analyze It Topic: The Bureaucracy

52.

How has government spending changed over the past fifty years? a. The government now pays for a larger portion of its spending by borrowing. b. The government now pays for a larger portion of its spending with income such as taxes. c. The government’s share of the country’s GDP has doubled. d. There has been a slight decrease in government spending. e. There have been no significant changes in government spending. Answer: a -243-

Page Reference: pp. 255–260 A-head: Toward Reform: Making Agencies Accountable Learning Objective: O’Connor L.O. 8.4 Skill Level: Analyze It Topic: The Bureaucracy 53.

What event served as a catalyst for the creation of the Pendleton Act? a. the growth of the Republican party in the 1880s b. the expansion of the federal bureaucracy in the 1880s c. the assassination of James Garfield in 1881 d. the election of Rutherford B. Hayes in 1876 e. the economic depression of the 1890s Answer: c Page Reference: pp. 239–244 A-head: Roots of the Federal Bureaucracy Learning Objective: O’Connor L.O. 8.1 Skill Level: Analyze It Topic: The Bureaucracy

54.

When the law requires an agency to conduct a formal hearing before issuing rules, what effect does this have on the agency’s rule-making procedure? a. Criticism of rules is increased because the public is more informed. b. Public input typically speeds up the process. c. The courts tend to give greater deference to agency decisions. d. The president becomes more directly involved in the procedure. e. The role of Congress is no longer as prominent. Answer: c Page Reference: pp. 251–255 A-head: How the Bureaucracy Works Learning Objective: O’Connor L.O. 8.3 Skill Level: Analyze It Topic: The Bureaucracy

55.

Which circumstance creates a challenge to the implementation of federal laws? a. when Congress passes a law that contains ambiguity b. when Congress calls agency heads to testify at formal hearings c. when functions are transferred to the private sector d. when each chamber of Congress is controlled by a different party e. when the president belongs to a different party than the majority party in Congress Answer: a Page Reference: pp. 251–255 A-head: How the Bureaucracy Works -244-

Learning Objective: O’Connor L.O. 8.3 Skill Level: Analyze It Topic: The Bureaucracy 56.

What factor contributed to the growth of federal bureaucracy during the twentieth century? a. the passage of the Hatch Act in 1939 b. the elimination of the spoils system at the turn of the century c. increased demands upon government during the Great Depression d. the creation of new congressional powers during World War II e. the creation of new presidential powers during World War II Answer: c Page Reference: pp. 239–244 A-head: Roots of the Federal Bureaucracy Learning Objective: O’Connor L.O. 8.1 Skill Level: Analyze It Topic: The Bureaucracy

57.

Under what circumstance might a president set up a policy coordinating committee (PSC)? a. when a cabinet member wants to enlarge his or her sphere of influence b. when citizens want to intervene in an agency’s rule-making procedure c. when funding is short and two agencies can be merged to create one agency d. when two different agencies can’t agree on how to approach the same issue e. when various agencies need to work together to ensure consistent policies Answer: e Page Reference: pp. 251–255 A-head: How the Bureaucracy Works Learning Objective: O’Connor L.O. 8.3 Skill Level: Analyze It Topic: The Bureaucracy

58.

Why was the spoils system ultimately replaced by the civil service system? a. due to growing concerns about a poorly functioning federal bureaucracy b. due to public pressure to shrink the size of the federal bureaucracy c. due to a Supreme Court decision ruling the spoils system unconstitutional d. due to the diversification of federal bureaucracy following the Civil War e. due to congressional demands for greater control over the federal bureaucracy Answer: a Page Reference: pp. 239–244 A-head: Roots of the Federal Bureaucracy Learning Objective: O’Connor L.O. 8.1 Skill Level: Analyze It Topic: The Bureaucracy -245-

59.

When would Congress be most likely to allow a federal agency significant discretion in rulemaking? a. following a congressional election b. following a presidential election c. following the passage of a law dealing with specialist issues d. following the passage of a law supported by both political parties e. following the passage of a law supported by the president Answer: c Page Reference: pp. 251–255 A-head: How the Bureaucracy Works Learning Objective: O’Connor L.O. 8.3 Skill Level: Analyze It Topic: The Bureaucracy

60.

What factor was influential in driving expansion of the federal bureaucracy in the post–Civil War era? a. the expansion of voting rights to African American men b. a high rate of unemployment c. a series of poor harvests and agricultural distribution problems d. the growing incidence of price fixing and other unfair business practices e. the elimination of the spoils system Answer: d Page Reference: pp. 251–255 A-head: How the Bureaucracy Works Learning Objective: O’Connor L.O. 8.3 Skill Level: Analyze It Topic: The Bureaucracy

 True-False Questions 61.

According to Max Weber, bureaucracies are characterized by hierarchical authority structures. Answer: TRUE Page Reference: pp. 251–255 A-head: How the Bureaucracy Works Learning Objective: O’Connor L.O. 8.3 Skill Level: Remember the Facts Topic: The Bureaucracy

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62.

Federal agencies are prohibited from engaging in adjudication, or quasi-judicial processes. Answer: FALSE Page Reference: pp. 251–255 A-head: How the Bureaucracy Works Learning Objective: O’Connor L.O. 8.3 Skill Level: Remember the Facts Topic: The Bureaucracy

63.

The judiciary has the authority to rule on whether the president has acted within the law. Answer: FALSE Page Reference: pp. 255–260 A-head: Toward Reform: Making Agencies Accountable Learning Objective: O’Connor L.O. 8.4 Skill Level: Remember the Facts Topic: The Bureaucracy

64.

The president and Congress share oversight of the federal bureaucracy. Answer: TRUE Page Reference: pp. 255–260 A-head: Toward Reform: Making Agencies Accountable Learning Objective: O’Connor L.O. 8.4 Skill Level: Remember the Facts Topic: The Bureaucracy

65.

The Federal Deposit Insurance Corporation (FDIC) is an example of a government corporation. Answer: TRUE Page Reference: pp. 244–251 A-head: The Modern Bureaucracy Learning Objective: O’Connor L.O. 8.2 Skill Level: Remember the Facts Topic: The Bureaucracy

66.

Each independent agency in the executive branch is headed by a Cabinet secretary. Answer: FALSE Page Reference: pp. 244–251 A-head: The Modern Bureaucracy Learning Objective: O’Connor L.O. 8.2 Skill Level: Remember the Facts Topic: The Bureaucracy

67.

As illustrated in the box entitled 'The Composition of the Federal Workforce," the federal workforce is split evenly between men and women. -247-

Answer: FALSE Page Reference: pp. 244–251 A-head: The Modern Bureaucracy Learning Objective: O’Connor L.O. 8.2 Skill Level: Remember the Facts Topic: The Bureaucracy 68.

As noted in Table 8.1, according to the Hatch Act, federal employees may make campaign speeches for candidates in partisan elections. Answer: FALSE Page Reference: pp. 244–251 A-head: The Modern Bureaucracy Learning Objective: O’Connor L.O. 8.2 Skill Level: Understand the Concepts Topic: The Bureaucracy

69.

Bureaucrats often have considerable discretion in the implementation of federal laws. Answer: TRUE Page Reference: pp. 251–255 A-head: How the Bureaucracy Works Learning Objective: O’Connor L.O. 8.3 Skill Level: Understand the Concepts Topic: The Bureaucracy

70.

Over the course of the twentieth century, the federal government has grown considerably in response to the need for new government agencies. Answer: TRUE Page Reference: pp. 239–244 A-head: Roots of the Federal Bureaucracy Learning Objective: O’Connor L.O. 8.1 Skill Level: Understand the Concepts Topic: The Bureaucracy

71.

Regulations are usually created by Congress. Answer: FALSE Page Reference: pp. 251–255 A-head: How the Bureaucracy Works Learning Objective: O’Connor L.O. 8.3 Skill Level: Understand the Concepts Topic: The Bureaucracy

72.

When a federal agency adjudicates, or issues quasi-judicial decisions about legal disputes, the agency’s decisions can be appealed in a federal court. -248-

Answer: TRUE Page Reference: pp. 251–255 A-head: How the Bureaucracy Works Learning Objective: O’Connor L.O. 8.3 Skill Level: Understand the Concepts Topic: The Bureaucracy 73.

Both Congress and the president are involved in appointing individuals to key positions in the federal bureaucracy. Answer: TRUE Page Reference: pp. 255–260 A-head: Toward Reform: Making Agencies Accountable Learning Objective: O’Connor L.O. 8.4 Skill Level: Apply What You Know Topic: The Bureaucracy

74.

The Environmental Protection Agency is subject to less congressional and presidential oversight than the U.S. Department of Agriculture. Answer: FALSE Page Reference: pp. 244–251 A-head: The Modern Bureaucracy Learning Objective: O’Connor L.O. 8.2 Skill Level: Apply What You Know Topic: The Bureaucracy

75.

Independent regulatory commissions differ from independent agencies in that they are less subject to presidential control. Answer: TRUE Page Reference: pp. 244–251 A-head: The Modern Bureaucracy Learning Objective: O’Connor L.O. 8.2 Skill Level: Apply What You Know Topic: The Bureaucracy

 Fill-in-the-Blank Questions 76.

In 1789, three executive departments existed under the Articles of Confederation: Foreign Affairs, War, and __________. Answer: Treasury Page Reference: pp. 239–244

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A-head: Roots of the Federal Bureaucracy Learning Objective: O’Connor L.O. 8.1 Skill Level: Remember the Facts Topic: The Bureaucracy 77.

According to the __________ Act, federal agencies must solicit public comments before issuing new rules and regulations. Answer: Administrative Procedures Page Reference: pp. 251–255 A-head: How the Bureaucracy Works Learning Objective: O’Connor L.O. 8.3 Skill Level: Remember the Facts Topic: The Bureaucracy

78.

Under __________, jobs in the federal bureaucracy are awarded on the basis of skills and expertise. Answer: the civil service or merit system Page Reference: pp. 239–244 A-head: Roots of the Federal Bureaucracy Learning Objective: O’Connor L.O. 8.1 Skill Level: Remember the Facts Topic: The Bureaucracy

79.

__________ often holds oversight hearings to investigate the policies and performance of agencies and departments in the federal bureaucracy. Answer: Congress Page Reference: pp. 255–260 A-head: Toward Reform: Making Agencies Accountable Learning Objective: O’Connor L.O. 8.4 Skill Level: Remember the Facts Topic: The Bureaucracy

80.

The largest Cabinet department is the __________. Answer: Department of Homeland Security Page Reference: pp. 244–251 A-head: The Modern Bureaucracy Learning Objective: O’Connor L.O. 8.2 Skill Level: Remember the Facts Topic: The Bureaucracy

81.

After a president nominates an individual to be a Cabinet secretary, that appointment must be confirmed by __________. Answer: the Senate -250-

Page Reference: pp. 255–260 A-head: Toward Reform: Making Agencies Accountable Learning Objective: O’Connor L.O. 8.4 Skill Level: Remember the Facts Topic: The Bureaucracy 82.

The Government Issue (G.I.) Bill was introduced following __________. Answer: World War II Page Reference: pp. 239–244 A-head: Roots of the Federal Bureaucracy Learning Objective: O’Connor L.O. 8.1 Skill Level: Remember the Facts Topic: The Bureaucracy

83.

When the U.S. Department of Transportation stipulates how many hours truck drivers can be on the road per week, the department is creating a(n) __________. Answer: regulation Page Reference: pp. 251–255 A-head: How the Bureaucracy Works Learning Objective: O’Connor L.O. 8.3 Skill Level: Understand the Concepts Topic: The Bureaucracy

84.

The __________ led to the creation of a bipartisan commission to oversee appointments to the federal bureaucracy. Answer: Pendleton Act Page Reference: pp. 239–244 A-head: Roots of the Federal Bureaucracy Learning Objective: O’Connor L.O. 8.1 Skill Level: Understand the Concepts Topic: The Bureaucracy

85.

The president appoints, but cannot dismiss, officials who serve on __________. Answer: independent regulatory commissions Page Reference: pp. 244–251 A-head: The Modern Bureaucracy Learning Objective: O’Connor L.O. 8.2 Skill Level: Understand the Concepts Topic: The Bureaucracy

86.

The Social Security Administration rendering a decision about whether an individual was wrongly denied disability payments illustrates the __________ function of the federal bureaucracy.

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Answer: adjudication/quasi-judicial Page Reference: pp. 251–255 A-head: How the Bureaucracy Works Learning Objective: O’Connor L.O. 8.3 Skill Level: Understand the Concepts Topic: The Bureaucracy 87.

When the Environmental Protection Agency sets standards for air pollution, it is fulfilling the __________ function of the federal bureaucracy. Answer: regulatory, or rule-making Page Reference: pp. 251–255 A-head: How the Bureaucracy Works Learning Objective: O’Connor L.O. 8.3 Skill Level: Understand the Concepts Topic: The Bureaucracy

88.

The purpose of the __________ was to prohibit federal employees from engaging in partisan political activities. Answer: Hatch Act Page Reference: pp. 244–251 A-head: The Modern Bureaucracy Learning Objective: O’Connor L.O. 8.2 Skill Level: Apply What You Know Topic: The Bureaucracy

89.

One consequence of ambiguity in the laws passed by Congress is that government agencies exercise __________ in the implementation of those laws. Answer: discretion Page Reference: pp. 251–255 A-head: How the Bureaucracy Works Learning Objective: O’Connor L.O. 8.3 Skill Level: Apply What You Know Topic: The Bureaucracy

90.

One function of __________ is to provide public services that the private sector is unwilling or unable to do. Answer: government corporations Page Reference: pp. 251–255 A-head: How the Bureaucracy Works Learning Objective: O’Connor L.O. 8.3 Skill Level: Apply What You Know Topic: The Bureaucracy

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 Short Answer Questions 91.

How does Congress exercise control over the federal bureaucracy? Answer: An ideal response will: 1. Note that Congress has significant power over the federal bureaucracy. 2. List and describe the means by which Congress can control agencies and departments, such as: confirming presidential appointees, enacting budgets, conducting oversight hearings, conducting investigations, creating or abolishing agencies, transferring agency functions, and expanding or contracting the discretionary authority of agencies. Page Reference: pp. 255–260 A-head: Toward Reform: Making Agencies Accountable Learning Objective: O’Connor L.O. 8.4 Skill Level: Understand the Concepts Topic: The Bureaucracy

92.

How does the president exercise control over the federal bureaucracy? Answer: An ideal response will: 1. Note that the president has significant power over the federal bureaucracy. 2. List and describe the means by which the president can control agencies and departments, such as: appointing department and agency heads and subheads, calling Cabinet meetings, issuing executive orders, submitting budget proposals to Congress, and pressuring Congress to create or abolish agencies. Page Reference: pp. 255–260 A-head: Toward Reform: Making Agencies Accountable Learning Objective: O’Connor L.O. 8.4 Skill Level: Understand the Concepts Topic: The Bureaucracy

93.

Distinguish between independent agencies and independent regulatory commissions. Be sure to provide examples of each. Answer: An ideal response will: 1. Define independent agencies as units in the executive branch outside the control of executive departments, such as the Environmental Protection Agency. 2. Define independent regulatory commissions as units in the executive branch that make and enforce rules to protect the public interest, such as the Federal Reserve Board. 3. Identify key differences between independent agencies and independent regulatory commissions, such as the fact that agencies are headed by single administrators, while commissions are governed by groups of commissioners. Additionally,

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commissions are more independent of presidential control: commissioners cannot be removed by the president. Page Reference: pp. 244–251 A-head: The Modern Bureaucracy Learning Objective: O’Connor L.O. 8.2 Skill Level: Understand the Concepts Topic: The Bureaucracy 94.

How does the Administrative Procedures Act (APA) influence rule-making by departments and agencies? When was the act passed? Answer: An ideal response will: 1. Explain that the APA was enacted in 1946 to ensure that federal agencies do not act capriciously or arbitrarily in the creation of rules and regulations. 2. Note that the APA outlines steps that agencies must follow when they issue rules. 3. Summarize steps required by the APA: first, a rule is proposed; second, a public comment period is held; third, the final rule is published in the Federal Register. Page Reference: pp. 251–255 A-head: How the Bureaucracy Works Learning Objective: O’Connor L.O. 8.3 Skill Level: Understand the Concepts Topic: The Bureaucracy

95.

Discuss the role of bureaucratic agencies in adjudication, or quasi-judicial processes. Answer: An ideal response will: 1. Define administrative adjudication as decision-making by a federal agency as to whether an individual or organization has complied with or violated government laws or regulations and whether penalties or corrective actions should be applied. 2. Provide one or more examples, such as the National Labor Relations Board settling disputes between labor and management on federal labor laws. 3. Note that these decisions can be appealed to the federal courts. Page Reference: pp. 251–255 A-head: How the Bureaucracy Works Learning Objective: O’Connor L.O. 8.3 Skill Level: Understand the Concepts Topic: The Bureaucracy

96.

What role does an issue network play in the modern bureaucracy? Answer: An ideal response will: 1. Define an issue network as the loose and informal relationships that exist among a large number of actors who work in broad policy areas. 2. Explain that in an issue network, agency officials, members of Congress, committee staffers, and interest group lobbyists become involved in issue areas. -254-

3. Note that issue networks are constantly changing as members with technical expertise or newly interested parties participate. 4. Conclude that issue networks are one form of organization within the bureaucracy that contributes to policy making. Page Reference: pp. 251–255 A-head: How the Bureaucracy Works Learning Objective: O’Connor L.O. 8.3 Skill Level: Apply What You Know Topic: The Bureaucracy 97.

How did the Hatch Act reinforce reforms initiated under the Pendleton Act? When were these acts passed, and what events precipitated them? Answer: An ideal response will: 1. Explain that the Pendleton Act was passed in 1883, initiating the process of replacing the spoils system, in which federal employees were hired on the basis of party loyalty, with a merit system, whereby employees were hired on the basis of merit. 2. Note that elimination of the spoils system was gradual rather than immediate and that concerns remained about the federal bureaucracy becoming a political tool of the party in power. 3. Explain that the Hatch Act, passed in 1939, further restricted political influence on the bureaucracy by preventing federal employees from engaging in political activities, such as campaigning, fundraising, or contributing money to partisan causes. 4. Mention the assassination of James Garfield as precipitating the Pendleton Act. Page Reference: pp. 239–244; pp. 244–251 A-head: Roots of the Federal Bureaucracy; The Modern Bureaucracy Learning Objective: O’Connor L.O. 8.1; 8.2 Skill Level: Apply What You Know Topic: The Bureaucracy

98.

How has the structure of the presidential cabinet changed since its origin? Answer: An ideal response will: 1. Recall that the Articles of Confederation instituted three executive cabinets, which were Foreign Affairs, War, and Treasure; shortly the Foreign Affairs cabinet was renamed the Department of State. 2. Explain that over time, the size of the modern bureaucracy has increased considerably and with the growing size, additional areas of specialization have been developed. 3. Note that now the executive bureaucracy has fifteen cabinet departments, accounting for about 60 percent of the federal workforce. 4. Conclude that as the nation grew, so did its government, and the bureaucracy responded by dividing into areas of specialization. Page Reference: pp. 239–244; pp. 244–251 -255-

A-head: Roots of the Federal Bureaucracy; The Modern Bureaucracy Learning Objective: O’Connor L.O. 8.1; 8.2 Skill Level: Apply What You Know Topic: The Bureaucracy 99.

Discuss the limitations on presidential control of the federal bureaucracy. Answer: An ideal response will: 1. Explain that while the president has significant influence on the federal bureaucracy, that influence is not unlimited. 2. Note the various ways that Congress can check the president’s influence on the bureaucracy, such as choosing not to confirm presidential nominees, or by modifying or rejecting the president’s budget proposal. 3. Note that the civil service system leaves most hiring and firing of federal employees out of the hands of the president, and that agencies themselves do not always follow the objectives of the president. Page Reference: pp. 255–260 A-head: Toward Reform: Making Agencies Accountable Learning Objective: O’Connor L.O. 8.4 Skill Level: Apply What You Know Topic: The Bureaucracy

100.

What are the benefits and drawbacks of the rule-making requirements specified in the Administrative Procedure Act? Answer: An ideal response will: 1. Explain that the APA outlines steps that agencies must follow when they issue rules. 2. Summarize the steps required by the APA: first, a rule is proposed; second, a public comment period is held; third, the final rule is published in the Federal Register. 3. Explain one or more benefits of the APA, including guaranteed opportunities for public participation, and decreased criticism of some rules. 4. Explain one or more drawbacks of the APA, including the long, cumbersome process. Page Reference: pp. 251–255 A-head: How the Bureaucracy Works Learning Objective: O’Connor L.O. 8.3 Skill Level: Apply What You Know Topic: The Bureaucracy

101.

Explain the purpose that policy coordinating committees serve in the federal bureaucracy, and provide one example. Answer: An ideal response will:

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1. Define policy coordinating committees (PCCs) as subcabinet-level committees created to facilitate interactions between agencies and departments. 2. Explain that PCCs serve primarily to handle complex policy problems that span the jurisdictions of multiple agencies. 3. Provide one example of a PCC, such as the Homeland Security Council PCC, whose task is to ensure the creation and implementation of consistent, effective homeland security policies and to facilitate coordination of such policies with state and local agencies. This committee is composed of representatives from the executive departments, the FBI, CIA, and FEMA, among others. Page Reference: pp. 251–255 A-head: How the Bureaucracy Works Learning Objective: O’Connor L.O. 8.3 Skill Level: Apply What You Know Topic: The Bureaucracy 102.

Define discretion as it applies to federal bureaucracy. Why might Congress grant bureaucratic agencies broad discretion in the implementation of federal laws? Answer: An ideal response will: 1. Define discretion as the ability of federal bureaucrats to make choices concerning the best way to implement congressional or presidential intentions. 2. Note that agencies typically exercise greater discretion when implementing laws that contain ambiguity. 3. Explain one or more reasons that Congress might grant agencies broad discretion, such as when creating policies involving scientific or technical issues, or when ambiguity aids passage of a bill or allows members of Congress to avoid blame for potentially unpopular policies. Page Reference: pp. 251–255 A-head: How the Bureaucracy Works Learning Objective: O’Connor L.O. 8.3 Skill Level: Analyze It Topic: The Bureaucracy

103.

What are independent regulatory commissions, and why are they removed from presidential and congressional control? Answer: An ideal response will: 1. Define independent regulatory commissions as units in the executive branch that make and enforce rules to protect the public interest, such as the Federal Reserve Board and the Federal Communications Commission. 2. Note the ways that these agencies are removed from presidential and congressional control, including the fact that commissioners, once appointed, serve long terms and cannot be dismissed by the president. 3. Explain one or more reasons for commissions’ independence, including the desire to insulate commissions from political influence.

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Page Reference: pp. 244–251 A-head: The Modern Bureaucracy Learning Objective: O’Connor L.O. 8.2 Skill Level: Analyze It Topic: The Bureaucracy 104.

Define and give an example of a government corporation. Why are some services provided by government corporations, whereas others are left to the private sector? Answer: An ideal response will: 1. Define a government corporation as a corporation created and funded by the government to provide some public service. 2. Provide one or more examples, such as the U.S. Postal Service and the Tennessee Valley Authority. 3. Explain the main factor that leads the government to create these corporations rather than rely solely on the private sector: that they typically provide services that would be insufficiently provided by private companies. Page Reference: pp. 244–251 A-head: The Modern Bureaucracy Learning Objective: O’Connor L.O. 8.2 Skill Level: Analyze It Topic: The Bureaucracy

105.

Why did the size of the federal bureaucracy increase substantially over the course of the twentieth century? Answer: An ideal response will: 1. Explain that the bureaucracy started with just a few departments at the time of the nation’s founding and has since expanded dramatically, with much growth occurring in the twentieth century. 2. Identify and explain factors that led to the creation of new government agencies, including population growth, industrialization, urbanization, economic problems, and involvement in wars. 3. Provide one or more examples to illustrate the needs that government agencies were created to fulfill, such as those designed to bring the U.S. out of the Great Depression. Page Reference: pp. 239–244 A-head: Roots of the Federal Bureaucracy Learning Objective: O’Connor L.O. 8.1 Skill Level: Analyze It Topic: The Bureaucracy

 Essay Questions -258-

106.

Discuss the evolution of the federal bureaucracy from the spoils system through the creation of the civil service system. Answer: An ideal response will: 1. Explain that the spoils system was popularized by Andrew Jackson and involved hiring and firing of government employees on the basis of loyalty to the party in power. 2. Discuss problems associated with the spoils system, including high turnover in agency personnel and the fact that the bureaucrats hired under the spoils system often lacked expertise. 3. Identify the catalyst for abolishing the spoils system, which was the assassination of James Garfield in 1881 by a disgruntled office seeker. 4. Note that the Pendleton Act was signed in 1883, creating a federal commission to oversee hiring on the basis of merit rather than partisanship. 5. Explain that the elimination of the spoils system was gradual rather than immediate. Page Reference: pp. 239–244 A-head: Roots of the Federal Bureaucracy Learning Objective: O’Connor L.O. 8.1 Skill Level: Understand the Concepts Topic: The Bureaucracy

107.

If a Cabinet department is not implementing a policy supported by the president, what tools can the President use to influence the department? Answer: An ideal response will: 1. Note that it is not uncommon for a department or agency to act contrary to goals or objectives of the president. 2. Identify the president’s authority with respect to the Cabinet secretary: the president can appoint Cabinet secretaries and dismiss them if they are not fulfilling the president’s goals. 3. Identify the president’s authority with respect to agency budgets: all agency budget proposals must be submitted through the Office of Management and Budget. If an agency is not performing as expected, a president can threaten to cut the agency’s budget. 4. Identify the president’s authority to issue executive orders that directly impact departments and agencies. These orders carry the force of law. Page Reference: pp. 255–260 A-head: Toward Reform: Making Agencies Accountable Learning Objective: O’Connor L.O. 8.4 Skill Level: Apply What You Know Topic: The Bureaucracy

108.

Compare the spoils system to the federal civil service system in terms of how each has influenced the performance of the federal bureaucracy. -259-

Answer: An ideal response will: 1. Explain that the spoils system involved hiring and firing government employees on the basis of loyalty to the party in power. 2. Discuss the implications of the spoils system for the performance of the federal bureaucracy: most bureaucrats lacked expertise, and there was high turnover of personnel in the bureaucracy, further hindering the ability of the bureaucracy to tackle complex problems. 3. Explain that the civil service replaced partisanship with merit as the basis on which federal bureaucrats were to be hired or dismissed. 4. Discuss the positive implications of the civil service system for the performance of the federal bureaucracy, such as the creation of a more professional, skilled workforce. 5. Discuss the negative implications of the civil service system for the performance of the federal bureaucracy, including the fact that the system made it more difficult to fire bureaucrats who were not performing satisfactorily, leading to inefficiency in the bureaucracy. Page Reference: pp. 239–244 A-head: Roots of the Federal Bureaucracy Learning Objective: O’Connor L.O. 8.1 Skill Level: Apply What You Know Topic: The Bureaucracy 109.

Should federal bureaucrats be granted discretion in the implementation of public policies? Answer: An ideal response will: 1. Define discretion as the ability of federal bureaucrats to make choices concerning the best way to implement congressional or presidential intentions. 2. Explain that agencies are often granted broad discretion, especially when Congress passes an ambiguous law. 3. Note that bureaucratic discretion may negatively affect democratic accountability in that civil service employees make important policy decisions, yet they are not directly accountable to the public via the electoral process. 4. Explain how bureaucratic discretion may serve public interest, especially in the case of regulatory commissions that exercise authority independently of the president and Congress. These agencies, such as the Federal Reserve Board, may need to be insulated from political pressure to make balanced or far-sighted decisions. 5. Take a position on the appropriateness of bureaucratic discretion in light of these competing perspectives. Page Reference: pp. 251–255 A-head: How the Bureaucracy Works Learning Objective: O’Connor L.O. 8.3 Skill Level: Analyze It Topic: The Bureaucracy

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110.

Consider the "Take a Closer Look" box. Why is interagency cooperation needed to address the problem of homelessness? What specific challenges is the U.S. Interagency Council on Homelessness likely to face? Answer: An ideal response will: 1. Note that homelessness is a large, complex problem with multiple causes, suggesting the need for involvement by multiple agencies. 2. Identify policy areas relevant to the problem of homelessness and agencies with jurisdiction in these areas. For instance, solving the homelessness problem requires addressing issues related to employment opportunities, housing, education, and health care, among others. This likely requires the involvement of the Department of Labor, the Department of Housing and Urban Development, the Department of Education, and the Department of Health and Human Services. 3. Identify one or more challenges that the U.S. Interagency Council on Homelessness is likely to encounter, including the sheer difficulty of coordinating across multiple departments and agencies and the fact that agency representatives might not share the same views about the causes of homelessness or the priority the problem should be given. Page Reference: pp. 251–255 A-head: How the Bureaucracy Works Learning Objective: O’Connor L.O. 8.3 Skill Level: Analyze It Topic: The Bureaucracy

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9 The Judiciary  Multiple-Choice Questions 1.

Which Article of the Constitution created the federal judiciary? a. Article III b. Article II c. Article VI d. Article I e. Article IX Answer: a Page Reference: pp. 267–271 A-head: Roots of the Federal Judiciary Learning Objective: O’Connor L.O. 9.1 Skill Level: Remember the Facts Topic: The Judiciary

According to Article II, which of the following must confirm all federal judges? a. House of Representatives b. Supreme Court c. Senate d. president e. states Answer: c Page Reference: pp. 267–271 A-head: Roots of the Federal Judiciary Learning Objective: O’Connor L.O. 9.1 Skill Level: Remember the Facts Topic: The Judiciary

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The __________ Act of 1789 established the basic three-tiered structure of the federal court system. a. Federal Courts b. Appellate c. Confirmation d. Interpretation e. Judiciary Answer: e Page Reference: pp. 267–271 A-head: Roots of the Federal Judiciary Learning Objective: O’Connor L.O. 9.1 Skill Level: Remember the Facts Topic: The Judiciary

How many justices currently serve on the Supreme Court? a. five b. six c. twelve d. nine e. eight Answer: d Page Reference: pp. 267–271 A-head: Roots of the Federal Judiciary Learning Objective: O’Connor L.O. 9.1 Skill Level: Remember the Facts Topic: The Judiciary

In which of the following cases did the Supreme Court first claim the right of judicial review? a. Chishom v. Georgia b. Brown v. Board of Education c. United States v. Nixon d. Dred Scott v. Sandford e. Marbury v. Madison Answer: e Page Reference: pp. 267–271 A-head: Roots of the Federal Judiciary Learning Objective: O’Connor L.O. 9.1 Skill Level: Remember the Facts Topic: The Judiciary

In which court do cases generally begin? -263-

a. trial b. appellate c. original d. constitutional e. state Answer: a Page Reference: pp. 271–275 A-head: The Federal Court System Learning Objective: O’Connor L.O. 9.2 Skill Level: Remember the Facts Topic: The Judiciary 7.

When a case is granted review in an appellate court, the parties submit written __________ presenting their arguments. a. ledgers b. motions c. briefs d. opinions e. plans Answer: c Page Reference: pp. 282–290 A-head: The Supreme Court Today Learning Objective: O’Connor L.O. 9.4 Skill Level: Remember the Facts Topic: The Judiciary

A writ of __________ is a request submitted to the U.S. Supreme Court to review a lower court decision. a. mandamus b. prohibition c. capias d. attachment e. certiorari Answer: e Page Reference: pp. 282–290 A-head: The Supreme Court Today Learning Objective: O’Connor L.O. 9.4 Skill Level: Remember the Facts Topic: The Judiciary

For a case to be heard in the Supreme Court, a minimum of how many justices must vote to hear the case? -264-

a. one b. four c. five d. nine e. six Answer: b Page Reference: pp. 267–271 A-head: Roots of the Federal Judiciary Learning Objective: O’Connor L.O. 9.1 Skill Level: Remember the Facts Topic: The Judiciary 10.

Following oral arguments, the justices gather for a __________, during which they discuss the case and cast preliminary votes. a. conference b. meeting c. hearing d. review e. circuit Answer: a Page Reference: pp. 282–290 A-head: The Supreme Court Today Learning Objective: O’Connor L.O. 9.4 Skill Level: Remember the Facts Topic: The Judiciary

11.

How many tiers does the federal judiciary have? a. two b. six c. four d. three e. five Answer: d Page Reference: pp. 267–271 A-head: Roots of the Federal Judiciary Learning Objective: O’Connor L.O. 9.1 Skill Level: Remember the Facts Topic: The Judiciary

12.

Which type of case concerns the violation of the legal rights of one individual toward another?

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a. civil b. original c. trial d. appellate e. criminal Answer: a Page Reference: pp. 271–275 A-head: The Federal Court System Learning Objective: O’Connor L.O. 9.2 Skill Level: Remember the Facts Topic: The Judiciary 13.

Through 2012, only __________ African Americans and four women have served on the Supreme Court. a. two b. four c. six d. eight e. ten Answer: d Page Reference: pp. 276–282 A-head: How Federal Court Judges Are Selected Learning Objective: O’Connor L.O. 9.3 Skill Level: Remember the Facts Topic: The Judiciary

14.

Courts established by Congress for specialized purposes, such as the Court of Appeals for Veterans Claims Law, are known as __________ courts. a. appellate b. trial c. legislative d. public e. constitutional Answer: c Page Reference: pp. 271–275 A-head: The Federal Court System Learning Objective: O’Connor L.O. 9.2 Skill Level: Remember the Facts Topic: The Judiciary

15.

Which of the following represents the federal government in the Supreme Court? a. attorney general -266-

b. president c. Speaker of the House d. solicitor general e. chief prosecutor Answer: d Page Reference: pp. 282–290 A-head: The Supreme Court Today Learning Objective: O’Connor L.O. 9.4 Skill Level: Remember the Facts Topic: The Judiciary 16.

Which of the following nominates U.S. federal judges? a. president b. vice president c. chief justice d. Senate e. Supreme Court Answer: a Page Reference: pp. 271–275 A-head: The Federal Court System Learning Objective: O’Connor L.O. 9.2 Skill Level: Remember the Facts Topic: The Judiciary

17.

According to Figure 9.1, How Is the American Judicial System Structured?, there are currently how many U.S. district courts? a. 118 b. 35 c. 13 d. 52 e. 94 Answer: e Page Reference: pp. 271–275 A-head: The Federal Court System Learning Objective: O’Connor L.O. 9.2 Skill Level: Remember the Facts Topic: The Judiciary

18.

Which of the following is the authority vested in a particular court to hear and decide the issues in a particular case? a. jurisdiction b. judicial review -267-

c. jurisprudence d. confirmation e. filibuster Answer: a Page Reference: pp. 264–267 A-head: Chapter 9 Introduction Learning Objective: Chapter 9 Introduction Skill Level: Understand the Concepts Topic: The Judiciary 19.

What is the name given to the power of the courts to interpret, and overturn, the actions of the executive and legislative branches? a. original jurisdiction b. strict construction c. judicial review d. precedent e. stare decisis Answer: c Page Reference: pp. 267–271 A-head: Roots of the Federal Judiciary Learning Objective: O’Connor L.O. 9.1 Skill Level: Understand the Concepts Topic: The Judiciary

20.

According to the box “Who Are Federal Judges?”, recent presidents have used judicial appointments to increase the __________ of individuals serving at the highest levels of the U.S. government and to curry favor with traditionally underrepresented groups. a. education level b. qualifications c. experience level d. diversity e. numbers Answer: d Page Reference: pp. 276–282 A-head: How Federal Court Judges Are Selected Learning Objective: O’Connor L.O. 9.3 Skill Level: Understand the Concepts Topic: The Judiciary

21.

Federal judges are appointed to __________ terms. a. two-year b. three-year -268-

c. life d. ten-year e. twenty-year Answer: c Page Reference: pp. 271–275 A-head: The Federal Court System Learning Objective: O’Connor L.O. 9.2 Skill Level: Understand the Concepts Topic: The Judiciary 22.

The authority to be the first court to hear a case is which type of jurisdiction? a. appellate b. constitutional c. federal d. original e. trial Answer: d Page Reference: pp. 267–271 A-head: Roots of the Federal Judiciary Learning Objective: O’Connor L.O. 9.1 Skill Level: Understand the Concepts Topic: The Judiciary

23.

A(n) __________ brief is submitted by someone who is not a party to the case. a. amicus curiae b. appellate c. habeas corpus d. outsider e. coram nobis Answer: a Page Reference: pp. 282–290 A-head: The Supreme Court Today Learning Objective: O’Connor L.O. 9.4 Skill Level: Understand the Concepts Topic: The Judiciary

24.

Only a(n) __________ court can review the decisions of a lower court. a. trial b. original c. administrative d. constitutional e. appellate -269-

Answer: e Page Reference: pp. 267–271 A-head: Roots of the Federal Judiciary Learning Objective: O’Connor L.O. 9.1 Skill Level: Understand the Concepts Topic: The Judiciary 25.

The U.S. courts of appeals are divided into __________ numbered circuits and two unnumbered circuits. a. nine b. twelve c. thirteen d. eleven e. six Answer: d Page Reference: pp. 271–275 A-head: The Federal Court System Learning Objective: O’Connor L.O. 9.2 Skill Level: Understand the Concepts Topic: The Judiciary

26.

The ruling in which of the following cases struck down state-mandated segregation in public schools? a. Gideon v. Wainwright b. McCulloch v. Maryland c. Brown v. Board of Education d. Marbury v. Madison e. Plessy v. Ferguson Answer: c Page Reference: pp. 293–296 A-head: Toward Reform: Power, Policy Making, and the Court Learning Objective: O’Connor L.O. 9.6 Skill Level: Understand the Concepts Topic: The Judiciary

27.

Which of the following is an opinion written by a justice in the majority that outlines additional considerations he or she thinks are important? a. concurring b. en banc c. majority d. per curiam e. dissenting -270-

Answer: a Page Reference: pp. 282–290 A-head: The Supreme Court Today Learning Objective: O’Connor L.O. 9.4 Skill Level: Understand the Concepts Topic: The Judiciary 28.

__________, President Nixon, and President Reagan achieved success in molding the federal judiciary to their own political beliefs. a. Chief Justice Warren b. President Hoover c. Chief Justice Marshall d. President Roosevelt e. President Wilson Answer: d Page Reference: pp. 276–282 A-head: How Federal Court Judges Are Selected Learning Objective: O’Connor L.O. 9.3 Skill Level: Understand the Concepts Topic: The Judiciary

29.

Proponents of which of the following believe that judges should use their power broadly to further justice? a. judicial restraint b. judicial constructionism c. judicial activism d. judicial originalism e. judicial implementation Answer: c Page Reference: pp. 290–293 A-head: Judicial Philosophy and Decision Making Learning Objective: O’Connor L.O. 9.5 Skill Level: Understand the Concepts Topic: The Judiciary

30.

In which courts are the vast majority of all cases tried? a. federal b. supreme c. constitutional d. appellate e. state

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Answer: e Page Reference: pp. 282–290 A-head: The Supreme Court Today Learning Objective: O’Connor L.O. 9.4 Skill Level: Understand the Concepts Topic: The Judiciary 31.

In which federal courts are trials conducted? a. circuit b. district c. common d. original e. public Answer: b Page Reference: pp. 271–275 A-head: The Federal Court System Learning Objective: O’Connor L.O. 9.2 Skill Level: Understand the Concepts Topic: The Judiciary

32.

In 1987, the Senate refused to confirm the nomination of which of the following to the Supreme Court? a. Antonin Scalia b. Harlan Fiske c. Earl Warren d. Robert Bork e. David Souter Answer: d Page Reference: pp. 276–282 A-head: How Federal Court Judges Are Selected Learning Objective: O’Connor L.O. 9.3 Skill Level: Understand the Concepts Topic: The Judiciary

33.

Courts provide a statement of the legal reasoning behind their decisions in written __________. a. briefs b. arguments c. opinions d. laws e. pamphlets Answer: c -272-

Page Reference: pp. 282–290 A-head: The Supreme Court Today Learning Objective: O’Connor L.O. 9.4 Skill Level: Understand the Concepts Topic: The Judiciary 34.

How and whether judicial decisions are translated into actual policy is known as which of the following? a. judicial implementation b. judicial execution c. judicial legislation d. judicial intention e. judicial power Answer: a Page Reference: pp. 293–296 A-head: Toward Reform: Power, Policy Making, and the Court Learning Objective: O’Connor L.O. 9.6 Skill Level: Understand the Concepts Topic: The Judiciary

35.

Which of the following was appointed by President George W. Bush? a. Justice Alito b. Justice Kagan c. Justice Thomas d. Justice Ginsburg e. Justice Scalia Answer: a Page Reference: pp. 276–282 A-head: How Federal Court Judges Are Selected Learning Objective: O’Connor L.O. 9.3 Skill Level: Understand the Concepts Topic: The Judiciary

36.

Of the 112 justices who have served on the U.S. Supreme Court, the overwhelming majority have been of which faith? a. Muslim b. Catholic c. Protestant d. Jewish e. Hindu Answer: c Page Reference: pp. 276–282 -273-

A-head: How Federal Court Judges Are Selected Learning Objective: O’Connor L.O. 9.3 Skill Level: Understand the Concepts Topic: The Judiciary 37.

What are the two types of jurisdiction courts can have? a. original and appellate b. trial and appeals c. constitutional and statutory d. active and restrained e. legislative and constitutional Answer: a Page Reference: pp. 267–271 A-head: Roots of the Federal Judiciary Learning Objective: O’Connor L.O. 9.1 Skill Level: Apply What You Know Topic: The Judiciary

38.

Which of the following is within the original jurisdiction of the Supreme Court? a. federal criminal matters b. tax disputes c. military tribunals d. controversies between the states e. property disputes Answer: d Page Reference: pp. 267–271 A-head: Roots of the Federal Judiciary Learning Objective: O’Connor L.O. 9.1 Skill Level: Apply What You Know Topic: The Judiciary

39.

Who presides over trials for presidential impeachment? a. vice president b. Speaker of the House c. chief justice of the Supreme Court d. president of the Senate e. House majority leader Answer: c Page Reference: pp. 267–271 A-head: Roots of the Federal Judiciary Learning Objective: O’Connor L.O. 9.1 Skill Level: Apply What You Know -274-

Topic: The Judiciary 40.

According to Marbury v. Madison, which clause implies the power of judicial review? a. necessary and proper b. judicial c. precedential d. originalism e. supremacy Answer: e Page Reference: pp. 267–271 A-head: Roots of the Federal Judiciary Learning Objective: O’Connor L.O. 9.1 Skill Level: Apply What You Know Topic: The Judiciary

41.

To which of the following does Article III give the power to create inferior federal courts? a. Congress b. the president c. the Supreme Court d. the states e. the people Answer: a Page Reference: pp. 267–271 A-head: Roots of the Federal Judiciary Learning Objective: O’Connor L.O. 9.1 Skill Level: Apply What You Know Topic: The Judiciary

42.

The U.S. Court of Appeals for Veterans Claims is an example of which type of court? a. constitutional b. Article III c. legislative d. Article I e. original Answer: c Page Reference: pp. 271–275 A-head: The Federal Court System Learning Objective: O’Connor L.O. 9.2 Skill Level: Apply What You Know Topic: The Judiciary

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43.

According to Figure 9.1, How Is the American Judicial System Structured?, which of the following has no original jurisdiction? a. Supreme Court b. U.S. District Court for the Eastern District of California c. U.S. District Court for the Northern District of Ohio d. U.S. Court of Appeals for the Ninth Circuit e. U.S. Court of Federal Claims Answer: d Page Reference: pp. 271–275 A-head: The Federal Court System Learning Objective: O’Connor L.O. 9.2 Skill Level: Apply What You Know Topic: The Judiciary

44.

How many courts of appeals are in the federal system? a. two b. six c. thirteen d. eleven e. five Answer: c Page Reference: pp. 271–275 A-head: The Federal Court System Learning Objective: O’Connor L.O. 9.2 Skill Level: Apply What You Know Topic: The Judiciary

45.

In court rulings, reliance on past decisions to formulate decisions in new cases is known as which of the following? a. per curiam b. stare decisis c. coram nobis d. amicus curiae e. common law Answer: b Page Reference: pp. 271–275 A-head: The Federal Court System Learning Objective: O’Connor L.O. 9.2 Skill Level: Apply What You Know Topic: The Judiciary

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46.

In a process known as __________, presidents generally allow senators from the state in which a judicial vacancy occurs to block the nomination. a. advice and consent b. presidential deference c. judicial review d. senatorial courtesy e. Senate confirmation Answer: d Page Reference: pp. 276–282 A-head: How Federal Court Judges Are Selected Learning Objective: O’Connor L.O. 9.3 Skill Level: Apply What You Know Topic: The Judiciary

47.

As of 2012, how many African Americans have served on the U.S. Supreme Court? a. three b. five c. one d. zero e. two Answer: e Page Reference: pp. 276–282 A-head: How Federal Court Judges Are Selected Learning Objective: O’Connor L.O. 9.3 Skill Level: Apply What You Know Topic: The Judiciary

48.

According to Table 9.2, How Does a President Affect the Federal Judiciary?, which of the following presidents had the greatest influence on the composition of the federal judiciary? a. Carter b. Reagan c. Bush d. Clinton e. G.W. Bush Answer: d Page Reference: pp. 276–282 A-head: How Federal Court Judges Are Selected Learning Objective: O’Connor L.O. 9.3 Skill Level: Apply What You Know Topic: The Judiciary

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49.

When the U.S. Supreme Court agrees to hear a case appealed to it from a circuit court, it is exercising its __________ jurisdiction. a. original b. constitutional c. mandatory d. appellate e. legislative Answer: d Page Reference: pp. 267–271 A-head: Roots of the Federal Judiciary Learning Objective: O’Connor L.O. 9.1 Skill Level: Analyze It Topic: The Judiciary

50.

According to the doctrine of __________, a court should not overturn precedent unless it is absolutely necessary. a. original intent b. judicial review c. stare decisis d. prior restraint e. judicial privilege Answer: c Page Reference: pp. 271–275 A-head: The Federal Court System Learning Objective: O’Connor L.O. 9.2 Skill Level: Analyze It Topic: The Judiciary

51.

What type of law governs relationships between individuals and defines their legal rights? a. positive b. civil c. criminal d. constitutional e. personal Answer: b Page Reference: pp. 271–275 A-head: The Federal Court System Learning Objective: O’Connor L.O. 9.2 Skill Level: Analyze It Topic: The Judiciary

52.

Which of the following can modify a decision of the Supreme Court? -278-

a. executive order b. federal statute c. lower court decision d. constitutional amendment e. writ of certiorari Answer: d Page Reference: pp. 267–271 A-head: Roots of the Federal Judiciary Learning Objective: O’Connor L.O. 9.1 Skill Level: Analyze It Topic: The Judiciary 53.

All federal judicial nominations are first referred to which of the following for a hearing? a. House Judiciary Committee b. Senate Nominations Committee c. Supreme Court d. Senate Judiciary Committee e. attorney general Answer: d Page Reference: pp. 276–282 A-head: How Federal Court Judges Are Selected Learning Objective: O’Connor L.O. 9.3 Skill Level: Analyze It Topic: The Judiciary

54.

If a judge believes that she should only strike down laws that clearly violate the Constitution, she likely believes in which of the following? a. judicial activism b. judicial conservatism c. judicial originalism d. judicial restraint e. judicial construction Answer: d Page Reference: pp. 290–293 A-head: Judicial Philosophy and Decision Making Learning Objective: O’Connor L.O. 9.5 Skill Level: Analyze It Topic: The Judiciary

55.

The conference of the U.S. Supreme Court is __________. a. open to the justices and the public -279-

b. limited to the justices themselves c. open to the justices and other court staff d. open to the justices and the president e. open to the justices and all members of Congress Answer: b Page Reference: pp. 282–290 A-head: The Supreme Court Today Learning Objective: O’Connor L.O. 9.4 Skill Level: Analyze It Topic: The Judiciary 56.

Who heads the entire federal judiciary? a. the president b. the attorney general c. the solicitor general d. the Supreme Court clerk of courts e. the chief justice of the Supreme Court Answer: e Page Reference: pp. 290–293 A-head: Judicial Philosophy and Decision Making Learning Objective: O’Connor L.O. 9.5 Skill Level: Analyze It Topic: The Judiciary

57.

Which of the following limits judicial power? a. judicial review b. judicial activism c. stare decisis/precedent d. constitutional courts e. senatorial courtesy Answer: c Page Reference: pp. 271–275 A-head: The Federal Court System Learning Objective: O’Connor L.O. 9.2 Skill Level: Analyze It Topic: The Judiciary

58.

A court that hears and weighs evidence in order to reach the first decision in a civil or criminal case is a court of __________ jurisdiction. a. appellate b. constitutional c. trial -280-

d. original e. mandatory Answer: d Page Reference: pp. 267–271 A-head: Roots of the Federal Judiciary Learning Objective: O’Connor L.O. 9.1 Skill Level: Analyze It Topic: The Judiciary 59.

Which current justice on the Supreme Court is known for writing particularly stinging dissenting opinions? a. John Roberts b. Elena Kagan c. Ruth Bader Ginsburg d. Anthony Kennedy e. Antonin Scalia Answer: e Page Reference: pp. 282–290 A-head: The Supreme Court Today Learning Objective: O’Connor L.O. 9.4 Skill Level: Analyze It Topic: The Judiciary

60.

A case is much more likely to be accepted for review by the Supreme Court if it is backed by a significant __________ group. a. minority b. business c. interest d. legal e. government Answer: c Page Reference: pp. 276–282 A-head: How Federal Court Judges Are Selected Learning Objective: O’Connor L.O. 9.3 Skill Level: Analyze It Topic: The Judiciary

 True-False Questions 61.

Article III specifies the powers of the Supreme Court.

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Answer: TRUE Page Reference: pp. 267–271 A-head: Roots of the Federal Judiciary Learning Objective: O’Connor L.O. 9.1 Skill Level: Remember the Facts Topic: The Judiciary 62.

The Judiciary Act of 1789 established the federal circuit courts and district courts. Answer: TRUE Page Reference: pp. 267–271 A-head: Roots of the Federal Judiciary Learning Objective: O’Connor L.O. 9.1 Skill Level: Remember the Facts Topic: The Judiciary

63.

The district courts are appellate courts. Answer: FALSE Page Reference: pp. 267–271 A-head: Roots of the Federal Judiciary Learning Objective: O’Connor L.O. 9.1 Skill Level: Remember the Facts Topic: The Judiciary

64.

Litigants have an automatic right of appeal to the Supreme Court. Answer: FALSE Page Reference: pp. 271–275 A-head: The Federal Court System Learning Objective: O’Connor L.O. 9.2 Skill Level: Remember the Facts Topic: The Judiciary

65.

The Supreme Court’s annual term begins on the first Thursday in April. Answer: FALSE Page Reference: pp. 282–290 A-head: The Supreme Court Today Learning Objective: O’Connor L.O. 9.4 Skill Level: Remember the Facts Topic: The Judiciary

66.

A dissenting opinion is written by a justice who agrees with the decision of the majority, but disagrees with the rationale. Answer: FALSE -282-

Page Reference: pp. 282–290 A-head: The Supreme Court Today Learning Objective: O’Connor L.O. 9.4 Skill Level: Remember the Facts Topic: The Judiciary 67.

The selection of federal judges is a highly political process. Answer: TRUE Page Reference: pp. 276–282 A-head: How Federal Court Judges Are Selected Learning Objective: O’Connor L.O. 9.3 Skill Level: Remember the Facts Topic: The Judiciary

68.

Justice Elana Kagan did not have any judicial experience prior to her appointment to the Supreme Court. Answer: TRUE Page Reference: pp. 276–282 A-head: How Federal Court Judges Are Selected Learning Objective: O’Connor L.O. 9.3 Skill Level: Remember the Facts Topic: The Judiciary

69.

Strict constructionists believe that the Constitution should be interpreted in light of modern values. Answer: FALSE Page Reference: pp. 290–293 A-head: Judicial Philosophy and Decision Making Learning Objective: O’Connor L.O. 9.5 Skill Level: Understand the Concepts Topic: The Judiciary

70.

The Supreme Court has original jurisdiction over cases in which the United States is a party. Answer: TRUE Page Reference: pp. 267–271 A-head: Roots of the Federal Judiciary Learning Objective: O’Connor L.O. 9.1 Skill Level: Understand the Concepts Topic: The Judiciary

71.

The U.S. Court of Appeals for the First Circuit is a constitutional court. Answer: TRUE Page Reference: pp. 271–275 -283-

A-head: The Federal Court System Learning Objective: O’Connor L.O. 9.2 Skill Level: Understand the Concepts Topic: The Judiciary 72.

The Supreme Court regularly exercises its original jurisdiction. Answer: FALSE Page Reference: pp. 267–271 A-head: Roots of the Federal Judiciary Learning Objective: O’Connor L.O. 9.1 Skill Level: Understand the Concepts Topic: The Judiciary

73.

Rotating three-judge panels decide cases in the federal courts of appeals. Answer: TRUE Page Reference: pp. 271–275 A-head: The Federal Court System Learning Objective: O’Connor L.O. 9.2 Skill Level: Understand the Concepts Topic: The Judiciary

74.

Marbury v. Madison significantly expanded the power of the federal judiciary. Answer: TRUE Page Reference: pp. 267–271 A-head: Roots of the Federal Judiciary Learning Objective: O’Connor L.O. 9.1 Skill Level: Apply What You Know Topic: The Judiciary

75.

The United States has a dual system of justice. Answer: TRUE Page Reference: pp. 271–275 A-head: The Federal Court System Learning Objective: O’Connor L.O. 9.2 Skill Level: Apply What You Know Topic: The Judiciary

76.

Only the Supreme Court can review the decisions of state courts. Answer: FALSE Page Reference: pp. 271–275 A-head: The Federal Court System Learning Objective: O’Connor L.O. 9.2 Skill Level: Apply What You Know -284-

Topic: The Judiciary

 Fill-in-the-Blank Questions 77.

A lawyer’s spoken presentation to the court of the legal reasons that his or her client should win is called the __________. Answer: oral argument Page Reference: pp. 282–290 A-head: The Supreme Court Today Learning Objective: O’Connor L.O. 9.4 Skill Level: Remember the Facts Topic: The Judiciary

78.

__________ typically render decisions on matters of fact. Answer: Juries Page Reference: pp. 267–271 A-head: Roots of the Federal Judiciary Learning Objective: O’Connor L.O. 9.1 Skill Level: Remember the Facts Topic: The Judiciary

79.

Courts can only decide cases that present __________ controversies. Answer: actual Page Reference: pp. 267–271 A-head: Roots of the Federal Judiciary Learning Objective: O’Connor L.O. 9.1 Skill Level: Remember the Facts Topic: The Judiciary

80.

Of all the federal courts, only the __________ is established by the Constitution. Answer: Supreme Court Page Reference: pp. 271–275 A-head: The Federal Court System Learning Objective: O’Connor L.O. 9.2 Skill Level: Remember the Facts Topic: The Judiciary

81.

Judicial __________ is a philosophy of judicial decision making that posits judges should use their power broadly to further justice. Answer: activism

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Page Reference: pp. 290–293 A-head: Judicial Philosophy and Decision Making Learning Objective: O’Connor L.O. 9.5 Skill Level: Remember the Facts Topic: The Judiciary 82.

The circuit courts hear appeals from the __________ courts. Answer: district Page Reference: pp. 271–275 A-head: The Federal Court System Learning Objective: O’Connor L.O. 9.2 Skill Level: Remember the Facts Topic: The Judiciary

83.

Advocates of judicial restraint generally agree that judges should be strict __________; that is, they should interpret the Constitution as the Framers wrote and originally intended it. Answer: constructionists Page Reference: pp. 290–293 A-head: Judicial Philosophy and Decision Making Learning Objective: O’Connor L.O. 9.5 Skill Level: Understand the Concepts Topic: The Judiciary

84.

The president, with the __________ and __________ of the Senate, appoints all federal judges. Answer: advice, consent Page Reference: pp. 276–282 A-head: How Federal Court Judges Are Selected Learning Objective: O’Connor L.O. 9.3 Skill Level: Understand the Concepts Topic: The Judiciary

85.

Article III guarantees that the __________ of federal judges will not be reduced during their service on the bench. Answer: salaries Page Reference: pp. 267–271 A-head: Roots of the Federal Judiciary Learning Objective: O’Connor L.O. 9.1 Skill Level: Understand the Concepts Topic: The Judiciary

86.

The solicitor general handles all appeals on behalf of the __________ before the Supreme Court. -286-

Answer: U.S. government Page Reference: pp. 282–290 A-head: The Supreme Court Today Learning Objective: O’Connor L.O. 9.4 Skill Level: Understand the Concepts Topic: The Judiciary 87.

The justices meet in a closed conference __________ a week when the court is hearing oral arguments. Answer: twice Page Reference: pp. 282–290 A-head: The Supreme Court Today Learning Objective: O’Connor L.O. 9.4 Skill Level: Understand the Concepts Topic: The Judiciary

88.

Justices who do not agree with the outcome of a case write __________ opinions. Answer: dissenting Page Reference: pp. 282–290 A-head: The Supreme Court Today Learning Objective: O’Connor L.O. 9.4 Skill Level: Apply What You Know Topic: The Judiciary

89.

If North Dakota sues South Dakota, the case will be heard by the __________. Answer: Supreme Court Page Reference: pp. 271–275 A-head: The Federal Court System Learning Objective: O’Connor L.O. 9.2 Skill Level: Apply What You Know Topic: The Judiciary

90.

Judicial __________ encourages deference to the policy judgments of elected branches of government. Answer: restraint Page Reference: pp. 290–293 A-head: Judicial Philosophy and Decision Making Learning Objective: O’Connor L.O. 9.5 Skill Level: Apply What You Know Topic: The Judiciary

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 Short Answer Questions 91.

Describe the different types of federal constitutional courts. Answer: An ideal response will: 1. Explain that constitutional courts are established by the Constitution or by Congress pursuant to its Article III powers. 2. List the constitutional courts—Supreme Court, circuit courts, district courts. 3. Explain the types of cases heard by each of the constitutional courts. Page Reference: pp. 271–275 A-head: The Federal Court System Learning Objective: O’Connor L.O. 9.2 Skill Level: Understand the Concepts Topic: The Judiciary

92.

Explain the “rule of four” and its relationship to review in the Supreme Court. Answer: An ideal response will: 1. Note that review by the Supreme Court is discretionary and not automatic. 2. Explain that in order for a case to be heard by the Supreme Court at least four justices must vote to hear the case. Page Reference: pp. 282–290 A-head: The Supreme Court Today Learning Objective: O’Connor L.O. 9.4 Skill Level: Understand the Concepts Topic: The Judiciary

93.

Describe the strict constructionist (or original intent) judicial philosophy. Answer: An ideal response will: 1. Define strict construction as the belief that courts should interpret the Constitution as the Framers wrote and originally intended it. 2. Contrast strict constructionism with judicial activism, which emphasizes broad interpretation to promote justice. Page Reference: pp. 290–293 A-head: Judicial Philosophy and Decision Making Learning Objective: O’Connor L.O. 9.5 Skill Level: Understand the Concepts Topic: The Judiciary

94.

How are nominees to the federal district courts selected? Answer: An ideal response will:

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1. Describe the process of presidential nomination with Senate confirmation. 2. Discuss the role of the Senate Judiciary Committee in the confirmation process. 3. Explain the role of “senatorial courtesy” in blocking a potential nominee. Page Reference: pp. 276–282 A-head: How Federal Court Judges Are Selected Learning Objective: O’Connor L.O. 9.3 Skill Level: Understand the Concepts Topic: The Judiciary 95.

Describe the difference between original and appellate jurisdiction. Answer: An ideal response will: 1. Explain that original jurisdiction gives a court the power to hear a case in the first instance and appellate jurisdiction gives a court the power to review the decisions of lower courts. 2. Explain that trial courts generally have original jurisdiction and courts of appeals appellate jurisdiction. 3. Acknowledge that only the Supreme Court has both original and appellate jurisdiction. Page Reference: pp. 267–271 A-head: Roots of the Federal Judiciary Learning Objective: O’Connor L.O. 9.1 Skill Level: Understand the Concepts Topic: The Judiciary

96.

Define an implementing population and a consumer population in the implementation of judicial decisions, and provide an example for each population. Answer: An ideal response will: 1. Define the implementing population as consisting of those people responsible for carrying out a decision. In the case of school prayer, the implementing population could include teachers, school administrators, or school boards. 2. Define the consumer population as consisting of those people who might be directly affected by a decision. In the case of school prayer, the consumer population could include students and parents. Page Reference: pp. 293–296 A-head: Toward Reform: Power, Policy Making, and the Court Learning Objective: O’Connor L.O. 9.6 Skill Level: Apply What You Know Topic: The Judiciary

97.

Describe the original jurisdiction of the Supreme Court. Answer: An ideal response will:

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1. Discuss the limited nature of the Court’s original jurisdiction and discuss the very small number of cases each year that arise under the Court’s original jurisdiction. 2. List the types of controversies that fall within the Court’s original jurisdiction. Page Reference: pp. 267–271 A-head: Roots of the Federal Judiciary Learning Objective: O’Connor L.O. 9.1 Skill Level: Apply What You Know Topic: The Judiciary 98.

Explain why federal judges are appointed for a life term. Answer: An ideal response will: 1. Discuss the Framers’ concern that an elected judiciary would be partisan and beholden to the will of the electorate. 2. Explain how a life term enables judges to decide cases based on their merits without concern for the popularity of the decision. Page Reference: pp. 267–271 A-head: Roots of the Federal Judiciary Learning Objective: O’Connor L.O. 9.1 Skill Level: Apply What You Know Topic: The Judiciary

99.

Describe the difference between civil and criminal law. Answer: An ideal response will: 1. Explain that in a criminal case, the government brings a case against a defendant for violation of a criminal code. 2. Explain that in a civil case, an individual or institution brings a case against a defendant for a private wrong. Page Reference: pp. 271–275 A-head: The Federal Court System Learning Objective: O’Connor L.O. 9.2 Skill Level: Apply What You Know Topic: The Judiciary

100.

John has been convicted of violating a federal criminal statute. Explain how John’s case could reach the Supreme Court. Answer: An ideal response will: 1. Note that John must first appeal his conviction to the intermediate appellate court. 2. Explain that either John or the government could ask the Supreme Court to review the decision of the circuit court by filing a petition for a writ of certiorari. 3. Recognize that the case will only be heard and decided by the Supreme Court if at least four justices agree to hear the case.

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Page Reference: pp. 271–275 A-head: The Federal Court System Learning Objective: O’Connor L.O. 9.2 Skill Level: Apply What You Know Topic: The Judiciary 101.

What is the relationship between the supremacy clause and judicial review? Answer: An ideal response will: 1. Define judicial review. 2. Explain the meaning of the supremacy clause. 3. Discuss how the supremacy clause implies the right of judicial review. Page Reference: pp. 267–271 A-head: Roots of the Federal Judiciary Learning Objective: O’Connor L.O. 9.1 Skill Level: Apply What You Know Topic: The Judiciary

102.

Describe the “dual system” of justice in the United States. Answer: An ideal response will: 1. Note that there are both state and federal courts. 2. Describe the types of cases that can be heard only by the federal courts. 3. Explain that the majority of cases are decided by state courts. 4. Discuss the power of the federal courts to review the decisions of state courts. Page Reference: pp. 271–275 A-head: The Federal Court System Learning Objective: O’Connor L.O. 9.2 Skill Level: Analyze It Topic: The Judiciary

103.

