1 American Government: Roots, Context, and Culture pp Multiple-Choice Questions 1.
How does the Preamble to the Constitution begin? a. “We the People…” b. “We hold these truths to be self-evident…” c. “When in the Course of human events…” d. “In Order to form a more perfect Union…” Answer: a Test Bank Item Title: TB_Q1.1.1 Topic: Roots of American Government: We the People Learning Objective: LO 1.1: Trace the origins of American government. Page Reference: 4 Skill Level: Remember the Facts Difficulty Level: Easy
2.
What was the most common initial reason for settlement in North America by the first colonists? a. family reunification b. religious freedom c. flight from diseases rampaging through Europe d. commerce Answer: d Test Bank Item Title: TB_Q1.1.2 Topic: Roots of American Government: We the People Learning Objective: LO 1.1: Trace the origins of American government. Page Reference: 5 1 .
Skill Level: Understand the Concepts Difficulty Level: Moderate In a direct democracy, decisions are made collectively by citizens using __________.
3.
a. indirect democracy b. majority rule c. enlightened representatives d. trustee representatives Answer: b Test Bank Item Title: TB_Q1.2.3 Topic: Types of Government Learning Objective: LO 1.2: Evaluate the different types of governments countries may employ. Page Reference: 7 Skill Level: Understand the Concepts Difficulty Level: Moderate The ancient Greeks considered representative government to be __________.
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a. nearly perfect b. a natural right c. aristocratic d. undemocratic Answer: d Test Bank Item Title: TB_Q1.2.4 Topic: Types of Government Learning Objective: LO 1.2: Evaluate the different types of governments countries may employ. Page Reference: 8 Skill Level: Remember the Facts Difficulty Level: Easy Indirect democracy uses which of the following?
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a. plebiscites b. unanimity c. representation d. “mob rule” Answer: c Test Bank Item Title: TB_Q1.2.5 Topic: Types of Government Learning Objective: LO 1.2: Evaluate the different types of governments countries may employ. 2 .
Page Reference: 8 Skill Level: Understand the Concepts Difficulty Level: Moderate What are republics?
6.
a. representative democracies b. direct democracies c. a hallmark of direct democracy d. forms of government frequently found in totalitarian regimes Answer: a Test Bank Item Title: TB_Q1.2.6 Topic: Types of Government Learning Objective: LO 1.2: Evaluate the different types of governments countries may employ. Page Reference: 8 Skill Level: Remember the Facts Difficulty Level: Easy In an oligarchy, rule is by which of the following?
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a. the many in their self-interest b. a few people in their self-interest c. one person in the best interest of society d. the many in the best interest of society Answer: b Test Bank Item Title: TB_Q1.2.7 Topic: Types of Government Learning Objective: LO 1.2: Evaluate the different types of governments countries may employ. Page Reference: 7 Skill Level: Understand the Concepts Difficulty Level: Moderate Which function of government stated in the Preamble is consistent with the notion of having government-provided police protection?
8.
a. establishing justice b. securing the blessings of liberty c. promoting the general welfare d. ensuring domestic tranquility Answer: d Test Bank Item Title: TB_Q1.3.8 Topic: Functions of American Government Learning Objective: LO 1.3: Explain the functions of American government. 3 .
Page Reference: 8 Skill Level: Apply What You Know Difficulty Level: Moderate Which of the following expanded Americans’ conceptions of personal liberty?
9.
a. indirect democracy b. the Fourteenth Amendment c. the American Dream d. political ideology Answer: b Test Bank Item Title: TB_Q1.4.9 Topic: American Political Culture and the Basic Tenets of American Democracy Learning Objective: LO 1.4: Describe American political culture, and identify the basic tenets of American democracy. Page Reference: 9 Skill Level: Understand the Concepts Difficulty Level: Moderate The idea that governments draw legitimacy and power from the governed is referred to as which of the following?
10.
a. majority rule b. direct democracy c. capitalism d. popular consent Answer: d Test Bank Item Title: TB_Q1.4.10 Topic: American Political Culture and the Basic Tenets of American Democracy Learning Objective: LO 1.4: Describe American political culture, and identify the basic tenets of American democracy. Page Reference: 10 Skill Level: Understand the Concepts Difficulty Level: Moderate 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?
11.
a. ethical law b. contract law c. natural law d. Newton’s law Answer: c Test Bank Item Title: TB_Q1.4.11 Topic: American Political Culture and the Basic Tenets of American Democracy 4 .
Learning Objective: LO 1.4: Describe American political culture, and identify the basic tenets of American democracy. Page Reference: 10 Skill Level: Understand the Concepts Difficulty Level: Moderate The Framers agreed that the new nation had to be founded on notions of which of the following?
12.
a. economic equality b. aristocracy c. racial equality d. religious freedom Answer: d Test Bank Item Title: TB_Q1.4.12 Topic: American Political Culture and the Basic Tenets of American Democracy Learning Objective: LO 1.4: Describe American political culture, and identify the basic tenets of American democracy. Page Reference: 10 Skill Level: Understand the Concepts Difficulty Level: Moderate How many citizens did the Constitution initially mandate that each member of the House of Representatives should represent?
13.
a. 30,000 b. 60,000 c. 100,000 d. 130,000 Answer: a Test Bank Item Title: TB_Q1.5.13 Topic: The Changing American People Learning Objective: LO 1.5: Analyze the changing characteristics of the American public. Page Reference: 11 Skill Level: Remember the Facts Difficulty Level: Easy 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 more homogeneous. d. It is becoming more Christian. Answer: b 5 .
Test Bank Item Title: TB_Q1.5.14 Topic: The Changing American People Learning Objective: LO 1.5: Analyze the changing characteristics of the American public. Page Reference: 12, 14 Skill Level: Understand the Concepts Difficulty Level: Moderate What percentage of Americans are immigrants?
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a. 0.7 percent b. 3 percent c. 9 percent d. 15 percent Answer: d Test Bank Item Title: TB_Q1.5.15 Topic: The Changing American People Learning Objective: LO 1.5: Analyze the changing characteristics of the American public. Page Reference: 12 Skill Level: Remember the Facts Difficulty Level: Easy Which accurately compares Southerners to Northerners?
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a. Northerners are more religious. b. Northerners are more likely to favor states’ rights. c. Southerners are more in favor of civil rights. d. Southerners are more likely to favor downsizing the federal government. Answer: d Test Bank Item Title: TB_Q1.5.16 Topic: The Changing American People Learning Objective: LO 1.5: Analyze the changing characteristics of the American public. Page Reference: 14 Skill Level: Analyze It Difficulty Level: Difficult 17.
Approximately what percentage of children live in a household with both parents? a. 40 percent b. 50 percent c. 60 percent d. 70 percent Answer: d 6 .
Test Bank Item Title: TB_Q1.5.17 Topic: The Changing American People Learning Objective: LO 1.5: Analyze the changing characteristics of the American public. Page Reference: 15 Skill Level: Remember the Facts Difficulty Level: Easy Based on the average age of the state’s population, which issue would you expect to be least important to voters in Florida, which has the oldest state population in the U.S.?
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a. Social Security b. Medicare c. public education d. prescription drug costs Answer: c Test Bank Item Title: TB_Q1.5.18 Topic: The Changing American People Learning Objective: LO 1.5: Analyze the changing characteristics of the American public. Page Reference: 14 Skill Level: Apply What You Know Difficulty Level: Moderate Which of the following public policies would social conservatives be most likely to support?
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a. decreasing defense spending b. prohibiting any references to God or religion on money or government buildings c. restricting abortions d. regulating the banking and financial sectors Answer: c Test Bank Item Title: TB_Q1.6.19 Topic: Political Ideology Learning Objective: LO 1.6: Assess the role of political ideology in shaping American politics. Page Reference: 17 Skill Level: Apply What You Know Difficulty Level: Difficult 20.
Members of which of the following groups are most likely to be social conservatives? a. evangelical Protestants b. African Americans c. the elderly 7 .
d. single mothers Answer: a Test Bank Item Title: TB_Q1.6.20 Topic: Political Ideology Learning Objective: LO 1.6: Assess the role of political ideology in shaping American politics. Page Reference: 17 Skill Level: Apply What You Know Difficulty Level: Moderate 21.
Which of the following is a true statement about liberals? a. They believe individuals should look to churches and other social service organizations for assistance. b. They are more likely to vote Republican than Democratic. c. They generally favor government intervention to promote equality. d. They seek to end costly welfare programs. Answer: c Test Bank Item Title: TB_Q1.6.21 Topic: Political Ideology Learning Objective: LO 1.6: Assess the role of political ideology in shaping American politics. Page Reference: 17 Skill Level: Analyze It Difficulty Level: Difficult Which of the following is a true statement about moderates?
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a. They created the Tea Party movement. b. They comprise over half of the U.S. population. c. They largely support an overhaul of the welfare system. d. They believe that a centrist approach to politics is best. Answer: d Test Bank Item Title: TB_Q1.6.22 Topic: Political Ideology Learning Objective: LO 1.6: Assess the role of political ideology in shaping American politics. Page Reference: 19 Skill Level: Understand the Concepts Difficulty Level: Moderate 23.
Over time, Americans’ expectations of government have generally __________. a. increased b. decreased 8 .
c. been related to national defense d. been related to foreign policy Answer: a Test Bank Item Title: TB_Q1.7.23 Topic: Toward Reform: People and Politics Learning Objective: LO 1.7: Characterize changes in Americans’ attitudes toward and expectations of government. Page Reference: 19 – 20 Skill Level: Analyze It Difficulty Level: Moderate Americans’ confidence in government institutions in the United States has __________.
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a. remained stagnant over time b. generally increased c. generally decreased d. fluctuated considerably depending on who is in office Answer: c Test Bank Item Title: TB_Q1.7.24 Topic: Toward Reform: People and Politics Learning Objective: LO 1.7: Characterize changes in Americans’ attitudes toward and expectations of government. Page Reference: 20 Skill Level: Understand the Concepts Difficulty Level: Moderate Americans generally have the lowest levels of confidence in which of the following institutions?
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a. the press b. business and industry c. the executive branch d. Congress Answer: d Test Bank Item Title: TB_Q1.7.25 Topic: Toward Reform: People and Politics Learning Objective: LO 1.7: Characterize changes in Americans’ attitudes toward and expectations of government. Page Reference: 20 Skill Level: Understand the Concepts Difficulty Level: Moderate 26.
Which of the following was expected of the federal government 200 years ago? 9 .
a. regulating business b. providing national defense c. providing poverty relief d. inspecting food Answer: b Test Bank Item Title: TB_Q1.7.26 Topic: Toward Reform: People and Politics Learning Objective: LO 1.7: Characterize changes in Americans’ attitudes toward and expectations of government. Page Reference: 19 Skill Level: Understand the Concepts Difficulty Level: Moderate
pp True-False Questions 27.
Indigenous peoples had been living in North America for more than 30,000 years before the arrival of the first European colonists. Answer: TRUE Test Bank Item Title: TB_Q1.1.27 Topic: Roots of American Government: We the People Learning Objective: LO 1.1: Trace the origins of American government. Page Reference: 4 Skill Level: Remember the Facts Difficulty Level: Easy
28.
Monarchy is a type of government that Aristotle considered rule by “tyranny.” Answer: FALSE Test Bank Item Title: TB_Q1.2.28 Topic: Types of Government Learning Objective: LO 1.2: Evaluate the different types of governments countries may employ. Page Reference: 6 Skill Level: Remember the Facts Difficulty Level: Easy
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Many colonists were uncomfortable with the term democracy because it conjured up fears of the people and mob rule. Answer: TRUE Test Bank Item Title: TB_Q1.2.29 Topic: Types of Government 10 .
Learning Objective: LO 1.2: Evaluate the different types of governments countries may employ. Page Reference: 8 Skill Level: Remember the Facts Difficulty Level: Easy Conservatives tend to want the government to respond quickly to societal changes.
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Answer: FALSE Test Bank Item Title: TB_Q1.6.30 Topic: Political Ideology Learning Objective: LO 1.6: Assess the role of political ideology in shaping American politics. Page Reference: 17 Skill Level: Understand the Concepts Difficulty Level: Difficult Over the years, our attitudes about personal liberty have remained unchanged.
31.
Answer: FALSE Test Bank Item Title: TB_Q1.4.31 Topic: American Political Culture and the Basic Tenets of American Democracy Learning Objective: LO 1.4: Describe American political culture, and identify the basic tenets of American democracy. Page Reference: 9 Skill Level: Understand the Concepts Difficulty Level: Moderate The elderly often vote against programs favored by younger voters; younger voters often vote against programs favored by the elderly.
32.
Answer: TRUE Test Bank Item Title: TB_Q1.5.32 Topic: The Changing American People Learning Objective: LO 1.5: Analyze the changing characteristics of the American public. Page Reference: 14 Skill Level: Understand the Concepts Difficulty Level: Moderate 33.
Large numbers of nonvoters can threaten democratic legitimacy. Answer: TRUE Test Bank Item Title: TB_Q1.4.33 Topic: American Political Culture and the Basic Tenets of American Democracy Learning Objective: LO 1.4: Describe American political culture, and identify the basic tenets of American democracy. Page Reference: 10 11 .
Skill Level: Understand the Concepts Difficulty Level: Moderate Fewer Americans consider themselves to be liberal than to be conservative.
34.
Answer: TRUE Test Bank Item Title: TB_Q1.6.34 Topic: Political Ideology Learning Objective: LO 1.6: Assess the role of political ideology in shaping American politics. Page Reference: 17 Skill Level: Remember the Facts Difficulty Level: Easy 35.
The Framers did not envision that the U.S. government would do as much to “promote the general welfare” as it has been doing in recent years. Answer: TRUE Test Bank Item Title: TB_Q1.3.35 Topic: Functions of American Government Learning Objective: LO 1.3: Explain the functions of American government. Page Reference: 9 Skill Level: Remember the Facts Difficulty Level: Easy
pp Fill-in-the-Blank Questions 36.
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. Answer: Christian Test Bank Item Title: TB_Q1.5.36 Topic: The Changing American People Learning Objective: LO 1.5: Analyze the changing characteristics of the American public. Page Reference: 14 Skill Level: Understand the Concepts Difficulty Level: Moderate
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The United States has undergone a tremendous change in the number of states allowing for __________ marriage. Answer: same-sex Test Bank Item Title: TB_Q1.5.37 12 .
Topic: The Changing American People Learning Objective: LO 1.5: Analyze the changing characteristics of the American public. Page Reference: 15 Skill Level: Remember the Facts Difficulty Level: Easy 38.
__________ is the coherent set of values and beliefs people hold about the purpose and scope of government. Answer: Political ideology Test Bank Item Title: TB_Q1.6.38 Topic: Political Ideology Learning Objective: LO 1.6: Assess the role of political ideology in shaping American politics. Page Reference: 16 Skill Level: Remember the Facts Difficulty Level: Easy __________ believe that moral decay must be stemmed and that government should support and further traditional moral teachings.
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Answer: Social conservatives Test Bank Item Title: TB_Q1.6.39 Topic: Political Ideology Learning Objective: LO 1.6: Assess the role of political ideology in shaping American politics. Page Reference: 17 Skill Level: Understand the Concepts Difficulty Level: Moderate __________ believe in extensive government control of personal and economic liberties.
40.
Answer: Statists Test Bank Item Title: TB_Q1.6.40 Topic: Political Ideology Learning Objective: LO 1.6: Assess the role of political ideology in shaping American politics. Page Reference: 19 Skill Level: Understand the Concepts Difficulty Level: Moderate 41.
Americans tend to share the common goal of achieving the __________, which generally includes a happy and successful life, wealth, a house, and a better life for one’s children. Answer: American dream 13 .
Test Bank Item Title: TB_Q1.7.41 Topic: Toward Reform: People and Politics Learning Objective: LO 1.7: Characterize changes in Americans’ attitudes toward and expectations of government. Page Reference: 19 Skill Level: Understand the Concepts Difficulty Level: Moderate
pp Short Answer Questions 42.
What was the primary reason that colonists settled in America? 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. Test Bank Item Title: TB_Q1.1.42 Topic: Roots of American Government: We the People Learning Objective: LO 1.1: Trace the origins of American government. Page Reference: 5 – 6 Skill Level: Understand the Concepts Difficulty Level: Moderate
43.
What is the main difference between direct democracy and indirect democracy? Assess which plays a more prominent role in government of the United States. Answer: An ideal response will: 1. Define direct democracy as a system of government in which the people meet to discuss issues and make political decisions by majority rule. 2. Define indirect democracy as a system in which 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. Elements of direct democracy are much less prominent in the United States. Test Bank Item Title: TB_Q1.2.43 14 .
Topic: Types of Government Learning Objective: LO 1.2: Evaluate the different types of governments countries may employ. Page Reference: 7 – 8 Skill Level: Understand the Concepts Difficulty Level: Moderate 44.
How is the large number of immigrants to the United States likely to affect public policy? Answer: An ideal response will: 1. Note that 15 percent of the population is an immigrant, and that many of them are Hispanic. 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. 3. Discuss other policies that are important to immigrants more broadly, such as immigration policy. Test Bank Item Title: TB_Q1.5.44 Topic: The Changing American People Learning Objective: LO 1.5: Analyze the changing characteristics of the American public. Page Reference: 11 – 12 Skill Level: Apply What You Know Difficulty Level: Moderate Evaluate same-sex marriage from a conservative perspective and from a liberal perspective. Would conservative and social conservative viewpoints be the same? Why or why not?
45.
Answer: An ideal response will: 1. Note that, generally speaking, conservatives favor the status quo and making change only slowly, whereas liberals are more in favor of rapid change to promote equality. 2. Discuss why this means that liberals would more likely favor 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 same-sex marriage, they would do so on different grounds. Social conservatives tend to believe that same-sex marriage is inconsistent with the traditional moral teachings that government should promote. Test Bank Item Title: TB_Q1.6.45 Topic: Political Ideology 15 .
Learning Objective: LO 1.6: Assess the role of political ideology in shaping American politics. Page Reference: 15 – 17 Skill Level: Analyze It Difficulty Level: Difficult 46.
How have Americans’ expectations of their government changed over time? 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 things like regulating business activity, assisting the poor, and inspecting food. 3. Discuss how Americans are suspicious of government and also frustrated with it. Test Bank Item Title: TB_Q1.7.46 Topic: Toward Reform: People and Politics Learning Objective: LO 1.7: Characterize changes in Americans’ attitudes toward and expectations of government. Page Reference: 19 – 21 Skill Level: Understand the Concepts Difficulty Level: Moderate
pp 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 that American political culture and the basic tenets of American democracy 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. Test Bank Item Title: TB_Q1.3.47 16 .
Topic: Functions of American Government; American Political Culture and the Basic Tenets of American Democracy Learning Objective: LO 1.3: Explain the functions of American government; LO 1.4: Describe American political culture, and identify the basic tenets of American democracy. Page Reference: 8 – 9 Skill Level: Analyze It Difficulty Level: Difficult Why are there regional and sectional differences within the United States? Explain how these differences arose.
48.
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. Test Bank Item Title: TB_Q1.5.48 Topic: The Changing American People Learning Objective: LO 1.5: Analyze the changing characteristics of the American public. Page Reference: 11 – 15 Skill Level: Apply What You Know Difficulty Level: Difficult 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 conditions are a certain way. (2) Evaluation—ideologies provide a means for evaluating events, political institutions, and social conditions. (3) Orientation—ideologies help locate issues and positions relative to some benchmark. (4) Political Program—ideologies help make political decisions and guide political action. 2. Make a case for which of these functions most affects your ideology. 17 .
Test Bank Item Title: TB_Q1.6.49 Topic: Political Ideology Learning Objective: LO 1.6: Assess the role of political ideology in shaping American politics. Page Reference: 16 Skill Level: Apply What You Know Difficulty Level: Difficult 50.
Why might the labels of “conservative” and “liberal” 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 for creating an accurate ideological picture for many people. Alternatively, in addition to the left-right scale, it would be useful to consider a position ranging from statist positions to libertarian ones. Test Bank Item Title: TB_Q1.6.50 Topic: Political Ideology Learning Objective: LO 1.6: Assess the role of political ideology in shaping American politics. Page Reference: 17 – 19 Skill Level: Analyze It Difficulty Level: Difficult
18 .
2 The Constitution pp 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. one-third b. three-fifths c. two-thirds d. four-fifths Answer: b Test Bank Item Title: TB_Q2.3.1 Topic: The Miracle at Philadelphia: Writing the U.S. Constitution Learning Objective: LO 2.3: Outline the issues and compromises that were central to the writing of the U.S. Constitution. Page Reference: 38 Skill Level: Remember the Facts Difficulty Level: Easy
2.
__________ 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. Commercialism Answer: c Test Bank Item Title: TB_Q2.1.2 Topic: Roots of the U.S. Constitution Learning Objective: LO 2.1: Trace the historical developments that led to the colonists’ break with Great Britain and the emergence of the new American nation. 19 .
Page Reference: 27 Skill Level: Remember the Facts Difficulty Level: Easy In what year was the Declaration of Independence signed?
3.
a. 1776 b. 1787 c. 1797 d. 1801 Answer: a Test Bank Item Title: TB_Q2.1.3 Topic: Roots of the U.S. Constitution Learning Objective: LO 2.1: Trace the historical developments that led to the colonists’ break with Great Britain and the emergence of the new American nation. Page Reference: 30 Skill Level: Remember the Facts Difficulty Level: Easy How many constitutions has the United States had in its history?
4.
a. one b. two c. three d. four Answer: b Test Bank Item Title: TB_Q2.1.4 Topic: Roots of the U.S. Constitution Learning Objective: LO 2.1: Trace the historical developments that led to the colonists’ break with Great Britain and the emergence of the new American nation. Page Reference: 26 – 30 Skill Level: Apply What You Know Difficulty Level: Moderate The U.S. Constitution was adopted in response to the weaknesses of which document?
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a. Shays’s Rebellion b. the Constitution of the United Kingdom c. the Declaration of Independence d. the Articles of Confederation Answer: d Test Bank Item Title: TB_Q2.2.5 Topic: The First Attempt at Government: The Articles of Confederation 20 .
Learning Objective: LO 2.2: Identify the key components of the Articles of Confederation and the reasons why it failed. Page Reference: 32 – 33 Skill Level: Remember the Facts Difficulty Level: Easy 6.
The colonists rebelled against the imposition by the British government of which of the following? a. taxes b. a military draft c. curfews d. religious laws Answer: a Test Bank Item Title: TB_Q2.1.6 Topic: Roots of the U.S. Constitution Learning Objective: LO 2.1: Trace the historical developments that led to the colonists’ break with Great Britain and the emergence of the new American nation. Page Reference: 27 Skill Level: Remember the Facts Difficulty Level: Easy Who was the author of the Declaration of Independence?
7.
a. James Madison b. Benjamin Franklin c. Thomas Jefferson d. John Adams Answer: c Test Bank Item Title: TB_Q2.1.7 Topic: Roots of the U.S. Constitution Learning Objective: LO 2.1: Trace the historical developments that led to the colonists’ break with Great Britain and the emergence of the new American nation. Page Reference: 30 Skill Level: Remember the Facts Difficulty Level: Easy Which of the following debated and drafted the Declaration of Independence?
8.
a. the First Continental Congress b. the Second Continental Congress c. the Committees of Correspondence d. the Constitutional Convention Answer: b Test Bank Item Title: TB_Q2.1.8 21 .
Topic: Roots of the U.S. Constitution Learning Objective: LO 2.1: Trace the historical developments that led to the colonists’ break with Great Britain and the emergence of the new American nation. Page Reference: 29 – 30 Skill Level: Remember the Facts Difficulty Level: Moderate 9.
Which clause provides that the Constitution shall be the supreme law of the land? a. full faith and credit b. supremacy c. primacy d. due process Answer: b Test Bank Item Title: TB_Q2.4.9 Topic: The U.S. Constitution Learning Objective: LO 2.4: Analyze the underlying principles of the U.S. Constitution. Page Reference: 45 Skill Level: Remember the Facts Difficulty Level: Easy Which of the following people generally favored a stronger national government and supported the proposed U.S. Constitution?
10.
a. Daniel Shays b. Federalists c. Anti-Federalists d. Constitutionalists Answer: b Test Bank Item Title: TB_Q2.5.10 Topic: Ratifying the U.S. Constitution Learning Objective: LO 2.5: Explain the conflicts that characterized the drive for ratification of the U.S. Constitution. Page Reference: 46 – 47 Skill Level: Remember the Facts Difficulty Level: Easy 11.
How many amendments comprise the Bill of Rights? a. ten b. thirteen c. twenty d. twenty-seven Answer: a 22 .
Test Bank Item Title: TB_Q2.4.11 Topic: The U.S. Constitution Learning Objective: LO 2.4: Analyze the underlying principles of the U.S. Constitution. Page Reference: 45 Skill Level: Remember the Facts Difficulty Level: Easy In what year was the U.S. Constitution ratified?
12.
a. 1776 b. 1797 c. 1791 d. 1788 Answer: d Test Bank Item Title: TB_Q2.5.12 Topic: Ratifying the U.S. Constitution Learning Objective: LO 2.5: Explain the conflicts that characterized the drive for ratification of the U.S. Constitution. Page Reference: 48 Skill Level: Remember the Facts Difficulty Level: Moderate Which of the following is a branch of the U.S. government?
13.
a. Congress b. Supreme Court c. presidency d. legislative Answer: d Test Bank Item Title: TB_Q2.4.13 Topic: The U.S. Constitution Learning Objective: LO 2.4: Analyze the underlying principles of the U.S. Constitution. Page Reference: 41 Skill Level: Remember the Facts Difficulty Level: Easy 14.
Which constitutional amendment allowed voting for citizens who were eighteen or older? a. Nineteenth b. Twentieth c. Twenty-Sixth d. Twenty-Seventh 23 .
Answer: c Test Bank Item Title: TB_Q2.0.14 Topic: Introduction Learning Objective: Introduction Page Reference: 26 Skill Level: Remember the Facts Difficulty Level: Easy Which of the following philosophers greatly influenced the colonists’ views on the role of government?
15.
a. Daniel Shays b. John Locke c. John Boehner d. Gramm Rudman Answer: b Test Bank Item Title: TB_Q2.1.15 Topic: Roots of the U.S. Constitution Learning Objective: LO 2.1: Trace the historical developments that led to the colonists’ break with Great Britain and the emergence of the new American nation. Page Reference: 30 Skill Level: Remember the Facts Difficulty Level: Easy Which of the following imposed a tax on paper items such as cards and books?
16.
a. Crown Act b. Paper Act c. Stamp Act d. Tax Act Answer: c Test Bank Item Title: TB_Q2.1.16 Topic: Roots of the U.S. Constitution Learning Objective: LO 2.1: Trace the historical developments that led to the colonists’ break with Great Britain and the emergence of the new American nation. Page Reference: 27 Skill Level: Understand the Concepts Difficulty Level: Moderate 17.
How many of the thirteen colonies voted for independence? a. nine b. ten c. twelve d. thirteen 24 .
Answer: c Test Bank Item Title: TB_Q2.1.17 Topic: Roots of the U.S. Constitution Learning Objective: LO 2.1: Trace the historical developments that led to the colonists’ break with Great Britain and the emergence of the new American nation. Page Reference: 30 Skill Level: Remember the Facts Difficulty Level: Moderate In what year was the Bill of Rights added to the Constitution?
18.
a. 1776 b. 1782 c. 1791 d. 1828 Answer: c Test Bank Item Title: TB_Q2.4.18 Topic: The U.S. Constitution Learning Objective: LO 2.4: Analyze the underlying principles of the U.S. Constitution. Page Reference: 45 Skill Level: Remember the Facts Difficulty Level: Easy Article I, section 8 of the Constitution contains __________ powers.
19.
a. Congress’s enumerated b. the executive c. the judicial d. the states’ Answer: a Test Bank Item Title: TB_Q2.4.19 Topic: The U.S. Constitution Learning Objective: LO 2.4: Analyze the underlying principles of the U.S. Constitution. Page Reference: 44 Skill Level: Understand the Concepts Difficulty Level: Moderate 20.
During the Constitutional Convention, which states generally opposed an unelected federal judiciary? a. small states b. large states c. southern states d. northern states 25 .
Answer: a Test Bank Item Title: TB_Q2.4.20 Topic: The U.S. Constitution Learning Objective: LO 2.4: Analyze the underlying principles of the U.S. Constitution. Page Reference: 44 Skill Level: Understand the Concepts Difficulty Level: Moderate __________ was a protest by Massachusetts farmers to stop foreclosures by state courts.
21.
a. The Committee of Correspondence b. The Federalist Papers c. Mercantilism d. Shays’s Rebellion Answer: d Test Bank Item Title: TB_Q2.2.21 Topic: The First Attempt at Government: The Articles of Confederation Learning Objective: LO 2.2: Identify the key components of the Articles of Confederation and the reasons why it failed. Page Reference: 34 Skill Level: Understand the Concepts Difficulty Level: Moderate The Constitution required consent from __________ for ratification.
22.
a. a majority of the states b. nine states c. twelve states d. all thirteen states Answer: b Test Bank Item Title: TB_Q2.4.22 Topic: The U.S. Constitution Learning Objective: LO 2.4: Analyze the underlying principles of the U.S. Constitution. Page Reference: 43 Skill Level: Understand the Concepts Difficulty Level: Moderate 23.
Many of the Founders believed that government legitimacy is derived from __________, which holds that governments exist based on the consent of the governed. a. an implied right 26 .
b. a social contract c. a divine right d. presidential appointment Answer: b Test Bank Item Title: TB_Q2.1.23 Topic: Roots of the U.S. Constitution Learning Objective: LO 2.1: Trace the historical developments that led to the colonists’ break with Great Britain and the emergence of the new American nation. Page Reference: 30 Skill Level: Understand the Concepts Difficulty Level: Moderate What type of legislature did the United States have under the Articles of Confederation?
24.
a. one with membership based on a state’s population b. appointed c. bicameral d. unicameral Answer: d Test Bank Item Title: TB_Q2.4.24 Topic: The U.S. Constitution Learning Objective: LO 2.4: Analyze the underlying principles of the U.S. Constitution. Page Reference: 43 Skill Level: Understand the Concepts Difficulty Level: Moderate Under the Constitution, the president is elected by which of the following?
25.
a. King Caucus b. People’s Plebiscite c. Electoral College d. direct popular election Answer: c Test Bank Item Title: TB_Q2.3.25 Topic: The Miracle at Philadelphia: Writing the U.S. Constitution Learning Objective: LO 2.3: Outline the issues and compromises that were central to the writing of the U.S. Constitution. Page Reference: 39 Skill Level: Understand the Concepts Difficulty Level: Moderate 26.
What is the principle that each branch of the federal government has some ability to oversee and influence actions by other branches of government? 27 .
a. weights and measures b. checks and balances c. oversight and influence d. privileges and immunities’ Answer: b Test Bank Item Title: TB_Q2.4.26 Topic: The U.S. Constitution Learning Objective: LO 2.4: Analyze the underlying principles of the U.S. Constitution. Page Reference: 41 Skill Level: Understand the Concepts Difficulty Level: Moderate 27.
Which of the following specifies the procedure for amending the Constitution? a. Article I b. Article III c. Article V d. Article VI Answer: c Test Bank Item Title: TB_Q2.6.27 Topic: Toward Reform: Methods of Amending the U.S. Constitution Learning Objective: LO 2.6: Distinguish between the methods for proposing and ratifying amendments to the U.S. Constitution. Page Reference: 45 Skill Level: Remember the Facts Difficulty Level: Easy The First Continental Congress was called partially in response to which of the following?
28.
a. concerns about the Articles of Confederation b. Shays’s Rebellion c. the Coercive Acts d. the Three-Fifths Compromise Answer: c Test Bank Item Title: TB_Q2.1.28 Topic: Roots of the U.S. Constitution Learning Objective: LO 2.1: Trace the historical developments that led to the colonists’ break with Great Britain and the emergence of the new American nation. Page Reference: 29 Skill Level: Analyze It Difficulty Level: Difficult 28 .
29.
The executive branch is in charge of which of the following? a. passing federal laws b. declaring war c. interpreting federal laws d. enforcing court orders Answer: d Test Bank Item Title: TB_Q2.4.29 Topic: The U.S. Constitution Learning Objective: LO 2.4: Analyze the underlying principles of the U.S. Constitution. Page Reference: 41 Skill Level: Understand the Concepts Difficulty Level: Moderate The “Intolerable Acts” was the colonists’ name for the __________ Acts of 1774.
30.
a. Stamp b. Tea c. Coercive d. Mercantile Answer: c Test Bank Item Title: TB_Q2.1.30 Topic: Roots of the U.S. Constitution Learning Objective: LO 2.1: Trace the historical developments that led to the colonists’ break with Great Britain and the emergence of the new American nation. Page Reference: 29 Skill Level: Remember the Facts Difficulty Level: Moderate In the United States, the national government derives its power from which of the following?
31.
a. states b. courts c. laws d. the people Answer: d Test Bank Item Title: TB_Q2.4.31 Topic: The U.S. Constitution Learning Objective: LO 2.4: Analyze the underlying principles of the U.S. Constitution. Page Reference: 41 Skill Level: Understand the Concepts Difficulty Level: Moderate 29 .
32.
Which of the following most directly protects individuals’ civil liberties? a. Second Treatise of Civil Government b. The Federalist Papers c. the Bill of Rights d. the Declaration of Independence Answer: c Test Bank Item Title: TB_Q2.5.32 Topic: Ratifying the U.S. Constitution Learning Objective: LO 2.5: Explain the conflicts that characterized the drive for ratification of the U.S. Constitution. Page Reference: 49 Skill Level: Apply What You Know Difficulty Level: Difficult What was the subject of the Great Compromise?
33.
a. the legality of slavery b. the form of the legislative branch c. the number of Supreme Court justices d. the form of the executive branch Answer: b Test Bank Item Title: TB_Q2.3.33 Topic: The Miracle at Philadelphia: Writing the U.S. Constitution Learning Objective: LO 2.3: Outline the issues and compromises that were central to the writing of the U.S. Constitution. Page Reference: 37 – 38 Skill Level: Understand the Concepts Difficulty Level: Moderate __________ was/were most likely to support a strong state government and a weak national government.
34.
a. James Madison b. John Jay c. The Federalists d. The Anti-Federalists Answer: d Test Bank Item Title: TB_Q2.5.34 Topic: Ratifying the U.S. Constitution Learning Objective: LO 2.5: Explain the conflicts that characterized the drive for ratification of the U.S. Constitution. Page Reference: 46 – 47 Skill Level: Apply What You Know 30 .
Difficulty Level: Moderate 35.
What does the Ninth Amendment say? a. The states have all of the powers not granted to the federal government. b. The people have all of the powers not granted to the federal government. c. The Constitution’s enumerated rights are not inclusive. d. Those accused of a crime have certain rights designed to prevent the government from abusing individual liberties. Answer: c Test Bank Item Title: TB_Q2.5.35 Topic: Ratifying the U.S. Constitution Learning Objective: LO 2.5: Explain the conflicts that characterized the drive for ratification of the U.S. Constitution. Page Reference: 47 Skill Level: Understand the Concepts Difficulty Level: Moderate The publication of which of the following galvanized the colonists’ belief that reconciliation with Great Britain was impossible?
36.
a. Common Sense b. Revolution c. Federalist No. 10 d. Our American Cousin Answer: a Test Bank Item Title: TB_Q2.1.36 Topic: Roots of the U.S. Constitution Learning Objective: LO 2.1: Trace the historical developments that led to the colonists’ break with Great Britain and the emergence of the new American nation. Page Reference: 30 Skill Level: Understand the Concepts Difficulty Level: Moderate Which of the following was a problem under the Articles of Confederation?
37.
a. The national government was too strong compared to the states. b. Amendments were too easy to ratify. c. Congress imposed excessive taxes. d. Citizens lacked a national identity. Answer: d Test Bank Item Title: TB_Q2.2.37 Topic: The First Attempt at Government: The Articles of Confederation Learning Objective: LO 2.2: Identify the key components of the Articles of Confederation and the reasons why it failed. 31 .
Page Reference: 33 Skill Level: Apply What You Know Difficulty Level: Moderate What did supporters of the New Jersey Plan want to do to the Articles of Confederation?
38.
a. repeal them b. strengthen them c. weaken them d. keep them the way they were Answer: b Test Bank Item Title: TB_Q2.3.38 Topic: The Miracle at Philadelphia: Writing the U.S. Constitution Learning Objective: LO 2.3: Outline the issues and compromises that were central to the writing of the U.S. Constitution. Page Reference: 35 Skill Level: Understand the Concepts Difficulty Level: Moderate Prior to the ratification of the Seventeenth Amendment, how were senators selected?
39.
a. by direct election b. by the president c. by state governors d. by state legislatures Answer: d Test Bank Item Title: TB_Q2.4.39 Topic: The U.S. Constitution Learning Objective: LO 2.4: Analyze the underlying principles of the U.S. Constitution. Page Reference: 38 Skill Level: Understand the Concepts Difficulty Level: Moderate Which of the following is a reason for the separation of powers?
40.
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 Answer: c Test Bank Item Title: TB_Q2.4.40 Topic: The U.S. Constitution 32 .
Learning Objective: LO 2.4: Analyze the underlying principles of the U.S. Constitution. Page Reference: 41 Skill Level: Analyze It Difficulty Level: Difficult 41.
Which of the following was part of both the Articles of Confederation and the Constitution? a. a congress b. the presidency c. the federal judiciary d. the effective collection of taxes by the federal government Answer: a Test Bank Item Title: TB_Q2.4.41 Topic: The U.S. Constitution Learning Objective: LO 2.4: Analyze the underlying principles of the U.S. Constitution. Page Reference: 43 Skill Level: Analyze It Difficulty Level: Difficult Which of the following can be found in Article I?
42.
a. Electoral College b. procedure for presidential impeachment c. necessary and proper clause d. supremacy clause Answer: c Test Bank Item Title: TB_Q2.4.42 Topic: The U.S. Constitution Learning Objective: LO 2.4: Analyze the underlying principles of the U.S. Constitution. Page Reference: 44 Skill Level: Understand the Concepts Difficulty Level: Moderate Which government entity has the power to settle disputes between the states?
43.
a. Senate b. House of Representatives c. Department of State d. Supreme Court Answer: d Test Bank Item Title: TB_Q2.4.43 33 .
Topic: The U.S. Constitution Learning Objective: LO 2.4: Analyze the underlying principles of the U.S. Constitution. Page Reference: 44 Skill Level: Understand the Concepts Difficulty Level: Moderate 44.
Which of the following were most likely to oppose the proposed Constitution? a. lawyers b. merchants c. small farmers d. plantation owners Answer: c Test Bank Item Title: TB_Q2.5.44 Topic: Ratifying the U.S. Constitution Learning Objective: LO 2.5: Explain the conflicts that characterized the drive for ratification of the U.S. Constitution. Page Reference: 47 Skill Level: Analyze It Difficulty Level: Difficult Which of the following can be used to help determine the intent of the Framers?
45.
a. the Equal Rights Amendment b. The Federalist Papers c. checks and balances d. Full Faith and Credit Answer: b Test Bank Item Title: TB_Q2.5.45 Topic: Ratifying the U.S. Constitution Learning Objective: LO 2.5: Explain the conflicts that characterized the drive for ratification of the U.S. Constitution. Page Reference: 47 – 48 Skill Level: Analyze It Difficulty Level: Difficult What was the greatest fear of the Anti-Federalists during the Constitutional Convention and subsequent debate?
46.
a. that a weak national government would undermine the survival of the United States b. that a strong national government would infringe on the rights of the states c. that a powerful judiciary would restrict freedom of religion d. that powerful state governments would infringe on individual liberties 34 .
Answer: b Test Bank Item Title: TB_Q2.5.46 Topic: Ratifying the U.S. Constitution Learning Objective: LO 2.5: Explain the conflicts that characterized the drive for ratification of the U.S. Constitution. Page Reference: 47 Skill Level: Analyze It Difficulty Level: Difficult 47.
Which of the following is a method of ratifying constitutional amendments? a. by a majority of voting-age citizens b. by a majority of state governors c. by three-fourths of the state legislatures d. by three-fourths of the state governors Answer: c Test Bank Item Title: TB_Q2.6.47 Topic: Toward Reform: Methods of Amending the U.S. Constitution Learning Objective: LO 2.6: Distinguish between the methods for proposing and ratifying amendments to the U.S. Constitution. Page Reference: 49 Skill Level: Remember the Facts Difficulty Level: Easy
48.
__________ was/were used by colonists to keep each other abreast of developments with the British and helped to ferment public opposition to Britain. a. The Federalist Papers b. The Second Continental Congress c. The Committees of Correspondence d. Common Sense Answer: c Test Bank Item Title: TB_Q2.1.48 Topic: Roots of the U.S. Constitution Learning Objective: LO 2.1: Trace the historical developments that led to the colonists’ break with Great Britain and the emergence of the new American nation. Page Reference: 29 Skill Level: Understand the Concepts Difficulty Level: Moderate
pp True-False Questions 49.
The Constitution was ratified in 1776. 35 .
Answer: FALSE Test Bank Item Title: TB_Q2.5.49 Topic: Ratifying the U.S. Constitution Learning Objective: LO 2.5: Explain the conflicts that characterized the drive for ratification of the U.S. Constitution. Page Reference: 48 Skill Level: Remember the Facts Difficulty Level: Easy Under the Articles of Confederation, the president levied all taxes.
50.
Answer: FALSE Test Bank Item Title: TB_Q2.2.50 Topic: The First Attempt at Government: The Articles of Confederation Learning Objective: LO 2.2: Identify the key components of the Articles of Confederation and the reasons why it failed. Page Reference: 32 – 33 Skill Level: Understand the Concepts Difficulty Level: Moderate The New Jersey Plan proposed a one-house legislature with one vote for each state.
51.
Answer: TRUE Test Bank Item Title: TB_Q2.3.51 Topic: The Miracle at Philadelphia: Writing the U.S. Constitution Learning Objective: LO 2.3: Outline the issues and compromises that were central to the writing of the U.S. Constitution. Page Reference: 37 Skill Level: Remember the Facts Difficulty Level: Easy Smaller states generally wanted to strengthen the Articles of Confederation rather than replace them.
52.
Answer: TRUE Test Bank Item Title: TB_Q2.3.52 Topic: The Miracle at Philadelphia: Writing the U.S. Constitution Learning Objective: LO 2.3: Outline the issues and compromises that were central to the writing of the U.S. Constitution. Page Reference: 37 Skill Level: Remember the Facts Difficulty Level: Easy 53.
The Three-Fifths Compromise specified that only three-fifths of slaves could vote. Answer: FALSE Test Bank Item Title: TB_Q2.3.53 36 .
Topic: The Miracle at Philadelphia: Writing the U.S. Constitution Learning Objective: LO 2.3: Outline the issues and compromises that were central to the writing of the U.S. Constitution. Page Reference: 38 Skill Level: Remember the Facts Difficulty Level: Easy 54.
Article I of the Constitution describes the powers of the president. Answer: FALSE Test Bank Item Title: TB_Q2.4.54 Topic: The U.S. Constitution Learning Objective: LO 2.4: Analyze the underlying principles of the U.S. Constitution. Page Reference: 44 Skill Level: Remember the Facts Difficulty Level: Easy A weakness of the Articles of Confederation was that the executive branch was too powerful.
55.
Answer: FALSE Test Bank Item Title: TB_Q2.2.55 Topic: The First Attempt at Government: The Articles of Confederation Learning Objective: LO 2.2: Identify the key components of the Articles of Confederation and the reasons why it failed. Page Reference: 33 Skill Level: Understand the Concepts Difficulty Level: Moderate The Stamp Act was a major catalyst for the Declaration of Independence.
56.
Answer: TRUE Test Bank Item Title: TB_Q2.1.56 Topic: Roots of the U.S. Constitution Learning Objective: LO 2.1: Trace the historical developments that led to the colonists’ break with Great Britain and the emergence of the new American nation. Page Reference: 27 Skill Level: Understand the Concepts Difficulty Level: Moderate 57.
A constitution is a written document establishing the structure, functions, and limitations of a government. Answer: TRUE Test Bank Item Title: TB_Q2.3.57 Topic: The Miracle at Philadelphia: Writing the U.S. Constitution 37 .
Learning Objective: LO 2.3: Outline the issues and compromises that were central to the writing of the U.S. Constitution. Page Reference: 35 Skill Level: Understand the Concepts Difficulty Level: Moderate 58.
The New Jersey Plan proposed a powerful central government with three branches. Answer: FALSE Test Bank Item Title: TB_Q2.3.58 Topic: The Miracle at Philadelphia: Writing the U.S. Constitution Learning Objective: LO 2.3: Outline the issues and compromises that were central to the writing of the U.S. Constitution. Page Reference: 37 Skill Level: Understand the Concepts Difficulty Level: Moderate Article III of the Constitution permits Congress to establish lower national courts.
59.
Answer: TRUE Test Bank Item Title: TB_Q2.4.59 Topic: The U.S. Constitution Learning Objective: LO 2.4: Analyze the underlying principles of the U.S. Constitution. Page Reference: 44 Skill Level: Understand the Concepts Difficulty Level: Moderate A majority of the delegates at the Constitutional Convention were slaveholders.
60.
Answer: FALSE Test Bank Item Title: TB_Q2.3.60 Topic: The Miracle at Philadelphia: Writing the U.S. Constitution Learning Objective: LO 2.3: Outline the issues and compromises that were central to the writing of the U.S. Constitution. Page Reference: 35 Skill Level: Understand the Concepts Difficulty Level: Moderate North Carolina’s rejection of the Constitution prompted Congress to submit the Bill of Rights to the states for ratification.
61.
Answer: TRUE Test Bank Item Title: TB_Q2.5.61 Topic: Ratifying the U.S. Constitution Learning Objective: LO 2.5: Explain the conflicts that characterized the drive for ratification of the U.S. Constitution. Page Reference: 48 38 .
Skill Level: Understand the Concepts Difficulty Level: Moderate 62.
The Anti-Federalists strongly supported the Bill of Rights. Answer: TRUE Test Bank Item Title: TB_Q2.5.62 Topic: Ratifying the U.S. Constitution Learning Objective: LO 2.5: Explain the conflicts that characterized the drive for ratification of the U.S. Constitution. Page Reference: 48 Skill Level: Understand the Concepts Difficulty Level: Moderate
63.
The Constitution prohibits Congress from requiring candidates to be Christian in order to run for office. Answer: TRUE Test Bank Item Title: TB_Q2.4.63 Topic: The U.S. Constitution Learning Objective: LO 2.4: Analyze the underlying principles of the U.S. Constitution. Page Reference: 46 Skill Level: Apply What You Know Difficulty Level: Moderate
p Fill-in-the-Blank Questions 64.
Article VI of the Constitution prohibits a __________ test for holding public office. Answer: religious Test Bank Item Title: TB_Q2.4.64 Topic: The U.S. Constitution Learning Objective: LO 2.4: Analyze the underlying principles of the U.S. Constitution. Page Reference: 46 Skill Level: Understand the Concepts Difficulty Level: Easy
65.
The Constitution has been amended __________ times. Answer: twenty-seven Test Bank Item Title: TB_Q2.0.65 Topic: Introduction Learning Objective: Introduction 39 .
Page Reference: 26 Skill Level: Remember the Facts Difficulty Level: Easy The body whose delegates signed the Declaration of Independence was the __________.
66.
Answer: Second Continental Congress Test Bank Item Title: TB_Q2.1.66 Topic: Roots of the U.S. Constitution Learning Objective: LO 2.1: Trace the historical developments that led to the colonists’ break with Great Britain and the emergence of the new American nation. Page Reference: 29 Skill Level: Understand the Concepts Difficulty Level: Moderate The Second Continental Congress adopted the __________ in 1777.
67.
Answer: Articles of Confederation Test Bank Item Title: TB_Q2.2.67 Topic: The First Attempt at Government: The Articles of Confederation Learning Objective: LO 2.2: Identify the key components of the Articles of Confederation and the reasons why it failed. Page Reference: 32 Skill Level: Remember the Facts Difficulty Level: Easy The division of the power of government into the legislative, executive, and judicial branches illustrates the __________ established by the Constitution.
68.
Answer: separation of powers Test Bank Item Title: TB_Q2.4.68 Topic: The U.S. Constitution Learning Objective: LO 2.4: Analyze the underlying principles of the U.S. Constitution. Page Reference: 41 Skill Level: Understand the Concepts Difficulty Level: Moderate Article III of the Constitution establishes a __________ and defines its jurisdiction.
69.
Answer: Supreme Court Test Bank Item Title: TB_Q2.4.69 Topic: The U.S. Constitution Learning Objective: LO 2.4: Analyze the underlying principles of the U.S. Constitution. Page Reference: 44 Skill Level: Understand the Concepts 40 .
Difficulty Level: Moderate In a __________, the national government derives its powers from the states.
70.
Answer: confederation Test Bank Item Title: TB_Q2.2.70 Topic: The First Attempt at Government: The Articles of Confederation Learning Objective: LO 2.2: Identify the key components of the Articles of Confederation and the reasons why it failed. Page Reference: 32 Skill Level: Understand the Concepts Difficulty Level: Moderate __________ of indebted farmers exposed the problems under the Articles of Confederation.
71.
Answer: Shays’s Rebellion Test Bank Item Title: TB_Q2.2.71 Topic: The First Attempt at Government: The Articles of Confederation Learning Objective: LO 2.2: Identify the key components of the Articles of Confederation and the reasons why it failed. Page Reference: 34 Skill Level: Understand the Concepts Difficulty Level: Moderate The __________ favored a weaker national government and stronger state governments than provided for in the proposed Constitution.
72.
Answer: Anti-Federalists Test Bank Item Title: TB_Q2.5.72 Topic: Ratifying the U.S. Constitution Learning Objective: LO 2.5: Explain the conflicts that characterized the drive for ratification of the U.S. Constitution. Page Reference: 47 Skill Level: Understand the Concepts Difficulty Level: Moderate James Madison was the author of many of the essays known as the __________.
73.
Answer: Federalist Papers Test Bank Item Title: TB_Q2.5.73 Topic: Ratifying the U.S. Constitution Learning Objective: LO 2.5: Explain the conflicts that characterized the drive for ratification of the U.S. Constitution. Page Reference: 47 Skill Level: Remember the Facts Difficulty Level: Easy 41 .
74.
Article II of the Constitution addresses the powers of the __________ branch. Answer: executive Test Bank Item Title: TB_Q2.4.74 Topic: The U.S. Constitution Learning Objective: LO 2.4: Analyze the underlying principles of the U.S. Constitution. Page Reference: 44 Skill Level: Understand the Concepts Difficulty Level: Moderate
75.
Article VII specified that at least __________ states would have to ratify the proposed Constitution for it to become law. Answer: nine Test Bank Item Title: TB_Q2.5.75 Topic: Ratifying the U.S. Constitution Learning Objective: LO 2.5: Explain the conflicts that characterized the drive for ratification of the U.S. Constitution. Page Reference: 48 Skill Level: Remember the Facts Difficulty Level: Easy
42 .
pp Short Answer Questions 76.
Explain the processes for amending the Constitution. Which process have most amendments followed? 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 three-fourths of the states or by ratifying conventions in three-fourths of the states. 3. Explain that all twenty-seven amendments were proposed by Congress and twenty-six of them were ratified by state legislatures. Test Bank Item Title: TB_Q2.6.76 Topic: Toward Reform: Methods of Amending the U.S. Constitution Learning Objective: LO 2.6: Distinguish between the methods for proposing and ratifying amendments to the U.S. Constitution. Page Reference: 49 – 51 Skill Level: Understand the Concepts Difficulty Level: Moderate
77.
Explain the informal methods of amending the Constitution and why such methods are useful. 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. Test Bank Item Title: TB_Q2.6.77 Topic: Toward Reform: Methods of Amending the U.S. Constitution Learning Objective: LO 2.6: Distinguish between the methods for proposing and ratifying amendments to the U.S. Constitution. Page Reference: 51 – 52 Skill Level: Analyze It Difficulty Level: Difficult
78.
Compare and contrast the legislatures established by the Constitution and the Articles of Confederation. Answer: An ideal response will: 43 .
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). Test Bank Item Title: TB_Q2.4.78 Topic: The U.S. Constitution Learning Objective: LO 2.4: Analyze the underlying principles of the U.S. Constitution. Page Reference: 43 Skill Level: Analyze It Difficulty Level: Difficult Describe the differences between the First and Second Continental Congress. What was the final resolution of the Second Continental Congress?
79.
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 declare independence from Great Britain. Test Bank Item Title: TB_Q2.1.79 Topic: Roots of the U.S. Constitution Learning Objective: LO 2.1: Trace the historical developments that led to the colonists’ break with Great Britain and the emergence of the new American nation. Page Reference: 29 – 30 Skill Level: Analyze It Difficulty Level: Difficult Explain James Madison’s claim that “Ambition must be made to counteract ambition.”
80.
Answer: An ideal response will: 1. Indicate that Madison was discussing the need for separation of powers. 2. Describe the three distinct branches of government: legislative, executive, and judicial. 3. Explain that a separation of powers allows for a system of checks and balances to ensure that no single institution becomes too powerful. Test Bank Item Title: TB_Q2.4.80 Topic: The U.S. Constitution Learning Objective: LO 2.4: Analyze the underlying principles of the U.S. Constitution. 44 .
Page Reference: 41 – 42 Skill Level: Analyze It Difficulty Level: Difficult Describe the Virginia Plan.
81.
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. Test Bank Item Title: TB_Q2.3.81 Topic: The Miracle at Philadelphia: Writing the U.S. Constitution Learning Objective: LO 2.3: Outline the issues and compromises that were central to the writing of the U.S. Constitution. Page Reference: 37 Skill Level: Understand the Concepts Difficulty Level: Moderate Describe the Equal Rights Amendment.
82.
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. Therefore, it is not part of the Constitution because it was never adopted. Test Bank Item Title: TB_Q2.6.82 Topic: Toward Reform: Methods of Amending the U.S. Constitution Learning Objective: LO 2.6: Distinguish between the methods for proposing and ratifying amendments to the U.S. Constitution. Page Reference: 51 Skill Level: Understand the Concepts Difficulty Level: Moderate 83.
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—how to deal with the problem of factions. 45 .
2. Discuss Madison’s definition of “factions” and their purported threat to society. Test Bank Item Title: TB_Q2.5.83 Topic: Ratifying the U.S. Constitution Learning Objective: LO 2.5: Explain the conflicts that characterized the drive for ratification of the U.S. Constitution. Page Reference: 47 Skill Level: Apply What You Know Difficulty Level: Moderate 84.
Discuss the impact of the Federalists and the Anti-Federalists on the Constitution. Answer: An ideal response will: 1. Recognize that the Federalists wrote the Constitution and therefore had a profound impact on it. 2. Explain how the Anti-Federalists succeeded in adding the Bill of Rights to the Constitution to more fully protect individual liberties. Test Bank Item Title: TB_Q2.5.84 Topic: Ratifying the U.S. Constitution Learning Objective: LO 2.5: Explain the conflicts that characterized the drive for ratification of the U.S. Constitution. Page Reference: 46 – 48 Skill Level: Apply What You Know Difficulty Level: Moderate
85.
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. Test Bank Item Title: TB_Q2.1.85 Topic: Roots of the U.S. Constitution Learning Objective: LO 2.1: Trace the historical developments that led to the colonists’ break with Great Britain and the emergence of the new American nation. Page Reference: 27 – 29 Skill Level: Analyze It Difficulty Level: Difficult
pp Essay Questions 46 .
86.
Explain the basic structure of the U.S. Constitution. Answer: An ideal response will: 1. Identify that the Constitution is composed 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. Test Bank Item Title: TB_Q2.4.86 Topic: The U.S. Constitution Learning Objective: LO 2.4: Analyze the underlying principles of the U.S. Constitution. Page Reference: 43 – 46 Skill Level: Understand the Concepts Difficulty Level: Moderate Describe the views of the Anti-Federalists.
87.
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’ desire to have a bill of rights added to the Constitution. Test Bank Item Title: TB_Q2.5.87 Topic: Ratifying the U.S. Constitution Learning Objective: LO 2.5: Explain the conflicts that characterized the drive for ratification of the U.S. Constitution. Page Reference: 46 – 47 Skill Level: Understand the Concepts Difficulty Level: Moderate Describe the system of checks and balances created by the Framers. Why are they important?
88.
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. 47 .
4. Explain how checks and balances are used to prevent tyranny and corruption. Test Bank Item Title: TB_Q2.4.88 Topic: The U.S. Constitution Learning Objective: LO 2.4: Analyze the underlying principles of the U.S. Constitution. Page Reference: 42 – 43 Skill Level: Analyze It Difficulty Level: Difficult 89.
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 Shays’s Rebellion. 3. Recognize that the original purpose of the Convention was to strengthen the Articles of Confederation. Test Bank Item Title: TB_Q2.2.89 Topic: The First Attempt at Government: The Articles of Confederation Learning Objective: LO 2.2: Identify the key components of the Articles of Confederation and the reasons why it failed. Page Reference: 32 – 34 Skill Level: Understand the Concepts Difficulty Level: Moderate
90.
Discuss the developments that led to the Declaration of Independence. 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. 3. Recognize that taxation without representation in Parliament was deeply offensive to the colonists. Test Bank Item Title: TB_Q2.1.90 Topic: Roots of the U.S. Constitution Learning Objective: LO 2.1: Trace the historical developments that led to the colonists’ break with Great Britain and the emergence of the new American nation. Page Reference: 29 - 32 Skill Level: Understand the Concepts Difficulty Level: Moderate
48 .
3 The Federal System pp Multiple-Choice Questions 1.
In the late 1980s, what caused the Rehnquist Court to start to restrict Congress’s ability to regulate various areas of the economy? a. a constitutional amendment giving the president primary authority to craft a budget b. changes in the composition of the Supreme Court c. legislation increasing the size of the Supreme Court d. the Dred Scott v. Sanford decision Answer: b Test Bank Item Title: TB_Q3.6.1 Topic: Judicial Federalism Learning Objective: LO 3.6: Explore the role of the judiciary as arbiter of federal– state conflicts. Page Reference: 76
Skill Level: Analyze It Difficulty Level: Difficult 2.
Prior to the ratification of the Constitution, the United States was governed by the Articles of __________. a. Confederation b. Declaration c. Federalism d. Independence Answer: a Test Bank Item Title: TB_Q3.1.2 Topic: Roots of the Federal System Learning Objective: LO 3.1: Trace the roots of the federal system and the Constitution’s allocation of powers between the national and state governments. Page Reference: 58
49 .
Skill Level: Remember the Facts Difficulty Level: Easy 3.
In a(n) __________ system, local and regional governments derive authority from the national government. a. unitary b. bicameral c. confederal d. federal Answer: a Test Bank Item Title: TB_Q3.1.3 Topic: Roots of the Federal System Learning Objective: LO 3.1: Trace the roots of the federal system and the Constitution’s allocation of powers between the national and state governments. Page Reference: 58
Skill Level: Remember the Facts Difficulty Level: Easy What two types of powers does Congress have under Article I, section 8 of the U.S. Constitution?
4.
a. enumerated; implied b. enumerated; suggested c. implied; explicit d. suggested; explicit Answer: a Test Bank Item Title: TB_Q3.1.4 Topic: Roots of the Federal System Learning Objective: LO 3.1: Trace the roots of the federal system and the Constitution’s allocation of powers between the national and state governments. Page Reference: 59
Skill Level: Remember the Facts Difficulty Level: Easy The United States was the __________ nation to adopt a federal system of government.
5.
a. first b. second c. third d. tenth Answer: a Test Bank Item Title: TB_Q3.1.5 50 .
Topic: Roots of the Federal System Learning Objective: LO 3.1: Trace the roots of the federal system and the Constitution’s allocation of powers between the national and state governments. Page Reference: 58
Skill Level: Remember the Facts Difficulty Level: Easy 6.
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 Answer: c Test Bank Item Title: TB_Q3.1.6 Topic: Roots of the Federal System Learning Objective: LO 3.1: Trace the roots of the federal system and the Constitution’s allocation of powers between the national and state governments. Page Reference: 58
Skill Level: Remember the Facts Difficulty Level: Easy Article VI of the U.S. Constitution establishes that federal law is __________ in conflicts between federal and state law.
7.
a. illustrative b. inferior c. secondary d. supreme Answer: d Test Bank Item Title: TB_Q3.1.7 Topic: Roots of the Federal System Learning Objective: LO 3.1: Trace the roots of the federal system and the Constitution’s allocation of powers between the national and state governments. Page Reference: 59
Skill Level: Remember the Facts Difficulty Level: Easy The __________ Amendment 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.
8.
a. Eighth b. Tenth c. Eleventh 51 .
d. Fourteenth Answer: b Test Bank Item Title: TB_Q3.1.8 Topic: Roots of the Federal System Learning Objective: LO 3.1: Trace the roots of the federal system and the Constitution’s allocation of powers between the national and state governments. Page Reference: 60
Skill Level: Remember the Facts Difficulty Level: Easy 9.
__________ powers are shared by the federal and state governments. a. Concurrent b. Confederal c. Enumerated d. Unified Answer: a Test Bank Item Title: TB_Q3.1.9 Topic: Roots of the Federal System Learning Objective: LO 3.1: Trace the roots of the federal system and the Constitution’s allocation of powers between the national and state governments. Page Reference: 61
Skill Level: Remember the Facts Difficulty Level: Easy Which clause in the Constitution ensures that judicial decrees and contracts made in one state will be binding and enforceable in another?
10.
a. commerce b. full faith and credit c. due process d. equal protection Answer: b Test Bank Item Title: TB_Q3.1.10 Topic: Roots of the Federal System Learning Objective: LO 3.1: Trace the roots of the federal system and the Constitution’s allocation of powers between the national and state governments. Page Reference: 62
Skill Level: Remember the Facts Difficulty Level: Easy 11.
Dillon’s Rule states that all local government must be authorized by which of the following? a. the federal government 52 .
b. both the federal and state governments c. the state government d. the people Answer: c Test Bank Item Title: TB_Q3.1.11 Topic: Roots of the Federal System Learning Objective: LO 3.1: Trace the roots of the federal system and the Constitution’s allocation of powers between the national and state governments. Page Reference: 63
Skill Level: Remember the Facts Difficulty Level: Easy 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 Answer: b Test Bank Item Title: TB_Q3.5.12 Topic: Federal Grants to State and Local Governments Learning Objective: LO 3.5: Describe how the federal budget is used to further influence state and local governments’ policies. Page Reference: 73 – 74
Skill Level: Remember the Facts Difficulty Level: Easy 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 Answer: d Test Bank Item Title: TB_Q3.2.13 Topic: Federalism and the Marshall Court Learning Objective: LO 3.2: Determine the impact of the Marshall Court on federalism. Page Reference: 64
Skill Level: Remember the Facts Difficulty Level: Moderate 53 .
14.
__________ is the proclaimed right of a state to declare a federal law void. a. Legislative veto b. Nullification c. Referendum d. Reformation Answer: b Test Bank Item Title: TB_Q3.3.14 Topic: Dual Federalism: States’ Rights, the Civil War, and Reconstruction Learning Objective: LO 3.3: Describe the emergence and decline of dual federalism. Page Reference: 67
Skill Level: Remember the Facts Difficulty Level: Easy In Gibbons v. Ogden, the Supreme Court __________.
15.
a. broadly interpreted the national government’s power to regulate interstate commerce b. broadly interpreted the president’s power to wage war c. narrowly interpreted Congress’s power to make law and collect taxes d. narrowly interpreted Congress’s power to oversee the executive branch Answer: a Test Bank Item Title: TB_Q3.2.15 Topic: Federalism and the Marshall Court Learning Objective: LO 3.2: Determine the impact of the Marshall Court on federalism. Page Reference: 64, 66
Skill Level: Understand the Concepts Difficulty Level: Moderate The Unfunded Mandates Reform Act of 1995 attempts to prevent Congress from __________.