Why is Article III the shortest part of the Constitution? Answer: An ideal response will: 1. Explain that the Framers did not believe that the judicial branch posed a real threat of tyranny. 2. Discuss the Framers’ belief that the judiciary would play a very limited role in government. Page Reference: pp. 267–271 A-head: Roots of the Federal Judiciary Learning Objective: O’Connor L.O. 9.1 Skill Level: Analyze It Topic: The Judiciary

104.

Describe the role of stare decisis in Brown v. Board of Education. -291-

Answer: An ideal response will: 1. Define stare decisis as a doctrine that urges courts to follow their prior decisions in later cases. 2. Explain that courts will depart from stare decisis when it is justified. 3. Discuss Brown as a decision that overruled an earlier Supreme Court case finding separate but equal to be constitutional. Page Reference: pp. 293–296 A-head: Toward Reform: Power, Policy Making, and the Court Learning Objective: O’Connor L.O. 9.6 Skill Level: Analyze It Topic: The Judiciary 105.

Explain judicial implementation. Answer: An ideal response will: 1. Explain that judicial decisions or opinions have no independent force or effect. 2. Discuss the process of judicial implementation whereby a judicial opinion is actually translated to public policy. 3. Explain delays in judicial implementation of controversial decisions. Page Reference: pp. 293–296 A-head: Toward Reform: Power, Policy Making, and the Court Learning Objective: O’Connor L.O. 9.6 Skill Level: Analyze It Topic: The Judiciary

 Essay Questions 106.

What do presidents look for in selecting a Supreme Court justice? Answer: An ideal response will: 1. Discuss the six most important criteria: experience, ideology or policy preferences, rewards, pursuit of political support, religion, race and gender. 2. Explain the importance of prior judicial experience. 3. Discuss the increased focus on ideology since 1980. Page Reference: pp. 276–282 A-head: How Federal Court Judges Are Selected Learning Objective: O’Connor L.O. 9.3 Skill Level: Understand the Concepts Topic: The Judiciary

-292-

107.

What would be the most likely consequence if courts did not have the power of judicial review? Answer: An ideal response will: 1. Discuss the role of judicial review in ensuring that the actions of the other branches comply with the constitution. 2. Explain that the legislative branch would likely pass unconstitutional laws if the courts had no power to invalidate such legislation. 3. Draw a direct connection between judicial review and the preservation of individual liberty. 4. Explain that judicial review empowers the judicial branch to operate as an effective “check” on the other branches of government. Page Reference: pp. 267–271 A-head: Roots of the Federal Judiciary Learning Objective: O’Connor L.O. 9.1 Skill Level: Apply What You Know Topic: The Judiciary

108.

Compare and contrast judicial restraint and judicial activism by analyzing how a proponent of each would have decided Brown v. Board of Education. Answer: An ideal response will: 1. Explain that a proponent of judicial restraint favors narrow interpretation of the Constitution and would only strike down a law that is clearly unconstitutional. 2. Acknowledge that the segregation policies at issue in Brown were not plainly unconstitutional. 3. Explain that a proponent of judicial activism favors broad constitutional interpretation to promote justice and fairness. 4. Acknowledge that fairness dictated the result in Brown. Page Reference: pp. 290–293 A-head: Judicial Philosophy and Decision Making Learning Objective: O’Connor L.O. 9.5 Skill Level: Apply What You Know Topic: The Judiciary

109.

Explain the significance of Marbury v. Madison. Answer: An ideal response will: 1. Explain that Marbury was the first case in which the Supreme Court claimed the power of judicial review. 2. Explain that judicial review significantly expanded the power of the federal courts. 3. Discuss the importance of the judicial power to review the actions of the other branches. Page Reference: pp. 267–271 A-head: Roots of the Federal Judiciary -293-

Learning Objective: O’Connor L.O. 9.1 Skill Level: Analyze It Topic: The Judiciary 110.

Compare judicial restraint, judicial activism, and strict constructionist philosophies. Answer: An ideal response will: 1. Define all three judicial philosophies. 2. Discuss that judicial restraint focuses on not overruling the decision of other branches, whereas judicial activism asserts that judges should use their power broadly. 3. Explain that a strict constructionist emphasizes the Constitution based on the Framers’ original intent. Page Reference: pp. 290–293 A-head: Judicial Philosophy and Decision Making Learning Objective: O’Connor L.O. 9.5 Skill Level: Analyze It Topic: The Judiciary

-294-

10 Public Opinion and Political Socialization  Multiple-Choice Questions 1.

Since the __________, governmental decision makers have relied heavily on public opinion polls. a. 1930s b. 1940s c. 1950s d. 1960s e. 1970s Answer: a Page Reference: pp. 303–306 A-head: Roots of Public Opinion Research Learning Objective: O’Connor L.O. 10.1 Skill Level: Remember the Facts Topic: Public Opinion

Who is considered the founder of modern-day polling? a. George Gallup b. William E. Harris c. Alfred M. Landon d. Walter Lippmann e. John Zogby Answer: a Page Reference: pp. 303–306 A-head: Roots of Public Opinion Research Learning Objective: O’Connor L.O. 10.1

-295-

Skill Level: Remember the Facts Topic: Public Opinion 3.

Unscientific surveys used to gauge public opinion on a variety of issues are known as what? a. deliberative polls b. exit polls c. push polls d. straw polls e. tracking polls Answer: d Page Reference: pp. 303–306 A-head: Roots of Public Opinion Research Learning Objective: O’Connor L.O. 10.1 Skill Level: Remember the Facts Topic: Public Opinion

Since 1952, researchers at the University of Michigan have conducted surveys to assess the political attitudes and behavior of the American electorate. By what name is this research known? a. American Electorate Studies b. General Social Studies c. Harris Interactive Studies d. National Election Studies e. National Public Opinion Studies Answer: d Page Reference: pp. 303–306 A-head: Roots of Public Opinion Research Learning Objective: O’Connor L.O. 10.1 Skill Level: Remember the Facts Topic: Public Opinion

Although campaign organizations generally deny conducting push polls, research indicates that push polls have indeed targeted political candidates. How many candidates have been targeted by this type of polling? a. one-third b. one-half c. two-thirds d. three-quarters e. more than three-quarters Answer: e Page Reference: pp. 306–312 A-head: Conducting and Analyzing Public Opinion Polls -296-

Learning Objective: O’Connor L.O. 10.2 Skill Level: Remember the Facts Topic: Public Opinion 6.

When were tracking polls introduced? a. 1985 b. 1989 c. 1992 d. 1996 e. 1999 Answer: c Page Reference: pp. 306–312 A-head: Conducting and Analyzing Public Opinion Polls Learning Objective: O’Connor L.O. 10.2 Skill Level: Remember the Facts Topic: Public Opinion

Researchers refer to the unintended influence of the questioner on respondents during inperson interviews as what? a. interviewee bias b. interviewee influence c. interviewer bias d. interviewer corruption e. interviewer influence Answer: c Page Reference: pp. 306–312 A-head: Conducting and Analyzing Public Opinion Polls Learning Objective: O’Connor L.O. 10.2 Skill Level: Remember the Facts Topic: Public Opinion

Polls may be inaccurate for a number of reasons. Which of the following is one of those reasons? a. Polls measure only elite opinion. b. Polls are unable to measure the intensity of feelings about issues. c. Polls contain far too many errors to be deemed reliable. d. Polls have too many respondent options in which to register opinions. e. Polls have yet to perfect the sampling process. Answer: b Page Reference: pp. 312–315 A-head: Shortcomings of Polling Learning Objective: O’Connor L.O. 10.3 -297-

Skill Level: Remember the Facts Topic: Public Opinion 9.

The __________ is a measure of the accuracy of a public opinion poll. a. inaccuracy rate b. margin of error c. modal response d. sample size e. standard deviation Answer: b Page Reference: pp. 312–315 A-head: Shortcomings of Polling Learning Objective: O’Connor L.O. 10.3 Skill Level: Remember the Facts Topic: Public Opinion

10.

What are “feeling thermometer” questions? a. questions that ask respondents how they feel about a particular issue by signaling their approval or disapproval b. questions that ask respondents how they feel about a particular issue by answering with a simple yes or no c. questions that ask respondents how they feel about a particular issue by using a 0-to-100 scale d. questions that measure how respondents feel about a particular issue by computing degree-of-affinity statistics e. questions that measure how respondents feel about a particular issue by computing the intensity of their opposition to that issue Answer: c Page Reference: pp. 312–315 A-head: Shortcomings of Polling Learning Objective: O’Connor L.O. 10.3 Skill Level: Remember the Facts Topic: Public Opinion

11.

What do Americans often have difficulty forming opinions about? a. about policies that involves issues of amorality

b. about policies that involve issues of morality c. about policies that do not affect them personally d. about policies that affect them personally e. about policies proposed by women candidates Answer: c Page Reference: pp. 312–315 -298-

A-head: Shortcomings of Polling Learning Objective: O’Connor L.O. 10.3 Skill Level: Remember the Facts Topic: Public Opinion 12.

Of the following, which is considered a demographic characteristic? a. employability b. gender c. history d. intelligence e. security Answer: b Page Reference: pp. 315–321 A-head: Forming Political Opinions Learning Objective: O’Connor L.O. 10.4 Skill Level: Remember the Facts Topic: Public Opinion

13.

In what, are many American ideals, including hard work and personal responsibility, rooted? a. a belief in pure capitalism b. causal explanations of human affairs c. ancient Greek notions of the nation-state d. our nation’s Protestant heritage e. the two-party system Answer: d Page Reference: pp. 315–321 A-head: Forming Political Opinions Learning Objective: O’Connor L.O. 10.4 Skill Level: Remember the Facts Topic: Public Opinion

14.

When is a child’s peer group most politically influential? a. when the child enters preschool

b. when the child enters early elementary school c. when the child enters late elementary school d. when the child enters middle school or high school e. when the child leaves high school Answer: d Page Reference: pp. 315–321 A-head: Forming Political Opinions Learning Objective: O’Connor L.O. 10.4 Skill Level: Remember the Facts -299-

Topic: Public Opinion 15.

Which amendment removed the election of U.S. senators from the hands of state legislators and placed it in the hands of citizens? a. the Sixteenth Amendment b. the Seventeenth Amendment c. the Eighteenth Amendment d. the Twentieth Amendment e. the Twenty-First Amendment Answer: b Page Reference: pp. 315–321 A-head: Forming Political Opinions Learning Objective: O’Connor L.O. 10.4 Skill Level: Remember the Facts Topic: Public Opinion

16.

“All government rests on public opinion.” Where is this sentiment expressed? a. in the Bill of Rights b. in the Declaration of Independence c. in The Federalist Papers d. in the Pew Research Center’s mission statement e. in the Rules of the Senate Answer: c Page Reference: pp. 321–322 A-head: Toward Reform: The Effects of Public Opinion on Politics Learning Objective: O’Connor L.O. 10.5 Skill Level: Remember the Facts Topic: Public Opinion

17.

What reason does Andrew Kohut, president of the Pew Research Center, give to explain why public opinion polls have become critical players in national and international politics over the last three decades? a. the sophistication of modern polling techniques b. the rise in the number of public opinion polls c. an increased reliance on polling by presidential contenders d. the advent of the Internet e. the speed with which computers can process election data Answer: b Page Reference: pp. 321–322 A-head: Toward Reform: The Effects of Public Opinion on Politics Learning Objective: O’Connor L.O. 10.5 Skill Level: Remember the Facts -300-

Topic: Public Opinion 18.

Why is Walter Lippmann credited with spurring the growth of public opinion polling? a. Lippmann tried to predict the winner of the presidential contest between Andrew Jackson and John Quincy Adams. b. Lippmann was a pioneer in the use of the straw poll. c. Lippmann’s polling methods were hailed widely as “amazingly right” and “uncannily accurate.” d. Lippmann discovered three fatal errors in the Literary Digest poll that wrongly predicted that Republican Alfred M. Landon would beat incumbent President Franklin D. Roosevelt. e. Lippmann wrote a book in which he observed that research on public opinion was far too limited, especially in light of its importance Answer: e Page Reference: pp. 303–306 A-head: Roots of Public Opinion Research Learning Objective: O’Connor L.O. 10.1 Skill Level: Understand the Concepts Topic: Public Opinion

19.

George Gallup undoubtedly had a vested interest in fostering reliance on public opinion polls. Why? a. He was a politician. b. He was a pollster. c. He was a pluralist. d. He held majority opinions. e. He held minority opinions. Answer: b Page Reference: pp. 303–306 A-head: Roots of Public Opinion Research Learning Objective: O’Connor L.O. 10.1 Skill Level: Understand the Concepts Topic: Public Opinion

20.

Of the following statements about the 1936 Literary Digest poll, which predicted Roosevelt’s defeat for reelection, which is true? a. The poll oversampled the upper middle class and the wealthy. b. The poll oversampled groups heavily Democratic in orientation. c. The poll excluded owners of automobiles and telephones. d. The poll undersampled middle-class voters who owned telephones. e. The poll undersampled Republican voters who owned neither telephones nor automobiles. Answer: a -301-

Page Reference: pp. 303–306 A-head: Roots of Public Opinion Research Learning Objective: O’Connor L.O. 10.1 Skill Level: Understand the Concepts Topic: Public Opinion 21.

In the context of public opinion polls, what is self-selection? a. a reference to the timing of public opinion polls that may skew survey results b. a reference to underrepresented groups in public opinion polls that may bias survey results c. a reference to long-term studies of the electorate invalidated by short-term biases d. a reference to short-term studies of the electorate invalidated by long-term biases e. a reference to highly motivated respondents who decide for themselves whether or not to participate in surveys Answer: e Page Reference: pp. 303–306 A-head: Roots of Public Opinion Research Learning Objective: O’Connor L.O. 10.1 Skill Level: Understand the Concepts Topic: Public Opinion

22.

What is the purpose of a “name recognition survey”? a. to discover how a better-known candidate contemplating a run for office might fare against an incumbent b. to discover how a local officeholder has affected the legislative climate c. to discover how many people have heard of a potential candidate for office d. to gauge how negatively the public views a potential third-party candidate e. to gauge how negatively the public views a potential candidate Answer: c Page Reference: pp. 306–312 A-head: Conducting and Analyzing Public Opinion Polls Learning Objective: O’Connor L.O. 10.2 Skill Level: Understand the Concepts Topic: Public Opinion

23.

What does the Pew Global Attitudes Survey assess? a. the attitudes toward globalization held by citizens in a sample of countries b. the attitudes toward global warming held by citizens in a sample of countries c. the attitudes toward the United Nations held by nonmember states d. the attitudes toward the United Nations held by member states e. the attitudes toward global powers held by citizens in a sample of countries Answer: e Page Reference: pp. 306–312 -302-

A-head: Conducting and Analyzing Public Opinion Polls Learning Objective: O’Connor L.O. 10.2 Skill Level: Understand the Concepts Topic: Public Opinion 24.

Why do reputable polling firms eschew push poll tactics? a. The intent of push polls is to give respondents some positive information about the candidate paying for the poll. b. The intent of push polls is to give respondents some negative or even untruthful information about a candidate’s opponent. c. The intent of push polls is to word questions about highly emotional issues, such as abortion, same-sex marriage, and affirmative action, neutrally. d. The intent of push polls is to yield information that helps campaigns judge the strengths and weaknesses of their opponents. e. The intent of push polls is to weigh survey results based on demographic characteristics of the national population. Answer: b Page Reference: pp. 306–312 A-head: Conducting and Analyzing Public Opinion Polls Learning Objective: O’Connor L.O. 10.2 Skill Level: Understand the Concepts Topic: Public Opinion

25.

How does the textbook answer this question: why are traditional telephone polls becoming increasingly difficult to conduct? a. Many people distrust pollsters. b. Many people do not have landlines. c. Pollsters are no longer exempt from federal do-not-call lists. d. Pollsters are no longer exempt from state do-not-call lists. e. Polling is a form of constitutionally protected speech. Answer: b Page Reference: pp. 306–312 A-head: Conducting and Analyzing Public Opinion Polls Learning Objective: O’Connor L.O. 10.2 Skill Level: Understand the Concepts Topic: Public Opinion

26.

How are exit polls conducted? a. over the telephone b. on the Internet c. through the mail d. via e-mail e. in person -303-

Answer: e Page Reference: pp. 306–312 A-head: Conducting and Analyzing Public Opinion Polls Learning Objective: O’Connor L.O. 10.2 Skill Level: Understand the Concepts Topic: Public Opinion 27.

Which of the following statements about the shortcomings of polling is true? a. Polls always allow respondents an appropriate range in which to register their opinions. b. Polls always attempt to gauge attitudes toward issues about which the public has little information. c. Polls never contain errors. d. Polls sometimes fail to measure intensity of feeling. e. Polls never incur data-entry costs. Answer: d Page Reference: pp. 312–315 A-head: Shortcomings of Polling Learning Objective: O’Connor L.O. 10.3 Skill Level: Understand the Concepts Topic: Public Opinion

28.

Two types of errors are common to polls. What are they? a. exit error and margin of error b. margin of error and sampling error c. margin of error and survey error d. sampling error and stratified error e. stratified error and survey error Answer: b Page Reference: pp. 312–315 A-head: Shortcomings of Polling Learning Objective: O’Connor L.O. 10.3 Skill Level: Understand the Concepts Topic: Public Opinion

29.

Of the following public opinion poll topics, which is more likely than the others to be subject to a screening procedure? a. crime prevention b. illegal drug use c. the federal budget d. race-based preferences e. women’s role in society

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Answer: c Page Reference: pp. 312–315 A-head: Shortcomings of Polling Learning Objective: O’Connor L.O. 10.3 Skill Level: Understand the Concepts Topic: Public Opinion 30.

How do political scientists define political socialization? a. as the process through which individuals self-select themselves to participate in public opinion polls b. as the process through which individuals acquire status as opinion leaders c. as the process through which individuals seek out new polling technologies d. as the process through which individuals seek out the beliefs and values of their peer groups e. as the process through which individuals acquire their political beliefs and values Answer: e Page Reference: pp. 315–321 A-head: Forming Political Opinions Learning Objective: O’Connor L.O. 10.4 Skill Level: Understand the Concepts Topic: Public Opinion

31.

Refer to “How Do Demographic Characteristics Affect Public Opinion?” and indicate which is true about how age impacts views on whether or not the government should guarantee every citizen enough to eat and a place to sleep. a. More citizens over sixty-five years old think the government should guarantee every citizen have enough to eat and a place to sleep than citizens between eighteen and twentynine years old. b. Citizens over forty-nine years old feel most strongly that every citizen has enough to eat and a place to sleep when compared to the other age groups. c. Citizens between fifty and sixty-four years old feel the most strongly that every citizen has enough to eat and a place to sleep when compared to the other age groups. d. Citizens between thirty and forty-nine years old feel the most strongly that every citizen has enough to eat and a place to sleep when compared to the other age groups. e. As citizens get older, they begin to feel more strongly that the government should guarantee every citizen enough to eat and a place to sleep. Answer: d Page Reference: pp. 315–321 A-head: Forming Political Opinions Learning Objective: O’Connor L.O. 10.4 Skill Level: Understand the Concepts Topic: Public Opinion

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32.

At what age do parents exercise the greatest influence on the political socialization of their children? a. from birth to age 5 b. from birth to age 10 c. from age 10 to age 14 d. from age 14 to age 18 e. at age 18 and older Answer: a Page Reference: pp. 315–321 A-head: Forming Political Opinions Learning Objective: O’Connor L.O. 10.4 Skill Level: Understand the Concepts Topic: Public Opinion

33.

Gaps in the way that citizens view government, political leaders, and public policies may be the result of gender, race, age, party, and religion, which are collectively known as what? a. demographic stratigraphy b. demographic characteristics c. political ideologies d. agents of political socialization e. social identity quotients Answer: b Page Reference: pp. 315–321 A-head: Forming Political Opinions Learning Objective: O’Connor L.O. 10.4 Skill Level: Understand the Concepts Topic: Public Opinion

34.

Researchers have found that women are __________ similarly qualified men to think about running for office. a. more reluctant than b. less reluctant than c. equally as reluctant as d. neither more nor less reluctant than e. both more reluctant and less reluctant, depending on the situation, than Answer: a Page Reference: pp. 315–321 A-head: Forming Political Opinions Learning Objective: O’Connor L.O. 10.4 Skill Level: Understand the Concepts Topic: Public Opinion

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35.

Why has the public become more of a critical player in national and international politics in the past three decades? a. because the public opinion of the electorate responds to changing events b. because the public opinion of the electorate has an effect on policy c. because the public opinion of the electorate has become easier to calculate d. because the number of polls regularly conducted and reported on is declining e. because the number of polls regularly conducted and reported on is rising Answer: e Page Reference: pp. 321–322 A-head: Toward Reform: The Effects of Public Opinion on Politics Learning Objective: O’Connor L.O. 10.5 Skill Level: Understand the Concepts Topic: Public Opinion

36.

Which of the following statements best describes the interaction between public opinion and public policy in the United States? a. The public’s views, registered through public opinion polls, closely mirrors policy. b. The public’s views, registered through public opinion polls, can affect policy in the short, but not the long, term. c. The public’s views, registered through public opinion polls, can affect the outcome of political events, such as elections, but not particular policies. d. The public’s views, registered through public opinion polls, can affect policy. e. The public’s views, registered through public opinion polls, have no discernible effect on policy. Answer: d Page Reference: pp. 321–322 A-head: Toward Reform: The Effects of Public Opinion on Politics Learning Objective: O’Connor L.O. 10.5 Skill Level: Understand the Concepts Topic: Public Opinion

37.

In 1787, John Jay wrote glowingly of the sameness of the American people. In Federalist No. 2, he wrote that we are “one united people—a people descended from the same ancestors, speaking the same language, professing the same religion, attached to the same principles of government, very similar in manners and customs.” Considering the sentiments expressed therein, which of these statements is Jay more likely to agree with? a. He would likely agree that reliance on public opinion polls is unnecessary for good governance. b. He would likely agree that obtaining an appraisal of public opinion through polling is essential for good governance. c. He would likely agree that public opinion polls would confirm the presence of two different orientations toward governance among the people. d. He would likely agree that interviews with citizens would yield a diversity of opinion. -307-

e. He would likely agree that the public does not have consistent day-to-day opinions on issues. Answer: a Page Reference: pp. 303–306 A-head: Roots of Public Opinion Research Learning Objective: O’Connor L.O. 10.1 Skill Level: Apply What You Know Topic: Public Opinion 38.

In 1948, the Chicago Tribune wrongly predicted that Republican Thomas E. Dewey would beat incumbent President Harry S. Truman. Knowing what you know about the accuracy of various polls, what kind of poll would most likely have led the Chicago Tribune to make this erroneous prediction? a. an exit poll b. a push poll c. a random-digit dialing poll d. a straw poll e. a tracking poll Answer: d Page Reference: pp. 303–306 A-head: Roots of Public Opinion Research Learning Objective: O’Connor L.O. 10.1 Skill Level: Apply What You Know Topic: Public Opinion

39.

The Gallop organization predicts that Andrew Cuomo, the governor of New York, wins the 2016 presidential election with 61 percent of the popular vote. If Cuomo actually wins by capturing 49 percent of the popular vote, to which factor, more than the others, would you attribute the discrepancy, given what you know about how successful Gallup has been in making presidential predictions? a. the presence of a prominent female candidate b. the presence of a prominent third-party candidate c. the age of a major-party candidate d. the religion of a major-party candidate e. the absence of grassroots action Answer: b Page Reference: pp. 303–306 A-head: Roots of Public Opinion Research Learning Objective: O’Connor L.O. 10.1 Skill Level: Apply What You Know Topic: Public Opinion

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40.

A polling firm has been commissioned by the New York Times to assess public opinion about the performance of FEMA (the Federal Emergency Management Agency) during the aftermath of Hurricane Sandy. What should the firm do first? a. determine the population b. determine the content and phrasing of the questions they want answered c. determine the method of poll selection d. contact respondents e. select the sample Answer: b Page Reference: pp. 306–312 A-head: Conducting and Analyzing Public Opinion Polls Learning Objective: O’Connor L.O. 10.2 Skill Level: Apply What You Know Topic: Public Opinion

41.

Which of the following is the clearest example of a push poll question? a. Are you familiar with the candidate’s voting record on tax subsidies for energy producers? b. Would you approve of the candidate’s vote for the antipoverty bill if you knew that the candidate never read the legislation? c. Do you plan to vote to reelect the candidate this November? d. Do you agree with the candidate’s stance on programs for the poor? e. Do you approve or disapprove of the job that the candidate is doing? Answer: b Page Reference: pp. 306–312 A-head: Conducting and Analyzing Public Opinion Polls Learning Objective: O’Connor L.O. 10.2 Skill Level: Apply What You Know Topic: Public Opinion

42.

You are in a political science class. There is an argument about how to define the target population for a survey to determine if families with children would use school vouchers to send their children to charter schools. From which of the following populations should you select a sample? a. women with children b. married or divorced women with school-age children c. mothers with children under age 18 d. parents e. parents of children under age 18 Answer: e Page Reference: pp. 306–312 A-head: Conducting and Analyzing Public Opinion Polls Learning Objective: O’Connor L.O. 10.2 -309-

Skill Level: Apply What You Know Topic: Public Opinion 43.

You are a pollster about to analyze polling data in order to reveal the data’s implications for public policy. Which of the following subgroups within the data would you, as a representative of a reputable polling organization, pay least attention to? a. men versus women b. Democrats versus Republicans c. seniors versus first-time voters d. stockholders versus shareholders e. independent versus party-affiliated voters Answer: d Page Reference: pp. 306–312 A-head: Conducting and Analyzing Public Opinion Polls Learning Objective: O’Connor L.O. 10.2 Skill Level: Apply What You Know Topic: Public Opinion

44.

In a random sample of 1,000 high-school students, 29 percent indicated that they had read the Declaration of Independence at least once. If the margin of error is calculated to be 4 percent, which of the following statements is more likely than the others to be true? a. If the poll were conducted again, the percentage of those questioned who have read the Declaration of Independence would likely be above 33 percent. b. If the poll were conducted again, the percentage of those questioned who have read the Declaration of Independence would likely be below 25 percent. c. If the poll were conducted again, the percentage of those questioned who have read the Declaration of Independence would likely be between 25 and 33 percent. d. If the poll were conducted again, the percentage of those questioned who have read the Declaration of Independence would likely be equal to 25 or 33 percent. e. If the poll were conducted again, the percentage of those questioned having read the Declaration of Independence would likely be equal to 33 percent, if the margin of error were less than 4 percent. Answer: c Page Reference: pp. 312–315 A-head: Shortcomings of Polling Learning Objective: O’Connor L.O. 10.3 Skill Level: Apply What You Know Topic: Public Opinion

45.

As a pollster for Smart Polling, you are concerned about gauging the public’s attitudes about arms-control policy, because you believe that the public not only has little information on this complex topic but also has thought little about it. What procedure might you implement to decrease the inaccuracy of your polling data because of this lack of information?

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a. a screening procedure b. a grading procedure c. a tracking procedure d. a deliberative procedure e. a randomization procedure Answer: a Page Reference: pp. 312–315 A-head: Shortcomings of Polling Learning Objective: O’Connor L.O. 10.3 Skill Level: Apply What You Know Topic: Public Opinion 46.

Leslie is a white, middle-class mother of two, who works as a librarian in the public library system of a large city in the American West. She is 57 years old. Given her demographic profile and the information presented in Table 10.1 on differences in the political opinions of women and men, which of the following statements about her political opinions would pollsters expect to be true? a. Leslie believes that labor unions are not necessary to protect the rights of working men and women. b. Leslie believes that American military interventions are usually a bad idea. c. Leslie believes that school boards have a right to fire teachers who are homosexual. d. Leslie believes that women’s opportunities for good jobs are equal to those of men. e. Leslie believes that we should loosen restrictions on people coming to the United States. Answer: b Page Reference: pp. 315–321 A-head: Forming Political Opinions Learning Objective: O’Connor L.O. 10.4 Skill Level: Apply What You Know Topic: Public Opinion

47.

In your American government class, you learn that most Americans’ level of knowledge about history and politics is quite low and is declining every year. You also learn that political knowledge and political participation have a reciprocal effect on one another. Which of the following statements aligns with the statements presented in this scenario? a. In the future, the degree of political participation in America is likely to go up. b. In the future, the degree of political participation in America is likely to go down. c. On many traditional measures, Americans’ knowledge of foreign policy issues is likely to increase in the future. d. On many traditional measures, Americans’ knowledge of domestic policy issues is likely to increase in the future. e. The gender gap in political participation appears to be unaffected by falling levels of political knowledge at present. Answer: b -311-

Page Reference: pp. 315–321 A-head: Forming Political Opinions Learning Objective: O’Connor L.O. 10.4 Skill Level: Apply What You Know Topic: Public Opinion 48.

During his campaign for reelection in 2012, Barack Obama deemphasized his work on health care reform. Which of the following reasons is the most plausible explanation for this decision, given what you know about the interaction between public opinion and policy and politics? a. The continuing global economic crisis was too distracting. b. Deep divisions in public opinion on the issue were apparent. c. Unemployment remained high in the Southeast. d. The popularity of Republicans continued to rise after the Republican National Convention. e. The reaction against rising foreclosure rates was strongest in Florida. Answer: b Page Reference: pp. 321–322 A-head: Toward Reform: The Effects of Public Opinion on Politics Learning Objective: O’Connor L.O. 10.5 Skill Level: Apply What You Know Topic: Public Opinion

49.

In what way are George Gallup’s sentiments about the role of public opinion in governance similar to those of many of today’s political thinkers? a. They are similar in believing that that leaders must follow the public’s view slavishly. b. They are similar in believing that leaders should have an appraisal of public opinion and consider it in reaching their decisions. c. They are similar in believing that straw polls should be used to gauge public opinion. d. They are similar in believing that pollsters should expect a high degree of consistency in citizens’ day-to-day political views. e. They are similar in believing that the public should be surveyed only when the relative importance of an issue is high. Answer: b Page Reference: pp. 303–306 A-head: Roots of Public Opinion Research Learning Objective: O’Connor L.O. 10.1 Skill Level: Analyze It Topic: Public Opinion

50.

What did George Gallup mean when he said that public opinion polls “speed up the process of democracy”? a. that polls define issues of concern to the public -312-

b. that polls make elections run more smoothly c. that polls accurately predict election outcomes d. that politics without polls is undemocratic e. that laws sail through the legislative process if public opinion supports them Answer: a Page Reference: pp. 303–306 A-head: Roots of Public Opinion Research Learning Objective: O’Connor L.O. 10.1 Skill Level: Analyze It Topic: Public Opinion 51.

Which of the following surveys is more likely than the others to generate self-selection error? a. a mail-in survey of retirement community members about the privatization of Medicare b. a phone survey of randomly selected voters about the job performance of local council members c. a yes or no phone survey that asks, “Will you vote in the upcoming presidential election?” d. a door-to-door survey about home energy use e. a mall-intercept survey about restaurant preferences Answer: a Page Reference: pp. 303–306 A-head: Roots of Public Opinion Research Learning Objective: O’Connor L.O. 10.1 Skill Level: Analyze It Topic: Public Opinion

52.

Why have National Election Studies (NES) researchers conducted surveys before and after every mid-term and presidential election since 1952? a. to compile long-term studies of the electorate b. to increase voter participation c. to gauge the opinions of a selected group of respondents on a single issue over time d. to safeguard elections from manipulation by political consultants e. to clarify options for undecided voters Answer: a Page Reference: pp. 303–306 A-head: Roots of Public Opinion Research Learning Objective: O’Connor L.O. 10.1 Skill Level: Analyze It Topic: Public Opinion

53.

When conducting surveys, why is the wording of questions a central concern? a. how a question is worded can unintentionally skew results b. how a question is worded can intentionally skew results -313-

c. how a question is worded can intentionally or unintentionally skew results d. how a question is worded can generate a low degree of consensus e. how a question is worded can increase self-selection Answer: c Page Reference: pp. 306–312 A-head: Conducting and Analyzing Public Opinion Polls Learning Objective: O’Connor L.O. 10.2 Skill Level: Analyze It Topic: Public Opinion 54.

What is the difference between simple random sampling and stratified sampling? a. Stratified sampling combines random selection with predetermined weighting of a population’s demographic characteristics, whereas random sampling does not. b. Stratified sampling gives each member of a targeted population the same probability of being polled, whereas simple random sampling does not. c. Random simplified sampling incorporates random selection into the polling procedure, whereas stratified sampling does not. d. Stratified sampling excludes the element of randomness from the polling process, whereas random simplified sampling does not. e. Stratified sampling relies on techniques to eliminate bias, whereas simple random sampling does not. Answer: a Page Reference: pp. 306–312 A-head: Conducting and Analyzing Public Opinion Polls Learning Objective: O’Connor L.O. 10.2 Skill Level: Analyze It Topic: Public Opinion

55.

Web polls that allow anyone to weigh in on a topic are similar to which of the following type(s) of polls? a. exit polls and deliberative polls b. deliberative polls c. tracking polls and straw polls d. biannual Cooperative Congressional Election studies e. straw polls Answer: e Page Reference: pp. 306–312 A-head: Conducting and Analyzing Public Opinion Polls Learning Objective: O’Connor L.O. 10.2 Skill Level: Analyze It Topic: Public Opinion

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56.

Which type of survey question is best suited to addressing concerns about errors in public opinion polling resulting from difficulty in measuring intensity? a. simple yes-or-no questions b. simple approve-or-disapprove questions c. “feeling thermometer” questions d. interviewee-bias questions e. demographic-information questions Answer: c Page Reference: pp. 312–315 A-head: Shortcomings of Polling Learning Objective: O’Connor L.O. 10.3 Skill Level: Analyze It Topic: Public Opinion

57.

Americans are likely to have the most difficulty forming opinions on which of the following topics? a. topics involving bread-and-butter issues, such as jobs and unemployment b. topics involving moral issues, such punishments for hate crimes c. topics involving tax deductions for home mortgages d. topics involving the European Central Bank and creditor nations e. topics involving single-payer health care mandates Answer: d Page Reference: pp. 312–315 A-head: Shortcomings of Polling Learning Objective: O’Connor L.O. 10.3 Skill Level: Analyze It Topic: Public Opinion

58.

When they become ten or eleven, what political opinion of Democratic presidents would you expect of children raised in politically active Republican households? a. that they would be indifferent to Democratic presidents b. that they would have roughly the same feelings toward Democratic presidents as Republican ones c. that they would be more skeptical of Democratic presidents than Republican ones d. that they would, because of the liberalizing effect of age, be less skeptical of Democratic presidents than Republican ones e. that they would, because of the increasing influence of their peer group, adopt the attitudes of their peers toward Democratic presidents Answer: c Page Reference: pp. 315–321 A-head: Forming Political Opinions Learning Objective: O’Connor L.O. 10.4 -315-

Skill Level: Analyze It Topic: Public Opinion 59.

Which of the following statements about the relationship between political knowledge and political participation is true? a. Increases in political knowledge lead to decreases in political participation. b. Increases in political participation lead to decreases in political knowledge. c. Decreases in political participation lead to increases in political knowledge d. Increases in political knowledge lead to increases in political participation. e. Increases in political knowledge have no effect on political participation. Answer: d Page Reference: pp. 315–321 A-head: Forming Political Opinions Learning Objective: O’Connor L.O. 10.4 Skill Level: Analyze It Topic: Public Opinion

60.

Which of the following statements best reflects the Framers’ attitudes about public opinion? a. Public opinion is the best measure of the soundness of government policy. b. Public opinion is potentially divisive and should, therefore, be encouraged. c. Public opinion is potentially counterproductive and should, therefore, be tempered. d. Public opinion should be monitored closely in election years. e. Public opinion should be represented in government by lobbyists. Answer: c Page Reference: pp. 321–322 A-head: Toward Reform: The Effects of Public Opinion on Politics Learning Objective: O’Connor L.O. 10.5 Skill Level: Analyze It Topic: Public Opinion

 True-False Questions 61.

Like the Literary Digest, George Gallup incorrectly predicted the results of the 1936 election between Franklin D. Roosevelt and Alf Landon. Answer: FALSE Page Reference: pp. 303–306 A-head: Roots of Public Opinion Research Learning Objective: O’Connor L.O. 10.1 Skill Level: Remember the Facts Topic: Public Opinion

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62.

Simple random samples are not very useful for predicting voting outcomes because they may undersample or oversample key populations not likely to vote. Answer: TRUE Page Reference: pp. 306–312 A-head: Conducting and Analyzing Public Opinion Polls Learning Objective: O’Connor L.O. 10.2 Skill Level: Remember the Facts Topic: Public Opinion

63.

The most common form of the telephone poll is the random-digit dialing survey. Answer: TRUE Page Reference: pp. 306–312 A-head: Conducting and Analyzing Public Opinion Polls Learning Objective: O’Connor L.O. 10.2 Skill Level: Remember the Facts Topic: Public Opinion

64.

Typically, the margin of error in a sample of 1,000 will be about 10 percent. Answer: FALSE Page Reference: pp. 312–315 A-head: Shortcomings of Polling Learning Objective: O’Connor L.O. 10.3 Skill Level: Remember the Facts Topic: Public Opinion

65.

Public opinion polls confirm that women have more liberal attitudes than men about social issues. Answer: TRUE Page Reference: pp. 315–321 A-head: Forming Political Opinions Learning Objective: O’Connor L.O. 10.4 Skill Level: Remember the Facts Topic: Public Opinion

66.

Most researchers believe that college has a liberalizing effect on students. Answer: TRUE Page Reference: pp. 315–321 A-head: Forming Political Opinions Learning Objective: O’Connor L.O. 10.4 Skill Level: Remember the Facts Topic: Public Opinion

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67.

As early as the Civil War period, political leaders have noted that “all government rests on public opinion.” Answer: FALSE Page Reference: pp. 321–322 A-head: Toward Reform: The Effects of Public Opinion on Politics Learning Objective: O’Connor L.O. 10.5 Skill Level: Remember the Facts Topic: Public Opinion

68.

A sample is a subset of the entire population selected to be questioned for the purposes of prediction or gauging opinion. Answer: TRUE Page Reference: pp. 303–306 A-head: Roots of Public Opinion Research Learning Objective: O’Connor L.O. 10.1 Skill Level: Understand the Concepts Topic: Public Opinion

69.

A population is a subset of the entire group of people whose attitudes a researcher wishes to measure. Answer: FALSE Page Reference: pp. 306–312 A-head: Conducting and Analyzing Public Opinion Polls Learning Objective: O’Connor L.O. 10.2 Skill Level: Understand the Concepts Topic: Public Opinion

70.

Approve-or-disapprove survey questions measure respondents’ intensity of feeling better than other types of questions. Answer: FALSE Page Reference: pp. 312–315 A-head: Shortcomings of Polling Learning Objective: O’Connor L.O. 10.3 Skill Level: Understand the Concepts Topic: Public Opinion

71.

Demographic characteristics include family, school, peers, the mass media, and political leaders. Answer: FALSE Page Reference: pp. 315–321 A-head: Forming Political Opinions Learning Objective: O’Connor L.O. 10.4 Skill Level: Understand the Concepts -318-

Topic: Public Opinion 72.

Refer to Figure 10.3. If Joe is a first-year college student, it is more likely that he will be liberal rather than middle of the road. Answer: FALSE Page Reference: pp. 315–321 A-head: Forming Political Opinions Learning Objective: O’Connor L.O. 10.4 Skill Level: Understand the Concepts Topic: Public Opinion

73.

Scientific Internet surveys and Web polls that allow anyone to weigh in on a topic have established relatively effective records in predicting election outcomes. Answer: FALSE Page Reference: pp. 306–312 A-head: Conducting and Analyzing Public Opinion Polls Learning Objective: O’Connor L.O. 10.2 Skill Level: Apply What You Know Topic: Public Opinion

74.

Polling organizations that seek quick answers to survey questions should employ “feeling thermometer” questions. Answer: FALSE Page Reference: pp. 312–315 A-head: Shortcomings of Polling Learning Objective: O’Connor L.O. 10.3 Skill Level: Apply What You Know Topic: Public Opinion

75.

Consuming the slanted views of cable and Internet news sources has a neutral effect on the way that citizens process political information. Answer: FALSE Page Reference: pp. 315–321 A-head: Forming Political Opinions Learning Objective: O’Connor L.O. 10.4 Skill Level: Apply What You Know Topic: Public Opinion

 Fill-in-the-Blank Questions

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76.

The Literary Digest, a popular magazine that first began national presidential polling in 1916, was a pioneer in the use of the __________. Answer: straw poll Page Reference: pp. 303–306 A-head: Roots of Public Opinion Research Learning Objective: O’Connor L.O. 10.1 Skill Level: Remember the Facts Topic: Public Opinion

77.

__________ are the most frequently used mechanism by which to gauge the mood of the electorate. Answer: Telephone polls Page Reference: pp. 306–312 A-head: Conducting and Analyzing Public Opinion Polls Learning Objective: O’Connor L.O. 10.2 Skill Level: Remember the Facts Topic: Public Opinion

78.

The unintended influence of the questioner or pollster may lead to __________. Answer: interviewer bias Page Reference: pp. 306–312 A-head: Conducting and Analyzing Public Opinion Polls Learning Objective: O’Connor L.O. 10.2 Skill Level: Remember the Facts Topic: Public Opinion

79.

The influence of the family on political socialization can be traced to two factors: __________ and receptivity. Answer: communication Page Reference: pp. 312–315 A-head: Shortcomings of Polling Learning Objective: O’Connor L.O. 10.3 Skill Level: Remember the Facts Topic: Public Opinion

80.

Many American ideals, including hard work and personal responsibility, are rooted in our nation’s __________ heritage. Answer: Protestant Page Reference: pp. 315–321 A-head: Forming Political Opinions Learning Objective: O’Connor L.O. 10.4 Skill Level: Remember the Facts Topic: Public Opinion -320-

81.

Studies have shown that students become more __________ each year they are in college Answer: liberal Page Reference: pp. 315–321 A-head: Forming Political Opinions Learning Objective: O’Connor L.O. 10.4 Skill Level: Remember the Facts Topic: Public Opinion

82.

On the campaign trail in 2012, President Barack Obama deemphasized his work on __________, in part due to the deep divisions in public opinion on the issue. Answer: health care reform Page Reference: pp. 321–322 A-head: Toward Reform: The Effects of Public Opinion on Politics Learning Objective: O’Connor L.O. 10.5 Skill Level: Remember the Facts Topic: Public Opinion

83.

__________ is defined as what the public thinks about a particular issue or set of issues at any point in time. Answer: Public opinion Page Reference: pp. 303–306 A-head: Roots of Public Opinion Research Learning Objective: O’Connor L.O. 10.1 Skill Level: Understand the Concepts Topic: Public Opinion

84.

“If you knew that Candidate X cheated on her taxes, would you vote for her?” is a question typical of __________. Answer: push polls Page Reference: pp. 306–312 A-head: Conducting and Analyzing Public Opinion Polls Learning Objective: O’Connor L.O. 10.2 Skill Level: Understand the Concepts Topic: Public Opinion

85.

The process through which individuals acquire their beliefs is known as __________. Answer: political socialization Page Reference: pp. 312–315 A-head: Shortcomings of Polling Learning Objective: O’Connor L.O. 10.3 Skill Level: Understand the Concepts Topic: Public Opinion -321-

86.

From the time of the earliest public opinion polls, women have held more liberal attitudes than men about __________ issues, such as education, poverty, capital punishment, and the environment. Answer: social Page Reference: pp. 315–321 A-head: Forming Political Opinions Learning Objective: O’Connor L.O. 10.4 Skill Level: Understand the Concepts Topic: Public Opinion

87.

Political knowledge and political participation have a __________ effect on one another. Answer: reciprocal Page Reference: pp. 315–321 A-head: Forming Political Opinions Learning Objective: O’Connor L.O. 10.4 Skill Level: Understand the Concepts Topic: Public Opinion

88.

In July of 2012, CNN conducted an online poll asking visitors to the site to offer their opinions about the appropriate punishment for a well-known celebrity who had violated the terms of her probation. Like the 1936 Literary Digest straw poll, this poll violated a wellknown cardinal rule of survey sampling, a problem researchers call __________. Answer: self-selection Page Reference: pp. 303–306 A-head: Roots of Public Opinion Research Learning Objective: O’Connor L.O. 10.1 Skill Level: Apply What You Know Topic: Public Opinion

89.

One consequence of __________ is that they may influence the voting behavior of voters who think that an election has already been clearly decided before their votes have been cast. Answer: exit polls Page Reference: pp. 306–312 A-head: Conducting and Analyzing Public Opinion Polls Learning Objective: O’Connor L.O. 10.2 Skill Level: Apply What You Know Topic: Public Opinion

90.

A scientific poll determines that 60 percent of respondents support relaxation of gun-control laws. If the margin of error were 4 percent, the actual number of people in the population selected to be questioned who support relaxation could be as high as __________ percent. Answer: 64 -322-

Page Reference: pp. 312–315 A-head: Shortcomings of Polling Learning Objective: O’Connor L.O. 10.3 Skill Level: Apply What You Know Topic: Public Opinion

 Short Answer Questions 91.

Who is George Gallup, and what event launched his career in measuring public opinion? Answer: An ideal response will: 1. Identify George Gallup (1901–1983) as the founder of the Gallup Organization and modern-day polling. 2. Discuss the importance of George Gallup’s accurate prediction of the 1936 election, in contrast to the Literary Digest’s miscalculation, for launching his career and for helping to advance the use of polling and survey research to monitor trends in public opinion. Page Reference: pp. 303–306 A-head: Roots of Public Opinion Research Learning Objective: O’Connor L.O. 10.1 Skill Level: Understand the Concepts Topic: Public Opinion

92.

What is the most frequently used mechanism by which the mood of the electorate is gauged? Name two problems associated with it. Answer: An ideal response will: 1. Indicate that telephone polls are the most frequently used mechanism for gauging the mood of the electorate, using random-digit dialing surveys. 2. Identify two problems associated with telephone polling, which may include caller ID and the decreased use of landline phones. Page Reference: pp. 306–312 A-head: Conducting and Analyzing Public Opinion Polls Learning Objective: O’Connor L.O. 10.2 Skill Level: Understand the Concepts Topic: Public Opinion

93.

Why is intensity of feeling an important factor to take into consideration when assessing the shortcomings of polling? Answer: An ideal response will: 1. Define intensity of feeling in relation to polling. 2. Explain why measuring intensity is important for understanding public opinion.

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3. Explain how intensity can be measured. Page Reference: pp. 312–315 A-head: Shortcomings of Polling Learning Objective: O’Connor L.O. 10.3 Skill Level: Understand the Concepts Topic: Public Opinion 94.

Define political socialization and explain the role of family, peers, and schools as agents of political socialization. Answer: An ideal response will: 1. Define political socialization as the process through which individuals acquire their political beliefs. 2. Explain and compare how family, peers, and schools act as agents of political socialization. This may include specific examples about political beliefs. Page Reference: pp. 315–321 A-head: Forming Political Opinions Learning Objective: O’Connor L.O. 10.4 Skill Level: Understand the Concepts Topic: Public Opinion

95.

How is the president able to mold public opinion? Answer: An ideal response will: 1. Explain how presidents have a unique position to mold public opinion because of their office and their singular position as head of state. 2. Discuss examples of how presidents can address the public directly through the media or other sources. Page Reference: pp. 315–321 A-head: Forming Political Opinions Learning Objective: O’Connor L.O. 10.4 Skill Level: Understand the Concepts Topic: Public Opinion

96.

Explain what George Gallop meant when he said that public opinion polls “speed up the process of democracy.” Answer: An ideal response will: 1. Establish the link between public opinion and electoral democracy. 2. Explain how public opinion polling provides a way to predict who will most likely win an election before an election officially ends. Page Reference: pp. 303–306 A-head: Roots of Public Opinion Research Learning Objective: O’Connor L.O. 10.1 -324-

Skill Level: Apply What You Know Topic: Public Opinion 97.

What type of research error would you expect from a public opinion poll about support for women in combat roles that sought responses only from female college students who described themselves as feminists? Answer: An ideal response will: 1. Explain how the quality of the sample, or its representation of the population universe, is crucial for setting up accurate public opinion polls. 2. Evaluate this example of a public opinion poll as having sampling error because it does not account for other population groups besides this small group of feminist female college students. Page Reference: pp. 303–306 A-head: Roots of Public Opinion Research Learning Objective: O’Connor L.O. 10.1 Skill Level: Apply What You Know Topic: Public Opinion

98.

Consider this public opinion research question: “Would you support a single-payer managed health care system if you knew your ability to choose your own physician would be limited?” Is this question typical of a push poll? Answer: An ideal response will: 1. Define a push poll as polls taken for the purpose of providing information on an opponent (or an issue) that would lead respondents to vote against that candidate (or that issue). 2. Analyze specific sections of this poll question and discuss why it is or is not an example of a push poll. Page Reference: pp. 306–312 A-head: Conducting and Analyzing Public Opinion Polls Learning Objective: O’Connor L.O. 10.2 Skill Level: Apply What You Know Topic: Public Opinion

99.

Richard is a retired former assistant bank manager who is concerned principally with the safety of his retirement income, the quality and expense of his health care, and a future clouded by excessive national debt. He lives in a retirement community outside Atlanta, Georgia. Would the accuracy of a public opinion poll about political tensions in South Asia be enhanced or undermined if Richard and other similarly situated Americans were included as respondents? Answer: An ideal response will: 1. Explain that Richard and other similarly situated Americans would likely lack adequate information for making informed public opinions about political tensions in South Asia. -325-

2. Discuss the significance of problems with lack of information for public opinion pollsters and the significance of screening procedures. Page Reference: pp. 312–315 A-head: Shortcomings of Polling Learning Objective: O’Connor L.O. 10.3 Skill Level: Apply What You Know Topic: Public Opinion 100.

Amanda is white, 30 years of age, married, and a resident of Indianapolis, Indiana. She regularly attends services at Good Shepherd Lutheran Church. What major demographic characteristics would opinion poll researchers associate with Amanda? Answer: An ideal response will: 1. Define demographic characteristics, including gender, race, ethnicity, age, and religion, and explain their significance for public opinion polling. 2. Identify age, race, marital status, region, and religion as important demographic information that characterizes Amanda. Page Reference: pp. 315–321 A-head: Forming Political Opinions Learning Objective: O’Connor L.O. 10.4 Skill Level: Apply What You Know Topic: Public Opinion

101.

Kids Voting for Texas is an optional part of the civics curriculum in Texas designed to let students between the ages of 10 and 14 have an authentic voting experience at the polls throughout the state. If the Dallas school board voted to make Kids Voting for Texas required for all middle-school students in the Dallas school district, would you expect the decision to have an impact on the future voting habits of students in Dallas classrooms? Answer: An ideal response will: 1. Explain how the Kids Voting for Texas program can function as an agent for political socialization that may have a positive influence on the future voting habits of Dallas students and lead to higher rates of voter turnout. 2. Discuss the specific types of beliefs about politics and voting that children in the program may adopt. Page Reference: pp. 315–321 A-head: Forming Political Opinions Learning Objective: O’Connor L.O. 10.4 Skill Level: Apply What You Know Topic: Public Opinion

102.

In what ways are those who answer mail surveys different from the general electorate? Answer: An ideal response will:

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1. Distinguish people who answer mail surveys from the general electorate, including the distinction that people answering mail surveys are more likely to be wealthier, more educated, and care more about issues than the general electorate. 2. Discuss the significance of self-selection and voluntary participation on the outcomes of public opinion polling. Page Reference: pp. 303–306 A-head: Roots of Public Opinion Research Learning Objective: O’Connor L.O. 10.1 Skill Level: Analyze It Topic: Public Opinion 103.

Explain why public opinion polls have concluded that Americans, Russians, and the Chinese all have less favorable opinions of Germany as a global power than EU member states. Answer: An ideal response will: 1. Establish membership in the EU as the rationale for more favorable or less favorable opinions about Germany (geographic alliance). 2. Provide one reason that an alliance might increase favorable public opinion in EU member states towards Germany. Page Reference: pp. 306–312 A-head: Conducting and Analyzing Public Opinion Polls Learning Objective: O’Connor L.O. 10.2 Skill Level: Analyze It Topic: Public Opinion

104.

Why is a Web poll that asks readers if they will vote on Election Day more like a straw poll than a scientific Internet survey? Answer: An ideal response will: 1. Define Web polls and scientific Internet surveys. 2. Contrast Web polls and scientific Internet surveys, noting that Web polls (like straw polls) allow anyone to participate, whereas scientific Internet surveys use strategies and techniques to ensure representative participation. Page Reference: pp. 306–312 A-head: Conducting and Analyzing Public Opinion Polls Learning Objective: O’Connor L.O. 10.2 Skill Level: Analyze It Topic: Public Opinion

105.

What sorts of questions might the Pew Research Center ask to ascertain what the public knows about politics? Provide two or three examples. Answer: An ideal response will: 1. Provide two or three question examples that are specific about the political process, political facts, or political opinions. -327-

2. Briefly explain why each question ascertains what the public knows about politics, highlighting key words or phrases from the question to build this connection. Page Reference: pp. 315–321 A-head: Forming Political Opinions Learning Objective: O’Connor L.O. 10.4 Skill Level: Analyze It Topic: Public Opinion

 Essay Questions 106.

What electoral reform did the Seventeenth Amendment to the U.S. Constitution bring about? As a result of its adoption, do you think U.S. senators are more or less likely to closely monitor their constituents’ opinions on a range of political issues? Answer: An ideal response will: 1. Explain the change provided by the Seventeenth Amendment that senators are no longer appointed by state legislators but, instead, are voted in by citizens in state elections. 2. Explain the connection between a voting electorate, public opinion, and political representation by senators. In particular, explain whether or not politicians should monitor public opinion. Page Reference: pp. 321–322 A-head: Toward Reform: The Effects of Public Opinion on Politics Learning Objective: O’Connor L.O. 10.5 Skill Level: Understand the Concepts Topic: Public Opinion

107.

In Federalist No. 10, James Madison argued that democracy works best when different voices are allowed to fight it out in the public arena. Would George Gallup agree or disagree with this sentiment? Answer: An ideal response will: 1. Note that George Gallup did not believe that politicians should slavishly follow public opinion, although they should account for public opinion in their deliberations. 2. Explain that James Madison stressed a pluralist view where all viewpoints are expressed, particularly minority opinions. 3. Compare and contrast these two views. Page Reference: pp. 303–306 A-head: Roots of Public Opinion Research Learning Objective: O’Connor L.O. 10.1 Skill Level: Apply What You Know

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Topic: Public Opinion 108.

What kind of demographic-related voting blocs would you expect to emerge in elections about delayed eligibility for Social Security retirement benefits and in elections to increase taxes to fund cost-of-living increases for Social Security recipients? Answer: An ideal response will: 1. Identify senior citizens as the relevant voting bloc for this issue. 2. Explain why senior citizens would have strong feelings about this particular issue compared to other demographic-related voting blocs, such as college students. Page Reference: pp. 315–321 A-head: Forming Political Opinions Learning Objective: O’Connor L.O. 10.4 Skill Level: Apply What You Know Topic: Public Opinion

109.

Name and describe three common methods used by public opinion researchers to contact survey respondents. Compare the strengths and weaknesses of each. Answer: An ideal response will: 1. List three methods to contact survey respondents: telephone polls, in-person interviews, and Internet polls. 2. Compare their strengths and weaknesses, discussing time commitment, financial costs, accuracy, and limited respondents, among other relevant features. Page Reference: pp. 306–312 A-head: Conducting and Analyzing Public Opinion Polls Learning Objective: O’Connor L.O. 10.2 Skill Level: Analyze It Topic: Public Opinion

110.

Public opinion research demonstrates that more women than men, more black and Hispanic Americans than white Americans, more Democrats than Republicans, and more religiously unaffiliated Americans than white evangelical Protestants think that government should guarantee every citizen enough to eat and a place to sleep. Knowing what you do about the process of forming political opinions, how do you explain these differences in political attitudes? Answer: An ideal response will: 1. Explain the important role of political socialization for differences in political attitudes. 2. Describe how one of the groups identified in the question has political attitudes about whether or not government should guarantee that every citizen has enough to eat and a place to sleep that result from a specific agent of political socialization, like family, religion, or region. Page Reference: pp. 315–321 -329-

A-head: Forming Political Opinions Learning Objective: O’Connor L.O. 10.4 Skill Level: Analyze It Topic: Public Opinion

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11 Political Parties  Multiple-Choice Questions 1.

One of the various ways in which parties contribute to democratic governance is by __________. a. dividing the electorate b. narrowing voter choice c. running candidates d. reducing accountability mechanisms e. reducing inter-party competition Answer: c Page Reference: pp. 337–344 A-head: Activities of American Political Parties Learning Objective: O’Connor L.O. 11.3 Skill Level: Remember the Facts Topic: Political Parties

What is the single greatest influence in establishing a person’s first party identification? a. economic status b. geography c. hot-button social issues d. parents e. religion Answer: d Page Reference: pp. 344–347 A-head: Party Identification Learning Objective: O’Connor L.O. 11.4 Skill Level: Remember the Facts Topic: Political Parties

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What are some of the major barriers to third-party political success? a. anti-fusion laws, campaign finance rules, and unpopular policies b. ballot access, campaign finance rules, and voter perception c. constitutional restrictions, voter perceptions, and poor media coverage d. two-party system, constitutional restrictions, and poor media coverage e. unpopular policies, voter perceptions, and campaign finance rules Answer: b Page Reference: pp. 347–349 A-head: Minor Parties in the American Two-Party System Learning Objective: O’Connor L.O. 11.5 Skill Level: Remember the Facts Topic: Political Parties

How are third parties usually significant? a. They distract from important policy debates. b. They effectively disprove Duverger’s law. c. They intentionally spoil election wins by their ideologically closest major party. d. They push major parties to incorporate new ideas or elucidate current ones. e. They win elections in crucial swing states. Answer: d Page Reference: pp. 347–349 A-head: Minor Parties in the American Two-Party System Learning Objective: O’Connor L.O. 11.5 Skill Level: Remember the Facts Topic: Political Parties

Which of the following is a minor party that was formed to oppose desegregation? a. the American Independent Party b. the Green Party c. the Liberty/Free Soil Party d. the Progressive/Bull Moose Party e. the States’ Rights Party Answer: a Page Reference: pp. 347–349 A-head: Minor Parties in the American Two-Party System Learning Objective: O’Connor L.O. 11.5 Skill Level: Remember the Facts Topic: Political Parties

President __________ is as close to a nonpartisan president as modern America has ever had.

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a. Andrew Jackson b. Dwight D. Eisenhower c. Franklin D. Roosevelt d. John F. Kennedy e. Theodore Roosevelt Answer: b Page Reference: pp. 337–344 A-head: Activities of American Political Parties Learning Objective: O’Connor L.O. 11.3 Skill Level: Remember the Facts Topic: Political Parties 7.

What typically precedes a major party realignment? a. a caucus b. censure c. a critical election d. economic crises e. a key nomination Answer: c Page Reference: pp. 329–333 A-head: Roots of the Two-Party System Learning Objective: O’Connor L.O. 11.1 Skill Level: Remember the Facts Topic: Political Parties

When did the Era of Good Feelings occur? a. as political parties first began to develop (1800) b. as the Federalist Party declined (1820) c. at the beginning of the Golden Age (1860) d. at the end of the Golden Age (1932) e. during the modern era (1973) Answer: b Page Reference: pp. 329–333 A-head: Roots of the Two-Party System Learning Objective: O’Connor L.O. 11.1 Skill Level: Remember the Facts Topic: Political Parties

Which of the following states has the greatest number of political parties represented in its legislature? a. Brazil b. Israel -333-

c. Nigeria d. United Kingdom e. United States Answer: a Page Reference: pp. 333–337 A-head: The Organization of American Political Parties Learning Objective: O’Connor L.O. 11.2 Skill Level: Remember the Facts Topic: Political Parties 10.

Party identification is __________. a. most determined by one’s parents and is declining in its utility to predict voter behavior b. most determined by geography and is declining in its utility to predict voter behavior c. most determined by one’s parents and is increasing in its utility to predict voter behavior d. most determined by geography and is increasing in its utility to predict voter behavior e. most determined by one’s parents and has maintained constant utility in predicting voter behavior Answer: a Page Reference: pp. 344–347 A-head: Party Identification Learning Objective: O’Connor L.O. 11.4 Skill Level: Remember the Facts Topic: Political Parties

11.

The most visible instrument that parties use to formulate, convey, and promote public policy is __________. a. its articles b. its constitution c. its platform d. its procedural document e. its regulations Answer: c Page Reference: pp. 337–344 A-head: Activities of American Political Parties Learning Objective: O’Connor L.O. 11.3 Skill Level: Remember the Facts Topic: Political Parties

12.

The U.S. electoral system is capable of producing a major third party. What features largely account for it failing to do so? a. multi-member districts and a proportional voting system b. single-member districts and a nonpartisan blanket primary system -334-

c. multi-member districts and a plurality (first-past-the-post) voting system d. single-member districts and a plurality (first-past-the-post) voting system e. multi-member districts and a nonpartisan blanket primary system Answer: d Page Reference: pp. 347–349 A-head: Minor Parties in the American Two-Party System Learning Objective: O’Connor L.O. 11.5 Skill Level: Remember the Facts Topic: Political Parties 13.

A collection of policy-oriented researchers and academics who are sources of policy ideas is called a __________. a. caucus b. convention c. political machine d. political party e. think tank Answer: e Page Reference: pp. 333–337 A-head: The Organization of American Political Parties Learning Objective: O’Connor L.O. 11.2 Skill Level: Remember the Facts Topic: Political Parties

14.

Modern national party conventions serve what ends? a. They assemble delegates who will be assessed for their future political potential based on their writing of a largely inconsequential party platform. b. They mobilize supporters for the nominee, who has basically already been decided. c. They deliberate on the party’s choices for presidential and vice-presidential nominees. d. They hold elections to determine the new party leaders. e. They write the party platform, which will be crucial over the next four years. Answer: b Page Reference: pp. 333–337 A-head: The Organization of American Political Parties Learning Objective: O’Connor L.O. 11.2 Skill Level: Remember the Facts Topic: Political Parties

15.

A gradual shift in party coalitions that is based more on demographic shifts than on shocks to the political system is known as a __________ realignment. a. demographic b. district -335-

c. party d. piecemeal e. secular Answer: e Page Reference: pp. 329–333 A-head: Roots of the Two-Party System Learning Objective: O’Connor L.O. 11.1 Skill Level: Remember the Facts Topic: Political Parties 16.

What has become the most powerful predictor of congressional voting in recent years? a. economic stance b. campaign finances c. hot-button issues d. party labels e. trust Answer: d Page Reference: pp. 337–344 A-head: Activities of American Political Parties Learning Objective: O’Connor L.O. 11.3 Skill Level: Remember the Facts Topic: Political Parties

17.

On Table 11.2, Who Identifies as a Democrat? A Republican?, Hispanics are most likely to identify as __________. a. Democrats b. Independents c. Republicans d. Libertarians e. Greens Answer: a Page Reference: pp. 344–347 A-head: Party Identification Learning Objective: O’Connor L.O. 11.4 Skill Level: Remember the Facts Topic: Political Parties

18.

Which of the following was a prominent feature of the era called the “Golden Age” of political parties? a. bipartisanship b. candidate-centered politics c. party realignment -336-

d. political machines e. secular realignment Answer: d Page Reference: pp. 329–333 A-head: Roots of the Two-Party System Learning Objective: O’Connor L.O. 11.1 Skill Level: Understand the Concepts Topic: Political Parties 19.