16.
a. creating expensive federal mandates and requiring the states to pay the cost b. increasing taxes to pay for unpopular programs c. using money from the Social Security Trust Fund for general revenue purposes d. fully funding state-level mandates Answer: a Test Bank Item Title: TB_Q3.5.16 Topic: Federal Grants to State and Local Governments Learning Objective: LO 3.5: Describe how the federal budget is used to further influence state and local governments’ policies. Page Reference: 73 – 74
Skill Level: Understand the Concepts 54 .
Difficulty Level: Moderate Which amendment gave Congress the power to levy and collect taxes on incomes without apportioning them among the states?
17.
a. Seventeenth b. Sixteenth c. Fourteenth d. Tenth Answer: b Test Bank Item Title: TB_Q3.3.17 Topic: Dual Federalism: States’ Rights, the Civil War, and Reconstruction Learning Objective: LO 3.3: Describe the emergence and decline of dual federalism. Page Reference: 69
Skill Level: Remember the Facts Difficulty Level: Easy In McCulloch v. Maryland, which clause of the U.S. Constitution did the Supreme Court interpret as preventing Maryland from taxing the national bank?
18.
a. commerce b. supremacy c. due process d. equal protection Answer: b Test Bank Item Title: TB_Q3.2.18 Topic: Federalism and the Marshall Court Learning Objective: LO 3.2: Determine the impact of the Marshall Court on federalism. Page Reference: 64
Skill Level: Understand the Concepts Difficulty Level: Moderate 19.
__________ grants typically allocate federal dollars for a specific purpose based on a state’s population. a. Block b. Categorical c. Commerce d. Federal Answer: b Test Bank Item Title: TB_Q3.5.19 Topic: Federal Grants to State and Local Governments 55 .
Learning Objective: LO 3.5: Describe how the federal budget is used to further influence state and local governments’ policies. Page Reference: 73
Skill Level: Understand the Concepts Difficulty Level: Moderate 20.
The Supreme Court’s Dred Scott v. Sandford (1857) decision narrowed the scope of the federal government’s power by determining that __________. a. state laws were supreme over conflicting national laws b. states had inherent power to nullify federal laws c. Congress could not regulate interstate commerce d. Congress lacked the authority to ban slavery in the territories Answer: d Test Bank Item Title: TB_Q3.3.20 Topic: Dual Federalism: States’ Rights, the Civil War, and Reconstruction Learning Objective: LO 3.3: Describe the emergence and decline of dual federalism. Page Reference: 67
Skill Level: Analyze It Difficulty Level: Difficult
21.
Which of the following best describes progressive federalism? a. pragmatic b. rigid c. rapid d. egalitarian Answer: a Test Bank Item Title: TB_Q3.7.21 Topic: Toward Reform: Balancing National and State Power Learning Objective: LO 3.7: Assess the challenges in balancing national and state powers and the consequences for policy making. Page Reference: 77 – 78
Skill Level: Understand the Concepts Difficulty Level: Moderate
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 that belong to the national government because they are not specifically delegated to the state governments by the Constitution d. powers that belong to the states because they are not specifically delegated to the national government by the Constitution 56 .
Answer: d Test Bank Item Title: TB_Q3.1.22 Topic: Roots of the Federal System Learning Objective: LO 3.1: Trace the roots of the federal system and the Constitution’s allocation of powers between the national and state governments. Page Reference: 60
Skill Level: Understand the Concepts Difficulty Level: Moderate 23.
In which of the following policy areas did President Obama take the clearest lead? a. climate change b. health care reform c. immigration d. tax cuts Answer: b Test Bank Item Title: TB_Q3.7.23 Topic: Toward Reform: Balancing National and State Power Learning Objective: LO 3.7: Assess the challenges in balancing national and state powers and the consequences for policy making. Page Reference: 78
Skill Level: Understand the Concepts Difficulty Level: Moderate Before the ratification of the Constitution, the United States was organized as a(n) __________.
24.
a. confederation b. monarchy c. oligarchy d. conglomerate Answer: a Test Bank Item Title: TB_Q3.1.24 Topic: Roots of the Federal System Learning Objective: LO 3.1: Trace the roots of the federal system and the Constitution’s allocation of powers between the national and state governments. Page Reference: 58
Skill Level: Understand the Concepts Difficulty Level: Moderate 25.
Same-sex marriage advocates argue that the __________ clause of the Constitution means that legally sanctioned same-sex marriages performed in one state should automatically be recognized by other states. a. commerce b. supremacy 57 .
c. full faith and credit d. equal protection Answer: c Test Bank Item Title: TB_Q3.1.25 Topic: Roots of the Federal System Learning Objective: LO 3.1: Trace the roots of the federal system and the Constitution’s allocation of powers between the national and state governments. Page Reference: 62
Skill Level: Understand the Concepts Difficulty Level: Moderate 26.
What was the dominant model of federalism starting with the New Deal? a. cooperative b. dual c. progressive d. unified Answer: a Test Bank Item Title: TB_Q3.4.26 Topic: Cooperative Federalism: The Growth of National Government Learning Objective: LO 3.4: Explain how cooperative federalism led to the growth of the national government at the expense of the states. Page Reference: 69 – 70
Skill Level: Understand the Concepts Difficulty Level: Moderate 27.
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 Answer: c Test Bank Item Title: TB_Q3.3.27 Topic: Dual Federalism: States’ Rights, the Civil War, and Reconstruction Learning Objective: LO 3.3: Describe the emergence and decline of dual federalism. Page Reference: 66
Skill Level: Remember the Facts Difficulty Level: Easy 28.
One benefit of the federal system is the ability of the states to operate as __________ for new ideas. 58 .
a. classrooms b. laboratories c. courts d. cradles Answer: b Test Bank Item Title: TB_Q3.7.28 Topic: Toward Reform: Balancing National and State Power Learning Objective: LO 3.7: Assess the challenges in balancing national and state powers and the consequences for policy making. Page Reference: 78
Skill Level: Understand the Concepts Difficulty Level: Moderate 29.
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 d. conducting foreign relations Answer: c Test Bank Item Title: TB_Q3.1.29 Topic: Roots of the Federal System Learning Objective: LO 3.1: Trace the roots of the federal system and the Constitution’s allocation of powers between the national and state governments. Page Reference: 60
Skill Level: Apply What You Know Difficulty Level: Moderate 30.
In U.S. v. Lopez, the Supreme Court ruled that the __________ clause did not give Congress the constitutional authority to regulate guns near a school. a. reserved powers b. commerce c. militia d. supremacy Answer: b Test Bank Item Title: TB_Q3.6.30 Topic: Judicial Federalism Learning Objective: LO 3.6: Explore the role of the judiciary as arbiter of federal– state conflicts. Page Reference: 76
Skill Level: Understand the Concepts Difficulty Level: Moderate 59 .
31.
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. privileges and immunities d. full faith and credit Answer: a Test Bank Item Title: TB_Q3.1.31 Topic: Roots of the Federal System Learning Objective: LO 3.1: Trace the roots of the federal system and the Constitution’s allocation of powers between the national and state governments. Page Reference: 62
Skill Level: Understand the Concepts Difficulty Level: Moderate The Seventeenth Amendment gave the people the power to elect which of the following?
32.
a. state executives b. local officials c. the president d. senators Answer: d Test Bank Item Title: TB_Q3.3.32 Topic: Dual Federalism: States’ Rights, the Civil War, and Reconstruction Learning Objective: LO 3.3: Describe the emergence and decline of dual federalism. Page Reference: 69
Skill Level: Understand the Concepts Difficulty Level: Moderate 33.
Barron v. Baltimore held that __________ is/are bound by the Bill of Rights. 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 Answer: b Test Bank Item Title: TB_Q3.2.33 Topic: Federalism and the Marshall Court Learning Objective: LO 3.2: Determine the impact of the Marshall Court on federalism. Page Reference: 66
Skill Level: Understand the Concepts 60 .
Difficulty Level: Moderate 34.
Which of the following is an enumerated power of the national government? a. creation of a national bank b. regulating guns near schools c. marriage and divorce d. conducting foreign policy Answer: d Test Bank Item Title: TB_Q3.1.34 Topic: Roots of the Federal System Learning Objective: LO 3.1: Trace the roots of the federal system and the Constitution’s allocation of powers between the national and state governments. Page Reference: 59
Skill Level: Apply What You Know Difficulty Level: Moderate 35.
New Federalism most favors which type of government grant? a. block grants b. unfunded mandates c. categorical grants d. programmatic requests Answer: a Test Bank Item Title: TB_Q3.5.35 Topic: Federal Grants to State and Local Governments Learning Objective: LO 3.5: Describe how the federal budget is used to further influence state and local governments’ policies. Page Reference: 73
Skill Level: Apply What You Know Difficulty Level: Difficult 36.
Which of the following best exemplifies the devolution revolution? a. New Deal legislation b. Violence Against Women Act c. Temporary Assistance for Needy Families d. Troubled Asset Recovery Program Answer: c Test Bank Item Title: TB_Q3.5.36 Topic: Federal Grants to State and Local Governments Learning Objective: LO 3.5: Describe how the federal budget is used to further influence state and local governments’ policies. Page Reference: 73
Skill Level: Apply What You Know 61 .
Difficulty Level: Difficult 37.
The No Child Left Behind Act is an example of a(n) __________. a. block grant b. business grant c. categorical grant d. unfunded mandate Answer: d Test Bank Item Title: TB_Q3.5.37 Topic: Federal Grants to State and Local Governments Learning Objective: LO 3.5: Describe how the federal budget is used to further influence state and local governments’ policies. Page Reference: 74
Skill Level: Apply What You Know Difficulty Level: Difficult 38.
The concept of nullification was quashed by which of the following? a. the colonial era b. the Revolutionary War c. the Great Depression d. Reconstruction Answer: d Test Bank Item Title: TB_Q3.3.38 Topic: Dual Federalism: States’ Rights, the Civil War, and Reconstruction Learning Objective: LO 3.3: Describe the emergence and decline of dual federalism. Page Reference: 67
Skill Level: Apply What You Know Difficulty Level: Difficult 39.
Which of the following is a concurrent power? a. control over the money supply b. to regulate commerce within a state c. international trade policy d. power to tax Answer: d Test Bank Item Title: TB_Q3.1.139 Topic: Roots of the Federal System Learning Objective: LO 3.1: Trace the roots of the federal system and the Constitution’s allocation of powers between the national and state governments. Page Reference: 61
Skill Level: Apply What You Know 62 .
Difficulty Level: Moderate 40.
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 Answer: b Test Bank Item Title: TB_Q3.4.40 Topic: Cooperative Federalism: The Growth of National Government Learning Objective: LO 3.4: Explain how cooperative federalism led to the growth of the national government at the expense of the states. Page Reference: 69
Skill Level: Apply What You Know Difficulty Level: Moderate 41.
The New Deal best exemplifies which type of federalism? a. dual b. layer-cake c. competitive d. cooperative Answer: d Test Bank Item Title: TB_Q3.4.41 Topic: Cooperative Federalism: The Growth of National Government Learning Objective: LO 3.4: Explain how cooperative federalism led to the growth of the national government at the expense of the states. Page Reference: 72
Skill Level: Apply What You Know Difficulty Level: Moderate 42.
Which of the following is a power specifically denied the states by the Constitution? a. conducting elections b. establishing local governments c. passing bills of attainder d. providing for public health, safety, and morals Answer: c Test Bank Item Title: TB_Q3.1.42 Topic: Roots of the Federal System Learning Objective: LO 3.1: Trace the roots of the federal system and the Constitution’s allocation of powers between the national and state governments. Page Reference: 61
63 .
Skill Level: Apply What You Know Difficulty Level: Moderate 43.
The “Contract with America” was a proposed program of governmental reform supported by many __________. a. Democrats b. Republicans c. African Americans d. Latinos Answer: b Test Bank Item Title: TB_Q3.6.43 Topic: Judicial Federalism Learning Objective: LO 3.6: Explore the role of the judiciary as arbiter of federal– state conflicts. Page Reference: 74
Skill Level: Apply What You Know Difficulty Level: Moderate 44.
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 Answer: c Test Bank Item Title: TB_Q3.2.44 Topic: Federalism and the Marshall Court Learning Objective: LO 3.2: Determine the impact of the Marshall Court on federalism. Page Reference: 64
Skill Level: Analyze It Difficulty Level: Difficult 45.
Which of the following is the best definition of federalism? a. A constitutional arrangement by which power is equally distributed between a central government and state governments. b. A constitutional arrangement by which sovereign states create a limited central government. c. A loose association of states constitutionally created by a strong central government. d. A loose association of states with mutually recognized compacts but no central government. 64 .
Answer: a Test Bank Item Title: TB_Q3.2.45 Topic: Federalism and the Marshall Court Learning Objective: LO 3.2: Determine the impact of the Marshall Court on federalism. Page Reference: 64
Skill Level: Analyze It Difficulty Level: Difficult 46.
Which is an example of an unfunded mandate? a. Congress passes a law requiring all states to adopt a sex offender registry system. b. The Environmental Protection Agency sends money to Louisiana to help with cleanup from the gulf oil spill. c. The Nevada legislature passes a law requiring all public school teachers to spend 20 hours per week preparing students for the state achievement test. d. The Supreme Court upholds a federal law requiring all citizens to wear a seatbelt while operating a motor vehicle. Answer: a Test Bank Item Title: TB_Q3.5.46 Topic: Federal Grants to State and Local Governments Learning Objective: LO 3.5: Describe how the federal budget is used to further influence state and local governments’ policies. Page Reference: 73 – 74
Skill Level: Apply What You Know Difficulty Level: Difficult 47.
What was the dominant form of federalism prior to the New Deal? a. dual b. combined c. competitive d. cooperative Answer: a Test Bank Item Title: TB_Q3.3.47 Topic: Dual Federalism: States’ Rights, the Civil War, and Reconstruction Learning Objective: LO 3.3: Describe the emergence and decline of dual federalism. Page Reference: 69 – 70
Skill Level: Analyze It Difficulty Level: Difficult 48.
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 65 .
c. the authority of the federal government should be expanded d. the authority of Congress should be expanded Answer: b Test Bank Item Title: TB_Q3.5.48 Topic: Federal Grants to State and Local Governments Learning Objective: LO 3.5: Describe how the federal budget is used to further influence state and local governments’ policies. Page Reference: 71
Skill Level: Analyze It Difficulty Level: Difficult 49.
Which of the following is an example of a categorical grant? a. Funds provided by Congress to the states for education in general. 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 lowincome area. Answer: d Test Bank Item Title: TB_Q3.5.49 Topic: Federal Grants to State and Local Governments Learning Objective: LO 3.5: Describe how the federal budget is used to further influence state and local governments’ policies. Page Reference: 73
Skill Level: Apply What You Know Difficulty Level: Difficult 50.
Which of the following did Dred Scott v. Sanford address? a. education b. health care c. slavery d. voting Answer: c Test Bank Item Title: TB_Q3.3.50 Topic: Dual Federalism: States’ Rights, the Civil War, and Reconstruction Learning Objective: LO 3.3: Describe the emergence and decline of dual federalism. Page Reference: 67
Skill Level: Remember the Facts Difficulty Level: Easy
pp True-False Questions 66 .
The United States has always had a federal system of government.
51.
Answer: FALSE Test Bank Item Title: TB_Q3.1.51 Topic: Roots of the Federal System Learning Objective: LO 3.1: Trace the roots of the federal system and the Constitution’s allocation of powers between the national and state governments. Page Reference: 58
Skill Level: Remember the Facts Difficulty Level: Easy 52.
In a unitary system of government, the state and local governments derive their powers from a centralized national government. Answer: TRUE Test Bank Item Title: TB_Q3.1.52 Topic: Roots of the Federal System Learning Objective: LO 3.1: Trace the roots of the federal system and the Constitution’s allocation of powers between the national and state governments. Page Reference: 58
Skill Level: Remember the Facts Difficulty Level: Easy All of the powers of the federal government are enumerated in the Constitution.
53.
Answer: FALSE Test Bank Item Title: TB_Q3.1.53 Topic: Roots of the Federal System Learning Objective: LO 3.1: Trace the roots of the federal system and the Constitution’s allocation of powers between the national and state governments. Page Reference: 59
Skill Level: Remember the Facts Difficulty Level: Easy 54.
The supremacy clause establishes that state laws will prevail over conflicting federal laws. Answer: FALSE Test Bank Item Title: TB_Q3.2.54 Topic: Federalism and the Marshall Court Learning Objective: LO 3.2: Determine the impact of the Marshall Court on federalism. Page Reference: 64
Skill Level: Remember the Facts Difficulty Level: Easy 67 .
55.
Dual federalism is when the states and the national government have separate but approximately equal responsibilities. Answer: TRUE Test Bank Item Title: TB_Q3.3.55 Topic: Dual Federalism: States’ Rights, the Civil War, and Reconstruction Learning Objective: LO 3.3: Describe the emergence and decline of dual federalism. Page Reference: 66
Skill Level: Remember the Facts Difficulty Level: Easy 56.
Devolution is often advocated for by Republicans. Answer: TRUE Test Bank Item Title: TB_Q3.5.56 Topic: Federal Grants to State and Local Governments Learning Objective: LO 3.5: Describe how the federal budget is used to further influence state and local governments’ policies. Page Reference: 73 – 74
Skill Level: Understand the Concepts Difficulty Level: Moderate The Rehnquist Court has been a strong and consistent advocate of an expansive interpretation of the commerce clause.
57.
Answer: FALSE Test Bank Item Title: TB_Q3.6.57 Topic: Judicial Federalism Learning Objective: LO 3.6: Explore the role of the judiciary as arbiter of federal– state conflicts. Page Reference: 76
Skill Level: Remember the Facts Difficulty Level: Easy 58.
The Supreme Court ruled that the Patient Protection and Affordable Care Act was constitutional under the taxing clause. Answer: TRUE Test Bank Item Title: TB_Q3.7.58 Topic: Toward Reform: Balancing National and State Power Learning Objective: LO 3.7: Assess the challenges in balancing national and state powers and the consequences for policy making. Page Reference: 78
Skill Level: Understand the Concepts Difficulty Level: Moderate 68 .
59.
The Tenth Amendment states that any power not specifically delegated to the states by the Constitution is reserved to the national government. Answer: FALSE Test Bank Item Title: TB_Q3.1.59 Topic: Roots of the Federal System Learning Objective: LO 3.1: Trace the roots of the federal system and the Constitution’s allocation of powers between the national and state governments. Page Reference: 60
Skill Level: Understand the Concepts Difficulty Level: Moderate 60.
The Constitution gives states the power to coin money. Answer: FALSE Test Bank Item Title: TB_Q3.1.60 Topic: Roots of the Federal System Learning Objective: LO 3.1: Trace the roots of the federal system and the Constitution’s allocation of powers between the national and state governments. Page Reference: 59
Skill Level: Understand the Concepts Difficulty Level: Moderate The Sherman Anti-Trust Act deemphasized Congress’s role in the federal government.
61.
Answer: FALSE Test Bank Item Title: TB_Q3.3.61 Topic: Dual Federalism: States’ Rights, the Civil War, and Reconstruction Learning Objective: LO 3.3: Describe the emergence and decline of dual federalism. Page Reference: 68
Skill Level: Understand the Concepts Difficulty Level: Moderate 62.
Since 1990, the Supreme Court has consistently expanded the power of Congress to regulate interstate commerce. Answer: FALSE Test Bank Item Title: TB_Q3.6.62 Topic: Judicial Federalism Learning Objective: LO 3.6: Explore the role of the judiciary as arbiter of federal– state conflicts. Page Reference: 76 – 77
Skill Level: Apply What You Know Difficulty Level: Moderate 63.
States dislike unfunded mandates. 69 .
Answer: TRUE Test Bank Item Title: TB_Q3.5.63 Topic: Federal Grants to State and Local Governments Learning Objective: LO 3.5: Describe how the federal budget is used to further influence state and local governments’ policies. Page Reference: 74
Skill Level: Apply What You Know Difficulty Level: Moderate
pp Fill-in-the-Blank Questions 64.
In the American federal system, there are __________ levels of government that share power. Answer: three Test Bank Item Title: TB_Q3.1.64 Topic: Roots of the Federal System Learning Objective: LO 3.1: Trace the roots of the federal system and the Constitution’s allocation of powers between the national and state governments. Page Reference: 58 – 60
Skill Level: Remember the Facts Difficulty Level: Easy 65.
The __________ specifies that any power not specifically delegated to the national government is reserved to the states or the people. Answer: Tenth Amendment Test Bank Item Title: TB_Q3.1.65 Topic: Roots of the Federal System Learning Objective: LO 3.1: Trace the roots of the federal system and the Constitution’s allocation of powers between the national and state governments. Page Reference: 60
Skill Level: Remember the Facts Difficulty Level: Easy 66.
__________ powers are the functions and actions that Congress can perform in order to exercise its enumerated powers. Answer: Implied Test Bank Item Title: TB_Q3.1.66 Topic: Roots of the Federal System Learning Objective: LO 3.1: Trace the roots of the federal system and the Constitution’s allocation of powers between the national and state governments. Page Reference: 59
70 .
Skill Level: Remember the Facts Difficulty Level: Easy 67.
__________ federalism is defined as a flexible relationship between the national and state governments in which both work together on a variety of issues and programs. Answer: Cooperative Test Bank Item Title: TB_Q3.4.67 Topic: Cooperative Federalism: The Growth of National Government Learning Objective: LO 3.4: Explain how cooperative federalism led to the growth of the national government at the expense of the states. Page Reference: 69
Skill Level: Remember the Facts Difficulty Level: Easy 68.
By sometimes taking a policy-making lead and sometimes allowing the states to lead, Barack Obama was demonstrating __________ federalism. Answer: progressive Test Bank Item Title: TB_Q3.7.68 Topic: Toward Reform: Balancing National and State Power Learning Objective: LO 3.7: Assess the challenges in balancing national and state powers and the consequences for policy making. Page Reference: 77 – 78
Skill Level: Remember the Facts Difficulty Level: Easy 69.
The privileges and immunities clause guarantees that each citizen of a state is guaranteed the same __________ as citizens of other states. Answer: rights Test Bank Item Title: TB_Q3.1.69 Topic: Roots of the Federal System Learning Objective: LO 3.1: Trace the roots of the federal system and the Constitution’s allocation of powers between the national and state governments. Page Reference: 62
Skill Level: Remember the Facts Difficulty Level: Easy 70.
To address multistate policy concerns, states may adopt contracts among the affected states that are known as __________. Answer: interstate compacts Test Bank Item Title: TB_Q3.1.70 Topic: Roots of the Federal System Learning Objective: LO 3.1: Trace the roots of the federal system and the Constitution’s allocation of powers between the national and state governments. Page Reference: 62
71 .
Skill Level: Understand the Concepts Difficulty Level: Moderate 71.
The power to regulate commerce within a state belongs to the __________ government(s). Answer: state Test Bank Item Title: TB_Q3.1.71 Topic: Roots of the Federal System Learning Objective: LO 3.1: Trace the roots of the federal system and the Constitution’s allocation of powers between the national and state governments. Page Reference: 60
Skill Level: Understand the Concepts Difficulty Level: Moderate 72.
The __________ clause guarantees that the citizens of each state are afforded the same rights as citizens of all other states. Answer: privileges and immunities Test Bank Item Title: TB_Q3.1.72 Topic: Roots of the Federal System Learning Objective: LO 3.1: Trace the roots of the federal system and the Constitution’s allocation of powers between the national and state governments. Page Reference: 62
Skill Level: Understand the Concepts Difficulty Level: Moderate Proponents of __________ federalism generally believe that the federal government should not overstep its enumerated powers.
73.
Answer: dual Test Bank Item Title: TB_Q3.3.73 Topic: Dual Federalism: States’ Rights, the Civil War, and Reconstruction Learning Objective: LO 3.3: Describe the emergence and decline of dual federalism. Page Reference: 66
Skill Level: Understand the Concepts Difficulty Level: Moderate 74.
In __________, the Supreme Court said that Congress could create a national bank and that Maryland could not tax it. Answer: McCulloch v. Maryland Test Bank Item Title: TB_Q3.2.74 Topic: Federalism and the Marshall Court Learning Objective: LO 3.2: Determine the impact of the Marshall Court on federalism. Page Reference: 64
72 .
Skill Level: Understand the Concepts Difficulty Level: Moderate 75.
In the late 1980s, the __________ Court started to take a more restrictive view of Congress’s authority to regulate interstate commerce. Answer: Rehnquist Test Bank Item Title: TB_Q3.6.75 Topic: Judicial Federalism Learning Objective: LO 3.6: Explore the role of the judiciary as arbiter of federal– state conflicts. Page Reference: 76
Skill Level: Understand the Concepts Difficulty Level: Moderate 76.
__________ policies are those whereby the government collects money from wealthier citizens to fund services for poorer citizens. Answer: Redistributive Test Bank Item Title: TB_Q3.7.76 Topic: Toward Reform: Balancing National and State Power Learning Objective: LO 3.7: Assess the challenges in balancing national and state powers and the consequences for policy making. Page Reference: 77
Skill Level: Understand the Concepts Difficulty Level: Moderate
p Short Answer Questions 77.
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. 2. Discuss the ways in which Gibbons v. Ogden served as a basis for later rulings that upheld an expansive reading of federal power. Test Bank Item Title: TB_Q3.2.77 Topic: Federalism and the Marshall Court Learning Objective: LO 3.2: Determine the impact of the Marshall Court on federalism. Page Reference: 64, 66
Skill Level: Understand the Concepts Difficulty Level: Moderate 73 .
78.
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. Test Bank Item Title: TB_Q3.5.78 Topic: Federal Grants to State and Local Governments Learning Objective: LO 3.5: Describe how the federal budget is used to further influence state and local governments’ policies. Page Reference: 73
Skill Level: Analyze It Difficulty Level: Difficult What are unfunded mandates and why are they problematic? How successfully has Congress reformed the practice?
79.
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. 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. Test Bank Item Title: TB_Q3.5.79 Topic: Federal Grants to State and Local Governments Learning Objective: LO 3.5: Describe how the federal budget is used to further influence state and local governments’ policies. Page Reference: 73
Skill Level: Understand the Concepts Difficulty Level: Moderate 80.
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. 3. Explain that the federal system avoided centralizing power in one institution. 4. Explain that the federal system was designed to make government more accountable to the people. 74 .
Test Bank Item Title: TB_Q3.1.80 Topic: Roots of the Federal System Learning Objective: LO 3.1: Trace the roots of the federal system and the Constitution’s allocation of powers between the national and state governments. Page Reference: 58 – 59
Skill Level: Apply What You Know Difficulty Level: Moderate 81.
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. 3. Explain that the South’s defeat in the Civil War indicated that states do not have the power of nullification. Test Bank Item Title: TB_Q3.3.81 Topic: Dual Federalism: States’ Rights, the Civil War, and Reconstruction Learning Objective: LO 3.3: Describe the emergence and decline of dual federalism. Page Reference: 67
Skill Level: Apply What You Know Difficulty Level: Difficult 82.
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. Test Bank Item Title: TB_Q3.1.82 Topic: Roots of the Federal System Learning Objective: LO 3.1: Trace the roots of the federal system and the Constitution’s allocation of powers between the national and state governments. Page Reference: 62
Skill Level: Apply What You Know Difficulty Level: Moderate 83.
Analyze the approach of the Rehnquist Court to questions of federalism. How did it differ from the Warren Court? Answer: An ideal response will: 75 .
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 initially not committed to states’ rights, but took up this mantra in the late 1980s when membership on the Court changed. Test Bank Item Title: TB_Q3.6.83 Topic: Judicial Federalism Learning Objective: LO 3.6: Explore the role of the judiciary as arbiter of federal– state conflicts. Page Reference: 76
Skill Level: Analyze It Difficulty Level: Difficult 84.
Explain how proponents of same-sex marriage invoke the full faith and credit clause. Answer: An ideal response will: 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 advocates of same-sex marriage argue that this provision means that legally sanctioned same-sex marriage performed in other states should be recognized by states that do not allow same-sex marriage. Test Bank Item Title: TB_Q3.1.84 Topic: Roots of the Federal System Learning Objective: LO 3.1: Trace the roots of the federal system and the Constitution’s allocation of powers between the national and state governments. Page Reference: 62
Skill Level: Analyze It Difficulty Level: Difficult 85.
How do we know that the U.S. Constitution creates a federal system? 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. Test Bank Item Title: TB_Q3.1.85 Topic: Roots of the Federal System Learning Objective: LO 3.1: Trace the roots of the federal system and the Constitution’s allocation of powers between the national and state governments. Page Reference: 61 – 62
76 .
Skill Level: Analyze It Difficulty Level: Difficult 86.
Evaluate the arguments for and against 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 more costly than one national standard—not to mention the lobbying of state legislatures that is needed. Test Bank Item Title: TB_Q3.7.86 Topic: Toward Reform: Balancing National and State Power Learning Objective: LO 3.7: Assess the challenges in balancing national and state powers and the consequences for policy making. Page Reference: 77 – 78
Skill Level: Analyze It Difficulty Level: Difficult 87.
How did President Johnson’s Great Society program use categorical grants? Answer: An ideal response will: 1. Define categorical grants. 2. Explain the intention of the Great Society program. 3. Discuss how federal funding was sent to nonprofit organizations to combat poverty. Test Bank Item Title: TB_Q3.5.87 Topic: Federal Grants to State and Local Governments Learning Objective: LO 3.5: Describe how the federal budget is used to further influence state and local governments’ policies. Page Reference: 73
Skill Level: Analyze It Difficulty Level: Difficult
pp Essay Questions 88.
Explain the difference between the powers that the U.S. Constitution provides to the national and state governments. Be sure to give specific examples. 77 .
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 carry out these enumerated powers. 2. Explain that those powers not specifically given to the national government are generally reserved to the states or to the people. 3. Identify some of the following primary powers of the national government: to wage war, negotiate with foreign governments, regulate interstate commerce, coin money, etc. 4. Identify some of the following primary powers reserved to the state governments: protecting public health, regulating intrastate commerce, etc. 5. Provide a conclusion. Test Bank Item Title: TB_Q3.1.88 Topic: Roots of the Federal System Learning Objective: LO 3.1: Trace the roots of the federal system and the Constitution’s allocation of powers between the national and state governments. Page Reference: 58 – 63
Skill Level: Analyze It Difficulty Level: Difficult 89.
Explain why the Framers of the U.S. Constitution chose a federal system instead of reestablishing a confederal system. Answer: An ideal response will: 1. Describe the nature of the confederation formed by the Articles of Confederation as a loosely connected group of states with a national government that derived all its power from the states themselves. 2. Discuss a problem experienced when the United States had a confederal government. For example, a weak national government could not effectively respond to the needs of a growing nation. 3. Discuss the advantages of a federal system and how it would increase the power of the federal government without making it too powerful. Test Bank Item Title: TB_Q3.1.89 Topic: Roots of the Federal System Learning Objective: LO 3.1: Trace the roots of the federal system and the Constitution’s allocation of powers between the national and state governments. Page Reference: 58 – 63
Skill Level: Analyze It Difficulty Level: Difficult Explain how the federal government uses federal funding to indirectly impose its will upon the states.
90.
Answer: An ideal response will: 78 .
1. Describe how the Sixteenth Amendment gives the federal government access to funds that it can use to coerce the states. 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. Test Bank Item Title: TB_Q3.5.90 Topic: Federal Grants to State and Local Governments Learning Objective: LO 3.5: Describe how the federal budget is used to further influence state and local governments’ policies. Page Reference: 72 – 74
Skill Level: Analyze It Difficulty Level: Difficult 91.
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 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. Test Bank Item Title: TB_Q3.5.91 Topic: Federal Grants to State and Local Governments Learning Objective: LO 3.5: Describe how the federal budget is used to further influence state and local governments’ policies. Page Reference: 73
Skill Level: Analyze It Difficulty Level: Difficult
79 .
4 Civil Liberties pp Multiple-Choice Questions 1.
The Bill of Rights is made up of the first __________ amendments to the U.S. Constitution. a. three b. five c. seven d. ten Answer: d Test Bank Item Title: TB_Q4.1.1 Topic: Root of Civil Liberties: The Bill of Rights Learning Objective: LO 4.1: Trace the constitutional roots of civil liberties. Page Reference: 85
Skill Level: Remember the Facts Difficulty Level: Easy 2.