How do minor parties facilitate democracy in the United States? a. by bringing more citizens into the political process with issue awareness b. by challenging the constitutional supports for the two-party system c. by sending important delegates to the major parties’ national conventions d. by thwarting the major party that is most ideologically distant e. by winning a disproportionate number of local elections Answer: a Page Reference: pp. 347–349 A-head: Minor Parties in the American Two-Party System Learning Objective: O’Connor L.O. 11.5 Skill Level: Understand the Concepts Topic: Political Parties

20.

What institutional feature of U.S. politics prevents the success of third parties? a. a constitutional restriction b. the electoral college c. multi-member districts d. proportional representation e. open-primary systems Answer: b Page Reference: pp. 347–349 A-head: Minor Parties in the American Two-Party System Learning Objective: O’Connor L.O. 11.5 Skill Level: Understand the Concepts Topic: Political Parties

21.

Who is included in the “party in the electorate”? a. party officers who seek to educate the public on key party stances b. party officers who seek to steer the electorate through media spin c. public officials who are registered with one major party d. voters active in the business of the party e. voters who identify with a party label

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Answer: e Page Reference: pp. 344–347 A-head: Party Identification Learning Objective: O’Connor L.O. 11.4 Skill Level: Understand the Concepts Topic: Political Parties 22.

Which of the following was a prominent feature of post-World War II politics? a. bipartisanship b. candidate-centered politics c. party realignment d. political machines e. secular realignment Answer: b Page Reference: pp. 329–333 A-head: Roots of the Two-Party System Learning Objective: O’Connor L.O. 11.1 Skill Level: Understand the Concepts Topic: Political Parties

23.

When did the last political realignment occur, according to most political scientists? a. 1860 b. 1894 c. 1932 d. 1968 e. 2000 Answer: c Page Reference: pp. 329–333 A-head: Roots of the Two-Party System Learning Objective: O’Connor L.O. 11.1 Skill Level: Understand the Concepts Topic: Political Parties

24.

The years 1860–1928 saw the ascendency of which party? a. Democratic-Republicans b. Democrats c. Federalists d. Republicans e. Whigs Answer: d Page Reference: pp. 329–333 A-head: Roots of the Two-Party System -338-

Learning Objective: O’Connor L.O. 11.1 Skill Level: Understand the Concepts Topic: Political Parties 25.

Scholarship suggests that about __________ of the promises in the victorious party’s presidential platform are completely or mostly implemented. a. less than one-fourth b. one-fourth c. one-third d. one-half e. two-thirds Answer: e Page Reference: pp. 337–344 A-head: Activities of American Political Parties Learning Objective: O’Connor L.O. 11.3 Skill Level: Understand the Concepts Topic: Political Parties

26.

According to Table 11.2, younger voters today are most likely to identify as __________. a. apathetic b. Democrats c. independents d. Republicans e. Republicans or Democrats Answer: c Page Reference: pp. 344–347 A-head: Party Identification Learning Objective: O’Connor L.O. 11.4 Skill Level: Understand the Concepts Topic: Political Parties

27.

According to Table 11.2, women voters today are most likely to identify as __________. a. apathetic b. Democrats c. independents d. Republicans e. Republicans or Democrats Answer: b Page Reference: pp. 344–347 A-head: Party Identification Learning Objective: O’Connor L.O. 11.4 Skill Level: Understand the Concepts -339-

Topic: Political Parties 28.

According to Figure 11.5, how have party unity scores in Congress changed over the last sixty years? a. decreased dramatically over time b. decreased slightly over time c. increased dramatically over time d. increased slightly in the past ten years e. remained at a constant level Answer: c Page Reference: pp. 337–344 A-head: Activities of American Political Parties Learning Objective: O’Connor L.O. 11.3 Skill Level: Understand the Concepts Topic: Political Parties

29.

How are critical elections and party realignments interrelated? a. A party realignment occurs before a critical election, and may involve a national crisis. b. A party realignment occurs during a critical election, and is characterized by gradual change. c. A party realignment occurs after one or more critical elections, and is characterized by gradual change. d. A party realignment occurs before a critical election, and is characterized by gradual change. e. A party realignment occurs after one or more critical elections and may involve a national crisis. Answer: e Page Reference: pp. 329 –333 A-head: Roots of the Two-Party System Learning Objective: O’Connor L.O. 11.1 Skill Level: Understand the Concepts Topic: Political Parties

30.

The __________ is the formal governing body of both major parties. a. national party assembly b. national party committee c. national party convention d. national party delegation e. national party legislature Answer: b Page Reference: pp. 333–337 A-head: The Organization of American Political Parties -340-

Learning Objective: O’Connor L.O. 11.2 Skill Level: Understand the Concepts Topic: Political Parties 31.

Which of the following is an element of a political party’s organization at the state level? a. activists and volunteers b. congressional district committees c. identifiers and voters d. national committee e. precinct and ward committees Answer: b Page Reference: pp. 333–337 A-head: The Organization of American Political Parties Learning Objective: O’Connor L.O. 11.2 Skill Level: Understand the Concepts Topic: Political Parties

32.

Which democratic function of political parties was nonexistent until the early twentieth century and has given voters greater input into politics? a. party machines b. party nominations c. policy coordination d. critical elections e. primary elections Answer: e Page Reference: pp. 333–337 A-head: The Organization of American Political Parties Learning Objective: O’Connor L.O. 11.2 Skill Level: Understand the Concepts Topic: Political Parties

33.

How does a delegate become a representative to a party convention? a. appointment by the governor b. appointment by the president c. appointment by the national chairperson d. selection by citizens e. selection by party leaders Answer: d Page Reference: pp. 333–337 A-head: The Organization of American Political Parties Learning Objective: O’Connor L.O. 11.2 Skill Level: Understand the Concepts -341-

Topic: Political Parties 34.

Married voters today are most likely to identify as __________. a. apathetic b. Democrats c. independents d. Republicans e. Republicans or Democrats Answer: d Page Reference: pp. 344–347 A-head: Party Identification Learning Objective: O’Connor L.O. 11.4 Skill Level: Understand the Concepts Topic: Political Parties

35.

“Are American Political Parties Polarized?” suggests that both major political parties are moving ideologically __________. a. apart, but Democrats are more extremely polarized b. apart, but Republicans are more extremely polarized c. together, but Democrats are more moderate d. together, but Republicans are more moderate e. together, but Independents still claim the moderate majority Answer: b Page Reference: pp. 350–352 A-head: Toward Reform: Red States and Blue States Learning Objective: O’Connor L.O. 11.6 Skill Level: Understand the Concepts Topic: Political Parties

36.

While the national congressional campaign committees work to garner more seats for their respective parties, the Democratic National Committee and the Republican National Committee focus on __________. a. aiding presidential campaigns and conducting general party-building activities b. aiding presidential campaigns and writing a focused party platform. c. conducting general party-building activities and writing a focused party platform. d. conducting oversight of state parties and deliberating over nomination of a presidential nominee. e. conducting oversight of state parties and other general party-building activities Answer: a Page Reference: pp. 333–337 A-head: The Organization of American Political Parties Learning Objective: O’Connor L.O. 11.2 -342-

Skill Level: Understand the Concepts Topic: Political Parties 37.

How does the Missouri Plan suggest that judges be selected at the state level? a. They should be appointed by a nonpartisan nomination commission. b. They should be appointed by the state governor. c. They should run for election as party candidates. d. They should run for election with no party affiliation. e. They should be selected by the state legislative caucuses. Answer: a Page Reference: pp. 337–344 A-head: Activities of American Political Parties Learning Objective: O’Connor L.O. 11.3 Skill Level: Apply What You Know Topic: Political Parties

38.

Which entity has the responsibility of establishing a cohesive vision for partisan identifiers nationwide? a. the delegates b. the national caucus c. the national chairperson d. the national committee e. the national party organization Answer: e Page Reference: pp. 333–337 A-head: The Organization of American Political Parties Learning Objective: O’Connor L.O. 11.2 Skill Level: Apply What You Know Topic: Political Parties

39.

What serves as the glue that holds together the disparate elements of the U.S. governmental and political apparatus? a. bipartisanship b. Congress c. the political machine d. the political parties e. the winner-take-all-system Answer: d Page Reference: pp. 337–344 A-head: Activities of American Political Parties Learning Objective: O’Connor L.O. 11.3 Skill Level: Apply What You Know -343-

Topic: Political Parties 40.

When a party’s base of supporters undergoes a fundamental and enduring alteration, what is this called? a. critical realignment b. dealignment c. party realignment d. party re-identification e. secular realignment Answer: c Page Reference: pp. 329–333 A-head: Roots of the Two-Party System Learning Objective: O’Connor L.O. 11.1 Skill Level: Apply What You Know Topic: Political Parties

41.

What key issue led to the dissolution of the Whig party? a. malfeasance in office b. the Mexican-American War c. post-Civil War Reconstruction d. slavery in the South e. federal taxation Answer: d Page Reference: pp. 329–333 A-head: Roots of the Two-Party System Learning Objective: O’Connor L.O. 11.1 Skill Level: Apply What You Know Topic: Political Parties

42.

Although national committee activities attract most of the media attention, the roots of the party lie in __________. a. the House of Representatives b. the Oval Office c. the Senate d. the states and localities e. Washington, D.C. Answer: d Page Reference: pp. 333–337 A-head: The Organization of American Political Parties Learning Objective: O’Connor L.O. 11.2 Skill Level: Apply What You Know Topic: Political Parties -344-

43.

Recent polls concerning party identification might lead a political scientist trying to understand voter behavior to believe that voter registration __________. a. indicates no change over the last two decades b. indicates a significant Republican shift c. indicates a significant Democratic shift d. indicates more independents than Democrats or Republicans e. has little if any significant predictive value Answer: d Page Reference: pp. 344–347 A-head: Party Identification Learning Objective: O’Connor L.O. 11.4 Skill Level: Apply What You Know Topic: Political Parties

44.

When can a party change its platform? a. after a federal census b. at the start of each fiscal year c. during the national party convention d. every two years e. virtually anytime Answer: c Page Reference: pp. 337–344 A-head: Activities of American Political Parties Learning Objective: O’Connor L.O. 11.3 Skill Level: Apply What You Know Topic: Political Parties

45.

Why does the United States have a two-party system? a. The Framers wanted competition between political parties. b. The Framers wanted to avoid the mistakes of Europe. c. It was a compromise between a unitary system’s efficiency and a multiparty system’s diversity. d. It developed in the struggle between slave owners and abolitionists. e. It developed in the struggle between Federalists and Democratic-Republicans. Answer: e Page Reference: pp. 329–333 A-head: Roots of the Two-Party System Learning Objective: O’Connor L.O. 11.1 Skill Level: Apply What You Know Topic: Political Parties

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46.

A critical election is typically associated with __________. a. dealignment b. electoral realignment c. polar realignment d. presidential realignment e. proportional realignment Answer: b Page Reference: pp. 329–333 A-head: Roots of the Two-Party System Learning Objective: O’Connor L.O. 11.1 Skill Level: Apply What You Know Topic: Political Parties

47.

Who was the first chief executive to win the White House as the nominee of a truly national, popularly based political party following the first national party convention in 1832? a. John Adams b. Henry Clay c. Benjamin Franklin d. Andrew Jackson e. James Garfield Answer: d Page Reference: pp. 329 –333 A-head: Roots of the Two-Party System Learning Objective: O’Connor L.O. 11.1 Skill Level: Apply What You Know Topic: Political Parties

48.

The key exception to the rule that state parties are free to act within the limits set by their state legislatures, without interference from the national party, is in the selection of __________. a. congressional candidates b. electoral college delegates c. national convention delegates d. governors e. state party chairpersons Answer: c Page Reference: pp. 333–337 A-head: The Organization of American Political Parties Learning Objective: O’Connor L.O. 11.2 Skill Level: Apply What You Know Topic: Political Parties

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49.

Decreasing numbers of __________ have been identified as one cause of increasing polarization. a. East Coast conservative Democrats b. Midwest independents c. northern liberal Republicans d. southern conservative Republicans e. West Coast liberal Republicans Answer: c Page Reference: pp. 350–352 A-head: Toward Reform: Red States and Blue States Learning Objective: O’Connor L.O. 11.6 Skill Level: Analyze It Topic: Political Parties

50.

Americans trust the government more when __________. a. Democrats and Republicans work together in Congress b. electoral votes indicate a clear win in the presidential election c. it is not a “critical election” year d. their chosen political party controls the White House e. there is a strong third-party candidate Answer: d Page Reference: pp. 337–344 A-head: Activities of American Political Parties Learning Objective: O’Connor L.O. 11.3 Skill Level: Analyze It Topic: Political Parties

51.

How did many city-dwellers and European immigrants view political parties during the late nineteenth and early twentieth centuries? a. as a means of expressing their political views b. as an extension of the law c. as confirmation of a class-based society d. as purveyors of housing, employment, and food e. as something to be avoided Answer: d Page Reference: pp. 329–333 A-head: Roots of the Two-Party System Learning Objective: O’Connor L.O. 11.1 Skill Level: Analyze It Topic: Political Parties

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52.

Why do state legislators rely more on their state and local parties for election assistance than do their congressional counterparts? a. because state legislators are at the entry level of politics and need more guidance from the party b. because state legislators are not able to make campaign-related decisions on their own c. because state legislators base their main talking points directly on state and local public policy d. because state legislators cannot enter a campaign without their party’s direct approval e. because state legislators have a greater need for their party’s financial and technological resources Answer: e Page Reference: pp. 337–344 A-head: Activities of American Political Parties Learning Objective: O’Connor L.O. 11.3 Skill Level: Analyze It Topic: Political Parties

53.

Proponents of a government that includes minor parties might suggest that the United States consider Europe’s system of __________. a. delegate elections b. multi-party national conventions c. non-partisan elections d. proportional representation e. tripartite platforms Answer: d Page Reference: pp. 347–349 A-head: Minor Parties in the American Two-Party System Learning Objective: O’Connor L.O. 11.5 Skill Level: Analyze It Topic: Political Parties

54.

Which of the following voter profiles most strongly suggests that an individual will identify with the Democratic Party? a. Asian, male, Evangelical Christian b. black, female, from the Northeast c. college-educated, male, from the South d. senior citizen, male, annual income over $75,000 e. white, male, Protestant Answer: b Page Reference: pp. 344–347 A-head: Party Identification Learning Objective: O’Connor L.O. 11.4 -348-

Skill Level: Analyze It Topic: Political Parties 55.

Which of the following voter profiles most strongly suggests that an individual will identify with the Republican Party? a. Hispanic, female, Catholic b. Protestant, male, annual income over $75,000 c. senior citizen, Jewish, from the Midwest d. white, Catholic, from the Northeast e. white, female, Evangelical Christian Answer: b Page Reference: pp. 344–347 A-head: Party Identification Learning Objective: O’Connor L.O. 11.4 Skill Level: Analyze It Topic: Political Parties

56.

Which demographic group currently most closely identifies with the Democratic Party? a. African Americans b. Catholics c. Hispanics d. Protestants e. whites Answer: a Page Reference: pp. 344–347 A-head: Party Identification Learning Objective: O’Connor L.O. 11.4 Skill Level: Analyze It Topic: Political Parties

57.

When questioned about their views of politics in Congress, the majority of__________ expressed their desire for compromise over standing firm in their beliefs. a. Americans b. congressional members c. Democrats d. independents e. Republicans Answer: a Page Reference: pp. 350–352 A-head: Toward Reform: Red States and Blue States Learning Objective: O’Connor L.O. 11.6 Skill Level: Analyze It -349-

Topic: Political Parties 58.

__________ provides a basis for mediation and negotiation laterally among the branches of government and vertically among national, state, and local layers. a. A critical election b. Bipartisanship c. Party affiliation d. Polarization e. The party platform Answer: c Page Reference: pp. 337–344 A-head: Activities of American Political Parties Learning Objective: O’Connor L.O. 11.3 Skill Level: Analyze It Topic: Political Parties

59.

A __________ results after fissures develop in each party’s coalition, which begins to fracture after new issues appear, dividing the electorate. a. dealignment b. national party convention c. nonpartisan election d. critical election e. secular realignment Answer: d Page Reference: pp. 329–333 A-head: Roots of the Two-Party System Learning Objective: O’Connor L.O. 11.1 Skill Level: Analyze It Topic: Political Parties

60.

What was a key contributor to the rare stability in Republican and Democratic political identities during the “Golden Age” (1860-1932)? a. political arbitration b. political compromise c. political fund-raising d. political machines e. political mobility Answer: d Page Reference: pp. 329–333 A-head: Roots of the Two-Party System Learning Objective: O’Connor L.O. 11.1 Skill Level: Analyze It -350-

Topic: Political Parties

 True-False Questions 61.

Party conventions have hosted delegates casting Electoral College votes to select presidential nominees since 1832. Answer: TRUE Page Reference: pp. 329–333 A-head: Roots of the Two-Party System Learning Objective: O’Connor L.O. 11.1 Skill Level: Remember the Facts Topic: Political Parties

62.

Superdelegates are not pledged to a candidate and thus may support whichever candidate they choose. Answer: TRUE Page Reference: pp. 333–337 A-head: The Organization of American Political Parties Learning Objective: O’Connor L.O. 11.2 Skill Level: Remember the Facts Topic: Political Parties

63.

The Republican Party’s fund-raising has consistently dwarfed that of their Democratic counterparts since 1993. Answer: FALSE Page Reference: pp. 337–344 A-head: Activities of American Political Parties Learning Objective: O’Connor L.O. 11.3 Skill Level: Remember the Facts Topic: Political Parties

64.

The majority of individuals earning an annual income of more than $75,000 identify as independents. Answer: TRUE Page Reference: pp. 344–347 A-head: Party Identification Learning Objective: O’Connor L.O. 11.4 Skill Level: Remember the Facts Topic: Political Parties

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65.

Minor parties have played a more important role in the United States than in virtually any other democratic nation. Answer: FALSE Page Reference: pp. 347–349 A-head: Minor Parties in the American Two-Party System Learning Objective: O’Connor L.O. 11.5 Skill Level: Remember the Facts Topic: Political Parties

66.

The media is partly responsible for the nation’s perception that our country is deeply divided along party lines. Answer: TRUE Page Reference: pp. 350–352 A-head: Toward Reform: Red States and Blue States Learning Objective: O’Connor L.O. 11.6 Skill Level: Remember the Facts Topic: Political Parties

67.

Modernity has been defined by the rise of the political party, moving away from the candidate-centered politics of the nineteenth century. Answer: FALSE Page Reference: pp. 329–333 A-head: Roots of the Two-Party System Learning Objective: O’Connor L.O. 11.1 Skill Level: Remember the Facts Topic: Political Parties

68.

The competitive two-party system has always featured prominently in the United States. Answer: TRUE Page Reference: pp. 329–333 A-head: Roots of the Two-Party System Learning Objective: O’Connor L.O. 11.1 Skill Level: Understand the Concepts Topic: Political Parties

69.

Precinct and ward committees are important components of a political party’s organization at the state level. Answer: FALSE Page Reference: pp. 333–337 A-head: The Organization of American Political Parties Learning Objective: O’Connor L.O. 11.2 Skill Level: Understand the Concepts Topic: Political Parties -352-

70.

Electoral realignments occur exclusively as a result of a critical election. Answer: FALSE Page Reference: pp. 329–333 A-head: Roots of the Two-Party System Learning Objective: O’Connor L.O. 11.1 Skill Level: Understand the Concepts Topic: Political Parties

71.

The candidate-centered era of the 1960s featured candidates who distanced themselves from their own parties following a decline in party strength for over half a century. Answer: TRUE Page Reference: pp. 329–333 A-head: Roots of the Two-Party System Learning Objective: O’Connor L.O. 11.1 Skill Level: Understand the Concepts Topic: Political Parties

72.

Members of partisan think tanks are primarily responsible for writing the national party platforms. Answer: FALSE Page Reference: pp. 333–337 A-head: The Organization of American Political Parties Learning Objective: O’Connor L.O. 11.2 Skill Level: Understand the Concepts Topic: Political Parties

73.

Virtually all government regulation of political parties falls to the states. Answer: TRUE Page Reference: pp. 333–337 A-head: The Organization of American Political Parties Learning Objective: O’Connor L.O. 11.2 Skill Level: Apply What You Know Topic: Political Parties

74.

Governors in many states hold greater influence over their parties’ organizations and legislators than do presidents. Answer: TRUE Page Reference: pp. 337–344 A-head: Activities of American Political Parties Learning Objective: O’Connor L.O. 11.3 Skill Level: Apply What You Know Topic: Political Parties -353-

75.

Most researchers now explain the gender gap in party identification with the Republican Party’s difficulties in attracting female voters. Answer: FALSE Page Reference: pp. 344–347 A-head: Party Identification Learning Objective: O’Connor L.O. 11.4 Skill Level: Apply What You Know Topic: Political Parties

 Fill-in-the-Blank Questions 76.

Organizations that use tangible incentives such as jobs and favors to win loyalty among voters are known as __________. Answer: political machines Page Reference: pp. 329–333 A-head: Roots of the Two-Party System Learning Objective: O’Connor L.O. 11.1 Skill Level: Remember the Facts Topic: Political Parties

77.

The __________ is the site for the writing of the party platform every four years. Answer: national party convention Page Reference: pp. 333–337 A-head: The Organization of American Political Parties Learning Objective: O’Connor L.O. 11.2 Skill Level: Remember the Facts Topic: Political Parties

78.

Franklin D. Roosevelt’s __________ ushered in a forty-year period of Democratic Party dominance. Answer: New Deal (coalition) Page Reference: pp. 344–347 A-head: Party Identification Learning Objective: O’Connor L.O. 11.4 Skill Level: Remember the Facts Topic: Political Parties

79.

__________ achieve their greatest successes when they incorporate new ideas or alienated groups.

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Answer: Minor parties Page Reference: pp. 347–349 A-head: Minor Parties in the American Two-Party System Learning Objective: O’Connor L.O. 11.5 Skill Level: Remember the Facts Topic: Political Parties 80.

Parties in Congress are not equally polarized: __________ are farther from the center than are their counterparts. Answer: Republicans Page Reference: pp. 350–352 A-head: Toward Reform: Red States and Blue States Learning Objective: O’Connor L.O. 11.6 Skill Level: Remember the Facts Topic: Political Parties

81.

In the post-World War II era, a weakening of the party system gave rise to __________. Answer: candidate-centered politics Page Reference: pp. 329–333 A-head: Roots of the Two-Party System Learning Objective: O’Connor L.O. 11.1 Skill Level: Remember the Facts Topic: Political Parties

82.

Studies of political socialization have shown that __________ is/are the single greatest influence(s) in establishing a person’s political identity. Answer: parents Page Reference: pp. 344–347 A-head: Party Identification Learning Objective: O’Connor L.O. 11.4 Skill Level: Understand the Concepts Topic: Political Parties

83.

__________ reciprocate the support they receive from members of Congress by raising money for the party treasury and campaigning extensively for party nominees during election seasons. Answer: Presidents Page Reference: pp. 337–344 A-head: Activities of American Political Parties Learning Objective: O’Connor L.O. 11.3 Skill Level: Understand the Concepts Topic: Political Parties

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84.

The __________, which includes the voters who identify themselves as Democrats or Republicans and who tend to vote for the candidates of their party, has been in decline for four decades. Answer: party in the electorate Page Reference: pp. 344–347 A-head: Party Identification Learning Objective: O’Connor L.O. 11.4 Skill Level: Understand the Concepts Topic: Political Parties

85.

Barriers to minor-party success in the United States include public financing for presidential elections and the __________ system. Answer: winner-take-all or Electoral College Page Reference: pp. 347–349 A-head: Minor Parties in the American Two-Party System Learning Objective: O’Connor L.O. 11.5 Skill Level: Understand the Concepts Topic: Political Parties

86.

One definitive period of electoral __________, where power is transferred from one party to another, started with the rise of the New Deal coalition. Answer: realignment Page Reference: pp. 329 –333 A-head: Roots of the Two-Party System Learning Objective: O’Connor L.O. 11.1 Skill Level: Understand the Concepts Topic: Political Parties

87.

Hispanic voters increasingly support the __________ Party. Answer: Democratic Page Reference: pp. 344–347 A-head: Party Identification Learning Objective: O’Connor L.O. 11.4 Skill Level: Understand the Concepts Topic: Political Parties

88.

A __________ often holds greater influence over a party’s organizations and legislators than do presidents. Answer: governor Page Reference: pp. 337–344 A-head: Activities of American Political Parties Learning Objective: O’Connor L.O. 11.3 Skill Level: Apply What You Know -356-

Topic: Political Parties 89.

The best way of assessing voting behavior over time continues to be by determining __________ rather than concern for one person or policy. Answer: party identification Page Reference: pp. 344–347 A-head: Party Identification Learning Objective: O’Connor L.O. 11.4 Skill Level: Apply What You Know Topic: Political Parties

90.

A tactic known as __________ allows political parties to identify potential voters based on personal information and past voting behavior. Answer: micro-targeting Page Reference: pp. 337–344 A-head: Activities of American Political Parties Learning Objective: O’Connor L.O. 11.3 Skill Level: Apply What You Know Topic: Political Parties

 Short Answer Questions 91.

Explain the significance of critical elections (also known as realigning elections) to party realignment. Answer: An ideal response will: 1. Describe a critical election (or realigning election) as a turning point, as an election that signals a major switch in party coalitions, usually during periods of historic change in the economy and society. 2. Explain that long-term party realignment is the usual result when one party takes over from another during a period when partisan preferences shift. May note (if applicable) that electoral realignment is sometimes a gradual process, not sudden and dramatic. Page Reference: pp. 329–333 A-head: Roots of the Two-Party System Learning Objective: O’Connor L.O. 11.1 Skill Level: Understand the Concepts Topic: Political Parties

92.

Why is the national party/nomination convention important for democracy in the United States?

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Answer: An ideal response will: 1. Explain that the national party/nomination convention is where the party platform is created and the presidential candidate is nominated by state delegates. 2. Note that the current system uses the convention as a way to mobilize party supporters more than as a forum to deliberate on the nominee, who likely has already been determined. 3. Indicate that party platform is a set of durable guidelines to steer the party until the next convention and infer that platforms give voters a sense of what the candidates believe in and the issues they think are important for the country to address.

93.

Page Reference: pp. 333–337; 337–344 A-head: The Organization of American Political Parties; Activities of American Political Parties Learning Objective: O’Connor L.O. 11.2; 11.3 Skill Level: Understand the Concepts Topic: Political Parties Describe how the New Deal coalition realigned/transformed American political parties. Answer: An ideal response will: 1. Describe how Franklin D. Roosevelt led a Democratic coalition that captured the votes of large numbers of Americans who repudiated Republican policies during the Great Depression and that was maintained for nearly four decades. 2. The New Deal coalition supported an expansion of federal government powers and responsibilities, particularly in the areas of social services (e.g., old-age assistance, aid for the poor, encouragement of unionization, subsidies for agriculture, and regulation of business).

94.

Page Reference: pp.329–333 A-head: Roots of the Two-Party System Learning Objective: O’Connor L.O. 11.1 Skill Level: Understand the Concepts Topic: Political Parties Identify the major functions of political parties. Answer: An ideal response will: 1. Identify the major functions of American political parties: recruiting candidates to run for office, raising money, organizing government, connecting the branches of government, informing voters, mobilizing support and voters, integrating new groups into the political process, giving voters leverage over elected officials, and providing information cues on policy. 2. May include details on the erosion of some of these functions (if applicable). Page Reference: p. 337–344 A-head: Activities of American Political Parties Learning Objective: O’Connor L.O. 11.3 Skill Level: Understand the Concepts Topic: Political Parties -358-

95.

Why might a focus on the character of political candidates be viewed as a weakening of the party system? Answer: An ideal response will: 1. Explain that candidate-centered politics is in evidence when the character of political candidates and the particular emphasis they give to particular issues override political affiliation as a basis on which voters form judgments, noting that not all members of a party coalition agree with a party’s emphasis on the issues all the time. 2. Indicate that political theorists see candidate-centered politics as a weakening of the party system because parties’ diminished control over issues and campaigns also has given candidates considerable power in how they conduct themselves during election season and how they seek resources from different groups within their coalitions. Page Reference: pp.329–333 A-head: Roots of the Two-Party System Learning Objective: O’Connor L.O. 11.1 Skill Level: Understand the Concepts Topic: Political Parties

96.

Explain the effects of third/minor parties on American politics. What conditions help third/minor parties thrive? Use examples to support your answer. Answer: An ideal response will: 1. Describe how third/minor parties affect the two major political parties by making important contributions to the political process, revealing sectional and political divides, bringing to light new issues and neglected causes, or by altering the outcome of an election. 2. Indicate that minor parties thrive when the two major parties fail to incorporate new ideas or alienated groups or if they nominate weak (unattractive) candidates for office. For example, the Green Party pushes an environmental agenda and counts alienated environmentalists as members. Page Reference: pp.347–349 A-head: Minor Parties in the American Two-Party System Learning Objective: O’Connor L.O. 11.5 Skill Level: Apply What You Know Topic: Political Parties

97.

Why have third/minor parties been so unsuccessful in U.S. politics? Why is this not the case in other democracies? Answer: An ideal response will: 1. Describe the barriers that have so often thwarted the ascension of third parties into government, with consideration given to electoral institutions that favor the two-party system: winner-take-all (plurality) elections, Electoral College, and campaign financing. -359-

2. Discuss proportional representation, which apportions legislative seats according to the percentage of the vote won by a particular political party, as common to other democracies. Page Reference: pp. 347–349 A-head: Minor Parties in the American Two-Party System Learning Objective: O’Connor L.O. 11.5 Skill Level: Apply What You Know Topic: Political Parties 98.

Briefly describe three major activities of political parties. Answer: An ideal response will: 1. List three major activities of parties: raising money, running candidates for office, voter mobilization (getting out the vote), formulating and promoting policy, and organizing government 2. Explain, in brief, the importance of three of these activities, emphasizing the role of parties in educating and informing voters and integrating new voters into the political process. Page Reference: pp. 337–344 A-head: Activities of American Political Parties Learning Objective: O’Connor L.O. 11.3 Skill Level: Apply What You Know Topic: Political Parties

99.

How disciplined are politicians in adhering to their party’s platform and their own campaign promises? What explains this? Answer: An ideal response will: 1. Define the role of party platforms as the instrument that parties use to formulate, convey, and promote public policy. 2. Explain that elections can be more candidate-centered than party-centered and that, even when a party is in the majority, it cannot guarantee passage of its program. 3. Discuss compromise as an integral feature of the U.S. political system. Page Reference: pp. 337–344; 350–352 A-head: Activities of American Political Parties; Toward Reform: Red States and Blue States Learning Objective: O’Connor L.O. 11.3; 11.6 Skill Level: Apply What You Know Topic: Political Parties

100.

Describe the elements of a political realignment, when a dominant party coalition replaces another. Illustrate using one particular period from U.S. history. Answer: An ideal response will:

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1. Describe realignment as a rare event in American politics often associated with a major national crisis. Critical elections, economic crisis, or war may be key precipitators. 2. Explain that major disagreements in policy result in a shift in coalition formation and, subsequently, one party takes over power from another, often lasting for decades. For example, the Republican Party emerged strongly from the Civil War, and the New Deal coalition became dominant following the Great Depression. Page Reference: pp. 329–333 A-head: Roots of the Two-Party System Learning Objective: O’Connor L.O. 11.1 Skill Level: Apply What You Know Topic: Political Parties 101.

Which political era in U.S. history saw the longest period of Republican domination? What were the major issues in the origin and demise of Republican Party domination during this period? Answer: An ideal response will: 1. Describe the realignment period that began in reaction to the growing crisis over slavery in the period before the Civil War. 2. Identify the Republican Party as gaining strength in this period and winning the White House in 1860. 3. Demonstrate awareness that the Republican Party survived a long period of opposition challenges lasting from the Civil War period to the Great Depression, when large numbers of voters repudiated Republican Party policies and embraced the Democratic Party in 1932. Page Reference: pp. 329–333 A-head: Roots of the Two-Party System Learning Objective: O’Connor L.O. 11.1 Skill Level: Analyze It Topic: Political Parties

102.

What is political polarization and what causes it? Answer: An ideal response will: 1. Define political polarization as the presence of increasingly conflicting and divided viewpoints between the Democratic and Republican Parties. 2. Identify some of the causes of political polarization, such as the presence of “wedge” or “hot button” issues (e.g., abortion and same-sex marriage) and the presence of elite party members that articulate (or overarticulate) the ideological distinctions between parties. Page Reference: pp. 350–352 A-head: Toward Reform: Red States and Blue States Learning Objective: O’Connor L.O. 11.6 Skill Level: Analyze It -361-

Topic: Political Parties 103.

Demographically speaking, who are the major supporters of each party? Answer: An ideal response will: 1. Describe party identification with respect to gender, race, religion, and other relevant demographic or geographical factors. 2. Mention group affiliation in terms of support for Obama or Romney in the 2012 presidential election. Page Reference: pp. 344–347 A-head: Party Identification Learning Objective: O’Connor L.O. 11.4 Skill Level: Analyze It Topic: Political Parties

104.

Assess the utility of the party platform in drawing party support and to what extent politicians are held accountable to it. Answer: An ideal response will: 1. Explain how the platform is drafted at the national convention. 2. Assess the relevance of party platform in terms of the ability of enforcement mechanisms (e.g., campaign funding) to compel adherence. Page Reference: pp. 337–344 A-head: Activities of American Political Parties Learning Objective: O’Connor L.O. 11.3 Skill Level: Analyze It Topic: Political Parties

105.

What is political socialization? Briefly analyze how political socialization shapes party identification. Answer: An ideal response will: 1. Define political socialization, along with group affiliation, as a key factor in determining party identification. 2. Assess the main contributors to socialization, and their relative impacts, including: parental affiliation, marriage, economic status, charismatic political personalities, and hot-button issues. Page Reference: pp. 344–347 A-head: Party Identification Learning Objective: O’Connor L.O. 11.4 Skill Level: Analyze It Topic: Political Parties

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 Essay Questions 106.

The national party convention serves several purposes. Examine its functions, assessing the importance of its functions in terms of voter participation, promotion of public policy, or related factors. Answer: An ideal response will: 1. Describe the national convention as a forum for adopting a party platform and nominating a presidential candidate every four years. 2. Explain the significance of the party platform to the functioning of the party and offer some examples. (For instance, an essay may argue that the party platform serves to steer the party and to hold politicians accountable to particular positions or it may argue that the platform adopts only those positions that enjoy widespread support among the general public.) 3. Discuss the role of delegates at conventions as a form of political participation among elite party members, women, and/or minorities. 4. Assess the role of the party platform in conveying the party’s positions on key issues of public policy and in reflecting the often-opposing identities of Republicans and Democrats. Page Reference: pp. 333–337; pp. 337–344 A-head: The Organization of American Political Parties; Activities of American Political Parties Learning Objective: O’Connor L.O. 11.2; 11.3 Skill Level: Understand the Concepts; Topic: Political Parties

107.

Review the key phases of political party development in the United States, demonstrating knowledge of realignments, where appropriate, and addressing how the Framers envisioned electoral participation in government. Answer: An ideal response will: 1. Provide an outline of the various phases of political party development and any realignment that accompanied them. 2. Describe various coalition shifts and the events that precipitated party formations. (For example, students’ answers might discuss the change in Republican coalition support between Lincoln and the New Deal or changes in the New Deal coalition over time. 3. Recall how the Framers warned of the dangers that parties presented and how parties soon developed despite this warning. 4. Provide a concise and effective conclusion. Page Reference: pp. 329–333 A-head: Roots of the Two-Party System Learning Objective: O’Connor L.O. 11.1 Skill Level: Apply What You Know

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Topic: Political Parties 108.

Examine the role of third/minor parties in U.S. politics. How have third parties affected the electoral system? What limitations have kept them from achieving major-party status? Provide an assessment, from the individual voter’s perspective, on the utility of voting for a third party. Answer: An ideal response will: 1. Describe the various prominent third/minor parties in American history and their impact on the national debate. (the Libertarians, Tea Party, the Greens, e.g.) 2. Explain barriers that have prevented third/minor parties from becoming major parties. 3. Analyze the pros and cons of voting for a third/minor party candidate and assess whether such votes are wasted. 4. Provide a succinct summary and conclusion. Page Reference: pp.347–349 A-head: Minor Parties in the American Two-Party System Learning Objective: O’Connor L.O. 11.5 Skill Level: Apply What You Know Topic: Political Parties

109.

Compare the U.S. electoral system to European proportional representation systems and address how candidates for U.S. office behave in response to our system. In your opinion which system is more democratic (that is, responsive to the desires and opinions of the people)? Answer: An ideal response will: 1. Describe the factors that have shaped the U.S. electoral system. 2. Explain how the U.S. electoral system differs from that of most European democracies, focusing on winner-take-all versus proportional representation, the effects of party machines, progressive reforms, and campaign financing on U.S. candidates. 3. Write a compelling summary and conclusion, offering an opinion about the relative strengths and weaknesses of each system. Page Reference: pp.329–333; pp.347–349; pp.350–352 A-head: Roots of the Two-Party System; Minor Parties in the American Two-Party System; Toward Reform: Red States and Blue States Learning Objective: O’Connor L.O. 11.1; 11.5; 11.6 Skill Level: Analyze It Topic: Political Parties

110.

Evaluate the development of party polarization, using specific examples. Consider both polarization within political parties and in the electorate. Does polarization create apathy or activism? What evidence supports your position? Answer: An ideal response will: -364-

1. Provide a definition of polarization such as: the presence of increasingly conflicting and divided viewpoints between the Democrat and Republican parties. 2. Differentiate between party polarization and the polarization of the public, noting that scholars tend to agree that while the parties and activists are moving apart, ideologically creating greater gridlock, the public remains largely moderate. 3. Assess the causes of polarization, including perception formation, and clarification of party policy positions related to better party organization. 4. Examine consequences of polarization, such as congressional gridlock. 5. Formulate an argument on the consequences of polarization using evidence from the text to support a reasoned response. Page Reference: pp. 350–352 A-head: Toward Reform: Red States and Blue States Learning Objective: O’Connor L.O. 11.6 Skill Level: Analyze It Topic: Political Parties

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12 Elections and Voting  Multiple-Choice Questions 1.

A command, indicated by an electorate’s votes, for the elected officials to carry out a party platform or policy agenda is known as a(n) __________. a. dictate b. consensus c. initiative d. mandate e. proposition Answer: d Page Reference: pp. 359–362 A-head: Roots of the American Elections Learning Objective: O’Connor L.O. 12.1 Skill Level: Remember the Facts Topic: Elections and Campaigns

What is the name of the process by which citizens propose legislation or constitutional amendments, through petition followed by popular vote? a. gerrymandering b. initiative c. mandate d. proposition e. referendum Answer: b Page Reference: pp. 359–362 A-head: Roots of the American Elections Learning Objective: O’Connor L.O. 12.1 Skill Level: Remember the Facts Topic: Elections and Campaigns

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What institution is responsible for electing the president of the United States? a. Electoral Choice b. Electoral College c. Electoral Mandate d. Electoral Symposium e. Electoral University Answer: b Page Reference: pp. 362–368 A-head: Presidential Elections Learning Objective: O’Connor L.O. 12.2 Skill Level: Remember the Facts Topic: Elections and Voting

The current system for electing members to Congress favors __________. a. centrists b. Democrats c. partisans d. Republicans e. third parties Answer: c Page Reference: pp. 368–371 A-head: Congressional Elections Learning Objective: O’Connor L.O. 12.3 Skill Level: Remember the Facts Topic: Elections and Voting

The ability of an office holder to fend off challenges from quality challengers is known as the __________. a. detain-off effect b. max-out effect c. run-out effect d. scare-off effect e. take-off effect Answer: d Page Reference: pp. 368–371 A-head: Congressional Elections Learning Objective: O’Connor L.O. 12.3 Skill Level: Remember the Facts Topic: Elections and Voting

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If you are attempting to influence the political process through extreme measures, such as boycotts and picketing, you are engaging in __________. a. abnormal political participation b. condescending political participation c. conventional political participation d. radical political participation e. unconventional political participation Answer: e Page Reference: pp. 372–376 A-head: Patterns in Vote Choice Learning Objective: O’Connor L.O. 12.4 Skill Level: Remember the Facts Topic: Elections and Voting

When a citizen votes for candidates from different parties in the same election he or she is __________. a. consensus voting b. ideological voting c. issue-splitting d. partisan voting e. ticket-splitting Answer: e P Page Reference: pp. 372–376 A-head: Patterns in Vote Choice Learning Objective: O’Connor L.O. 12.4 Skill Level: Remember the Facts Topic: Elections and Voting

According to Table 12.2, how many states require no voter registration? a. one b. three c. five d. ten e. fifteen Answer: a Page Reference: pp. 376–380 A-head: Voter Turnout Learning Objective: O’Connor L.O. 12.5 Skill Level: Remember the Facts Topic: Elections and Voting

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According to Table 12.5, which of the following reasons do voters most often give for not voting? a. bad weather b. forgot c. not interested d. out of town e. too busy Answer: e Page Reference: pp. 380–386 A-head: Toward Reform: Problems with Voter Turnout Learning Objective: O’Connor L.O. 12.6 Skill Level: Remember the Facts Topic: Elections and Voting

10.

Which of the following religious groups maintains the most consistent voting patterns? a. Buddhist voters b. Catholic voters c. Jewish voters d. Muslim voters e. Protestant voters Answer: c Page Reference: pp. 372–376 A-head: Patterns in Vote Choice Learning Objective: O’Connor L.O. 12.4 Skill Level: Remember the Facts Topic: Elections and Voting

11.

Roughly what percentage of Americans rarely or never vote? a. 15 percent b. 25 percent c. 35 percent d. 45 percent e. 50 percent Answer: c Page Reference: pp. 376–380 A-head: Voter Turnout Learning Objective: O’Connor L.O. 12.5 Skill Level: Remember the Facts Topic: Elections and Voting

12.

Voting for a candidate based on the candidate’s policy promises is called __________.

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a. allocated voting b. early voting c. future voting d. prospective voting e. retrospective voting Answer: d Page Reference: pp. 380–386 A-head: Toward Reform: Problems with Voter Turnout Learning Objective: O’Connor L.O. 12.6 Skill Level: Remember the Facts Topic: Elections and Voting 13.

A member of the Electoral College is known as a(n) __________. a. collegian b. elector c. partisan d. selector e. surrogate Answer: b Page Reference: pp. 362–368 A-head: Presidential Elections Learning Objective: O’Connor L.O. 12.2 Skill Level: Remember the Facts Topic: Elections and Voting

14.

Which Amendment to the U.S. Constitution lowered the voting age to eighteen? a. Thirteenth b. Fifteenth c. Nineteenth d. Twenty-First e. Twenty-Sixth Answer: e Page Reference: pp. 376–380 A-head: Voter Turnout Learning Objective: O’Connor L.O. 12.5 Skill Level: Remember the Facts Topic: Elections and Voting

15.

What was the name of the legislation enacted in 2002 to assist states with upgrading their voting equipment? a. Help America Vote Act b. Help Manage Elections Act -370-

c. Help Prevent Recounts Act d. Help States Vote Act e. Help the People Vote Act Answer: a Page Reference: pp. 380–386 A-head: Toward Reform: Problems with Voter Turnout Learning Objective: O’Connor L.O. 12.6 Skill Level: Remember the Facts Topic: Elections and Voting 16.

How do most citizens in Washington and Oregon vote? a. by mail b. by telephone c. in person d. through a website e. by email Answer: a Page Reference: pp. 380–386 A-head: Toward Reform: Problems with Voter Turnout Learning Objective: O’Connor L.O. 12.6 Skill Level: Remember the Facts Topic: Elections and Voting

17.

According to political scientists, which of the following has been the most successful mobilizer of Americans to vote? a. family and friends b. social media c. television advertisements d. political parties e. voter registration drives Answer: d Page Reference: pp. 380–386 A-head: Toward Reform: Problems with Voter Turnout Learning Objective: O’Connor L.O. 12.6 Skill Level: Remember the Facts Topic: Elections and Voting

18.

In general, women who vote favor which party? a. Conservatives b. Democrats c. Greens d. Libertarians -371-

e. Republicans Answer: b Page Reference: pp. 372–376 A-head: Patterns in Vote Choice Learning Objective: O’Connor L.O. 12.4 Skill Level: Understand the Concepts Topic: Elections and Voting 19.

Which of the following best describes the relationship between income and vote choice? a. It is becoming less important. b. It is erratic. c. It is correlative. d. It does not override the gender gap. e. It does not predict election outcomes. Answer: b Page Reference: pp. 372–376 A-head: Patterns in Vote Choice Learning Objective: O’Connor L.O. 12.4 Skill Level: Understand the Concepts Topic: Elections and Voting

20.

How many electoral votes are needed to be elected president? a. 207 b. 230 c. 270 d. 337 e. 370 Answer: c Page Reference: pp. 362–368 A-head: Presidential Elections Learning Objective: O’Connor L.O. 12.2 Skill Level: Understand the Concepts Topic: Elections and Voting

21.

What is front-loading? a. the tendency to donate money to the first candidates who enter a presidential race b. the tendency of major media outlets to call states early in presidential elections c. the tendency of political parties to nominate a presidential candidate before caucus d. the tendency of states to choose an early date on the nomination calendar e. the tendency of voters to use early or absentee voting Answer: d -372-

Page Reference: pp. 362–368 A-head: Presidential Elections Learning Objective: O’Connor L.O. 12.2 Skill Level: Understand the Concepts Topic: Elections and Voting 22.

Democrats no longer use the winner-take-all primary because __________. a. it cost too much to implement b. it increased the influence of special interests c. it was generally less representative d. it made the nomination process too lengthy e. it pulled candidates too far to the political left Answer: c Page Reference: pp. 362–368 A-head: Presidential Elections Learning Objective: O’Connor L.O. 12.2 Skill Level: Understand the Concepts Topic: Elections and Voting

23.

If you, as a Republican, want to crossover vote for one of the Democratic presidential nominees in the Democratic Party primary, that primary must be a(n) __________. a. absentee primary b. closed primary c. crossover primary d. open primary e. runoff primary Answer: d Page Reference: pp. 359–362 A-head: Roots of the American Elections Learning Objective: O’Connor L.O. 12.1 Skill Level: Understand the Concepts Topic: Elections and Voting

24.

Runoff primaries __________. a. are unconstitutional b. blur the line between primary and general elections c. favor third parties d. politicize primaries e. use percentages to arrive at a winner Answer: b Page Reference: pp. 359–362 A-head: Roots of the American Elections -373-

Learning Objective: O’Connor L.O. 12.1 Skill Level: Understand the Concepts Topic: Elections and Voting 25.

The caucus system of nominating candidates is oriented towards __________. a. college students b. low income voters c. candidates d. political parties e. special interest groups Answer: d Page Reference: pp. 362–368 A-head: Presidential Elections Learning Objective: O’Connor L.O. 12.2 Skill Level: Understand the Concepts Topic: Elections and Voting

26.

The incumbency advantage includes which of the following? a. redistricting b. scandals c. greater visibility d. presidential coattails e. countervailing force of mid-term elections Answer: c Page Reference: pp. 368–371 A-head: Congressional Elections Learning Objective: O’Connor L.O. 12.3 Skill Level: Understand the Concepts Topic: Elections and voting

27.

What is said of a successful presidential candidate who helps members of Congress get elected as well? a. The president has a mandate. b. The president has long coattails. c. The president has strong crossover. d. The president is a ticket-splitter. e. The president is front-loading. Answer: b Page Reference: pp. 368–371 A-head: Congressional Elections Learning Objective: O’Connor L.O. 12.3 Skill Level: Understand the Concepts -374-

Topic: Elections and Voting 28.

Voting is a form of __________. a. conventional participation b. demonstrative participation c. fallacious participation d. preemptive participation e. reapportioned participation Answer: a Page Reference: pp. 372–376 A-head: Patterns in Vote Choice Learning Objective: O’Connor L.O. 12.4 Skill Level: Understand the Concepts Topic: Elections and Voting

29.

Modern American political liberals generally believe that __________. a. abortion on demand is unethical b. a lower tax rate stimulates the economy c. charities are more effective than government programs d. government is a necessary evil e. the government should provide social programs Answer: e Page Reference: pp. 372–376 A-head: Patterns in Vote Choice Learning Objective: O’Connor L.O. 12.4 Skill Level: Understand the Concepts Topic: Elections and Voting

30.

Prospective judgment is voting based upon __________. a. a candidate’s personal history b. the candidate’s partisan loyalty c. the candidate’s ethnic background d. the candidate’s policy promises e. what the candidate has done in the past Answer: d Page Reference: pp. 372–376 A-head: Patterns in Vote Choice Learning Objective: O’Connor L.O. 12.4 Skill Level: Understand the Concepts Topic: Elections and Voting

31.

Which of the following is a problem presented by the Electoral College? -375-

a. Career politicians have a natural advantage over outsiders. b. It favors Republicans over Democrats historically. c. It is too democratic and violates the intentions of the Framers. d. Small states are underrepresented. e. The winner of a popular vote can still fail to be elected. Answer: e Page Reference: pp. 362–368 A-head: Presidential Elections Learning Objective: O’Connor L.O. 12.2 Skill Level: Understand the Concepts Topic: Participation and Voting 32.

What old practice did the Twelfth Amendment replace? a. Presidents had no term limit. b. Presidents were elected by popular vote. c. Presidents were appointed by a vote of the state legislatures. d. The president and vice-president were elected by party delegates. e. The president and vice-president were elected from the same pool of candidates. Answer: e Page Reference: pp. 362–368 A-head: Presidential Elections Learning Objective: O’Connor L.O. 12.2 Skill Level: Understand the Concepts Topic: Elections and Voting

33.

What is one reason why incumbents have the advantage in elections? a. Challengers have less time to campaign than incumbents. b. Each challenger has to petition for inclusion on the ballot, while the incumbent does not. c. Mainstream media outlets are required by law to provide free airtime to incumbents. d. Incumbents tend to have greater amounts of money to spend on campaigns. e. Voters generally fear change and thus rarely want to vote out an incumbent. Answer: d Page Reference: pp. 368–371 A-head: Congressional Elections Learning Objective: O’Connor L.O. 12.3 Skill Level: Understand the Concepts Topic: Elections and Voting

34.

Why is redistricting an issue for incumbents? a. It means fewer people can donate to their reelection campaign. b. It can pit an incumbent against another incumbent in the next election cycle. -376-

c. It mandates that every ten years members of Congress have to switch districts. d. It means that incumbents have to move when their district changes. e. It necessitates a new and expensive media campaign in the next election cycle. Answer: b Page Reference: pp. 368–371 A-head: Congressional Elections Learning Objective: O’Connor L.O. 12.3 Skill Level: Understand the Concepts Topic: Elections and Voting 35.

Which is one problem with online voting discussed in your text? a. access for lower-income Americans b. bias in favor of young voters c. partisan advantage d. bias in favor of corporations e. technological feasibility Answer: a Page Reference: pp. 376–380 A-head: Voter Turnout Learning Objective: O’Connor L.O. 12.5 Skill Level: Understand the Concepts Topic: Elections and Voting

36.

How does the institutional weakness of political parties affect voter turnout? a. parties can only use grassroots mobilizing to get voters to the polls b. parties do not have the staff to work at polling stations c. voters are distant from and do not identify with weak parties d. parties are subject to capture by special interests e. parties do not have money to buy media ads to mobilize voters Answer: c Page Reference: pp. 380–386 A-head: Toward Reform: Problems with Voter Turnout Learning Objective: O’Connor L.O. 12.6 Skill Level: Understand the Concepts Topic: Elections and Voting

37.

If you wanted to improve voter turnout, which of the following would you suggest? a. holding elections more frequently b. removing the Electoral College in favor of a direct vote c. moving toward a system of national nominating caucuses d. turning Election Day into a national holiday e. using earlier registration deadlines -377-

Answer: d Page Reference: pp. 380–386 A-head: Toward Reform: Problems with Voter Turnout Learning Objective: O’Connor L.O. 12.6 Skill Level: Apply What You Know Topic: Elections and Voting 38.

If you were a campaign manager trying to target the largest population of likely voters, at which place would you suggest your candidate campaign? a. at a local employment agency b. at the local senior citizens association c. in an American government class at the local college d. attending a nearby Latino cultural festival e. attending a nearby farmers association meeting Answer: b Page Reference: pp. 376–380 A-head: Voter Turnout Learning Objective: O’Connor L.O. 12.5 Skill Level: Apply What You Know Topic: Elections and Voting

39.

If you wanted to have the most informed voters during a party nomination, you would use which nomination system? a. caucus b. collegian c. primary d. proportional e. retrospective Answer: a Page Reference: pp. 359–362 A-head: Roots of the American Elections Learning Objective: O’Connor L.O. 12.1 Skill Level: Apply What You Know Topic: Elections and Voting

40.

If, as a member of a state legislature, you wanted to avoid political accountability for a controversial proposal, you might suggest holding a(n) __________. a. initiative b. plurality c. mandate d. recall e. referendum -378-

Answer: e Page Reference: pp. 362–368 A-head: Presidential Elections Learning Objective: O’Connor L.O. 12.2 Skill Level: Apply What You Know Topic: Elections and Voting 41.

Front-loading benefits __________. a. challengers b. front runners c. incumbents d. third parties e. special interests Answer: b Page Reference: pp. 362–368 A-head: Presidential Elections Learning Objective: O’Connor L.O. 12.2 Skill Level: Apply What You Know Topic: Elections and Voting

42.

If you are competing for your party’s nomination for office, you must first participate in a(n) __________. a. initiative election b. caucus election c. leadership election d. primary election e. referendum election Answer: d Page Reference: pp. 359–362 A-head: Roots of the American Elections Learning Objective: O’Connor L.O. 12.1 Skill Level: Apply What You Know Topic: Elections and Voting

43.

When is the initiative process the most useful? a. when a state legislature wants to avoid a controversial vote on increasing taxes b. when removing an elected official for high crimes and misdemeanors. c. when replacing a member of Congress who has resigned from office before an election d. when seeking to amend the US Constitution to extend marriage rights to same-sex couples. e. when trying to enact a controversial law such as the legalization of marijuana

-379-

Answer: a Page Reference: pp. 359–362 A-head: Roots of the American Elections Learning Objective: O’Connor L.O. 12.1 Skill Level: Apply What You Know Topic: Elections and Voting 44.

If a state wanted to increase its influence in the presidential nomination, what could the state do? a. control media access to campaign events b. frontload the primaries c. mandate candidate debates in the state d. switch to a caucus system e. use a winner-take-all system Answer: b Page Reference: pp. 362–368 A-head: Presidential Elections Learning Objective: O’Connor L.O. 12.2 Skill Level: Apply What You Know Topic: Elections and Voting

45.

Which presents the greatest threat to incumbents of the president’s party? a. a caucus election b. a general election c. a midterm election d. a primary election e. a runoff election Answer: c Page Reference: pp. 368–371 A-head: Congressional Elections Learning Objective: O’Connor L.O. 12.3 Skill Level: Apply What You Know Topic: Elections and Voting

46.

Which is true of citizens who are highly interested in politics? a. They are usually in their early twenties. b. They are less likely to join a civic organization. c. They tend to be secular rather than religious. d. They constitute a small percentage of the population. e. They rarely vote. Answer: d Page Reference: pp. 376–380 -380-

A-head: Voter Turnout Learning Objective: O’Connor L.O. 12.5 Skill Level: Apply What You Know Topic: Elections and Voting 47.

How would you go about strengthening political parties in the United States? a. Allow a multi-party system. b. Allow public financing of elections. c. Hold more elections. d. Let voters elect the party leadership. e. Switch to caucus systems in all the states for nomination contests. Answer: a Page Reference: pp. 380–386 A-head: Toward Reform: Problems with Voter Turnout Learning Objective: O’Connor L.O. 12.6 Skill Level: Apply What You Know Topic: Elections and Voting

48.

According to the “Take a Closer Look” box in your text, which of the following is true if you are a young voter? a. You are more likely to vote for a write-in candidate than older voters. b. You are less likely to vote than older voters. c. You are more likely to vote Republican than older voters. d. You are more likely to participate in caucuses than older voters. e. You are more likely to vote in midterm elections than older voters. Answer: b Page Reference: pp. 376–380 A-head: Voter Turnout Learning Objective: O’Connor L.O. 12.5 Skill Level: Apply What You Know Topic: Elections and Voting

49.

Which of the following is the least likely reform to occur with respect to the Electoral College? a. direct election of the Electoral College electors by voters b. increasing the number of electoral votes needed to win c. letting the Senate break ties in the national popular vote d. moving to the congressional district plan e. determining the president through popular vote Answer: e Page Reference: pp. 362–368 A-head: Presidential Elections -381-

Learning Objective: O’Connor L.O. 12.2 Skill Level: Analyze It Topic: Elections and Voting 50.

Why might being a member of a civic group make you more likely to vote? a. Civic groups have mandatory citizenship participation as a condition of membership. b. Civic groups provide opportunities to learn important political skills. c. Civic groups are directly associated with political party mobilization. d. Civic groups publish informative political newsletters. e. Civic groups require proof of voter registration as a condition of membership. Answer: b Page Reference: pp. 376–380 A-head: Voter Turnout Learning Objective: O’Connor L.O. 12.5 Skill Level: Analyze It Topic: Elections and Voting

51.

According to your text, what is the general purpose of elections? a. to advance special interest agendas b. to check the influence of the federal and state judiciaries on the policy process c. to confer legitimacy on government d. to ensure social accountability on the part of government e. to ensure that everyone is treated equally by the law Answer: c Page Reference: pp. 359–362 A-head: Roots of the American Elections Learning Objective: O’Connor L.O. 12.1 Skill Level: Analyze It Topic: Elections and Voting

52.

Ballot measures often the subject of heated debate because they are unduly influenced by __________. a. citizens b. the courts c. the media d. political parties e. special interest groups Answer: e Page Reference: pp. 359–362 A-head: Roots of the American Elections Learning Objective: O’Connor L.O. 12.1 Skill Level: Analyze It -382-

Topic: Elections and Voting 53.

Why did the original Electoral College hold separate elections for president and vicepresident? a. The Framers anticipated that partisanship would have little influence. b. The Framers did not expect the country to become so large and diverse. c. The Framers never expected the role of the media in elections. d. The Framers were worried about the influences of factions and demagogues. e. The Framers were trying to minimize the influence of the wealthy. Answer: a Page Reference: pp. 362–368 A-head: Presidential Elections Learning Objective: O’Connor L.O. 12.2 Skill Level: Analyze It Topic: Elections and Voting

54.

What is the most immediate advantage of the congressional district plan? a. It addresses the problem of the incumbency advantage. b. It does not require a constitutional amendment. c. It minimizes the influence of special interest money. d. It reduces the number of states in play. e. It reduces gerrymandering. Answer: b Page Reference: pp. 362–368 A-head: Presidential Elections Learning Objective: O’Connor L.O. 12.2 Skill Level: Analyze It Topic: Elections and Voting

55.

Why has there been a growing use of recall elections in recent years? a. Federal law mandates recall elections whenever there are accusations of wrongdoing. b. Investigative journalism has made exposing political corruption easier. c. New technology has made it easier to organize and raise money for recall campaigns. d. Politicians are generally more corrupt now than in the past. e. Voter turnout tends to be higher in a recall campaign than in the general election. Answer: c Page Reference: pp. 359–362 A-head: Roots of the American Elections Learning Objective: O’Connor L.O. 12.1 Skill Level: Analyze It Topic: Elections and Voting

-383-

56.

If proportional representation primaries are fairer to the public, why might some state parties choose not to adopt them? a. They are difficult to schedule. b. They create intra-party competition between candidates. c. They can lengthen the nomination process. d. They may require more special interest support to finance. e. They reward moderate candidates. Answer: c Page Reference: pp. 362–368 A-head: Presidential Elections Learning Objective: O’Connor L.O. 12.2 Skill Level: Analyze It Topic: Elections and Voting

57.

How can redistricting threaten incumbent members of Congress? a. It can alter district-based funds from special interest groups. b. It can force members of Congress to relocate their families. c. It can shift incumbents into a caucus district. d. It can pit incumbents against one another. e. It increases the probability of a strong minority challenger. Answer: d Page Reference: pp. 368–371 A-head: Congressional Elections Learning Objective: O’Connor L.O. 12.3 Skill Level: Analyze It Topic: Elections and Voting

58.

Why are some people concerned about electronic voting? a. Electronic voting could increase election costs to the states. b. Electronic voting could increase election fraud. c. Electronic voting could increase the amount of uniformed voters. d. Electronic voting could increase the influence of special interests in elections. e. Electronic voting could increase the probability that the working poor will vote. Answer: b Page Reference: pp. 380–386 A-head: Toward Reform: Problems with Voter Turnout Learning Objective: O’Connor L.O. 12.6 Skill Level: Analyze It Topic: Elections and Voting

59.

When does party identification matter most in voting?

-384-

a. in a presidential election b. in a race between two incumbents c. during midterm elections d. in a low visibility election e. when there is no incumbent running Answer: d Page Reference: pp. 376–380 A-head: Voter Turnout Learning Objective: O’Connor L.O. 12.5 Skill Level: Analyze It Topic: Elections and Voting 60.

Which of the following is a criticism of early voting? a. It allows for more special interest influence. b. It decreases the importance of campaigns. c. It increases the potential for voter fraud. d. It leads to front-loading. e. It requires more volunteers to staff polling places. Answer: b Page Reference: pp. 380–386 A-head: Toward Reform: Problems with Voter Turnout Learning Objective: O’Connor L.O. 12.6 Skill Level: Analyze It Topic: Elections and Voting

 True-False Questions 61.

Ticket splitting has declined in recent years. Answer: FALSE Page Reference: pp. 372–376 A-head: Patterns in Vote Choice Learning Objective: O’Connor L.O. 12.4 Skill Level: Remember the Facts Topic: Elections and Voting

62.

The biggest reason cited by Americans for not voting is forgetfulness. Answer: FALSE Page Reference: pp. 380–386 A-head: Toward Reform: Problems with Voter Turnout Learning Objective: O’Connor L.O. 12.6

-385-

Skill Level: Remember the Facts Topic: Elections and Voting 63.

The Twelfth Amendment lowered the voting age to eighteen. Answer: False Page Reference: pp. 362–368 A-head: Presidential Elections Learning Objective: O’Connor L.O. 12.2 Skill Level: Remember the Facts Topic: Elections and Voting

64.

Using the caucus system to nominate candidates results in more informed voters. Answer: TRUE Page Reference: pp. 359–362 A-head: Roots of the American Elections Learning Objective: O’Connor L.O. 12.1 Skill Level: Remember the Facts Topic: Elections and Voting

65.

Voting is a form of conventional participation. Answer: TRUE Page Reference: pp. 372–376 A-head: Patterns in Vote Choice Learning Objective: O’Connor L.O. 12.4 Skill Level: Remember the Facts Topic: Elections and Voting

66.

Open primaries allow unaffiliated voters and members of other parties to participate in a party’s nomination process. Answer: TRUE Page Reference: pp. 359–362 A-head: Roots of the American Elections Learning Objective: O’Connor L.O. 12.1 Skill Level: Remember the Facts Topic: Elections and Voting

67.

Congressional incumbents tend to have a low chance of reelection. Answer: FALSE Page Reference: pp. 368–371 A-head: Congressional Elections Learning Objective: O’Connor L.O. 12.3 Skill Level: Remember the Facts Topic: Elections and Voting -386-

68.