Which clause prevents the national government from sanctioning an official religion? a. establishment b. free exercise c. full faith and credit d. equal protection Answer: a Test Bank Item Title: TB_Q4.2.2 Topic: First Amendment Guarantees: Freedom of Religion Learning Objective: LO 4.2: Describe the First Amendment guarantee of freedom of religion. Page Reference: 88
Skill Level: Remember the Facts Difficulty Level: Easy 80 .
3.
Which rule bars the use of illegally seized evidence at trial? a. double jeopardy b. right to pay c. prior restraint d. exclusionary Answer: d Test Bank Item Title: TB_Q4.5.3 Topic: The Rights of Criminal Defendants Learning Objective: LO 4.5: Analyze the rights of criminal defendants found in the Bill of Rights. Page Reference: 101
Skill Level: Remember the Facts Difficulty Level: Easy 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?
4.
a. Planned Parenthood of Southeastern Pennsylvania v. Casey b. Lawrence v. Texas c. Miranda v. Arizona d. Roe v. Wade Answer: d Test Bank Item Title: TB_Q4.6.4 Topic: The Right to Privacy Learning Objective: LO 4.6: Explain the origin and significance of the right to privacy. Page Reference: 108
Skill Level: Remember the Facts Difficulty Level: Moderate 5.
In Roth v. U.S., the U.S. Supreme Court held that material must be utterly without social importance in order to be considered __________. a. pornographic b. obscene c. hate speech d. libel Answer: b Test Bank Item Title: TB_Q4.3.5 Topic: First Amendment Guarantees: Freedoms of Speech, Press, Assembly, and Petition 81 .
Learning Objective: LO 4.3: Outline the First Amendment guarantees of and limitations on freedom of speech, press, assembly, and petition. Page Reference: 95
Skill Level: Remember the Facts Difficulty Level: Easy 6.
Selective incorporation makes the protections in the Bill of Rights applicable to the states through which of the following amendments? a. Fourth b. Fifth c. Tenth d. Fourteenth Answer: d Test Bank Item Title: TB_Q4.1.6 Topic: Root of Civil Liberties: The Bill of Rights Learning Objective: LO 4.1: Trace the constitutional roots of civil liberties. Page Reference: 86
Skill Level: Remember the Facts Difficulty Level: Easy 7.
__________ make an act punishable as a crime even if the act was legal when it was committed. These are prohibited by Article I of the Constitution. a. Writs of habeas corpus b. Bills of attainder c. Ex post facto laws d. Prior restraints Answer: c Test Bank Item Title: TB_Q4.5.7 Topic: The Rights of Criminal Defendants Learning Objective: LO 4.5: Analyze the rights of criminal defendants found in the Bill of Rights. Page Reference: 99
Skill Level: Remember the Facts Difficulty Level: Easy 8.
A defamatory, false written statement is __________; the same statement spoken aloud is __________. a. perjury; slander b. slander; libel c. illegal; legal d. libel; slander Answer: d 82 .
Test Bank Item Title: TB_Q4.3.8 Topic: First Amendment Guarantees: Freedoms of Speech, Press, Assembly, and Petition Learning Objective: LO 4.3: Outline the First Amendment guarantees of and limitations on freedom of speech, press, assembly, and petition. Page Reference: 95
Skill Level: Understand the Concepts Difficulty Level: Moderate 9.
Which amendment protects the right to bear arms? a. Second b. Third c. Fourth d. Fifth Answer: a Test Bank Item Title: TB_Q4.4.9 Topic: The Second Amendment: The Right to Keep and Bear Arms Learning Objective: LO 4.4: Summarize changes in the interpretation of the Second Amendment right to keep and bear arms. Page Reference: 97
Skill Level: Remember the Facts Difficulty Level: Easy The Fourth Amendment of the Constitution protects against unreasonable __________.
10.
a. litigation b. limits on free speech c. searches d. prior restraint Answer: c Test Bank Item Title: TB_Q4.5.10 Topic: The Rights of Criminal Defendants Learning Objective: LO 4.5: Analyze the rights of criminal defendants found in the Bill of Rights. Page Reference: 99
Skill Level: Remember the Facts Difficulty Level: Easy 11.
What does the Sixth Amendment guarantee to those accused of a crime? a. assistance of counsel b. the right to parole c. reasonable bail d. a written indictment 83 .
Answer: a Test Bank Item Title: TB_Q4.5.11 Topic: The Rights of Criminal Defendants Learning Objective: LO 4.5: Analyze the rights of criminal defendants found in the Bill of Rights. Page Reference: 102
Skill Level: Remember the Facts Difficulty Level: Moderate 12.
Today, the United States is the only western country to use which of the following to punish crime? a. victim impact statements b. juries c. recidivism d. the death penalty Answer: d Test Bank Item Title: TB_Q4.5.12 Topic: The Rights of Criminal Defendants Learning Objective: LO 4.5: Analyze the rights of criminal defendants found in the Bill of Rights. Page Reference: 104
Skill Level: Remember the Facts Difficulty Level: Easy What did Abington School District v. Schempp find to be unconstitutional?
13.
a. state-mandated Bible reading b. forced sterilization c. discrimination against homosexuals d. imprisonment without a trial Answer: a Test Bank Item Title: TB_Q4.2.13 Topic: First Amendment Guarantees: Freedom of Religion Learning Objective: LO 4.2: Describe the First Amendment guarantee of freedom of religion. Page Reference: 88
Skill Level: Remember the Facts Difficulty Level: Moderate 14.
The free exercise clause guarantees that the national government will not interfere with which of the following? a. education b. religion 84 .
c. business d. speech Answer: b Test Bank Item Title: TB_Q4.2.14 Topic: First Amendment Guarantees: Freedom of Religion Learning Objective: LO 4.2: Describe the First Amendment guarantee of freedom of religion. Page Reference: 88
Skill Level: Remember the Facts Difficulty Level: Easy 15.
Profanity, obscenity, and threats may constitute which of the following? a. content neutrality b. prior restraints c. fighting words d. censorship Answer: c Test Bank Item Title: TB_Q4.3.15 Topic: First Amendment Guarantees: Freedoms of Speech, Press, Assembly, and Petition Learning Objective: LO 4.3: Outline the First Amendment guarantees of and limitations on freedom of speech, press, assembly, and petition. Page Reference: 95
Skill Level: Apply What You Know Difficulty Level: Moderate Which of the constitutional amendments was the first to be incorporated and applied to the states?
16.
a. Fourth b. Fifth c. First d. Second Answer: c Test Bank Item Title: TB_Q4.1.16 Topic: Root of Civil Liberties: The Bill of Rights Learning Objective: LO 4.1: Trace the constitutional roots of civil liberties. Page Reference: 87
Skill Level: Remember the Facts Difficulty Level: Easy 17.
Which of the following generally is unconstitutional in school? a. hate speech 85 .
b. learning about religion c. free speech d. mandatory prayer Answer: d Test Bank Item Title: TB_Q4.2.17 Topic: First Amendment Guarantees: Freedom of Religion Learning Objective: LO 4.2: Describe the First Amendment guarantee of freedom of religion. Page Reference: 88
Skill Level: Understand the Concepts Difficulty Level: Moderate 18.
According to Justice Blackmun, a woman has an absolute right to __________. a. an abortion during her first trimester b. home and hearth c. work without fear of discrimination d. an abortion at any time during her pregnancy Answer: a Test Bank Item Title: TB_Q4.6.18 Topic: The Right to Privacy Learning Objective: LO 4.6: Explain the origin and significance of the right to privacy. Page Reference: 108
Skill Level: Understand the Concepts Difficulty Level: Moderate In 2004, the Supreme Court ruled that detainees have a right to which of the following?
19.
a. the assistance of counsel b. equal protection c. habeas corpus d. a bill of attainder Answer: c Test Bank Item Title: TB_Q4.7.19 Topic: Toward Reform: Civil Liberties and Combating Terrorism Learning Objective: LO 4.7: Evaluate how reforms to combat terrorism have affected civil liberties. Page Reference: 111
Skill Level: Understand the Concepts Difficulty Level: Moderate 20.
The doctrine of prior restraint says that the government cannot prevent speech or publication __________. 86 .
a. that is critical of the government b. that is illegal c. after the fact d. before the fact Answer: d Test Bank Item Title: TB_Q4.3.20 Topic: First Amendment Guarantees: Freedoms of Speech, Press, Assembly, and Petition Learning Objective: LO 4.3: Outline the First Amendment guarantees of and limitations on freedom of speech, press, assembly, and petition. Page Reference: 91
Skill Level: Understand the Concepts Difficulty Level: Moderate 21.
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 Answer: c Test Bank Item Title: TB_Q4.1.21 Topic: Root of Civil Liberties: The Bill of Rights Learning Objective: LO 4.1: Trace the constitutional roots of civil liberties. Page Reference: 86
Skill Level: Understand the Concepts Difficulty Level: Moderate Which test examines the constitutionality of religious establishment issues?
22.
a. Orange b. Lemon c. Free Exercise d. Prior Restraint Answer: b Test Bank Item Title: TB_Q4.2.22 Topic: First Amendment Guarantees: Freedom of Religion Learning Objective: LO 4.2: Describe the First Amendment guarantee of freedom of religion. Page Reference: 88
Skill Level: Understand the Concepts Difficulty Level: Moderate 87 .
23.
Miranda rights require that the police inform suspects of which of the following rights? a. a phone call b. due process c. a jury trial d. counsel Answer: d Test Bank Item Title: TB_Q4.5.23 Topic: The Rights of Criminal Defendants Learning Objective: LO 4.5: Analyze the rights of criminal defendants found in the Bill of Rights. Page Reference: 101
Skill Level: Understand the Concepts Difficulty Level: Moderate The USA PATRIOT Act enhances the government’s ability to do which of the following?
24.
a. examine private records b. take personal property c. imprison citizens without trial d. indict foreign enemies Answer: a Test Bank Item Title: TB_Q4.7.24 Topic: Toward Reform: Civil Liberties and Combating Terrorism Learning Objective: LO 4.7: Evaluate how reforms to combat terrorism have affected civil liberties. Page Reference: 110
Skill Level: Understand the Concepts Difficulty Level: Moderate 25.
Which Supreme Court case is most closely associated with the exclusionary rule? a. Parker v. Gideon b. New York Times Co. v. Sullivan c. Mapp v. Ohio d. Wolf v. Colorado Answer: c Test Bank Item Title: TB_Q4.5.25 Topic: The Rights of Criminal Defendants Learning Objective: LO 4.5: Analyze the rights of criminal defendants found in the Bill of Rights. Page Reference: 101
Skill Level: Understand the Concepts 88 .
Difficulty Level: Moderate 26.
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 substantial inconvenience c. a prior restraint d. an undue burden Answer: d Test Bank Item Title: TB_Q4.6.26 Topic: The Right to Privacy Learning Objective: LO 4.6: Explain the origin and significance of the right to privacy. Page Reference: 109
Skill Level: Understand the Concepts Difficulty Level: Moderate 27.
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. the exclusionary rule c. access to court-appointed counsel d. symbolic speech protection Answer: a Test Bank Item Title: TB_Q4.5.27 Topic: The Rights of Criminal Defendants Learning Objective: LO 4.5: Analyze the rights of criminal defendants found in the Bill of Rights. Page Reference: 105
Skill Level: Understand the Concepts Difficulty Level: Moderate 28.
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. obscenity d. fighting words Answer: d Test Bank Item Title: TB_Q4.3.28 89 .
Topic: First Amendment Guarantees: Freedoms of Speech, Press, Assembly, and Petition Learning Objective: LO 4.3: Outline the First Amendment guarantees of and limitations on freedom of speech, press, assembly, and petition. Page Reference: 95
Skill Level: Remember the Facts Difficulty Level: Easy 29.
What type of due process protects citizens from arbitrary or unjust state or federal laws? a. procedural b. constitutional c. substantive d. prospective Answer: c Test Bank Item Title: TB_Q4.1.29 Topic: Root of Civil Liberties: The Bill of Rights Learning Objective: LO 4.1: Trace the constitutional roots of civil liberties. Page Reference: 85
Skill Level: Understand the Concepts Difficulty Level: Moderate 30.
The Supreme Court has used selective incorporation to __________ the authority of states. a. protect b. limit c. expand d. define Answer: b Test Bank Item Title: TB_Q4.1.30 Topic: Root of Civil Liberties: The Bill of Rights Learning Objective: LO 4.1: Trace the constitutional roots of civil liberties. Page Reference: 86
Skill Level: Understand the Concepts Difficulty Level: Moderate 31.
The Sixth Amendment sets out basic requirements for which type of due process? a. civil b. substantive c. criminal d. procedural Answer: d 90 .
Test Bank Item Title: TB_Q4.5.31 Topic: The Rights of Criminal Defendants Learning Objective: LO 4.5: Analyze the rights of criminal defendants found in the Bill of Rights. Page Reference: 102
Skill Level: Understand the Concepts Difficulty Level: Moderate 32.
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 Answer: b Test Bank Item Title: TB_Q4.3.32 Topic: First Amendment Guarantees: Freedoms of Speech, Press, Assembly, and Petition Learning Objective: LO 4.3: Outline the First Amendment guarantees of and limitations on freedom of speech, press, assembly, and petition. Page Reference: 95
Skill Level: Understand the Concepts Difficulty Level: Moderate 33.
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. Griswold v. Connecticut Answer: a Test Bank Item Title: TB_Q4.5.33 Topic: The Rights of Criminal Defendants Learning Objective: LO 4.5: Analyze the rights of criminal defendants found in the Bill of Rights. Page Reference: 101
Skill Level: Remember the Facts Difficulty Level: Moderate 34.
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 91 .
c. Miranda v. Arizona d. Mapp v. Ohio Answer: a Test Bank Item Title: TB_Q4.4.34 Topic: The Second Amendment: The Right to Keep and Bear Arms Learning Objective: LO 4.4: Summarize changes in the interpretation of the Second Amendment right to keep and bear arms. Page Reference: 97
Skill Level: Apply What You Know Difficulty Level: Moderate 35.
The USA PATRIOT Act allows the government to collect __________. a. documents sent via the mail b. blood and saliva samples c. the addressing information of citizens’ communications d. audio recordings of all private residences that receive public utilities Answer: c Test Bank Item Title: TB_Q4.7.35 Topic: Toward Reform: Civil Liberties and Combating Terrorism Learning Objective: LO 4.7: Evaluate how reforms to combat terrorism have affected civil liberties. Page Reference: 110
Skill Level: Apply What You Know Difficulty Level: Difficult 36.
The “right to remain silent” is a citizen’s protection against which of the following? a. governmental intrusion b. search and seizure c. self-incrimination d. a biased jury Answer: c Test Bank Item Title: TB_Q4.5.36 Topic: The Rights of Criminal Defendants Learning Objective: LO 4.5: Analyze the rights of criminal defendants found in the Bill of Rights. Page Reference: 100
Skill Level: Apply What You Know Difficulty Level: Moderate 37.
If a police officer has a reasonable belief that someone is committing or about to commit a crime, that officer can stop the suspect __________. a. only if that person gives consent 92 .
b. only if the officer plans to arrest that person c. without getting a warrant d. only if there are three witnesses Answer: c Test Bank Item Title: TB_Q4.5.37 Topic: The Rights of Criminal Defendants Learning Objective: LO 4.5: Analyze the rights of criminal defendants found in the Bill of Rights. Page Reference: 100
Skill Level: Apply What You Know Difficulty Level: Difficult 38.
The double jeopardy clause prevents an individual who is acquitted of a crime from which of the following? a. seeking the assistance of an attorney b. being tried again for the same crime c. going free d. asserting innocence Answer: b Test Bank Item Title: TB_Q4.5.38 Topic: The Rights of Criminal Defendants Learning Objective: LO 4.5: Analyze the rights of criminal defendants found in the Bill of Rights. Page Reference: 100
Skill Level: Apply What You Know Difficulty Level: Moderate 39.
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 Answer: b Test Bank Item Title: TB_Q4.5.39 Topic: The Rights of Criminal Defendants Learning Objective: LO 4.5: Analyze the rights of criminal defendants found in the Bill of Rights. Page Reference: 102
Skill Level: Apply What You Know Difficulty Level: Difficult 40.
In 2014, what did the Supreme Court decide about the use of prayers to open government meetings? 93 .
a. Such meetings can start with a prayer that does not favor one particular faith. b. Such meetings can start with a prayer as long as it is led by a lay person. c. Such meetings can start with a prayer even if it clearly favors one faith. d. Such meetings cannot start with a prayer. Answer: c Test Bank Item Title: TB_Q4.2.40 Topic: First Amendment Guarantees: Freedom of Religion Learning Objective: LO 4.2: Describe the First Amendment guarantee of freedom of religion. Page Reference: 89 – 90
Skill Level: Understand the Concepts Difficulty Level: Moderate 41.
Which of the following created the right to privacy? a. the judiciary b. the bureaucracy c. the president d. the legislature Answer: a Test Bank Item Title: TB_Q4.6.41 Topic: The Right to Privacy Learning Objective: LO 4.6: Explain the origin and significance of the right to privacy. Page Reference: 106
Skill Level: Understand the Concepts Difficulty Level: Moderate In Barron v. Baltimore, the Supreme Court held that the Bill of Rights limits __________, not __________, activity.
42.
a. federal; state b. state; federal c. commercial; noncommercial d. noncommercial; commercial Answer: a Test Bank Item Title: TB_Q4.1.42 Topic: Root of Civil Liberties: The Bill of Rights Learning Objective: LO 4.1: Trace the constitutional roots of civil liberties. Page Reference: 85
Skill Level: Understand the Concepts Difficulty Level: Moderate 94 .
43.
Inciting a fight by using threats and profanity could be considered __________, which is not a protected type of speech. a. hate speech b. fighting words c. obscenity d. libel Answer: b Test Bank Item Title: TB_Q4.3.43 Topic: First Amendment Guarantees: Freedoms of Speech, Press, Assembly, and Petition Learning Objective: LO 4.3: Outline the First Amendment guarantees of and limitations on freedom of speech, press, assembly, and petition. Page Reference: 95
Skill Level: Apply What You Know Difficulty Level: Moderate 44.
Convicted criminals cannot have their sentences increased when a new law calls for tougher penalties due to a prohibition against __________. a. habeas corpus b. ex post facto laws c. bills of attainder d. writs of certiorari Answer: b Test Bank Item Title: TB_Q4.5.44 Topic: The Rights of Criminal Defendants Learning Objective: LO 4.5: Analyze the rights of criminal defendants found in the Bill of Rights. Page Reference: 99
Skill Level: Analyze It Difficulty Level: Difficult 45.
Which of the following is responsible for determining whether enough evidence exists to go to trial? a. trial court b. defense attorney c. prosecutor d. grand jury Answer: d Test Bank Item Title: TB_Q4.5.45 Topic: The Rights of Criminal Defendants 95 .
Learning Objective: LO 4.5: Analyze the rights of criminal defendants found in the Bill of Rights. Page Reference: 100
Skill Level: Understand the Concepts Difficulty Level: Moderate 46.
Substantive due process means that states have a legal burden to prove that their laws __________. a. are a valid exercise of power b. improve the general well-being c. do not inhibit or advance a particular religion d. are consistent with behavioral norms Answer: a Test Bank Item Title: TB_Q4.1.46 Topic: Root of Civil Liberties: The Bill of Rights Learning Objective: LO 4.1: Trace the constitutional roots of civil liberties. Page Reference: 85
Skill Level: Analyze It Difficulty Level: Difficult 47.
What is the likely effect of the Supreme Court’s ruling in Burwell v. Hobby Lobby Stores? a. The government will be able to read emails sent to foreign IP addresses. b. It will be more difficult for women to access contraception. c. Prisoners of war will no longer be detained at Guantanamo Bay. d. Students will no longer be able to defer student loan payments while in graduate school. Answer: b Test Bank Item Title: TB_Q4.6.47 Topic: The Right to Privacy Learning Objective: LO 4.6: Explain the origin and significance of the right to privacy. Page Reference: 109
Skill Level: Analyze It Difficulty Level: Moderate 48.
In Gitlow v. New York, the Supreme Court decided that __________. a. hate speech is not a constitutionally protected form of speech b. symbolic speech is not afforded the same protection as verbal speech c. states must comply with the Constitution’s free speech guarantee d. obscenity is determined by applying traditional, national standards Answer: c 96 .
Test Bank Item Title: TB_Q4.1.48 Topic: Root of Civil Liberties: The Bill of Rights Learning Objective: LO 4.1: Trace the constitutional roots of civil liberties. Page Reference: 86
Skill Level: Analyze It Difficulty Level: Difficult 49.
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. It is one of the implicit rights reserved to the people by the Tenth Amendment. Answer: c Test Bank Item Title: TB_Q4.1.49 Topic: Root of Civil Liberties: The Bill of Rights Learning Objective: LO 4.1: Trace the constitutional roots of civil liberties. Page Reference: 87
Skill Level: Analyze It Difficulty Level: Difficult 50.
Which of the following rights has the Supreme Court found to be one of the penumbras of unstated liberties linked to explicitly stated rights? a. right to marry b. right to travel c. right to vote d. right to privacy Answer: d Test Bank Item Title: TB_Q4.6.50 Topic: The Right to Privacy Learning Objective: LO 4.6: Explain the origin and significance of the right to privacy. Page Reference: 106
Skill Level: Analyze It Difficulty Level: Difficult 51.
Which of the following would most likely be considered obscene under the Roth test? a. child pornography b. nude images c. pornography d. profane language Answer: a 97 .
Test Bank Item Title: TB_Q4.3.51 Topic: First Amendment Guarantees: Freedoms of Speech, Press, Assembly, and Petition Learning Objective: LO 4.3: Outline the First Amendment guarantees of and limitations on freedom of speech, press, assembly, and petition. Page Reference: 95 – 96
Skill Level: Apply What You Know Difficulty Level: Difficult 52.
The Alien and Sedition Acts likely violated the Constitution’s prohibitions against __________. a. undemocratic speech b. prior restraint c. seditious speech d. hate speech Answer: b Test Bank Item Title: TB_Q4.3.52 Topic: First Amendment Guarantees: Freedoms of Speech, Press, Assembly, and Petition Learning Objective: LO 4.3: Outline the First Amendment guarantees of and limitations on freedom of speech, press, assembly, and petition. Page Reference: 91
Skill Level: Analyze It Difficulty Level: Difficult 53.
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. creates a clear and present danger c. qualifies as hate speech d. is symbolic Answer: c Test Bank Item Title: TB_Q4.3.53 Topic: First Amendment Guarantees: Freedoms of Speech, Press, Assembly, and Petition Learning Objective: LO 4.3: Outline the First Amendment guarantees of and limitations on freedom of speech, press, assembly, and petition. Page Reference: 92
Skill Level: Understand the Concepts Difficulty Level: Moderate 54.
The Military Commission Act of 2006 was ruled unconstitutional because it violated detainees’ rights to __________. 98 .
a. an appeal b. habeas corpus c. bills of attainder d. motions for summary judgment Answer: b Test Bank Item Title: TB_Q4.7.54 Topic: Toward Reform: Civil Liberties and Combating Terrorism Learning Objective: LO 4.7: Evaluate how reforms to combat terrorism have affected civil liberties. Page Reference: 111
Skill Level: Analyze It Difficulty Level: Difficult
pp True-False Questions 55. 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 Test Bank Item Title: TB_Q4.7.55 Topic: Toward Reform: Civil Liberties and Combating Terrorism Learning Objective: LO 4.7: Evaluate how reforms to combat terrorism have affected civil liberties. Page Reference: 111
Skill Level: Understand the Concepts Difficulty Level: Moderate 56.
The U.S. Supreme Court first interpreted the Constitution to include a right to privacy in the 1960s. Answer: TRUE Test Bank Item Title: TB_Q4.6.56 Topic: The Right to Privacy Learning Objective: LO 4.6: Explain the origin and significance of the right to privacy. Page Reference: 106
Skill Level: Remember the Facts Difficulty Level: Easy 57.
The Supreme Court has interpreted the Fourteenth Amendment as ensuring that many of the protections in the Bill of Rights apply to the states. Answer: TRUE Test Bank Item Title: TB_Q4.1.57 99 .
Topic: Root of Civil Liberties: The Bill of Rights Learning Objective: LO 4.1: Trace the constitutional roots of civil liberties. Page Reference: 85
Skill Level: Understand the Concepts Difficulty Level: Moderate 58.
The constitutionally guaranteed right to bear arms was included because of colonists’ distrust of standing armies. Answer: TRUE Test Bank Item Title: TB_Q4.4.58 Topic: The Second Amendment: The Right to Keep and Bear Arms Learning Objective: LO 4.4: Summarize changes in the interpretation of the Second Amendment right to keep and bear arms. Page Reference: 97
Skill Level: Remember the Facts Difficulty Level: Easy Writs of habeas corpus are laws declaring an act illegal without a judicial trial.
59.
Answer: FALSE Test Bank Item Title: TB_Q4.5.59 Topic: The Rights of Criminal Defendants Learning Objective: LO 4.5: Analyze the rights of criminal defendants found in the Bill of Rights. Page Reference: 99
Skill Level: Remember the Facts Difficulty Level: Easy Slander is any false written statement that defames the character of a person.
60.
Answer: FALSE Test Bank Item Title: TB_Q4.3.60 Topic: First Amendment Guarantees: Freedoms of Speech, Press, Assembly, and Petition Learning Objective: LO 4.3: Outline the First Amendment guarantees of and limitations on freedom of speech, press, assembly, and petition. Page Reference: 95
Skill Level: Understand the Concepts Difficulty Level: Moderate 61.
Prior to ratification of the U.S. Constitution, state constitutions provided little protection for personal liberties. Answer: FALSE Test Bank Item Title: TB_Q4.1.61 Topic: Root of Civil Liberties: The Bill of Rights Learning Objective: LO 4.1: Trace the constitutional roots of civil liberties. 100 .
Page Reference: 85
Skill Level: Remember the Facts Difficulty Level: Easy 62.
After Gideon v. Wainwright, the Sixth Amendment has been interpreted to guarantee a right to counsel to criminal defendants regardless of the accused’s ability to pay. Answer: TRUE Test Bank Item Title: TB_Q4.5.62 Topic: The Rights of Criminal Defendants Learning Objective: LO 4.5: Analyze the rights of criminal defendants found in the Bill of Rights. Page Reference: 102
Skill Level: Understand the Concepts Difficulty Level: Moderate The exclusionary rule prohibits police from using illegally seized evidence at trial.
63.
Answer: TRUE Test Bank Item Title: TB_Q4.5.63 Topic: The Rights of Criminal Defendants Learning Objective: LO 4.5: Analyze the rights of criminal defendants found in the Bill of Rights. Page Reference: 102
Skill Level: Understand the Concepts Difficulty Level: Moderate 64.
The Roberts Court has vehemently enforced the rights identified in Miranda v. Arizona. Answer: FALSE Test Bank Item Title: TB_Q4.5.64 Topic: The Rights of Criminal Defendants Learning Objective: LO 4.5: Analyze the rights of criminal defendants found in the Bill of Rights. Page Reference: 101
Skill Level: Understand the Concepts Difficulty Level: Difficult 65.
Planned Parenthood v. Casey held that a state could limit abortions as long as the regulation did not pose an undue burden on pregnant women. Answer: TRUE Test Bank Item Title: TB_Q4.6.65 Topic: The Right to Privacy Learning Objective: LO 4.6: Explain the origin and significance of the right to privacy. Page Reference: 109
101 .
Skill Level: Understand the Concepts Difficulty Level: Moderate 66.
Burning the American flag as a political protest is constitutionally protected symbolic speech. Answer: TRUE Test Bank Item Title: TB_Q4.3.66 Topic: First Amendment Guarantees: Freedoms of Speech, Press, Assembly, and Petition Learning Objective: LO 4.3: Outline the First Amendment guarantees of and limitations on freedom of speech, press, assembly, and petition. Page Reference: 92
Skill Level: Understand the Concepts Difficulty Level: Moderate 67.
The free exercise clause states that the government will not interfere with the practice of religion. Answer: TRUE Test Bank Item Title: TB_Q4.2.67 Topic: First Amendment Guarantees: Freedom of Religion Learning Objective: LO 4.2: Describe the First Amendment guarantee of freedom of religion. Page Reference: 88
Skill Level: Remember the Facts Difficulty Level: Easy 68.
Most developed countries use some form of the death penalty. Answer: FALSE Test Bank Item Title: TB_Q4.5.68 Topic: The Rights of Criminal Defendants Learning Objective: LO 4.5: Analyze the rights of criminal defendants found in the Bill of Rights. Page Reference: 104
Skill Level: Understand the Concepts Difficulty Level: Moderate 69.
In Abington School District v. Schempp, the Court ruled that state-sponsored Bible readings were constitutional under the free exercise clause as long as students could opt out. Answer: FALSE Test Bank Item Title: TB_Q4.2.69 Topic: First Amendment Guarantees: Freedom of Religion Learning Objective: LO 4.2: Describe the First Amendment guarantee of freedom of religion. 102 .
Page Reference: 104
Skill Level: Understand the Concepts Difficulty Level: Moderate
103 .
p Fill-in-the-Blank Questions 70.
One part of the __________ test asks whether the law has a legitimate secular purpose. Answer: Lemon Test Bank Item Title: TB_Q4.2.70 Topic: First Amendment Guarantees: Freedom of Religion Learning Objective: LO 4.2: Describe the First Amendment guarantee of freedom of religion. Page Reference: 88
Skill Level: Understand the Concepts Difficulty Level: Moderate 71.
In the 1970s, the Supreme Court suspended __________ because it was being imposed arbitrarily. After states made their laws and practices less arbitrary, it was later reinstated. Answer: the death penalty Test Bank Item Title: TB_Q4.5.71 Topic: The Rights of Criminal Defendants Learning Objective: LO 4.5: Analyze the rights of criminal defendants found in the Bill of Rights. Page Reference: 104
Skill Level: Understand the Concepts Difficulty Level: Moderate 72.
The Supreme Court struck down anti-sodomy laws because they infringed on citizens’ __________ rights. Answer: privacy Test Bank Item Title: TB_Q4.6.72 Topic: The Right to Privacy Learning Objective: LO 4.6: Explain the origin and significance of the right to privacy. Page Reference: 109 Skill Level: Remember the Facts Difficulty Level: Moderate
73.
__________ may involve profanity, obscenity, and threats. Answer: Fighting words Test Bank Item Title: TB_Q4.3.73 Topic: First Amendment Guarantees: Freedoms of Speech, Press, Assembly, and Petition 104 .
Learning Objective: LO 4.3: Outline the First Amendment guarantees of and limitations on freedom of speech, press, assembly, and petition. Page Reference: 95
Skill Level: Understand the Concepts Difficulty Level: Moderate 74.
An early effort to define __________ focused on whether the material had any serious literary, artistic, political, or scientific value. Answer: obscenity Test Bank Item Title: TB_Q4.3.74 Topic: First Amendment Guarantees: Freedoms of Speech, Press, Assembly, and Petition Learning Objective: LO 4.3: Outline the First Amendment guarantees of and limitations on freedom of speech, press, assembly, and petition. Page Reference: 95 – 96
Skill Level: Understand the Concepts Difficulty Level: Moderate 75.
The __________ Amendment ensures the right of a criminal defendant to confront witnesses at trial. Answer: Sixth Test Bank Item Title: TB_Q4.5.75 Topic: The Rights of Criminal Defendants Learning Objective: LO 4.5: Analyze the rights of criminal defendants found in the Bill of Rights. Page Reference: 102
Skill Level: Remember the Facts Difficulty Level: Easy 76.
__________ rights include the right to remain silent. Answer: Miranda Test Bank Item Title: TB_Q4.5.76 Topic: The Rights of Criminal Defendants Learning Objective: LO 4.5: Analyze the rights of criminal defendants found in the Bill of Rights. Page Reference: 101
Skill Level: Understand the Concepts Difficulty Level: Moderate 77.
Prior restraint is a constitutional doctrine that prevents the government from prohibiting __________ before the fact. Answer: speech or publication Test Bank Item Title: TB_Q4.3.77 105 .
Topic: First Amendment Guarantees: Freedoms of Speech, Press, Assembly, and Petition Learning Objective: LO 4.3: Outline the First Amendment guarantees of and limitations on freedom of speech, press, assembly, and petition. Page Reference: 91
Skill Level: Understand the Concepts Difficulty Level: Moderate 78.