A winner-take-all primary the most representative way of allocating delegates in the nomination process. Answer: FALSE Page Reference: pp. 362–368 A-head: Presidential Elections Learning Objective: O’Connor L.O. 12.2 Skill Level: Understand the Concepts Topic: Elections and Voting

69.

Caucuses tend to provide voters with more in-depth information about candidates than primaries. Answer: TRUE Page Reference: pp. 362–368 A-head: Presidential Elections Learning Objective: O’Connor L.O. 12.2 Skill Level: Understand the Concepts Topic: Elections and Voting

70.

Conventional participation relies heavily on unusual or extreme methods of influencing the political process. Answer: FALSE Page Reference: pp. 372–376 A-head: Patterns in Vote Choice Learning Objective: O’Connor L.O. 12.4 Skill Level: Understand the Concepts Topic: Elections and Voting

71.

A referendum is a mechanism allowing voters to enact public policy directly. Answer: TRUE Page Reference: pp. 359–362 A-head: Roots of the American Elections Learning Objective: O’Connor L.O. 12.1 Skill Level: Understand the Concepts Topic: Elections and Voting

72.

One explanation for low voter turnout is that the burden of voter registration falls on the state and not the individual citizen. Answer: FALSE Page Reference: pp. 380–386 A-head: Toward Reform: Problems with Voter Turnout Learning Objective: O’Connor L.O. 12.6 Skill Level: Understand the Concepts -387-

Topic: Elections and Voting 73.

If you wanted to remove a politician from office, you would use a referendum. Answer: FALSE Page Reference: pp. 359–362 A-head: Roots of the American Elections Learning Objective: O’Connor L.O. 12.1 Skill Level: Apply What You Know Topic: Elections and Voting

74.

Single women are more likely to vote for Democrats than Republicans. Answer: TRUE Page Reference: pp. 372–376 A-head: Patterns in Vote Choice Learning Objective: O’Connor L.O. 12.4 Skill Level: Apply What You Know Topic: Elections and Voting

75.

One argument against voter identification laws is that they may disproportionately limit the ballot access of economically disadvantaged groups. Answer: TRUE Page Reference: pp. 380–386 A-head: Toward Reform: Problems with Voter Turnout Learning Objective: O’Connor L.O. 12.6 Skill Level: Apply What You Know Topic: Elections and Voting

 Fill-in-the-Blank Questions 76.

The United States has __________ times as many elections as other western democracies. Answer: two Page Reference: pp. 380–386 A-head: Toward Reform: Problems with Voter Turnout Learning Objective: O’Connor L.O. 12.6 Skill Level: Remember the Facts Topic: Elections and Voting

77.

A __________ primary is an election in which only a party’s registered voters are eligible to participate. Answer: closed

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Page Reference: pp. 359–362 A-head: Roots of the American Elections Learning Objective: O’Connor L.O. 12.1 Skill Level: Remember the Facts Topic: Elections and Voting 78.

Voter turnout in the United States is __________ than in other Western democracies. Answer: lower Page Reference: pp. 376–380 A-head: Voter Turnout Learning Objective: O’Connor L.O. 12.5 Skill Level: Remember the Facts Topic: Elections and Voting

79.

The tendency of people already holding office to be reelected in known as the __________ advantage. Answer: incumbency, or incumbent Page Reference: pp. 368–371 A-head: Congressional Elections Learning Objective: O’Connor L.O. 12.3 Skill Level: Remember the Facts Topic: Elections and Voting

80.

In the United States, the mechanism for deciding the president is the __________. Answer: Electoral College Page Reference: pp. 362–368 A-head: Presidential Elections Learning Objective: O’Connor L.O. 12.2 Skill Level: Remember the Facts Topic: Elections and Voting

81.

Generally speaking, __________ favor less regulation government regulation of the economy. Answer: conservatives Page Reference: pp. 372–376 A-head: Patterns in Vote Choice Learning Objective: O’Connor L.O. 12.4 Skill Level: Remember the Facts Topic: Elections and Voting

82.

Women gained the right to vote with the passage of the ___________ Amendment in 1920. Answer: Nineteenth Page Reference: pp. 376–380 -389-

A-head: Voter Turnout Learning Objective: O’Connor L.O. 12.5 Skill Level: Remember the Facts Topic: Elections and Voting 83.

__________ is voting for candidates of different parties in the same election. Answer: Ticket splitting Page Reference: pp. 372–376 A-head: Patterns in Vote Choice Learning Objective: O’Connor L.O. 12.4 Skill Level: Understand the Concepts Topic: Elections and Voting

84.

__________ is the process of redrawing district lines to reflect population shifts after a census. Answer: Redistricting Page Reference: pp. 368–371 A-head: Congressional Elections Learning Objective: O’Connor L.O. 12.3 Skill Level: Understand the Concepts Topic: Elections and Voting

85.

The __________ is the difference in voting patterns between men and women. Answer: gender gap Page Reference: pp. 372–376 A-head: Patterns in Vote Choice Learning Objective: O’Connor L.O. 12.4 Skill Level: Understand the Concepts Topic: Elections and Voting

86.

Presidential __________ refers to the increased probability that congressional candidates will get elected in the same election as the presidential nominee of their party is elected. Answer: coattails Page Reference: pp. 368–371 A-head: Congressional Elections Learning Objective: O’Connor L.O. 12.3 Skill Level: Understand the Concepts Topic: Elections and Voting

87.

Choosing to vote based on a candidate’s campaign policy promises is a form of __________ judgment. Answer: prospective Page Reference: pp. 372–376 -390-

A-head: Patterns in Vote Choice Learning Objective: O’Connor L.O. 12.4 Skill Level: Understand the Concepts Topic: Elections and Voting 88.

If a person wanted to predict your vote, the most powerful piece of information would be your __________. Answer: party identification, or party affiliation Page Reference: pp. 372–376 A-head: Patterns in Vote Choice Learning Objective: O’Connor L.O. 12.4 Skill Level: Apply What You Know Topic: Elections and Voting

89.

If you are financially secure, you are more likely to support the __________ party. Answer: Republican Page Reference: pp. 372–376 A-head: Patterns in Vote Choice Learning Objective: O’Connor L.O. 12.4 Skill Level: Apply What You Know Topic: Elections and Voting

90.

The __________ faith is the most cohesive faith when it comes to voting. Answer: Jewish Page Reference: pp. 372–376 A-head: Patterns in Vote Choice Learning Objective: O’Connor L.O. 12.4 Skill Level: Apply What You Know Topic: Elections and Voting

 Short Answer Questions 91.

Describe the caucus system. What are the advantages of this system? What are the disadvantages? Answer: An ideal response will: 1. Explain that the caucus is a closed meeting of party activists who meet to select the party’s nominee for president. 2. Discuss how caucuses help voters make well-informed decisions because of the amount of information available, but how they can exclude voters because of the large time commitment involved.

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Page Reference: pp. 362–368 A-head: Presidential Elections Learning Objective: O’Connor L.O. 12.2 Skill Level: Understand the Concepts Topic: Elections and Voting 92.

How do open primaries differ from closed primaries? Which, in your opinion, is the better kind of primary? Answer: An ideal response will: 1. Define an open primary as a primary in which non-affiliated voters, and occasionally members from other parties, can participate in the selection process. 2. Define a closed primary as a primary that is restricted to registered members of the party. 3. Make an argument with at least one supporting statement. Page Reference: pp. 359–362 A-head: Roots of the American Elections Learning Objective: O’Connor L.O. 12.1 Skill Level: Understand the Concepts Topic: Elections and Voting

93.

What is ticket splitting, and why might voters engage in this election activity? Answer: An ideal response will: 1. Define ticket splitting as voting for candidates of different political parties for various offices in the same election. 2. Explain how there are different explanations for the phenomenon. For example, voters might not trust either established party to govern well, or they might be more concerned with individual candidates or issues. Page Reference: pp. 372–376 A-head: Patterns in Vote Choice Learning Objective: O’Connor L.O. 12.4 Skill Level: Understand the Concepts Topic: Elections and Voting

94.

What was the problem with the original design of the Electoral College? How was this problem corrected? Answer: An ideal response will: 1. Explain how the original design of the Electoral College chose the president and the vice-president from the same pool of candidates, which meant the one with the most votes became president and the one with the second-most votes was vicepresident. 2. Discuss how the rise of the first party system led to a tie in the election of 1800.

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3. Explain how the Twelfth Amendment provided for separate elections for both offices and that in the case of a tie, each state delegation would have one vote in the House of Representatives. Page Reference: pp. 362–368 A-head: Presidential Elections Learning Objective: O’Connor L.O. 12.2 Skill Level: Understand the Concepts Topic: Elections and Voting 95.

What are the two main ideologies competing in the United States? How does ideology affect the choices voters make? Answer: An ideal response will: 1. Explain that ideology is one of the most significant divisions in American politics. 2. Discuss how liberals and conservatives differ. For example, liberals tend to favor government involvement and conservatives favor individualism. 3. Explain that liberals tend to vote for Democrats and conservatives tend to vote for Republicans. Page Reference: pp. 372–376 A-head: Patterns in Vote Choice Learning Objective: O’Connor L.O. 12.4 Skill Level: Understand the Concepts Topic: Elections and Voting

96.

Discuss three ways the United States could improve voter turnout. Answer: An ideal response will: 1. Note that voter turnout in the United States is low compared to other Western democracies. 2. Discuss three of the following six ways to improve voter turnout discussed in the text: making Election Day a national holiday, strengthening political parties, modernizing the ballot, enabling online voting, permitting mail-in voting, and making voter registration easier. Page Reference: pp. 380–386 A-head: Toward Reform: Problems with Voter Turnout Learning Objective: O’Connor L.O. 12.6 Skill Level: Apply What You Know Topic: Elections and Voting

97.

What is a midterm election? What effect can midterm elections have on the president’s party? Answer: An ideal response will: 1. Explain that a midterm election is an election in the middle of a presidential term.

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2. Explain that the president’s party usually loses seats in off-years due to public disaffection or governing challenges that tend to hurt a president’s popularity. 3. Explain that voters are especially likely to punish a president’s party in the sixth year of a two-term presidency. For example, the loss of both houses of Congress in 2006 by the Republicans. Page Reference: pp. 368–371 A-head: Congressional Elections Learning Objective: O’Connor L.O. 12.3 Skill Level: Apply What You Know Topic: Elections and Voting 98.

Differentiate between conventional forms of political participation and unconventional forms of participation. Answer: An ideal response will: 1. Explain that conventional forms of participation include voting, letter writing, and campaign contributions. 2. Discuss how that would differ from unconventional forms of political participation, like protests, boycotts, and picketing. Page Reference: pp. 372–376 A-head: Patterns in Vote Choice Learning Objective: O’Connor L.O. 12.4 Skill Level: Apply What You Know Topic: Elections and Voting

99.

If political scientists are correct, what are the effects of a college education on a citizen’s voting choices? Answer: An ideal response will: 1. Explain that generally, education and income are closely related. The most educated voters and the least educated voters tend to vote Democratic while those in the middle tend to vote Republican. Page Reference: pp. 372–376 A-head: Patterns in Vote Choice Learning Objective: O’Connor L.O. 12.4 Skill Level: Apply What You Know Topic: Elections and Voting

100.

What is a referendum? Why might you want to call for a referendum? Answer: An ideal response will: 1. Define a referendum as an election wherein the state legislature submits proposed legislation and constitutional amendments directly to the voters for their approval. 2. Explain how a referendum could work to your advantage as a politician when considering controversial issues, such as increasing taxes, spending a large sum of -394-

money, or other issues for which you may not want to be held accountable in the next election cycle. Page Reference: pp. 359–362 A-head: Roots of the American Elections Learning Objective: O’Connor L.O. 12.1 Skill Level: Apply What You Know Topic: Elections and Voting 101.

If you were a Protestant, how might your voting behavior differ from your friends of other religious faiths? To what extent is faith an accurate predictor of voting habits? Answer: An ideal response will: 1. Explain how Protestants in general are increasingly likely to vote for Republicans, due to the rise of social conservatism and the Republican party’s emphasis on personal responsibility. 2. Discuss how this differs from Jewish voters, who are reliable supporters of the Democratic party, and how Catholics, who used to be reliably Democratic, are now trending towards the Republican party due to the salience of abortion as an issue. 3. Explain how religious groups have tended to vote in clear patterns, but those patterns seem to be declining. Page Reference: pp. 372–376 A-head: Patterns in Vote Choice Learning Objective: O’Connor L.O. 12.4 Skill Level: Apply What You Know Topic: Elections and Voting

102.

What is reapportionment, and how does it affect presidential politics? Be sure to give specific examples. Answer: An ideal response will: 1. Explain that reapportionment is the process of reallocating representation in the House of Representatives and the Electoral College after each census. 2. Explain that these changes affect presidential politics in that the population has shifted away from traditional Democratic strongholds in the Northeast and industrial Midwest to the Republican strongholds of the South and Southwest. 3. Provide specific examples. Page Reference: pp. 362–368 A-head: Presidential Elections Learning Objective: O’Connor L.O. 12.2 Skill Level: Analyze It Topic: Elections and Voting

103.

What are advantages and disadvantages of the winner-take-all primary? Which party allows winner-take-all primaries?

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Answer: An ideal response will: 1. Define the winner-take-all primary as a state primary election in which the candidate who wins the most votes secures all of that state’s delegates to the convention. 2. Explain how this form of primary enables a candidate to quickly amass the required majority of delegates, avoiding divisive primary battles. This form of primary is considerably less representative, however. The Republican party favors this form of primary while the Democratic Party no longer permits it. Page Reference: pp. 362–368 A-head: Presidential Elections Learning Objective: O’Connor L.O. 12.2 Skill Level: Analyze It Topic: Elections and Voting 104. What is front-loading, and why would states want to engage in it? What kind of candidate benefits from front-loading? Answer: An ideal response will: 1. Define front-loading as states moving their presidential elections earlier on the election calendar. The student might cite Figure 12.1 as evidence of this trend. 2. Explain that states do this to try to increase influence in the nomination process. 3. Explain how front-loading favors the front runner and the candidate who is capable of winning the invisible primary, which is the race to raise money early. Page Reference: pp. 362–368 A-head: Presidential Elections Learning Objective: O’Connor L.O. 12.2 Skill Level: Analyze It Topic: Elections and Voting 105.

What is the scare-off effect, and how does it help incumbents? Answer: An ideal response will: 1. Define the scare-off effect as the ability of an incumbent to fend off challenges from quality opponents. 2. Explain how the institutional advantages of name recognition, fundraising, free mailing to constituents serve to discourage opponents from challenging a sitting member of Congress. Page Reference: pp. 368–371 A-head: Congressional Elections Learning Objective: O’Connor L.O. 12.3 Skill Level: Analyze It Topic: Elections and Voting

 Essay Questions -396-

106.

What are ballot measures? What is an argument in favor of ballot measures, and what is an argument opposing ballot measures? With which side do you agree? Justify your answer. Answer: An ideal response will: 1. Explain how ballot measures, such initiatives and referenda, give citizens more direct control over policy. 2. Explain an argument in support of ballot measures. This may include the claim that ballot measures can heighten voter interest, and that ballot measures have led to many important reforms. 3. Discuss a criticism of ballot measures. This may include the influence of special interest groups on the process, the challenge for voters in understanding complex ballot issues, confusion in the ballot process, and the fact that ballot measures are not subject to campaign finance limitations. 4. Take a position on the value of ballot measures, providing a clear and effective argument and conclusion. Page Reference: pp. 359–362 A-head: Roots of the American Elections Learning Objective: O’Connor L.O. 12.1 Skill Level: Understand the Concepts Topic: Elections and Voting

107.

When designing the Electoral College, what were the Framers trying to achieve? What event exposed problems in the original design? What was done to solve these problems? Do any other problems remain? Answer: An ideal response will: 1. Explain how the Electoral College was the result of a political compromise over the best way to select the president. 2. Explain how the original design was constructed to work without political parties, cover both a nomination and election phase, and produce a non-partisan and nondivisive president. 3. Discuss that the main problem came from the rise of political parties, and that it put the candidates for president and vice-president in the same pool and created the possibility of a tie, as in the election of 1800. 4. Explain how the Twelfth Amendment addressed this problem by creating separate elections for each office, as well as creating a process for resolving ties in the House of Representatives. 5. Explain how there are other problems that still exist, specifically the possibility for the popular vote winner to lose the Electoral College. Page Reference: pp. 362–368 A-head: Presidential Elections Learning Objective: O’Connor L.O. 12.2 Skill Level: Apply What You Know Topic: Elections and Voting -397-

108.

Why do incumbents have such high reelection rates? What are the advantages and disadvantages of having an incumbent representing you? In your opinion, is having a majority of incumbents good or bad for the health of the United States democracy? Justify your answer. Answer: An ideal response will: 1. Explain that the incumbency advantage is the tendency for people in office to be reelected with a great deal of regularity. Factors contributing to the incumbency advantage include visibility, the support of staff members for constituency services, and the scare-off effect. 2. List advantages of incumbency. For instance, that incumbents have more political clout, and incumbents tend to keep government policy “conservative”—that is, from changing too rapidly. Disadvantages include stagnation, corruption, and being out of touch with one’s constituency. 3. Make an argument for why incumbency may or may not be good for democracy. 4. Provide a clear and effective conclusion. Page Reference: pp. 368–371 A-head: Congressional Elections Learning Objective: O’Connor L.O. 12.3 Skill Level: Apply What You Know Topic: Elections and Voting

109.

What are the causes of low voter turnout? Which groups have been disenfranchised in the past, and which groups tend to vote less today? Choose a specific group. What policies or programs could best help that group vote more frequently? Justify your choices. Answer: An ideal response will: 1. Explain the various reasons why Americans do not turn out to vote. For example, other commitments, difficult registration requirements, difficulty in voting, election fatigue, voter attitudes, and weakened political parties. 2. Mention women, ethnic minorities, and people younger than twenty-one as having been previously disenfranchised. 3. Discuss groups less likely to vote today, from the economically disadvantaged to Latinos and college-aged citizens. 4. Chose a group, list several proposals for improving voter turnout for that group specifically. This may include adjusting the schedule of elections; mechanisms for making voting easier such as early, online, and mail voting; mechanisms for increasing registration such as Election Day registration; modernization of the ballot; and, steps to reinvigorate the party system in the United States. 5. Provide a clear justification for policy choices and a summarizing conclusion. Page Reference: pp. 380–386 A-head: Toward Reform: Problems with Voter Turnout Learning Objective: O’Connor L.O. 12.6 Skill Level: Analyze It Topic: Elections and Voting -398-

110.

Think about the upcoming election cycle. What is the likelihood that you will vote? Drawing upon the factors discussed in the book, which ones are most relevant in assessing your own feelings toward voting and participation, and why? Answer: An ideal response will: 1. Identify that even with universal suffrage, a number of factors affect voter turnout, ranging from structural factors, such as state regulations, to personal choices. 2. Explain how factors such as income and education affect voter turnout, noting that people with higher levels of education and income have higher voter turnout rates on average. 3. Describe the differences in voter turnout between racial and ethnic categories, noting which ones have higher levels of turnout. 4. Detail the differences in voting behavior by gender, noting that women now have slightly higher turnout rates than men. 5. Review the difference in voting behavior by age, noting that people over thirty are more likely to vote than those under thirty. 6. Explain how civic engagement and an interest in politics are more likely to lead people to vote. 7. Provide a clear and effective conclusion. Student should relate the previous points to his or her own feelings about voting and likely voting behavior, drawing upon relevant life experiences. Page Reference: pp. 372–376 A-head: Patterns in Vote Choice Learning Objective: O’Connor L.O. 12.4 Skill Level: Analyze It Topic: Elections and Voting

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13 The Campaign Process  Multiple-Choice Questions 1.

Which of the following states that Obama carried in 2008 was carried by Romney in 2012? a. Ohio b. New York c. California d. Texas e. North Carolina Answer: e Page Reference: pp. 390-393 A-head: Chapter 13 Introduction Learning Objective: Chapter 13 Introduction Skill Level: Remember the Facts Topic: Elections and Campaigns

In 1964, which candidate tried too hard to appeal to his party’s activists and lost the election as a result? a. Lyndon Johnson b. George McGovern c. Barry Goldwater d. Richard Nixon e. Hubert Humphrey Answer: c Page Reference: pp. 393–396 A-head: Roots of Modern Political Campaigns Learning Objective: O’Connor L.O. 13.1 Skill Level: Remember the Facts Topic: Elections and Campaigns

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According to the “Explore Your World” feature, in which country do women lag behind men in both public and private leadership positions? a. Peru b. Japan c. Sweden d. Britain e. Rwanda Answer: b Page Reference: pp. 393–396 A-head: Roots of Modern Political Campaigns Learning Objective: O’Connor L.O. 13.1 Skill Level: Remember the Facts Topic: Elections and Campaigns

Most candidates running in a general election tend to move their campaigns toward the __________. a. far right of the party line b. far left of the party line c. current domestic issues d. ideological center e. current international issues Answer: d Page Reference: pp. 393–396 A-head: Roots of Modern Political Campaigns Learning Objective: O’Connor L.O. 13.1 Skill Level: Remember the Facts Topic: Elections and Campaigns

One reason that candidates visit many localities is to __________. a. see as much of the country as possible b. prove they have widespread support c. motivate locate activists d. spend public money on travel e. attempt to visit more locations than their opponents Answer: c Page Reference: pp. 396–400 A-head: Assembling a Campaign Staff Learning Objective: O’Connor L O. 13.2 Skill Level: Remember the Facts Topic: Elections and Campaigns

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The person closest to the candidate who makes the essential day-to-day decisions is the __________. a. campaign manager b. finance chair c. communications director d. press secretary e. chief campaign consultant Answer: a Page Reference: pp. 396–400 A-head: Assembling a Campaign Staff Learning Objective: O’Connor L.O. 13.2 Skill Level: Remember the Facts Topic: Elections and Campaigns

The __________ is the bureaucratic agency in charge of monitoring campaign activity. a. Federal Election Board b. Election Finance Commission c. Federal Voting Committee d. Voter Regulation Board e. Federal Election Commission Answer: e Page Reference: pp. 396–400 A-head: Assembling a Campaign Staff Learning Objective: O’Connor L.O. 13.2 Skill Level: Remember the Facts Topic: Elections and Campaigns

Campaign consultants were first used in campaigns in the __________. a. 1920s b. 1930s c. 1940s d. 1950s e. 1960s Answer: b Page Reference: pp. 396–400 A-head: Assembling a Campaign Staff Learning Objective: O’Connor L.O. 13.2 Skill Level: Remember the Facts Topic: Elections and Campaigns

What 1907 legislation prohibited corporations from making direct contributions to candidates for federal office? -402-

a. Hatch Act b. Taft-Hartley Act c. Tillman Act d. Federal Election Campaign Act e. Bipartisan Campaign Reform Act Answer: c Page Reference: pp. 401–406 A-head: Raising Money Learning Objective: O’Connor L.O. 13.3 Skill Level: Remember the Facts Topic: Elections and Campaigns 10.

In one recent election, researchers found that individual donors accounted for what percent of contributions to presidential candidates? a. 35 b. 50 c. 70 d. 85 e. 90 Answer: d Page Reference: pp. 401–406 A-head: Raising Money Learning Objective: O’Connor L.O. 13.3 Skill Level: Remember the Facts Topic: Elections and Campaigns

11.

What Supreme Court decision determined that no limits could be placed on the amount of his or her own money a candidate spends in an election? a. Citizens United v. FEC b. Buckley v. Valeo c. McCain v. NRA d. BCRA v. United States e. Citizens United v. Valeo Answer: b Page Reference: pp. 401–406 A-head: Raising Money Learning Objective: O’Connor L.O. 13.3 Skill Level: Remember the Facts Topic: Elections and Campaigns

12.

Which of these third-party candidates received enough votes to qualify for public campaign funding? -403-

a. Ralph Nader b. John Anderson c. Bob Dole d. Ron Paul e. George Wallace Answer: b Page Reference: pp. 401–406 A-head: Raising Money Learning Objective: O’Connor L.O. 13.3 Skill Level: Remember the Facts Topic: Elections and Campaigns 13.

The brief, clever quotes that candidates hope will be replayed after media events are known as __________. a. sound bites b. bon mots c. adages d. pearls of wisdom e. spin text Answer: a Page Reference: pp. 406–410 A-head: Reaching Voters Learning Objective: O’Connor L.O. 13.4 Skill Level: Remember the Facts Topic: Elections and Campaigns

14.

Candidate debates became a regular part of presidential campaigns in which decade? a. the 1950s b. the 1960s c. the 1970s d. the 1980s e. the 1990s Answer: d Page Reference: pp. 406–410 A-head: Reaching Voters Learning Objective: O’Connor L.O. 13.4 Skill Level: Remember the Facts Topic: Elections and Campaigns

15.

Which presidential ticket was the first to use the Internet in a national campaign? a. Obama and Biden -404-

b. McCain and Palin c. Gore and Lieberman d. Dole and Kemp e. Clinton and Gore Answer: e Page Reference: pp. 406–410 A-head: Reaching Voters Learning Objective: O’Connor L.O. 13.4 Skill Level: Remember the Facts Topic: Elections and Campaigns 16.

Which candidate, running in 1796, was portrayed as an atheist and a coward? a. Thomas Jefferson b. John Adams c. John Quincy Adams d. James Monroe e. James Madison Answer: a Page Reference: pp. 406–410 A-head: Reaching Voters Learning Objective: O’Connor L.O. 13.4 Skill Level: Remember the Facts Topic: Elections and Campaigns

17.

Which of the following candidates in the 2012 Republican nomination campaign won the Iowa caucuses? a. Mitt Romney b. Newt Gingrich c. Rick Perry d. Rick Santorum e. Michele Bachmann Answer: d Page Reference: pp. 410-420 A-head: Toward Reform: The 2012 Presidential Campaign Learning Objective: O’Connor L.O. 13.5 Skill Level: Remember the Facts Topic: Elections and Campaigns

18.

Most elections follow the same structure, consisting of a(n) _________. a. nomination campaign and secondary campaign b. caucus and primary c. nomination campaign and general election campaign -405-

d. party convention and candidate debate e. fund-raising component and name-recognition component Answer: c Page Reference: pp. 393–396 A-head: Roots of Modern Political Campaigns Learning Objective: O’Connor L.O. 13.1 Skill Level: Understand the Concepts Topic: Elections and Campaigns 19.

One of the primary dangers of the nomination campaign is that __________. a. candidates can become overly cautious and not talk about issues b. many candidates ignore their party’s base c. candidates raise too much money d. candidates get too much media attention e. candidates can become too ideologically extreme Answer: e Page Reference: pp. 393–396 A-head: Roots of Modern Political Campaigns Learning Objective: O’Connor L.O. 13.1 Skill Level: Understand the Concepts Topic: Elections and Campaigns

20.

Nomination campaigns __________. a. involve candidates of the same political party b. end one week before Election Day c. last for a period of time established by law d. are usually a toss-up until the very end e. determine the final outcome of the election Answer: a Page Reference: pp. 393–396 A-head: Roots of Modern Political Campaigns Learning Objective: O’Connor L.O. 13.1 Skill Level: Understand the Concepts Topic: Elections and Campaigns

21.

According to the “Explore Your World” feature, one way that many countries ensure that candidates represent the entire population is by __________. a. giving the vote to as many people as possible b. adopting quotas that mandate a certain percentage of candidates come from traditionally underrepresented groups c. educating traditionally underrepresented groups so that they are more likely to want to run for office -406-

d. mandating that candidates campaign a certain amount of time among traditionally underrepresented groups e. adopting quotas for how many voters from traditionally underrepresented groups can cast ballots Answer: b Page Reference: pp. 393–396 A-head: Roots of Modern Political Campaigns Learning Objective: O’Connor L.O. 13.1 Skill Level: Understand the Concepts Topic: Elections and Campaigns 22.

Candidates’ efforts to meet as many voters as possible are __________. a. useless as media events b. only important in competitive elections c. to some degree symbolic d. very important in the Internet age e. always a total waste of time Answer: c Page Reference: pp. 396–400 A-head: Assembling a Campaign Staff Learning Objective: O’Connor L.O. 13.2 Skill Level: Understand the Concepts Topic: Elections and Campaigns

23.

As the cost of campaigns has risen and fund-raising has become more important, the staff position of __________ has also grown in prestige and significance. a. campaign manager b. press secretary c. communications director d. finance chair e. campaign consultant Answer: d Page Reference: pp. 396–400 A-head: Assembling a Campaign Staff Learning Objective: O’Connor L.O. 13.2 Skill Level: Understand the Concepts Topic: Elections and Campaigns

24.

According to the feature “How Are People Involved in Politics?” which of the following is the political activity in which people most often engage? a. joining a protest march b. signing a paper petition -407-

c. attending a meeting on a political or social issue d. giving money to a political organization e. distributing political group information Answer: b Page Reference: pp. 396–400 A-head: Assembling a Campaign Staff Learning Objective: O’Connor L.O. 13.2 Skill Level: Understand the Concepts Topic: Elections and Campaigns 25.

Which campaign consultant might be asked by a candidate to conduct a public opinion survey? a. campaign manager b. pollster c. Internet expert d. press secretary e. vote canvasser Answer: b Page Reference: pp. 396–400 A-head: Assembling a Campaign Staff Learning Objective: O’Connor L.O. 13.2 Skill Level: Understand the Concepts Topic: Elections and Campaigns

26.

One of the most basic methods of canvassing is __________. a. going door to door to solicit votes b. speaking at campaign events c. creating television and print ads d. conducting public opinion polls e. setting up meet-and-greet events for candidates Answer: a Page Reference: pp. 396–400 A-head: Assembling a Campaign Staff Learning Objective: O’Connor L.O. 13.2 Skill Level: Understand the Concepts Topic: Elections and Campaigns

27.

The federal government has worked to regulate campaign finance __________. a. since the country’s inception b. for more than a century c. since the 1950s d. since the 1970s -408-

e. for about five years Answer: b Page Reference: pp. 401–406 A-head: Raising Money Learning Objective: O’Connor L.O. 13.3 Skill Level: Understand the Concepts Topic: Elections and Campaigns 28.

Until 2002, the primary federal regulation of campaign finance occurred according to the __________. a. Campaign Contributions Law b. Bipartisan Campaign Financing Act c. Campaigns and Elections Act d. Federal Campaign Limits Law e. Federal Election Campaign Act Answer: e Page Reference: pp. 401–406 A-head: Raising Money Learning Objective: O’Connor L.O. 13.3 Skill Level: Understand the Concepts Topic: Elections and Campaigns

29.

Under current rules, how much money can a national political party give to a Senate candidate per election? a. $5,000 b. $20,100 c. $30,000 d. $43,100 e. $48,200 Answer: d Page Reference: pp. 401–406 A-head: Raising Money Learning Objective: O’Connor L.O. 13.3 Skill Level: Understand the Concepts Topic: Elections and Campaigns

30.

Nonprofit, tax-exempt groups that can expressly advocate for candidates and are not required to disclose the names of contributors are called __________. a. political action committees b. 527 committees c. 501(c) groups d. national party committees -409-

e. member PACs Answer: c Page Reference: pp. 401–406 A-head: Raising Money Learning Objective: O’Connor L.O. 13.3 Skill Level: Understand the Concepts Topic: Elections and Campaigns 31.

According to the information in the “How Has Campaign Financing Changed Over Time?” feature, the Super PAC that spent the most in the 2012 election __________. a. was a Republican group b. was a Democratic group c. supported both parties equally d. supported independents e. supported only incumbents Answer: a Page Reference: pp. 401–406 A-head: Raising Money Learning Objective: O’Connor L.O. 13.3 Skill Level: Understand the Concepts Topic: Elections and Campaigns

32.

The most dominant feature of traditional media coverage of campaigns is __________. a. coverage of the “horse race” b. issue analysis c. candidates’ personal lives d. analysis of debates e. fundraising events Answer: a Page Reference: pp. 406–410 A-head: Reaching Voters Learning Objective: O’Connor L.O. 13.4 Skill Level: Understand the Concepts Topic: Elections and Campaigns

33.

Which of the following is one strategy that campaigns use to control the media? a. making the candidate more available to the press b. staging media events c. ignoring negative campaign events d. appearing on the major networks’ nightly news shows e. holding unrehearsed, spontaneous press conferences

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Answer: b Page Reference: pp. 406–410 A-head: Reaching Voters Learning Objective: O’Connor L.O. 13.4 Skill Level: Understand the Concepts Topic: Elections and Campaigns 34.

Which of the following is characteristic of negative ads? a. They attack only an opponent’s positions, never his or her character. b. They most frequently compare and contrast candidates’ issue positions. c. They are on the decline as a whole. d. They are almost always successful with the electorate. e. They sometimes do not even mention the sponsor of the ads. Answer: e Page Reference: pp. 406–410 A-head: Reaching Voters Learning Objective: O’Connor L.O. 13.4 Skill Level: Understand the Concepts Topic: Elections and Campaigns

35.

Which of the following events during the 2012 general election caused consternation for President Obama’s campaign? a. Hurricane Isaac b. Hurricane Sean c. the attack on the U.S. Consulate in Benghazi d. a suggestion that Obama would never receive the votes of 47 percent of Americans who were dependent on public assistance e. Vice President Joe Biden’s nomination speech Answer: c Page Reference: pp. 410-420 A-head: Toward Reform: The 2012 Presidential Campaign Learning Objective: O’Connor L.O. 13.5 Skill Level: Understand the Concepts Topic: Elections and Campaigns

36.

Both during and after the 2008 election, opponents of Barack Obama suggested he could not run for or serve as president because __________. a. he was not 35 years of age b. he had not lived for 14 years in the United States c. his parents were not married at the time he ran for office d. he was not a natural-born citizen of the United States e. he did not have a birth certificate

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Answer: d Page Reference: pp. 410-420 A-head: Toward Reform: The 2012 Presidential Campaign Learning Objective: O’Connor L.O. 13.5 Skill Level: Understand the Concepts Topic: Elections and Campaigns 37.

Based on the information in the “Explore Your World” bar chart, what country would you think is LEAST likely to have a female head of government in the foreseeable future? a. Rwanda b. Egypt c. Sweden d. South Africa e. China Answer: b Page Reference: pp. 393–396 A-head: Roots of Modern Political Campaigns Learning Objective: O’Connor L.O. 13.1 Skill Level: Apply What You Know Topic: Elections and Campaigns

38.

Suppose you are a candidate and you want to re-craft your campaign message. With which of the following staff members would you MOST likely work closely to create a compelling and effective message? a. communications director b. press secretary c. volunteers d. finance chair e. Internet team Answer: a Page Reference: pp. 396–400 A-head: Assembling a Campaign Staff Learning Objective: O’Connor L.O. 13.2 Skill Level: Apply What You Know Topic: Elections and Campaigns

39.

If you were running a general election campaign, at what point in the campaign would you want to recruit extra volunteers for canvassing? a. during the nomination period b. just before your state’s primary c. during the summer before the election d. for the period one month before the election e. on election day -412-

Answer: d Page Reference: pp. 396–400 A-head: Assembling a Campaign Staff Learning Objective: O’Connor L.O. 13.2 Skill Level: Apply What You Know Topic: Elections and Campaigns 40.

Suppose you are quite wealthy and contributed money to the campaign of one candidate in a primary election, then gave money to another campaign after that first candidate dropped out. You also contributed to the national party committee and your state party committee, as well as to a political action committee. By the time the general elections come in November, what is the most that you could have contributed? a. $30,800 b. $45,000 c. $50,800 d. $117,000 e. $250,000 Answer: c Page Reference: pp. 401–406 A-head: Raising Money Learning Objective: O’Connor L.O. 13.3 Skill Level: Apply What You Know Topic: Elections and Campaigns

41.

The challenges to the Bipartisan Campaign Reform Act suggest that __________. a. Americans by and large prefer to uphold the right to freedom of speech b. Americans do not care how much money is spent in an election c. special interest groups want to be able to support their candidate of choice without financial restrictions d. the original legislation was fatally flawed e. legislators set too low a limit on individual contributions Answer: c Page Reference: pp. 401–406 A-head: Raising Money Learning Objective: O’Connor L.O. 13.3 Skill Level: Apply What You Know Topic: Elections and Campaigns

42.

As shown in Figure 13.2, which shows how PACs allocate their campaign contributions, if you are challenging an incumbent and looking for PAC money to support your campaign, you can expect to receive __________. a. significantly less money than if you were an incumbent -413-

b. significantly more money as a challenger than as an incumbent c. about the same money as an incumbent d. more money if you are a Republican e. more money if you are running for president Answer: a Page Reference: pp. 401–406 A-head: Raising Money Learning Objective: O’Connor L.O. 13.3 Skill Level: Apply What You Know Topic: Elections and Campaigns 43.

Suppose you are a candidate who has been participating in an illicit marital affair, and you fear that the truth may be revealed. What is the MOST effective way to minimize damage? a. Dig out and air questionable activities of your opponents until the threat blows over. b. Bow out of the race. c. Admit to nothing. d. Air an inoculation ad. e. Ignore any attack that may be launched against you. Answer: d Page Reference: pp. 406–410 A-head: Reaching Voters Learning Objective: O’Connor L.O. 13.4 Skill Level: Apply What You Know Topic: Elections and Campaigns

44.

A campaign manager who was attempting to make clear that his candidate was suitable for the presidency would most likely __________. a. prepare his candidate very well for televised debates b. launch a series of negative ads about the candidate’s opponent c. prevent his candidate from going on comedy shows d. prepare an inoculation ad to stress the candidate’s integrity and positions on issues e. attack his candidate’s opponent in press releases Answer: a Page Reference: pp. 406–410 A-head: Reaching Voters Learning Objective: O’Connor L.O. 13.4 Skill Level: Apply What You Know Topic: Elections and Campaigns

45.

Even though a candidate may not approve of negative ads, what is one reason he or she might agree to run them? a. Negative ads tend to be less costly than positive ads. -414-

b. A negative ad can give a voter a reason to stay away from the polls. c. A negative ad can give a voter a reason to vote against an opponent. d. All candidates use negative advertising, so a candidate who chooses not to may find himself or herself derided in the media. e. Negative ads can help to counteract anticipated attacks from opponents. Answer: c Page Reference: pp. 406–410 A-head: Reaching Voters Learning Objective: O’Connor L.O. 13.4 Skill Level: Apply What You Know Topic: Elections and Campaigns 46.

If your campaign has very limited funding, which of the following strategies for reaching voters is likely to be most attractive to you? a. a professionally produced positive ad b. a series of campaign stops throughout a state c. hiring consultants to create and maintain an Internet site d. robo-calls e. televising a town-hall meeting with constituents Answer: d Page Reference: pp. 406–410 A-head: Reaching Voters Learning Objective: O’Connor L.O. 13.4 Skill Level: Apply What You Know Topic: Elections and Campaigns

47.

Considering the large number of candidates for the Republication nomination in 2012 and the many debates among these candidates, what could you have expected of Mitt Romney’s debate performance in the general election? a. Romney would do very well because he had been debating his points for months. b. Romney would be tired of debating and would appear bored and disinterested. c. Romney would be unable to respond to the points of a debater he had not previously faced. d. Romney would appear uncertain and overmatched on the national debate stage. e. Romney would change his genial demeanor and become much more aggressive when debating Obama. Answer: a Page Reference: pp. 410-420 A-head: Toward Reform: The 2012 Presidential Campaign Learning Objective: O’Connor L.O. 13.5 Skill Level: Apply What You Know Topic: Elections and Campaigns

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48.

Mitt Romney’s selection of Paul Ryan as his running mate in the 2012 election suggests that __________. a. Romney felt he himself might be too old for office and needed a much younger running mate b. Romney was concerned the Republican base did not view him as conservative enough c. Ryan was being considered as presidential material in the long run d. Ryan lobbied hard to be chosen e. Republican Party leaders were concerned about winning Wisconsin at all costs Answer: b Page Reference: pp. 410-420 A-head: Toward Reform: The 2012 Presidential Campaign Learning Objective: O’Connor L.O. 13.5 Skill Level: Apply What You Know Topic: Elections and Campaigns

49.

Why is a candidate’s moving to the left or the right during the nomination phase both an advantage and a disadvantage? a. It gives a candidate a more defined ideological position, but most voters pay little attention to ideology. b. While moving to one end of the spectrum might motivate a party base during nomination, it might actually alienate more moderate or on-the-fence voters of the general election. c. Such a move decreases divisions within one political party, but it provides banter for the media. d. Extreme views usually give candidates the edge, but they are forced to hold true to that message throughout the campaign. e. The general public, who usually view these moves as appealing during nomination, change their minds when these candidates go to the debates after nomination processes. Answer: b Page Reference: pp. 393–396 A-head: Roots of Modern Political Campaigns Learning Objective: O’Connor L.O. 13.1 Skill Level: Analyze It Topic: Elections and Campaigns

50.

According to the “Explore Your World” feature box, Rwanda currently has the highest percentage of female lawmakers in the world. You can infer from this statistic that __________. a. there are more women in Rwanda than in any other country b. Rwanda had no need for a quota system to bring women into the government c. countries with less than the global average of women in government will soon be following the Rwandan system d. the quota system put in place by Rwandan women writing the new constitution has worked -416-

e. it is unfair to give special consideration to underrepresented groups Answer: d Page Reference: pp. 393–396 A-head: Roots of Modern Political Campaigns Learning Objective: O’Connor L.O. 13.1 Skill Level: Analyze It Topic: Elections and Campaigns 51.

The role of campaign consultants has become so important in today’s campaigns because __________. a. candidates are increasingly insecure about their electability b. candidates need specialists to help them make the most of fund-raising, media relations, and Internet outreach c. campaign managers are usually too busy to perform all the chores required in today’s complex campaigns d. volunteers do not have the necessary experience to handle media relations e. finance chairs need to spend all their time on money issues Answer: b Page Reference: pp. 396–400 A-head: Assembling a Campaign Staff Learning Objective: O’Connor L.O. 13.2 Skill Level: Analyze It Topic: Elections and Campaigns

52.

A candidate with limited funds available would most likely want to build a staff consisting of __________. a. a campaign manager and a pollster b. a communications director and a finance chair c. a campaign manager and a large number of dedicated volunteers d. a large number of volunteers and a press secretary e. a campaign manager and a variety of campaign consultants Answer: c Page Reference: pp. 396–400 A-head: Assembling a Campaign Staff Learning Objective: O’Connor L.O. 13.2 Skill Level: Analyze It Topic: Elections and Campaigns

53.

According to the “How Are People Involved in Politics?” feature, a person who believes he or she has no say in government is LEAST likely to engage in which of these activities? a. sign a paper petition b. attend a city council meeting -417-

c. give money to a political campaign d. attend a political meeting e. take part in a protest rally Answer: e Page Reference: pp. 396–400 A-head: Assembling a Campaign Staff Learning Objective: O’Connor L.O. 13.2 Skill Level: Analyze It Topic: Elections and Campaigns 54.

A campaign looking for support from various political action committees would find that __________. a. support would be more readily available from a 527 group if the candidate is a Democrat b. support would be more readily available from a 501(c) group if the candidate is a Democrat c. support would be more readily available from a 527 group if the candidate is a Republican d. support would be more readily available from any SuperPAC if the candidate is a challenger e. support would not be available from any PAC if the candidate is an incumbent Answer: a Page Reference: pp. 401–406 A-head: Raising Money Learning Objective: O’Connor L.O. 13.3 Skill Level: Analyze It Topic: Elections and Campaigns

55.

What strategy was MOST likely behind Senators John McCain and Russell Feingold working together to pass the 2002 campaign finance reform bill? a. Having senators from different regions of the country would show the widespread need for electoral reform. b. McCain was not an influential senator at the time, so Feingold bolstered McCain’s cause. c. Having two senators work across the aisle limited accusations of partisanship. d. McCain was planning on running for president, and Feingold would help his chances of getting elected. e. Feingold needed to improve his media image, so he worked very publicly with a prominent senator from his own party. Answer: c Page Reference: pp. 401–406 A-head: Raising Money Learning Objective: O’Connor L.O. 13.3 Skill Level: Analyze It Topic: Elections and Campaigns

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56.

According to the “How Has Campaign Financing Changed Over Time” feature, the largest increase in 527 political committees occurred in which year? a. 2002 b. 2004 c. 2006 d. 2008 e. 2010 Answer: b Page Reference: pp. 401–406 A-head: Raising Money Learning Objective: O’Connor L.O. 13.3 Skill Level: Analyze It Topic: Elections and Campaigns

57.

The traditional media __________. I. provide candidates with free advertising II. usually supply in-depth reports on the substance of campaigns III. follow campaigns much as they would a horse race IV. have little effect on people’s voting decisions a. I only b. I and II c. II and III d. I and III e. I, III, and IV Answer: d Page Reference: pp. 406–410 A-head: Reaching Voters Learning Objective: O’Connor L.O. 13.4 Skill Level: Analyze It Topic: Elections and Campaigns

58.

What is the MOST likely reason that candidates use sound bites instead of long explanations of their agendas and positions? a. People have great interest in political campaigns. b. It reduces the cost of advertisements. c. The news media devote little time to campaign coverage. d. People view long explanations as too academic. e. They are more likely to appear on The Daily Show. Answer: c Page Reference: pp. 406–410 A-head: Reaching Voters -419-

Learning Objective: O’Connor L.O. 13.4 Skill Level: Analyze It Topic: Elections and Campaigns 59.

Campaign advertisements can work both for and against a candidate in what ways? a. Negative ads always make a candidate look good, while making his or her opponent look bad. b. A contrast ad can neutralize a difficult topic, while risking more conversation on the topic than would ordinarily result. c. Ads deliver the desired message, but some voters may want more in-depth coverage of a candidate’s experience and positions. d. Ads deliver the desired message, but news media are increasingly analyzing and reporting on their accuracy. e. An inoculation ad can set up comparisons between a candidate and his or her opponent, but these comparisons may point up strengths of the other candidate. Answer: d Page Reference: pp. 406–410 A-head: Reaching Voters Learning Objective: O’Connor L.O. 13.4 Skill Level: Analyze It Topic: Elections and Campaigns

60.

Based on information in Figure 13.4 showing candidate visits to various states in the 2012 general election campaign, which of the following states did both candidates consider a high priority requiring many visits? a. Wisconsin b. Nevada c. Pennsylvania d. Florida e. North Carolina Answer: d Page Reference: pp. 410-420 A-head: Toward Reform: The 2012 Presidential Campaign Learning Objective: O’Connor L.O. 13.5 Skill Level: Analyze It Topic: Elections and Campaigns

 True-False Questions 61.

The nomination campaign may begin years before the actual election.

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Answer: TRUE Page Reference: pp. 393–396 A-head: Roots of Modern Political Campaigns Learning Objective: O’Connor L.O. 13.1 Skill Level: Remember the Facts Topic: Elections and Campaigns 62.

Most national campaigns prefer not to use social media to interact with prospective voters. Answer: FALSE Page Reference: pp. 396–400 A-head: Assembling a Campaign Staff Learning Objective: O’Connor L.O. 13.2 Skill Level: Remember the Facts Topic: Elections and Campaigns

63.

The Bipartisan Campaign Reform Act was almost immediately challenged by the AMA as being an infringement of the right to free speech. Answer: FALSE Page Reference: pp. 401–406 A-head: Raising Money Learning Objective: O’Connor L.O. 13.3 Skill Level: Remember the Facts Topic: Elections and Campaigns

64.

During the same time period that legislators attempted to reform campaign finance, the number of PACs grew at a rapid rate. Answer: TRUE Page Reference: pp. 401–406 A-head: Raising Money Learning Objective: O’Connor L.O. 13.3 Skill Level: Remember the Facts Topic: Elections and Campaigns

65.

Robo-calls are one of the least efficient ways for campaigners to reach potential voters. Answer: FALSE Page Reference: pp. 406–410 A-head: Reaching Voters Learning Objective: O’Connor L.O. 13.4 Skill Level: Remember the Facts Topic: Elections and Campaigns

66.

“Spin” is when a campaign staff puts forward the most favorable possible interpretation for their candidate on any circumstance occurring in the campaign.

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Answer: TRUE Page Reference: pp. 406–410 A-head: Reaching Voters Learning Objective: O’Connor L.O. 13.4 Skill Level: Remember the Facts Topic: Elections and Campaigns 67.

During the first presidential debate in the 2012 election campaign, Romney appeared bored and disinterested. Answer: FALSE Page Reference: pp. 410-420 A-head: Toward Reform: The 2012 Presidential Campaign Learning Objective: O’Connor L.O. 13.5 Skill Level: Remember the Facts Topic: Elections and Campaigns

68.

One difference between the primary election campaign and the general election campaign is the party of a candidate’s opponents. Answer: TRUE Page Reference: pp. 393–396 A-head: Roots of Modern Political Campaigns Learning Objective: O’Connor L.O. 13.1 Skill Level: Understand the Concepts Topic: Elections and Campaigns

69.

In some cases, the only full-time employee of the campaign is the campaign manager. Answer: TRUE Page Reference: pp. 396–400 A-head: Assembling a Campaign Staff Learning Objective: O’Connor L.O. 13.2 Skill Level: Understand the Concepts Topic: Elections and Campaigns

70.

Candidates can give as much money toward their own campaigns as they wish. Answer: TRUE Page Reference: pp. 401–406 A-head: Raising Money Learning Objective: O’Connor L.O. 13.3 Skill Level: Understand the Concepts Topic: Elections and Campaigns

71.

Candidates rarely make appearances on comedy shows such as Saturday Night Live and The Daily Show because the public does not take these outlets seriously.

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Answer: FALSE Page Reference: pp. 406–410 A-head: Reaching Voters Learning Objective: O’Connor L.O. 13.4 Skill Level: Understand the Concepts Topic: Elections and Campaigns 72.

One reason behind Romney’s loss of Michigan in the 2012 election might have been his opposition to the Obama bailout of the auto industry. Answer: TRUE Page Reference: pp. 410-420 A-head: Toward Reform: The 2012 Presidential Campaign Learning Objective: O’Connor L.O. 13.5 Skill Level: Understand the Concepts Topic: Elections and Campaigns

73.

If you were to run for president on the Republican ticket and followed the general trend, you would likely accentuate your most conservative ideas in the primary and then appear more moderate during the general election. Answer: TRUE Page Reference: pp.393–396 A-head: Roots of Modern Political Campaigns Learning Objective: O’Connor L.O. 13.1 Skill Level: Apply What You Know Topic: Elections and Campaigns

74.

If a small newspaper writes an incendiary exposé about a candidate, the person on staff who most needs to be made aware of it is the communications director. Answer: TRUE Page Reference: pp.396–400 A-head: Assembling a Campaign Staff Learning Objective: O’Connor L.O. 13.2 Skill Level: Apply What You Know Topic: Elections and Campaigns

75.

Considering the “horse-race” coverage of a campaign by traditional media, a candidate would make every effort to ensure that his or her poll numbers stayed high. Answer: TRUE Page Reference: pp. 406–410 A-head: Reaching Voters Learning Objective: O’Connor L.O. 13.4 Skill Level: Apply What You Know Topic: Elections and Campaigns

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 Fill-in-the-Blank Questions 76.

In the 1972 presidential election, __________ defeated George McGovern, who had strayed too far to the left the party line. Answer: Richard Nixon Page Reference: pp. 393–396 A-head: Roots of Modern Political Campaigns Learning Objective: O’Connor L.O. 13.1 Skill Level: Remember the Facts Topic: Elections and Campaigns

77.

Before there can be a campaign, there must be a(n) __________. Answer: candidate Page Reference: pp. 396–400 A-head: Assembling a Campaign Staff Learning Objective: O’Connor L.O. 13.2 Skill Level: Remember the Facts Topic: Elections and Campaigns

78.

The campaign staffer who has the job of delivering bad news and responding to attacks is the __________. Answer: press secretary Page Reference: pp. 396–400 A-head: Assembling a Campaign Staff Learning Objective: O’Connor L.O. 13.2 Skill Level: Remember the Facts Topic: Elections and Campaigns

79.

The __________ scandal in the 1970s prompted Congress to enact serious campaign finance regulation. Answer: Watergate Page Reference: pp. 401–406 A-head: Raising Money Learning Objective: O’Connor L.O. 13.3 Skill Level: Remember the Facts Topic: Elections and Campaigns

80.

The maximum allowable contribution under federal law for congressional and presidential elections was __________ per election to each candidate in 2011–2012.

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Answer: $2500 Page Reference: pp. 401–406 A-head: Raising Money Learning Objective: O’Connor L.O. 13.3 Skill Level: Remember the Facts Topic: Elections and Campaigns 81.

__________ ads compare the records and proposals of the candidates, with a bias toward the candidate sponsoring the ad. Answer: Contrast Page Reference: pp. 406–410 A-head: Reaching Voters Learning Objective: O’Connor L.O. 13.4 Skill Level: Remember the Facts Topic: Elections and Campaigns

82.

In the 2012 election, the state of __________ could not certify its election for days owing to polling glitches and the prolonged process of counting absentee and provisional ballots. Answer: Florida Page Reference: pp. 410-420 A-head: Toward Reform: The 2012 Presidential Campaign Learning Objective: O’Connor L.O. 13.5 Skill Level: Remember the Facts Topic: Elections and Campaigns

83.

The __________ campaign is aimed at winning the primary election. Answer: nomination Page Reference: pp. 393–396 A-head: Roots of Modern Political Campaigns Learning Objective: O’Connor L.O. 13.1 Skill Level: Understand the Concepts Topic: Elections and Campaigns

84.

The __________ develops the overall media strategy for the campaign. Answer: communications director Page Reference: pp. 396–400 A-head: Assembling a Campaign Staff Learning Objective: O’Connor L.O. 13.2 Skill Level: Understand the Concepts Topic: Elections and Campaigns

85.

__________ are tax-exempt organizations created to influence the nomination, election, or appointment of political candidates, which are not subject to FEC disclosure rules.

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Answer: 527 political committees Page Reference: pp. 401–406 A-head: Raising Money Learning Objective: O’Connor L.O. 13.3 Skill Level: Understand the Concepts Topic: Elections and Campaigns 86.

President Gerald R. Ford’s erroneous insistence during an October 1976 debate with Jimmy Carter that __________ was not under Soviet domination may have cost him a close election. Answer: Poland Page Reference: pp. 406–410 A-head: Reaching Voters Learning Objective: O’Connor L.O. 13.4 Skill Level: Understand the Concepts Topic: Elections and Campaigns

87.

The candidate who posed the largest threat to Romney for the 2012 Republication nomination by winning 11 caucuses or primaries was __________. Answer: Rick Santorum Page Reference: pp. 410-420 A-head: Toward Reform: The 2012 Presidential Campaign Learning Objective: O’Connor L.O. 13.5 Skill Level: Understand the Concepts Topic: Elections and Campaigns

88.

If a candidate felt confident of being able to raise enough money for a campaign, he or she might choose not to accept __________ in order to maintain freedom to spend as much as desired. Answer: public funds Page Reference: pp. 401–406 A-head: Raising Money Learning Objective: O’Connor L.O. 13.3 Skill Level: Apply What You Know Topic: Elections and Campaigns

89.

The fact that __________ can make independent expenditures on campaign activities that are not coordinated with a particular candidate’s campaign means that some advertisements you see in the media on behalf of a candidate may not actually be endorsed by that candidate. Answer: SuperPACs Page Reference: pp. 401–406 A-head: Raising Money Learning Objective: O’Connor L.O. 13.3 -426-

Skill Level: Apply What You Know Topic: Elections and Campaigns 90.

One inexpensive way a candidate could keep his or her name current would be to have someone post articles regularly to a(n) __________ or to social media sites. Answer: blog Page Reference: pp. 406–410 A-head: Reaching Voters Learning Objective: O’Connor L.O. 13.4 Skill Level: Apply What You Know Topic: Elections and Campaigns

 Short Answer Questions 91.

What activities do candidates concentrate on during the nomination campaign? Answer: An ideal response will: 1. Discuss how the candidates aim to win the primaries. 2. Discuss that to win, the candidates must engage in a number of activities including targeting party leaders and interest groups, testing out campaign slogans and strategies, and adjusting to being in the spotlight. 3. Discuss how the candidates must move to the right or left to appeal to the party elites and primary voters; however, they cannot move too far because it may hurt them in the general election if they get the party’s nomination. Page Reference: pp. 393–396 A-head: Roots of Modern Political Campaigns Learning Objective: O’Connor L.O. 13.1 Skill Level: Understand the Concepts Topic: Elections and Campaigns

92.

What are some of the duties of a campaign manager? Answer: An ideal response will: 1. Indicate that the campaign manager travels with the candidate and coordinates the campaign. This person is very close to the candidate. 2. Discuss activities of campaign managers including day-to-day activities, hiring, and decisions regarding advertisements. The campaign manager also keeps the campaign on message. Page Reference: pp. 396–400 A-head: Assembling a Campaign Staff Learning Objective: O’Connor L.O. 13.2 Skill Level: Understand the Concepts -427-

Topic: Elections and Campaigns 93.

What is a political action committee? Answer: An ideal response will: 1. Indicate that political action committees are officially recognized fund-raising organizations that are allowed by federal law to make contributions directly to candidates’ campaigns. 2. Indicate that they are created by labor unions, corporations, trade unions, ideological issue groups, and even members of Congress. 3. Indicate that PACs may give $5000 per candidate per election, and $15,000 each year to the national party committees. Page Reference: pp. 401–406 A-head: Raising Money Learning Objective: O’Connor L.O. 13.3 Skill Level: Understand the Concepts Topic: Elections and Campaigns

94.

How do tracking polls affect the way traditional media cover elections? Answer: An ideal response will: 1. Discuss how public opinion polls, like tracking polls, are used by the media. 2. Discuss how tracking where the candidates stand in the polls creates horse-race coverage of the election. Journalists use polling data to predict election outcomes. Page Reference: pp. 406–410 A-head: Reaching Voters Learning Objective: O’Connor L.O. 13.4 Skill Level: Understand the Concepts Topic: Elections and Campaigns

95.

Describe three strategies to control media coverage.

Answer: An ideal response will: 1. Indicate that campaign staff members often seek to isolate the candidate from the press, reducing the chances that the reporters will bait the candidate into saying something that might harm the campaign. 2. Indicate that the campaign often stages media events to provide coverage on television or in newspapers. 3. Indicate that the campaigns seek to spin news and events in a favorable manner for their candidates. 4. Indicate that candidates can circumvent traditional news by appearing on talk shows. Page Reference: pp. 406–410 A-head: Reaching Voters Learning Objective: O’Connor L.O. 13.4 -428-

Skill Level: Understand the Concepts Topic: Elections and Campaigns 96.

What are the differences between the primary and general election campaigns? Answer: An ideal response will: 1. Indicate that the primaries are designed to determine who will represent the parties in the general election. 2. Discuss how in the primaries, the candidates have to appeal to more extreme voters within their parties. 3. Discuss how once the candidates receive their party nominations, they have to embark on the general election campaign. This often involves appealing to more moderate voters. Page Reference: pp. 393–396 A-head: Roots of Modern Political Campaigns Learning Objective: O’Connor L.O. 13.1 Skill Level: Apply What You Know Topic: Elections and Campaigns

97.

What is the difference between a communications director and a press secretary? Answer: An ideal response will: 1. Indicate that the communications director develops the overall media strategy for the campaign and heads the communications staff. This person stay apprised of media coverage and supervises media consultants. 2. Indicate that the press secretary interacts and communicates with journalists on a daily basis and acts as a spokesperson for the campaign. This person is often quoted by the media. Page Reference: pp. 396–400 A-head: Assembling a Campaign Staff Learning Objective: O’Connor L.O. 13.2 Skill Level: Apply What You Know Topic: Elections and Campaigns

98.

Compare and contrast 527 political committees and 501(c) groups. Answer: An ideal response will: 1. Indicate that 527s are organizations created with the primary purpose of influencing electoral outcomes. They are subject to limited government regulation. 2. Indicate that 501s are groups whose primary purpose is not electoral politics. No more than half of their budget can be spent on campaign politics. 3. Indicate that both 527s and 501s get their names from provisions in U.S. tax code. Page Reference: pp. 401–406 A-head: Raising Money Learning Objective: O’Connor L.O. 13.3 -429-

Skill Level: Apply What You Know Topic: Elections and Campaigns 99.

What types of media are available to candidates, and what effect do they have? Answer: An ideal response will: 1. Discuss traditional media, which include content appearing in newspapers and magazines, as well as radio and television. Traditional media offer free coverage, which raises name recognition; however, the campaigns cannot control the content of these media. 2. Discuss new media, which include content that appears on the Internet, blogs, and social media sites. New media allow the campaign to respond rapidly to political events. These forms of media may be effective with politically engaged individuals but not with those who are not engaged. Page Reference: pp. 406–410 A-head: Reaching Voters Learning Objective: O’Connor L.O. 13.4 Skill Level: Apply What You Know Topic: Elections and Campaigns

100.

If you were an incumbent and had the choice of running either positive or negative ads, which type of ad would you feel served your campaign best, and why? Answer: An ideal response will: 1. Discuss how incumbents might prefer to run positive ads rather than negative ones if possible. 2. Discuss how it might be necessary to run negative ads if the polls are close or if the challenger has gone negative. It might be useful to run an inoculation ad to limit any potential damage that might be done if the opponent goes negative. Page Reference: pp. 406–410 A-head: Reaching Voters Learning Objective: O’Connor L.O. 13.4 Skill Level: Apply What You Know Topic: Elections and Campaigns

101.

If you were President Obama’s campaign manager in the 2012 election, what impact on his campaign would you have anticipated from his remark that persons who own businesses did not build them themselves, and what steps would you have taken to counter any negative response to the remark? Answer: An ideal response will: 1. Discuss how it might be useful to head off any potential negative ads that the Romney campaign might run with an inoculation ad. This might involve touting the president’s record in supporting business.

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2. Discuss trying to shift the focus on any weaknesses that the opponent might have on the economy. It might also be a good idea to run attack ads about Mitt Romney’s gaffes. Page Reference: pp. 410-420 A-head: Toward Reform: The 2012 Presidential Campaign Learning Objective: O’Connor L.O. 13.5 Skill Level: Apply What You Know Topic: Elections and Campaigns 102.

What are some of the dangers of having a long nomination campaign? Answer: An ideal response will: 1. Discuss how the long process requires deciding to run well in advance and securing the necessary support from party elites, donors, and other interests. 2. Indicate that this requires a good amount of money. 3. Discuss how running for the party nomination differs from running in the general election. To receive the nomination, the candidate must appeal to more extreme party leaders and voters, while the candidate must reposition himself or herself toward the center for the general election. Page Reference: pp. 393–396 A-head: Roots of Modern Political Campaigns Learning Objective: O’Connor L.O. 13.1 Skill Level: Analyze It Topic: Elections and Campaigns

103.

According to the “How Are People Involved in Politics?” feature, what is the correlation between whether people believe they have a say in government and the activities they are likely to be involved in? Answer: An ideal response will: 1. Discuss how people who believe that they have a say in government are more likely to engage in political activities than people who do not believe they have a say in government. 2. Provide examples of this relationship. For example, over two-thirds of people who believe they have a say in government have attended government meetings or signed a petition compared with around half or less for those who do not believe they have a say in government. Page Reference: pp. 396–400 A-head: Assembling a Campaign Staff Learning Objective: O’Connor L.O. 13.2 Skill Level: Analyze It Topic: Elections and Campaigns

104.

What is the role of volunteers in a political campaign?

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Answer: An ideal response will: 1. Indicate that volunteers are absolutely necessary for the campaign. 2. Discuss that volunteers answer phones, staff candidate booths, copy and distribute campaign literature, and serve as the public face of the campaign. 3. Discuss how volunteers canvass and are part of get-out-the-vote efforts. Page Reference: pp. 396–400 A-head: Assembling a Campaign Staff Learning Objective: O’Connor L.O. 13.2 Skill Level: Analyze It Topic: Elections and Campaigns 105.

What is the significance of presidential debates? Give an example. Answer: An ideal response will: 1. Indicate that debates help candidates consolidate their voter base and correct misperceptions about the candidate’s suitability for office. 2. Discuss how errors or slips of the tongue can result in negative coverage following a debate. For example Gerald Ford stated that Poland was not under Soviet domination in 1976. He received bad press following this gaffe. In 1992, George Bush look bored in his debate with Bill Clinton. He also received negative press for this mistake. Page Reference: pp. 406–410 A-head: Reaching Voters Learning Objective: O’Connor L.O. 13.4 Skill Level: Analyze It Topic: Elections and Campaigns

 Essay Questions 106.

Describe the impact on a candidate of a long nomination and general election campaign. What physical and mental stresses result from such a campaign? How might these impacts ultimately affect the election? Answer: An ideal response will: 1. Discuss the long, exhausting days on the campaign. A typical day might involve a series of staged events, meetings, luncheons, fundraisers, parties, dinners, speeches, and so on. 2. Discuss regular meetings with campaign staff, strategy sessions, decisions on where to spend money, and substantial travel. 3. Discuss constant interaction with the press. 4. Discuss how the lengthy campaign and long days can result in significant stress for the candidate. They have very little rest, and this fatigue can affect their performance in the election. -432-

Page Reference: pp. 396–400 A-head: Assembling a Campaign Staff Learning Objective: O’Connor L.O. 13.2 Skill Level: Understand the Concepts Topic: Elections and Campaigns 107.

If you were hoping to mobilize voters between the ages of 18 and 25, what campaign strategies and canvassing techniques would your campaign manager likely suggest? Answer: An ideal response will: 1. Discuss how the campaign manager would likely work with the communications staff and volunteers to target 18- to 25-year-olds with new media including the Internet, blogs, Facebook, and Twitter. 2. Discuss how canvassing and get-out-the-vote efforts should focus on registering new voters at universities. 3. Discuss how the campaign would focus on issues that affect young voters such as education and student loans. Page Reference: pp. 396–400 A-head: Assembling a Campaign Staff Learning Objective: O’Connor L.O. 13.2 Skill Level: Apply What You Know Topic: Elections and Campaigns

108.

Lyndon Johnson’s “Peace Little Girl” campaign ad was aired only once, but it became one of the most famous campaign ads in history. How does this ad demonstrate the power of the media to deliver a message? Answer: An ideal response will: 1. Discuss how the ad was seen as so shocking it was only aired once. Nonetheless, the media continued to show the ad and discuss its implications. 2. Discuss how the ad defined Barry Goldwater as an extremist who might plunge the United States into nuclear war. 3. Discuss how the ad was clearly an example of negative advertising and the forerunner of negative ads that continue to be an important feature of today’s campaigns. Page Reference: pp. 406–410 A-head: Reaching Voters Learning Objective: O’Connor L.O. 13.4 Skill Level: Apply What You Know Topic: Elections and Campaigns

109.

According to the “How Has Campaign Financing Changed Over Time?” feature, outside spending on campaign financing has soared in the past decade since McCain and Feingold sponsored campaign reform legislation. What does the rise of 527 groups, 501(c) groups, and

-433-

SuperPACs in the time period 2002–2012 suggest about the determination of organizations to influence important elections? Answer: An ideal response will: 1. Discuss how the Bipartisan Campaign Reform Act (BCRA) or McCain-Feingold banned some expenditures that had been traditionally used. 2. Discuss how this led to a tremendous increase in 527 organizations beginning in 2004. 3. Discuss how in 2007, the Supreme Court’s Wisconsin Right to Life case let issue ads proliferate via 527s and 501c organizations. 4. Discuss how the Citizens United Supreme Court decision resulted in an explosion in Super PACS. 5. Discuss how organizations adapt to the laws passed by Congress and the decisions handed down by the Supreme Court. This suggests that organizations find ways to collect and spend money by exploiting loopholes in the law in order to attempt to exercise influence in the political process. Page Reference: pp. 401–406 A-head: Raising Money Learning Objective: O’Connor L.O. 13.3 Skill Level: Analyze It Topic: Elections and Campaigns 110.

Hurricane Sandy devastated a wide area of the East Coast only days before Election Day in 2012. President Obama suspended his campaign to travel through the affected states. It has been suggested that, far from losing momentum as a result, Obama actually gained support during this time. Why do you think this might be true? How does this situation show the power of incumbency? What impact do you think New Jersey Governor Chris Christie’s support of Obama during this period might have had on undecided voters? Answer: An ideal response will: 1. Discuss how the incumbent President has the ability to take action during times of crisis. President Obama was able to marshal governmental resources to deal with the crises. The challenger does not have the same opportunities to take the same actions. 2. Discuss how the sitting president has the advantage because the people look to see that someone is in charge during times of crisis. The challenger typically does not have this same ability. 3. Discuss how President Obama received additional media attention (related to the above). Challengers have a much more difficult time getting media attention related to the crisis because they do not have the same abilities to take action. 4. Discuss how Republican Governor Chris Christie’s support of Obama demonstrated that President Obama could work with the opposing party, something that might have appealed to undecided voters. It also suggested that the President effectively handled the crisis. With a Republican commending his actions, it was difficult to dismiss the President’s handling of the hurricane as something only Democrats would approve. Page Reference: pp. 410-420 -434-

A-head: Toward Reform: The 2012 Presidential Campaign Learning Objective: O’Connor L.O. 13.5 Skill Level: Analyze It Topic: Elections and Campaigns

-435-

14 The News Media  Multiple-Choice Questions 1.

A form of journalism, popular in the late nineteenth century, featuring pictures, comics, color, and sensationalized, oversimplified news coverage was called __________. a. muckraking

b. popular journalism c. penny journalism d. blue dog journalism e. yellow journalism Answer: e Page Reference: pp. 427–433 A-head: Roots of the News Media in the United States Learning Objective: O’Connor L.O. 14.1 Skill Level: Remember the Facts Topic: The Media 2.

Which news medium has had the hardest time keeping up with modern technological developments? a. blogs

b. newspapers c. podcasts d. radio e. television Answer: b Page Reference: pp. 427–433 A-head: Roots of the News Media in the United States Learning Objective: O’Connor L.O. 14.1 Skill Level: Remember the Facts Topic: The Media

-436-

The media is also known as the __________. a. fourth estate

b. fourth branch c. paper empire d. third party e. civic watcher Answer: a Page Reference: pp. 427–433 A-head: Roots of the News Media in the United States Learning Objective: O’Connor L.O. 14.1 Skill Level: Remember the Facts Topic: The Media 4.

Which political faction demanded that freedom of the press be amended to the U.S. Constitution? a. Anti-Federalists b. Democratic-Republicans c. Federalists d. Nationalists e. Whigs Answer: a Page Reference: pp. 427–433 A-head: Roots of the News Media in the United States Learning Objective: O’Connor L.O. 14.1 Skill Level: Remember the Facts Topic: The Media

The first penny press paper was called the __________. a. Cincinnati Enquirer

b. National Gazette c. New York Post d. New York Sun e. Washington Post

Answer: d Page Reference: pp. 427–433 A-head: Roots of the News Media in the United States Learning Objective: O’Connor L.O. 14.1 Skill Level: Remember the Facts Topic: The Media 6.

Today, most news is written by __________. -437-

a. embedded journalists

b. political reporters c. citizen journalists d. residential reporters e. news anchors Answer: c Page Reference: pp. 433–439 A-head: Current News Media Trends Learning Objective: O’Connor L.O. 14.2 Skill Level: Remember the Facts Topic: The Media 7.

Which is an exception to the equal time rule? a. News stations may deny candidates equal time to speak during debates.

b. News stations may exclude third party candidates from debates. c. News stations may refuse to sell advertisement time to bigoted candidates. d. News stations may report news stories about candidates unequally. e. News stations may sell advertisement time to the highest bidder. Answer: b Page Reference: pp. 439–441 A-head: Rules Governing the News Media Learning Objective: O’Connor L.O. 14.3 Skill Level: Remember the Facts Topic: The Media 8.

A live engagement with the press, in which the range of questions is limited, is called a __________. a. press briefing b. press conference c. press release d. memorandum e. referendum Answer: a Page Reference: pp. 442–445 A-head: How the News Media Cover Politics Learning Objective: O’Connor L.O. 14.4 Skill Level: Remember the Facts Topic: The Media

Information provided to a journalist, that will not be attributed to any source, is __________.

-438-

a. agenda setting b. deep background c. narrowcasting d. off the record e. yellow journalism Answer: b Page Reference: pp. 439–441 A-head: Rules Governing the News Media Learning Objective: O’Connor L.O. 14.3 Skill Level: Remember the Facts Topic: The Media 10.

What is the term for change in public opinions and voting preferences caused by media coverage? a. agenda setting b. media effects c. media aspiration d. political bias e. framing Answer: b Page Reference: pp. 442–445 A-head: How the News Media Cover Politics Learning Objective: O’Connor L.O. 14.4 Skill Level: Remember the Facts Topic: The Media

11.

When covering Congress, reporters typically focus on which of the following? a. party leaders b. ideological extremists c. lobbyists d. staff members e. consensus builders Answer: a Page Reference: pp. 442–445 A-head: How the News Media Cover Politics Learning Objective: O’Connor L.O. 14.4 Skill Level: Remember the Facts Topic: The Media

12.

In the White House Press Room, which group would you find closest to the podium? a. wire services

b. radio reporters -439-

c. foreign press d. bloggers e. newspaper reporters Answer: a Page Reference: pp. 442–445 A-head: How the News Media Cover Politics Learning Objective: O’Connor L.O. 14.4 Skill Level: Remember the Facts Topic: The Media 13.

The president addresses the nation directly during a __________. a. penny press

b. press background c. press briefing d. press conference e. press release Answer: d Page Reference: pp. 445–448 A-head: Toward Reform: News Media Influence, News Media Bias, and Public Confidence Learning Objective: O’Connor L.O. 14.5 Skill Level: Remember the Facts Topic: The Media 14.

Which is a media effect? a. agenda setting b. campaign finance reform c. governing templates d. press background e. selective perception Answer: a Page Reference: pp. 445–448 A-head: Toward Reform: News Media Influence, News Media Bias, and Public Confidence Learning Objective: O’Connor L.O. 14.5 Skill Level: Remember the Facts Topic: The Media

15.

Media effects is the term used for changes in__________ due to the influence of news sources. a. public opinion

b. budgets c. agenda setting d. framing

-440-

e. decisions about newsworthiness Answer: a Page Reference: pp. 445–448 A-head: Toward Reform: News Media Influence, News Media Bias, and Public Confidence Learning Objective: O’Connor L.O. 14.5 Skill Level: Remember the Facts Topic: The Media 16.

How do some analysts explain media inattention to stories critical of government? a. The typical journalist is white, male, and affluent.

b. Most journalists today identify as Democrats. c. Boundaries of respect between the government and the press. d. The public is critical of protestor credibility. e. Narrowcasting toward American patriots. Answer: a Page Reference: pp. 445–448 A-head: Toward Reform: News Media Influence, News Media Bias, and Public Confidence Learning Objective: O’Connor L.O. 14.5 Skill Level: Remember the Facts Topic: The Media 17.

Since the 1980s, American public opinion of the credibility of news media has __________. a. risen significantly b. risen slightly c. split along partisan lines d. lowered slightly e. lowered significantly Answer: e Page Reference: pp. 445–448 A-head: Toward Reform: News Media Influence, News Media Bias, and Public Confidence Learning Objective: O’Connor L.O. 14.5 Skill Level: Remember the Facts Topic: The Media

18.

What was one result of nineteenth century muckraking? a. corporations began purchasing favorable coverage

b. popular demand for anti-trust regulations c. precedent for press glorification of the president d. ratification of the first ten Amendments e. the creation and rise of yellow journalism Answer: b -441-

Page Reference: pp. 427–433 A-head: Roots of the News Media in the United States Learning Objective: O’Connor L.O. 14.1 Skill Level: Understand the Concepts Topic: The Media 19.

Nightly panels of experts and pundits on television network news __________. a. do not have much effect on viewers’ opinions

b. have as much impact on public opinion as reports from the field c. have led to public taste for credible expert analysis d. are blamed for the partisanship in the media e. have helped eliminate bias in news reporting Answer: b Page Reference: pp. 433–439 A-head: Current News Media Trends Learning Objective: O’Connor L.O. 14.2 Skill Level: Understand the Concepts Topic: The Media 20.

According to the box, “Who Owns the News Media,” over the last thirty years, media ownership __________. a. has broken up across dozens of corporations b. has been split between Viacom and Disney c. has been split between Comcast and Time Warner d. has consolidated e. has come under the control of News Corp. Answer: d Page Reference: pp. 433–439 A-head: Current News Media Trends Learning Objective: O’Connor L.O. 14.2 Skill Level: Understand the Concepts Topic: The Media

21.

The major news source for Republicans is __________. a. ABC

b. CNN c. C-SPAN d. FOX News e. NPR Answer: d Page Reference: pp. 433–439 A-head: Current News Media Trends -442-

Learning Objective: O’Connor L.O. 14.2 Skill Level: Understand the Concepts Topic: The Media 22.

In 1983, ninety percent of American media were owned by fifty companies. In 2011, how many companies control the majority of American media? a. 3 b. 6 c. 10 d. 30 e. 36 Answer: b Page Reference: pp. 433–439 A-head: Current News Media Trends Learning Objective: O’Connor L.O. 14.2 Skill Level: Understand the Concepts Topic: The Media

23.

Many Americans today believe that the media are __________. a. biased to the left

b. biased to the right c. completely objective d. out of touch e. socialists Answer: a Page Reference: pp. 433–439 A-head: Current News Media Trends Learning Objective: O’Connor L.O. 14.2 Skill Level: Understand the Concepts Topic: The Media 24.

Television and radio are regulated by the federal government because __________. a. of the number of broadcast stations has to be kept in check

b. they are considered dangerous to the spirit of democracy c. the airwaves are public property d. they are specifically regulated by the U.S. Constitution e. the airwaves are private property Answer: c Page Reference: pp. 439–441 A-head: Rules Governing the News Media Learning Objective: O’Connor L.O. 14.3 Skill Level: Understand the Concepts -443-

Topic: The Media 25.

Internet service providers __________. a. may limit users’ access to illegal content

b. have championed “net neutrality” with Google. c. may not slow transmission to users who use peer-to-peer programs d. may not infringe upon subscribers’ rights to access legal content e. have interfered with congressional efforts to end online piracy Answer: d Page Reference: pp. 439–441 A-head: Rules Governing the News Media Learning Objective: O’Connor L.O. 14.3 Skill Level: Understand the Concepts Topic: The Media 26.

AIM and FAIR are __________. a. partisan watchdogs of the media, checking the accuracy of news stories

b. governmental agencies enforcing the law regarding dishonest journalism c. two online collectives, monitoring the media for story dishonesty d. divisions of the Pew Research Center for Research and the Press e. partnerships between television news networks to aid journalistic accuracy Answer: a Page Reference: pp. 439–441 A-head: Rules Governing the News Media Learning Objective: O’Connor L.O. 14.3 Skill Level: Understand the Concepts Topic: The Media 27.

In New York Times Co. v. U.S. (1971) the Supreme Court affirmed the principle of __________. a. prior restraint

b. the equal time rule c. right to privacy d. journalistic ethics e. anonymous sources Answer: a Page Reference: pp. 439–441 A-head: Rules Governing the News Media Learning Objective: O’Connor L.O. 14.3 Skill Level: Understand the Concepts Topic: The Media

-444-

28.

The Telecommunications Act of 1996 sought to __________. a. balance corporate and consumer interests

b. limit opportunities for media consolidation c. assure candidates of equal time on broadcast networks d. bring all media to the same legal standards e. restructure the Federal Communications Commission Answer: A Page Reference: pp. 439–441 A-head: Rules Governing the News Media Learning Objective: O’Connor L.O. 14.3 Skill Level: Understand the Concepts Topic: The Media 29.

If you were looking for a public, detailed explanation of a candidate’s position on NASA funding, you would look for a __________. a. sound bite b. debate transcript c. press release d. campaign announcement e. party platform Answer: c Page Reference: pp. 442–445 A-head: How the News Media Cover Politics Learning Objective: O’Connor L.O. 14.4 Skill Level: Understand the Concepts Topic: The Media

30.

If the president wants a live press engagement, but doesn’t want to appear him or herself, the best option would be a __________. a. policy briefing b. policy conference c. press conference d. press briefing e. press release Answer: d Page Reference: pp. 442–445 A-head: How the News Media Cover Politics Learning Objective: O’Connor L.O. 14.4 Skill Level: Understand the Concepts Topic: The Media

31.

A public official has the most control over the spin of his or her message __________. -445-

a. during a press briefing b. during a press conference c. in an interview d. in a general template e. in a press release Answer: e Page Reference: pp. 442–445 A-head: How the News Media Cover Politics Learning Objective: O’Connor L.O. 14.4 Skill Level: Understand the Concepts Topic: The Media 32.

In terms of speaking to the press on behalf of Congress, __________ command center stage when subjects in their domain are newsworthy, occasionally achieving fame. a .interns b. key committee chairs c. local senators and representatives d. whips e. press secretaries Answer: b Page Reference: pp. 442–445 A-head: How the News Media Cover Politics Learning Objective: O’Connor L.O. 14.4 Skill Level: Understand the Concepts Topic: The Media

33.

The post of press secretary to the president has existed since the administration of __________, the power of which has __________over time. a. Franklin D. Roosevelt; grown tremendously b. Woodrow Wilson; grown tremendously c. Herbert Hoover; diminished d. Ronald Reagan; diminished e. Herbert Hoover; grown tremendously Answer: e Page Reference: pp. 442–445 A-head: How the News Media Cover Politics Learning Objective: O’Connor L.O. 14.4 Skill Level: Understand the Concepts Topic: The Media

34.

Americans’ opinion of the news media has become __________.

-446-

a. more favorable in the past few decades

b. more ambivalent c. more neutral, especially with regard to television news d. increasingly unfavorable in recent years e. polarized in the last ten years Answer: d Page Reference: pp. 445–448 A-head: Toward Reform: News Media Influence, News Media Bias, and Public Confidence Learning Objective: O’Connor L.O. 14.5 Skill Level: Understand the Concepts Topic: The Media 35.

The press has the greatest impact on public opinion regarding __________. a. national disasters

b. events in foreign countries c. elections and campaigns d. crime and punitive law e. local corruption Answer: b Page Reference: pp. 445–448 A-head: Toward Reform: News Media Influence, News Media Bias, and Public Confidence Learning Objective: O’Connor L.O. 14.5 Skill Level: Understand the Concepts Topic: The Media 36.

Which branch of the U.S. government interacts very little with the media? a. executive

b. judicial c. legislative d. the Pentagon e. the bureaucracy Answer: b Page Reference: pp. 445–448 A-head: Toward Reform: News Media Influence, News Media Bias, and Public Confidence Learning Objective: O’Connor L.O. 14.5 Skill Level: Understand the Concepts Topic: The Media 37.

Modern tabloids are most similar to __________. a. populist journalism

b. blue dog journalism c. yellow journalism -447-

d. muckrakers e. narrowcasters Answer: c Page Reference: pp. 427–433 A-head: Roots of the News Media in the United States Learning Objective: O’Connor L.O. 14.1 Skill Level: Apply What You Know Topic: The Media 38.

How does C-SPAN promote democratic exchange? a. It provides Americans with a fast-paced, first-hand view of how government works. b. C-SPAN’s coverage makes members of Congress even more accountable to citizens. c. Voters can call in and voice their opinions directly on the House floor. d. Prior to C-SPAN, all congressional votes were secret. e. C-SPAN fact-checks the other television news networks as a public service. Answer: b Page Reference: pp. 427–433 A-head: Roots of the News Media in the United States Learning Objective: O’Connor L.O. 14.1 Skill Level: Apply What You Know Topic: The Media

39.

The 1996 Telecommunications Act resulted in expanded media services. What helped expand media services in the nineteenth century? a. cheap paper b. color printing c. muckraking d. talk radio e. yellow journalism Answer: a Page Reference: pp. 427–433 A-head: Roots of the News Media in the United States Learning Objective: O’Connor L.O. 14.1 Skill Level: Apply What You Know Topic: The Media

40.

Referring to the information in Table 14.1, if you were a Democratic strategist, and you wanted your message to mobilize the biggest number of your supporters, on which media outlet would you run your advertisements? a. local TV news b. Fox News c. NPR -448-

d. USA Today e. C-SPAN Answer: a Page Reference: pp. 433–439 A-head: Current News Media Trends Learning Objective: O’Connor L.O. 14.2 Skill Level: Apply What You Know Topic: The Media 41.

The U.S. media has a great deal of journalistic freedoms guaranteed by law, but its corporate ownership subjects it to pressures from __________. a. editors b. muckrakers c. anti-trust laws d. the market e. foreign media Answer: d Page Reference: pp. 433–439 A-head: Current News Media Trends Learning Objective: O’Connor L.O. 14.2 Skill Level: Apply What You Know Topic: The Media

42.

Charismatic leaders value appearing on soft news and infotainment shows because of a lack of __________. a. bias b. ideology c. easy questions d. difficult questions e. other politicians Answer: d Page Reference: pp. 433–439 A-head: Current News Media Trends Learning Objective: O’Connor L.O. 14.2 Skill Level: Apply What You Know Topic: The Media

43.

“A source at the White House said…” is an example of an attribution based on information obtained __________. a. on the record.

b. off the record. c. on background. -449-

d. on deep background. e. in secret. Answer: c Page Reference: pp. 439–441 A-head: Rules Governing the News Media Learning Objective: O’Connor L.O. 14.3 Skill Level: Apply What You Know Topic: The Media 44.

Imagine you are a journalist covering a scandal that may destroy a member of Congress. You obtain your information from a source at the Department of Justice. In your story, you make no reference to the source’s name or to the Department of Justice. This source is __________. a. on the record b. off the record c. on background d. on deep background e. secret Answer: d Page Reference: pp. 439–441 A-head: Rules Governing the News Media Learning Objective: O’Connor L.O. 14.3 Skill Level: Apply What You Know Topic: The Media

45.

Libertarian, Constitution, and Green Party presidential candidates receive very little media coverage, including omission from most debates. This would seemingly be a violation of what? a. coverage rules b. equal time rules c. disparity rules d. equality content e. disparity content Answer: b Page Reference: pp. 439–441 A-head: Rules Governing the News Media Learning Objective: O’Connor L.O. 14.3 Skill Level: Apply What You Know Topic: The Media

46.

A press briefing for the president includes a restricted number of press and a government representative called a __________ who appears __________ the president.

-450-

a. Speaker of the House; instead of b. vice president; along with c. press secretary; along with d. press secretary; instead of e. secretary of state; instead of Answer: d Page Reference: pp. 442–445 A-head: How the News Media Cover Politics Learning Objective: O’Connor L.O. 14.4 Skill Level: Apply What You Know Topic: The Media 47.

The main difference between a press briefing and press conference is the level of what? a. intelligence b. attendance c. restriction d. bias e. cameras Answer: c Page Reference: pp. 442–445 A-head: How the News Media Cover Politics Learning Objective: O’Connor L.O. 14.4 Skill Level: Apply What You Know Topic: The Media

48.

Bloggers, television news anchors, and radio hosts all have what in common? a. popularity with liberal consumers b. popularity with young consumers c. preference for investigative journalism d. tendency to be Republicans e. tendency toward coverage bias Answer: e Page Reference: pp. 445–448 A-head: Toward Reform: News Media Influence, News Media Bias, and Public Confidence Learning Objective: O’Connor L.O. 14.5 Skill Level: Apply What You Know Topic: The Media

49.

Newspapers, radio, the Internet, and news network television are all aspects of what? a. news media b. infotainment c. mass media -451-

d. yellow journalism e. issue framing Answer: a Page Reference: pp. 427–433 A-head: Roots of the News Media in the United States Learning Objective: O’Connor L.O. 14.1 Skill Level: Analyze It Topic: The Media 50.

Theodore Roosevelt accused self-appointed watchdog journalists of the Progressive Era of what? a. bias b. muckraking c. yellow journalism d. communism e. framing Answer: b Page Reference: pp. 427–433 A-head: Roots of the News Media in the United States Learning Objective: O’Connor L.O. 14.1 Skill Level: Analyze It Topic: The Media

51.

What is a potential downside of narrowcasting? a. It makes success very difficult for certain news outlets. b. It restricts the public’s access to news that represents different ideologies. c. It allows people to ignore news contradicting their points of view. d. It increases the power of party-published newspapers. e. It gives Democrats an unfair advantage in elections. Answer: c Page Reference: pp. 433–439 A-head: Current News Media Trends Learning Objective: O’Connor L.O. 14.2 Skill Level: Analyze It Topic: The Media

52.

The rise of Spanish language television and news programming is an example of __________. a. narrowcasting

b. the fairness doctrine c. public broadcasting d. the equal time rule -452-

e. media consolidation Answer: a Page Reference: pp. 433–439 A-head: Current News Media Trends Learning Objective: O’Connor L.O. 14.2 Skill Level: Analyze It Topic: The Media 53.

The quality of information derived from a privately owned, for-profit press may be suspect because of the importance of what? a. the bottom line b. news consumption c. the penny press d. government regulations e. editorial preferences Answer: a Page Reference: pp. 433–439 A-head: Current News Media Trends Learning Objective: O’Connor L.O. 14.2 Skill Level: Analyze It Topic: The Media

54.

“Soft news” about politics tends to make viewers’ political behavior more __________. a. inconsistent b. illogical c. consistent d. logical e. partisan Answer: c Page Reference: pp. 433–439 A-head: Current News Media Trends Learning Objective: O’Connor L.O. 14.2 Skill Level: Analyze It Topic: The Media

55.

Deep Throat of the Watergate scandal was which kind of journalistic source? a. on the record b. off the record c. on background d. deep background e. press release

-453-

Answer: d Page Reference: pp. 439–441 A-head: Rules Governing the News Media Learning Objective: O’Connor L.O. 14.3 Skill Level: Analyze It Topic: The Media 56.

The __________ is an example of way in which the Federal Communications Commission works to ensure that the airwaves “serve the public interest, convenience, and necessity.”? a. content regulation b. equal time rule c. press release d. press conference e. contribution limitations Answer: b Page Reference: pp. 439–441 A-head: Rules Governing the News Media Learning Objective: O’Connor L.O. 14.3 Skill Level: Analyze It Topic: The Media

57.

As discussed in the “Take a Closer Look” box, what has a significant impact on a news agency’s ability to influence what is discussed at a White House press briefing? a. the time of day when the briefing occurs b. the agenda set forth by the press secretary c. seat assignments in the briefing room d. the number of reporters permitted in the briefing room e. whether the president attends the briefing Answer: c Page Reference: pp. 442–445 A-head: How the News Media Cover Politics Learning Objective: O’Connor L.O. 14.4 Skill Level: Analyze It Topic: The Media

58.

When a news outlet like the Wall Street Journal reports a story from the secretary of commerce, that story is said to be what? a. on the record b. off the record c. on background d. deep background e. yellow journalism

-454-

Answer: a Page Reference: pp. 439–441 A-head: Rules Governing the News Media Learning Objective: O’Connor L.O. 14.3 Skill Level: Analyze It Topic: The Media 59.

Agenda setting affects the executive branch more than it affects the Supreme Court due to __________. a. bias b. press releases c. press conferences d. media influence e. framing Answer: d Page Reference: pp. 445–448 A-head: Toward Reform: News Media Influence, News Media Bias, and Public Confidence Learning Objective: O’Connor L.O. 14.5 Skill Level: Analyze It Topic: The Media

60.

Which is a primary reason that news cameras are not allowed in the Supreme Court? a. the Court Exclusivity Act of 1921 b. to create an exclusive environment c. New York Times Co. v. U.S. d. to avoid politicization of Court activity e. the Telecommunications Act of 1996 Answer: d Page Reference: pp. 442–445 A-head: How the News Media Cover Politics Learning Objective: O’Connor L.O. 14.4 Skill Level: Analyze It Topic: The Media

 True-False Questions 61.

News media predate the United States. Answer: TRUE Page Reference: pp. 427–433 A-head: Roots of the News Media in the United States

-455-

Learning Objective: O’Connor L.O. 14.1 Skill Level: Remember the Facts Topic: The Media 62.

ARPANET, developed by the Department of Homeland Security, was a precursor to the Internet. Answer: FALSE Page Reference: pp. 427–433 A-head: Roots of the News Media in the United States Learning Objective: O’Connor L.O. 14.1 Skill Level: Remember the Facts Topic: The Media

63.

Democrats are more likely than Republicans to listen to National Public Radio. Answer: TRUE Page Reference: pp. 433–439 A-head: Current News Media Trends Learning Objective: O’Connor L.O. 14.2 Skill Level: Remember the Facts Topic: The Media

64.

None of the three traditional news networks is independently owned. Answer: TRUE Page Reference: pp. 433–439 A-head: Current News Media Trends Learning Objective: O’Connor L.O. 14.2 Skill Level: Remember the Facts Topic: The Media

65.

The Telecommunications Act of 1996 imposed regulations on large segments of the electronic media. Answer: FALSE Page Reference: pp. 439–441 A-head: Rules Governing the News Media Learning Objective: O’Connor L.O. 14.3 Skill Level: Remember the Facts Topic: The Media

66.

Media coverage has a stronger effect on independent voters than on partisans. Answer: TRUE Page Reference: pp. 445–448 A-head: Toward Reform: News Media Influence, News Media Bias, and Public Confidence Learning Objective: O’Connor L.O. 14.5 -456-

Skill Level: Remember the Facts Topic: The Media 67.

Of the three branches of the federal government, the media have the least access to the U.S. Supreme Court. Answer: TRUE Page Reference: pp. 445–448 A-head: Toward Reform: News Media Influence, News Media Bias, and Public Confidence Learning Objective: O’Connor L.O. 14.5 Skill Level: Remember the Facts Topic: The Media

68.

Muckraking journalism led to better working conditions in factories. Answer: TRUE Page Reference: pp. 427–433 A-head: Roots of the News Media in the United States Learning Objective: O’Connor L.O. 14.1 Skill Level: Understand the Concepts Topic: The Media

69.

President Franklin D. Roosevelt was the first to use radio as a medium to connect with the American public. Answer: FALSE Page Reference: pp. 427–433 A-head: Roots of the News Media in the United States Learning Objective: O’Connor L.O. 14.1 Skill Level: Understand the Concepts Topic: The Media

70.

The Supreme Court has found that the president has “inherent power” to halt the publication of news. Answer: FALSE Page Reference: pp. 439–441 A-head: Rules Governing the News Media Learning Objective: O’Connor L.O. 14.3 Skill Level: Understand the Concepts Topic: The Media

71.

The Many of the most famous network news anchors got their start covering the Pentagon. Answer: FALSE Page Reference: pp. 442–445 A-head: How the News Media Cover Politics Learning Objective: O’Connor L.O. 14.4 -457-

Skill Level: Understand the Concepts Topic: The Media 72.

Media coverage of the 2010 Arizona immigration law igniting citizens’ passions about the matter is an example of agenda setting. Answer: TRUE Page Reference: pp. 445–448 A-head: Toward Reform: News Media Influence, News Media Bias, and Public Confidence Learning Objective: O’Connor L.O. 14.5 Skill Level: Understand the Concepts Topic: The Media

73.

Social media afford politicians tremendous opportunities to communicate with the public. Answer: TRUE Page Reference: pp. 433–439 A-head: Current News Media Trends Learning Objective: O’Connor L.O. 14.2 Skill Level: Apply What You Know Topic: The Media

74.

A sensationalized story claiming that Barack Obama had fathered an illegitimate child would be an example of red journalism. Answer: FALSE Page Reference: pp. 427–433 A-head: Roots of the News Media in the United States Learning Objective: O’Connor L.O. 14.1 Skill Level: Apply What You Know Topic: The Media

75.

Talk radio is making a resurgence because many of its top shows appeal to conservatives. Answer: TRUE Page Reference: pp. 427–433 A-head: Roots of the News Media in the United States Learning Objective: O’Connor L.O. 14.1 Skill Level: Apply What You Know Topic: The Media

 Fill-in-the-Blank Questions 76.

In 2011, __________ percent of the media was controlled by six companies.

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Answer: ninety Page Reference: pp. 433–439 A-head: Current News Media Trends Learning Objective: O’Connor L.O. 14.2 Skill Level: Remember the Facts Topic: The Media 77.

Targeting media programming at specific populations within society is called __________. Answer: narrowcasting Page Reference: pp. 433–439 A-head: Current News Media Trends Learning Objective: O’Connor L.O. 14.2 Skill Level: Remember the Facts Topic: The Media

78.

The first president to address the public using __________ as a medium was Calvin Coolidge. Answer: radio Page Reference: pp. 427–433 A-head: Roots of the News Media in the United States Learning Objective: O’Connor L.O. 14.1 Skill Level: Remember the Facts Topic: The Media

79.

The news media is a subset of the __________ media. Answer: mass Page Reference: pp. 427–433 A-head: Roots of the News Media in the United States Learning Objective: O’Connor L.O. 14.1 Skill Level: Remember the Facts Topic: The Media

80.

Nothing an official says may be printed if the interview is __________. Answer: off the record Page Reference: pp. 439–441 A-head: Rules Governing the News Media Learning Objective: O’Connor L.O. 14.3 Skill Level: Remember the Facts Topic: The Media

81.

A __________ is a relatively restricted session between a press secretary or aide and the press. Answer: press briefing -459-

Page Reference: pp. 442–445 A-head: How the News Media Cover Politics Learning Objective: O’Connor L.O. 14.4 Skill Level: Remember the Facts Topic: The Media 82.

The process by which a news organization defines a political issue and affects public opinion of the issue is called __________. Answer: framing Page Reference: pp. 445–448 A-head: Toward Reform: News Media Influence, News Media Bias, and Public Confidence Learning Objective: O’Connor L.O. 14.5 Skill Level: Remember the Facts Topic: The Media

83.

The __________ had its roots in the ARPANET project. Answer: Internet Page Reference: pp. 427–433 A-head: Roots of the News Media in the United States Learning Objective: O’Connor L.O. 14.1 Skill Level: Understand the Concepts Topic: The Media

84.

According to the box, “Where Do You Get Your Political News,” __________ help explain why Americans prefer certain news sources over others. Answer: partisan trends Page Reference: pp. 427–433 A-head: Roots of the News Media in the United States Learning Objective: O’Connor L.O. 14.1 Skill Level: Understand the Concepts Topic: The Media

85.

The news media are also called the __________ because news media has an occasionally unrecognized effect on government processes. Answer: fourth estate Page Reference: pp. 420-423 A-head: Chapter 14 Introduction Learning Objective: Chapter 14 Introduction Skill Level: Understand the Concepts Topic: The Media

86.

The Anti-Federalists believed a free press was necessary to a democratic society, and fought to have that freedom guaranteed in the __________.

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Answer: First Amendment Page Reference: pp. 427-433 A-head: Roots of the News Media in the United States Learning Objective: O’Connor L.O. 14.1 Skill Level: Understand the Concepts Topic: The Media 87.

Within traditional industries, the primary concern associated with consolidation is __________. Answer: price manipulation Page Reference: pp. 433–439 A-head: Current News Media Trends Learning Objective: O’Connor L.O. 14.2 Skill Level: Understand the Concepts Topic: The Media

88.

If a white house staffer leaked inside information to you, but only wanted to be referred to as an unnamed “inside source,” your information attribution would be __________. Answer: on background Page Reference: pp. 439–441 A-head: Rules Governing the News Media Learning Objective: O’Connor L.O. 14.3 Skill Level: Apply What You Know Topic: The Media

89.

If reporters cover a Ku Klux Klan rally as a civil rights story, then they are __________ the story. Answer: framing Page Reference: pp. 445–448 A-head: Toward Reform: News Media Influence, News Media Bias, and Public Confidence Learning Objective: O’Connor L.O. 14.5 Skill Level: Apply What You Know Topic: The Media

90.

The media have a(n) __________ influence on political independents than on strong partisans. Answer: greater, larger, or bigger Page Reference: pp. 445–448 A-head: Toward Reform: News Media Influence, News Media Bias, and Public Confidence Learning Objective: O’Connor L.O. 14.5 Skill Level: Apply What You Know Topic: The Media

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 Short Answer Questions 91.

What was the penny press, and why was it important? Answer: An ideal response will: 1. Define the penny press as an inexpensive, politically independent style of newspapers that came into prominence in the early part of the 1800s. 2. Note that the penny press was important as it expanded the size of its audience and escaped from the grip of partisanship, underscoring the importance of media independence. Page Reference: pp. 427–433 A-head: Roots of the News Media in the United States Learning Objective: O’Connor L.O. 14.1 Skill Level: Understand the Concepts Topic: The Media

92.

What is media consolidation, and what are its consequences? Answer: An ideal response will: 1. Define media consolidation as the process of having a smaller number of companies own an increasing number of outlets, which is a product of a profitdriven media structure. 2. Explain that because of media consolidation, six companies now control ninety percent of the news media content in the United States and consequently, there are concerns about limits on information and a deterioration of the quality of news content. Page Reference: pp. 433–439 A-head: Current News Media Trends Learning Objective: O’Connor L.O. 14.2 Skill Level: Understand the Concepts Topic: The Media

93.

Explain the differences between source attributions on the record, off the record, on background, and deep background, and touch on how sources present a dilemma for reporters. Answer: An ideal response will: 1. Describe the differences between the four types of source attributions. On the record comments are open to printing verbatim, off the record comments are not subject to print, on background comments are subject to print but not with attribution, and deep background comments are completely unsourced with no indication of an origin. 2. Note that reporters are challenged in how to deal ethically with sources.

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Page Reference: pp. 439–441 A-head: Rules Governing the News Media Learning Objective: O’Connor L.O. 14.3 Skill Level: Understand the Concepts Topic: The Media 94.

What is the Telecommunications Act of 1996, and what effect did it have on media consolidation? Answer: An ideal response will: 1. Describe the Telecommunications Act of 1996, which deregulated whole sectors of electronic media in the hope of balancing corporate interests with technological innovation and consumer needs. 2. Explain that the effect was to allow for the consolidation of previously distinct forms of electronic media. These consolidations created a multimedia approach to communicating information and entertainment, illustrated by the rise of companies like Viacom, Time Warner, and Comcast. Page Reference: pp. 439–441 A-head: Rules Governing the News Media Learning Objective: O’Connor L.O. 14.3 Skill Level: Understand the Concepts Topic: The Media

95.

Which branch of government receives the most attention from the press? The least? What accounts for these differences? Answer: An ideal response will: 1. Explain that among the three branches of the U.S. federal government, the presidency gets the most attention and the Supreme Court tends to receive the least attention. 2. Discuss how the difference in media attention to branches of government is in part shaped by the fact that the president is a single person who is easy to cover, while Congress is decentralized. 3. Note that the Supreme Court receives less attention in part because the Court, in an effort to protect the perception of political neutrality, actively discourages media friendliness, illustrated by in part by the Court’s decision to ban television cameras from Court proceedings. Page Reference: pp. 442–445 A-head: How the News Media Cover Politics Learning Objective: O’Connor L.O. 14.4 Skill Level: Understand the Concepts Topic: The Media

96.

Consider the “Explore Your World” box and explain how a single political event with global implications might be covered in the media.

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Answer: An ideal response will: 1. Explain how a particular political event might receive dramatically different coverage globally, depending on the country and context of the reporters shaping the story and how the front pages of newspapers across the world reflect political and cultural viewpoints of the country in which they originated. 2. Mention the example of global coverage of the killing of Osama bin Laden discussed in the box or another relevant example such as coverage of the compromised nuclear power plant facility in Japan in 2011. Page Reference: pp. 445–448 A-head: Toward Reform: News Media Influence, News Media Bias, and Public Confidence Learning Objective: O’Connor L.O. 14.5 Skill Level: Apply What You Know Topic: The Media 97.

Define “muckraking,” and find an example of it in today’s news. What purpose does muckraking serve? Do you feel it is as important today as it was in the early twentieth century? Answer: An ideal response will: 1. Define muckraking as a form of journalism devoted to exposing misconduct by government, politicians, and corporations. 2. Present a contemporary example, like the Julian Assange Wikileaks story, and show how it fits the category by emphasizing the media watchdog role. 3. Make a brief argument as to whether muckraking is useful. Page Reference: pp. 427–433 A-head: Roots of the News Media in the United States Learning Objective: O’Connor L.O. 14.1 Skill Level: Apply What You Know Topic: The Media

98.

Explain how shows like The Daily Show or The Colbert Report fit or do not fit within the norms of infotainment. Answer: An ideal response will: 1. Specify that infotainment is the blending of political news and entertainment. It provides an alternate means by which citizens can engage with the political process. 2. Explain how these shows blend entertainment—namely comedy in the cases of these two shows—with political news and information in a way that viewers find more palatable than traditional nightly news shows. Page Reference: pp. 433–439 A-head: Current News Media Trends Learning Objective: O’Connor L.O. 14.2 Skill Level: Apply What You Know Topic: The Media

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99.

Follow a news story as it is covered through two different media. Describe the differences in how the news is presented. Which medium do you prefer? Why? Answer: An ideal response will: 1. Discuss the presentation of two media. 2. Note that the differences discussed fit into characteristics of the media discussed in the book, possibly including the dominance of conservative perspectives on the radio due to the shift to talk radio, that television provides either a heavily contentdriven perspective or a less in-depth twenty-four hour perspective, that the print medium tends to be more in-depth, and that the Internet provides a wide variety of information. 3. Express a preference for a form of media, with well-reasoned justification. Page Reference: pp. 427–433 A-head: Roots of the News Media in the United States Learning Objective: O’Connor L.O. 14.1 Skill Level: Apply What You Know Topic: The Media

100.

Describe the media’s traditional watchdog role, and examine a story as it develops on an online news site. How does the coverage fit a traditional concept of watchdog journalism? How does it differ? Answer: An ideal response will: 1. Note that watchdog journalism is strongly connected to the idea of investigative journalism and that the overriding philosophy is that the media has an obligation to guard the public interest against abuses of power and corruption by the government. 2. Explain how the story the student followed fit into the role of the watchdog press by examining the story’s investigatory features and its intent on correcting or exposing some sort of wrong or harm perpetuated by government. Page Reference: pp. 427–433 A-head: Roots of the News Media in the United States Learning Objective: O’Connor L.O. 14.1 Skill Level: Apply What You Know Topic: The Media

101.

Write a summary of the key government regulations mentioned in your book. Do you think they help or hinder democracy? Why or why not? Answer: An ideal response will: 1. Explain the key government regulations of the media, including the 1996 Telecommunications Act that deregulated electronic media; the equal time rule requiring broadcasters to sell equal time to all candidates if they choose to sell time; and the Stop Online Piracy Act and Protect IP Act, both of which attempted to protect copyrights and limit online piracy. 2. Make an argument as to whether or not regulations help or hinder democracy, noting the adversarial relationship that exists between media and government. -465-

Page Reference: pp. 439–441 A-head: Rules Governing the News Media Learning Objective: O’Connor L.O. 14.3 Skill Level: Apply What You Know Topic: The Media 102.

Compare and contrast the following three forms of communication between politicians and the media: press release, press briefing, press conference. What are the differences? How does the power shift between the politician and the media in each case? Answer: An ideal response will: 1. Explain that a press release is a written document with an official comment or position. 2. Explain how a press release differs from a press briefing, when reporters may engage in a heavily restricted question session, and a press conference, when reporters have the ability to ask a wide range of questions over multiple topics. 2. Note that in a press release, it is the politician who controls the information presented, and in a press briefing, the politician tries to retain control by limiting the range of questions. In a press conference, the media has the most control, as they have the power to ask a wide range of questions over a breadth of topics. In a press conference, as in other venues, the media struggles to get answers and politicians struggle to retain control of their messages. Page Reference: pp. 442–445 A-head: How the News Media Cover Politics Learning Objective: O’Connor L.O. 14.4 Skill Level: Analyze It Topic: The Media

103.

Analyze the roles that different sources—on the record, off the record, on background and deep background play in the general functioning of the media? Categorize the different types of source attributions in terms of positive or negative consequences on information that is reported. Answer: An ideal response will: 1. Explain that the difference is primarily whether a source’s comments can be directly quoted (on the record), not quoted (off the record), quoted but not attributed by name (on background), and quoted but completely unsourced (deep background). 2. Note that these all have positive effects, mostly centered on the ability of a reporter to speak directly with and gain information from sources. 3. Demonstrate the negative effects of sourcing, including a reluctance to speak openly if a politician is on the record, the inability to use information directly if it is off the record, the inability for citizens to keep officials accountable if they speak on background, and the inability for citizens to determine the reliability of a source hidden on deep background. Page Reference: pp. 439–441 -466-

A-head: Rules Governing the News Media Learning Objective: O’Connor L.O. 14.3 Skill Level: Analyze It Topic: The Media 104.

Analyze the trend of media consolidation. How have things changed? What are some positive and negative implications of this trend? How might it affect the news you consume? Answer: An ideal response will: 1. Discuss the trend toward media consolidation, with more outlets being owned by fewer companies, and how this is different from the past, in which there were limited kinds of outlets and a plurality of owners. 2. Explain how there are positive effects, from information platform compatibility to the multiplication of media outlets, which increase a citizen’s access to information. 3. Note the negative effects, including an echoing of information and perspectives across multiple outlets. Note the possibility for restrictions on the availability of information that does not reflect the interests of corporate ownership. Page Reference: pp. 433–439 A-head: Current News Media Trends Learning Objective: O’Connor L.O. 14.2 Skill Level: Analyze It Topic: The Media

105.

What is yellow journalism? How did it change the way the media covered news stories? How is yellow journalism similar to, and different from, modern infotainment? Answer: An ideal response will: 1. Define yellow journalism as a practice developed in the nineteenth century of using comics, color, and sensationalized news to order to reach the immigrant population and to increase readership. 2. Explain how yellow journalism led to a simplification of news stories and a heavy emphasis on reporting corruption and scandal, with little regard for the facts. 3. Compare yellow journalism to infotainment, which is a blending of news and entertainment, by noting its similarities in increasing the accessibility of the news to average Americans, while specifying the major difference in that infotainment tends to be more accurate. Page Reference: pp. 427–433 A-head: Roots of the News Media in the United States Learning Objective: O’Connor L.O. 14.1 Skill Level: Analyze It Topic: The Media

 Essay Questions -467-

106.

Define infotainment, and give an example. What are the positive and negative implications of infotainment? Do you prefer to consume infotainment? Why or why not? Answer: An ideal response will: 1. Explain how infotainment is the blending of news and entertainment that has occurred in recent years across a variety of venues, including late night comedy shows such as Saturday Night Live, daytime talk shows such as The View, and comedy news shows such as The Daily Show and The Colbert Report. 2. Discuss how these shows have the positive effect of providing an alternate method by which citizens can engage with political issues and that politicians can connect with citizens. In addition, infotainment seems to make highly attentive citizens’ political behavior more consistent. 3. Discuss the negative effects of infotainment, specifically that infotainment makes it difficult to distinguish real news from entertainment. By removing much of a news story’s context, citizens who are less attentive may fail to understand the information presented. 4. Provide a clear and concise argument and conclusion. Page Reference: pp. 433–439 A-head: Current News Media Trends Learning Objective: O’Connor L.O. 14.2 Skill Level: Understand the Concepts Topic: The Media

107.

Define narrowcasting. Provide examples of groups who are the targets of narrowcasting, and explain how narrowcasting polarizes public opinion. Use a recent news story to illustrate your points. Answer: An ideal response will: 1. Define narrowcasting as the process, made possible by the growth of cable and satellite television, in which stations target media programming at specific populations. 2. Discuss the ideological niches—liberal (MSNBC), conservatives (Fox News or AM talk radio) —or racial such as African Americans (BET), ethnic, and religious groups such as evangelical Christians (CBN), to which different networks cater. 3. Explain how narrowcasting reinforces the preexisting views of group members, results in agenda setting, and allows political leaders to avoid certain hard-hitting news reporters. 4. Include a current example such as media coverage of the 2012 elections or coverage of a recent school shooting, and describe how such coverage by different news outlets polarizes public opinion. Page Reference: pp. 433–439 A-head: Current News Media Trends Learning Objective: O’Connor L.O. 14.2 Skill Level: Apply What You Know Topic: The Media -468-

108.

Consider the topic of media consolidation. Chose a news source and research its ownership. What types of stories could be impacted as a result of this ownership? Can you find evidence that the news source altered its coverage? What foreseeable impact will a narrowing pool of media owners have on media consumers? Answer: An ideal response will: 1. Discuss the overall trend in media consolidation that began with the 1996 Telecommunications Act and has led to the creation of multimedia entities. 2. Selected a news source, identifying its ownership structure. 3. Discuss ways in which news stories could be affected by the news source’s ownership structure, which could include a constriction of information or an echoing of information. Where relevant, the response will present information supporting the student’s claims regarding how the news source delivered news information. 4. Discuss the impact of narrowed media ownership: how this could diminish the effectiveness of the political reporting and the discussion of political events in the United States. 5. Provide a clear and concise conclusion. Page Reference: pp. 433–439 A-head: Current News Media Trends Learning Objective: O’Connor L.O. 14.2 Skill Level: Apply What You Know Topic: The Media

109.

Describe the framing process. Why is it important? Select and discuss an example of how the media has framed a recent event. Analyze how such coverage influences the public’s interpretation of the event. Answer: An ideal response will: 1. Provide a clear definition of framing as the process by which the media creates a context for a story that shapes how the public interprets the events discussed. 2. Note how framing is important because it has the ability to actually shape and direct a citizen’s policy preferences on specific issues. 3. Compare and contrast how framing is used in the media to cover a recent major news story such as the impact on the 2012 elections of the media’s assessment of the economy or of a candidate’s blunder; or the media coverage of the shootings at the Sandy Hook Elementary School and the gun control debate. 4. Provide a concise conclusion. Page Reference: pp. 445–448 A-head: Toward Reform: News Media Influence, News Media Bias, and Public Confidence Learning Objective: O’Connor L.O. 14.5 Skill Level: Analyze It Topic: The Media

110.

Describe agenda setting. Why is it important? Examine two news sources over the course of several days. Compare and contrast how each might be setting an agenda. Do the media -469-

sources cover different topics? Do they talk about similar topics in the same way? What are the implications of your findings? Answer: An ideal response will: 1. Explain that agenda setting is the process by which the media pays significant attention to an issue. Consequently, the public begins to think that that issue is very important, pressuring the government to take action. 2. Note that agenda setting is important because it has the ability to shape and direct a citizen’s policy preferences. 3. Compare and contrast agenda setting as it manifests in the sources the student selected to follow. 4. Note the implications of agenda setting: how it affected the student’s sources, and how the agenda may have affected the public’s perceptions of those stories, citing specific examples from their sources. 5. Provide a clear and concise conclusion. Page Reference: pp. 445–448 A-head: Toward Reform: News Media Influence, News Media Bias, and Public Confidence Learning Objective: O’Connor L.O. 14.5 Skill Level: Analyze It Topic: The Media

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15 Interest Groups  Multiple-Choice Questions 1.

In Federalist No. 10, James Madison described how a government could be designed to control the effects of __________. a. monarchies b. factions c. representative government d. political parties e. trade associations Answer: b Page Reference: pp. 458–464 A-head: The Development of American Interest Groups Learning Objective: O’Connor L.O. 15.2 Skill Level: Remember the Facts Topic: Interest Groups

When a case that an interest group is interested in, but not actually sponsoring, comes before a court, the group can __________. a. meet with judges to explain the group’s policy preferences b. file an amicus curiae brief to present the group’s analysis of the case c. file an appeal to move the case to a different court d. file a petition to get the group added to the list of plaintiffs e. offer monetary incentives to the judges in the case Answer: b Page Reference: pp. 464–470 A-head: What Do Interest Groups Do? Learning Objective: O’Connor L.O. 15.3 Skill Level: Remember the Facts

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Topic: Interest Groups 3.

Grassroots lobbying is best defined as __________. a. using high-paid professionals to contact legislators b. getting the media to cover an issue c. using group members to contact legislators d. using campaign contributions to influence elections e. testifying at government hearings Answer: b Page Reference: pp. 464–470 A-head: What Do Interest Groups Do? Learning Objective: O’Connor L.O. 15.3 Skill Level: Remember the Facts Topic: Interest Groups

Which of the following raise money from individuals and then distribute it in the form of contributions to political candidates? a. 527 organizations b. coordinating committees c. 501(c)3 organizations d. political action committees e. party committees Answer: d Page Reference: pp. 455–458 A-head: Roots of the American Interest Group System Learning Objective: O’Connor L.O. 15.1 Skill Level: Remember the Facts Topic: Interest Groups

According to Madison’s Federalist No. 10, a(n) __________ is a group of individuals concerned more with their self-interest than with the rights of individuals outside the group or with the needs of society as a whole. a. faction b. political party c. single-issue organization d. oligarchy e. special interest group Answer: a Page Reference: pp. 458–464 A-head: The Development of American Interest Groups Learning Objective: O’Connor L.O. 15.2 Skill Level: Understand the Concepts -472-

Topic: Interest Groups 6.

Since the 1970s, political action committee (PAC) contributions have __________. a. become increasingly important in congressional elections b. decreased, following a growing movement of representatives who have rejected all PAC money c. become less important in federal-level elections and more important in state-level elections d. become more important in federal-level elections and less important in state-level elections e. remained fairly steady as a vehicle for campaign contributions Answer: a Page Reference: pp. 464–470 A-head: What Do Interest Groups Do? Learning Objective: O’Connor L.O. 15.3 Skill Level: Understand the Concepts Topic: Interest Groups

A(n) __________ refers to an organization that seeks to influence public policy. a. corporation b. interest group c. institute d. faction e. administration Answer: b Page Reference: pp. 455–458 A-head: Roots of the American Interest Group System Learning Objective: O’Connor L.O. 15.1 Skill Level: Remember the Facts Topic: Interest Groups

What is lobbying? a. communicating with government officials to persuade them to support a particular policy position b. conducting surveys to gauge public opinion on a policy issue c. convincing potential members to join an interest group by offering them material benefits d. fundraising for political candidates e. educating the public about the activities of government Answer: a Page Reference: pp. 464–470 A-head: What Do Interest Groups Do? Learning Objective: O’Connor L.O. 15.3 Skill Level: Remember the Facts -473-

Topic: Interest Groups 9.

The __________ problem occurs when people fail to join a group because they can get the benefits the group offers without contributing to the group’s efforts. a. free rider b. pluralist c. collective good d. group coordination e. group formation Answer: a Page Reference: pp. 470–474 A-head: What Makes Interest Groups Successful? Learning Objective: O’Connor L.O. 15.4 Skill Level: Remember the Facts Topic: Interest Groups

10.

What is a trade association? a. a coalition of public interest groups in a specific policy area, such as environmental policy b. an organization that coordinates exchanges of information and resources among multiple interest groups c. a type of labor union d. an organization that represents businesses within a specific industry e. an organization that represents the federal government during the negotiation of international trade agreements Answer: d Page Reference: pp. 458–464 A-head: The Development of American Interest Groups Learning Objective: O’Connor L.O. 15.2 Skill Level: Remember the Facts Topic: Interest Groups

11.

What is a public interest group? a. a group that conducts research and analysis on public policy issues b. a group that expresses its political views publicly c. a group that works to gain benefits for society as a whole d. a group that most people in society are aware of e. a group that represents workers within a particular industry Answer: c Page Reference: pp. 455–458 A-head: Roots of the American Interest Group System Learning Objective: O’Connor L.O. 15.1 Skill Level: Remember the Facts -474-

Topic: Interest Groups 12.

In order to overcome the free rider problem, many interest groups offer material benefits. What are material benefits? a. the policies that interest groups help to bring about b. gifts given to members of Congress in return for their support on legislation c. benefits given only to group members d. campaign contributions to elected officials e. bonuses given to the most effective lobbyists Answer: c Page Reference: pp. 470–474 A-head: What Makes Interest Groups Successful? Learning Objective: O’Connor L.O. 15.4 Skill Level: Remember the Facts Topic: Interest Groups

13.

What is an amicus curiae brief? a. a written argument submitted to a court in support of one side of a case b. a petition to remove a judge from a court case c. a petition submitted to Congress in support of or opposition to a judicial nominee d. a petition submitted to an executive branch agency, requesting a review of the agency’s decision e. an internal memo circulated among interest group leaders, briefing them on the details of a court case Answer: a Page Reference: pp. 464–470 A-head: The Development of American Interest Groups Learning Objective: O’Connor L.O. 15.3 Skill Level: Remember the Facts Topic: Interest Groups

14.

Which of the following is the main type of organization that lobbies on behalf of workers? a. public interest group b. trade association c. corporation d. labor union e. ideological group Answer: d Page Reference: pp. 458–464 A-head: The Development of American Interest Groups Learning Objective: O’Connor L.O. 15.2 Skill Level: Remember the Facts -475-

Topic: Interest Groups 15.

What is the main objective of most labor unions? a. to protect consumers from unsafe products b. to protect the interests of businesses within an industry c. to protect jobs and secure favorable wages and benefits for their members d. to ensure equality of all people under the law e. to support free trade policies Answer: c Page Reference: pp. 458–464 A-head: The Development of American Interest Groups Learning Objective: O’Connor L.O. 15.2 Skill Level: Remember the Facts Topic: Interest Groups

16.

What is a political action committee (PAC)? a. an organization within a political party that coordinates campaign events b. an organizations that focuses on grassroots/outside lobbying c. an organization that conducts voter registration drives d. an organization that solicits campaign contributions and distributes them to political candidates e. an organization within a political party that creates and runs campaign advertisements Answer: d Page Reference: pp. 455–458 A-head: Roots of the American Interest Group System Learning Objective: O’Connor L.O. 15.1 Skill Level: Remember the Facts Topic: Interest Groups

17.

Which of the following is a provision of the Honest Leadership and Open Government Act of 2007? a. certification rules for lobbyists b. lobbying disclosure requirements c. a ban on PAC contributions d. a rule banning lobbyists from running for office e. a rule banning elected officials from leaving government to becoming lobbyists Answer: b Page Reference: pp. 474–476 A-head: Toward Reform: Regulating Interest Groups and Lobbyists Learning Objective: O’Connor L.O. 15.5 Skill Level: Remember the Facts Topic: Interest Groups -476-

18.

Which of the following is an example of a public interest group? a. a consumer rights group b. a professional association c. a labor union d. a group representing a state government e. a political action committee Answer: a Page Reference: pp. 455–458 A-head: Roots of the American Interest Group System Learning Objective: O’Connor L.O. 15.1 Skill Level: Understand the Concepts Topic: Interest Groups

19.

Who engages in grassroots or outside lobbying? a. a wide range of interest groups, including public interest groups and business groups b. only groups that have been denied inside access to policy makers c. only groups with significant financial resources, given that grassroots lobbying is costly d. predominantly labor unions e. predominantly business groups Answer: a Page Reference: pp. 464–470 A-head: What Do Interest Groups Do? Learning Objective: O’Connor L.O. 15.3 Skill Level: Understand the Concepts Topic: Interest Groups

20.

Which of the following is an example of a trade association? a. the AFL-CIO b. the National Association of Manufacturers c. the American Association of Retired People (AARP) d. the National Rifle Association e. the National Wildlife Federation Answer: b Page Reference: pp. 458–464 A-head: The Development of American Interest Groups Learning Objective: O’Connor L.O. 15.2 Skill Level: Understand the Concepts Topic: Interest Groups

21.

Which of the following is an example of an economic interest group?

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a. the National Rifle Association b. the American Association of Retired People (AARP) c. the Chamber of Commerce d. the National Organization for Women e. the National Education Association Answer: c Page Reference: pp. 458–464 A-head: The Development of American Interest Groups Learning Objective: O’Connor L.O. 15.2 Skill Level: Understand the Concepts Topic: Interest Groups 22.

What type of group is a trade association? a. an economic interest group b. a public interest group c. a public sector interest group d. a labor union e. an ideological group Answer: a Page Reference: pp. 458–464 A-head: The Development of American Interest Groups Learning Objective: O’Connor L.O. 15.2 Skill Level: Understand the Concepts Topic: Interest Groups

23.

How did Madison propose to overcome the problem of factions in Federalist No. 10? a. by restricting private property rights b. by banning the formation of interest groups c. by discouraging citizens from expressing their political views in public d. by adopting a system of direct democracy e. by adopting a system of representative government Answer: e Page Reference: pp. 458–464 A-head: The Development of American Interest Groups Learning Objective: O’Connor L.O. 15.2 Skill Level: Understand the Concepts Topic: Interest Groups

24.

Which of the following is an example of grassroots/outside lobbying? a. a petition sent to representatives in Congress b. an organization asking members for donations to support the group’s work c. a meeting held with a legislator in the legislator’s home district -478-

d. a group submitting written testimony in a congressional hearing e. a group forming a coalition with another group that has similar policy goals Answer: a Page Reference: pp. 464–470 A-head: What Do Interest Groups Do? Learning Objective: O’Connor L.O. 15.3 Skill Level: Understand the Concepts Topic: Interest Groups 25.

How do lobbyists typically seek to influence members of Congress? a. by introducing bills b. by filing amicus curiae briefs c. by organizing protests and demonstrations on Capitol Hill d. by providing technical expertise on policy issues e. by offering them money to vote a particular way Answer: d Page Reference: pp. 464–470 A-head: What Do Interest Groups Do? Learning Objective: O’Connor L.O. 15.3 Skill Level: Understand the Concepts Topic: Interest Groups

26.

How do interest groups lobby the courts? a. through letter-writing campaigns addressed to particular judges b. by publishing editorials in major newspapers stating their views on cases c. by bringing lawsuits to the courts on behalf of classes of citizens d. by testifying before congressional committees e. by meeting with judges to express their views on cases Answer: c Page Reference: pp. 464–470 A-head: What Do Interest Groups Do? Learning Objective: O’Connor L.O. 15.3 Skill Level: Understand the Concepts Topic: Interest Groups

27.

How do interest groups lobby the executive branch? a. by filing lawsuits b. by appearing at administrative hearings to offer information c. by offering political action committee (PAC) contributions to agency heads d. by filing amicus curiae briefs e. by drafting and introducing bills

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Answer: b Page Reference: pp. 464–470 A-head: What Do Interest Groups Do? Learning Objective: O’Connor L.O. 15.3 Skill Level: Understand the Concepts Topic: Interest Groups 28.

Which of the following is an example of the free rider (or collective action) problem? a. an elected official accepting bribes from an interest group b. an elected official relying on information from lobbyists c. an environmental group struggling to raise funds for a “clean air” campaign d. an environmental group disagreeing on what policy goals to pursue e. a political action committee contributing to candidates from both major political parties Answer: c Page Reference: pp. 470–474 A-head: What Makes Interest Groups Successful? Learning Objective: O’Connor L.O. 15.4 Skill Level: Understand the Concepts Topic: Interest Groups

29.