The Supreme Court has interpreted the __________ Amendment to protect an individual’s right to own a firearm for self-defense. Answer: Second Test Bank Item Title: TB_Q4.4.78 Topic: The Second Amendment: The Right to Keep and Bear Arms Learning Objective: LO 4.4: Summarize changes in the interpretation of the Second Amendment right to keep and bear arms. Page Reference: 97 – 99
Skill Level: Remember the Facts Difficulty Level: Easy 79.
Yelling “Fire!” in a crowded theater is a classic example of speech that creates a __________. Answer: clear and present danger Test Bank Item Title: TB_Q4.3.79 Topic: First Amendment Guarantees: Freedoms of Speech, Press, Assembly, and Petition Learning Objective: LO 4.3: Outline the First Amendment guarantees of and limitations on freedom of speech, press, assembly, and petition. Page Reference: 92
Skill Level: Apply What You Know Difficulty Level: Difficult 80.
A knowingly false article accusing Barack Obama of being a drug addict in order to defame his character is an example of __________. Answer: libel Test Bank Item Title: TB_Q4.3.80 Topic: First Amendment Guarantees: Freedoms of Speech, Press, Assembly, and Petition Learning Objective: LO 4.3: Outline the First Amendment guarantees of and limitations on freedom of speech, press, assembly, and petition. Page Reference: 95
Skill Level: Apply What You Know Difficulty Level: Moderate 81.
Under Roe v. Wade, a woman could legally seek a(n) __________ without restriction during her first trimester. 106 .
Answer: abortion Test Bank Item Title: TB_Q4.6.81 Topic: The Right to Privacy Learning Objective: LO 4.6: Explain the origin and significance of the right to privacy. Page Reference: 108
Skill Level: Apply What You Know Difficulty Level: Moderate
p Short Answer Questions 82.
What is hate speech? What efforts have been made to prevent it? What have the courts said about whether it can be restricted? Answer: An ideal response will: 1. Define hate speech. 2. Discuss laws that attempt to restrict hate speech. 3. Discuss prohibitions against hate speech on college campuses. 4. Explain recent cases that grapple with hate speech. 5. Note that hate speech is constitutionally protected and cannot be prohibited. Test Bank Item Title: TB_Q4.3.82 Topic: First Amendment Guarantees: Freedoms of Speech, Press, Assembly, and Petition Learning Objective: LO 4.3: Outline the First Amendment guarantees of and limitations on freedom of speech, press, assembly, and petition. Page Reference: 94 – 95
Skill Level: Understand the Concepts Difficulty Level: Moderate 83.
Explain the evolution of the selective incorporation doctrine. Answer: An ideal response will: 1. Define selective incorporation. 2. Discuss how the Supreme Court has used the Fourteenth Amendment to gradually ensure that the states comply with the Bill of Rights. 3. Discuss how various court cases have incorporated different provisions of the Bill of Rights. Test Bank Item Title: TB_Q4.1.83 Topic: Root of Civil Liberties: The Bill of Rights Learning Objective: LO 4.1: Trace the constitutional roots of civil liberties. Page Reference: 86 – 87
107 .
Skill Level: Understand the Concepts Difficulty Level: Moderate 84.
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 related to the establishment of religion. Test Bank Item Title: TB_Q4.2.84 Topic: First Amendment Guarantees: Freedom of Religion Learning Objective: LO 4.2: Describe the First Amendment guarantee of freedom of religion. Page Reference: 88
Skill Level: Understand the Concepts Difficulty Level: Difficult 85.
What are the historical roots of the right to bear arms? Answer: An ideal response will: 1. Discuss the colonists’ attitudes toward personal weapons. 2. Describe subsequent developments in interpreting the right, including U.S. v. Miller and D.C. v. Heller. Test Bank Item Title: TB_Q4.4.85 Topic: The Second Amendment: The Right to Keep and Bear Arms Learning Objective: LO 4.4: Summarize changes in the interpretation of the Second Amendment right to keep and bear arms. Page Reference: 88 – 89
Skill Level: Understand the Concepts Difficulty Level: Moderate
86.
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. Test Bank Item Title: TB_Q4.3.86 Topic: First Amendment Guarantees: Freedoms of Speech, Press, Assembly, and Petition Learning Objective: LO 4.3: Outline the First Amendment guarantees of and limitations on freedom of speech, press, assembly, and petition. Page Reference: 95 – 96
Skill Level: Analyze It 108 .
Difficulty Level: Difficult Explain how Gideon v. Wainwright changed how the courts interpreted the Sixth Amendment.
87.
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. Test Bank Item Title: TB_Q4.3.87 Topic: First Amendment Guarantees: Freedoms of Speech, Press, Assembly, and Petition Learning Objective: LO 4.3: Outline the First Amendment guarantees of and limitations on freedom of speech, press, assembly, and petition. Page Reference: 102
Skill Level: Analyze It Difficulty Level: Difficult 88.
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. Test Bank Item Title: TB_Q4.5.88 Topic: The Rights of Criminal Defendants Learning Objective: LO 4.5: Analyze the rights of criminal defendants found in the Bill of Rights. Page Reference: 105
Skill Level: Understand the Concepts Difficulty Level: Moderate 89.
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 led to the end of the death penalty. Test Bank Item Title: TB_Q4.5.89 Topic: The Rights of Criminal Defendants Learning Objective: LO 4.5: Analyze the rights of criminal defendants found in the Bill of Rights. Page Reference: 104 – 105
Skill Level: Analyze It Difficulty Level: Difficult 109 .
90.
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. Test Bank Item Title: TB_Q4.3.90 Topic: First Amendment Guarantees: Freedoms of Speech, Press, Assembly, and Petition Learning Objective: LO 4.3: Outline the First Amendment guarantees of and limitations on freedom of speech, press, assembly, and petition. Page Reference: 95
Skill Level: Analyze It Difficulty Level: Difficult Discuss the evolution of the Supreme Court’s case law regarding homosexuality.
91.
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. Test Bank Item Title: TB_Q4.6.91 Topic: The Right to Privacy Learning Objective: LO 4.6: Explain the origin and significance of the right to privacy. Page Reference: 109 – 110
Skill Level: Understand the Concepts Difficulty Level: Moderate 92.
How is prior restraint entangled with 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. Test Bank Item Title: TB_Q4.3.92 Topic: First Amendment Guarantees: Freedoms of Speech, Press, Assembly, and Petition Learning Objective: LO 4.3: Outline the First Amendment guarantees of and limitations on freedom of speech, press, assembly, and petition. Page Reference: 91
Skill Level: Apply What You Know Difficulty Level: Difficult 110 .
93.
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 have not always been granted basic civil liberties. 3. Describe legal decisions that have given limited civil liberties protections to detainees. Test Bank Item Title: TB_Q4.7.93 Topic: Toward Reform: Civil Liberties and Combating Terrorism Learning Objective: LO 4.7: Evaluate how reforms to combat terrorism have affected civil liberties. Page Reference: 111 – 112
Skill Level: Analyze It Difficulty Level: Difficult 94.
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 and provide examples of language that can be prohibited because it poses a clear and present danger. Test Bank Item Title: TB_Q4.3.94 Topic: First Amendment Guarantees: Freedoms of Speech, Press, Assembly, and Petition Learning Objective: LO 4.3: Outline the First Amendment guarantees of and limitations on freedom of speech, press, assembly, and petition. Page Reference: 92
Skill Level: Understand the Concepts Difficulty Level: Moderate 95.
What is the right to privacy? Explain the Supreme Court’s decision that the Constitution protects the right to privacy. Answer: An ideal response will: 1. Identify that the right to privacy is construed as part of the penumbra of non-explicit rights. 2. Explain the role of the Ninth Amendment as it relates to the right to privacy. Test Bank Item Title: TB_Q4.6.95 Topic: The Right to Privacy 111 .
Learning Objective: LO 4.6: Explain the origin and significance of the right to privacy. Page Reference: 106 – 107
Skill Level: Analyze It Difficulty Level: Difficult 96.
How did the events of Miranda v. Arizona lead to the police practice of reading suspects 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. Test Bank Item Title: TB_Q4.5.96 Topic: The Rights of Criminal Defendants Learning Objective: LO 4.5: Analyze the rights of criminal defendants found in the Bill of Rights. Page Reference: 101
Skill Level: Analyze It Difficulty Level: Difficult
p Essay Questions 97.
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 and the constitutional basis for the decision. 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. Test Bank Item Title: TB_Q4.6.97 Topic: The Right to Privacy Learning Objective: LO 4.6: Explain the origin and significance of the right to privacy. Page Reference: 107 – 109
Skill Level: Understand the Concepts Difficulty Level: Moderate 112 .
98.
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 establishment clause helps to maintain the separation of church and state. Test Bank Item Title: TB_Q4.2.98 Topic: First Amendment Guarantees: Freedom of Religion Learning Objective: LO 4.2: Describe the First Amendment guarantee of freedom of religion. Page Reference: 88 – 90
Skill Level: Analyze It Difficulty Level: Difficult 99.
How do selective incorporation and substantive due process work to protect the civil liberties of individual citizens? Answer: An ideal response will: 1. Explain the concept of selective incorporation. 2. Describe the meaning of substantive due process. 3. Analyze how these provisions help to ensure that citizens are protected from infringement on their civil liberties by both the federal and state governments. Test Bank Item Title: TB_Q4.1.99 Topic: Root of Civil Liberties: The Bill of Rights Learning Objective: LO 4.1: Trace the constitutional roots of civil liberties. Page Reference: 85 – 87
Skill Level: Apply What You Know Difficulty Level: Difficult 100.
How did Miranda v. Arizona change the way law enforcement treated criminal defendants? How has the Supreme Court tinkered with these rights over time? 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. 4. Describe how the Miranda decision has been applied by the Supreme Court at different times. 113 .
Test Bank Item Title: TB_Q4.5.100 Topic: The Rights of Criminal Defendants Learning Objective: LO 4.5: Analyze the rights of criminal defendants found in the Bill of Rights. Page Reference: 101
Skill Level: Analyze It Difficulty Level: Difficult 101.
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. Test Bank Item Title: TB_Q4.1.101 Topic: Root of Civil Liberties: The Bill of Rights; The Rights of Criminal Defendants Learning Objective: LO 4.1: Trace the constitutional roots of civil liberties; LO 4.5: Analyze the rights of criminal defendants found in the Bill of Rights. Page Reference: 85 – 86
Skill Level: Analyze It Difficulty Level: Difficult
114 .
5 Civil Rights pp 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. during the civil rights movement Answer: c Test Bank Item Title: TB_Q5.1.1 Topic: Roots of Suffrage: 1800–1890 Learning Objective: LO 5.1: Trace the efforts from 1800 to 1890 of African Americans and women to win the vote. Page Reference: 121 Skill Level: Remember the Facts Difficulty Level: Easy
2.
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 Answer: d Test Bank Item Title: TB_Q5.1.2 Topic: Roots of Suffrage: 1800–1890 Learning Objective: LO 5.1: Trace the efforts from 1800 to 1890 of African Americans and women to win the vote. Page Reference: 121 115 .
Skill Level: Remember the Facts Difficulty Level: Easy 3.
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. privileges and immunities c. grandfather d. equal protection Answer: d Test Bank Item Title: TB_Q5.1.3 Topic: Roots of Suffrage: 1800–1890 Learning Objective: LO 5.1: Trace the efforts from 1800 to 1890 of African Americans and women to win the vote. Page Reference: 121 Skill Level: Remember the Facts Difficulty Level: Easy The Fifteenth Amendment guarantees citizens the right to vote regardless of __________.
4.
a. race b. gender c. age d. involvement in insurrection Answer: a Test Bank Item Title: TB_Q5.1.4 Topic: Roots of Suffrage: 1800–1890 Learning Objective: LO 5.1: Trace the efforts from 1800 to 1890 of African Americans and women to win the vote. Page Reference: 122 Skill Level: Remember the Facts Difficulty Level: Easy What was the objective of the women’s suffrage movement?
5.
a. broad gender equality b. the right to own property c. equal pay for equal work d. the right to vote Answer: d Test Bank Item Title: TB_Q5.1.5 116 .
Topic: Roots of Suffrage: 1800–1890 Learning Objective: LO 5.1: Trace the efforts from 1800 to 1890 of African Americans and women to win the vote. Page Reference: 119 Skill Level: Remember the Facts Difficulty Level: Easy 6.
The Lilly Ledbetter Act is designed to __________. a. protect women’s access to university athletics b. prevent racial housing discrimination c. protect same-sex marriage rights d. prevent gender-based pay discrimination Answer: d Test Bank Item Title: TB_Q5.4.6 Topic: The Women’s Rights Movement Learning Objective: LO 5.4: Assess statutory and constitutional remedies for discrimination pursued and achieved by the women’s rights movement. Page Reference: 141 Skill Level: Remember the Facts Difficulty Level: Easy Which of these does the Civil Rights Act of 1964 ban?
7.
a. poll taxes and grandfather clauses b. discrimination in public accommodations c. integration in public transportation d. nonviolent direct action Answer: b Test Bank Item Title: TB_Q5.3.7 Topic: The Civil Rights Movement Learning Objective: LO 5.3: Analyze the civil rights movement and the effects of the Civil Rights Act of 1964. Page Reference: 134 Skill Level: Remember the Facts Difficulty Level: Easy What was the primary focus at the 1848 Seneca Falls Convention for activists like Elizabeth Cady Stanton and Lucretia Mott?
8.
a. the prohibition of alcohol b. women’s rights c. rights for former slaves d. ending the Civil War 117 .
Answer: b Test Bank Item Title: TB_Q5.1.8 Topic: Roots of Suffrage: 1800–1890 Learning Objective: LO 5.1: Trace the efforts from 1800 to 1890 of African Americans and women to win the vote. Page Reference: 119 Skill Level: Remember the Facts Difficulty Level: Easy What did Jim Crow laws mandate?
9.
a. voting rights b. racial segregation c. poll taxes d. grandfather clauses Answer: b Test Bank Item Title: TB_Q5.1.9 Topic: Roots of Suffrage: 1800–1890 Learning Objective: LO 5.1: Trace the efforts from 1800 to 1890 of African Americans and women to win the vote. Page Reference: 121 Skill Level: Remember the Facts Difficulty Level: Easy Which of the following led President Abraham Lincoln to describe the author as “the little woman who started the big war”?
10.
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 Answer: d Test Bank Item Title: TB_Q5.1.10 Topic: Roots of Suffrage: 1800–1890 Learning Objective: LO 5.1: Trace the efforts from 1800 to 1890 of African Americans and women to win the vote. Page Reference: 120 Skill Level: Remember the Facts Difficulty Level: Easy What precipitated the Montgomery Bus Boycott?
11.
a. the Reverend Martin Luther King Jr.’s “I Have A Dream” speech b. the Greensboro, North Carolina, lunch counter sit-in c. the arrest of Rosa Parks in Montgomery, Alabama 118 .
d. the assassination of the Reverend Martin Luther King Jr. Answer: c Test Bank Item Title: TB_Q5.3.11 Topic: The Civil Rights Movement Learning Objective: LO 5.3: Analyze the civil rights movement and the effects of the Civil Rights Act of 1964. Page Reference: 130 Skill Level: Understand the Concepts Difficulty Level: Moderate 12.
Women were guaranteed the right to vote by __________. a. Korematsu v. U.S. b. the 1965 Voting Rights Act c. the Nineteenth Amendment d. the 1964 Civil Rights Act Answer: c Test Bank Item Title: TB_Q5.2.12 Topic: The Push for Equality, 1890–1954 Learning Objective: LO 5.2: Outline developments in African Americans’ and women’s push for equality from 1890 to 1954. Page Reference: 126 Skill Level: Remember the Facts Difficulty Level: Easy What were Black Codes?
13.
a. housing segregation laws b. laws that denied rights to African Americans c. laws requiring a poll tax or literacy test to vote d. unwritten norms of discrimination in the South Answer: b Test Bank Item Title: TB_Q5.1.13 Topic: Roots of Suffrage: 1800–1890 Learning Objective: LO 5.1: Trace the efforts from 1800 to 1890 of African Americans and women to win the vote. Page Reference: 121 Skill Level: Understand the Concepts Difficulty Level: Moderate 14.
In Regents of the University of California v. Bakke (1978), the Supreme Court determined that __________ were unconstitutional. a. poll taxes 119 .
b. grandfather clauses c. all forms of affirmative action d. racial quotas Answer: d Test Bank Item Title: TB_Q5.6.14 Topic: Toward Reform: Civil Rights and Affirmative Action Learning Objective: LO 5.6: Evaluate the ongoing debate concerning civil rights and affirmative action. Page Reference: 150 Skill Level: Understand the Concepts Difficulty Level: Moderate Rosa Parks was arrested for challenging which of the following?
15.
a. integration b. grandfather clauses c. Jim Crow laws d. slavery Answer: c Test Bank Item Title: TB_Q5.3.15 Topic: The Civil Rights Movement Learning Objective: LO 5.3: Analyze the civil rights movement and the effects of the Civil Rights Act of 1964. Page Reference: 130 Skill Level: Understand the Concepts Difficulty Level: Moderate Which of the following books helped inspire abolitionists?
16.
a. Grapes of Wrath b. Uncle Tom’s Cabin c. Bury My Heart at Wounded Knee d. Enough Is Enough Answer: b Test Bank Item Title: TB_Q5.3.16 Topic: The Civil Rights Movement Learning Objective: LO 5.3: Analyze the civil rights movement and the effects of the Civil Rights Act of 1964. Page Reference: 132 Skill Level: Remember the Facts Difficulty Level: Easy 17.
What did the Supreme Court determine was unconstitutional in Brown v. Board of Education? 120 .
a. school integration b. poll taxes c. school segregation d. unequal school funding Answer: c Test Bank Item Title: TB_Q5.2.17 Topic: The Push for Equality, 1890–1954 Learning Objective: LO 5.2: Outline developments in African Americans’ and women’s push for equality from 1890 to 1954. Page Reference: 128 Skill Level: Understand the Concepts Difficulty Level: Moderate 18.
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 Answer: b Test Bank Item Title: TB_Q5.3.18 Topic: The Civil Rights Movement Learning Objective: LO 5.3: Analyze the civil rights movement and the effects of the Civil Rights Act of 1964. Page Reference: 131 Skill Level: Understand the Concepts Difficulty Level: Moderate What provision of the Fourteenth Amendment served as a cornerstone of the Supreme Court’s decision in Brown v. Board of Education?
19.
a. the all men are created equal clause b. the equal protection clause c. the privileges and immunities clause d. the grandfather clause Answer: b Test Bank Item Title: TB_Q5.2.19 Topic: The Push for Equality, 1890–1954 Learning Objective: LO 5.2: Outline developments in African Americans’ and women’s push for equality from 1890 to 1954. Page Reference: 128 Skill Level: Understand the Concepts 121 .
Difficulty Level: Moderate To what extent were the civil rights of African Americans protected during the decades following Reconstruction?
20.
a. Their civil rights increased in the immediate aftermath of Reconstruction and have continued to increase steadily ever since. b. The civil rights of southern African Americans were considerably greater than their northern counterparts. c. It was two decades after Reconstruction before African Americans had civil rights that were comparable to those of whites. d. Attempts to protect the civil rights of African Americans after Reconstruction were largely unsuccessful for decades. Answer: d Test Bank Item Title: TB_Q5.2.20 Topic: The Push for Equality, 1890–1954; The Civil Rights Movement Learning Objective: LO 5.2: Outline developments in African Americans’ and women’s push for equality from 1890 to 1954; LO 5.3: Analyze the civil rights movement and the effects of the Civil Rights Act of 1964. Page Reference: 124 – 125, 129 – 140 Skill Level: Analyze It Difficulty Level: Difficult What did the Supreme Court decide in Korematsu v. U.S. (1944) regarding the internment of American citizens of Japanese ancestry living in the United States?
21.
a. It was permissible because the United States was at war with Japan. b. It was unconstitutional, and Japanese Americans must be duly compensated. 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. Answer: a Test Bank Item Title: TB_Q5.5.21 Topic: Other Groups Mobilize for Rights Learning Objective: LO 5.5: Describe how other groups have mobilized in pursuit of their own civil rights. Page Reference: 146 Skill Level: Understand the Concepts Difficulty Level: Moderate What strategy did the National Association for the Advancement of Colored People use most effectively to challenge segregated law school admissions?
22.
a. boycotts b. protests 122 .
c. litigation d. nonviolent direct action Answer: c Test Bank Item Title: TB_Q5.2.22 Topic: The Push for Equality, 1890–1954 Learning Objective: LO 5.2: Outline developments in African Americans’ and women’s push for equality from 1890 to 1954. Page Reference: 127 Skill Level: Understand the Concepts Difficulty Level: Moderate 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?
23.
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. Answer: c Test Bank Item Title: TB_Q5.2.23 Topic: The Push for Equality, 1890–1954 Learning Objective: LO 5.2: Outline developments in African Americans’ and women’s push for equality from 1890 to 1954. Page Reference: 127 Skill Level: Understand the Concepts Difficulty Level: Moderate The Supreme Court’s decision in Lawrence v. Texas (2003) primarily enhanced the civil rights of __________.
24.
a. African Americans b. American Indians c. gays and lesbians d. disabled Americans Answer: c Test Bank Item Title: TB_Q5.5.24 Topic: Other Groups Mobilize for Rights Learning Objective: LO 5.5: Describe how other groups have mobilized in pursuit of their own civil rights. Page Reference: 147 123 .
Skill Level: Understand the Concepts Difficulty Level: Moderate 25.
Black Codes were passed by many of the former Confederate states in order to __________. a. segregate blacks and whites b. deny newly freed slaves legal rights, such as voting and sitting on juries 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 Answer: b Test Bank Item Title: TB_Q5.1.25 Topic: Roots of Suffrage: 1800–1890 Learning Objective: LO 5.1: Trace the efforts from 1800 to 1890 of African Americans and women to win the vote. Page Reference: 121 Skill Level: Understand the Concepts Difficulty Level: Moderate What was the Supreme Court’s rationale in the Civil Rights Cases (1883) for why Congress could not prohibit discrimination in public accommodations?
26.
a. Congress cannot regulate public accommodations because they involve interstate commerce. b. Congress can only regulate government discrimination, not discrimination by private individuals. c. Congress cannot prohibit discrimination because doing so violates the First Amendment right to freedom of speech. d. Congress cannot prohibit discrimination because there was insufficient evidence that discrimination exists. Answer: b Test Bank Item Title: TB_Q5.1.26 Topic: Roots of Suffrage: 1800–1890 Learning Objective: LO 5.1: Trace the efforts from 1800 to 1890 of African Americans and women to win the vote. Page Reference: 123 Skill Level: Understand the Concepts Difficulty Level: Moderate What is the source of de facto discrimination?
27.
a. practice b. law c. the Constitution 124 .
d. affirmative action Answer: a Test Bank Item Title: TB_Q5.3.27 Topic: The Civil Rights Movement Learning Objective: LO 5.3: Analyze the civil rights movement and the effects of the Civil Rights Act of 1964. Page Reference: 134 Skill Level: Understand the Concepts Difficulty Level: Moderate 28.
Which of the following is an accurate statement about the “Don’t Ask, Don’t Tell” policy? a. It prohibited all soldiers from discussing their sexual activities. 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. Answer: c Test Bank Item Title: TB_Q5.5.28 Topic: Other Groups Mobilize for Rights Learning Objective: LO 5.5: Describe how other groups have mobilized in pursuit of their own civil rights. Page Reference: 147 Skill Level: Understand the Concepts Difficulty Level: Moderate In the 1970s, which of the following critiques were given by opponents of the Equal Rights Amendment?
29.
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; it does not say anything about women. c. Equality of results is more important than equality of actions. d. It would revoke Muller v. Oregon, make women vulnerable to exploitation, and leave children without care. Answer: a Test Bank Item Title: TB_Q5.4.29 Topic: The Women’s Rights Movement Learning Objective: LO 5.4: Assess statutory and constitutional remedies for discrimination pursued and achieved by the women’s rights movement. Page Reference: 136 Skill Level: Understand the Concepts Difficulty Level: Moderate 125 .
30.
The NAACP is most likely to fight to reduce which of the following? a. racism b. affirmative action c. sexism d. sodomy Answer: a Test Bank Item Title: TB_Q5.1.30 Topic: Roots of Suffrage: 1800–1890 Learning Objective: LO 5.1: Trace the efforts from 1800 to 1890 of African Americans and women to win the vote. Page Reference: 119 Skill Level: Understand the Concepts Difficulty Level: Moderate Under the Supreme Court’s review standards, a law that classifies people according to __________ will be given strict scrutiny by the Supreme Court to determine its constitutionality.
31.
a. race b. age c. disability d. gender Answer: a Test Bank Item Title: TB_Q5.4.31 Topic: The Women’s Rights Movement Learning Objective: LO 5.4: Assess statutory and constitutional remedies for discrimination pursued and achieved by the women’s rights movement. Page Reference: 138 Skill Level: Understand the Concepts Difficulty Level: Moderate 32.
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. Reconstruction Answer: b Test Bank Item Title: TB_Q5.3.32 Topic: The Civil Rights Movement Learning Objective: LO 5.3: Analyze the civil rights movement and the effects of the Civil Rights Act of 1964. 126 .
Page Reference: 133 Skill Level: Understand the Concepts Difficulty Level: Moderate Which of the following dissuaded some states from ratifying the Equal Rights Amendment?
33.
a. Roe v. Wade b. the National Organization for Women c. The Feminine Mystique d. the strict scrutiny standard Answer: a Test Bank Item Title: TB_Q5.4.33 Topic: The Women’s Rights Movement Learning Objective: LO 5.4: Assess statutory and constitutional remedies for discrimination pursued and achieved by the women’s rights movement. Page Reference: 136 Skill Level: Understand the Concepts Difficulty Level: Moderate What was the main purpose for the March on Washington?
34.
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 Congress to eliminate de facto segregation Answer: a Test Bank Item Title: TB_Q5.3.34 Topic: The Civil Rights Movement Learning Objective: LO 5.3: Analyze the civil rights movement and the effects of the Civil Rights Act of 1964. Page Reference: 133 Skill Level: Remember the Facts Difficulty Level: Easy 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 this legacy of discrimination?
35.
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. requiring that all job applicants have at least two years of prior experience 127 .
Answer: b Test Bank Item Title: TB_Q5.6.35 Topic: Toward Reform: Civil Rights and Affirmative Action Learning Objective: LO 5.6: Evaluate the ongoing debate concerning civil rights and affirmative action. Page Reference: 150 – 151 Skill Level: Apply What You Know Difficulty Level: Difficult Which of the following accommodations would an employer most likely need to implement in order to be in compliance with the Americans with Disabilities Act?
36.
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. installing a ramp and other physical accommodations for someone who uses a wheelchair Answer: d Test Bank Item Title: TB_Q5.5.36 Topic: Other Groups Mobilize for Rights Learning Objective: LO 5.5: Describe how other groups have mobilized in pursuit of their own civil rights. Page Reference: 149 – 150 Skill Level: Apply What You Know Difficulty Level: Difficult 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?
37.
a. theaters b. hotels c. post offices d. private homes Answer: c Test Bank Item Title: TB_Q5.1.37 Topic: Roots of Suffrage: 1800–1890 Learning Objective: LO 5.1: Trace the efforts from 1800 to 1890 of African Americans and women to win the vote. Page Reference: 123 Skill Level: Apply What You Know Difficulty Level: Difficult 128 .
38.
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. having a different minimum age for men to marry than for women to marry b. prohibiting those over 70 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 Answer: a Test Bank Item Title: TB_Q5.4.38 Topic: The Women’s Rights Movement Learning Objective: LO 5.4: Assess statutory and constitutional remedies for discrimination pursued and achieved by the women’s rights movement. Page Reference: 139 Skill Level: Apply What You Know Difficulty Level: Difficult Of the following people, who could serve in the military under the “Don’t Ask, Don’t Tell” policy?
39.
a. all gays and lesbians b. closeted gays and lesbians c. only those who were celibate d. only those who were straight Answer: b Test Bank Item Title: TB_Q5.5.39 Topic: Other Groups Mobilize for Rights Learning Objective: LO 5.5: Describe how other groups have mobilized in pursuit of their own civil rights. Page Reference: 147 Skill Level: Apply What You Know Difficulty Level: Difficult Which of the following strategies for expanding civil rights would the Reverend Martin Luther King Jr. have been most likely to support?
40.
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 Answer: c Test Bank Item Title: TB_Q5.3.40 Topic: The Civil Rights Movement 129 .
Learning Objective: LO 5.3: Analyze the civil rights movement and the effects of the Civil Rights Act of 1964. Page Reference: 129 – 131 Skill Level: Apply What You Know Difficulty Level: Difficult Which of the following is an example of de jure discrimination?
41.
a. Jim Crow laws b. the tendency for churches to be racially homogeneous c. the small number of African American senators d. Title IX legislation Answer: a Test Bank Item Title: TB_Q5.3.41 Topic: The Civil Rights Movement Learning Objective: LO 5.3: Analyze the civil rights movement and the effects of the Civil Rights Act of 1964. Page Reference: 134 Skill Level: Apply What You Know Difficulty Level: Difficult 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)?
42.
a. considering race as a factor in university admissions decisions b. considering how an applicant would contribute to the diversity of the university c. setting aside a certain percentage of admissions slots for African American students d. admitting some minority applicants with lower academic achievement than some rejected white applicants Answer: c Test Bank Item Title: TB_Q5.6.42 Topic: Toward Reform: Civil Rights and Affirmative Action Learning Objective: LO 5.6: Evaluate the ongoing debate concerning civil rights and affirmative action. Page Reference: 150 Skill Level: Apply What You Know Difficulty Level: Difficult 43.
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. 130 .
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. 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: d Test Bank Item Title: TB_Q5.4.43 Topic: The Women’s Rights Movement Learning Objective: LO 5.4: Assess statutory and constitutional remedies for discrimination pursued and achieved by the women’s rights movement. Page Reference: 138 Skill Level: Apply What You Know Difficulty Level: Moderate Which of the following situations would most likely be a violation of Title IX?
44.
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. an employer who systematically pays women less than men for doing comparable work Answer: c Test Bank Item Title: TB_Q5.4.44 Topic: The Women’s Rights Movement Learning Objective: LO 5.4: Assess statutory and constitutional remedies for discrimination pursued and achieved by the women’s rights movement. Page Reference: 141 Skill Level: Apply What You Know Difficulty Level: Moderate 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?
45.
a. the Equal Rights Amendment b. the Thirteenth Amendment c. the Fourteenth Amendment d. the Nineteenth Amendment Answer: c Test Bank Item Title: TB_Q5.1.45 Topic: Roots of Suffrage: 1800–1890 131 .
Learning Objective: LO 5.1: Trace the efforts from 1800 to 1890 of African Americans and women to win the vote. Page Reference: 121 Skill Level: Apply What You Know Difficulty Level: Difficult If you were a poor, illiterate, white, Southern farmer, which of the following would help ensure your ability to vote after the Civil War?
46.
a. poll taxes b. literacy tests c. boycotts d. grandfather clauses Answer: d Test Bank Item Title: TB_Q5.1.46 Topic: Roots of Suffrage: 1800–1890 Learning Objective: LO 5.1: Trace the efforts from 1800 to 1890 of African Americans and women to win the vote. Page Reference: 124 Skill Level: Apply What You Know Difficulty Level: Moderate Which of the following best describes the issues at stake in Dred Scott v. Sandford?
47.
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 Answer: a Test Bank Item Title: TB_Q5.1.47 Topic: Roots of Suffrage: 1800–1890 Learning Objective: LO 5.1: Trace the efforts from 1800 to 1890 of African Americans and women to win the vote. Page Reference: 120 Skill Level: Analyze It Difficulty Level: Difficult How has the Equal Rights Amendment affected women’s civil rights?
48.
a. It has ensured that men and women are treated equally in the workplace. 132 .
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 has had little effect because it was not formally adopted. Answer: d Test Bank Item Title: TB_Q5.4.48 Topic: The Women’s Rights Movement Learning Objective: LO 5.4: Assess statutory and constitutional remedies for discrimination pursued and achieved by the women’s rights movement. Page Reference: 136 Skill Level: Analyze It Difficulty Level: Difficult 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)?