Critics of pluralism have noted that __________. a. government decisions reflect the balance of competing interests in society b. resources and political power are unequally distributed within society c. individuals with shared grievances always form interest groups to press their demands upon government d. government is too responsive to the demands of interest groups e. the formation of one group typically stimulates the formation of an opposing group Answer: b Page Reference: pp. 455–458 A-head: Roots of the American Interest Group System Learning Objective: O’Connor L.O. 15.1 Skill Level: Understand the Concepts Topic: Interest Groups

30.

Which of the following is an assumption of pluralism? a. Only wealthy interests have influence over government decisions. b. Government decisions reflect the preferences of elites. c. Interest groups are integral to government decisions. d. Policy makers care more about public opinion than interest groups’ preferences. e. Political parties matter more than interest groups in shaping government policies. Answer: c Page Reference: pp. 455–458 -480-

A-head: Roots of the American Interest Group System Learning Objective: O’Connor L.O. 15.1 Skill Level: Understand the Concepts Topic: Interest Groups 31.

Members of Congress who receive contributions from political action committees (PACs) __________. a. always vote in favor of the groups’ policy positions b. avoid voting on matters of concern to PACs, so as not to appear biased c. make sure that the PACs are granted access to the members and their staff d. typically receive negative publicity for accepting PAC money e. are increasingly rare, given that most members of Congress have sworn off PAC contributions Answer: c Page Reference: pp. 464–470 A-head: What Do Interest Groups Do? Learning Objective: O’Connor L.O. 15.3 Skill Level: Understand the Concepts Topic: Interest Groups

32.

Which of the following is an example of a faction, as conceptualized by Madison in Federalist No. 10? a. the media b. women c. an interest group d. the legislature e. the executive branch Answer: c Page Reference: pp. 458–464 A-head: The Development of American Interest Groups Learning Objective: O’Connor L.O. 15.2 Skill Level: Understand the Concepts Topic: Interest Groups

33.

An interest group filing an amicus curiae brief is an example of __________. a. grassroots or outside lobbying b. how interest groups influence elections c. lobbying an executive branch agency d. how groups influence the president e. lobbying the judicial branch Answer: e Page Reference: pp. 464–470 -481-

A-head: What Do Interest Groups Do? Learning Objective: O’Connor L.O. 15.3 Skill Level: Understand the Concepts Topic: Interest Groups 34.

Which of the following is an activity that lobbyists regularly engage in? a. answering e-mails from elected officials’ constituents b. speaking on behalf of elected officials at press conferences c. providing elected officials with information about an interest group’s position on a bill or issue d. providing legal counsel to interest groups in court cases e. introducing bills in Congress Answer: c Page Reference: pp. 464–470 A-head: What Do Interest Groups Do? Learning Objective: O’Connor L.O. 15.3 Skill Level: Understand the Concepts Topic: Interest Groups

35.

Which of the following factors was instrumental in bringing about the first national interest groups in the United States? a. improvements in communication networks b. an increase in crime c. an increase in poverty d. industrialization e. the development of political parties Answer: a Page Reference: pp. 458–464 A-head: The Development of American Interest Groups Learning Objective: O’Connor L.O. 15.2 Skill Level: Understand the Concepts Topic: Interest Groups

36.

Which of the following is a way that interest groups seek to influence elections? a. grassroots lobbying b. filing amicus curiae briefs c. offering gifts to members of Congress d. recruiting and training candidates e. filing lawsuits Answer: d Page Reference: pp. 464–470 A-head: What Do Interest Groups Do? -482-

Learning Objective: O’Connor L.O. 15.3 Skill Level: Understand the Concepts Topic: Interest Groups 37.

Why do interest groups typically offer material benefits to their members? a. to foster greater diversity among group members b. to encourage only the most committed supporters to become involved c. to distract members from the groups’ political motives d. to discourage members from joining more than one interest group e. to overcome the free rider/collective action problem Answer: e Page Reference: pp. 455–458 A-head: Roots of the American Interest Group System Learning Objective: O’Connor L.O. 15.1 Skill Level: Apply What You Know Topic: Interest Groups

38.

How might pluralism serve to enhance democracy? a. by requiring people to join interest groups b. by ensuring that no single interest becomes dominant c. by allowing policy makers to ignore the demands of certain organizations d. by discouraging bargaining and compromise on policy issues e. by streamlining the legislative process Answer: b Page Reference: pp. pp. 455–458 A-head: Roots of the American Interest Group System Learning Objective: O’Connor L.O. 15.1 Skill Level: Apply What You Know Topic: Interest Groups

39.

How does grassroots/outside lobbying differ from other efforts by interest groups to influence government? a. Grassroots/outside lobbying focuses more than other forms of advocacy on cultivating relationships with elected officials. b. Grassroots/outside lobbying is more effective than other forms of advocacy. c. Grassroots/outside lobbying is more heavily regulated than other forms of advocacy. d. Grassroots/outside lobbying focuses more than other forms of advocacy on influencing public opinion to support groups’ goals. e. Grassroots lobbying is more costly than other forms of advocacy. Answer: d Page Reference: pp. 464–470 A-head: What Do Interest Groups Do? -483-

Learning Objective: O’Connor L.O. 15.3 Skill Level: Apply What You Know Topic: Interest Groups 40.

How does lobbying the executive branch differ from lobbying Congress? a. Fewer interest groups lobby Congress than lobby the executive branch. b. Fewer interest groups lobby the executive branch than lobby Congress. c. Lobbying the executive branch has less impact on government than lobbying Congress. d. Lobbying the executive branch focuses more on rule making, whereas lobbying Congress focuses more on pending legislation. e. Lobbying the executive branch focuses more on pending legislation, whereas lobbying Congress focuses more on elections. Answer: d Page Reference: pp. 464–470 A-head: What Do Interest Groups Do? Learning Objective: O’Connor L.O. 15.3 Skill Level: Apply What You Know Topic: Interest Groups

41.

Why are campaign contributions so important for interest groups seeking to influence government? a. Legislators only grant meetings with interest groups that offer campaign contributions. b. Campaign contributions help elect candidates who are friendly to groups’ goals. c. Groups can offer contributions in return for favorable votes on pending legislation. d. Organizations seeking to offer input on a political party’s platform are required to make campaign contributions. e. There are very few restrictions on campaign contributions, compared to restrictions on lobbying. Answer: b Page Reference: pp. 464–470 A-head: What Do Interest Groups Do? Learning Objective: O’Connor L.O. 15.3 Skill Level: Apply What You Know Topic: Interest Groups

42.

You are the leader of an environmental organization working to address the problem of climate change. Given the free rider problem, what would be the most effective way to get others to join your cause? a. Describe the harmful consequences of global warming. b. Explain how future generations will benefit from enacting climate change legislation. c. Offer an incentive, such as a t-shirt, to those who join the campaign. d. Publicly criticize those who don’t join the campaign. e. Circulate a petition on the Internet. -484-

Answer: c Page Reference: pp. 470–474 A-head: What Makes Interest Groups Successful? Learning Objective: O’Connor L.O. 15.4 Skill Level: Apply What You Know Topic: Interest Groups 43.

How does lobbying Congress differ from lobbying the judicial branch? a. Lobbyists often meet personally with members of Congress, whereas they cannot meet with judges. b. Lobbying the courts requires a law degree, whereas lobbying Congress does not. c. Courts seldom take into account lobbying efforts by interest groups, whereas Congress is heavily influenced by lobbying. d. Lobbying the judicial branch is more time-consuming than lobbying Congress. e. Lobbying the judicial branch is more heavily regulated than lobbying Congress. Answer: a Page Reference: pp. 464–470 A-head: What Do Interest Groups Do? Learning Objective: O’Connor L.O. 15.3 Skill Level: Apply What You Know Topic: Interest Groups

44.

How does lobbying the executive branch differ from lobbying the judicial branch? a. Lobbying the courts requires a law degree, whereas lobbying the executive branch does not. b. It is much more costly for interest groups to lobby the courts than to lobby the executive branch. c. It is much more costly for interest groups to lobby the executive branch than to lobby the courts. d. Lobbying the executive branch focuses on pending legislation, whereas lobbying the courts focuses on overturning existing law. e. Lobbying the executive branch may involve grassroots/outside lobbying, whereas lobbying the courts typically does not. Answer: e Page Reference: pp. 464–470 A-head: What Do Interest Groups Do? Learning Objective: O’Connor L.O. 15.3 Skill Level: Apply What You Know Topic: Interest Groups

45.

You are the leader of a consumer rights group that has been unable to get a meeting with your elected representative in Congress. How could you get the attention of your legislator on the issues your group cares about? -485-

a. Organize a demonstration in the representative’s district and invite the media. b. File an amicus curiae brief. c. Draft a bill and introduce it in Congress. d. Form a political action committee. e. Contact the Consumer Products Safety Commission. Answer: a Page Reference: pp. 464–470 A-head: What Do Interest Groups Do? Learning Objective: O’Connor L.O. 15.3 Skill Level: Apply What You Know Topic: Interest Groups 46.

How is lobbying the executive branch similar to lobbying the courts? a. Both require a lobbyist to hold a law degree. b. Both can involve lobbying related to the implementation of an existing policy. c. Both are relatively rare, given that most lobbyists focus exclusively on Congress. d. Both typically involve grassroots lobbying. e. Both are viewed as inappropriate ways for interest groups to influence government. Answer: b Page Reference: pp. 464–470 A-head: What Do Interest Groups Do? Learning Objective: O’Connor L.O. 15.3 Skill Level: Apply What You Know Topic: Interest Groups

47.

How is lobbying Congress similar to lobbying the courts? a. Both involve lobbying related to pending legislation. b. Both involve use of political action committee (PAC) contributions to gain access to decision makers (i.e., legislators and judges). c. Both are commonly used strategies of interest groups seeking to influence public policy. d. Both typically involve grassroots lobbying. e. Both depend on building personal relationships with decision makers (i.e., legislators and judges). Answer: c Page Reference: pp. 464–470 A-head: What Do Interest Groups Do? Learning Objective: O’Connor L.O. 15.3 Skill Level: Apply What You Know Topic: Interest Groups

-486-

48.

You are a policy analyst in the Department of Energy. You were just offered a job with a renewable energy company. How long must you wait before you can lobby the Department of Energy on behalf of your new employer? a. 6 months b. 1 year c. 2 years d. 4 years e. 5 years Answer: c Page Reference: pp. 474–476 A-head: Toward Reform: Regulating Interest Groups and Lobbyists Learning Objective: O’Connor L.O. 15.5 Skill Level: Apply What You Know Topic: Interest Groups

49.

Why is grassroots/outside lobbying an effective political tactic? a. Grassroots lobbying shapes public opinion, and elected officials are known to respond to public opinion. b. Interest groups rarely engage in grassroots lobbying, so when they use this tactic, elected officials take notice. c. Grassroots lobbyists collect and bundle together campaign contributions from multiple individuals. This results in one large campaign contribution and thus maximizes the impact of each contributor. d. Grassroots lobbying depends on building personal connections with elected officials, who are more likely to listen to groups that they know and like. e. Grassroots lobbying emphasizes publicly shaming elected officials for various wrongdoings, and elected officials are strongly motivated to avoid negative publicity. Answer: a Page Reference: pp. 464–470 A-head: What Do Interest Groups Do? Learning Objective: O’Connor L.O. 15.3 Skill Level: Analyze It Topic: Interest Groups

50.

Which of the following, if true, would indicate that grassroots/outside lobbying is an ineffective political tactic? a. Policy makers primarily work to satisfy the demands of their wealthiest campaign contributors. As a result, they rarely respond to broader public opinion. b. In congressional elections, incumbent candidates win at a much higher rate than challengers. c. The number of interest groups with lobbyists in Washington, D.C., has increased over the past several decades. d. The mass media tend to cover only the most dramatic and unusual news stories. -487-

e. Most members of Congress have rejected campaign contributions from (political action committees) PACs. Answer: a Page Reference: pp. 464–470 A-head: What Do Interest Groups Do? Learning Objective: O’Connor L.O. 15.3 Skill Level: Analyze It Topic: Interest Groups 51.

Why was Madison particularly concerned about factions in Federalist No. 10? a. He believed that factions pursuing their self-interest would work against the broader public interest. b. He worried that factions were too focused on the public good and that they neglected to take care of their own needs. c. He worried that the Constitution did not provide enough opportunities for factions to be involved in politics. d. He worried that factions might prevent the Constitution from being ratified. e. He worried that the faction he belonged to would lose power if the Constitution were ratified. Answer: a Page Reference: pp. 458–464 A-head: The Development of American Interest Groups Learning Objective: O’Connor L.O. 15.2 Skill Level: Analyze It Topic: Interest Groups

52.

To which of the following might political action committees (PACs) invest their contributions in order to maximize their political influence? a. members of the minority party in Congress b. campaigns of challengers c. campaigns of incumbents d. presidential candidates only e. candidates for state and local offices only Answer: c Page Reference: pp. 464–470 A-head: What Do Interest Groups Do? Learning Objective: O’Connor L.O. 15.3 Skill Level: Analyze It Topic: Interest Groups

53.

Political action committees (PACs) are an attractive option for campaign contributions because __________.

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a. they are allowed by law to contribute unlimited sums of money to political candidates b. most other types of contributions were banned by the Bipartisan Campaign Reform Act c. they combine many individual contributions, resulting in one large contribution that is greater than what one individual could do alone d. PAC contributions are tax deductible e. PACs are not required to disclose their donors Answer: c Page Reference: pp. 464–470 A-head: What Do Interest Groups Do? Learning Objective: O’Connor L.O. 15.3 Skill Level: Analyze It Topic: Interest Groups 54.

Which type of organization would find it easiest to overcome the free rider/collective action problem? a. an environmental organization working to pass climate change legislation b. a labor union in a state where union membership is optional c. a trade association representing a small number of firms d. a trade association representing a large number of firms e. a national organization fighting for women’s rights Answer: c Page Reference: pp. 470–474 A-head: What Makes Interest Groups Successful? Learning Objective: O’Connor L.O. 15.4 Skill Level: Analyze It Topic: Interest Groups

55.

Which of the following statements, if true, would undermine the theory of pluralism? a. Members of Congress have become increasingly dependent on political action committee (PAC) contributions to fund their campaigns. b. Political action committees (PACs) are not always successful in securing favorable government policies. c. Membership in labor unions has decreased over the past several decades. d. Individuals with shared grievances do not always come together to form interest groups. e. The number of interest groups with lobbyists in Washington, D.C., has increased over the past several decades. Answer: d Page Reference: pp. 455–458 A-head: Roots of the American Interest Group System Learning Objective: O’Connor L.O. 15.1 Skill Level: Analyze It Topic: Interest Groups

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56.

What did the Honest Leadership and Open Government Act of 2007 achieve? a. a ban on gifts and honoraria to members of Congress and their staffs b. a requirement that anyone hired to lobby any member of Congress must register and file quarterly financial reports c. a requirement that lobbyists register with the clerk of the House and the secretary of the Senate d. a requirement that lobbyists report their clients and issues and the agency or house they lobbied e. a strict definition of lobbyist as one who devotes at least 20 percent of a client’s or employer’s time to lobbying activities Answer: a Page Reference: pp. 474–476 A-head: Toward Reform: Regulating Interest Groups and Lobbyists Learning Objective: O’Connor L.O. 15.5 Skill Level: Analyze It Topic: Interest Groups

57.

Which of the following conditions, if true, would eliminate the free rider/collective action problem? a. if participation in an interest group were mandatory b. if members were allowed to vote on matters of concern to the interest group c. if participation in an interest group were voluntary d. if the leaders of an interest group were able to set the group’s priorities e. if an interest group focused on providing benefits to society as a whole Answer: a Page Reference: pp. 470–474 A-head: What Makes Interest Groups Successful? Learning Objective: O’Connor L.O. 15.4 Skill Level: Analyze It Topic: Interest Groups

58.

Which of the following statements, if true, would confirm the theory of pluralism? a. The number of interest groups in Washington, D.C., has decreased over the past several decades. b. Elected officials rarely take into account the views of interest groups. c. Business/economic interests have more lobbyists in Washington, D.C., than other types of organizations. d. Elected officials seek out the opinions of multiple interest groups when creating policy. e. Membership in labor unions has remained stable over the past several decades. Answer: d Page Reference: pp. 455–458 A-head: Roots of the American Interest Group System -490-

Learning Objective: O’Connor L.O. 15.1 Skill Level: Analyze It Topic: Interest Groups 59.

Interest groups are important subjects of study in American politics because __________. a. they are always successful in getting their demands met by government b. they provide a venue for citizens to participate in government c. most lobbyists eventually serve in Congress d. they determine what issues get covered in the media e. they determine who runs for elected office Answer: b Page Reference: pp. 455–458 A-head: Roots of the American Interest Group System Learning Objective: O’Connor L.O. 15.1 Skill Level: Analyze It Topic: Interest Groups

60.

Why do small interest groups have an easier time enrolling potential members than large interest groups? a. In a small group, any individual’s share of the collective good may be great enough to make it rational for him or her to join. b. In a small group, only individuals who contribute to the group’s efforts can enjoy the collective good. b. Small groups are able to offer material incentives, whereas large groups are not. c. Small groups incur fewer administrative costs than large groups. d. Unlike large groups, small groups often receive the help of patrons in recruiting members. Answer: a Page Reference: pp. 470–474 A-head: What Makes Interest Groups Successful? Learning Objective: O’Connor L.O. 15.4 Skill Level: Analyze It Topic: Interest Groups

 True-False Questions 61.

According to the theory of pluralism, political power is distributed across a wide range of diverse and competing interest groups. Answer: TRUE Page Reference: pp. 455–458 A-head: Roots of the American Interest Group System

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Learning Objective: O’Connor L.O. 15.1 Skill Level: Remember the Facts Topic: Interest Groups 62.

In recent years, political action committees (PACs) have declined as vehicles for campaign contributions. Answer: FALSE Page Reference: pp. 464–470 A-head: What Do Interest Groups Do? Learning Objective: O’Connor L.O. 15.3 Skill Level: Remember the Facts Topic: Interest Groups

63.

Interest groups are prohibited from lobbying the executive branch of the federal government. Answer: FALSE Page Reference: pp. 464–470 A-head: What Do Interest Groups Do? Learning Objective: O’Connor L.O. 15.3 Skill Level: Remember the Facts Topic: Interest Groups

64.

The Clayton Act of 1914 allowed unions to organize free from prosecution and also guaranteed their members’ right to strike. Answer: TRUE Page Reference: pp. 458–464 A-head: The Development of American Interest Groups Learning Objective: O’Connor L.O. 15.2 Skill Level: Remember the Facts Topic: Interest Groups

65.

Membership in labor unions has increased over the last several decades. Answer: FALSE Page Reference: pp. 458–464 A-head: The Development of American Interest Groups Learning Objective: O’Connor L.O. 15.2 Skill Level: Remember the Facts Topic: Interest Groups

66.

Most politically active organizations use lobbying to make their interests known to government officials. Answer: TRUE Page Reference: pp. 464–470 -492-

A-head: What Do Interest Groups Do? Learning Objective: O’Connor L.O. 15.3 Skill Level: Remember the Facts Topic: Interest Groups 67.

As described in the “Union Membership” box, union membership is higher among public sector employees than private sector employees. Answer: TRUE Page Reference: pp. 458–464 A-head: The Development of American Interest Groups Learning Objective: O’Connor L.O. 15.2 Skill Level: Remember the Facts Topic: Interest Groups

68.

The National Rifle Association is an example of a trade association. Answer: FALSE Page Reference: pp. 458–464 A-head: The Development of American Interest Groups Learning Objective: O’Connor L.O. 15.2 Skill Level: Understand the Concepts Topic: Interest Groups

69.

Pluralism has been challenged on the basis of the fact that political resources and power are unequally distributed within society. Answer: TRUE Page Reference: pp. 455–458 A-head: Roots of the American Interest Group System Learning Objective: O’Connor L.O. 15.1 Skill Level: Understand the Concepts Topic: Interest Groups

70.

Once a bill becomes law, lobbyists typically leave the implementation up to the executive branch. Answer: FALSE Page Reference: pp. 464–470 A-head: What Do Interest Groups Do? Learning Objective: O’Connor L.O. 15.3 Skill Level: Understand the Concepts Topic: Interest Groups

71.

Lobbying the judicial branch is more heavily regulated than lobbying Congress. Answer: FALSE Page Reference: pp. 474–476 -493-

A-head: Toward Reform: Regulating Interest Groups and Lobbyists Learning Objective: O’Connor L.O. 15.5 Skill Level: Understand the Concepts Topic: Interest Groups 72.

As part of the Honest Leadership and Open Government Act, interest groups are now barred from sponsoring and paying judges to attend “informational conferences.” Answer: FALSE Page Reference: pp. 474–476 A-head: Toward Reform: Regulating Interest Groups and Lobbyists Learning Objective: O’Connor L.O. 15.5 Skill Level: Understand the Concepts Topic: Interest Groups

73.

A pluralist would view the presence and activities of lobbyists in Washington, D.C., as harmful to the functioning of our political system. Answer: FALSE Page Reference: pp. 455–458 A-head: Roots of the American Interest Group System Learning Objective: O’Connor L.O. 15.1 Skill Level: Apply What You Know Topic: Interest Groups

74.

If James Madison were alive today, he would most likely view the rapid growth of interest groups over the past several decades as a positive development. Answer: FALSE Page Reference: pp. 458–464 A-head: The Development of American Interest Groups Learning Objective: O’Connor L.O. 15.2 Skill Level: Apply What You Know Topic: Interest Groups

75.

Public interest groups engage primarily in grassroots lobbying, whereas business groups focus mainly on direct lobbying of government officials. Answer: FALSE Page Reference: pp. 455–458 A-head: Roots of the American Interest Group System Learning Objective: O’Connor L.O. 15.1 Skill Level: Apply What You Know Topic: Interest Groups

 Fill-in-the-Blank Questions -494-

76.

In __________, James Madison expressed concerns about the harmful effects of factions. Answer: Federalist No. 10 Page Reference: pp. 458–464 A-head: The Development of American Interest Groups Learning Objective: O’Connor L.O. 15.2 Skill Level: Remember the Facts Topic: Interest Groups

77.

__________ are organizations that seek to influence public policy. Answer: Interest groups Page Reference: pp. 455–458 A-head: Roots of the American Interest Group System Learning Objective: O’Connor L.O. 15.1 Skill Level: Remember the Facts Topic: Interest Groups

78.

The __________ problem occurs when people fail to join a group because they can receive the benefits the group offers without contributing to the group’s efforts. Answer: free rider or collective action Page Reference: pp. 470–474 A-head: What Makes Interest Groups Successful? Learning Objective: O’Connor L.O. 15.4 Skill Level: Remember the Facts Topic: Interest Groups

79.

__________ refers to communicating with government officials to persuade them to support a particular policy decision. Answer: Lobbying Page Reference: pp. 464–470 A-head: What Do Interest Groups Do? Learning Objective: O’Connor L.O. 15.3 Skill Level: Remember the Facts Topic: Interest Groups

80.

As discussed in Madison’s Federalist No. 10, a(n) __________ is a group of individuals concerned more with their self-interest than with the rights of individuals outside the group or with the needs of society as a whole. Answer: faction Page Reference: pp. 464–470 A-head: The Development of American Interest Groups Learning Objective: O’Connor L.O. 15.3 -495-

Skill Level: Remember the Facts Topic: Interest Groups 81.

According to the theory of __________, political power is distributed across a wide range of diverse and competing interest groups. Answer: pluralism Page Reference: pp. 455–458 A-head: Roots of the American Interest Group System Learning Objective: O’Connor L.O. 15.1 Skill Level: Remember the Facts Topic: Interest Groups

82.

As described in the box entitled “The Living Constitution,” freedom of association is guaranteed in the __________ Amendment to the Constitution. Answer: First Page Reference: pp. 464–470 A-head: What Do Interest Groups Do? Learning Objective: O’Connor L.O. 15.3 Skill Level: Remember the Facts Topic: Interest Groups

83.

An environmental group works to pass legislation that would decrease air pollution. But an individual would probably not contribute to that group, especially if he/she could enjoy the benefits of breathing clean air without participating in the group’s campaign. This is an example of the __________ problem. Answer: free rider or collective action Page Reference: pp. 470–474 A-head: What Makes Interest Groups Successful? Learning Objective: O’Connor L.O. 15.4 Skill Level: Understand the Concepts Topic: Interest Groups

84.

One way that interest groups can influence court cases they are interested in is by filing a(n) __________. Answer: amicus curiae or friend of the court brief Page Reference: pp. 464–470 A-head: What Do Interest Groups Do? Learning Objective: O’Connor L.O. 15.3 Skill Level: Understand the Concepts Topic: Interest Groups

85.

One function of __________ is to provide legislators with information about an interest group’s position on a specific bill or issue.

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Answer: lobbyists Page Reference: pp. 464–470 A-head: What Do Interest Groups Do? Learning Objective: O’Connor L.O. 15.3 Skill Level: Understand the Concepts Topic: Interest Groups 86.

Common Cause, an organization that pushes for openness and fairness in government, is an example of a(n) __________ group. Answer: public interest Page Reference: pp. 455–458 A-head: Roots of the American Interest Group System Learning Objective: O’Connor L.O. 15.1 Skill Level: Understand the Concepts Topic: Interest Groups

87.

An interest group holding a demonstration outside the White House is an example of __________. Answer: grassroots or outside lobbying Page Reference: pp. 464–470 A-head: What Do Interest Groups Do? Learning Objective: O’Connor L.O. 15.3 Skill Level: Understand the Concepts Topic: Interest Groups

88.

An interest group seeking to influence the rule-making process would most likely lobby the __________ branch of the federal government. Answer: executive Page Reference: pp. 464–470 A-head: What Do Interest Groups Do? Learning Objective: O’Connor L.O. 15.3 Skill Level: Apply What You Know Topic: Interest Groups

89.

One of two states with the highest union membership in the United States is __________. Answer: Alaska or New York Page Reference: pp. 464–470 A-head: What Do Interest Groups Do? Learning Objective: O’Connor L.O. 15.3 Skill Level: Apply What You Know Topic: Interest Groups

90.

Given that members of Congress often lack technical expertise in particular policy areas, they depend on lobbyists to supply them with __________. -497-

Answer: information Page Reference: pp. 464–470 A-head: What Do Interest Groups Do? Learning Objective: O’Connor L.O. 15.3 Skill Level: Apply What You Know Topic: Interest Groups

 Short Answer Questions 91.

Explain the difference between grassroots/outside lobbying and lobbying members of Congress directly. Answer: An ideal response will: 1. Describe grassroots/outside lobbying as a technique that places pressure on elected officials using group members and/or general public opinion. 2. Provide at least one example of grassroots/outside lobbying: petitions, letterwriting campaigns, protests and demonstrations, and/or use of the mass media. 3. Explain the main difference between grassroots and direct lobbying, which is that grassroots lobbying relies on public/external pressure and does not require inside access, whereas direct lobbying of members of Congress depends on building personal relationships with congressional members and does require groups to gain inside access. Page Reference: pp. 464–470 A-head: What Do Interest Groups Do? Learning Objective: O’Connor L.O. 15.3 Skill Level: Understand the Concepts Topic: Interest Groups

92.

Discuss the role of interest groups in elections, keeping in mind the information shown in Figure 15.2. Answer: An ideal response will: 1. Explain that influencing elections is important to many interest groups as a way to get candidates elected who are friendly to their policy positions. 2. Describe one or more specific ways that interest groups influence elections, such as by endorsing candidates, by providing volunteers, or through campaign contributions. Page Reference: pp. 464–470 A-head: What Do Interest Groups Do? Learning Objective: O’Connor L.O. 15.3 Skill Level: Understand the Concepts Topic: Interest Groups

-498-

93.

How do interest groups seek to influence the executive branch, and what goals do they pursue in doing so? Answer: An ideal response will: 1. Explain that groups can lobby the president, White House staff, and/or specific bureaucratic agencies. 2. Describe the major techniques that groups use, such as issuing reports and offering testimony at administrative hearings. 3. Describe one or more objectives of interest groups in lobbying the executive branch, including either tightening or loosening regulations, influencing statutory interpretations by agencies, and influencing agency budgets. Page Reference: pp. 464–470 A-head: What Do Interest Groups Do? Learning Objective: O’Connor L.O. 15.3 Skill Level: Understand the Concepts Topic: Interest Groups

94.

Referring to the examples in Table 15.1, distinguish between public interest groups and economic groups and provide examples of each. Answer: An ideal response will: 1. Describe public interest groups as groups that seek collective goods or to provide benefits for society as a whole. 2. Describe economic groups as groups that represent the interests of particular firms or businesses within an industry. 3. Provide one or more examples of actual public interest groups. 4. Provide one or more examples of actual economic groups, such as specific corporations or trade associations. Page Reference: pp. 455–458 A-head: Roots of the American Interest Group System Learning Objective: O’Connor L.O. 15.1 Skill Level: Understand the Concepts Topic: Interest Groups

95.

What is the free rider/collective action problem? Describe one way that an interest group can overcome this problem. Answer: An ideal response will: 1. Explain that the free rider/collective action problem occurs when individuals can receive the benefits of collective action without having to contribute to the effort. As a result, they have no incentive to participate. 2. Describe one way that an interest group can overcome this problem, such as by providing material benefits or other incentives to members. These benefits can be reserved to those who contribute, thus creating an incentive for individuals to join the group. -499-

Page Reference: pp. 470–474 A-head: What Makes Interest Groups Successful? Learning Objective: O’Connor L.O. 15.4 Skill Level: Understand the Concepts Topic: Interest Groups 96.

Discuss the advantages of contributing to a political action committee (PAC) over making an individual contribution to a political candidate. Answer: An ideal response will: 1. Explain that PACs combine several individual contributions, resulting in a larger total contribution to a candidate than what one individual could do alone. 2. Note that because PAC contributions are larger, they tend to attract more attention from members of Congress. Page Reference: pp. 464–470 A-head: What Do Interest Groups Do? Learning Objective: O’Connor L.O. 15.3 Skill Level: Apply What You Know Topic: Interest Groups

97.

Discuss the role of political action committees (PACs) in terms of their influence on elections and the extent to which they shape government policy. Answer: An ideal response will: 1. Note that PACs are a significant component to the election campaigns of most members of Congress. As a result, they are highly influential in elections. 2. Discuss the effects that PAC contributions have on the day-to-day activities of elected officials. PACs are able to gain access, but not necessarily secure favorable votes, in return for their contributions. Page Reference: pp. 464–470 A-head: What Do Interest Groups Do? Learning Objective: O’Connor L.O. 15.3 Skill Level: Apply What You Know Topic: Interest Groups

98.

According to the theory of pluralism, what role do interest groups play in shaping government policy? Does the theory assume that one set of interests dominates over others in this process? Answer: An ideal response will: 1. Explain that pluralism is based on the notion that government is heavily influenced by the demands of interest groups. 2. Discuss the process by which groups compete with each other. Given that the political system is open, groups are able to form and compete with one another, and government decisions reflect the balance of competing interests. -500-

3. Note that the theory does not assume that one set of interests is always dominant; the political system is presumed to be open to all kinds of interests. Page Reference: pp. 455–458 A-head: Roots of the American Interest Group System Learning Objective: O’Connor L.O. 15.1 Skill Level: Apply What You Know Topic: Interest Groups 99.

Discuss the relationship between lobbyists and members of Congress in terms of what each offers the other. Answer: An ideal response will: 1. Explain that lobbyists seek to gain access to and the support of members of Congress on key legislation. 2. Explain that members of Congress grant access to lobbyists because lobbyists provide them with campaign contributions and can offer them technical expertise and information on issues they may be unfamiliar with. Page Reference: pp. 464–470 A-head: What Do Interest Groups Do? Learning Objective: O’Connor L.O. 15.3 Skill Level: Apply What You Know Topic: Interest Groups

100.

Discuss Madison’s views on factions, as expressed in Federalist No. 10, and how he would respond to the tremendous growth in the number of interest groups actively lobbying in Washington, D.C., over the past several decades. Answer: An ideal response will: 1. Explain that Madison was distrustful of factions, defined as groups pursuing their own interest at the expense of the broader public good. 2. Explain that Madison believed that factions must be allowed, but that government could be designed so that no single faction becomes too dominant. 3. Provide a logical position that Madison might take in light of the preceding points. For instance, he would likely be disheartened by the proliferation of groups, but still adamant that they should be able to exist. Page Reference: pp. 458–464 A-head: The Development of American Interest Groups Learning Objective: O’Connor L.O. 15.2 Skill Level: Apply What You Know Topic: Interest Groups

101.

The theory of pluralism assumes that government policy reflects the balance of competing interest groups. What are the strengths and weaknesses of this theory? Answer: An ideal response will: -501-

1. Identify one or more strengths of pluralism, such as the fact that the theory highlights the importance of interest groups in policy making and explains the dynamics of interest group competition. 2. Identify one or more weaknesses of pluralism, including the fact that groups do not always form in response to grievances and that wealthy interests tend to predominate. Page Reference: pp. 458–464 A-head: The Development of American Interest Groups Learning Objective: O’Connor L.O. 15.2 Skill Level: Analyze It Topic: Interest Groups 102.

Studies have shown that political action committees (PACs) contribute disproportionately to incumbent candidates. Why do PACs pursue this strategy in their campaign contributions? Are there any potential drawbacks? Answer: An ideal response will: 1. Explain that PACs are strategic in how they invest their funds; they want to get the most impact out of their contributions. 2. Note that incumbent candidates are more likely to win, so groups that donate to PACs are more likely to gain access to elected officials after the election. 3. Explain one or more drawbacks to this strategy, including the possibility that the challenger will win and groups will not have the same type of access to the newly elected officials. Page Reference: pp. 464–470 A-head: What Do Interest Groups Do? Learning Objective: O’Connor L.O. 15.3 Skill Level: Analyze It Topic: Interest Groups

103.

What types of organizations engage in grassroots/outside lobbying, and why do they do so? Why is grassroots lobbying effective? Answer: An ideal response will: 1. Note that all kinds of organizations use this tactic, though public interest groups engage in grassroots lobbying more often. 2. Provide a logical reason to explain why a group might use this tactic, such as when a group is working on a particularly pressing issue or is unable to gain direct access to lawmakers. 3. Explain that grassroots lobbying places pressure on elected officials via public opinion, and elected officials are known to respond to public opinion. Page Reference: pp. 464–470 A-head: What Do Interest Groups Do? Learning Objective: O’Connor L.O. 15.3 Skill Level: Analyze It -502-

Topic: Interest Groups 104.

Why has the government attempted to regulate lobbyist activity? Discuss some recent reform efforts and identify some of the gaps that remain in disclosure of lobbying activity. Answer: An ideal response will: 1. Explain how the government attempted to regulate lobbyist activity because Americans believed the Congressional votes could be bought. 2. Describe the Lobbying Disclosure Act and the Honest Leadership, Open Government Act of 2007, and Ethics in Government Act. 3. Explain how Honest Leadership and Open Government Act of 2007 only applied to private lobbyists. 4. Explain how there are not many regulations on interest group participation before the Supreme Court. Page Reference: pp. 474–476 A-head: Toward Reform: Regulating Interest Groups and Lobbyists Learning Objective: O’Connor L.O. 15.5 Skill Level: Analyze It Topic: Interest Groups

105.

Why do small groups have an organizational advantage over large groups in terms of their ability to enroll potential members? Answer: An ideal response will: 1. Define potential members as individuals who stand to benefit from the activities of an interest group. 2. Note that interest groups must deal with the free rider problem, whereby potential members may fail to join a group because they can get the benefit sought by the group without contributing to the effort. 3. Explain that small organizations have an advantage because any individual’s share of the collective good may be great enough to make it rational for him or her to join. Page Reference: pp. 470–474 A-head: What Makes Interest Groups Successful? Learning Objective: O’Connor L.O. 15.4 Skill Level: Analyze It Topic: Interest Groups

 Essay Questions 106.

Describe the evolution of the interest group system in American politics since the beginning of the twentieth century. Answer: An ideal response will:

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1. Discuss the growth and increasing importance of interest groups in American politics. 2. Point to trends in the evolution of specific types of groups, including the rise of labor unions in the early twentieth century and the explosion of public interest groups since the 1960s. 3. Discuss the increasing importance of interest group involvement in campaigns through political action committees. 4. Note that despite the huge growth in all types of interest groups, business interests continue to outnumber other types of groups in terms of their lobbying presence in Washington, D.C. Page Reference: pp. 458–464 A-head: The Development of American Interest Groups Learning Objective: O’Connor L.O. 15.2 Skill Level: Apply What You Know Topic: Interest Groups 107.

You are the leader of a student organization working to pass federal legislation that would increase financial aid to college students. What specific strategies could you employ to overcome the free rider/collective action problem in order to build your organization and increase your political clout? Answer: An ideal response will: 1. Describe the free rider problem as a situation in which individuals can benefit from the group effort without having to contribute to it. As a result, individuals have no incentive to join the group. 2. Identify what kinds of individuals would be likely to free ride in this case: college students who receive or are eligible to receive financial aid. 3. Explain one or more tactics that could be used to convince these students to join the organization. To overcome the free rider problem, the group must offer some kind of incentive—material or otherwise—that is given only to group members. Page Reference: pp. 470–474 A-head: What Makes Interest Groups Successful? Learning Objective: O’Connor L.O. 15.4 Skill Level: Apply What You Know Topic: Interest Groups

108.

In Federalist No. 10, Madison expressed concerns about what he called “factions.” What are some examples of modern-day factions, and is it true that these factions pursue their selfinterest at the expense of the broader public interest, as Madison assumed? Answer: An ideal response will: 1. Explain Madison’s views about factions, which he defined as groups pursuing their self-interest at the expense of the broader public good. 2. Provide multiple of examples of modern-day groups that would be considered factions, such as specific interest groups, political action committees (PACs), or even political parties. -504-

3. Explain what goals each “faction” pursues and evaluate whether the group’s activities work against the public good. Page Reference: pp. 458–464; 465–469 A-head: The Development of American Interest Groups; What Do Interest Groups Do? Learning Objective: O’Connor L.O. 15.2; 15.3 Skill Level: Apply What You Know Topic: Interest Groups 109.

In recent years, political action committee (PAC) contributions have become increasingly important in federal elections. In light of the influence of PAC money on elections and policy making, is this trend a sign of a healthy democracy, or is it a troubling development? Answer: An ideal response will: 1. Explain what a PAC is: an organization that collects contributions from multiple individuals and distributes them to political candidates. 2. Discuss the rise of PACs since the 1970s and provide examples of specific PACs. 3. Explain and evaluate some of the implications of PACs for elections, including the fact that most congressional candidates depend on PAC money to get elected and the fact that PACs contribute disproportionately to incumbents. 4. Discuss and evaluate the influence of PACs on policy making, including the fact that PACs gain access to elected officials but are not guaranteed influence. 5. Articulate a position regarding whether PACs are good or bad for democratic governance, based on the influence of PACs on elections and policy making. Page Reference: pp. 464–470 A-head: What Do Interest Groups Do? Learning Objective: O’Connor L.O. 15.3 Skill Level: Analyze It Topic: Interest Groups

110.

Does pluralism or transactions theory provide a more accurate representation of the interest group system today? Answer: An ideal response will: 1. Describe pluralism as a theory that assumes that political power is distributed among a wide range of diverse and competing interests. 2. Describe the major assumption of transactions theory, which is that public policies are the result of narrowly defined exchanges among political actors. 3. Explain how transactions theory contrasts with pluralism: given that those individuals with more time and money have lower transaction costs, they are more likely to be politically active, thus creating bias in the interest group system. 4. Argue which theory is a more accurate representation of interest group politics today, providing one or more examples of actual interest groups as support. Page Reference: pp. 455–458 A-head: Roots of the American Interest Group System Learning Objective: O’Connor L.O. 15.1 -505-

Skill Level: Analyze It Topic: Interest Groups

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16 Domestic Policy  Multiple-Choice Questions 1.

The Affordable Care Act, colloquially known as Obamacare, deals primarily with what policy area? a. education b. health care c. welfare d. economics e. criminal justice Answer: b Page Reference: pp. 483–495 A-head: Roots of Domestic Policy in the United States Learning Objective: O’Connor L.O. 16.1 Skill Level: Remember the Facts Topic: Social Policy

The American Recovery and Reinvestment Plan aimed to do which of the following? a. eliminate jobs in the financial sector b. close underperforming schools c. supplement education programming at the state level d. refinance the national debt e. reduce salaries Answer: c Page Reference: pp. 502–506 A-head: Education Policy Today Learning Objective: O’Connor L.O. 16.3 Skill Level: Remember the Facts Topic: Social Policy

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Who was John Dewey? a. a mid-level bureaucrat who guided education policy in the late nineteenth century b. a high-level bureaucrat who guided education policy in the late nineteenth century c. a philanthropist who guided education policy in the late nineteenth century d. an education reform advocate in the late nineteenth century e. a Vermont senator and education reform advocate in the 19th century Answer: d Page Reference: pp. 483–495 A-head: Roots of Domestic Policy in the United States Learning Objective: O’Connor L.O. 16.1 Skill Level: Remember the Facts Topic: Social Policy

Medicare is a program in which policy area? a. welfare policy b. health policy c. education policy d. environmental policy e. foreign policy Answer: b Page Reference: pp. 495–502 A-head: Health Policy Today Learning Objective: O’Connor L.O. 16.2 Skill Level: Remember the Facts Topic: Social Policy

Which of the following is a supplement to Social Security? a. Medicaid b. No Child Left Behind c. Medicare d. Temporary Assistance for Needy Families e. Elementary and Secondary Education Act Answer: c Page Reference: pp. 495–502 A-head: Health Policy Today Learning Objective: O’Connor L.O. 16.2 Skill Level: Remember the Facts Topic: Social Policy

How many coverage components does Medicare have? a. 1 -508-

b. 2 c. 3 d. 4 e. 5 Answer: d Page Reference: pp. 495–502 A-head: Health Policy Today Learning Objective: O’Connor L.O. 16.2 Skill Level: Remember the Facts Topic: Social Policy 7.

Medicare and Medicaid generally fall within which policy area? a. education b. criminal justice c. welfare d. health care e. environmental protection Answer: d Page Reference: pp. 483–495 A-head: Roots of Domestic Policy in the United States Learning Objective: O’Connor L.O. 16.1 Skill Level: Remember the Facts Topic: Social Policy

Medicare is aimed at what group of people? a. children b. business owners c. people over sixty-five, or disabled d. the poor e. college students Answer: c Page Reference: pp. 495–502 A-head: Health Policy Today Learning Objective: O’Connor L.O. 16.2 Skill Level: Remember the Facts Topic: Social Policy

What period of U.S. history marked a clear change in the federal government’s role in domestic policy making? a. the 1930s b. the 1960s c. Watergate -509-

d. the Reagan administration e. the Great Society Answer: a Page Reference: pp. 483–495 A-head: Roots of Domestic Policy in the United States Learning Objective: O’Connor L.O. 16.1 Skill Level: Remember the Facts Topic: Social Policy 10.

Which element of policy making is government recognition that a problem is worthy of intervention? a. agenda setting b. agenda adoption c. policy formation d. policy implementation e. policy evaluation Answer: a Page Reference: pp. 483–495 A-head: Roots of Domestic Policy in the United States Learning Objective: O’Connor L.O. 16.1 Skill Level: Remember the Facts Topic: Social Policy

11.

What percentage of taxpayers believe that the Affordable Care Act will improve the health care system? a. 30% b. 40% c. 50% d. 60% e. 70% Answer: a Page Reference: pp. 495–502 A-head: Health Policy Today Learning Objective: O’Connor L.O. 16.2 Skill Level: Remember the Facts Topic: Social Policy

12.

What percentage of Americans account for most healthcare expenditures? a. 10% b. 25% c. 30% d. 40% -510-

e. 50% Answer: a Page Reference: pp. 495–502 A-head: Health Policy Today Learning Objective: O’Connor L.O. 16.2 Skill Level: Remember the Facts Topic: Social Policy 13.

The Framers of the Constitution created a decentralized policy-making process with powers shared by Congress, the president, the courts, and the __________? a. political parties b. dedicated special-interest groups c. large land holders d. legislative think tanks e. states Answer: e Page Reference: pp. 483–495 A-head: Roots of Domestic Policy in the United States Learning Objective: O’Connor L.O. 16.1 Skill Level: Remember the Fact Topic: Social Policy

14.

Which president helped to create modern welfare policy in the United States? a. Dwight Eisenhower b. Franklin Roosevelt c. Jimmy Carter d. Ronald Reagan e. Theodore Roosevelt Answer: b Page Reference: pp. 483–495 A-head: Roots of Domestic Policy in the United States Learning Objective: O’Connor L.O. 16.1 Skill Level: Remember the Facts Topic: Social Policy

15.

Students graduate from college with an average debt of __________. a. $5000 b. $7800 c. $11,400 d. $23,000 e. $42,000 -511-

Answer: d Page Reference: pp. 502–506 A-head: Education Policy Today Learning Objective: O’Connor L.O. 16.3 Skill Level: Remember the Facts Topic: Social Policy 16.

Which of the following pieces of legislation is most likely to ensure that people have health insurance? a. the Affordable Care Act b. the Social Security Act c. Medicare d. Medicaid e. the American Recovery and Reinvestment Act Answer: a Page Reference: pp. 495–502 A-head: Health Policy Today Learning Objective: O’Connor L.O. 16.2 Skill Level: Remember the Facts Topic: Social Policy

17.

According to Figure 16.2 which of the following categories has the highest level of expenditures when it comes to health care? a. hospital care b. physician/clinical services c. home health care d. prescription drugs e. nursing care facilities Answer: a Page Reference: pp. 495–502 A-head: Health Policy Today Learning Objective: O’Connor L.O. 16.2 Skill Level: Remember the Facts Topic: Social Policy

18.

Which decade is referred to as the “environmental decade?” a. 1950s b. 1960s c. 1970s d. 1980s e. 1990s

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Answer: c Page Reference: pp. 483–495 A-head: Roots of Domestic Policy in the United States Learning Objective: O’Connor L.O. 16.1 Skill Level: Remember the Facts Topic: Social Policy 19.

Which state in 2002 took the initiative to reduce greenhouse gas emissions? a. Alabama b. Mississippi c. New Mexico d. Nevada e. California Answer: e Page Reference: pp. 506–511 A-head: Energy and Environmental Policy Today Learning Objective: O’Connor L.O. 16.4 Skill Level: Remember the Facts Topic: Social Policy

20.

Which of the following pieces of legislation represents an attempt by the federal government to help states with education costs? a. the American Recovery and Reinvestment Act b. the Social Security Act c. the Affordable Care Act d. the Elementary and Secondary Education Act e. the No Child Left Behind Act Answer: a Page Reference: pp. 502–506 A-head: Education Policy Today Learning Objective: O’Connor L.O. 16.3 Skill Level: Understand the Concepts Topic: Social Policy

21.

Which of these was a consequence of the Race to the Top initiative? a. States have begun to adopt a common core curriculum. b. The unemployment rate has steadily declined. c. The federal government has stopped spending money to curb inflation. d. Several new banks have emerged. e. The federal government has left the financial markets to regulate themselves. Answer: a Page Reference: pp. 502–506 -513-

A-head: Education Policy Today Learning Objective: O’Connor L.O. 16.3 Skill Level: Understand the Concept Topic: Social Policy 22.

The Supreme Court’s landmark decision in Brown v. Board of Education(1954) ruled that separate educational facilities for black and white students were __________. a. inherently unequal b. acceptable if equal money per pupil were spent by states c. equal under the law d. a choice for states to make e. acceptable if sanctioned by the Department of Education Answer: a Page Reference: pp. 483–495 A-head: Roots of Domestic Policy in the United States Learning Objective: O’Connor L.O. 16.1 Skill Level: Understand the Concepts Topic: Social Policy

23.

Which is a subset of the other? a. Domestic policy is a subset of public policy. b. Public policy is a subset of domestic policy. c. United States welfare policy is a subset of Health and Human Services. d. State courts are a subset of federal courts. e. County roads are a subset of the Federal Highway System. Answer: a Page Reference: pp. 483–495 A-head: Roots of Domestic Policy in the United States Learning Objective: O’Connor L.O. 16.1 Skill Level: Understand the Concepts Topic: Social Policy

24.

Which of these resulted from President Roosevelt’s New Deal? a. The federal government cut Social Security benefits because it lacked adequate funds. b. The federal government created Social Security and Aid to Families with Dependent Children. c. The states assumed new responsibilities for the management of national economic matters. d. The federal government devolved responsibility for solving the economic crisis to the states. e. The federal government took a laissez-faire approach when dealing with economic matters.

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Answer: b Page Reference: pp. 483–495 A-head: Roots of Domestic Policy in the United States Learning Objective: O’Connor L.O. 16.1 Skill Level: Understand the Concepts Topic: Social Policy 25.

Why is the federal government involved in education? a. Several presidents have pushed for public education reform. b. The federal government felt that states were failing at this. c. The federal government felt that local governments were failing in this arena. d. Private schools now outnumber public schools in the United States. e. To push U.S. student performance in math and science ahead of every other developed nation. Answer: a Page Reference: pp. 502–506 A-head: Education Policy Today Learning Objective: O’Connor L.O. 16.3 Skill Level: Understand the Concepts Topic: Social Policy

26.

Crises such as Hurricane Katrina or the 2008 financial collapse often result in which action? a. agenda setting b. agenda adoption c. policy formulation d. policy implementation e. policy evaluation Answer: a Page Reference: pp. 483–495 A-head: Roots of Domestic Policy in the United States Learning Objective: O’Connor L.O. 16.1 Skill Level: Understand the Concepts Topic: Social Policy

27.

Which of the following is true in the United States of how government handles ensuring health care to the poor and the elderly? a. Medicare provides health care to the poor, and Medicaid provides health care to the elderly. b. Medicare provides health care to the elderly, and Medicaid provides health care to the poor. c. Medicare and Medicaid provide health care to all Americans regardless of wealth or age. d. Medicare replaced Medicaid in order to provide health care to poor people as well as the elderly. -515-

e. Medicaid replaced Medicare in order to provide health care to poor people as well as the elderly. Answer: b Page Reference: pp. 495–502 A-head: Health Policy Today Learning Objective: O’Connor L.O. 16.2 Skill Level: Understand the Concept Topic: Social Policy 28.

What political movement led to reforms in response to the industrial revolution in the United States? a. Communism b. Progressivism c. Socialism d. Creationism e. Capitalism Answer: b Page Reference: pp. 483–495 A-head: Roots of Domestic Policy in the United States Learning Objective: O’Connor L.O. 16.1 Skill Level: Understand the Concepts Topic: Social Policy

29.

Which of the following provides one explanation for why Medicare costs have risen in recent years? a. People now are in better health than were people in the past. b. People rely on their own private insurance to supplement Medicare. c. Most people on Medicare also receive Medicaid benefits. d. Doctors charge less for many services than they did in the past. e. People live longer today than they did in the past. Answer: e Page Reference: pp. 495–502 A-head: Health Policy Today Learning Objective: O’Connor L.O. 16.2 Skill Level: Understand the Concepts Topic: Social Policy

30.

Which of the following is true of the federal government’s role in education? a. The federal government never plays a role in education. b. The federal government is the primary governmental level involved in education. c. The federal government has only been involved in education since the year 2000. d. The federal government takes over underperforming schools. -516-

e. The federal government addresses issues of inequality and ensures that standards are met. Answer: e Page Reference: pp. 502–506 A-head: Education Policy Today Learning Objective: O’Connor L.O. 16.3 Skill Level: Understand the Concepts Topic: Social Policy 31.

Students in the United States typically __________. a. perform better on both math and science tests than students in other countries b. perform equally on math and science tests compared to students in other countries c. perform worse on both math and science tests than students in many other countries d. perform better on math tests but worse on science tests compared to students in other countries e. perform better on science tests but worse on math tests compared to students in other countries Answer: c Page Reference: pp. 502–506 A-head: Education Policy Today Learning Objective: O’Connor L.O. 16.3 Skill Level: Understand the Concepts Topic: Social Policy

32.

Which of the following is true of Social Security benefits? a. Benefits under Medicare Part A are automatic when a person qualifies for Social Security. b. Benefits under Medicare Part B are automatic when a person qualifies for Social Security. c. Benefits under Medicare Part D are automatic when a person qualifies for Social Security. d. Benefits under Medicare Part A, B, and C are automatic when a person qualifies for Social Security. e. Benefits must be requested and are never automatic. Answer: a Page Reference: pp. 495–502 A-head: Health Policy Today Learning Objective: O’Connor L.O. 16.2 Skill Level: Understand the Concepts Topic: Social Policy

33.

What is the function of Medicaid? a. federal funding of state medical programs b. state funding of federal medical programs c. subsidized medical care for the poor d. a supplement for Medicare -517-

e. prescription drug plan for Medicare Answer: c Page Reference: pp. 495–502 A-head: Health Policy Today Learning Objective: O’Connor L.O. 16.2 Skill Level: Understand the Concepts Topic: Social Policy 34.

Which program is one of the first entitlement programs created under the New Deal? a. food stamps b. Social Security c. Medicaid d. Temporary Assistance for Needy Families e. Medicare Answer: b Page Reference: pp. 483–495 A-head: Roots of Domestic Policy in the United States Learning Objective: O’Connor L.O. 16.1 Skill Level: Understand the Concepts Topic: Social Policy

35.

Which is true of crises? a. They can create momentum for an issue. b. They often bring down presidencies. c. They often lead to political realignment. d. Crises are often good for the economy. e. They do not affect presidents in the long term. Answer: a Page Reference: pp. 483–495 A-head: Roots of Domestic Policy in the United States Learning Objective: O’Connor L.O. 16.1 Skill Level: Understand the Concepts Topic: Social Policy

36.

Which of the following is most accurate about Social Security? a. Social Security will eventually be replaced by a private system. b. Social Security qualification triggers Medicaid participation. c. Qualification for Medicare results in nearly automatic Social Security payments. d. Social Security is expected to be financially stable for the next 100 years. e. Social Security qualification triggers Medicare Part A. Answer: e -518-

Page Reference: pp. 483–495 A-head: Roots of Domestic Policy in the United States Learning Objective: O’Connor L.O. 16.1 Skill Level: Understand the Concepts Topic: Social Policy 37.

The publication of Rachel Carson’s Silent Spring focused the nation’s attention on which of the following? a. recreational areas b. environmental damage from toxic and hazardous wastes c. water shortages d. sinkholes e. noise pollution from airports near populated areas Answer: b Page Reference: pp. 483–495 A-head: Roots of Domestic Policy in the United States Learning Objective: O’Connor L.O. 16.1 Skill Level: Understand the Concepts Topic: Social Policy

38.

Which of the following is true of gas prices and gas taxes in the United States in comparison to the United Kingdom, Germany, and France? a. Both gas prices and gas taxes are higher in the United States than in the United Kingdom, Germany, and France. b. Both gas prices and gas taxes are lower in the United States than in the United Kingdom, Germany, and France. c. Gas prices are higher in the United States than in the United Kingdom, Germany, and France, but gas taxes are lower. d. Gas taxes are higher in the United States than in the United Kingdom, Germany, and France, but gas prices are lower. e. The United States has similar gas prices and gas taxes compared to the United Kingdom, Germany, and France. Answer: b Page Reference: pp. 506–511 A-head: Energy and Environmental Policy Today Learning Objective: O’Connor L.O. 16.4 Skill Level: Understand the Concepts Topic: Social Policy

39.

The United States consumes __________ percent of the world’s oil, while only containing __________ percent of the world’s oil reserves. a. 15/5 b. 18/10 -519-

c. 20/2 d. 25/3 e. 25/20 Answer: c Page Reference: pp. 506–511 A-head: Energy and Environmental Policy Today Learning Objective: O’Connor L.O. 16.4 Skill Level: Apply What You Know Topic: Social Policy 40.

Which is an argument in favor of federal involvement in public policy? a. The states have a long-standing tradition of extending rights to citizens. b. The states are often viewed as laboratories of democracy. c. The federal government can best deal with some problems or matter of concern. d. Federal legislation often increases inequality. e. Federal power is usually transferred to the states. Answer: c Page Reference: pp. 483–495 A-head: Roots of Domestic Policy in the United States Learning Objective: O’Connor L.O. 16.1 Skill Level: Apply What You Know Topic: Social Policy

41.

President Theodore Roosevelt embraced which policy area? a. conservation b. education c. military reform d. civil rights e. science funding Answer: a Page Reference: pp. 483–495 A-head: Roots of Domestic Policy in the United States Learning Objective: O’Connor L.O. 16.1 Skill Level: Apply What You Know Topic: Social Policy

42.

Health care costs in the United States __________. a. have lowered dramatically in the last few years b. have risen dramatically in the last few years c. have risen slowly in the last few years d. are influenced by science research funding e. reflect the excellence of U.S. health care -520-

Answer: b Page Reference: pp. 483–495 A-head: Roots of Domestic Policy in the United States Learning Objective: O’Connor L.O. 16.1 Skill Level: Apply What You Know Topic: Social Policy 43.

Under which of the following conditions would increasing the age at which people become eligible for Medicare make sense? a. if life expectancy decreases b. if life expectancy increases c. if Medicaid expands to include a greater number of people d. if the Affordable Care Act, colloquially known as Obamacare, is repealed e. if the Affordable Care Act, colloquially known as Obamacare, is strengthened Answer: b Page Reference: pp. 495–502 A-head: Health Policy Today Learning Objective: O’Connor L.O. 16.2 Skill Level: Apply What You Know Topic: Social Policy

44.

Which was used as evidence in support of the Affordable Care Act? a. Private insurance companies are adequate for providing health care coverage to most Americans. b. Uninsured Americans have access to health care because hospitals are required to treat patients with life-threatening conditions. c. Health care costs have risen substantially over the past few decades. d. Health care costs have remained stable over the past few decades. e. Health care costs have declined over the past few decades. Answer: c Page Reference: pp. 483–495 A-head: Roots of Domestic Policy in the United States Learning Objective: O’Connor L.O. 16.1 Skill Level: Apply What You Know Topic: Social Policy

45.

Which explains why the federal government has been involved in problem solving, following disasters like Hurricane Katrina? a. The federal government has jurisdiction in these situations. b. The federal government doesn't trust the states to handle disasters. c. The federal government is more knowledgeable about the areas in which disasters occur. d. The federal government has the resources to deal with disaster situations. -521-

e. The federal government has the ability to prevent the states from creating public policy. Answer: d Page Reference: pp. 483–495 A-head: Roots of Domestic Policy in the United States Learning Objective: O’Connor L.O. 16.1 Skill Level: Apply What You Know Topic: Social Policy 46.

What do Medicare, Medicaid, and Social Security have in common? a. They are all health care programs. b. They are all entitlement programs. c. They all provide financial assistance to senior citizens only. d. They all provide food stamps to people in poverty. e. They all provide small business loans to get the poor out of poverty. Answer: b Page Reference: pp. 483–495 A-head: Roots of Domestic Policy in the United States Learning Objective: O’Connor L.O. 16.1 Skill Level: Apply What You Know Topic: Social Policy

47.

Which statement most closely reflects a laissez-faire attitude? a. The federal government should intervene to bail out business owners. b. The federal government should work with state governments to help business owners. c. The federal government should provide loans to assist business owners with environmental cleanup. d. The federal government should not intervene, trusting in the market to balance itself. e. The federal government should only assist manufacturers who request environmental or financial assistance. Answer: d Page Reference: pp. 483–495 A-head: Roots of Domestic Policy in the United States Learning Objective: O’Connor L.O. 16.1 Skill Level: Apply What You Know Topic: Social Policy

48.

Entitlement programs such as Social Security and Aid to Families with Dependent Children led to which of the following over time? a. getting the poor out of poverty b. helping to ensure equality in public school funding c. helping to provide income to low-earning households d. expansion to provide financial aid to poor college students -522-

e. expansion of the federal role in domestic policy Answer: e Page Reference: pp. 483–495 A-head: Roots of Domestic Policy in the United States Learning Objective: O’Connor L.O. 16.1 Skill Level: Apply What You Know Topic: Social Policy 49.

What is the major source of electrical power in the United States? a. coal b. oil c. natural gas d. nuclear power e. hydroelectric power Answer: a Page Reference: pp. 506–511 A-head: Energy and Environmental Policy Today Learning Objective: O’Connor L.O. 16.4 Skill Level: Remember the Facts Topic: Social Policy

50.

Which of the following, if true, demonstrates how policy making is decentralized in the United States? a. The United States has a unitary form of government. b. Congressional power often trumps state power. c. The states have authority over policy making in areas such as education. d. The federal government is responsible for Medicare and Medicaid. e. State powers are not enumerated in the Constitution. Answer: c Page Reference: pp. 483–495 A-head: Roots of Domestic Policy in the United States Learning Objective: O’Connor L.O. 16.1 Skill Level: Apply What You Know Topic: Social Policy

51.

Of the following, which produces the most greenhouse gases, and poses the greatest concerns surrounding climate change? a. wind power b. coal and oil c. natural gas d. nuclear power e. hydroelectric power -523-

Answer: b Page Reference: pp. 483–495 A-head: Roots of Domestic Policy in the United States Learning Objective: O’Connor L.O. 16.1 Skill Level: Analyze It Topic: Social Policy 52.

Which of the following explains why some people have suggested reducing our use of coal and oil? a. Oil and coal are targets for terrorists. b. Oil and coal are less efficient than solar power. c. Oil and coal create greenhouse gases. d. Oil and coal supplies will soon run out. e. Oil and coal extraction is costly. Answer: c Page Reference: pp. 483–495 A-head: Roots of Domestic Policy in the United States Learning Objective: O’Connor L.O. 16.1 Skill Level: Analyze It Topic: Social Policy

53.

Which act reduced automobile emissions? a. Environmental Protection Act b. Clean Air Act c. No Child Left Behind d. Race to the Top e. National Environmental Policy Act Answer: b Page Reference: pp. 506–511 A-head: Energy and Environmental Policy Today Learning Objective: O’Connor L.O. 16.4 Skill Level: Analyze It Topic: Social Policy

54.

If all citizens who are sixty-five years and older are eligible for Medicare, but only economically disadvantaged citizens are eligible for Medicaid, which of the following is also true? a. Both Medicare and Medicaid are principally retirement programs. b. Both Medicare and Medicaid are means-tested programs. c. Medicare is an entitlement program, but Medicaid is for the poor. d. Medicare is a means-tested program, but Medicaid is an entitlement program. e. Medicare and Medicaid have been replaced by Temporary Assistance for Needy Families. -524-

Answer: c Page Reference: pp. 495–502 A-head: Health Policy Today Learning Objective: O’Connor L.O. 16.2 Skill Level: Analyze It Topic: Social Policy 55.

Which of the following is an example of federal involvement in K-12 education? a. Praising states that promote educational equality in K-12 education. b. Funding pro-education candidates at the state level. c. Funding school renovation in economically disadvantaged areas. d. Providing monetary incentives for state compliance with standardized goals. e. Providing diversity awareness training for teachers. Answer: d Page Reference: pp. 502–506 A-head: Education Policy Today Learning Objective: O’Connor L.O. 16.3 Skill Level: Analyze It Topic: Social Policy

56.

Why has national health insurance not been adopted in the United States? a. Liberals want insurance to be provided by private companies. b. Strong opposition by the American Medical Association. c. Nearly all Americans currently have health insurance. d. No Americans want national health insurance. e. The United States has one of the world’s highest ranked health systems. Answer: b Page Reference: pp. 483–495 A-head: Roots of Domestic Policy in the United States Learning Objective: O’Connor L.O. 16.1 Skill Level: Analyze It Topic: Social Policy

57.