49.
a. Affirmative action policies are generally permissible, but they cannot involve racebased 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 must ensure that all racial and ethnic groups are represented in accordance with the population of the nation as a whole. d. All forms of affirmative action are unconstitutional because they unfairly favor some people over others based on the color of their skin. Answer: a Test Bank Item Title: TB_Q5.6.49 Topic: Toward Reform: Civil Rights and Affirmative Action Learning Objective: LO 5.6: Evaluate the ongoing debate concerning civil rights and affirmative action. Page Reference: 151 Skill Level: Analyze It Difficulty Level: Difficult Why did southern states enact poll taxes?
50.
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 Answer: c Test Bank Item Title: TB_Q5.1.50 Topic: Roots of Suffrage: 1800–1890 133 .
Learning Objective: LO 5.1: Trace the efforts from 1800 to 1890 of African Americans and women to win the vote. Page Reference: 123 Skill Level: Analyze It Difficulty Level: Difficult 51.
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 both sought equal rights for African Americans. d. They both sought equal rights for women. Answer: c Test Bank Item Title: TB_Q5.1.51 Topic: Roots of Suffrage: 1800–1890; The Civil Rights Movement Learning Objective: LO 5.1: Trace the efforts from 1800 to 1890 of African Americans and women to win the vote; LO 5.3: Analyze the civil rights movement and the effects of the Civil Rights Act of 1964. Page Reference: 121, 133 – 134 Skill Level: Analyze It Difficulty Level: Difficult How do the rational basis and the intermediate standard of review differ?
52.
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. 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. 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. Answer: d Test Bank Item Title: TB_Q5.4.52 Topic: The Women’s Rights Movement Learning Objective: LO 5.4: Assess statutory and constitutional remedies for discrimination pursued and achieved by the women’s rights movement. Page Reference: 138 – 139 Skill Level: Analyze It Difficulty Level: Difficult 53.
What was the Supreme Court’s justification for overturning the separate-but-equal doctrine?
134 .
a. The Supreme Court did not have all of the facts when it adopted the separate-butequal 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. Segregated schools stigmatize minority children. Answer: d Test Bank Item Title: TB_Q5.2.53 Topic: The Push for Equality, 1890–1954 Learning Objective: LO 5.2: Outline developments in African Americans’ and women’s push for equality from 1890 to 1954. Page Reference: 127 Skill Level: Analyze It Difficulty Level: Difficult Which of the following arguments would most likely be made by an opponent of affirmative action policies?
54.
a. Unaddressed past discrimination causes perpetual inequality. 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. Answer: c Test Bank Item Title: TB_Q5.6.54 Topic: Toward Reform: Civil Rights and Affirmative Action Learning Objective: LO 5.6: Evaluate the ongoing debate concerning civil rights and affirmative action. Page Reference: 151 Skill Level: Analyze It Difficulty Level: Difficult Why was the Civil Rights Act of 1875 unsuccessful?
55.
a. Congress did not have the authority to enact legislation in the South during the Civil War. b. The Civil Rights Act of 1875 was only concerned with discrimination in government employment. c. The Supreme Court said that private citizens could choose not to provide public accommodations on account of race. d. The Supreme Court said that governments could choose not to provide public accommodations on account of race. Answer: c Test Bank Item Title: TB_Q5.1.55 Topic: Roots of Suffrage: 1800–1890 135 .
Learning Objective: LO 5.1: Trace the efforts from 1800 to 1890 of African Americans and women to win the vote. Page Reference: 123 Skill Level: Analyze It Difficulty Level: Difficult
136 .
pp True-False Questions The Reverend Martin Luther King Jr. championed the use of nonviolent protest and civil disobedience to advance civil rights.
56.
Answer: TRUE Test Bank Item Title: TB_Q5.3.56 Topic: The Civil Rights Movement Learning Objective: LO 5.3: Analyze the civil rights movement and the effects of the Civil Rights Act of 1964. Page Reference: 131 Skill Level: Remember the Facts Difficulty Level: Easy 57.
In 2013, the Supreme Court overturned the federal Defense of Marriage Act, which had defined marriage as between one man and one woman. Answer: TRUE Test Bank Item Title: TB_Q5.5.57 Topic: Other Groups Mobilize for Rights Learning Objective: LO 5.5: Describe how other groups have mobilized in pursuit of their own civil rights. Page Reference: 149 Skill Level: Remember the Facts Difficulty Level: Easy Title IX of the Education Amendments of 1972 has expanded educational and sports opportunities for female students.
58.
Answer: TRUE Test Bank Item Title: TB_Q5.4.58 Topic: The Women’s Rights Movement Learning Objective: LO 5.4: Assess statutory and constitutional remedies for discrimination pursued and achieved by the women’s rights movement. Page Reference: 141 Skill Level: Remember the Facts Difficulty Level: Easy 59.
Courts have not allowed men to use the Fourteenth Amendment to fight genderbased discrimination. Answer: FALSE Test Bank Item Title: TB_Q5.4.59 Topic: The Women’s Rights Movement Learning Objective: LO 5.4: Assess statutory and constitutional remedies for discrimination pursued and achieved by the women’s rights movement. 137 .
Page Reference: 139 Skill Level: Remember the Facts Difficulty Level: Easy In Plessy v. Ferguson, the Supreme Court overturned the separate-but-equal doctrine that the Court had established in Brown v. Board of Education.
60.
Answer: FALSE Test Bank Item Title: TB_Q5.2.60 Topic: The Push for Equality, 1890–1954 Learning Objective: LO 5.2: Outline developments in African Americans’ and women’s push for equality from 1890 to 1954. Page Reference: 128 Skill Level: Remember the Facts Difficulty Level: Easy Reconstruction was the era of racial healing that followed the civil rights movement.
61.
Answer: FALSE Test Bank Item Title: TB_Q5.1.61 Topic: Roots of Suffrage: 1800–1890 Learning Objective: LO 5.1: Trace the efforts from 1800 to 1890 of African Americans and women to win the vote. Page Reference: 123 Skill Level: Remember the Facts Difficulty Level: Easy In Reed v. Reed, the Supreme Court established the strict scrutiny test for determining if a particular program that discriminates on the basis of gender is constitutionally permissible.
62.
Answer: FALSE Test Bank Item Title: TB_Q5.4.62 Topic: The Women’s Rights Movement Learning Objective: LO 5.4: Assess statutory and constitutional remedies for discrimination pursued and achieved by the women’s rights movement. Page Reference: 139 Skill Level: Understand the Concepts Difficulty Level: Moderate 63.
The Supreme Court has prohibited voters from using ballot initiatives to forbid the use of state-sanctioned affirmative action policies. Answer: FALSE Test Bank Item Title: TB_Q5.6.63 Topic: Toward Reform: Civil Rights and Affirmative Action 138 .
Learning Objective: LO 5.6: Evaluate the ongoing debate concerning civil rights and affirmative action. Page Reference: 151 Skill Level: Understand the Concepts Difficulty Level: Moderate 64.
Even though the Hispanic population is fairly small, they earned their civil rights earlier and more completely than did African Americans. Answer: FALSE Test Bank Item Title: TB_Q5.5.64 Topic: Other Groups Mobilize for Rights Learning Objective: LO 5.5: Describe how other groups have mobilized in pursuit of their own civil rights. Page Reference: 142 Skill Level: Understand the Concepts Difficulty Level: Moderate Since the 1950s, the Supreme Court has gradually eliminated virtually all de facto discrimination in the United States.
65.
Answer: FALSE Test Bank Item Title: TB_Q5.3.65 Topic: The Civil Rights Movement Learning Objective: LO 5.3: Analyze the civil rights movement and the effects of the Civil Rights Act of 1964. Page Reference: 134 Skill Level: Understand the Concepts Difficulty Level: Moderate The federal government has mismanaged trust funds related to American Indian lands.
66.
Answer: TRUE Test Bank Item Title: TB_Q5.5.66 Topic: Other Groups Mobilize for Rights Learning Objective: LO 5.5: Describe how other groups have mobilized in pursuit of their own civil rights. Page Reference: 145 Skill Level: Understand the Concepts Difficulty Level: Easy The Equal Pay Act of 1963 has nearly eliminated the wage gap between men and women in the United States.
67.
Answer: FALSE Test Bank Item Title: TB_Q5.4.67 139 .
Topic: The Women’s Rights Movement Learning Objective: LO 5.4: Assess statutory and constitutional remedies for discrimination pursued and achieved by the women’s rights movement. Page Reference: 140 Skill Level: Understand the Concepts Difficulty Level: Moderate The passage of the Equal Rights Amendment has helped ensure women’s equality in the workplace.
68.
Answer: FALSE Test Bank Item Title: TB_Q5.4.68 Topic: The Women’s Rights Movement Learning Objective: LO 5.4: Assess statutory and constitutional remedies for discrimination pursued and achieved by the women’s rights movement. Page Reference: 136 Skill Level: Apply What You Know Difficulty Level: Moderate 69.
The admissions office at a public university could likely establish a permissible affirmative action policy that awards minority applicants by bumping up their SAT score by 100 points. Answer: FALSE Test Bank Item Title: TB_Q5.6.69 Topic: Toward Reform: Civil Rights and Affirmative Action Learning Objective: LO 5.6: Evaluate the ongoing debate concerning civil rights and affirmative action. Page Reference: 150 – 151 Skill Level: Apply What You Know Difficulty Level: Difficult
70.
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 Test Bank Item Title: TB_Q5.4.70 Topic: The Women’s Rights Movement Learning Objective: LO 5.4: Assess statutory and constitutional remedies for discrimination pursued and achieved by the women’s rights movement. Page Reference: 138 Skill Level: Apply What You Know Difficulty Level: Difficult
pp Fill-in-the-Blank Questions 140 .
The __________ Amendment guarantees African Americans the right to vote.
71.
Answer: Fifteenth Test Bank Item Title: TB_Q5.1.71 Topic: Roots of Suffrage: 1800–1890 Learning Objective: LO 5.1: Trace the efforts from 1800 to 1890 of African Americans and women to win the vote. Page Reference: 122 Skill Level: Remember the Facts Difficulty Level: Easy Brown v. Board of Education overturned the __________ doctrine that had been established in Plessy v. Ferguson.
72.
Answer: separate-but-equal Test Bank Item Title: TB_Q5.2.72 Topic: The Push for Equality, 1890–1954 Learning Objective: LO 5.2: Outline developments in African Americans’ and women’s push for equality from 1890 to 1954. Page Reference: 128 – 129 Skill Level: Remember the Facts Difficulty Level: Easy The __________ was enacted in 1990 and is designed to protect the civil rights of disabled Americans.
73.
Answer: Americans with Disabilities Act Test Bank Item Title: TB_Q5.5.73 Topic: Other Groups Mobilize for Rights Learning Objective: LO 5.5: Describe how other groups have mobilized in pursuit of their own civil rights. Page Reference: 149 – 150 Skill Level: Remember the Facts Difficulty Level: Easy The __________ upheld the right of private individuals—but not government—to discriminate in the provision of public accommodations.
74.
Answer: Civil Rights Cases Test Bank Item Title: TB_Q5.1.74 Topic: Roots of Suffrage: 1800–1890 Learning Objective: LO 5.1: Trace the efforts from 1800 to 1890 of African Americans and women to win the vote. Page Reference: 123 Skill Level: Remember the Facts 141 .
Difficulty Level: Moderate 75.
Jim Crow laws required __________ of African Americans and whites. Answer: segregation Test Bank Item Title: TB_Q5.1.75 Topic: Roots of Suffrage: 1800–1890 Learning Objective: LO 5.1: Trace the efforts from 1800 to 1890 of African Americans and women to win the vote. Page Reference: 123 Skill Level: Remember the Facts Difficulty Level: Easy The refusal of __________ to give up her seat on a public bus was an act of civil disobedience that led to the Montgomery Bus Boycott.
76.
Answer: Rosa Parks Test Bank Item Title: TB_Q5.3.76 Topic: The Civil Rights Movement Learning Objective: LO 5.3: Analyze the civil rights movement and the effects of the Civil Rights Act of 1964. Page Reference: 130 Skill Level: Remember the Facts Difficulty Level: Easy __________ programs are designed to help remedy continued inequality by giving special treatment to members of previously discriminated-against groups.
77.
Answer: Affirmative action Test Bank Item Title: TB_Q5.6.77 Topic: Toward Reform: Civil Rights and Affirmative Action Learning Objective: LO 5.6: Evaluate the ongoing debate concerning civil rights and affirmative action. Page Reference: 150 Skill Level: Understand the Concepts Difficulty Level: Moderate 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.
78.
Answer: poll taxes Test Bank Item Title: TB_Q5.1.78 Topic: Roots of Suffrage: 1800–1890 Learning Objective: LO 5.1: Trace the efforts from 1800 to 1890 of African Americans and women to win the vote. Page Reference: 123 142 .
Skill Level: Understand the Concepts Difficulty Level: Moderate Critics argue that the Supreme Court’s decision in Korematsu v. U.S. infringed on the civil rights of __________.
79.
Answer: Japanese Americans Test Bank Item Title: TB_Q5.5.79 Topic: Other Groups Mobilize for Rights Learning Objective: LO 5.5: Describe how other groups have mobilized in pursuit of their own civil rights. Page Reference: 146 Skill Level: Understand the Concepts Difficulty Level: Moderate 80.
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. Answer: strict scrutiny (or heightened) Test Bank Item Title: TB_Q5.4.80 Topic: The Women’s Rights Movement Learning Objective: LO 5.4: Assess statutory and constitutional remedies for discrimination pursued and achieved by the women’s rights movement. Page Reference: 138 Skill Level: Apply What You Know Difficulty Level: Difficult
81.
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 Test Bank Item Title: TB_Q5.6.81 Topic: Toward Reform: Civil Rights and Affirmative Action Learning Objective: LO 5.6: Evaluate the ongoing debate concerning civil rights and affirmative action. Page Reference: 150 Skill Level: Apply What You Know Difficulty Level: Moderate
pp Short Answer Questions
143 .
82.
According to the Supreme Court decisions in Regents of the University of California v. Bakke and two University of Michigan cases, 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 did not strike down all affirmative action programs. In the end, it was not clear 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. Test Bank Item Title: TB_Q5.6.82 Topic: Toward Reform: Civil Rights and Affirmative Action Learning Objective: LO 5.6: Evaluate the ongoing debate concerning civil rights and affirmative action. Page Reference: 150 Skill Level: Understand the Concepts Difficulty Level: Moderate 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?
83.
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. Test Bank Item Title: TB_Q5.5.83 Topic: Other Groups Mobilize for Rights Learning Objective: LO 5.5: Describe how other groups have mobilized in pursuit of their own civil rights. Page Reference: 149 – 150 Skill Level: Understand the Concepts Difficulty Level: Moderate
144 .
84.
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. Test Bank Item Title: TB_Q5.5.84 Topic: Other Groups Mobilize for Rights Learning Objective: LO 5.5: Describe how other groups have mobilized in pursuit of their own civil rights. Page Reference: 143 – 145 Skill Level: Understand the Concepts Difficulty Level: Moderate What was the “Don’t Ask, Don’t Tell” policy? What was the penalty for a soldier who violated this policy? What is the current status of the policy?
85.
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. 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. Test Bank Item Title: TB_Q5.5.85 Topic: Other Groups Mobilize for Rights Learning Objective: LO 5.5: Describe how other groups have mobilized in pursuit of their own civil rights. Page Reference: 147 – 148 Skill Level: Understand the Concepts Difficulty Level: Moderate 86.
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. 145 .
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. Test Bank Item Title: TB_Q5.5.86 Topic: Other Groups Mobilize for Rights Learning Objective: LO 5.5: Describe how other groups have mobilized in pursuit of their own civil rights. Page Reference: 147 – 148 Skill Level: Apply What You Know Difficulty Level: Difficult 87.
Describe the proposed Equal Rights Amendment. Why was it not enacted? Answer: An ideal response will: 1. Describe the Equal Rights Amendment as a failed proposal to amend the constitution to eliminate gender discrimination. 2. Explain why it was not adopted, such as concern with the Supreme Court’s Roe v. Wade decision and with disruptions to the traditional family. Test Bank Item Title: TB_Q5.4.87 Topic: The Women’s Rights Movement Learning Objective: LO 5.4: Assess statutory and constitutional remedies for discrimination pursued and achieved by the women’s rights movement. Page Reference: 136 Skill Level: Understand the Concepts Difficulty Level: Moderate What did the Supreme Court decide in Korematsu v. U.S.? What was the basis for its decision? Do you think the Court correctly interpreted the Constitution in this case? Why or why not?
88.
Answer: An ideal response will: 1. Explain that the Supreme Court’s decision in Korematsu v. U.S. upheld Franklin D. Roosevelt’s internment of Japanese Americans during World War II. 2. Describe the basis for this decision, which is that it passed the strict scrutiny test as a reasonable exercise of government power, given that the United States was at war with Japan. 3. Use the Constitution to assess whether the Supreme Court decided this case correctly. 146 .
Test Bank Item Title: TB_Q5.5.88 Topic: Other Groups Mobilize for Rights Learning Objective: LO 5.5: Describe how other groups have mobilized in pursuit of their own civil rights. Page Reference: 146 Skill Level: Analyze It Difficulty Level: Difficult Outline an affirmative action program for public university admissions that would pass constitutional muster.
89.
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. Test Bank Item Title: TB_Q5.6.89 Topic: Toward Reform: Civil Rights and Affirmative Action Learning Objective: LO 5.6: Evaluate the ongoing debate concerning civil rights and affirmative action. Page Reference: 150 – 151 Skill Level: Apply What You Know Difficulty Level: Difficult What was Reconstruction? How did its ending open the door for the adoption of Jim Crow laws?
90.
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 Americans’ 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. Test Bank Item Title: TB_Q5.1.90 Topic: Roots of Suffrage: 1800–1890 147 .
Learning Objective: LO 5.1: Trace the efforts from 1800 to 1890 of African Americans and women to win the vote. Page Reference: 123 Skill Level: Analyze It Difficulty Level: Moderate Describe the Civil Rights Act of 1964. Why was it necessary, given that the Fourteenth Amendment was enacted decades before?
91.
Answer: An ideal response will: 1. Describe the Civil Rights Act of 1964 as prohibiting racial discrimination in public accommodations involving interstate commerce. 2. 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 itself, Congress stepped in to pass this landmark piece of legislation. Test Bank Item Title: TB_Q5.3.91 Topic: The Civil Rights Movement Learning Objective: LO 5.3: Analyze the civil rights movement and the effects of the Civil Rights Act of 1964. Page Reference: 133 – 134 Skill Level: Analyze It Difficulty Level: Difficult 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?
92.
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. Describe how the gay rights movement has benefited from recent changes in public opinion. Discuss how same-sex-marriage rights have spread quickly in recent years. Test Bank Item Title: TB_Q5.5.92 Topic: Other Groups Mobilize for Rights Learning Objective: LO 5.5: Describe how other groups have mobilized in pursuit of their own civil rights. Page Reference: 147 – 149 148 .
Skill Level: Analyze It Difficulty Level: Difficult 93.
Compare and contrast the use of nonviolent civil disobedience and litigation during the civil rights movement. Which was more successful and why? Answer: An ideal response will: 1. Compare nonviolent civil disobedience and litigation, noting that both were techniques successfully used to advance the civil rights movement. 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. Test Bank Item Title: TB_Q5.3.93 Topic: The Civil Rights Movement Learning Objective: LO 5.3: Analyze the civil rights movement and the effects of the Civil Rights Act of 1964. Page Reference: 129 – 131 Skill Level: Analyze It Difficulty Level: Difficult 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.
94.
Answer: An ideal response will: 1. Describe how 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. Test Bank Item Title: TB_Q5.3.94 Topic: The Civil Rights Movement 149 .
Learning Objective: LO 5.3: Analyze the civil rights movement and the effects of the Civil Rights Act of 1964. Page Reference: 132 Skill Level: Analyze It Difficulty Level: Difficult 95.
What are grandfather clauses? 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. Test Bank Item Title: TB_Q5.1.95 Topic: Roots of Suffrage: 1800–1890 Learning Objective: LO 5.1: Trace the efforts from 1800 to 1890 of African Americans and women to win the vote. Page Reference: 124 Skill Level: Analyze It Difficulty Level: Difficult
pp Essay Questions 96.
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, 150 .
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. Test Bank Item Title: TB_Q5.1.96 Topic: Roots of Suffrage: 1800–1890; The Women’s Rights Movement Learning Objective: LO 5.1: Trace the efforts from 1800 to 1890 of African Americans and women to win the vote; LO 5.4: Assess statutory and constitutional remedies for discrimination pursued and achieved by the women’s rights movement. Page Reference: 136, 138 Skill Level: Analyze It Difficulty Level: Difficult What are the strict scrutiny standard and the rational basis (or minimum rationality) standard? What sort of classification 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. Do you agree with this threetiered approach? Why or why not?
97.
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. 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 affirmative action programs based on race. 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 80 to get a new driver’s license more frequently than those 80 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). Test Bank Item Title: TB_Q5.4.97 Topic: The Women’s Rights Movement 151 .
Learning Objective: LO 5.4: Assess statutory and constitutional remedies for discrimination pursued and achieved by the women’s rights movement. Page Reference: 138 – 140 Skill Level: Apply What You Know Difficulty Level: Difficult 98.
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. 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 may be 152 .
an important part of changing laws, nonviolent protest would not work well for the gay rights movement because the issues are different. Test Bank Item Title: TB_Q5.3.98 Topic: The Civil Rights Movement Learning Objective: LO 5.3: Analyze the civil rights movement and the effects of the Civil Rights Act of 1964. Page Reference: 129 – 131 Skill Level: Analyze It Difficulty Level: Difficult 99.
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 a success and an example of a setback. 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, and led them in a strike against produce growers in California, as well as organizing a national boycott of various farm products. 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. Test Bank Item Title: TB_Q5.5.99 Topic: Other Groups Mobilize for Rights 153 .
Learning Objective: LO 5.5: Describe how other groups have mobilized in pursuit of their own civil rights. Page Reference: 142 – 143 Skill Level: Analyze It Difficulty Level: Difficult 100.
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 of 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 25 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. 3. 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. Test Bank Item Title: TB_Q5.4.100 Topic: The Women’s Rights Movement Learning Objective: LO 5.4: Assess statutory and constitutional remedies for discrimination pursued and achieved by the women’s rights movement. Page Reference: 140 – 141 Skill Level: Analyze It Difficulty Level: Difficult
101.
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? 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 most154 .
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. Test Bank Item Title: TB_Q5.1.101 Topic: Roots of Suffrage: 1800–1890; The Civil Rights Movement Learning Objective: LO 5.1: Trace the efforts from 1800 to 1890 of African Americans and women to win the vote; LO 5.3: Analyze the civil rights movement and the effects of the Civil Rights Act of 1964. Page Reference: 119 – 124, 129 – 135 Skill Level: Analyze It Difficulty Level: Difficult
155 .
6 Congress pp Multiple-Choice Questions 1.
Each state has __________ senators, each of whom serves a __________-year term. a. two; two b. two; four c. two; six d. four; two Answer: c Test Bank Item Title: TB_Q6.1.1 Topic: Roots of the U.S. Congress Learning Objective: LO 6.1: Trace the roots of the legislative branch outlined by the U.S. Constitution. Page Reference: 159 Skill Level: Remember the Facts Difficulty Level: Easy
2.
__________ is the process of allotting congressional seats to each state according to its proportion of the population. a. Apportionment b. Appropriations c. Gerrymandering d. Redistricting Answer: a Test Bank Item Title: TB_Q6.1.2 Topic: Roots of the U.S. Congress Learning Objective: LO 6.1: Trace the roots of the legislative branch outlined by the U.S. Constitution. Page Reference: 159 Skill Level: Remember the Facts 146 .
Difficulty Level: Easy 3.
The Constitutional Convention resulted in what form of legislature? a. bicameral b. direct c. unicameral d. unified Answer: a Test Bank Item Title: TB_Q6.1.3 Topic: Roots of the U.S. Congress Learning Objective: LO 6.1: Trace the roots of the legislative branch outlined by the U.S. Constitution. Page Reference: 158 Skill Level: Remember the Facts Difficulty Level: Easy In the House of Representatives, who is second in authority to the Speaker of the House?
4.
a. majority leader b. majority whip c. minority leader d. president pro tempore (or pro tem) Answer: a Test Bank Item Title: TB_Q6.3.4 Topic: How Congress Is Organized Learning Objective: LO 6.3: Assess the role of the committee system, political parties, and congressional leadership in organizing Congress. Page Reference: 167 Skill Level: Remember the Facts Difficulty Level: Easy 5.
Congress is __________ than the general population. a. less partisan b. less well paid c. happier d. wealthier Answer: d Test Bank Item Title: TB_Q6.2.5 Topic: The Members of Congress Learning Objective: LO 6.2: Characterize the demographic attributes of members of Congress, and identify factors that affect their chances for reelection. 147 .
Page Reference: 162 Skill Level: Understand the Concepts Difficulty Level: Moderate A(n) __________ committee is created to reconcile differences in bills passed by the House and Senate.
6.
a. conference b. appropriations c. ways and means d. standing Answer: a Test Bank Item Title: TB_Q6.3.6 Topic: How Congress Is Organized Learning Objective: LO 6.3: Assess the role of the committee system, political parties, and congressional leadership in organizing Congress. Page Reference: 172 Skill Level: Remember the Facts Difficulty Level: Easy 7.
Pork 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 Answer: b Test Bank Item Title: TB_Q6.4.7 Topic: Powers of Congress Learning Objective: LO 6.4: Identify three of the most significant powers of Congress. Page Reference: 179 Skill Level: Understand the Concepts Difficulty Level: Moderate An elected official who votes the way his or her constituents would want is a __________.
8.
a. conscientious objector b. delegate c. trustee d. politico Answer: b Test Bank Item Title: TB_Q6.5.8 148 .
Topic: How Members of Congress Make Decisions Learning Objective: LO 6.5: Analyze the factors that influence how members of Congress make decisions. Page Reference: 182 Skill Level: Understand the Concepts Difficulty Level: Moderate 9.
Whips serve what main function? a. to act as official spokespersons for their chambers b. to help the Speaker schedule proposed legislation for debate c. to meet with members of the executive cabinet d. to persuade party members to support the party Answer: d Test Bank Item Title: TB_Q6.3.9 Topic: How Congress Is Organized Learning Objective: LO 6.3: Assess the role of the committee system, political parties, and congressional leadership in organizing Congress. Page Reference: 169 Skill Level: Remember the Facts Difficulty Level: Easy
10.
The formal method for ending a filibuster is __________; it requires the approval of __________ senators. a. abrogation; fifty-one b. censure; fifty-five c. cloture; sixty d. discharge; sixty-seven Answer: c Test Bank Item Title: TB_Q6.4.10 Topic: Powers of Congress Learning Objective: LO 6.4: Identify three of the most significant powers of Congress. Page Reference: 177 Skill Level: Remember the Facts Difficulty Level: Easy During an election, an incumbent representative might point to local allocations of a federal highway bill as a reason to be reelected. This is an example of __________.
11.
a. credit claiming b. gerrymandering c. franking d. casework 149 .
Answer: a Test Bank Item Title: TB_Q6.2.11 Topic: The Members of Congress Learning Objective: LO 6.2: Characterize the demographic attributes of members of Congress, and identify factors that affect their chances for reelection. Page Reference: 165 Skill Level: Remember the Facts Difficulty Level: Moderate 12.
Which of the following contributes to the incumbency advantage? a. the desire to “throw the bums out” b. surge and decline c. property taxes d. name recognition Answer: d Test Bank Item Title: TB_Q6.2.12 Topic: The Members of Congress Learning Objective: LO 6.2: Characterize the demographic attributes of members of Congress, and identify factors that affect their chances for reelection. Page Reference: 163 Skill Level: Remember the Facts Difficulty Level: Easy How might a bill become law if it has been pocket vetoed?
13.
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 be reintroduced during the next session of Congress. d. The bill can never become law. Answer: c Test Bank Item Title: TB_Q6.4.13 Topic: Powers of Congress Learning Objective: LO 6.4: Identify three of the most significant powers of Congress. Page Reference: 178 Skill Level: Understand the Concepts Difficulty Level: Moderate Members of the House are apportioned to states based on __________. They serve __________-year terms.
14.
a. equal representation by state; four b. equal representation by state; six 150 .
c. population; two d. population; four Answer: c Test Bank Item Title: TB_Q6.1.14 Topic: Roots of the U.S. Congress Learning Objective: LO 6.1: Trace the roots of the legislative branch outlined by the U.S. Constitution. Page Reference: 159 Skill Level: Remember the Facts Difficulty Level: Easy What does the Congressional Research Service do?
15.
a. audits the financial expenditures of the executive branch and federal agencies b. conducts research and provides information to Congress c. supervises all government-sponsored research projects that use human subjects d. ensures that the Library of Congress has up-to-date research materials Answer: b Test Bank Item Title: TB_Q6.5.15 Topic: How Members of Congress Make Decisions Learning Objective: LO 6.5: Analyze the factors that influence how members of Congress make decisions. Page Reference: 185 Skill Level: Remember the Facts Difficulty Level: Easy Why were Andrew Johnson and Bill Clinton impeached but not removed from office?
16.
a. The House officially charged them with wrongdoing, but a Senate trial failed to convict them. b. The Senate officially charged them with wrongdoing, but a House trial failed to convict them. c. The Senate officially charged them with wrongdoing, but a Supreme Court trial failed to convict them. d. Neither chamber of Congress secured enough votes for a trial. Answer: a Test Bank Item Title: TB_Q6.4.16 Topic: Powers of Congress Learning Objective: LO 6.4: Identify three of the most significant powers of Congress. Page Reference: 181 Skill Level: Analyze It Difficulty Level: Difficult 151 .
17.
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 exactly 435 members. c. The number has grown each decade, according to census data. d. The number is fixed by statute. Answer: d Test Bank Item Title: TB_Q6.1.17 Topic: Roots of the U.S. Congress Learning Objective: LO 6.1: Trace the roots of the legislative branch outlined by the U.S. Constitution. Page Reference: 159 Skill Level: Analyze It Difficulty Level: Difficult What occurs during the appropriations process?
18.
a. Congress grants funds to federal agencies and programs. b. Congress creates new federal agencies. c. Congress acquires requested oversight material from the executive. d. Congress instructs the president to eliminate federal agencies. Answer: a Test Bank Item Title: TB_Q6.4.18 Topic: Powers of Congress Learning Objective: LO 6.4: Identify three of the most significant powers of Congress. Page Reference: 179 Skill Level: Understand the Concepts Difficulty Level: Moderate A rise in party unity is indicative of __________.
19.
a. cooperation across party lines b. cooperation between Congress and the executive branch c. high bipartisanship d. low bipartisanship Answer: d Test Bank Item Title: TB_Q6.5.19 Topic: How Members of Congress Make Decisions Learning Objective: LO 6.5: Analyze the factors that influence how members of Congress make decisions. Page Reference: 182 Skill Level: Apply What You Know 152 .
Difficulty Level: Difficult The __________ is where members of Congress affiliated with a given party gather to select their leadership at the beginning of each term.
20.
a. conference committee b. electoral college c. leadership conference d. party caucus Answer: d Test Bank Item Title: TB_Q6.3.20 Topic: How Congress Is Organized Learning Objective: LO 6.3: Assess the role of the committee system, political parties, and congressional leadership in organizing Congress. Page Reference: 166 Skill Level: Understand the Concepts Difficulty Level: Moderate 21.
A __________ committee is a temporary committee that is appointed for a specific purpose. a. ways and means b. caucus c. select d. standing Answer: c Test Bank Item Title: TB_Q6.3.21 Topic: How Congress Is Organized Learning Objective: LO 6.3: Assess the role of the committee system, political parties, and congressional leadership in organizing Congress. Page Reference: 172 Skill Level: Understand the Concepts Difficulty Level: Moderate
22.
How have Americans rated members of Congress in recent years? a. quite high b. somewhat high c. mediocre d. dismally low Answer: d Test Bank Item Title: TB_Q6.6.22 Topic: Toward Reform: Balancing Institutional Power 153 .
Learning Objective: LO 6.6: Evaluate the strategic interactions between Congress, the president, the courts, and the people. Page Reference: 186 Skill Level: Understand the Concepts Difficulty Level: Moderate 23.
The vice president of the United States is the ceremonial leader of the Senate, but he or she has little real leadership responsibilities. The true leader of the Senate is the __________. a. majority leader b. president pro tempore c. president of the Senate d. Speaker Answer: a Test Bank Item Title: TB_Q6.3.23 Topic: How Congress Is Organized Learning Objective: LO 6.3: Assess the role of the committee system, political parties, and congressional leadership in organizing Congress. Page Reference: 171 Skill Level: Understand the Concepts Difficulty Level: Moderate
24.
Incumbents are most likely to lose their bid for reelection when they are impacted by which of the following events? a. budget deficits b. low presidential approval ratings c. redistricting d. logrolling Answer: c Test Bank Item Title: TB_Q6.2.24 Topic: The Members of Congress Learning Objective: LO 6.2: Characterize the demographic attributes of members of Congress, and identify factors that affect their chances for reelection. Page Reference: 163 Skill Level: Understand the Concepts Difficulty Level: Moderate The president pro tempore __________.
25.
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 required to preside over the Senate whenever it is in session 154 .
Answer: c Test Bank Item Title: TB_Q6.3.25 Topic: How Congress Is Organized Learning Objective: LO 6.3: Assess the role of the committee system, political parties, and congressional leadership in organizing Congress. Page Reference: 171 Skill Level: Understand the Concepts Difficulty Level: Moderate 26.
The __________ presides over the House of Representatives in a way that smooths the passage of majority-backed bills. a. majority leader b. majority whip c. president pro tempore d. Speaker Answer: d Test Bank Item Title: TB_Q6.3.26 Topic: How Congress Is Organized Learning Objective: LO 6.3: Assess the role of the committee system, political parties, and congressional leadership in organizing Congress. Page Reference: 167 Skill Level: Understand the Concepts Difficulty Level: Moderate
27.
According to the trustee model of representation, legislators are entrusted to __________. a. follow a strict interpretation of the Constitution b. present the views of their party c. use their judgment when making decisions d. make decisions according to their constituents’ demands Answer: c Test Bank Item Title: TB_Q6.5.27 Topic: How Members of Congress Make Decisions Learning Objective: LO 6.5: Analyze the factors that influence how members of Congress make decisions. Page Reference: 182 Skill Level: Understand the Concepts Difficulty Level: Moderate What is the purpose of a discharge petition?
28.
a. to force a vote on a House bill that is otherwise stuck in committee 155 .
b. to force a vote on a Senate bill that is being delayed by a filibuster c. to force a vote on a House or Senate bill that is favored by a minority d. to force Congress to remain in session until the calendar has been fully discharged Answer: a Test Bank Item Title: TB_Q6.3.28 Topic: How Congress Is Organized Learning Objective: LO 6.3: Assess the role of the committee system, political parties, and congressional leadership in organizing Congress. Page Reference: 173 Skill Level: Understand the Concepts Difficulty Level: Moderate Which statement best characterizes a subcommittee hearing?
29.
a. A bill receives a subcommittee hearing whenever the vice president requests it. b. A bill receives a subcommittee hearing only after it is extensively marked up by the full committee. c. A bill receives a subcommittee hearing after it has been pocket vetoed, but before it goes to the floor. d. Those opposed and those in favor of a bill can voice their opinions on it to the subcommittee. Answer: d Test Bank Item Title: TB_Q6.4.29 Topic: Powers of Congress Learning Objective: LO 6.4: Identify three of the most significant powers of Congress. Page Reference: 176 Skill Level: Understand the Concepts Difficulty Level: Moderate After a bill is reported by a full committee, it goes to __________.
30.
a. a conference committee composed of members from the original House and Senate committees b. the House Committee on Rules or the Senate floor c. a subcommittee d. the House or Senate floor Answer: b Test Bank Item Title: TB_Q6.4.30 Topic: Powers of Congress Learning Objective: LO 6.4: Identify three of the most significant powers of Congress. Page Reference: 176 Skill Level: Understand the Concepts 156 .
Difficulty Level: Moderate 31.
When is the staff of a member of Congress most likely to have an influence over how he or she votes on a given bill? a. when the bill is expensive b. when the bill is important to his or her constituents c. when the bill is highly partisan d. when the bill is nonideological Answer: d Test Bank Item Title: TB_Q6.5.31 Topic: How Members of Congress Make Decisions Learning Objective: LO 6.5: Analyze the factors that influence how members of Congress make decisions. Page Reference: 185 Skill Level: Understand the Concepts Difficulty Level: Moderate What procedure limits debate of budget controversies to twenty hours, thereby ending the threat of a filibuster in the Senate?
32.
a. caucus b. cloture c. programmatic requests d. reconciliation Answer: d Test Bank Item Title: TB_Q6.4.32 Topic: Powers of Congress Learning Objective: LO 6.4: Identify three of the most significant powers of Congress. Page Reference: 179 Skill Level: Understand the Concepts Difficulty Level: Moderate Which is an example of logrolling in Congress?
33.
a. awarding a government contract to a campaign supporter b. introducing and sponsoring a bill c. supporting someone else’s bill in exchange for future support of your bill d. health care reform Answer: c Test Bank Item Title: TB_Q6.5.33 Topic: How Members of Congress Make Decisions 157 .
Learning Objective: LO 6.5: Analyze the factors that influence how members of Congress make decisions. Page Reference: 184 Skill Level: Apply What You Know Difficulty Level: Difficult 34.
What is the typical trajectory of a bill in the House of Representatives? a. introduction, committee referral, subcommittee, full committee report, full House vote, Committee on Rules, conference committee, send to president b. introduction, committee referral, subcommittee, full committee report, Committee on Rules, full House vote, conference committee, full House vote, send to president c. introduction, committee referral, subcommittee, Committee on Rules, full committee report, conference committee, full House vote, send to president d. introduction, committee referral, Committee on Rules, subcommittee, full committee report, full House vote, conference committee, send to president Answer: b Test Bank Item Title: TB_Q6.4.34 Topic: Powers of Congress Learning Objective: LO 6.4: Identify three of the most significant powers of Congress. Page Reference: 176 Skill Level: Apply What You Know Difficulty Level: Difficult
35.
__________ is a good example of congressional casework. a. Analysis of an incumbent’s policy positions prior to a debate b. Analysis of water quality within a district c. Helping a constituent navigate red tape d. Assisting a federal agency operating within a member’s district Answer: c Test Bank Item Title: TB_Q6.2.35 Topic: The Members of Congress Learning Objective: LO 6.2: Characterize the demographic attributes of members of Congress, and identify factors that affect their chances for reelection. Page Reference: 165 Skill Level: Apply What You Know Difficulty Level: Moderate
36.
What is the typical trajectory of a bill in the Senate? a. introduction, committee referral, subcommittee, full committee report, full Senate debate and vote, conference committee, full Senate vote, send to president 158 .
b. introduction, committee referral, subcommittee, Committee on Rules, full committee report, conference committee, full Senate vote, send to president c. introduction, committee referral, Committee on Rules, subcommittee, full committee report, full Senate vote, conference committee, send to president d. introduction, subcommittee, committee referral, full committee report, Committee on Rules, full Senate vote, conference committee, send to president Answer: a Test Bank Item Title: TB_Q6.4.36 Topic: Powers of Congress Learning Objective: LO 6.4: Identify three of the most significant powers of Congress. Page Reference: 176 Skill Level: Apply What You Know Difficulty Level: Difficult A __________ is one tactic to signal the leadership that a senator may have objections to a bill.
37.
a. cloture b. hold c. markup d. pocket veto Answer: b Test Bank Item Title: TB_Q6.4.37 Topic: Powers of Congress Learning Objective: LO 6.4: Identify three of the most significant powers of Congress. Page Reference: 177 Skill Level: Apply What You Know Difficulty Level: Moderate The House minority leader __________.
38.
a. selects the president pro tempore b. decides jointly with the majority leader which legislation goes to the floor c. is elected by the minority party d. is selected by the Speaker of the House Answer: c Test Bank Item Title: TB_Q6.3.38 Topic: How Congress Is Organized Learning Objective: LO 6.3: Assess the role of the committee system, political parties, and congressional leadership in organizing Congress. Page Reference: 169 Skill Level: Understand the Concepts 159 .
Difficulty Level: Moderate Which 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?
39.
a. majority leader b. minority leader c. whip d. president pro tempore Answer: c Test Bank Item Title: TB_Q6.3.39 Topic: How Congress Is Organized Learning Objective: LO 6.3: Assess the role of the committee system, political parties, and congressional leadership in organizing Congress. Page Reference: 169 Skill Level: Remember the Facts Difficulty Level: Easy 40.
Which statement about incumbency is most accurate? a. Incumbents have a huge reelection advantage. b. Incumbents have a small reelection advantage. c. Incumbents only leave office when pressured by party leadership. d. Incumbents only leave office when they are involved in a scandal. Answer: a Test Bank Item Title: TB_Q6.2.40 Topic: The Members of Congress Learning Objective: LO 6.2: Characterize the demographic attributes of members of Congress, and identify factors that affect their chances for reelection. Page Reference: 163, 165 Skill Level: Understand the Concepts Difficulty Level: Moderate
41.
What does the Government Accountability Office do? a. audits the financial expenditures of the legislative branch b. audits the financial expenditures of state governments c. audits the financial expenditures of the executive branch d. monitors potential congressional ethics violations Answer: c Test Bank Item Title: TB_Q6.5.41 Topic: How Members of Congress Make Decisions 160 .
Learning Objective: LO 6.5: Analyze the factors that influence how members of Congress make decisions. Page Reference: 185 Skill Level: Understand the Concepts Difficulty Level: Moderate 42.
In the event of a major scandal, which kind of committee would be convened to conduct a special investigation? a. a conference committee b. a subcommittee c. a joint committee d. a standing committee Answer: c Test Bank Item Title: TB_Q6.3.42 Topic: How Congress Is Organized Learning Objective: LO 6.3: Assess the role of the committee system, political parties, and congressional leadership in organizing Congress. Page Reference: 172 Skill Level: Analyze It Difficulty Level: Difficult
43.
Which example best demonstrates a legislator acting according to a delegate view of representation? a. A legislator may follow his or her conscience unless public opinion is clear. 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. Answer: c Test Bank Item Title: TB_Q6.5.43 Topic: How Members of Congress Make Decisions Learning Objective: LO 6.5: Analyze the factors that influence how members of Congress make decisions. Page Reference: 182 Skill Level: Analyze It Difficulty Level: Difficult Which of the following statements best describes the relationship between Congress and the judiciary?
44.
a. The Supreme Court typically overturns more than 100 congressional statutes each year. 161 .
b. The Supreme Court has been overturning more acts of Congress in recent years than it has in the past. c. Congress reviews the constitutionality of Supreme Court decisions. d. Congress typically has the Supreme Court review bills to determine their constitutionality before they are debated on the floor. Answer: b Test Bank Item Title: TB_Q6.6.44 Topic: Toward Reform: Balancing Institutional Power Learning Objective: LO 6.6: Evaluate the strategic interactions between Congress, the president, the courts, and the people. Page Reference: 186 Skill Level: Analyze It Difficulty Level: Difficult 45.
What occurs at a congressional party conference? a. Democrats take questions from the press. 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 discuss party strategy. Answer: d Test Bank Item Title: TB_Q6.3.45 Topic: How Congress Is Organized Learning Objective: LO 6.3: Assess the role of the committee system, political parties, and congressional leadership in organizing Congress. Page Reference: 166 Skill Level: Understand the Concepts Difficulty Level: Moderate
46.
__________ is the practice whereby the president gives deference to senators from the home state where a judicial vacancy occurs. a. Appointee preeminence b. Committee referral c. Congressional review d. Senatorial courtesy Answer: d Test Bank Item Title: TB_Q6.4.46 Topic: Powers of Congress Learning Objective: LO 6.4: Identify three of the most significant powers of Congress. Page Reference: 181 Skill Level: Remember the Facts Difficulty Level: Easy 162 .
47.
How are committee chairs selected in the House? a. They are selected by party leaders. b. They are elected by the House. c. They are determined according to seniority on the committee. d. They are determined according to seniority within the party. Answer: a Test Bank Item Title: TB_Q6.3.47 Topic: How Congress Is Organized Learning Objective: LO 6.3: Assess the role of the committee system, political parties, and congressional leadership in organizing Congress. Page Reference: Skill Level: Understand the Concepts Difficulty Level: Moderate
48.
In response to Nixon’s refusal to spend money for social programs despite Congress’s authorization to do so, Congress __________. a. opened an inquiry into presidential malfeasance b. passed the Congressional Budget Act of 1974 c. passed the War Powers Resolution in 1973 d. impeached Nixon Answer: b Test Bank Item Title: TB_Q6.4.48 Topic: Powers of Congress Learning Objective: LO 6.4: Identify three of the most significant powers of Congress. Page Reference: 173 Skill Level: Understand the Concepts Difficulty Level: Moderate
pp True-False Questions 49.
Members of Congress are more religious than the general public. Answer: TRUE Test Bank Item Title: TB_Q6.2.49 Topic: The Members of Congress Learning Objective: LO 6.2: Characterize the demographic attributes of members of Congress, and identify factors that affect their chances for reelection. Page Reference: 163 Skill Level: Remember the Facts 163 .
Difficulty Level: Easy Incumbents are prohibited from pursuing casework because it is seen as an unfair electoral advantage.
50.
Answer: FALSE Test Bank Item Title: TB_Q6.2.50 Topic: The Members of Congress Learning Objective: LO 6.2: Characterize the demographic attributes of members of Congress, and identify factors that affect their chances for reelection. Page Reference: 165 Skill Level: Understand the Concepts Difficulty Level: Moderate A bill goes through markup in a full committee after a subcommittee votes in favor of it.
51.
Answer: TRUE Test Bank Item Title: TB_Q6.4.51 Topic: Powers of Congress Learning Objective: LO 6.4: Identify three of the most significant powers of Congress. Page Reference: 176 Skill Level: Understand the Concepts Difficulty Level: Moderate Studies show that members of Congress vote in conformity with the prevailing opinion of their constituents a majority of the time.
52.
Answer: TRUE Test Bank Item Title: TB_Q6.5.52 Topic: How Members of Congress Make Decisions Learning Objective: LO 6.5: Analyze the factors that influence how members of Congress make decisions. Page Reference: 183 Skill Level: Remember the Facts Difficulty Level: Easy The House currently has 435 members, but this number increases automatically every ten years after the census is conducted.
53.
Answer: FALSE Test Bank Item Title: TB_Q6.1.53 Topic: Roots of the U.S. Congress Learning Objective: LO 6.1: Trace the roots of the legislative branch outlined by the U.S. Constitution. Page Reference: 159 164 .
Skill Level: Remember the Facts Difficulty Level: Easy 54.
The Congressional Budget Office evaluates the economic effects of different spending programs and provides information to Congress on the anticipated cost of proposed policies. Answer: TRUE Test Bank Item Title: TB_Q6.4.54 Topic: Powers of Congress Learning Objective: LO 6.4: Identify three of the most significant powers of Congress. Page Reference: 178 Skill Level: Understand the Concepts Difficulty Level: Moderate Congress has ceded to the president a major role in the legislative process.
55.
Answer: TRUE Test Bank Item Title: TB_Q6.6.55 Topic: Toward Reform: Balancing Institutional Power Learning Objective: LO 6.6: Evaluate the strategic interactions between Congress, the president, the courts, and the people. Page Reference: 186 Skill Level: Understand the Concepts Difficulty Level: Moderate Logrolling was deemed unconstitutional by the Supreme Court following the Civil Rights Act of 1964.
56.
Answer: FALSE Test Bank Item Title: TB_Q6.5.56 Topic: How Members of Congress Make Decisions Learning Objective: LO 6.5: Analyze the factors that influence how members of Congress make decisions. Page Reference: 184 Skill Level: Understand the Concepts Difficulty Level: Moderate A conference committee is composed of members from the House and Senate committees that originally considered the bill.
57.
Answer: TRUE Test Bank Item Title: TB_Q6.3.57 Topic: How Congress Is Organized Learning Objective: LO 6.3: Assess the role of the committee system, political parties, and congressional leadership in organizing Congress. 165 .
Page Reference: 171 – 172 Skill Level: Understand the Concepts Difficulty Level: Moderate In the face of inaction by a House committee, a discharge petition signed by a majority can force a bill out of a committee and to the floor.
58.
Answer: TRUE Test Bank Item Title: TB_Q6.3.58 Topic: How Congress Is Organized Learning Objective: LO 6.3: Assess the role of the committee system, political parties, and congressional leadership in organizing Congress. Page Reference: 173 Skill Level: Understand the Concepts Difficulty Level: Moderate Most bills become law.
59.
Answer: FALSE Test Bank Item Title: TB_Q6.4.59 Topic: Powers of Congress Learning Objective: LO 6.4: Identify three of the most significant powers of Congress. Page Reference: 174, 176 Skill Level: Understand the Concepts Difficulty Level: Moderate The increasing partisanship and unproductivity of Congress have contributed to its low approval ratings.
60.
Answer: TRUE Test Bank Item Title: TB_Q6.6.60 Topic: Toward Reform: Balancing Institutional Power Learning Objective: LO 6.6: Evaluate the strategic interactions between Congress, the president, the courts, and the people. Page Reference: 186 Skill Level: Apply What You Know Difficulty Level: Difficult The Supreme Court has prohibited the practice of gerrymandering.
61.
Answer: FALSE Test Bank Item Title: TB_Q6.2.61 Topic: The Members of Congress Learning Objective: LO 6.2: Characterize the demographic attributes of members of Congress, and identify factors that affect their chances for reelection. Page Reference: 165 166 .
Skill Level: Understand the Concepts Difficulty Level: Moderate 62.
The necessary and proper clause allows Congress to increase the scope of its authority. Answer: TRUE Test Bank Item Title: TB_Q6.1.62 Topic: Roots of the U.S. Congress Learning Objective: LO 6.1: Trace the roots of the legislative branch outlined by the U.S. Constitution. Page Reference: 159 Skill Level: Apply What You Know Difficulty Level: Moderate
167 .
pp Fill-in-the-Blank Questions In either chamber of Congress, the __________ is the highest-ranking leader in the minority party.
63.
Answer: minority leader Test Bank Item Title: TB_Q6.3.63 Topic: How Congress Is Organized Learning Objective: LO 6.3: Assess the role of the committee system, political parties, and congressional leadership in organizing Congress. Page Reference: 169 Skill Level: Remember the Facts Difficulty Level: Easy 64.
__________ committees include members from both houses of Congress and are set up to conduct investigations or special studies. Answer: Joint Test Bank Item Title: TB_Q6.3.64 Topic: How Congress Is Organized Learning Objective: LO 6.3: Assess the role of the committee system, political parties, and congressional leadership in organizing Congress. Page Reference: 172 Skill Level: Remember the Facts Difficulty Level: Easy The Constitution is vague about the __________ process, even though it remains Congress’s ultimate oversight of the U.S. president.
65.
Answer: impeachment Test Bank Item Title: TB_Q6.4.65 Topic: Powers of Congress Learning Objective: LO 6.4: Identify three of the most significant powers of Congress. Page Reference: 181 Skill Level: Understand the Concepts Difficulty Level: Moderate 66.
Congress may override a presidential __________ with a two-thirds vote in each chamber. Answer: veto Test Bank Item Title: TB_Q6.4.66 Topic: Powers of Congress Learning Objective: LO 6.4: Identify three of the most significant powers of Congress. 168 .
Page Reference: 178 Skill Level: Remember the Facts Difficulty Level: Easy The Constitution specifies that the presiding officer of the Senate is the __________.
67.
Answer: vice president of the United States Test Bank Item Title: TB_Q6.3.67 Topic: How Congress Is Organized Learning Objective: LO 6.3: Assess the role of the committee system, political parties, and congressional leadership in organizing Congress. Page Reference: 171 Skill Level: Remember the Facts Difficulty Level: Easy When a bill is introduced in Congress, several members may be listed as __________ in order to show their support for the proposed legislation.
68.
Answer: co-sponsors Test Bank Item Title: TB_Q6.4.68 Topic: Powers of Congress Learning Objective: LO 6.4: Identify three of the most significant powers of Congress. Page Reference: 174 Skill Level: Understand the Concepts Difficulty Level: Moderate The most powerful person in Congress is the __________.
69.
Answer: Speaker Test Bank Item Title: TB_Q6.3.69 Topic: How Congress Is Organized Learning Objective: LO 6.3: Assess the role of the committee system, political parties, and congressional leadership in organizing Congress. Page Reference: 167 Skill Level: Understand the Concepts Difficulty Level: Moderate 70.
At their party __________ at the beginning of each new Congress, Democrats will meet to nominate or elect party officers, review committee assignments, discuss party policy, impose party discipline, set party themes, and coordinate media. Answer: caucus Test Bank Item Title: TB_Q6.3.70 Topic: How Congress Is Organized 169 .
Learning Objective: LO 6.3: Assess the role of the committee system, political parties, and congressional leadership in organizing Congress. Page Reference: 166 Skill Level: Understand the Concepts Difficulty Level: Moderate Cloture is the only way other senators can end a(n) __________.
71.
Answer: filibuster Test Bank Item Title: TB_Q6.3.71 Topic: How Congress Is Organized Learning Objective: LO 6.3: Assess the role of the committee system, political parties, and congressional leadership in organizing Congress. Page Reference: 177 Skill Level: Understand the Concepts Difficulty Level: Moderate 72.
The __________ oversees House business and is the official spokesperson for the House. Answer: Speaker of the House Test Bank Item Title: TB_Q6.3.72 Topic: How Congress Is Organized Learning Objective: LO 6.3: Assess the role of the committee system, political parties, and congressional leadership in organizing Congress. Page Reference: 167 Skill Level: Understand the Concepts Difficulty Level: Moderate
73.
Bills are referred for consideration to __________ committees that continue from one Congress to the next. Answer: standing Test Bank Item Title: TB_Q6.3.73 Topic: How Congress Is Organized Learning Objective: LO 6.3: Assess the role of the committee system, political parties, and congressional leadership in organizing Congress. Page Reference: 171 Skill Level: Apply What You Know Difficulty Level: Moderate
pp Short Answer Questions 74.
Describe how the balance of power between Congress and the president has changed over time. 170 .
Answer: An ideal response will: 1. Describe how power shifted to the president during the Civil War and the efforts by Congress to regain those powers afterwards. 2. Describe how presidents have generally grown more powerful at the expense of Congress since the early 1900s. Test Bank Item Title: TB_Q6.6.74 Topic: Toward Reform: Balancing Institutional Power Learning Objective: LO 6.6: Evaluate the strategic interactions between Congress, the president, the courts, and the people. Page Reference: 185 – 186 Skill Level: Understand the Concepts Difficulty Level: Moderate Explain the selection, responsibilities, and privileges of committee chairs in the House and Senate.
75.
Answer: An ideal response will: 1. 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. 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. Test Bank Item Title: TB_Q6.3.75 Topic: How Congress Is Organized Learning Objective: LO 6.3: Assess the role of the committee system, political parties, and congressional leadership in organizing Congress. Page Reference: 173 Skill Level: Understand the Concepts Difficulty Level: Moderate 76.
What 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. Explain how this oversight function affects the type of people the president nominates to fill positions in the executive and judicial branches. 171 .
Test Bank Item Title: TB_Q6.4.76 Topic: Powers of Congress Learning Objective: LO 6.4: Identify three of the most significant powers of Congress. Page Reference: 179 – 180 Skill Level: Understand the Concepts Difficulty Level: Moderate What is the function of the House Committee on Rules? Why is it so important?
77.
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. 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 “traffic cop” function. 3. Explain how the Committee on Rules is a tool used by the Speaker and the majority party to shape legislation to their liking. Test Bank Item Title: TB_Q6.3.77 Topic: How Congress Is Organized Learning Objective: LO 6.3: Assess the role of the committee system, political parties, and congressional leadership in organizing Congress. Page Reference: 173 Skill Level: Understand the Concepts Difficulty Level: Moderate 78.
Compare the trustee model and the delegate model of representation. Answer: An ideal response will: 1. Define the trustee model as one in which representatives are elected to do what they think is best. 2. Define the delegate model as one in which representatives are elected to do the bidding of the people who elected them. Test Bank Item Title: TB_Q6.5.78 Topic: How Members of Congress Make Decisions Learning Objective: LO 6.5: Analyze the factors that influence how members of Congress make decisions. Page Reference: 182 Skill Level: Understand the Concepts Difficulty Level: Moderate What did the Congressional Budget Act of 1974 create?
79.
Answer: An ideal response will: 172 .
1. Explain that the act created the Congressional Budget Office and established the congressional budgetary process in use today. 2. Describe how the CBO, a nonpartisan agency, helps members of Congress 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. 3. Describe how the Congressional Budget Act also created a timetable intended to make sure that action on the budget occurs without unnecessary delay. Test Bank Item Title: TB_Q6.4.79 Topic: Powers of Congress Learning Objective: LO 6.4: Identify three of the most significant powers of Congress. Page Reference: 178 – 179 Skill Level: Understand the Concepts Difficulty Level: Moderate Explain the purpose, process, and potential problems associated with redistricting. How have the courts addressed redistricting issues?
80.
Answer: An ideal response will: 1. Explain that the process of redrawing congressional districts takes into account increases or decreases in number of seats a state has in the House of Representatives. 2. Assess that in most cases, redistricting has been used as a partisan tool by the incumbent majority to create voting districts favorable to its reelection. Gerrymandering is a term given for this sort of partisan district creation. 3. Describe Supreme Court decisions relating to redistricting, such as attempts to increase or dilute the strength of minority representation. Test Bank Item Title: TB_Q6.2.80 Topic: The Members of Congress Learning Objective: LO 6.2: Characterize the demographic attributes of members of Congress, and identify factors that affect their chances for reelection. Page Reference: 165 Skill Level: Understand the Concepts Difficulty Level: Moderate 81.
Political parties have a significant impact on the functioning of Congress. How does being in the majority benefit a party? 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. 173 .
2. Discuss the advantages of majority membership such as selection of the Speaker of the House and the Senate majority leader. The majority party also approves committee chairs, influences the House Committee on Rules, etc. 3. Explain how being in the majority means that your legislation has a chance of being passed; this rarely happens for legislation favored by the minority party. Test Bank Item Title: TB_Q6.3.81 Topic: How Congress Is Organized; How Members of Congress Make Decisions Learning Objective: LO 6.3: Assess the role of the committee system, political parties, and congressional leadership in organizing Congress; LO 6.5: Analyze the factors that influence how members of Congress make decisions. Page Reference: 166 – 169, 171 – 174 Skill Level: Analyze It Difficulty Level: Difficult What is the incumbency advantage, and what contributes to it?
82.
Answer: An ideal response will: 1. Define the incumbency advantage as the increased likelihood of winning reelection by virtue of already holding the seat. 2. List the advantages of incumbency, including name recognition, credit claiming, franking privilege, casework, media access, campaign experience, and redistricting. Test Bank Item Title: TB_Q6.2.82 Topic: The Members of Congress Learning Objective: LO 6.2: Characterize the demographic attributes of members of Congress, and identify factors that affect their chances for reelection. Page Reference: 163, 165 Skill Level: Understand the Concepts Difficulty Level: Moderate Describe the timeline for the congressional budgeting process. What happens if Congress is not able to pass a budget by the start of the fiscal year?
83.
Answer: An ideal response will: 1. Explain that the president crafts a budget proposal in early February. 2. Explain the role of the Congressional Budget Office, which produces economic projections based on the president’s budget. 3. Explain how Congress first creates a budget resolution with overall spending guidelines and follows that up with specific appropriations. All of this is supposed to be completed by the start of the fiscal year on Oct. 1. 4. Explain how Congress is not always able to pass the budget by this deadline. This leads to temporary extensions or, occasionally, to a government shutdown. 174 .
Test Bank Item Title: TB_Q6.4.83 Topic: Powers of Congress Learning Objective: LO 6.4: Identify three of the most significant powers of Congress. Page Reference: 179 – 180 Skill Level: Analyze It Difficulty Level: Difficult
pp Essay Questions 84.
Describe the powers enumerated to Congress in Article I, section 8 of the Constitution. Discuss the implications of the necessary and proper clause for Congress. 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 to spend revenues. 2. Describe the necessary and proper clause as the implied power of Congress to carry out duties other than its constitutionally explicit powers. Test Bank Item Title: TB_Q6.1.84 Topic: Roots of the U.S. Congress Learning Objective: LO 6.1: Trace the roots of the legislative branch outlined by the U.S. Constitution. Page Reference: 159 – 161 Skill Level: Understand the Concepts Difficulty Level: Moderate
85.
You are a freshman member of the House of Representatives. 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? 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 great powers (such as the Committee on Rules), with direct relevance to the economy, or with importance to the student legislator’s constituents. 3. Note that committee chairs in the House are no longer selected based solely on the seniority system, but by demonstrating party loyalty via interviews with the majority party leadership. This forces the legislator to toe 175 .
the party line on key decisions. However, straying too far from the will of one’s constituency could prove disastrous for reelection. 4. Include information on the benefits of chairmanship, such as control over legislation, deference from other legislators, and preferential treatment by lobbyists. Test Bank Item Title: TB_Q6.3.85 Topic: How Congress Is Organized Learning Objective: LO 6.3: Assess the role of the committee system, political parties, and congressional leadership in organizing Congress. Page Reference: 166 – 169, 171 – 174 Skill Level: Apply What You Know Difficulty Level: Difficult
86.
Outline the main steps a bill takes to become a law, noting the differences between the House and Senate. Why is it 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 override 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. Test Bank Item Title: TB_Q6.4.86 Topic: Powers of Congress Learning Objective: LO 6.4: Identify three of the most significant powers of Congress. Page Reference: 176 – 178 Skill Level: Analyze It Difficulty Level: Difficult Describe the major factors that influence how members of Congress make decisions. Why do Congress members vote in conformity with their constituents’ prevailing opinions most of the time? Compare and contrast models of representation in your response.
87.
Answer: An ideal response will: 1. Demonstrate awareness of the major categories of influence over legislators, including political parties, constituents, colleagues and caucuses, 176 .
interest groups (including lobbyists and PACs), congressional staff, and the president. 2. List and describe the models of representation, including trustee, delegate, and politico. Test Bank Item Title: TB_Q6.5.87 Topic: How Members of Congress Make Decisions Learning Objective: LO 6.5: Analyze the factors that influence how members of Congress make decisions. Page Reference: 182 – 185 Skill Level: Understand the Concepts Difficulty Level: Moderate 88.
Describe Congress’s oversight mechanisms. Answer: An ideal response will: 1. Explain how Congress can use congressional hearings to get information from executive branch officials about how they are interpreting and enforcing the law. 2. 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. 3. Explain 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. Test Bank Item Title: TB_Q6.4.88 Topic: Powers of Congress Learning Objective: LO 6.4: Identify three of the most significant powers of Congress. Page Reference: 179 – 181 Skill Level: Understand the Concepts Difficulty Level: Moderate
177 .
7 The Presidency pp Multiple-Choice Questions 1.
Which of the following is a constitutional power that the president shares with the Senate? a. making treaties b. declaring war c. granting pardons d. receiving foreign ambassadors Answer: a Test Bank Item Title: TB_Q7.2.1 Topic: The Constitutional Powers of the President Learning Objective: LO 7.2: Identify and describe the constitutional powers of the president. Page Reference: 198 Skill Level: Understand the Concepts Difficulty Level: Moderate
2.
Which institutional resource is closest and most loyal to the president? a. Executive Office of the President b. White House staff c. armed forces d. National Security Council Answer: b Test Bank Item Title: TB_Q7.4.2 Topic: The Presidential Establishment Learning Objective: LO 7.4: Outline the structure of the presidential establishment and the functions of each of its components. Page Reference: 209 Skill Level: Analyze It 188 .
Difficulty Level: Difficult 3.
Which of the following citizens would be ineligible to become president? a. a natural-born citizen b. someone who is thirty-seven years old c. someone who has lived in the United States for twenty years d. someone who has already been elected president twice Answer: d Test Bank Item Title: TB_Q7.1.3 Topic: Roots of the Office of President of the United States Learning Objective: LO 7.1: Trace the development of the presidency and the provisions for choosing and replacing presidents. Page Reference: 193 Skill Level: Apply What You Know Difficulty Level: Difficult What is executive privilege?