What changed during the 1930s as far as the government's role in domestic policy making? a. Congress took a stronger role b. the President took a stronger role c. the Supreme Court took a stronger role d. the President took lesser role e. the government ceded the role to private enterprise Answer: b Page Reference: pp. 483–495 -525-

A-head: Roots of Domestic Policy in the United States Learning Objective: O’Connor L.O. 16.1 Skill Level: Analyze It Topic: Social Policy 58.

Colleges comply with Title IX of the Educational Amendments Acts of 1972 because __________. a. young people are likely to follow politics and are likely to vote b. women’s sports have become equally as popular as men’s sports c. they have received federal money either directly or indirectly d. seniors are likely to follow politics and are likely to vote e. they are liberal institutions and favor government intervention Answer: c Page Reference: pp. 502–506 A-head: Education Policy Today Learning Objective: O’Connor L.O. 16.3 Skill Level: Analyze It Topic: Social Policy

59.

Which of the following federalism-related concerns applies to the No Child Left Behind Act (NCLB)? a. The states view provisions of the NCLB act as a mandate, and they may not have the funds to pay for meeting certain requirements. b. The federal government spends more on public education than the states and therefore is dominant in this policy area. c. The states are not required to comply with NCLB provisions because participation is voluntary. d. Federal guidelines provide varying standards across states. e. Local school districts do not have to comply with state or federal educational requirements. Answer: a Page Reference: pp. 502–506 A-head: Education Policy Today Learning Objective: O’Connor L.O. 16.3 Skill Level: Analyze It Topic: Social Policy

 True-False Questions 60.

The Affordable Care Act, colloquially known as Obamacare, requires that Americans purchase health insurance.

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Answer: TRUE Page Reference: pp. 495–502 A-head: Health Policy Today Learning Objective: O’Connor L.O. 16.2 Skill Level: Remember the Facts Topic: Social Policy 61.

Fracking, a process for developing new water resources, is used in most states to supplement ground water supplies. Answer: FALSE Page Reference: pp. 506–511 A-head: Energy and Environmental Policy Today Learning Objective: O’Connor L.O. 16.4 Skill Level: Remember the Facts Topic: Social Policy

62.

President Lyndon Johnson avoided addressing problems of poverty. Answer: FALSE Page Reference: pp. 483–495 A-head: Roots of Domestic Policy in the United States Learning Objective: O’Connor L.O. 16.1 Skill Level: Remember the Facts Topic: Social Policy

63.

One reason for the increase in health care costs is the aging population in America. Answer: TRUE Page Reference: pp. 495–502 A-head: Health Policy Today Learning Objective: O’Connor L.O. 16.2 Skill Level: Remember the Facts Topic: Social Policy

64.

Social Security is considered an entitlement program. Answer: TRUE Page Reference: pp. 483–495 A-head: Roots of Domestic Policy in the United States Learning Objective: O’Connor L.O. 16.1 Skill Level: Remember the Facts Topic: Social Policy

65.

Education policy is primarily under the control of the federal government. Answer: FALSE -527-

Page Reference: pp. 483–495 A-head: Roots of Domestic Policy in the United States Learning Objective: O’Connor L.O. 16.1 Skill Level: Remember the Facts Topic: Social Policy 66.

About 25 percent of education funding comes from the federal government. Answer: FALSE Page Reference: pp. 502–506 A-head: Education Policy Today Learning Objective: O’Connor L.O. 16.3 Skill Level: Remember the Facts Topic: Social Policy

67.

The Affordable Care Act, colloquially known as Obamacare, involved a federal takeover of the insurance industry. Answer: FALSE Page Reference: pp. 495–502 A-head: Health Policy Today Learning Objective: O’Connor L.O. 16.2 Skill Level: Understand the Concept Topic: Social Policy

68.

Coal is the single largest source of energy for electrical production in the United States. Answer: TRUE Page Reference: pp. 506–511 A-head: Energy and Environmental Policy Today Learning Objective: O’Connor L.O. 16.4 Skill Level: Understand the Concept Topic: Social Policy

69.

Advances in medicine have led to increases in health care costs. Answer: TRUE Page Reference: pp. 495–502 A-head: Health Policy Today Learning Objective: O’Connor L.O. 16.2 Skill Level: Understanding the Concepts Topic: Social Policy

70.

Wind power will replace coal as the major power for electrical production in the near future. Answer: FALSE Page Reference: pp. 506–511 A-head: Energy and Environmental Policy Today -528-

Learning Objective: O’Connor L.O. 16.4 Skill Level: Understand the Concepts Topic: Social Policy 71.

Nuclear power for electrical production can be easily replaced by renewable energy sources. Answer: FALSE Page Reference: pp. 506–511 A-head: Energy and Environmental Policy Today Learning Objective: O’Connor L.O. 16.4 Skill Level: Understand the Concepts Topic: Social Policy

72.

According to Figure 16.4, most electricity in the United States comes from oil and other petroleum products. Answer: FALSE Page Reference: pp. 511–512 A-head: Toward Reform: Ongoing Challenges in Domestic Policy Learning Objective: O’Connor L.O. 16.5 Skill Level: Understand the Concepts Topic: Social Policy

73.

The federal government has become involved in education in part because of foreign threats. Answer: TRUE Page Reference: pp. 483–495 A-head: Roots of Domestic Policy in the United States Learning Objective: O’Connor L.O. 16.1 Skill Level: Apply What You Know Topic: Social Policy

74.

Indirect aid to higher education includes research grants and financial assistance to students. Answer: TRUE Page Reference: pp. 502–506 A-head: Education Policy Today Learning Objective: O’Connor L.O. 16.3 Skill Level: Apply What You Know Topic: Social Policy

75.

For a student to receive federal college grant money before 2012, he or she did not have to complete high school or pass the GED. Answer: TRUE Page Reference: pp. 502–506 A-head: Education Policy Today Learning Objective: O’Connor L.O. 16.3 -529-

Skill Level: Apply What You Know Topic: Social Policy

 Fill-in-the-Blank Questions 76.

The __________, passed in 2009, gave tens of billions of dollars to education programming. Answer: American Recovery and Reinvestment Act Page Reference: pp. 502–506 A-head: Education Policy Today Learning Objective: O’Connor L.O. 16.3 Skill Level: Remember the Facts Topic: Social Policy

77.

__________ is an entitlement program for the elderly and disabled. Answer: Medicare Page Reference: pp. 495–502 A-head: Health Policy Today Learning Objective: O’Connor L.O. 16.2 Skill Level: Remember the Facts Topic: Social Policy

78.

The National Environmental Policy Act of 1969 required that the __________ enforce its charter. Answer: Environmental Protection Agency (EPA) Page Reference: pp. 506–511 A-head: Energy and Environmental Policy Today Learning Objective: O’Connor L.O. 16.4 Skill Level: Remember the Facts Topic: Social Policy

79.

Education is generally a matter of __________ levels of government. Answer: state and local Page Reference: pp. 483–495 A-head: Roots of Domestic Policy in the United States Learning Objective: O’Connor L.O. 16.1 Skill Level: Remember the Facts Topic: Social Policy

80.

Medicare is designed to help the __________ population. Answer: elderly

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Page Reference: pp. 495–502 A-head: Health Policy Today Learning Objective: O’Connor L.O. 16.2 Skill Level: Remember the Facts Topic: Social Policy 81.

Public ___________ refers to an intentional course of action or inaction followed by government in dealing with some problem or matter of concern. Answer: policy Page Reference: pp. 483–495 A-head: Roots of Domestic Policy in the United States Learning Objective: O’Connor L.O. 16.1 Skill Level: Remember the Facts Topic: Social Policy

82.

The __________ was designed to improve the quality of water for swimming and fishing. Answer: Clean Water Act Page Reference: pp. 506–511 A-head: Energy and Environmental Policy Today Learning Objective: O’Connor L.O. 16.4 Skill Level: Understand the Concepts Topic: Social Policy

83.

Social Security is a(n) __________ program because it provides benefits to all qualifying individuals. Answer: entitlement Page Reference: pp. 483–495 A-head: Roots of Domestic Policy in the United States Learning Objective: O’Connor L.O. 16.1 Skill Level: Understand the Concepts Topic: Social Policy

84.

In 2013, President Barack Obama’s budget included $27.2 billion to implement an “all-ofthe-above” approach to __________ policy. Answer: energy Page Reference: pp. 506–511 A-head: Energy and Environmental Policy Today Learning Objective: O’Connor L.O. 16.4 Skill Level: Understand the Concepts Topic: Social Policy

85.

Welfare is one of many programs that falls under the heading of __________ policy. Answer: domestic -531-

Page Reference: pp. 483–495 A-head: Roots of Domestic Policy in the United States Learning Objective: O’Connor L.O. 16.1 Skill Level: Understand the Concepts Topic: Social Policy 86.

Republicans and Democrats are divided over plans to increase drilling for __________ in the United States. Answer: oil Page Reference: pp. 506–511 A-head: Energy and Environmental Policy Today Learning Objective: O’Connor L.O. 16.4 Skill Level: Understand the Concepts Topic: Social Policy

87.

Energy policy addresses energy consumption in addition to energy __________. Answer: production Page Reference: pp. 506–511 A-head: Energy and Environmental Policy Today Learning Objective: O’Connor L.O. 16.4 Skill Level: Understand the Concepts Topic: Social Policy

88.

Initial concerns about the environment related to industrialization, as well as __________ attitudes about what individuals and businesses could do with their private property, brought about federal government policy leadership. Answer: laissez-faire Page Reference: pp. 483–495 A-head: Roots of Domestic Policy in the United States Learning Objective: O’Connor L.O. 16.1 Skill Level: Apply What You Know Topic: Social Policy

89.

The EPA, CAA, and CWA all fall under __________ policy. Answer: environmental Page Reference: pp. 506–511 A-head: Energy and Environmental Policy Today Learning Objective: O’Connor L.O. 16.4 Skill Level: Apply What You Know Topic: Social Policy

90.

Senior citizens are likely to be concerned about potential cuts to the medical program known as ___________.

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Answer: Medicare Page Reference: pp. 495–502 A-head: Health Policy Today Learning Objective: O’Connor L.O. 16.2 Skill Level: Apply What You Know Topic: Social Policy

 Short Answer Questions 91.

Why was it necessary for the federal government to pass so many environmental laws in the early 1970s? Answer: An ideal response will: 1. Discuss the fact that the major federal government environmental policies in effect today were passed during the 1970s, in an effort to address air and water pollution, endangered species, and hazardous waste disposal. 2. Discuss the seriousness of Environmental problems in the 1970s and earlier. Page Reference: pp. 506–511 A-head: Energy and Environmental Policy Today Learning Objective: O’Connor L.O. 16.4 Skill Level: Understand the Concepts Topic: Social Policy

92.

Discuss health care spending in the United States. What contributes to health care costs in the United States? Answer: An ideal response will: 1. Discuss why health care programs are costly to provide. 2. Describe how Medicare and Medicaid provide health coverage to millions of Americans. 3. Discuss the drivers of increased health care costs, such as an aging population and chronic disease. Page Reference: pp. 495–502 A-head: Health Policy Today Learning Objective: O’Connor L.O. 16.2 Skill Level: Understand the Concepts Topic: Social Policy

93.

What level(s) of government is/are responsible for education policy in the United States? Why? Answer: An ideal response will:

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1. Explain that the U.S. Constitution does not specify education as a federal function but that issues of equality, for example, have compelled intervention. 2. Discuss the benefits or drawbacks associated with the national government determining the needs of local schools (e.g., unfunded mandates, uniqueness of local standards, and issues of national competitiveness). Page Reference: pp. 483–495; pp. 502–506 A-head: Roots of Domestic Policy in the United States; Education Policy Today Learning Objective: O’Connor L.O. 16.1; 16.3 Skill Level: Understand the Concepts Topic: Social Policy 94.

What are some of the ongoing challenges in U.S. domestic policy? Answer: An ideal response will: 1. Discuss how costly health care is in the United States. 2. Discuss the state of education in the United States and efforts to ameliorate it. 3. Discuss climate change policies. Page Reference: pp. 511–512 A-head: Toward Reform: Ongoing Challenges in Domestic Policy Learning Objective: O’Connor L.O. 16.5 Skill Level: Understand the Concepts Topic: Social Policy

95.

How does the implementation of a policy change the policy? Give an example. Answer: An ideal response will: 1. Discuss that as teachers implemented No Child Left Behind, for example, new standards and “teaching to the test” changed the content and delivery of information to K–12 students. 2. Discuss how policies also are constantly subject to challenge, in routine evaluations and budget allocations, or in constitutional challenges in the courts. Page Reference: pp. 511–512 A-head: Toward Reform: Ongoing Challenges in Domestic Policy Learning Objective: O’Connor L.O. 16.5 Skill Level: Understand the Concepts Topic: Social Policy

96.

Why do you think that some states, like California, exceed federal law on problems such as reducing greenhouse gases? Answer: An ideal response will: 1. Discuss how sometimes the federal government lags in policy formation. 2. Examine the ways in which a state’s values may differ from the overall values of the federal government in policy formation.

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Page Reference: pp. 506–511 A-head: Energy and Environmental Policy Today Learning Objective: O’Connor L.O. 16.4 Skill Level: Apply What You Know Topic: Social Policy 97.

What three factors are necessary at the agenda-setting stage to open a policy window? Give an example. Answer: An ideal response will: 1. Discuss how, problems, politics, and policies need to converge. 2. Give an example of this process. Answers can be from the past or current events that have come to the forefront of public attention. Examples may include problems with governmental response to various crises, the 2010 oil well-head blowout in the Gulf of Mexico, or the slow response to Hurricane Katrina by the Federal Emergency Management Agency (FEMA). Page Reference: pp. 511–512 A-head: Toward Reform: Ongoing Challenges in Domestic Policy Learning Objective: O’Connor L.O. 16.5 Skill Level: Apply What You Know Topic: Social Policy

98.

Why do most people accept a government role in environmental matters? Answer: An ideal response will: 1. Discuss how the Clean Air Act (CAA) and Clean Water Act work to clean our environment due to the simple fact that water and air know no boundaries and that states may be less able to enforce restrictive regulations on national entities such as auto companies. Page Reference: pp. 506–511 A-head: Energy and Environmental Policy Today Learning Objective: O’Connor L.O. 16.4 Skill Level: Apply What You Know Topic: Social Policy

99.

How is the federal government involved in health care? Why is this the case? Answer: An ideal response will: 1. Discuss specific programs/legislation like Medicare, Medicaid, and the Affordable Care Act. 2. Discuss why these programs were adopted: Medicare is designed to ensure that seniors have access to health care; Medicaid is designed to ensure that the poor have access to health care; the Affordable Care Act was passed to require coverage of Americans without health insurance. It was also designed to prevent insurance companies from denying coverage to those with preexisting conditions.

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Page Reference: pp. 483–495; pp. 495–502 A-head: Roots of Domestic Policy in the United States; Health Policy Today Learning Objective: O’Connor L.O. 16.1; 16.2 Skill Level: Apply What You Know Topic: Social Policy 100.

What are the conditions under which the federal government becomes active in policy areas where it had not been before? Answer: An ideal response will: 1. Discuss why the federal government may become active to solve problems dealing with the economy or natural disasters. 2. Discuss when the government is most likely to intervene: when issues affect national security; when events focus a lot of attention on an issue; when issues of healthcare arise; and in issues where the federal government has constitutional authority. Page Reference: pp. 483–495 A-head: Roots of Domestic Policy in the United States Learning Objective: O’Connor L.O. 16.1 Skill Level: Apply What You Know Topic: Social Policy

101.

Gasoline prices vary significantly in the United States and around the world. Why? Answer: An ideal response will: 1. Discuss the price of crude oil and levels of supply and demand. Within the United States, gas prices increase as distance from the source of crude oil increases. Regions that produce crude oil have lower gas prices than those that have to either transport crude oil across states or import oil internationally. 2. Discuss the fact that these differences are minimal in comparison to gas prices in Europe, where governments have imposed high taxes on fuel to encourage conservation and fuel-efficient technologies. Page Reference: pp. 506–511 A-head: Energy and Environmental Policy Today Learning Objective: O’Connor L.O. 16.4 Skill Level: Analyze It Topic: Social Policy

102.

Why are education reforms, ranging from school voucher programs to greater federal involvement in education, sometimes met with resistance? Answer: An ideal response will: 1. Explain that innovations like voucher programs can take money away from public schools, which could have a negative effect on school quality. 2. Discuss issues associated with private schools, which may not be bound by certain standards that public schools are required to follow. -536-

3. Evaluate federal legislation like the No Child Left Behind Act on school performance. Page Reference: pp. 502–506 A-head: Education Policy Today Learning Objective: O’Connor L.O. 16.3 Skill Level: Analyze It Topic: Social Policy 103.

How are education and national security related? What evidence is there that the United States has viewed education as a national security issue? Answer: An ideal response will: 1. Discuss how the Cold War and/or the space race suggested that the United States might not be as strong as other nations when it comes to education. This may have put the United States at a disadvantage compared to other nations. 2. Discuss how performance by American students on science and math tests often lags behind students in other nations. Page Reference: pp. 483–495 A-head: Roots of Domestic Policy in the United States Learning Objective: O’Connor L.O. 16.1 Skill Level: Analyze It Topic: Social Policy

104.

Examine the four main pillars of the No Child Left Behind Act (NCLB). What effect has each of the NCLB’s pillars had on education? Answer: An ideal response will: 1. Discuss how the four pillars of the act: results-oriented accountability, state and local flexibility in the use of national funds, the national government as a purveyor of proven methods of achievement, and finally, school choice through the use of vouchers, or certificates issued by the government. 2. Examine how each of these pillars improves, changes, or has failed to improve education. Page Reference: pp. 502–506 A-head: Education Policy Today Learning Objective: O’Connor L.O. 16.3 Skill Level: Analyze It Topic: Social Policy

105.

How can foreign affairs affect U.S. education policy? Provide at least one example. Answer: An ideal response will: 1. Discuss how the United States has tried to remain competitive with other nations in terms of education quality.

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2. Discuss how the Cold War with the Soviet Union led to concerns that the United States would not be competitive in science and math. When the Soviet Union launched the first satellite, Sputnik I, into orbit, it raised awareness that the United States would need to focus on education issues. 3. Indicate that education could be relevant to national security, for example, in developing the technology to meet threats or reduce posed by nuclear buildup in other countries. Page Reference: pp. 483–495 A-head: Roots of Domestic Policy in the United States Learning Objective: O’Connor L.O. 16.1 Skill Level: Analyze It Topic: Social Policy

 Essay Questions 106.

What are the circumstances under which the federal government has become involved to a greater extent in education policy? Why has this been the case? Provide examples where appropriate. Answer: An ideal response will: 1. Discuss how the federal government has viewed education as a national security issue. For example, the United States once feared it would fall behind the Soviet Union in the space race. 2. Discuss how the federal government has been active in ensuring more equal funding for girls’ and women’s athletics. There were also racial disparities in educational opportunities that the federal government sought to ameliorate. 3. Discuss how federal legislation such as the Elementary and Secondary Education Act was aimed at assisting poor areas of the country. 4. Discuss how the United States has not always fared well in comparison to other nations. For example, students in the United States often score relatively low on science and math tests. 5. Discuss how the federal government has been active in attempting to apply more stringent standards and monitor school performance. For instance, the No Child Left Behind Act was passed in 2001 to reward or punish schools for their students’ performance. Page Reference: pp. 483–495; pp. 502–506 A-head: Roots of Domestic Policy in the United States; Education Policy Today Learning Objective: O’Connor L.O. 16.1; 16.3 Skill Level: Understand the Concept Topic: Social Policy

107.

List and explain the differences between the theories of public policy formation.

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Answer: An ideal response will: 1. Discuss elite theory, bureaucratic theory, interest group theory, and pluralist theory. 2. Discuss the stages of the policy-making process, including agenda setting, policy formulation, policy adoption, policy implementation, and policy evaluation. Page Reference: pp. 483–495 A-head: Roots of Domestic Policy in the United States Learning Objective: O’Connor L.O. 16.1 Skill Level: Apply What You Know Topic: Social Policy 108.

What are some of the reasons that the United States has failed to adopt universal health insurance coverage? Why was comprehensive health care reform so difficult to pass in the United States? Why does the Affordable Care Act remain controversial? Answer: An ideal response will: 1. Discuss why many Americans have been against universal health insurance: because they consider it socialized medicine. Opponents of universal health insurance assert that this type of policy would undermine free market economics as well as undermine individual choice, raising costs overall. 2. Discuss how groups such as the American Medical Association and conservative or libertarian think tanks such as the Cato Institute have fought against universal health insurance. Because of this lobbying effort, U.S. presidents and members of Congress have also been reluctant to pursue universal health insurance. 3. Discuss how there was substantial opposition to the Affordable Care Act among Republicans in Congress and a number of conservative interests. Democrats and President Obama were able to pass comprehensive health care reform in 2010 by a party-line vote. Page Reference: pp. 495–502 A-head: Health Policy Today Learning Objective: O’Connor L.O. 16.2 Skill Level: Apply What You Know Topic: Social Policy

109.

How does the federal government address public health problems? List the tools available to the government, and how they are used. Be sure to give specific examples of health problems in your answer. Answer: An ideal response will: 1. Discuss the various tools used by the federal government, including immunizations, education, advertisements, and regulations. 2. Relate problems such as obesity, AIDS, diabetes, HPV, etc. 3. Review how the Food and Drug Administration (FDA) may approve vaccines against various diseases, while the National Institute for Health (NIH), the National Cancer Institute, the National Institute of Allergy and Infectious Diseases, and the

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National Heart, Lung, and Blood Institute support extensive research on healthrelated matters. Page Reference: pp. 495–502 A-head: Health Policy Today Learning Objective: O’Connor L.O. 16.2 Skill Level: Analyze It Topic: Social Policy 110.

Explain John Kingdon’s “streams” metaphor. Apply this to the passage of legislation such as the Patient Protection and Affordable Care Act. Answer: An ideal response will: 1. Discuss how the streams approach can help explain agenda setting. Specifically, it can explain how an issue moves from the systemic agenda to the institutional agenda. 2. Define the three streams of problems, policies, and politics. Problems refer to the notion that there are issues that government will address based on some standard or criteria. Policies refer to the idea that there are possible solutions to the problems. Politics refers to changes in the public mood, interested parties, and electoral and governmental opportunity for policy change to occur. When these streams converge, a window of opportunity opens, providing the opportunity of government action and policy change. 3. Describe how this streams approach applies to the passage of the Patient Protection and Affordable Care Act. The answer should apply each of the three streams to this legislation. For example, the problems in this case were increasing health care costs (over $9,000 per person per year), the fact that millions of Americans lack health insurance or are underinsured, and that insurance companies could deny coverage for preexisting conditions. Policy options ranged from a singlepayer system to the provisions of the Patient Protection and Affordable Care Act, which included requiring Americans to have health insurance, preventing insurance companies from denying coverage for preexisting conditions, and requiring insurance exchanges. The politics stream in this case involved the fact that President Obama had campaigned on the promise of reforming health care and there were Democratic majorities in both the House and the Senate. Page Reference: pp. 483–495; pp. 495–502 A-head: Roots of Domestic Policy in the United States; Health Policy Today Learning Objective: O’Connor L.O. 16.1; 16.2 Skill Level: Analyze It Topic: Social Policy

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17 Economic Policy  Multiple-Choice Questions 1.

Inflation is best understood as the rate at which __________. a. gross domestic product expands b. prices for goods and services decrease c. prices for goods and services increase d. the federal government increases taxes to raise revenue e. the Federal Reserve Board expands the money supply Answer: c Page Reference: pp. 523–529 A-head: Fiscal Policy Learning Objective: O'Connor L.O. 17.2 Skill Level: Remember the Facts Topic: Economic Policy

What do economists use gross domestic product to measure? a. the rate of government spending in the economy b. the rate of tariffs applied to goods imported into the United States c. the total impact of import revenues on the domestic economy d. the total value added by government expenditures in the economy e. the total value of goods and services produced in the economy Answer: e Page Reference: pp. 523–529 A-head: Fiscal Policy Learning Objective: O'Connor L.O. 17.2 Skill Level: Remember the Facts Topic: Economic Policy

In the nineteenth century, industrialization worsened the effects of natural __________.

-541-

a. business cycles b. deregulation c. economic cycles d. economic regulation e. inflation Answer: a Page Reference: pp. 517–522 A-head: Roots of Economic Policy Learning Objective: O'Connor L.O. 17.1 Skill Level: Remember the Facts Topic: Economic Policy 4.

Laissez-faire economics holds which of the following to be true? a. The government should actively intervene in the economy. b. The government should not take an active role in the economy. c. The government should do everything possible to reduce unemployment. d. The government should lower interest rates during a recession. e. The government should raise interest rates during a recession. Answer: b Page Reference: pp. 517–522 A-head: Roots of Economic Policy Learning Objective: O'Connor L.O. 17.1 Skill Level: Remember the Facts Topic: Economic Policy

Which of the following is true with respect to Keynesian economic policy? a. Keynesian economic policy relies on government taxes and adjustments to the money supply to control inflation and unemployment. b. Keynesian economic policy relies on taxation and expenditures by government to control inflation and unemployment. c. Keynesian economic policy uses the money supply to control inflation and unemployment. d. Keynesian economic policy can only be used by the federal government. e. Keynesian economic policy can only be used by state-level governments. Answer: b Page Reference: pp. 523–529 A-head: Fiscal Policy Learning Objective: O'Connor L.O. 17.2 Skill Level: Remember the Facts Topic: Economic Policy

The size of the national debt is __________. -542-

a. declining b. rising c. marginal d. stagnating e. unchanged Answer: b Page Reference: pp. 523–529 A-head: Fiscal Policy Learning Objective: O'Connor L.O. 17.2 Skill Level: Remember the Facts Topic: Economic Policy 7.

Which of the following is true about Social Security? a. It is a form of accident insurance. b. It is considered a means-tested program. c. It is only available to the very wealthy. d. It is entirely supported by property taxes. e. It is a retirement benefit program for citizens. Answer: e Page Reference: pp. 534–539 A-head: Income Security Policy Learning Objective: O'Connor L.O. 17.4 Skill Level: Remember the Facts Topic: Economic Policy

What is the source for the money in the Social Security Trust Fund? a. sales taxes b. payroll taxes c. progressive taxes d. property taxes e. income taxes Answer: b Page Reference: pp. 534–539 A-head: Income Security Policy Learning Objective: O'Connor L.O. 17.4 Skill Level: Remember the Facts Topic: Economic Policy

One of the biggest concerns surrounding the Social Security Trust Fund is that __________. a. the benefits being paid out are too low b. the FICA contribution is currently too high -543-

c. there is not enough money to pay current retirees d. there will not be enough money to pay future retirees e. wealthy citizens are denied access to payments Answer: d Page Reference: pp. 534–539 A-head: Income Security Policy Learning Objective: O'Connor L.O. 17.4 Skill Level: Remember the Facts Topic: Economic Policy 10.

Which of the following strategies does monetary policy dictate in inflationary periods? a. Congress should balance the federal budget. b. Congress should increase spending. c. Congress should raise taxes on citizens. d. The Federal Reserve should lower interest rates. e. The Federal Reserve should raise interest rates. Answer: e Page Reference: pp. 530–533 A-head: Monetary Policy Learning Objective: O'Connor L.O. 17.3 Skill Level: Remember the Facts Topic: Economic Policy

11.

What is a government program called that provides benefits to all citizens who meet eligibility requirements? a. a basic program b. an entitlement program c. an envelopment program d. a minimum program e. a recessionary program Answer: b Page Reference: pp. 534–539 A-head: Income Security Policy Learning Objective: O'Connor L.O. 17.4 Skill Level: Remember the Facts Topic: Economic Policy

12.

The total market value of all goods and services produced in an area during a year is termed which of the following? a. greatest national product b. gross domestic product c. maximum national product -544-

d. minimum domestic product e. national income product Answer: b Page Reference: pp. 523–529 A-head: Fiscal Policy Learning Objective: O'Connor L.O. 17.2 Skill Level: Remember the Facts Topic: Economic Policy 13.

Which of the following constitutes the largest portion of the federal budget? a. discretionary spending b. foreign aid c. homeland security d. mandatory spending e. military spending Answer: d Page Reference: pp. 534–539 A-head: Income Security Policy Learning Objective: O'Connor L.O. 17.4 Skill Level: Remember the Facts Topic: Economic Policy

14.

Medicare is what type of federal program? a. discretionary b. means-tested c. social insurance d. TANF e. arbitrary Answer: c Page Reference: pp. 534–539 A-head: Income Security Policy Learning Objective: O'Connor L.O. 17.4 Skill Level: Remember the Facts Topic: Economic Policy

15.

What is the primary tool that monetary policy uses to affect the overall economy? a. labor regulations b. foreign monetary investment c. government spending d. interest rates e. taxation rates

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Answer: d Page Reference: pp. 530–533 A-head: Monetary Policy Learning Objective: O'Connor L.O. 17.3 Skill Level: Remember the Facts Topic: Economic Policy 16.

Which of the following entities is responsible for setting interest rates in the United States? a. the Congress b. the Congressional Budget Office c. the Executive Office of the President d. the Federal Reserve Board e. the Office of Management and Budget Answer: d Page Reference: pp. 530–533 A-head: Monetary Policy Learning Objective: O'Connor L.O. 17.3 Skill Level: Remember the Facts Topic: Economic Policy

17.

Which of the following terms describes U.S. economic policy during the nineteenth century? a. fiscalism b. Keynesianism c. laissez-faire d. managed regulation e. monetarism Answer: c Page Reference: pp. 517–522 A-head: Roots of Economic Policy Learning Objective: O’Connor L.O. 17.1 Skill Level: Remember the Facts Topic: Economic Policy

18.

What is the main purpose of monetary policy? a. to affect how much money is available to businesses and banks b. to control the amount of public debt sold to foreign states c. to control the interest rates on money lent to foreign states d. to equalize income disparity among citizens of the United States e. to expand the government's revenue base so as to reduce the deficit Answer: a Page Reference: pp. 530–533 A-head: Monetary Policy -546-

Learning Objective: O'Connor L.O. 17.3 Skill Level: Understand the Concepts Topic: Economic Policy 19.

The main goal of fiscal policy is __________. a. to affect how much money is available to foreign governments for investment and its cost b. to affect how much money is available to state governments for capital projects c. to determine how much interest the government will pay on the federal debt d. to stimulate the economy by increasing the number of exports into the United States e. to use taxes and government spending to help stimulate or slow down economic growth Answer: e Page Reference: pp. 523–529 A-head: Fiscal Policy Learning Objective: O'Connor L.O. 17.2 Skill Level: Understand the Concepts Topic: Economic Policy

20.

What distinguishes a means-tested program from a social insurance program? a. A means-tested program extends benefits based upon age categories, while a social insurance program provides benefits based upon immediate need. b. A means-tested program only extends to benefits for the elderly, while a social insurance program extends benefits to everybody. c. A social insurance program extends benefits only to the working poor, while a meanstested program extends benefits to everyone, regardless of social class. d. A social insurance program provides benefits based upon demonstrated need, while a means-tested program provides benefits based upon lifetime contributions. e. A social insurance program provides benefits based upon lifetime contributions, while a means tested program provides benefits based upon demonstrated need. Answer: e Page Reference: pp. 534–539 A-head: Income Security Policy Learning Objective: O'Connor L.O. 17.4 Skill Level: Understand the Concepts Topic: Economic Policy

21.

Why are some safety net programs referred to as entitlements? a. because benefits are distributed automatically to citizens who qualify, based on a set of guidelines b. because they are benefits available only to the working poor in the United States c. because they are benefits funded through the Title 9 section of the 1965 Civil Rights Act d. because they are benefits that are distributed on a case-by-case basis to select citizens in extreme need

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e. because they are benefits that one earns by working, and thus the person is entitled to them Answer: a Page Reference: pp. 534–539 A-head: Income Security Policy Learning Objective: O'Connor L.O. 17.4 Skill Level: Understand the Concepts Topic: Economic Policy 22.

Which of the following helps explain the difficulty in solving the long-term debt problem in the United States? a. The decline in the strength of American political parties in recent years has made compromise in this area highly unlikely. b. The decline in social spending has reduced the level of economic growth in the United States. c. The Democratic Party has been captured by special interest groups that benefit from high levels of debt. d. The Republican Party refuses to reduce the level of taxes that restrict economic growth in society. e. The rise of extreme partisanship in recent years has made compromise in this area highly unlikely. Answer: e Page Reference: pp. 539–542 A-head: Toward Reform: Recession and Economic Recovery Learning Objective: O'Connor L.O. 1735 Skill Level: Understand the Concepts Topic: Economic Policy

23.

What is the purpose of deregulation in the American political economy? a. Deregulation seeks to increase the barriers to economic productivity. b. Deregulation seeks to increase the political power of labor unions. c. Deregulation seeks to increase the power of large economic monopolies. d. Deregulation seeks to remove inefficient barriers in the collection of taxes. e. Deregulation seeks to remove inefficient barriers to productivity and growth. Answer: a Page Reference: pp. 517–522 A-head: Roots of Economic Policy Learning Objective: O'Connor L.O. 17.1 Skill Level: Understand the Concepts Topic: Economic Policy

24.

Regulatory legislation at the start of the twentieth century primarily dealt with __________.

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a. business monopolies b. education c. labor unions d. technology e. the environment Answer: a Page Reference: pp. 517–522 A-head: Roots of Economic Policy Learning Objective: O'Connor L.O. 17.1 Skill Level: Understand the Concepts Topic: Economic Policy 25.

The primary purpose of the Troubled Assets Relief Program (TARP) was to __________. a. bail out the auto industry b. bail out the banking sector c. reduce the annual budget deficit d. reduce the national debt e. respond to rising unemployment Answer: b Page Reference: pp. 539–542 A-head: Toward Reform: Recession and Economic Recovery Learning Objective: O'Connor L.O. 17.5 Skill Level: Understand the Concepts Topic: Economic Policy

26.

The annual shortfall between federal revenues and expenditures is known as which of the following? a. the balance of payments b. the budget deficit c. the expenditure difference d. the national debt e. the trade deficit. Answer: b Page Reference: pp. 523–529 A-head: Fiscal Policy Learning Objective: O'Connor L.O. 17.2 Skill Level: Understand the Concepts Topic: Economic Policy

27.

If the Federal Reserve wanted to slow the rate of economic growth, it would most likely __________. a. encourage the president to lower taxes -549-

b. increase interest rates c. encourage the president to raise taxes d. increase the money supply e. lower interest rates Answer: b Page Reference: pp. 530–533 A-head: Monetary Policy Learning Objective: O'Connor L.O. 17.3 Skill Level: Understand the Concepts Topic: Economic Policy 28.

In general, a recession does which of these? a. generates a response by state governments b. generates a response by the federal government c. lasts at least a year d. leads to higher inflation e. reduces the unemployment level Answer: b Page Reference: pp. 539–542 A-head: Toward Reform: Recession and Economic Recovery Learning Objective: O'Connor L.O. 17.5 Skill Level: Understand the Concepts Topic: Economic Policy

29.

Which of the following is true regarding mandatory spending policies? a. They are designed to increase the money supply to improve economic growth. b. They are designed to help states avoid having a budget surplus. c. They create a serious ongoing financial burden on the federal government. d. They reduce the overall cost of compliance for major industrial sectors. e. They reduce the overall cost of doing business overseas. Answer: c Page Reference: pp. 534–539 A-head: Income Security Policy Learning Objective: O'Connor L.O. 17.4 Skill Level: Understand the Concepts Topic: Economic Policy

30.

In a(n) __________ state, the government takes an active role in guiding and regulating the private economy. a. capitalist b. democratic c. interventionist -550-

d. laissez-faire e. socialist Answer: c Page Reference: pp. 517–522 A-head: Roots of Economic Policy Learning Objective: O'Connor L.O. 17.1 Skill Level: Understand the Concepts Topic: Economic Policy 31.

U.S. monetary policy involves which of the following? a. import and export policies b. interest rates and the money supply c. supply-side economics d. NAFTA and the balance of trade with Canada e. the national debt and the annual deficit Answer: b Page Reference: pp. 530–533 A-head: Monetary Policy Learning Objective: O'Connor L.O. 17.3 Skill Level: Understand the Concepts Topic: Economic Policy

32.

Which of the following statements regarding the role of the federal government in the economy is correct? a. Economic regulation of industry is the sole responsibility of the secretary of the treasury. b. Most Americans would prefer an economy completely free of any federal regulations. c. Since the Great Recession, the scope of federal activity in the economy has contracted. d. The U.S. Constitution restricts direct regulation of the economy to state governments. e. Presidential election outcomes are heavily influenced by the health of the economy. Answer: e Page Reference: pp. 517–522 A-head: Roots of Economic Policy Learning Objective: O'Connor L.O. 17.1 Skill Level: Understand the Concepts Topic: Economic Policy

33.

Which of these statements best characterizes the effects of the recent economic crisis? a. Americans have greater trust in the ability of corporations to be self-regulating. b. Most small businesses have experienced renewed prosperity and growth. c. The Federal Reserve has kept interest rates high to encourage economic investment. d. The federal budget deficits decreased, while the national debt increased. e. The overall influence of the federal government in the economy has increased. -551-

Answer: e Page Reference: pp. 539–542 A-head: The History of the Constitution Learning Objective: O'Connor L.O. 17.5 Skill Level: Understand the Concepts Topic: Economic Policy 34.

If the Federal Reserve Board needed curb inflation, it would most likely __________. a. lower interest rates b. lower taxes c. increase government spending d. raise interest rates e. raise taxes Answer: d Page Reference: pp. 530–533 A-head: Monetary Policy Learning Objective: O'Connor L.O.17.3 Skill Level: Understand the Concepts Topic: Economic Policy

35.

Lowering the discount rate would have which of the following effects? a. It would decrease the amount of bonds sold to multinational corporations. b. It would discourage banks from increasing their borrowing from the Federal Reserve. c. It would encourage banks to borrow more and to extend more loans at lower rates. d. It would increase the amount of federal bonds sold to foreign countries. e. It would decrease the overall rate of taxation for investment banks. Answer: c Page Reference: pp. 530–533 A-head: Monetary policy Learning Objective: O’Connor L.O. 17.3 Skill Level: Understand the Concepts Topic: Economic Policy

36.

An entitlement program provides benefits to __________. a. all citizens of the United States b. citizens who have made payroll tax contributions c. citizens who meet eligibility criteria d. legal immigrants with a work visa e. only the very wealthy Answer: c Page Reference: pp. 534–539 -552-

A-head: Income Security Policy Learning Objective: O’Connor L.O. 17.4 Skill Level: Understand the Concepts Topic: Economic Policy 37.

Which of the following provides the greatest source of revenue for the federal government? a. income taxes b. Medicaid taxes c. regressive taxes d. Social Security taxes e. taxes on cigarettes Answer: a Page Reference: pp. 517–522 A-head: Roots of Economic Policy Learning Objective: O'Connor L.O. 17.1 Skill Level: Apply What You Know Topic: Economic Policy

38.

In an economic slowdown, Keynesian economic policy would advocate __________. a. decreasing inflation b. increasing government spending c. increasing the money supply d. increasing the unemployment rate e. raising interest rates Answer: b Page Reference: pp. 523–529 A-head: Fiscal Policy Learning Objective: O'Connor L.O. 17.2 Skill Level: Apply What You Know Topic: Economic Policy

39.

Upon taking office in 2009, which of the following did President Obama advocate to deal with the economic crisis? a. dropping interest rates b. increasing government spending c. lowering taxes d. raising interest rates e. reducing taxes Answer: b Page Reference: pp. 539–542 A-head: Toward Reform: Recession and Economic Recovery Learning Objective: O'Connor L.O. 17.5 -553-

Skill Level: Apply What You Know Topic: Economic Policy 40.

If Congress adopts a policy to make cars more fuel efficient, they have adopted a __________. a. fiscal stimulus policy b. microeconomic policy c. monetary policy d. regulatory policy e. supply-side economic policy Answer: d Page Reference: pp. 517–522 A-head: Roots of Economic Policy Learning Objective: O'Connor L.O. 17.1 Skill Level: Apply What You Know Topic: Economic Policy

41.

Which of the following would indicate that the economy is experiencing inflation? a. Interest rates are increasing. b. Goods are becoming less expensive. c. The federal government is lowering tax rates. d. The Federal Reserve is increasing the money supply. e. The federal tax rates are increasing. Answer: a Page Reference: pp. 523–529; 532–535 A-head: Fiscal Policy; Monetary Policy Learning Objective: O'Connor L.O. 17.2; 17.3 Skill Level: Apply What You Know Topic: Economic Policy

42.

Which of these is most consistent with the philosophy of Keynesianism? a. interest rate increases by the Federal Reserve b. government actions to increase debt owned by foreign countries c. government decisions to increase the money supply d. government provision of the 2008 federal stimulus package e. deregulation efforts of President Reagan in the 1980s Answer: d Page Reference: pp. 523–529 A-head: Fiscal Policy Learning Objective: O'Connor L.O. 17.2 Skill Level: Apply What You Know Topic: Economic Policy -554-

43.

Which of the following is accurate with regard to the national debt? a. The national debt as a percentage of GDP has drastically increased in recent years. b. The national debt as a percentage of GDP has not changed in the past decade c. The national debt is a product of balanced federal budgets. d. The national debt is not affected by external events such as war or a natural disaster. e. The national debt has only increased under Democratic presidents. Answer: a Page Reference: pp. 523–529 A-head: Fiscal Policy Learning Objective: O'Connor L.O. 17.2 Skill Level: Apply What You Know Topic: Economic Policy

44.

Which of the following most accurately describes the recent financial crisis in the United States? a. a depression b. a full employment cycle c. a mild recession d. a severe recession e. an inflationary cycle Answer: d Page Reference: pp. 539–542 A-head: Toward Reform: Recession and Economic Recovery Learning Objective: O'Connor L.O. 17.5 Skill Level: Apply What You Know Topic: Economic Policy

45.

If you support laissez-faire economic policies, you would generally favor __________. a. a reduction in the amount of economic regulation by the government b. a reduction in the level of taxes assessed by state governments c. an increase in the amount of economic regulation by the government d. an increase in the collective bargaining rights for labor unions e. an increase in the tariffs assessed on goods imported into the United States Answer: a Page Reference: pp. 517–522 A-head: Roots of Economic Policy Learning Objective: O'Connor L.O. 17.1 Skill Level: Apply What You Know Topic: Economic Policy

46.

Which of the following would be considered a regulatory policy? -555-

a. a social insurance policy b. a food safety policy c. a monetary policy d. a redistributive policy e. a federal stimulus policy Answer: b Page Reference: pp. 517–522 A-head: Roots of Economic Policy Learning Objective: O'Connor L.O. 17.1 Skill Level: Apply What You Know Topic: Economic Policy 47.

Which of the following is an example of monetary policy? a. decreasing federal spending b. increasing food and drug regulations c. increasing taxes on wealthy Americans d. lowering interest rates e. lowering state property and sales tax Answer: d Page Reference: pp. 530–533 A-head: Monetary Policy Learning Objective: O'Connor L.O. 17.3 Skill Level: Apply What You Know Topic: Economic Policy

48.

If the Federal Reserve wanted to increase lending by banks, what would it do to reserve requirements? a. Lower the discount rate on bank reserve requirements. b. Lower the rate of taxation on bank reserve requirements. c. Lower the reserve requirements for banks. d. Increase the discount rate on bank reserve requirements. e. Raise the reserve requirements for banks. Answer: c Page Reference: pp. 530–533 A-head: Monetary Policy Learning Objective: O’Connor L.O. 17.3 Skill Level: Apply What You Know Topic: Economic Policy

49.

Why might some businesses lobby for increased regulation by the federal government? a. because they do not know that regulations always hurt them -556-

b. to lower their overall tax rate c. to gain access to federal bureaucrats who will act in their interests d. to increase their profit margins to better serve the public good e. to protect themselves from domestic and foreign competitors Answer: e Page Reference: pp. 523–529 A-head: Roots of Economic Policy Learning Objective: O'Connor L.O. 17.2 Skill Level: Analyze It Topic: Economic Policy 50.

Which of the following best characterizes the federal budget process? a. complicated b. effective c. fair d. fast e. streamlined Answer: a Page Reference: pp. 539–542 A-head: Toward Reform: Recession and Economic Recovery Learning Objective: O'Connor L.O. 17.5 Skill Level: Analyze It Topic: Economic Policy

51.

Which of these statements best describes the influence of interest rate adjustments by the Federal Reserve? a. They always lead to lower rates of marginal taxes. b. They can lead to higher unemployment in years of budget deficits. c. They can spur economic growth by increasing the cost of money for business. d. They can spur economic growth by increasing the available money supply. e. They increase corporate profits by making money more available. Answer: d Page Reference: pp. 530–533 A-head: Monetary Policy Learning Objective: O'Connor L.O. 17.3 Skill Level: Analyze It Topic: Economic Policy

52.

What is the purpose of government regulation of the economy? a. to increase the revenue collected by the federal government b. to increase the overall level of taxes paid by produces in the economy c. to increase the level of profits for multinational corporations -557-

d. to minimize the costs of doing business for corporations e. to minimize the effects of negative externalities Answer: e Page Reference: pp. 523–529 A-head: Roots of Economic Policy Learning Objective: O'Connor L.O. 17.2 Skill Level: Analyze It Topic: Economic Policy 53.

What is the long-term concern about the Social Security Trust Fund? a. The rate of Social Security payroll taxes will continue to decrease. b. The number of current retirees contributing to the fund will continue to decrease. c. The working poor will not have access to Social Security medical benefits. d. There will be too few workers contributing to support the increasing number of retirees. e. There will be too many people paying into the Social Security system. Answer: d Page Reference: pp. 539–542 A-head: Toward Reform: Recession and Economic Recovery Learning Objective: O'Connor L.O. 17.5 Skill Level: Analyze It Topic: Economic Policy

54.

Which of the following was the biggest contributor to the economic crisis that began in 2008? a. deregulation of the investment banking industry b. high levels of government spending c. increased wage demands by labor unions d. inflationary policies by the Federal Reserve e. massive increases in federal budget deficits Answer: a Page Reference: pp. 523–529 A-head: Fiscal Policy Learning Objective: O'Connor L.O. 17.2 Skill Level: Analyze It Topic: Economic Policy

55.

If a government wanted to use monetary policy to increase economic growth, which of the following steps should be taken? a. Decrease interest rates to increase the amount of money in supply. b. Increase the amount of foreign currency kept on reserve in U.S. banks. c. Increase the amount of public revenue for investment by raising taxes. d. Increase the government spending on public works projects. -558-

e. Print a larger amount of money to increase the money supply. Answer: a Page Reference: pp. 530–533 A-head: Monetary Policy Learning Objective: O'Connor L.O. 17.3 Skill Level: Analyze It Topic: Economic Policy 56.

According to Table 17.1, the largest number of Americans benefit from which means-tested program? a. Social Security b. Supplemental Nutrition Assistance Program c. Supplemental Security Income d. Temporary Assistance for Needy Families e. Unemployment insurance Answer: b Page Reference: pp. 534–539 A-head: Income Security Policy Learning Objective: O'Connor L.O. 17.4 Skill Level: Analyze It Topic: Economic Policy

57.

Which of the following is a possible solution to the long-term problem of solvency in the Social Security program? a. Eliminate the prescription drug program for seniors. b. Increase the states’ financial contribution. c. Increase the minimum retirement age. d. Lower the minimum retirement age. e. Lower the payroll tax contribution. Answer: c Page Reference: pp. 539–542 A-head: Toward Reform: Recession and Economic Recovery Learning Objective: O'Connor L.O. 17.5 Skill Level: Analyze It Topic: Economic Policy

58.

If you subscribe to Keynesian economic policies, you are most concerned with __________. a. exports b. imports c. inflation d. money supply e. unemployment -559-

Answer: e Page Reference: pp. 523–529 A-head: Fiscal Policy Learning Objective: O'Connor L.O. 17.2 Skill Level: Analyze It Topic: Economic Policy 59.

Deregulation of which of the following industries was probably the biggest factor contributing to the economic crisis that began in 2008? a. the airline industry b. the energy industry c. the investment banking industry d. the litigation industry e. the medical technology industry Answer: c Page Reference: pp. 534–539 A-head: Income Security Policy Learning Objective: O'Connor L.O. 17.4 Skill Level: Analyze It Topic: Economic Policy

60.

Why is monetary policy often the preferred way to address an economic crisis? a. because even though it is hard to implement, it has fewer long-term consequences than deficit spending. b. because it is both easy to implement and has fewer long-term consequences than deficit spending c. because it is both easy to implement and has fewer long-term consequences than regulatory policies d. because monetary policy can lower taxes, which increases consumer spending and quickly stimulates the economy e. because monetary policy can quickly put more money directly into the hands of the wealthy who then save it Answer: b Page Reference: pp. 539–542 A-head: Toward Reform: Recession and Economic Recovery Learning Objective: O’Connor L.O. 17.5 Skill Level: Apply What You Know Topic: Economic Policy

 True-False Questions -560-

61.

Since the economic crisis that began in 2008, the national debt has declined. Answer: FALSE Page Reference: pp. 523–529 A-head: Fiscal Policy Learning Objective: O'Connor L.O. 17.2 Skill Level: Remember the Facts Topic: Economic Policy

62.

Congress has the primary responsibility for setting interest rates in the United States. Answer: FALSE Page Reference: pp. 523–529 A-head: Fiscal Policy Learning Objective: O'Connor L.O. 17.2 Skill Level: Remember the Facts Topic: Economic Policy

63.

Social Security is available to illegal immigrants. Answer: FALSE Page Reference: pp. 534–539 A-head: Income Security Policy Learning Objective: O'Connor L.O. 17.4 Skill Level: Remember the Facts Topic: Economic Policy

64.

Monetary economic policy uses the money supply to affect growth in the U.S. economy. Answer: TRUE Page Reference: pp. 530–533 A-head: Monetary Policy Learning Objective: O'Connor L.O. 17.3 Skill Level: Remember the Facts Topic: Economic Policy

65.

The most recent economic crisis was a depression. Answer: FALSE Page Reference: pp. 539–542 A-head: Toward Reform: Recession and the Economic Policy Learning Objective: O'Connor L.O. 17.5 Skill Level: Remember the Facts Topic: Economic Policy

66.

The Temporary Assistance for Needy Families program (TANF) requires that mothers provide information about a child’s father to receive benefits. -561-

Answer: TRUE Page Reference: pp. 534–539 A-head: Income Security Policy Learning Objective: O’Connor L.O. 17.4 Skill Level: Remember the Facts Topic: Economic Policy 67.

In responding to the 2008 recession, the federal government relied solely on fiscal policy to restart economic growth. Answer: FALSE Page Reference: pp. 539–542 A-head: Toward Reform: Recession and Economic Recovery Learning Objective: O’Connor L.O. 17.5 Skill Level: Remember the Facts Topic: Economic Policy

68.

All U.S. citizens are guaranteed to receive Medicaid, regardless of their level of income. Answer: FALSE Page Reference: pp. 534–539 A-head: Income Security Policy Learning Objective: O'Connor L.O. 17.4 Skill Level: Remember the Facts Topic: Economic Policy

69.

The federal stimulus package is generally referred to as TANF. Answer: FALSE Page Reference: pp. 539–542 A-head: Toward Reform: Recession and the Economic Policy Learning Objective: O'Connor L.O. 17.5 Skill Level: Understand the Concepts Topic: Economic Policy

70.

Regulatory activities exist to help control the negative effects of economic activity. Answer: TRUE Page Reference: pp. 517–522 A-head: Roots of Economic Policy Learning Objective: O'Connor L.O. 17.1 Skill Level: Understand the Concepts Topic: Economic Policy

71.

The national debt is the yearly difference between government revenues and the deficit. Answer: FALSE -562-

Page Reference: 523–529 A-head: Fiscal Policy Learning Objective: O'Connor L.O. 17.2 Skill Level: Understand the Concepts Topic: Economic Policy 72.

The U.S. Constitution prohibits the use of taxing and spending to influence the national economy. Answer: FALSE Page Reference: pp. 523–529 A-head: Fiscal Policy Learning Objective: O'Connor L.O. 17.2 Skill Level: Understand the Concepts Topic: Economic Policy

73.

Many of the latest regulations enacted by Congress are in response to demands from constituents. Answer: TRUE Page Reference: pp. 517–522 A-head: Roots of Economic Policy Learning Objective: O'Connor L.O. 17.1 Skill Level: Understand the Concepts Topic: Economic Policy

74.

Keynesians would likely approve of the recent government stimulus package passed by Congress to deal with the economic crisis of the Great Recession. Answer: TRUE Page Reference: pp. 523–529 A-head: Fiscal Policy Learning Objective: O'Connor L.O. 17.2 Skill Level: Apply What You Know Topic: Economic Policy

75.

The best way to influence the money supply is through fiscal policy. Answer: FALSE Page Reference: pp. 530–533 A-head: Monetary Policy Learning Objective: O'Connor L.O. 17.3 Skill Level: Apply What You Know Topic: Economic Policy

76.

Because of the Great Recession, Congress is more likely to deregulate commercial and investment banks.

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Answer: FALSE Page Reference: pp. 539–542 A-head: Toward Reform: Recession and the Economic Policy Learning Objective: O'Connor L.O. 17.5 Skill Level: Apply What You Know Topic: Economic Policy

 Fill-in-the-Blank Questions 77.

In 2008, Congress passed ___________ to help stabilize the investment banking sector. Answer: TARP Page Reference: pp. 539–542 A-head: Toward Reform: Recession and the Economic Policy Learning Objective: O'Connor L.O. 17.5 Skill Level: Remember the Facts Topic: Economic Policy

78.

The ___________ created the system of banks and the main governmental agency responsible for monetary policy in the United States. Answer: Federal Reserve Act Page Reference: pp. 530–533 A-head: Monetary Policy Learning Objective: O'Connor L.O. 17.3 Skill Level: Remember the Facts Topic: Economic Policy

79.

When members of Congress talk about the ___________, they are talking about the difference between annual government expenditures and revenues. Answer: budget deficit Page Reference: pp. 523–529 A-head: Fiscal Policy Learning Objective: O'Connor L.O. 17.2 Skill Level: Remember the Facts Topic: Economic Policy

80.

The federal government relies on a ___________ tax to fund the Social Security program. Answer: payroll Page Reference: pp. 534–539 A-head: Income Security Policy Learning Objective: O'Connor L.O. 17.4 Skill Level: Remember the Facts

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Topic: Economic Policy 81.

Monetary policy regulates the nation’s supply of money and influences __________ to promote economic policy. Answer: interest rates Page Reference: pp. 530–533 A-head: Monetary Policy Learning Objective: O'Connor L.O. 17.3 Skill Level: Remember the Facts Topic: Economic Policy

82.

A ___________ program distributes benefits on the basis of demonstrated need. Answer: means-tested Page Reference: pp. 534–539 A-head: Income Security Policy Learning Objective: O'Connor L.O. 17.4 Skill Level: Remember the Facts Topic: Economic Policy

83.

The money supply __________ when the Federal Reserve Board increases interest rates. Answer: contracts Page Reference: pp. 530–533 A-head: Monetary Policy Learning Objective: O'Connor L.O. 17.3 Skill Level: Understand the Concepts Topic: Economic Policy

84.

The federal government uses fiscal policy when it raises ___________. Answer: taxes Page Reference: pp. 523–529 A-head: Fiscal Policy Learning Objective: O'Connor L.O. 17.2 Skill Level: Understand the Concepts Topic: Economic Policy

85.

A proponent of monetary policy would argue that the most effective way to stimulate economic growth is by ___________ the money supply in the economy. Answer: increasing Page Reference: pp. 530–533 A-head: Monetary Policy Learning Objective: O'Connor L.O. 17.3 Skill Level: Understand the Concepts -565-

Topic: Economic Policy 86.

Unlike Social Security, a ___________ program collects and invests contributions from workers and then returns them with interest to beneficiaries. Answer: pension Page Reference: pp. 534–539 A-head: Income Security Policy Learning Objective: O’Connor L.O. 17.4 Skill Level: Understand the Concepts Topic: Economic Policy

87.

The primary purpose of deregulation is to ___________ the amount of government activity in the economy. Answer: reduce Page Reference: pp. 517–522 A-head: Roots of Economic Policy Learning Objective: O'Connor L.O. 17.1 Skill Level: Understand the Concepts Topic: Economic Policy

88.

With the passage of the stimulus bill, Congress relied on ____________ to counter the effects of the Great Recession. Answer: fiscal policy Page Reference: pp. 523–529 A-head: Fiscal Policy Learning Objective: O'Connor L.O. 17-2 Skill Level: Apply What You Know Topic: Economic Policy

89.

The formation of monopolies is an example of a/n ___________ externality in economic activity. Answer: negative Page Reference: pp. 517–522 A-head: Roots of Economic Policy Learning Objective: O'Connor L.O. 17.1 Skill Level: Apply What You Know Topic: Economic Policy

90.

Keynesians in Congress would support increasing ___________ as a means to address high levels of unemployment. Answer: government spending Page Reference: pp. 523–529 A-head: Fiscal Policy -566-

Learning Objective: O'Connor L.O. 17.2 Skill Level: Apply What You Know Topic: Economic Policy

 Short Answer Questions 91.

What is fiscal policy? Answer: An ideal response will: 1. Define fiscal policy, which is the government’s use of taxation and spending policy to affect economic growth in the United States. 2. Explain how increasing or decreasing taxes speeds or slows economic growth. 3. Explain how increasing or reducing government spending affects the economy and the rate of unemployment Page Reference: pp. 523–529 A-head: Fiscal Policy Learning Objective: O'Connor L.O. 17-2 Skill Level: Understand the Concepts Topic: Economic Policy

92.

What is the difference between budget deficits and the national debt? Answer: An ideal response will: 1. Define a budget deficit as the difference between yearly revenues and expenditures, and define the national debt as the nation’s cumulative deficits. 2. Outline the main difference between the two, which is that the national debt is the long-term structural result of ongoing budget deficits. 3. Note that reducing the level of national debt is far more difficult than reducing budget deficits. Page Reference: pp. 523–529 A-head: Fiscal Policy Learning Objective: O'Connor L.O. 17.2 Skill Level: Understand the Concepts Topic: Economic Policy

93.

What was the purpose of TARP, and how was it supposed to work? Answer: An ideal response will: 1. Define TARP as the Temporary Assets Relief Program, the federal program to purchase assets and equity from troubled financial institutions 2. Discuss the use of federal funds to purchase bad assets owned by troubled banks due to the housing bubble. 3. Note that the banks were required to pay back any federal monies.

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Page Reference: pp. 539–542 A-head: Roots of Economic Policy Learning Objective: O'Connor L.O. 17.5 Skill Level: Understand the Concepts Topic: Economic Policy 94.

What are the proposed benefits of deregulation, and who in general supports this position? Answer: An ideal response will: 1. Define deregulation as the efforts to remove government regulations on business and industries. 2. Identify key ways that deregulation would affect the economy. These include reducing reporting burdens on industries and lowering the cost of conducting business by reducing compliance costs. 3. Specify proponents of this position, which could include business interests and political conservatives. Page Reference: pp. 517–522 A-head: Roots of Economic Policy Learning Objective: O'Connor L.O. 17.1 Skill Level: Understand the Concepts Topic: Economic Policy

95.

What portion of the federal government is responsible for monetary policy, and how does it affect the economy? Answer: An ideal response will: 1. Identify the key bureaucratic component of the monetary system, which is the Federal Reserve Board. 2. Explain the key measures the Federal Reserve Board can deploy to affect the money supply, including raising or lowering interest rates. 3. Specify how raising or lowering interest rates affects the money supply and how it encourages or discourages growth in the economy. Page Reference: pp. 530–533 A-head: Monetary Policy Learning Objective: O'Connor L.O. 17.3 Skill Level: Understand the Concepts Topic: Economic Policy

96.

Discuss some of the key areas of government deregulation during the last decades of the twentieth century, and describe two major regulations that have been put in place. Answer: An ideal response will: 1. Discuss the notion of economic deregulation in general, which involves efforts to reduce market controls in favor of market-based competition.

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2. Illustrate knowledge of the presidents who made deregulation a priority, including Presidents Gerald Ford and President Jimmy Carter, as well as the sectors they deregulated: commercial airlines, railroads, motor carriers, and financial institutions, and more recently the airline and agricultural sectors. 3. Specify and explain two regulations, including the Airline Deregulation Act of 1978 and the 1994 Riegle-Neal Insterstate Banking and Branching Efficiency Act, which was one of several deregulatory acts that contributed to the subprime mortgage crisis that began in 2007. Page Reference: pp. 517–522 A-head: Roots of Economic Policy Learning Objective: O'Connor L.O. 17.1 Skill Level: Apply What You Know Topic: Economic Policy 97.

Discuss the two major economic worries faced by American politicians, unemployment and inflation, and the options available to address them. Answer: An ideal response will: 1. Discuss the two philosophies for addressing these problems, which are monetary policy and fiscal policy. 2. Explain how managing the money supply affects the level of inflation in the economy, and explain how increasing/decreasing taxes and government spending levels affects unemployment. Page Reference: pp. 539–542 A-head: Roots of Economic Policy Learning Objective: O'Connor L.O. 17.5 Skill Level: Apply What You Know Topic: Economic Policy

98.

Imagine the economy is slipping into a recession. What would a Keynesian advocate and why? Compare this approach to using interest rates to affect the money supply. Answer: An ideal response will: 1. Identify that Keynesian economic policy is a type of fiscal policy that is more concerned with high levels of unemployment than inflation. 2. Specify how increasing government spending and lowering tax rates encourages employment and investment. Note that when taxes are lowered, individuals and businesses will have more money to invest, which in turn increases the potential for new job creation and employment. 3. Note how this is different from using interest rates to affect the money supply because lowering interest rates reduces the cost of money and makes it more likely that banks will offer loans to businesses seeking to expand and thus increases the prospects for increased hiring and employment Page Reference: pp. 523–529 A-head: Fiscal Policy -569-

Learning Objective: O'Connor L.O. 17.2 Skill Level: Apply What You Know Topic: Economic Policy 99.

Discuss the policy response by the federal government to the recent financial crisis. Answer: An ideal response will: 1. Note that the response had two parts, which included the federal bailout of banks and the stimulus package. 2. Illustrate that the response contained aspects of monetary policy (keeping interest at near zero) as well as using government spending to address unemployment. 3. Specifically reference both the TARP legislation as well as the stimulus package. Page Reference: pp. 539–542 A-head: Toward Reform: Recession and Economic Recovery Learning Objective: O'Connor L.O. 17.5 Skill Level: Apply What You Know Topic: Economic Policy

100.

Describe the history of government regulation in the United States, noting key aspects of its evolution. Answer: An ideal response will: 1. Discuss the beginnings of the regulatory movement, noting its origins in anti-trust legislation. 2. Note the gradual addition of a range of regulations including workplace, environmental, and consumer protections. 3. Discuss the deregulation movement, and note how the Great Recession reduced its impact. Page Reference: pp. 517–522 A-head: Roots of Economic Policy Learning Objective: O'Connor L.O. 17.1 Skill Level: Apply What You Know Topic: Economic Policy

101.

Why do most capitalist states engage in some regulation of the economy, and where do we see regulation in the United States? Include discussion of specific legislation. Answer: An ideal response will: 1. Include a general discussion of regulation including the need to mitigate negative externalities. 2. Discuss areas where the free market can create negative externalities, including the environment, corporate and industrial activities, and health and safety. 3. Provide specific examples of regulation in the United States, including but not limited to OSHA, the Clean Air Act, child labor laws, consumer safety laws, and antitrust legislation.

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Page Reference: pp. 517–522 A-head: Roots of Economic Policy Learning Objective: O'Connor L.O. 17.1 Skill Level: Analyze It Topic: Economic Policy 102.

Why do adjustments to interest rates by the Federal Reserve Board matter? Answer: An ideal response will: 1. Explain the role of the Federal Reserve in controlling the money supply. 2. Describe how adjusting the interest rate up or down will affect the money supply. 3. Illustrate how lowering the interest rate reduces the cost of money, which makes borrowing easier, which increases spending, affects economic growth. Page Reference: pp. 530–533 A-head: Monetary Policy Learning Objective: O'Connor L.O. 17.3 Skill Level: Analyze It Topic: Economic Policy

103.

What is the long-term concern regarding the Social Security Trust Fund. Answer: An ideal response will: 1. Describe the purpose of the Social Security Trust Fund. 2. Explain the long-term concern regarding the solvency of the trust. 3. Explain why solvency is a problem, focusing on more retirees living longer and a smaller number of workers contributing to the trust through payroll taxes. Page Reference: pp. 534–539 A-head: Income Security Policy Learning Objective: O'Connor L.O. 17.4 Skill Level: Analyze It Topic: Economic Policy

104.

What has been the U.S. government’s recent trend regarding budget deficits and the national debt, and what factors are driving this trend? Answer: An ideal response will: 1. Discuss the trend of both increasing budget deficits and increasing levels of debt, and show how decreased revenue and increased spending drive this trend. 2. Explain the causes for the reduction in revenues, including the financial crisis and recent tax cuts. 3. Explain the causes for increased expenditures, including recent wars and the financial crisis. Page Reference: pp. 539–542 A-head: Toward Reform: Recession and Economic Recovery Learning Objective: O'Connor L.O. 17.5 -571-

Skill Level: Analyze it Topic: Economic Policy 105.

Discuss the historical trend of regulation in the United States. Why do we regulate the economy and economic sectors, and are there any associated costs? Should the United States continue the identified trend? Why or why not? Answer: An ideal response will: 1. Assert that the historical trend has been one of increasing regulation across an expanding spectrum of sectors. 2. Explain how free market systems can create negative externalities that government seeks to prevent or minimize, and as such, regulations have a public benefit. 3. Discuss the nature of some of those benefits, including but not limited to better working conditions, cleaner environments, safer consumer products, and increased economic competition. 4. Describe how regulations often have a negative effect on business, including increasing the costs for business in terms of labor, materials, and compliance. 5. In the context of the first point, make a strong claim as to whether that trajectory should continue, specifically connecting either the aforementioned costs or benefits to this argument. 6. Provide a concise and effective conclusion. Page Reference: pp. 517–522 A-head: Roots of Economic Policy Learning Objective: O'Connor L.O. 17.1 Skill Level: Understand the Concepts Topic: Economic Policy

 Essay Questions 106.

In what ways did the Republican and Democratic Parties respond to the recent economic downturn, and how did those responses reflect their respective worldviews? Answer: An ideal response will: 1. Discuss the fact that the severity of the economic downturn led both parties to a consensus on the need to act. 2. Explain how the Republicans’ proposals mirrored their ideological worldview by focusing on lowering interest rates and providing immediate tax relief in the form of a rebate to citizens. 3. Explain how the Democrats’ proposals mirrored their ideological worldview by significantly increasing government spending and providing additional tax relief. 4. Provide a clear and concise conclusion. Page Reference: pp. 539–542 A-head: Toward Reform: Recession and Economic Recovery

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Learning Objective: O’Connor L.O. 17.5 Skill Level: Analyze It Topic: Economic Policy 107.

What are the features of the income security measures/programs in the United States? Why was this structure created, and what are the benefits? Specifically, what are the problems with Social Security, and what solutions are available to government to solve them? Answer: An ideal response will: 1. Discuss the rationale for the creation of the social safety net, including the need to offer both social insurance and means-tested programs to citizens. 2. Specify the features of the system, including funding sources such as the payroll tax and the provision of social security, Medicare, Medicaid, and income assistance programs for families. 3. Discuss the benefits of existing income security measures/programs including Social Security, unemployment insurance, supplemental security income, family and child support, and the supplemental nutrition assistance program. 4. Explain that the biggest problem with the Social Security is finding mechanisms to ensure its overall solvency over time. 5. Discuss the competing proposals for dealing with the solvency issue, including raising the Social Security tax, reducing retiree benefits, partial privatization, and increasing the minimum retirement age. 6. Make an argument for which of these individually or in combination would be the best solution for government to pursue. 7. Provide a concise and effective conclusion. Page Reference: pp. 534–539 A-head: Income Security Learning Objective: O'Connor L.O. 17.4 Skill Level: Apply What You Know Topic: Economic Policy

108.

Discuss the differences in philosophy, key actors, and tools of fiscal and monetary policy. Should the federal government give preference to one to the other? Why or why not? Answer: An ideal response will: 1. Discuss the difference between fiscal and monetary policy, noting that monetary policy affects the money supply and is primarily used as a tool to manage inflation, and fiscal policy is related to taxing and spending and is primarily used to address issues of unemployment. 2. Connect those different tools to the ideological positions of the left and the right. 3. Analyze the different origins of fiscal and monetary policy, noting that Congress and the president have primary responsibility for the former, while the Federal Reserve Board has the primary responsibility for monetary policy. 4. Compare the different tool sets of both policies, including monetary policy efforts at managing interest rates to either expand or contract the money supply to stimulate or slow down economic growth, and fiscal policy efforts to use taxation and government spending rates to help stimulate investment and employment. -573-

5. Assert that under a specific set of circumstances, one policy menu is preferable to the other, depending upon the government’s interests, illustrating this through specific examples such as the recent stimulus package to reduce unemployment or the decision by the Federal Reserve to keep interest rates low to encourage borrowing. 6. Provide a concise and effective conclusion. Page Reference: pp. 517–522 A-head: Roots of Economic Policy Learning Objective: O’Connor L.O. 17.1 Skill Level: Apply What You Know Topic: Economic Policy 109.

Discuss the recent economic crisis and recession. What happened and why? Should they take any steps to prevent this from happening again? If so, what steps? If not, why not? Answer: An ideal response will: 1. Outline the factors that contributed to the recent financial recession, including the collapsing mortgage industry and the investment crisis. 2. Illustrate how these two factors created slowdowns in construction, growing government expenditures, and losses of jobs that sparked a domino effect that rippled throughout the U.S. economy. 3. Connect how the efforts to deregulate certain sectors of the financial industry, specifically investment banking, created conditions under which banks took higher risks. 4. Lay out a specific course of action that would minimize these effects in the future, including efforts to reregulate the financial and housing sectors, or alternately argue why government should not guarantee against risk. 5. Provide a clear and concise conclusion. Page Reference: pp. 539–542 A-head: Toward Reform: Recession and Economic Recovery Learning Objective: O'Connor L.O. 17.5 Skill Level: Analyze It Topic: Economic Policy

110.

What is the legacy of the Progressive era and the New Deal with respect to American economic policy? Answer: An ideal response will: 1. Explain that the Progressive moment drew much of its support from the middle class and sought to reform the political, economic, and social systems. 2. Discuss some of the specific regulatory reforms of the Progressive era, including the Pure Food and Drug Act; the Meat Inspection Act, which marked the beginning of consumer protection; the Federal Reserve Act to regulate banking; and the Federal Trade Commission to strengthen anti-trust policy. 3. Explain how the Great Depression and Franklin Roosevelt’s New Deal marked a major turning point in U.S. economic history by transforming the laissez-faire state -574-

into an interventionist state, expanding the role of the government through financial reforms, agricultural policy, labor relations, and industrial regulations. 4. Examine the fact that even though the New Deal and the Progressive movement were both diverted by the outbreak of war, they both set forth policies that legitimized the expanded role of the government in the economy and became permanent parts of public policy. 5. Provide a clear and concise conclusion. Page Reference: pp. 517–522 A-head: Roots of Economic Policy Learning Objective: O’Connor L.O. 17.1 Skill Level: Analyze It Topic: Economic Policy

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18 Foreign and Defense Policy  Multiple-Choice Questions 1.

The war in Iraq began under __________ and ended under __________. a. Bill Clinton, George H. W. Bush b. Bill Clinton, George W. Bush c. George H. W. Bush, George W. Bush d. George W. Bush, George W. Bush e. George W. Bush, Barack Obama Answer: e Page Reference: pp. 555–562 A-head: The United States as a World Power Learning Objective: O’Connor L.O. 18.2 Skill Level: Remember the Facts Topic: Foreign and Defense Policy

One of the primary purposes of the war in Afghanistan was to __________. a. prevent the spread of communism b. remove the Taliban-led government c. protect religious freedom d. retaliate for the bombing of the USS Cole e. protect Iraq from Afghani military attacks Answer: b Page Reference: pp. 555–562 A-head: The United States as a World Power Learning Objective: O’Connor L.O. 18.2 Skill Level: Remember the Facts Topic: Foreign and Defense Policy

Which Cabinet-level department has primary responsibility for U.S. foreign policy?

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a. Department of Defense b. Department of Justice c. Department of the Interior d. Department of Homeland Security e. Department of State Answer: e Page Reference: pp. 562–570 A-head: Foreign and Defense Policy Decision Making Learning Objective: O’Connor L.O. 18.3 Skill Level: Remember the Facts Topic: Foreign and Defense Policy 4.

What is the primary responsibility of the Department of Defense? a. to provide for homeland security b. to implement military policy c. to develop foreign policy d. to coordinate domestic security efforts e. to advise the president about national security threats Answer: b Page Reference: pp. 562–570 A-head: Foreign and Defense Policy Decision Making Learning Objective: O’Connor L.O. 18.3 Skill Level: Remember the Facts Topic: Foreign and Defense Policy

What is the role of the national security advisor? a. to consult with academics and others with foreign policy expertise b. to provide the president with information that reinforces the president’s foreign policy positions c. to act as a liaison between the Department of Defense and the military d. to lead the Department of Homeland Security e. to give the president independent advice about foreign and military policy Answer: e Page Reference: pp. 562–570 A-head: Foreign and Defense Policy Decision Making Learning Objective: O’Connor L.O. 18.3 Skill Level: Remember the Facts Topic: Foreign and Defense Policy

Who serves on the Joint Chiefs of Staff? a. the Cabinet secretaries -577-

b. the leaders of the armed forces c. the president’s foreign policy advisors d. the White House military intelligence corps e. the secretary of defense, the secretary of Homeland Security, and the director of the Central Intelligence Agency Answer: b Page Reference: pp. 562–570 A-head: Foreign and Defense Policy Decision Making Learning Objective: O’Connor L.O. 18.3 Skill Level: Remember the Facts Topic: Foreign and Defense Policy 7.

Who heads the U.S. intelligence community? a. the director of the Central Intelligence Agency b. the director of National Intelligence c. the chairman of the Joint Chiefs of Staff d. the vice president e. the National Security Agency Answer: b Page Reference: pp. 562–570 A-head: Foreign and Defense Policy Decision Making Learning Objective: O’Connor L.O. 18.3 Skill Level: Remember the Facts Topic: Foreign and Defense Policy

Which international organization was created after World War II at the urging of the United States? a. the League of Nations b. the United Nations c. the Warsaw Pact d. the World Trade Organization e. the Marshall Plan Answer: b Page Reference: pp. 555–562 A-head: The United States as a World Power Learning Objective: O’Connor L.O. 18.2 Skill Level: Remember the Facts Topic: Foreign and Defense Policy

One highly visible element of U.S. foreign policy in recent years has been the pursuit of __________ and empowerment. a. indigenous rights -578-

b. gay rights c. women’s rights d. Iraqi troops’ rights e. civil rights Answer: c Page Reference: pp. 551–555 A-head: Roots of U.S. Foreign and Defense Policy Learning Objective: O’Connor L.O. 18.1 Skill Level: Remember the Facts Topic: Foreign and Defense Policy 10.

What role did Afghanistan play in the September 11, 2001, terrorist attacks? a. Most of the terrorists were from Afghanistan. b. Osama bin Laden trained some of the terrorists in Afghanistan. c. The al-Qaeda–led government of Afghanistan funded Osama bin Laden. d. The 9/11 terrorists hijacked airplanes originating from Afghanistan. e. The government of Afghanistan actively plotted the 9/11 terrorist attacks. Answer: b Page Reference: pp. 555–562 A-head: The United States as a World Power Learning Objective: O’Connor L.O. 18.2 Skill Level: Remember the Facts Topic: Foreign and Defense Policy

11.

Which of the following countries is a permanent member of the United Nations Security Council? a. Germany b. India c. Spain d. Italy e. the United States Answer: e Page Reference: pp. 555–562 A-head: The United States as a World Power Learning Objective: O’Connor L.O. 18.2 Skill Level: Remember the Facts Topic: Foreign and Defense Policy

12.

Which of the following countries is a member of NATO? a. Russia b. China c. Japan -579-

d. Syria e. the United States Answer: e Page Reference: pp. 555–562 A-head: The United States as a World Power Learning Objective: O’Connor L.O. 18.2 Skill Level: Remember the Facts Topic: Foreign and Defense Policy 13.

After the Paris Peace Agreement, when U.S. forces withdrew from the Vietnam War, South Vietnam was __________. a. independent and isolated b. fully democratic c. reunified with the North d. a new American territory e. permanently separated from the North Answer: c Page Reference: pp. 555–562 A-head: The United States as a World Power Learning Objective: O’Connor L.O. 18.2 Skill Level: Remember the Facts Topic: Foreign and Defense Policy

14.

Who instituted the Marshall Plan and who benefited directly from it? a. The Soviet Union instituted the Marshall Plan to benefit Eastern Europe. b. Germany instituted the Marshall Plan to benefit the United States. c. Italy instituted the Marshall Plan to benefit Western Europe. d. Eastern Europe instituted the Marshall Plan to benefit Western Europe. e. The United States instituted the Marshall Plan to benefit Eastern Europe. Answer: e Page Reference: pp. 555–562 A-head: The United States as a World Power Learning Objective: O’Connor L.O. 18.2 Skill Level: Remember the Facts Topic: Foreign and Defense Policy

15.

What event marked the end of the Cold War? a. détente b. the collapse of the Soviet Union c. the signing of the SALT II Treaty d. the Soviet withdrawal from Afghanistan e. the resolution of the Cuban Missile Crisis -580-

Answer: b Page Reference: pp. 555–562 A-head: The United States as a World Power Learning Objective: O’Connor L.O. 18.2 Skill Level: Remember the Facts Topic: Foreign and Defense Policy 16.

According to the “How Big is the World’s Stockpile of Nuclear Weapons?” feature box, which of the following countries has the most nuclear weapons after the United States? a. Israel b. China c. Russia d. North Korea e. Iran Answer: c Page Reference: pp. 571–579 A-head: Contemporary Challenges in Foreign and Defense Policy Learning Objective: O’Connor L.O. 18.4 Skill Level: Remember the Facts Topic: Foreign and Defense Policy

17.

According to Figure 18.2, who is the largest trading partner with the United States? a. China b. the United Kingdom c. Germany d. Japan e. Canada Answer: e Page Reference: pp. 571–579 A-head: Contemporary Challenges in Foreign and Defense Policy Learning Objective: O’Connor L.O. 18.4 Skill Level: Remember the Facts Topic: Foreign and Defense Policy

18.

What was the foreign policy of containment designed to prevent? a. nuclear proliferation b. the spread of communism c. terrorism d. epidemics and pandemics e. the Cold War Answer: b -581-

Page Reference: pp. 555–562 A-head: The United States as a World Power Learning Objective: O’Connor L.O. 18.2 Skill Level: Understand the Concepts Topic: Foreign and Defense Policy 19.

Why was the North Atlantic Treaty Organization formed? a. to provide peacetime collective security for the United States and Western Europe b. to promote free trade between the United States and Western Europe c. to help rebuild war-torn Europe after World War II d. to enhance democratic government in newly industrializing countries e. to minimize nuclear proliferation Answer: a Page Reference: pp. 555–562 A-head: The United States as a World Power Learning Objective: O’Connor L.O. 18.2 Skill Level: Understand the Concepts Topic: Foreign and Defense Policy

20.

Who has the ultimate authority and control over U.S. foreign and military policy? a. Congress b. the president c. the State Department d. the National Security Council e. the Joint Chiefs of Staff Answer: b Page Reference: pp. 562–570 A-head: Foreign and Defense Policy Decision Making Learning Objective: O’Connor L.O. 18.3 Skill Level: Understand the Concepts Topic: Foreign and Defense Policy

21.

The United States engaged in which of the following military conflicts in order to prevent the spread of communism? a. World War I b. World War II c. the Vietnam War d. the Persian Gulf War e. the global war on terrorism Answer: c Page Reference: pp. 555–562 A-head: The United States as a World Power -582-

Learning Objective: O’Connor L.O. 18.2 Skill Level: Understand the Concepts Topic: Foreign and Defense Policy 22.

What was the main purpose of the Marshall Plan? a. to protect Eastern Europe from undue influence of the Soviet Union in the wake of World War II b. to help rebuild Europe after World War II so that it would be less vulnerable to communist influences c. to prevent the spread of weapons of mass destruction to unstable governments d. to root out and eliminate potential terrorist threats before they are fully formed e. to repair relations between the United States and the Soviet Union near the end of the Cold War Answer: b Page Reference: pp. 555–562 A-head: The United States as a World Power Learning Objective: O’Connor L.O. 18.2 Skill Level: Understand the Concepts Topic: Foreign and Defense Policy

23.

Which of the following accurately describes the war in Iraq? a. The U.S. administration’s decision to become involved was noncontroversial. b. The war lasted longer than the Bush administration expected. c. Saddam Hussein launched the war through an attack on Iran. d. The United States went to war as retribution for its involvement in the September 11, 2001, terrorist attacks. e. The war received near universal praise from U.S. allies. Answer: b Page Reference: pp. 555–562 A-head: The United States as a World Power Learning Objective: O’Connor L.O. 18.2 Skill Level: Understand the Concepts Topic: Foreign and Defense Policy

24.

Which of the following is the most heavily involved in gathering and analyzing information about foreign governments? a. the Secret Service b. the Department of the Treasury c. the National Security Agency d. the Transportation Safety Administration e. the Department of State Answer: c -583-

Page Reference: pp. 562–570 A-head: Foreign and Defense Policy Decision Making Learning Objective: O’Connor L.O. 18.3 Skill Level: Understand the Concepts Topic: Foreign and Defense Policy 25.

What is the primary responsibility of the secretary of state? a. national defense policy b. homeland security c. intelligence d. diplomacy e. military policy Answer: d Page Reference: pp. 562–570 A-head: Foreign and Defense Policy Decision Making Learning Objective: O’Connor L.O. 18.3 Skill Level: Understand the Concepts Topic: Foreign and Defense Policy

26.

What is the primary responsibility of the secretary of defense? a. foreign policy b. intelligence c. diplomacy d. homeland security e. military policy Answer: e Page Reference: pp. 562–570 A-head: Foreign and Defense Policy Decision Making Learning Objective: O’Connor L.O. 18.3 Skill Level: Understand the Concepts Topic: Foreign and Defense Policy

27.

What is the main foreign or defense policy threat posed by Iran? a. civil unrest b. nuclear capabilities c. economic collapse d. trade disagreements e. conventional arms Answer: b Page Reference: pp. 580–582 A-head: Toward Reform: New Challenges in American Foreign Policy Learning Objective: O’Connor L.O. 18.5 -584-

Skill Level: Understand the Concepts Topic: Foreign and Defense Policy 28.

Which of the following best describes the United States’ policy as a superpower since the end of World War II? a. The United States has refused to enter security alliances with countries around the globe, as that policy might offend other countries and reduce trade with them. b. The United States has focused on policies of democratic enlargement to promote expansion of democracies and free markets throughout the world. c. The United States began decreasing its military budget once the Cold War ended, so it could focus on other matters such as promoting democracy around the world. d. The United States has focused primarily on stomping out communism wherever it exists. e. The United States has focused primarily on economic enlargement to promote increase in trade with all countries throughout the world, regardless of their form of government. Answer: b Page Reference: pp. 555–562 A-head: The United States as a World Power Learning Objective: O’Connor L.O. 18.2 Skill Level: Understand the Concepts Topic: Foreign and Defense Policy

29.

Which of the following was a fundamental part of the George W. Bush administration’s case for the 2003 war in Iraq? a. Iraq was responsible for the terrorist attacks on the United States on September 11, 2001. b. Iraq, along with North Korea and Iran, was a threat to American security interests. c. The Persian Gulf War begun by President George H. W. Bush had never really ended and needed to be brought to a close. d. Saddam Hussein had issued threats against the United States. e. Saddam Hussein had permitted Osama bin Laden to use Iraq for training terrorists. Answer: b Page Reference: pp. 555–562 A-head: The United States as a World Power Learning Objective: O’Connor L.O. 18.2 Skill Level: Understand the Concepts Topic: Foreign and Defense Policy

30.

Which of the following countries would have been most opposed to the policy of containment? a. United Kingdom b. France c. Soviet Union d. United States e. Canada -585-

Answer: c Page Reference: pp. 555–562 A-head: The United States as a World Power Learning Objective: O’Connor L.O. 18.2 Skill Level: Understand the Concepts Topic: Foreign and Defense Policy 31.

Which of the following countries have posed challenges to the United States in recent years because of their economic growth and global influence? a. India and France b. Russia and Germany c. Germany and Brazil d. China and India e. Brazil and Spain Answer: d Page Reference: pp. 580–582 A-head: Toward Reform: New Challenges in American Foreign Policy Learning Objective: O’Connor L.O. 18.5 Skill Level: Understand the Concepts Topic: Foreign and Defense Policy

32.

Congress can exercise influence over foreign policy through its power to __________. a. command the armed forces b. appoint the secretary of defense c. ratify treaties d. recognize the sovereignty of foreign countries e. receive diplomats Answer: c Page Reference: pp. 562–570 A-head: Foreign and Defense Policy Decision Making Learning Objective: O’Connor L.O. 18.3 Skill Level: Understand the Concepts Topic: Foreign and Defense Policy

33.

Which of the following is comprised of a broad array of the president’s foreign policy advisors and is housed within the White House? a. the Department of State b. the Department of Homeland Security c. the Warsaw Pact d. the National Security Council e. the Central Intelligence Agency

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Answer: d Page Reference: pp. 562–570 A-head: Foreign and Defense Policy Decision Making Learning Objective: O’Connor L.O. 18.3 Skill Level: Understand the Concepts Topic: Foreign and Defense Policy 34.

Which of the following has as its primary responsibility conducting surveillance about the inner workings of countries across the world? a. the Department of Defense b. the secretary of state c. the Central Intelligence Agency d. the World Trade Organization e. the Marshall Plan Answer: c Page Reference: pp. 562–570 A-head: Foreign and Defense Policy Decision Making Learning Objective: O’Connor L.O. 18.3 Skill Level: Understand the Concepts Topic: Foreign and Defense Policy

35.

What is the most common critique of the military-industrial complex? a. Ordinary citizens are generally uninformed about foreign and defense policy. b. Defense industry interest groups have too much influence over U.S. foreign and defense policy. c. The military decision-making process is too slow and complex. d. Congress should have less influence over foreign and defense policy, whereas the president should have more influence. e. Defense contracts are usually awarded to the lowest bidder and not on the basis of expertise or experience, resulting in poor-quality products. Answer: b Page Reference: pp. 562–570 A-head: Foreign and Defense Policy Design Making Learning Objective: O’Connor L.O. 18.3 Skill Level: Understand the Concepts Topic: Foreign and Defense Policy

36.

Free trade agreements are designed to prevent which of the following? a. globalization b. democratic enlargement c. détente d. protectionism e. isolationism -587-

Answer: d Page Reference: pp. 571–579 A-head: Contemporary Challenges in Foreign and Defense Policy Learning Objective: O’Connor L.O. 18.4 Skill Level: Understand the Concepts Topic: Foreign and Defense Policy 37.

Which of the following is most consistent with the foreign policy of isolationism? a. a country’s refusal to intervene in an armed conflict between two other countries b. a country’s willingness to use diplomatic sanctions to pressure another country to address human rights violations c. the George W. Bush administration’s policy of actively rooting out terrorism before a threat has fully developed d. the United States’ involvement in World War II e. multilateral trade agreements Answer: a Page Reference: pp. 551–555 A-head: Roots of U.S. Foreign and Defense Policy Learning Objective: O’Connor L.O. 18.1 Skill Level: Apply What You Know Topic: Foreign and Defense Policy

38.

During a rapidly developing national security crisis, who is the U.S. president most likely to turn to for advice? a. the House Committee on Foreign Affairs b. the Senate Committee on Foreign Relations c. the Senate Committee on Homeland Security and Governmental Affairs d. the United Nations Security Council e. the National Security Council Answer: e Page Reference: pp. 562–570 A-head: Foreign and Defense Policy Decision Making Learning Objective: O’Connor L.O. 18.3 Skill Level: Apply What You Know Topic: Foreign and Defense Policy

39.

What can Congress do to influence foreign and defense policy if it is not satisfied with the way the president has handled foreign policy? a. Congress can fire ambassadors who are not executing foreign policy according to Congress’s wishes. b. Congress can reduce appropriations for executing the president’s foreign and defense policy. -588-

c. Congress can command the military to execute foreign policy according to Congress’s wishes. d. Congress can change foreign policy with a joint declaration of two-thirds of each chamber, which does not require the president’s signature. e. Congress can appoint a new secretary of state who will implement foreign policy according to Congress’s wishes. Answer: b Page Reference: pp. 562–570 A-head: Foreign and Defense Policy Decision Making Learning Objective: O’Connor L.O. 18.3 Skill Level: Apply What You Know Topic: Foreign and Defense Policy 40.

Which of the following is most consistent with the concept of diplomacy? a. counterintelligence b. military threats c. military action d. negotiation e. confrontation Answer: d Page Reference: pp. 571–579 A-head: Contemporary Challenges in Foreign and Defense Policy Learning Objective: O’Connor L.O. 18.4 Skill Level: Apply What You Know Topic: Foreign and Defense Policy

41.

In which of the following areas is the United States most likely to become embroiled in a dispute with China? a. trade policy b. antiterrorism policy c. military conflict d. immigration policy e. environmental policy Answer: a Page Reference: pp. 571–579 A-head: Contemporary Challenges in Foreign and Defense Policy Learning Objective: O’Connor L.O. 18.4 Skill Level: Apply What You Know Topic: Foreign and Defense Policy

42.

Because of NAFTA, an American business owner may be able to save money through which of the following?

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a. by setting up a shell corporation in the Cayman Islands to avoid U.S. taxes b. by moving a manufacturing plant from the United States to Mexico, where labor is cheaper c. by purchasing cheap goods from China without paying taxes or tariffs d. by outsourcing customer service jobs to India e. by purchasing government-issued bonds to cover basic business expenses Answer: b Page Reference: pp. 555–562 A-head: The United States as a World Power Learning Objective: O’Connor L.O. 18.2 Skill Level: Apply What You Know Topic: Foreign and Defense Policy 43.

Which of the following would the president be most likely to consult to determine the best way to use the military to destroy North Korea’s nuclear capabilities? a. the secretary of defense b. the secretary of Homeland Security c. the secretary of state d. the director of National Intelligence e. the national security advisor Answer: a Page Reference: pp. 562–570 A-head: Foreign and Defense Policy Decision Making Learning Objective: O’Connor L.O. 18.3 Skill Level: Apply What You Know Topic: Foreign and Defense Policy

44.

Terrorists are most likely to target which of the following? a. elected officials b. members of the military c. civilians d. bureaucrats e. political dissidents Answer: c Page Reference: pp. 571–579 A-head: Contemporary Challenges in Foreign and Defense Policy Learning Objective: O’Connor L.O. 18.4 Skill Level: Apply What You Know Topic: Foreign and Defense Policy

45.

Which of the following is an example of the exercise of America’s soft power? a. President John F. Kennedy’s authorization of the Bay of Pigs -590-

b. President George W. Bush’s demand that the Taliban government of Afghanistan turn over Osama bin Laden and close terrorist camps c. the Paris Peace Agreement d. the Roosevelt Corollary e. Secretary of State Clinton’s visit to Africa to address members of the small-business program in Zambia Answer: e Page Reference: pp. 580–582 A-head: Toward Reform: New Challenges in American Foreign Policy Learning Objective: O’Connor L.O. 18.5 Skill Level: Apply What You Know Topic: Foreign and Defense Policy 46.

Which of the following is the president most likely to consult with for advice about how to best take advantage of the strengths of the various service branches when conducting a military operation? a. the Central Intelligence Agency b. the director of National Intelligence c. the secretary of Homeland Security d. the secretary of state e. the Joint Chiefs of Staff Answer: e Page Reference: pp. 562–570 A-head: Foreign and Defense Policy Decision Making Learning Objective: O’Connor L.O. 18.3 Skill Level: Apply What You Know Topic: Foreign and Defense Policy

47.

During the height of the Cold War, what would the United States likely have done if it had discovered that the Soviet Union had previously unknown stockpiles of nuclear weapons? a. negotiate a bilateral trade agreement b. engage in a military conflict with the Soviet Union c. stockpile additional nuclear weapons in the United States d. withdraw from NATO e. extend diplomatic immunity to the Soviet Union Answer: c Page Reference: pp. 555–562 A-head: The United States as a World Power Learning Objective: O’Connor L.O. 18.2 Skill Level: Apply What You Know Topic: Foreign and Defense Policy

48.

Which of the following would George Washington most likely approve of? -591-

a. containment b. the Truman Doctrine c. isolationism d. NAFTA e. NATO Answer: c Page Reference: pp. 551–555 A-head: Roots of U.S. Foreign and Defense Policy Learning Objective: O’Connor L.O. 18.1 Skill Level: Apply What You Know Topic: Foreign and Defense Policy 49.

Why is it difficult to coordinate the work of the various intelligence agencies that comprise the U.S. intelligence community? a. The head of the intelligence community is the head of the CIA, which operates completely independently of the other agencies in the intelligence community. b. Although all agencies share a budget, there is little communication among them. c. Each agency controls its own budget and does not always share its intelligence with the other agencies in the intelligence community. d. The Department of Homeland Security gathers intelligence, but then assigns the responsibility for acting on that information to various other agencies. e. The FBI and CIA work together only during times of national crisis. Answer: c Page Reference: pp. 562–570 A-head: Foreign and Defense Policy Decision Making Learning Objective: O’Connor L.O. 18.3 Skill Level: Analyze It Topic: Foreign and Defense Policy

50.

How has U.S. foreign policy in Iran and North Korea been similar for much of the past decade? a. It has been largely focused on economic development. b. It has been largely driven by the September 11, 2001, terrorist attacks. c. It has been largely determined by the wealth of natural resources the countries possess. d. It has emphasized diplomacy over military action. e. It has been driven by the threat the countries pose to the United States. Answer: e Page Reference: pp. 571–579 A-head: Contemporary Challenges in Foreign and Defense Policy Learning Objective: O’Connor L.O. 18.4 Skill Level: Analyze It Topic: Foreign and Defense Policy -592-

51.

How is terrorism different from traditional military force? a. Terrorism usually involves military targets. b. Terrorism is typically designed to instill fear in the general public. c. Terrorism is typically better financed. d. Only governments engage in terrorism. e. Only nongovernmental political actors engage in terrorism. Answer: b Page Reference: pp. 555–562 A-head: The United States as a World Power Learning Objective: O’Connor L.O. 18.2 Skill Level: Analyze It Topic: Foreign and Defense Policy

52.

Why is the adjective cold used to describe the Cold War? a. It began with a shortage of coal and heating fuel in Europe. b. It hindered the spread of democracy in Western Europe. c. It was a tense period of time without much use of direct combat. d. It was a period of time in which there was no interaction between major world powers. e. It froze military alliances in their pre-World War II configurations. Answer: c Page Reference: pp. 555–562 A-head: The United States as a World Power Learning Objective: O’Connor L.O. 18.2 Skill Level: Analyze It Topic: Foreign and Defense Policy

53.

Why did the United States join the North American Free Trade Agreement? a. to increase the number of markets readily available for American goods b. to prevent the salaries of American workers from increasing faster than inflation c. to relocate manufacturing jobs to Mexico to take advantage of cheaper labor d. to slow down the pace of globalization e. to make it harder for Japanese cars to compete in the American marketplace Answer: a Page Reference: pp. 571–579 A-head: Contemporary Challenges in Foreign and Defense Policy Learning Objective: O’Connor L.O. 18.4 Skill Level: Analyze It Topic: Foreign and Defense Policy

54.

Why are isolationists dissatisfied with contemporary U.S. foreign policy?

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a. because the United States does not do enough to address human rights abuses b. because the United States has ignored atrocities in Africa and other developing countries c. because the United States has allowed China to catch up economically d. because the United States has refused to work with its allies to address terrorism e. because the United States actively inserts itself into world affairs Answer: e Page Reference: pp. 551–555 A-head: Roots of U.S. Foreign and Defense Policy Learning Objective: O’Connor L.O. 18.1 Skill Level: Analyze It Topic: Foreign and Defense Policy 55.

Why has the United States taken a keen interest in China in recent years? a. The United States wants to ensure that China does not fall into communist rule. b. The United States wants China to be a bastion of democracy in an otherwise volatile area of the world. c. China has a large supply of oil that can be exported to the United States. d. China is a large market in an increasingly global economy. e. China has begun to implement increasingly isolationist foreign and defense policies. Answer: d Page Reference: pp. 571–579 A-head: Contemporary Challenges in Foreign and Defense Policy Learning Objective: O’Connor L.O. 18.4 Skill Level: Analyze It Topic: Foreign and Defense Policy

56.

Why is diplomacy often preferred over use of the military to settle foreign policy disagreements? a. Diplomacy is more likely to be successful. b. Diplomacy is more likely to lead to military alliances. c. Diplomacy is more likely to lead to isolationism. d. Diplomacy is less likely to lead to war. e. Diplomacy is less likely to be appropriate for trade disagreements. Answer: d Page Reference: pp. 571–579 A-head: Contemporary Challenges in Foreign and Defense Policy Learning Objective: O’Connor L.O. 18.4 Skill Level: Analyze It Topic: Foreign and Defense Policy

57.

Why is it easier for the president to influence foreign and defense policy than it is for Congress to do so?

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a. The president has a larger group of foreign and defense policy advisors. b. The president has unlimited appropriations for foreign and defense policy. c. The president has the power to approve treaties. d. The president can pass laws that require Congress to act. e. The president cannot use the military without prior approval from Congress. Answer: a Page Reference: pp. 562–570 A-head: Foreign and Defense Policy Decision Making Learning Objective: O’Connor L.O. 18.3 Skill Level: Analyze It Topic: Foreign and Defense Policy 58.

Under the George W. Bush administration, Congress reorganized the intelligence community and created a new position known as the director of National Intelligence. Why did Congress do this? a. The director of the Central Intelligence Agency needed additional authority to combat the growing threat posed by weapons of mass destruction. b. The September 11, 2001, terrorist attacks revealed flaws in the way the U.S. intelligence community operated. c. There was a need for the decentralization of authority within the intelligence community to prevent competition between agencies. d. The previous organizational structure of the intelligence community encouraged the various agencies to do too much of their work collaboratively. e. Congress wanted the Bush administration to have greater influence over the intelligence community. Answer: b Page Reference: pp. 562–570 A-head: Foreign and Defense Policy Decision Making Learning Objective: O’Connor L.O. 18.3 Skill Level: Analyze It Topic: Foreign and Defense Policy

59.

Which of the following is most likely to have the greatest influence over U.S. foreign policy? a. secretary of state b. director of the Central Intelligence Agency c. director of the National Security Agency d. director of National Intelligence e. chairman of the Joint Chiefs of Staff Answer: a Page Reference: pp. 562–570 A-head: Foreign and Defense Policy Decision Making Learning Objective: O’Connor L.O. 18.3 Skill Level: Analyze It -595-

Topic: Foreign and Defense Policy 60.

What is the most serious common threat posed to the United States by both Iran and North Korea? a. terrorism b. trade wars c. economic embargos d. nuclear ambitions e. communism Answer: d Page Reference: pp. 571–579 A-head: Contemporary Challenges in Foreign and Defense Policy Learning Objective: O’Connor L.O. 18.4 Skill Level: Analyze It Topic: Foreign and Defense Policy

 True-False Questions 61.

The president traditionally has more influence over foreign policy than does Congress. Answer: TRUE Page Reference: pp. 562–570 A-head: Foreign and Defense Policy Decision Making Learning Objective: O’Connor L.O. 18.3 Skill Level: Remember the Facts Topic: Foreign and Defense Policy

62.

The United States and the Soviet Union were the main adversaries in the Cold War. Answer: TRUE Page Reference: pp. 555–562 A-head: The United States as a World Power Learning Objective: O’Connor L.O. 18.2 Skill Level: Remember the Facts Topic: Foreign and Defense Policy

63.

The Department of Defense has primary responsibility for intelligence and counterintelligence. Answer: FALSE Page Reference: pp. 562–570 A-head: Foreign and Defense Policy Decision Making

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Learning Objective: O’Connor L.O. 18.3 Skill Level: Remember the Facts Topic: Foreign and Defense Policy 64.

The Joint Chiefs of Staff serves as an advisor to the president on military policy. Answer: TRUE Page Reference: pp. 562–570 A-head: Foreign and Defense Policy Decision Making Learning Objective: O’Connor L.O. 18.3 Skill Level: Remember the Facts Topic: Foreign and Defense Policy

65.

Since World War II, the United States has created and supported a protectionist trade policy. Answer: FALSE Page Reference: pp. 571–579 A-head: Contemporary Challenges in Foreign and Defense Policy Learning Objective: O’Connor L.O. 18.4 Skill Level: Remember the Facts Topic: Foreign and Defense Policy

66.

The North American Free Trade Agreement promotes the free exchange of goods and services among the United States, Canada, and Mexico. Answer: TRUE Page Reference: pp. 555–562 A-head: The United States as a World Power Learning Objective: O’Connor L.O. 18.2 Skill Level: Remember the Facts Topic: Foreign and Defense Policy

67.

Recent U.S. foreign policy under both Democratic and Republican presidents has increased its focus on women’s rights and empowerment. Answer: TRUE Page Reference: pp. 551–555 A-head: Roots of U.S. Foreign and Defense Policy Learning Objective: O’Connor L.O. 18.1 Skill Level: Remember the Facts Topic: Foreign and Defense Policy

68.

The primary responsibility of the National Security Council is to advise Congress about national and defense policy. Answer: FALSE Page Reference: pp. 562–570 -597-

A-head: Foreign and Defense Policy Decision Making Learning Objective: O’Connor L.O. 18.3 Skill Level: Understand the Concepts Topic: Foreign and Defense Policy 69.

U.S. involvement in Vietnam was largely driven by the philosophy of containment. Answer: TRUE Page Reference: pp. 555–562 A-head: The United States as a World Power Learning Objective: O’Connor L.O. 18.2 Skill Level: Understand the Concepts Topic: Foreign and Defense Policy

70.

U.S. foreign policy toward China is largely driven by the fact that China is a large market in an increasingly global economy. Answer: TRUE Page Reference: pp. 571–579 A-head: Contemporary Challenges in Foreign and Defense Policy Learning Objective: O’Connor L.O. 18.4 Skill Level: Understand the Concepts Topic: Foreign and Defense Policy

71.

The 2003 war in Iraq was the United States’ most immediate and direct response to the September 11, 2001, terrorist attacks. Answer: FALSE Page Reference: pp. 562–570 A-head: Foreign and Defense Policy Decision Making Learning Objective: O’Connor L.O. 18.3 Skill Level: Understand the Concepts Topic: Foreign and Defense Policy

72.

The recent wars in Afghanistan and Iraq were quick and decisive military and diplomatic victories for the United States. Answer: FALSE Page Reference: pp. 555–562 A-head: The United States as a World Power Learning Objective: O’Connor L.O. 18.2 Skill Level: Understand the Concepts Topic: Foreign and Defense Policy

73.

Barack Obama’s approach to U.S. foreign policy is best described as isolationist. Answer: FALSE Page Reference: pp. 551–555 -598-

A-head: Roots of U.S. Foreign and Defense Policy Learning Objective: O’Connor L.O. 18.1 Skill Level: Apply What You Know Topic: Foreign and Defense Policy 74.

The failure of the U.S. government to notice the developing threat to American interests posed by a new terrorist organization would suggest that the intelligence community is not doing a good job. Answer: TRUE Page Reference: pp. 562–570 A-head: Foreign and Defense Policy Decision Making Learning Objective: O’Connor L.O. 18.3 Skill Level: Apply What You Know Topic: Foreign and Defense Policy

75.

If Congress does not like the way the president is executing foreign policy, Congress can refuse to appropriate money for the president’s policies. Answer: TRUE Page Reference: pp. 562–570 A-head: Foreign and Defense Policy Decision Making Learning Objective: O’Connor L.O. 18.3 Skill Level: Apply What You Know Topic: Foreign and Defense Policy

 Fill-in-the-Blank Questions 76.

After World War II, the United States, Canada, and Western Europe formed a peacetime alliance known as the __________. Answer: North Atlantic Treaty Organization (NATO) Page Reference: pp. 555–562 A-head: The United States as a World Power Learning Objective: O’Connor L.O. 18.2 Skill Level: Remember the Facts Topic: Foreign and Defense Policy

77.

The Department of __________, developed after World War II, is the chief executive branch department responsible for formulation and implementation of U.S. military policy. Answer: Defense Page Reference: pp. 562–570 A-head: Foreign and Defense Policy Decision Making Learning Objective: O’Connor L.O. 18.3

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Skill Level: Remember the Facts Topic: Foreign and Defense Policy 78.

The __________ was the U.S. effort to help rebuild Western Europe after World War II. Answer: Marshall Plan Page Reference: pp. 555–562 A-head: The United States as a World Power Learning Objective: O’Connor L.O. 18.2 Skill Level: Remember the Facts Topic: Foreign and Defense Policy

79.

During President George W. Bush’s 2002 State of the Union Address, President Bush identified Iraq, North Korea, and Iran as an “__________.” Answer: axis of evil Page Reference: pp. 555–562 A-head: The United States as a World Power Learning Objective: O’Connor L.O. 18.2 Skill Level: Remember the Facts Topic: Foreign and Defense Policy

80.

The __________ is the international organization created after World War II to promote global peace and security. Answer: United Nations Page Reference: pp. 555–562 A-head: The United States as a World Power Learning Objective: O’Connor L.O. 18.2 Skill Level: Remember the Facts Topic: Foreign and Defense Policy

81.

The __________ has primary responsibility for foreign, military, and defense policy in the United States. Answer: president Page Reference: pp. 562–570 A-head: Foreign and Defense Policy Decision Making Learning Objective: O’Connor L.O. 18.3 Skill Level: Remember the Facts Topic: Foreign and Defense Policy

82.

The Cold War strategy of __________ was intended to prevent nuclear warfare by having a large enough nuclear arsenal that the Soviet Union would not dare challenge the United States. Answer: deterrence Page Reference: pp. 555–562 -600-

A-head: The United States as a World Power Learning Objective: O’Connor L.O. 18.2 Skill Level: Remember the Facts Topic: Foreign and Defense Policy 83.

Terrorism is a technique used to effect political change by instilling __________ among the general public. Answer: fear Page Reference: pp. 571–579 A-head: Contemporary Challenges in Foreign and Defense Policy Learning Objective: O’Connor L.O. 18.4 Skill Level: Understand the Concepts Topic: Foreign and Defense Policy

84.

U.S. foreign policy toward North Korea is largely driven by its __________ ambition. Answer: nuclear Page Reference: pp. 571–579 A-head: Contemporary Challenges in Foreign and Defense Policy Learning Objective: O’Connor L.O. 18.4 Skill Level: Understand the Concepts Topic: Foreign and Defense Policy

85.

The belief that free trade is especially important in a global economy was the impetus for the __________ among the United States, Canada, and Mexico. Answer: North American Free Trade Agreement (NAFTA) Page Reference: pp. 555–562 A-head: The United States as a World Power Learning Objective: O’Connor L.O. 18.2 Skill Level: Understand the Concepts Topic: Foreign and Defense Policy

86.

Given the size of its economy and increased globalization, U.S. foreign policy toward __________ is motivated primarily by trade policy. Answer: China Page Reference: pp. 571–579 A-head: Contemporary Challenges in Foreign and Defense Policy Learning Objective: O’Connor L.O. 18.4 Skill Level: Understand the Concepts Topic: Foreign and Defense Policy

87.

The United States entered the war in Afghanistan in order to topple the __________ government. Answer: Taliban -601-

Page Reference: pp. 555–562 A-head: The United States as a World Power Learning Objective: O’Connor L.O. 18.2 Skill Level: Understand the Concepts Topic: Foreign and Defense Policy 88.

The policy of containment is evident in the U.S. involvement in the __________, which involved confrontation between the United States and the Soviet Union over the deployment of nuclear missiles in North America. Answer: Cuban Missile Crisis Page Reference: pp. 555–562 A-head: The United States as a World Power Learning Objective: O’Connor L.O. 18.2 Skill Level: Apply What You Know Topic: Foreign and Defense Policy

89.

The Senate can influence foreign policy by approving (or refusing to approve) __________ negotiated by the president. Answer: treaties Page Reference: pp. 562–570 A-head: Foreign and Defense Policy Decision Making Learning Objective: O’Connor L.O. 18.3 Skill Level: Apply What You Know Topic: Foreign and Defense Policy

90.

If the president wishes to address a foreign policy crisis without using the military, the president may instead opt for the use of __________ as orchestrated by the Department of State. Answer: diplomacy Page Reference: pp. 571–579 A-head: Contemporary Challenges in Foreign and Defense Policy Learning Objective: O’Connor L.O. 18.4 Skill Level: Apply What You Know Topic: Foreign and Defense Policy

 Short Answer Questions 91.

How is terrorism fundamentally different from traditional military action? Answer: An ideal response will: 1. Indicate that terrorism is usually waged by nongovernmental actors while traditional military action is used by governments.

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2. Describe how terrorism is designed to effect public change by instilling fear while traditional military action is designed to effect change through the use of force. 3. Note how terrorism tends to target civilians while traditional military action tends to target soldiers. Page Reference: pp. 555–562 A-head: The United States as a World Power Learning Objective: O’Connor L.O. 18.2 Skill Level: Understand the Concepts Topic: Foreign and Defense Policy 92.

What economic challenges has the United States faced in the early twenty-first century? How has the rise of China and India as economic powers with global influence affected the U.S. economic situation? Explain the U.S. relationship with each country. Answer: An ideal response will: 1. List the lengthy wars in Iraq and Afghanistan, the financial crisis in 2008, the increasing U.S. debt, the struggling economy, and the economic crisis regarding the euro. 2. Describe how China, which has the fastest growing economy and has become the world’s largest exporter, depends on the U.S. market to sell exports and continue to grow, while the United States borrows heavily from China, and how this situation has created an unhealthy mutual dependency. 3. Explain that India has become a global leader in information technology and software development as well as one of the world’s largest exporters and a major trading partner of the United States, and that its “strategic partnership” with the United States is seen as a counterweight to the growing clout of China. Page Reference: pp. 580–582 A-head: Toward Reform: New Challenges in American Foreign Policy Learning Objective: O’Connor L.O. 18.5 Skill Level: Understand the Concepts Topic: Foreign and Defense Policy

93.

What roles do the Department of Defense and the Joint Chiefs of Staff play in advising the president on military policy? Describe how these advisors provide the president with different perspectives. Answer: An ideal response will: 1. Identify the Department of Defense as the executive branch department responsible for developing and implementing military policy. 2. Identify the Joint Chiefs of Staff as key presidential advisors on military issues. 3. Explain that the Department of Defense provides a civilian perspective whereas the Joint Chiefs of Staff provides the military officers’ perspectives. 4. Outline how the Joint Chiefs of Staff provides perspective from the various service branches. Page Reference: pp. 562–570 -603-

A-head: Foreign and Defense Policy Decision Making Learning Objective: O’Connor L.O. 18.3 Skill Level: Understand the Concepts Topic: Foreign and Defense Policy 94.

What was the policy of containment? How did it influence U.S. foreign policy in Cuba and Vietnam? Answer: An ideal response will: 1. Describe the policy of containment as a Cold War strategy to prevent the spread of communism. 2. Discuss how containment led the United States to rebel against Soviet efforts to place missiles in Cuba in what became known as the Cuban Missile Crisis. 3. Reveal how containment led the United States to enter the Vietnam War in an effort to prevent Vietnam from falling under communist influence. Page Reference: pp. 555–562 A-head: The United States as a World Power Learning Objective: O’Connor L.O. 18.2 Skill Level: Understand the Concepts Topic: Foreign and Defense Policy

95.

How well are the president’s foreign policy powers described in the Constitution? What specific foreign policy powers are enumerated in the Constitution? Answer: An ideal response will: 1. Note that the Constitution is relatively vague about the president’s foreign policy powers. 2. Reveal that the Constitution appoints the president as commander in chief of the armed forces. 3. Outline how the president is given the power to nominate ambassadors and other foreign policy advisors. Page Reference: pp. 562–570 A-head: Foreign and Defense Policy Decision Making Learning Objective: O’Connor L.O. 18.3 Skill Level: Understand the Concepts Topic: Foreign and Defense Policy

96.

The U.S. National Security Council proposed a “4D strategy” to combat terrorism. Describe some of the tools that can be used as part of this strategy to reduce the threat of terrorism. Answer: An ideal response will: 1. Describe the use of diplomacy, which involves persuading other states to assist the United States in combating terrorism. 2. Explain how military power can be used to destroy the opponent’s “center of gravity.”

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3. Discuss how economic power can be used to impose sanctions on states that support terrorists and provide foreign aid to alleviate conditions that might give rise to terrorism. 4. Note that covert or undercover action can be used to neutralize specific individuals or groups, as it was when the United States used American special forces to kill Osama bin Laden, although skeptics question the cost effectiveness of this type of action. Page Reference: pp. 571–579 A-head: Contemporary Challenges in Foreign and Defense Policy Learning Objective: O’Connor L.O. 18.4 Skill Level: Apply What You Know Topic: Foreign and Defense Policy 97.

Outline a possible diplomatic solution to a foreign policy crisis involving North Korea’s nuclear program. How difficult would it be for the United States and North Korea to reach such a solution? Answer: An ideal response will: 1. Note that diplomacy would entail negotiating with North Korea to achieve an outcome that is acceptable to both the United States and North Korea without using the military. 2. Outline a potential diplomatic solution, such as an agreement that North Korea can continue to use nuclear materials for producing electricity, but not for producing weapons. 3. Conclude that reaching a diplomatic solution to North Korea’s nuclear program is unlikely to occur. Page Reference: pp. 571–579 A-head: Contemporary Challenges in Foreign and Defense Policy Learning Objective: O’Connor L.O. 18.4 Skill Level: Apply What You Know Topic: Foreign and Defense Policy

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What are three ways in which Congress can exercise influence over the president’s foreign policy? Answer: An ideal response will: 1. Explain that Congress controls appropriations and can therefore grant or withhold funding depending on whether Congress approves or disapproves of the president’s foreign policy. 2. Indicate that the Senate approves presidential appointments, including the appointment of the president’s chief foreign policy advisors. 3. Discuss how Congress can exercise oversight over those who formulate and execute foreign policy. 4. Note how treaties negotiated by the president do not go into effect unless ratified by the Senate.

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Page Reference: pp. 562–570 A-head: Foreign and Defense Policy Decision Making Learning Objective: O’Connor L.O. 18.3 Skill Level: Apply What You Know Topic: Foreign and Defense Policy 99.

What is the National Security Council? When is the president most likely to convene a meeting of the National Security Council? Answer: An ideal response will: 1. Describe the National Security Council as a group of high-ranking advisors to the president, including the vice president, the secretary of defense, the secretary of state, military advisors, and intelligence advisors. 2. Note that the president can convene the National Security Council whenever the president wants foreign policy advice, but is most likely to do so during an unfolding crisis. Page Reference: pp. 562–570 A-head: Foreign and Defense Policy Decision Making Learning Objective: O’Connor L.O. 18.3 Skill Level: Apply What You Know Topic: Foreign and Defense Policy

100. Referring to Figure 18.2, use the North American Free Trade Agreement (NAFTA) to illustrate how free trade can both help and hurt a nation’s economy. Answer: An ideal response will: 1. Define NAFTA as a free trade agreement among the United States, Canada, and Mexico. 2. Discuss how NAFTA has made it cheaper for U.S. companies to operate, saving consumers money in the long run. 3. Explain how NAFTA has resulted in the loss of U.S. jobs to Mexico where labor and manufacturing costs are cheaper. Page Reference: pp. 555–562 A-head: The United States as a World Power Learning Objective: O’Connor L.O. 18.2 Skill Level: Apply What You Know Topic: Foreign and Defense Policy 101. To what extent has recent U.S. foreign policy been isolationist? Illustrate your answer with two recent foreign policy examples. Answer: An ideal response will: 1. Define isolationism as the belief that the United States should stay out of the affairs of other countries. 2. Argue that recent U.S. foreign policies have not been isolationist.

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3. Provide two examples of non-isolationist foreign policies, such as the heavy U.S. involvement in Iraq and Afghanistan. Page Reference: pp. 551–555 A-head: Roots of U.S. Foreign and Defense Policy Learning Objective: O’Connor L.O. 18.1 Skill Level: Apply What You Know Topic: Foreign and Defense Policy 102. How was the Cold War fundamentally different from the war in Afghanistan? Answer: An ideal response will: 1. Identify the Cold War as a period of intense hostility between the United States and the Soviet Union over communism that did not involve direct military combat. 2. Explain how the war in Afghanistan was about fighting terrorism and involved direct military combat. Page Reference: pp. 555–562 A-head: The United States as a World Power Learning Objective: O’Connor L.O. 18.2 Skill Level: Analyze It Topic: Foreign and Defense Policy 103. Compare and contrast the wars in Iraq and Afghanistan. How successful was the United States in these conflicts? Answer: An ideal response will: 1. Discuss how both wars were part of the broader fight against terrorism. 2. Explain how the war in Afghanistan was a direct response to the September 11, 2001, terrorist attacks, whereas the war in Iraq was about preventing a future terrorist attack before the threat had fully developed. 3. Analyze how successful these two wars were. Students might note that the wars lasted longer than expected and were not always popular, but that the wars also had considerable successes, such as the elimination of Saddam Hussein and the Taliban. Page Reference: pp. 555–562 A-head: The United States as a World Power Learning Objective: O’Connor L.O. 18.2 Skill Level: Analyze It Topic: Foreign and Defense Policy 104. How have changes to the world economy affected the United States’ approach to foreign policy with China? Answer: An ideal response will: 1. Describe the increasingly global nature of the world economy. 2. Discuss the magnitude of the Chinese economy and the opportunities and challenges it poses for the United States. -607-

3. Observe how U.S. foreign policy toward China has changed from economic isolation to concerns about trade policy. Page Reference: pp. 571–579 A-head: Contemporary Challenges in Foreign and Defense Policy Learning Objective: O’Connor L.O. 18.4 Skill Level: Analyze It Topic: Foreign and Defense Policy 105. How is the European Union similar to and different from the North American Free Trade Agreement? Answer: An ideal response will: 1. Identify the main similarity between the EU and NAFTA, which is that both organizations bring together countries in the same geographic region to create free trade zones. 2. Detail the main difference between the EU and NAFTA, which is that the EU is considerably larger both in terms of the number of nations involved and the scope of the union; specifically, the EU encompasses more than just free trade. Page Reference: pp. 555–562 A-head: The United States as a World Power Learning Objective: O’Connor L.O. 18.2 Skill Level: Analyze It Topic: Foreign and Defense Policy

 Essay Questions 106. How were the Cold War conflicts fundamentally different from more recent conflicts involving terrorism? What were the principal conflicts and where did they take place? Who were the principal combatants? How were these conflicts resolved? Answer: An ideal response will: 1. List the main characteristics of the Cold War, which included a period of increased tensions (but not live combat) between the United States and the Soviet Union, the desire to contain communism, and heavy reliance on nuclear weapons. 2. Detail the principal Cold War confrontations in Europe that involved strengthening countries trying to ward off communist influence, such as in Turkey, Greece, and Western Europe (through the Truman Doctrine and the Marshall Plan). 3. Identify the principal Cold War confrontation in Latin America: the Cuban Missile Crisis. 4. Describe the Vietnam War as a direct military conflict driven by the Cold War mentality about the need to stop the spread of communism in Asia. 5. Identify the main Cold War combatants as the United States and the Soviet Union (or as NATO and the Warsaw Pact).

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6. Reveal how the Cold War conflict was finally resolved with the collapse of the Soviet Union, although the tensions had somewhat subsided beforehand. 7. Discuss the main characteristics of recent terrorist conflicts, which include attacks by nongovernmental actors on civilian targets in order to instill fear. 8. Review how the war in Afghanistan was a direct response to the September 11, 2001, terrorist attacks, whereas the war in Iraq was about preventing a future terrorist attack before the threat had fully developed. 9. Identify the main combatants in terrorism as nongovernmental actors wishing to bring about political change, and the United States as the country leading the charge against terrorism. 10. Conclude that the fight against terrorism continues and has not been resolved, although the United States did make significant gains against terrorism in Afghanistan and Iraq. Page Reference: pp. 555–562 A-head: The United States as a World Power Learning Objective: O’Connor L.O. 18.2 Skill Level: Understand the Concepts Topic: Foreign and Defense Policy 107. What is diplomacy? Under what circumstances is the president’s foreign policy most likely to rely on diplomacy? Under what circumstances is the president most likely to rely on military action instead of diplomacy? Give an example of when the United States has relied on diplomacy and when it has relied on military action. Which U.S. political party is most likely to rely on diplomacy rather than military action when executing foreign policy? Provide a justification for your answer. Answer: An ideal response will: 1. Define diplomacy as an effort to achieve a desired policy outcome through negotiations with other countries. 2. Outline when the president will rely on diplomacy to conduct foreign policy, such as when dealing with countries who are U.S. allies, when dealing with issues that do not need to be resolved quickly, or when avoiding a military confrontation that is in the long-term best interest of the United States. 3. Outline when the president will rely on military action, such as when there is a direct and immediate threat to the United States, when dealing with a rogue leader who is not interested in diplomacy, or when a military strike can be effective without jeopardizing long-term U.S. interests. 4. Provide an example of the U.S. use of diplomacy, such as SALT, SALT II, START, the establishment of diplomatic relations with China, etc. 5. Provide an example of the U.S. use of direct military action, such as the wars in Afghanistan and Iraq. 6. Make a case for one of the U.S. political parties as being more inclined to diplomacy and the other as more inclined to military action. Typically, Democrats are more inclined to use diplomacy, except in humanitarian situations where Republicans are more likely to favor diplomacy. Page Reference: pp. 571–579 -609-

A-head: Contemporary Challenges in Foreign and Defense Policy Learning Objective: O’Connor L.O. 18.4 Skill Level: Apply What You Know Topic: Foreign and Defense Policy 108. The president has many executive branch advisors to assist with making foreign and defense policy. To what extent is the president’s foreign policy strength related to this large cadre of advisors? In what situations would the president be most likely to consult with each of the following: the vice president, the secretary of state, the secretary of defense, the secretary of Homeland Security, the director of National Intelligence, the National Security Council, and the Joint Chiefs of Staff? Answer: An ideal response will: 1. Explain how the president’s strength comes in large part from the president’s large cadre of advisors. With so many advisors, the president has much information and expertise available at all times of the day or night. 2. Provide a situation in which the president might consult with the vice president, such as when the president needs a loyal confidant who can help address the political implications of a foreign policy action. 3. Provide a situation in which the president might consult with the secretary of state, such as when the president wants to know the status of diplomatic negotiations. 4. Provide a situation in which the president might consult with the secretary of defense, such as when the president wants military advice from the perspective of a civilian official. 5. Provide a situation in which the president might consult with the secretary of Homeland Security, such as when the president is weighing how a foreign policy might affect the safety and security of the United States. 6. Provide a situation in which the president might consult with the director of National Intelligence, such as when the president needs intelligence about the military or nuclear capabilities of a foreign government. 7. Provide a situation in which the president might consult with the National Security Council, such as when there is a rapidly developing foreign policy crisis that needs immediate attention. 8. Provide a situation in which the president might consult with the Joint Chiefs of Staff, such as when the president needs to fully understand the different capabilities of the different service branches of the U.S. military. Page Reference: pp. 562–570 A-head: Foreign and Defense Policy Decision Making Learning Objective: O’Connor L.O. 18.3 Skill Level: Apply What You Know Topic: Foreign and Defense Policy 109. What are the president’s foreign policy powers? What are Congress’s foreign policy powers? Who has more foreign policy powers and why? Is the existing balance of power between Congress and the president appropriate, or would the United States be better off if one branch’s powers were to increase and the other branch’s powers decrease? Provide a justification for your answer. -610-

Answer: An ideal response will: 1. List the president’s foreign policy powers, including command over the armed forces, the nomination of U.S. diplomats and the recognition of foreign countries, the negotiation and signature of treaties, and a cadre of hand-selected executive branch advisors. 2. Identify Congress’s foreign policy powers, including appropriation of funds for foreign policy (or the refusal to appropriate funds), the confirmation of the president’s advisors, the ratification of treaties, and the authority to declare war. 3. Draw a conclusion that the president has more foreign policy powers than does Congress. This conclusion is reached by examining the formal foreign policy powers the president has, along with the fact that the president’s foreign policy authority is seldom seriously challenged by Congress. 4. Make and justify arguments for whether the balance of the power should remain with the president, or whether Congress should have increased foreign policy power. Most would argue that it is important for the president to be able to make quick and decisive foreign and defense policy decisions to safeguard U.S. interests and that Congress typically acts too slowly for such situations. Some, however, would argue that Congress should take a stronger role because it is the more democratic branch of government and foreign policy decisions should not be concentrated in the hands of a single individual. Page Reference: pp. 562–570 A-head: Foreign and Defense Policy Decision Making Learning Objective: O’Connor L.O. 18.3 Skill Level: Analyze It Topic: Foreign and Defense Policy 110. How is strategic trade policy different from a free trade system? What are the advantages of each? Give an example of U.S. participation in strategic trade policy and an example of U.S. participation in a free trade system. In your opinion, should U.S. foreign policy focus more on strategic trade policy or on promoting a free trade system? Why? Answer: An ideal response will: 1. Note that a country uses strategic trade policy to bolster a specific industry. This is inconsistent with a free trade system in which government does not help or hinder firms within its borders. 2. Identify the main advantage of strategic trade policy, which is to help a domestic industry in a way that is in the national interest. 3. Identify the main advantage of a free trade system, which is the creation of a larger marketplace for goods and services. This reduces expenses for businesses and lowers costs for consumers. 4. Provide an example of a U.S. strategic trade policy, such as U.S. government support for the automobile industry. 5. Provide an example of U.S. participation in a free trade system, such as U.S. participation in NAFTA. 6. Provide an argument for why the United States should focus more on strategic trade or free trade. Strategic trade advocates may argue that such policies strategically -611-

help the U.S. economy exactly where it needs the most help. Free trade advocates will focus on the ability of free markets to provide the highest quality goods and services at the lowest cost. Page Reference: pp. 571–579 A-head: Contemporary Challenges in Foreign and Defense Policy Learning Objective: O’Connor L.O. 18.4 Skill Level: Analyze It Topic: Foreign and Defense Policy

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