4.
a. the ability of the president to refuse to spend money appropriated by Congress b. the ability of the president to veto programmatic requests in a bill c. the power of the president to declare war or initiate a police action d. the implied power of the president to keep communications confidential Answer: d Test Bank Item Title: TB_Q7.1.4 Topic: Roots of the Office of President of the United States Learning Objective: LO 7.1: Trace the development of the presidency and the provisions for choosing and replacing presidents. Page Reference: 195 Skill Level: Understand the Concepts Difficulty Level: Moderate Who breaks a tie in the Senate?
5.
a. president of the United States b. vice president of the United States c. Speaker of the House d. Senate majority leader Answer: b Test Bank Item Title: TB_Q7.1.5 Topic: Roots of the Office of President of the United States Learning Objective: LO 7.1: Trace the development of the presidency and the provisions for choosing and replacing presidents. Page Reference: 195 189 .
Skill Level: Remember the Facts Difficulty Level: Easy 6.
Historically, vice presidential candidates have been chosen to __________. a. help set the president’s agenda b. mentor the president c. balance the presidential ticket d. ensure that the president’s party will have a good chance of winning the next presidential election Answer: c Test Bank Item Title: TB_Q7.4.6 Topic: The Presidential Establishment Learning Objective: LO 7.4: Outline the structure of the presidential establishment and the functions of each of its components. Page Reference: 206 Skill Level: Analyze It Difficulty Level: Difficult What does the Twenty-Second Amendment do?
7.
a. requires that presidents be natural-born citizens b. limits the president’s terms of office c. requires the president to be a resident of the United States d. requires the president to be at least thirty-five years old Answer: b Test Bank Item Title: TB_Q7.1.7 Topic: Roots of the Office of President of the United States Learning Objective: LO 7.1: Trace the development of the presidency and the provisions for choosing and replacing presidents. Page Reference: 195 Skill Level: Understand the Concepts Difficulty Level: Moderate Which first lady acted as a surrogate for her partially paralyzed husband?
8.
a. Abigail Adams b. Edith Bolling Galt Wilson c. Eleanor Roosevelt d. Nancy Davis Reagan Answer: b Test Bank Item Title: TB_Q7.4.8 Topic: The Presidential Establishment 190 .
Learning Objective: LO 7.4: Outline the structure of the presidential establishment and the functions of each of its components. Page Reference: 207 Skill Level: Remember the Facts Difficulty Level: Easy Which presidential power is checked by required approval of the Senate with a twothirds vote?
9.
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 Answer: c Test Bank Item Title: TB_Q7.2.9 Topic: The Constitutional Powers of the President Learning Objective: LO 7.2: Identify and describe the constitutional powers of the president. Page Reference: 198 Skill Level: Understand the Concepts Difficulty Level: Moderate Congress can remove a president through __________.
10.
a. veto b. executive privilege c. a House impeachment vote d. a Senate impeachment trial Answer: d Test Bank Item Title: TB_Q7.1.10 Topic: Roots of the Office of President of the United States Learning Objective: LO 7.1: Trace the development of the presidency and the provisions for choosing and replacing presidents. Page Reference: 195 Skill Level: Understand the Concepts Difficulty Level: Moderate Whom did the Framers expect to be the first president of the United States?
11.
a. Benjamin Franklin b. George Washington c. John Adams d. Thomas Jefferson Answer: b 191 .
Test Bank Item Title: TB_Q7.1.11 Topic: Roots of the Office of President of the United States Learning Objective: LO 7.1: Trace the development of the presidency and the provisions for choosing and replacing presidents. Page Reference: 193 Skill Level: Remember the Facts Difficulty Level: Easy What has to happen in Congress in order for the president to be impeached and removed from office?
12.
a. The House must impeach the president by a simple majority; the Supreme Court must convict with a two-thirds vote. b. The Senate must impeach the president by a simple majority; the House must convict with a two-thirds vote. c. The House must impeach the president by a simple majority; the Senate must convict with a two-thirds majority. d. The Supreme Court must impeach the president with a simple majority; the chief justice presides over a Senate trial that must convict with a two-thirds majority. Answer: c Test Bank Item Title: TB_Q7.1.12 Topic: Roots of the Office of President of the United States Learning Objective: LO 7.1: Trace the development of the presidency and the provisions for choosing and replacing presidents. Page Reference: 195 Skill Level: Understand the Concepts Difficulty Level: Difficult Who is the first modern president by virtue of taking on a major role in the decisionmaking process?
13.
a. Franklin D. Roosevelt b. Herbert Hoover c. Ronald Reagan d. Woodrow Wilson Answer: a Test Bank Item Title: TB_Q7.3.13 Topic: The Development and Expansion of Presidential Power Learning Objective: LO 7.3: Evaluate the development and expansion of presidential power. Page Reference: 205 Skill Level: Remember the Facts Difficulty Level: Easy
192 .
14.
What position did John Adams describe as being “the most insignificant office that was the invention of man…or his imagination conceived”? a. president b. vice president c. secretary of state d. Speaker of the House Answer: b Test Bank Item Title: TB_Q7.4.14 Topic: The Presidential Establishment Learning Objective: LO 7.4: Outline the structure of the presidential establishment and the functions of each of its components. Page Reference: 206 Skill Level: Understand the Concepts Difficulty Level: Moderate In what sense is the veto a “qualified negative” power?
15.
a. The veto has a negative effect on the ability of Congress to conduct its business as qualified by the Constitution. b. Congress can negate the president’s legislative agenda by refusing to qualify his or her proposals as ripe for consideration, something that is akin to a legislative veto. c. The president can veto negative or harmful legislation before it qualifies for review by the Supreme Court. d. The president can negate legislation passed by Congress, but this power is qualified by Congress’s ability to override the president’s veto. Answer: d Test Bank Item Title: TB_Q7.2.15 Topic: The Constitutional Powers of the President Learning Objective: LO 7.2: Identify and describe the constitutional powers of the president. Page Reference: 200 Skill Level: Analyze It Difficulty Level: Difficult 16.
Presidents often use __________ to sidestep the constitutional “advice and consent” of the Senate that is required for formal ratification of treaties. a. pocket vetoes b. executive privilege c. executive agreements d. signing statements Answer: c Test Bank Item Title: TB_Q7.2.16 193 .
Topic: The Constitutional Powers of the President Learning Objective: LO 7.2: Identify and describe the constitutional powers of the president. Page Reference: 198 Skill Level: Understand the Concepts Difficulty Level: Moderate 17.
Which best describes a 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 maintain party support in Congress. d. The president must inform Congress of the reasoning behind a veto. Answer: a Test Bank Item Title: TB_Q7.2.17 Topic: The Constitutional Powers of the President Learning Objective: LO 7.2: Identify and describe the constitutional powers of the president. Page Reference: 197 Skill Level: Understand the Concepts Difficulty Level: Moderate Which of the following did the president justify by claiming that he was exercising an inherent presidential power, despite the fact that it is not explicitly mentioned in the Constitution?
18.
a. the Louisiana Purchase b. the State of the Union Address c. the Wars Powers Resolution d. declarations of war against Germany and Japan during World War II Answer: a Test Bank Item Title: TB_Q7.3.18 Topic: The Development and Expansion of Presidential Power Learning Objective: LO 7.3: Evaluate the development and expansion of presidential power. Page Reference: 204 Skill Level: Understand the Concepts Difficulty Level: Moderate Which examines the cost implications of a proposed bill?
19.
a. secretary of the treasury b. Office of Management and Budget c. secretary of commerce d. chief of staff 194 .
Answer: b Test Bank Item Title: TB_Q7.6.19 Topic: Toward Reform: The President as Policy Maker Learning Objective: LO 7.6: Assess the president’s role as policy maker. Page Reference: 215 Skill Level: Understand the Concepts Difficulty Level: Moderate What did Benjamin Franklin think had to be included in the Constitution?
20.
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 for impeaching and removing the president d. a process for the people to directly elect the president Answer: c Test Bank Item Title: TB_Q7.1.20 Topic: Roots of the Office of President of the United States Learning Objective: LO 7.1: Trace the development of the presidency and the provisions for choosing and replacing presidents. Page Reference: 195 Skill Level: Understand the Concepts Difficulty Level: Moderate Which presidential power gives the president the ability to shape policy by helping to determine who executes laws passed by Congress?
21.
a. appointment b. veto c. pardon d. impeachment Answer: a Test Bank Item Title: TB_Q7.2.21 Topic: The Constitutional Powers of the President Learning Objective: LO 7.2: Identify and describe the constitutional powers of the president. Page Reference: 197 Skill Level: Understand the Concepts Difficulty Level: Moderate What strategy was on display when President Obama visited several college campuses urging students to pressure lawmakers not to increase interest rates on student loans?
22.
a. twisting arms 195 .
b. executive privilege c. going public d. rally-round-the-flag Answer: c Test Bank Item Title: TB_Q7.5.22 Topic: Presidential Leadership and the Importance of Public Opinion Learning Objective: LO 7.5: Explain the concept of presidential leadership and analyze the importance of public opinion. Page Reference: 212 Skill Level: Apply What You Know Difficulty Level: Difficult Presidents with high levels of __________ are more powerful leaders.
23.
a. public approval b. executive privilege c. debts and deficits d. campaign spending Answer: a Test Bank Item Title: TB_Q7.5.23 Topic: Presidential Leadership and the Importance of Public Opinion Learning Objective: LO 7.5: Explain the concept of presidential leadership and analyze the importance of public opinion. Page Reference: 212 Skill Level: Understand the Concepts Difficulty Level: Moderate Which of the following is a presidential advisory group whose members are confirmed by the Senate and that helps the president make decisions and execute laws?
24.
a. the White House staff b. the presidential library c. the chiefs of staff d. the Cabinet Answer: d Test Bank Item Title: TB_Q7.4.24 Topic: The Presidential Establishment Learning Objective: LO 7.4: Outline the structure of the presidential establishment and the functions of each of its components. Page Reference: 206 Skill Level: Understand the Concepts Difficulty Level: Moderate 196 .
25.
Under President Obama, there are about 500 members of the __________ who serve as close, personal advisers to the president and are not subject to Senate confirmation. a. White House staff b. Executive Office of the President c. Cabinet d. Council of Presidential Advisors Answer: a Test Bank Item Title: TB_Q7.4.25 Topic: The Presidential Establishment Learning Objective: LO 7.4: Outline the structure of the presidential establishment and the functions of each of its components. Page Reference: 210 Skill Level: Understand the Concepts Difficulty Level: Moderate What is the role of the National Security Council?
26.
a. to advise the president on military affairs and foreign policy b. to keep the president and first family secure c. to administer the armed forces d. to provide the president with national security policy advice from the opposing party’s perspective Answer: a Test Bank Item Title: TB_Q7.4.26 Topic: The Presidential Establishment Learning Objective: LO 7.4: Outline the structure of the presidential establishment and the functions of each of its components. Page Reference: 208 Skill Level: Understand the Concepts Difficulty Level: Moderate Who established the precedent that the president would play a prominent role in foreign affairs?
27.
a. George Washington b. Andrew Jackson c. Thomas Jefferson d. Abraham Lincoln Answer: a Test Bank Item Title: TB_Q7.3.27 Topic: The Development and Expansion of Presidential Power 197 .
Learning Objective: LO 7.3: Evaluate the development and expansion of presidential power. Page Reference: 203 Skill Level: Understand the Concepts Difficulty Level: Moderate 28.
How did Lincoln defend his decision to order a blockade of southern ports without the approval of Congress? a. He claimed to have received approval from the Supreme Court. b. He claimed that the Constitution explicitly conferred upon him the power to do whatever he thought best in any situation. c. He claimed that his actions were consistent with his power to veto congressional actions or inactions. d. He claimed that the inherent powers of his office allowed him to circumvent the Constitution in a time of war or national crisis. Answer: d Test Bank Item Title: TB_Q7.3.28 Topic: The Development and Expansion of Presidential Power Learning Objective: LO 7.3: Evaluate the development and expansion of presidential power. Page Reference: 205 Skill Level: Analyze It Difficulty Level: Difficult
29.
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 considerably less 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 more subservient to the will of Congress than the Framers originally intended. Answer: c Test Bank Item Title: TB_Q7.6.29 Topic: Toward Reform: The President as Policy Maker Learning Objective: LO 7.6: Assess the president’s role as policy maker. Page Reference: 213, 215 – 216 Skill Level: Analyze It Difficulty Level: Difficult
30.
How is a vice presidential vacancy filled? 198 .
a. The Cabinet nominates a new vice president who must then be approved by Congress. b. The president appoints a new vice president who assumes office immediately. c. The president appoints a new vice president who must then be approved by Congress. d. The Senate appoints a new vice president who must then be approved by the president. Answer: c Test Bank Item Title: TB_Q7.1.30 Topic: Roots of the Office of President of the United States Learning Objective: LO 7.1: Trace the development of the presidency and the provisions for choosing and replacing presidents. Page Reference: 196 Skill Level: Understand the Concepts Difficulty Level: Moderate Which of the following leadership abilities is the most critical to presidential success?
31.
a. the ability to be subservient b. the willingness to be patient c. the power to persuade d. the ability to make mistakes gracefully Answer: c Test Bank Item Title: TB_Q7.5.31 Topic: Presidential Leadership and the Importance of Public Opinion Learning Objective: LO 7.5: Explain the concept of presidential leadership and analyze the importance of public opinion. Page Reference: 210 Skill Level: Analyze It Difficulty Level: Difficult Which statement accurately describes Barack Obama’s veto history?
32.
a. Obama has issued very few vetoes and has not had any vetoes overridden. b. Obama has issued very few vetoes, but all of them have been overridden. c. When compared with other presidents, Obama is close to the fiftieth percentile in terms of presidential vetoes and veto overrides. d. Obama has issued more vetoes than most other presidents and several of them have been overridden. Answer: a Test Bank Item Title: TB_Q7.2.32 Topic: The Constitutional Powers of the President 199 .
Learning Objective: LO 7.2: Identify and describe the constitutional powers of the president. Page Reference: 201 Skill Level: Analyze It Difficulty Level: Difficult Why did Mitt Romney choose Rep. Paul Ryan as his vice presidential running mate in 2012?
33.
a. Ryan was more appealing to older voters. b. Ryan balanced Romney’s lack of business experience. c. Ryan was more appealing to social conservatives. d. Ryan was more appealing to urban working mothers. Answer: c Test Bank Item Title: TB_Q7.4.33 Topic: The Presidential Establishment Learning Objective: LO 7.4: Outline the structure of the presidential establishment and the functions of each of its components. Page Reference: 206 Skill Level: Analyze It Difficulty Level: Difficult What distinguishes the modern presidency from the institution originally envisioned by the Framers of the Constitution?
34.
a. The modern presidency is much more powerful than the Framers intended. 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 more cautious in advocating for their legislative agendas than the Framers intended. Answer: a Test Bank Item Title: TB_Q7.6.34 Topic: Toward Reform: The President as Policy Maker Learning Objective: LO 7.6: Assess the president’s role as policy maker. Page Reference: 216 Skill Level: Understand the Concepts Difficulty Level: Moderate 35.
Which word best describes the constitutional provisions relating to the powers of the president? a. exact b. static 200 .
c. deferential d. vague Answer: d Test Bank Item Title: TB_Q7.2.35 Topic: The Constitutional Powers of the President Learning Objective: LO 7.2: Identify and describe the constitutional powers of the president. Page Reference: 197 Skill Level: Analyze It Difficulty Level: Difficult What was the turning point that gave rise to the modern presidency?
36.
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 rapid contraction of government following the conclusion of World War II Answer: b Test Bank Item Title: TB_Q7.3.36 Topic: The Development and Expansion of Presidential Power Learning Objective: LO 7.3: Evaluate the development and expansion of presidential power. Page Reference: 205 Skill Level: Analyze It Difficulty Level: Difficult Which of the following accurately describes George Washington’s presidency?
37.
a. His ambitions greatly expanded the power of the presidency to influence domestic policies. b. He took every opportunity to establish the primacy of the national government. c. He established the precedent that the president would take the lead over Congress in influencing the national agenda. d. His actions firmly established the president as the chief driver of the economy. Answer: b Test Bank Item Title: TB_Q7.3.37 Topic: The Development and Expansion of Presidential Power Learning Objective: LO 7.3: Evaluate the development and expansion of presidential power. Page Reference: 203 Skill Level: Analyze It Difficulty Level: Difficult 38.
What distinguishes modern presidents from early presidents? 201 .
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 must make do with many fewer staffers than did early presidents. d. Modern presidents are much less likely to engage in international conflicts than early presidents. Answer: b Test Bank Item Title: TB_Q7.3.38 Topic: The Development and Expansion of Presidential Power Learning Objective: LO 7.3: Evaluate the development and expansion of presidential power. Page Reference: 205 Skill Level: Analyze It Difficulty Level: Difficult Which of the following is one way in which the White House staff differs from the president’s Cabinet?
39.
a. The White House staff is not subject to Senate confirmation. b. The Cabinet is more loyal to the president than is the White House staff. c. The Cabinet works more closely with the president than does the White House staff. d. The White House staff must perform their job duties in accordance with congressional legislation, while the Cabinet has no such restraints. Answer: a Test Bank Item Title: TB_Q7.4.39 Topic: The Presidential Establishment Learning Objective: LO 7.4: Outline the structure of the presidential establishment and the functions of each of its components. Page Reference: 206, 208 – 210 Skill Level: Analyze It Difficulty Level: Difficult Which of the following statements provides the best characterization of the members of the White House staff?
40.
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. 202 .
d. The White House staff is the link between executive agencies in the bureaucracy and Congress. Answer: b Test Bank Item Title: TB_Q7.4.40 Topic: The Presidential Establishment Learning Objective: LO 7.4: Outline the structure of the presidential establishment and the functions of each of its components. Page Reference: 208 – 210 Skill Level: Understand the Concepts Difficulty Level: Moderate The Twenty-Fifth Amendment was enacted in order to clear up uncertainties over the constitutional provisions surrounding __________.
41.
a. presidential powers to conduct war b. presidential and vice presidential succession c. the president’s powers to negotiate treaties d. the Electoral College Answer: b Test Bank Item Title: TB_Q7.1.41 Topic: Roots of the Office of President of the United States Learning Objective: LO 7.1: Trace the development of the presidency and the provisions for choosing and replacing presidents. Page Reference: 196 Skill Level: Understand the Concepts Difficulty Level: Moderate Which of the following are least common?
42.
a. vetoes issues by Republican presidents b. vetoes issued by Democratic presidents c. pocket vetoes d. veto overrides Answer: d Test Bank Item Title: TB_Q7.2.42 Topic: The Constitutional Powers of the President Learning Objective: LO 7.2: Identify and describe the constitutional powers of the president. Page Reference: 198, 200 Skill Level: Analyze It Difficulty Level: Difficult 43.
Why did Congress enact the War Powers Resolution? 203 .
a. to expand the powers of the president in the conduct of war b. to make Congress the sole actor in the conduct of war c. to limit the powers of the president in the conduct of war d. to empower the president to act unilaterally when American troops are in harm’s way Answer: c Test Bank Item Title: TB_Q7.2.43 Topic: The Constitutional Powers of the President Learning Objective: LO 7.2: Identify and describe the constitutional powers of the president. Page Reference: 200 Skill Level: Analyze It Difficulty Level: Difficult 44.
What might a president do to indicate his or her belief that a portion of the legislation just signed into law is unconstitutional and that he or she intends to disregard it or implement it in some way other than Congress intends? a. “go public” with the allegation b. claim executive privilege c. issue a signing statement d. make an executive agreement Answer: c Test Bank Item Title: TB_Q7.6.44 Topic: Toward Reform: The President as Policy Maker Learning Objective: LO 7.6: Assess the president’s role as policy maker. Page Reference: 216 Skill Level: Apply What You Know Difficulty Level: Difficult
pp True-False Questions The vice presidency has become more powerful in recent years.
45.
Answer: TRUE Test Bank Item Title: TB_Q7.4.45 Topic: The Presidential Establishment Learning Objective: LO 7.4: Outline the structure of the presidential establishment and the functions of each of its components. Page Reference: 206 Skill Level: Understand the Concepts Difficulty Level: Moderate 204 .
46.
The members of the Cabinet are appointed by the president and approved by the Senate. Answer: TRUE Test Bank Item Title: TB_Q7.2.46 Topic: The Constitutional Powers of the President Learning Objective: LO 7.2: Identify and describe the constitutional powers of the president. Page Reference: 197 Skill Level: Understand the Concepts Difficulty Level: Moderate The president may grant pardons to anyone convicted of a federal crime for any reason (except in cases of impeachment, which cannot be pardoned).
47.
Answer: TRUE Test Bank Item Title: TB_Q7.2.47 Topic: The Constitutional Powers of the President Learning Objective: LO 7.2: Identify and describe the constitutional powers of the president. Page Reference: 202 Skill Level: Understand the Concepts Difficulty Level: Moderate The president is not allowed to encourage specific members of Congress to vote for or against a particular bill.
48.
Answer: FALSE Test Bank Item Title: TB_Q7.5.48 Topic: Presidential Leadership and the Importance of Public Opinion Learning Objective: LO 7.5: Explain the concept of presidential leadership and analyze the importance of public opinion. Page Reference: Skill Level: Remember the Facts Difficulty Level: Easy Historically, most presidents begin their terms in office with higher approval ratings and tend to lose popularity over time.
49.
Answer: TRUE Test Bank Item Title: TB_Q7.5.49 Topic: Presidential Leadership and the Importance of Public Opinion Learning Objective: LO 7.5: Explain the concept of presidential leadership and analyze the importance of public opinion. Page Reference: 210 Skill Level: Understand the Concepts Difficulty Level: Moderate 205 .
50.
Congress has the sole authority to declare war. Answer: TRUE Test Bank Item Title: TB_Q7.2.50 Topic: The Constitutional Powers of the President Learning Objective: LO 7.2: Identify and describe the constitutional powers of the president. Page Reference: 200 Skill Level: Remember the Facts Difficulty Level: Easy A president can influence policy by issuing a signing statement in which he or she claims that part of the just-signed law is unconstitutional and will not be implemented as Congress intends.
51.
Answer: TRUE Test Bank Item Title: TB_Q7.6.51 Topic: Toward Reform: The President as Policy Maker Learning Objective: LO 7.6: Assess the president’s role as policy maker. Page Reference: 216 Skill Level: Remember the Facts Difficulty Level: Easy Most presidential vetoes are overridden.
52.
Answer: FALSE Test Bank Item Title: TB_Q7.2.52 Topic: The Constitutional Powers of the President Learning Objective: LO 7.2: Identify and describe the constitutional powers of the president. Page Reference: 200 – 201 Skill Level: Understand the Concepts Difficulty Level: Moderate The Constitution lays out the president’s power in great detail.
53.
Answer: FALSE Test Bank Item Title: TB_Q7.2.53 Topic: The Constitutional Powers of the President Learning Objective: LO 7.2: Identify and describe the constitutional powers of the president. Page Reference: 197 Skill Level: Understand the Concepts Difficulty Level: Moderate 54.
Effective presidents must master the power of persuasion. 206 .
Answer: TRUE Test Bank Item Title: TB_Q7.5.54 Topic: Presidential Leadership and the Importance of Public Opinion Learning Objective: LO 7.5: Explain the concept of presidential leadership and analyze the importance of public opinion. Page Reference: 210 Skill Level: Understand the Concepts Difficulty Level: Moderate 55.
The Framers included a two-term limit to the presidency in the Constitution. Answer: FALSE Test Bank Item Title: TB_Q7.1.55 Topic: Roots of the Office of President of the United States Learning Objective: LO 7.1: Trace the development of the presidency and the provisions for choosing and replacing presidents. Page Reference: 193 Skill Level: Remember the Facts Difficulty Level: Easy 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.
56.
Answer: FALSE Test Bank Item Title: TB_Q7.1.56 Topic: Roots of the Office of President of the United States Learning Objective: LO 7.1: Trace the development of the presidency and the provisions for choosing and replacing presidents. Page Reference: 193 Skill Level: Apply What You Know Difficulty Level: Difficult 57.
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 Test Bank Item Title: TB_Q7.2.57 Topic: The Constitutional Powers of the President Learning Objective: LO 7.2: Identify and describe the constitutional powers of the president. Page Reference: 200 Skill Level: Apply What You Know Difficulty Level: Moderate
58.
President Gerald R. Ford pardoned President Richard M. Nixon. 207 .
Answer: TRUE Test Bank Item Title: TB_Q7.2.58 Topic: The Constitutional Powers of the President Learning Objective: LO 7.2: Identify and describe the constitutional powers of the president. Page Reference: 202 Skill Level: Remember the Facts Difficulty Level: Easy Presidents tend to have higher approval ratings at the beginning of their term.
59.
Answer: TRUE Test Bank Item Title: TB_Q7.5.59 Topic: Presidential Leadership and the Importance of Public Opinion Learning Objective: LO 7.5: Explain the concept of presidential leadership and analyze the importance of public opinion. Page Reference: 212 Skill Level: Understand the Concepts Difficulty Level: Moderate
pp Fill-in-the-Blank Questions 60.
The idea that the president may be advised by executive branch officials in confidence without the advice becoming public is called __________. Answer: executive privilege Test Bank Item Title: TB_Q7.1.60 Topic: Roots of the Office of President of the United States Learning Objective: LO 7.1: Trace the development of the presidency and the provisions for choosing and replacing presidents. Page Reference: 195 Skill Level: Remember the Facts Difficulty Level: Easy
61.
As a result of the __________ scandal, Richard Nixon resigned to avoid impeachment and a Senate trial. Answer: Watergate Test Bank Item Title: TB_Q7.1.61 Topic: Roots of the Office of President of the United States Learning Objective: LO 7.1: Trace the development of the presidency and the provisions for choosing and replacing presidents. Page Reference: 195 Skill Level: Understand the Concepts 208 .
Difficulty Level: Moderate 62.
In order to avoid going to the Senate for approval, recent presidents have started to rely more heavily on __________ rather than treaties. Answer: executive agreements Test Bank Item Title: TB_Q7.2.62 Topic: The Constitutional Powers of the President Learning Objective: LO 7.2: Identify and describe the constitutional powers of the president. Page Reference: 198 Skill Level: Understand the Concepts Difficulty Level: Moderate The __________ is a loyal presidential assistant who oversees the administration and acts as a gatekeeper to the president.
63.
Answer: chief of staff Test Bank Item Title: TB_Q7.4.63 Topic: The Presidential Establishment Learning Objective: LO 7.4: Outline the structure of the presidential establishment and the functions of each of its components. Page Reference: 209 Skill Level: Remember the Facts Difficulty Level: Easy The __________ is an advisory group composed of the heads of the fifteen executive departments to help the president make decisions and execute laws. They are chosen by presidents and confirmed by the Senate.
64.
Answer: Cabinet Test Bank Item Title: TB_Q7.2.64 Topic: The Constitutional Powers of the President Learning Objective: LO 7.2: Identify and describe the constitutional powers of the president. Page Reference: 197 Skill Level: Remember the Facts Difficulty Level: Easy Appearances by the president on shows such as The Daily Show are examples of a president __________.
65.
Answer: going public Test Bank Item Title: TB_Q7.5.65 Topic: Presidential Leadership and the Importance of Public Opinion Learning Objective: LO 7.5: Explain the concept of presidential leadership and analyze the importance of public opinion. 209 .
Page Reference: 211 Skill Level: Apply What You Know Difficulty Level: Moderate The __________ is the authority of the president to reject bills passed by Congress.
66.
Answer: veto Test Bank Item Title: TB_Q7.2.66 Topic: The Constitutional Powers of the President Learning Objective: LO 7.2: Identify and describe the constitutional powers of the president. Page Reference: 198, 200 Skill Level: Remember the Facts Difficulty Level: Easy The president would seek economic forecasts from the __________ in order to help the administration figure out the president’s budget proposal.
67.
Answer: Office of Management and Budget Test Bank Item Title: TB_Q7.4.67 Topic: The Presidential Establishment Learning Objective: LO 7.4: Outline the structure of the presidential establishment and the functions of each of its components. Page Reference: 215 Skill Level: Understand the Concepts Difficulty Level: Moderate According to the Twenty-Fifth Amendment, if a vacancy occurs in the office of the vice president, the __________ appoints a new vice president, subject to approval of both houses of Congress.
68.
Answer: president Test Bank Item Title: TB_Q7.1.68 Topic: Roots of the Office of President of the United States Learning Objective: LO 7.1: Trace the development of the presidency and the provisions for choosing and replacing presidents. Page Reference: 196 Skill Level: Understand the Concepts Difficulty Level: Moderate 69.
According to the Constitution, __________ should be reserved for “treason, bribery, and other high crimes and misdemeanors,” not for political conflicts. Answer: impeachment Test Bank Item Title: TB_Q7.1.69 Topic: Roots of the Office of President of the United States 210 .
Learning Objective: LO 7.1: Trace the development of the presidency and the provisions for choosing and replacing presidents. Page Reference: 195 Skill Level: Apply What You Know Difficulty Level: Moderate 70.
Congress enacted the __________ in 1973 after it became frustrated that the president had misled the public about the Vietnam War. Answer: War Powers Resolution Test Bank Item Title: TB_Q7.2.70 Topic: The Constitutional Powers of the President Learning Objective: LO 7.2: Identify and describe the constitutional powers of the president. Page Reference: 200 Skill Level: Understand the Concepts Difficulty Level: Moderate
p Short Answer Questions 71.
Explain how presidents can check judicial power. Answer: An ideal response will: 1. Define pardon, and explain how it acts as a check on the judiciary. 2. Explain how the president’s appointment powers give the president considerable influence over who interprets the laws. Test Bank Item Title: TB_Q7.2.71 Topic: The Constitutional Powers of the President Learning Objective: LO 7.2: Identify and describe the constitutional powers of the president. Page Reference: 197 – 198, 202 Skill Level: Understand the Concepts Difficulty Level: Moderate
72.
What is a veto? Why is it considered to be a “qualified negative” power? How often are vetoes issued and how often are they overridden? Answer: An ideal response will: 1. Define a presidential veto. 2. Explain that it is a negative power because it is simply the power to say no to someone else’s agenda, not the power to enact the president’s agenda. 3. Explain that it is a qualified power because it can be overridden by a twothirds majority vote in both the House of Representatives and the Senate. 211 .
4. Explain that the number of vetoes issued by a president varies considerably from president to president, but that very few vetoes are ever overridden. Test Bank Item Title: TB_Q7.2.72 Topic: The Constitutional Powers of the President Learning Objective: LO 7.2: Identify and describe the constitutional powers of the president. Page Reference: 198, 200 – 201 Skill Level: Understand the Concepts Difficulty Level: Moderate 73.
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 instead of a treaty. Test Bank Item Title: TB_Q7.2.73 Topic: The Constitutional Powers of the President Learning Objective: LO 7.2: Identify and describe the constitutional powers of the president. Page Reference: 198 Skill Level: Understand the Concepts Difficulty Level: Moderate Describe the informal powers of the president.
74.
Answer: An ideal response will: 1. Describe how the president can use his leadership and charisma to influence Congress. 2. Mention other informal powers, such as signing statements. 3. Detail the idea of a president “going public” to gain support from the people in order to influence Congress. 4. Note informal powers related to waging war. Test Bank Item Title: TB_Q7.2.74 Topic: The Constitutional Powers of the President; Presidential Leadership and the Importance of Public Opinion; Toward Reform: The President as Policy Maker Learning Objective: LO 7.2: Identify and describe the constitutional powers of the president; LO 7.5: Explain the concept of presidential leadership and analyze the importance of public opinion; LO 7.6: Assess the president’s role as policy maker. Page Reference: 197 – 198, 210 – 212, 216 212 .
Skill Level: Understand the Concepts Difficulty Level: Moderate 75.
Which president began the modern presidency by elevating presidential decision making above congressional decision making? Explain how this change came about. Answer: An ideal response will: 1. Name Franklin Delano Roosevelt as the beginning of the modern presidency. 2. Describe how the presidency changed with the creation of a new bureaucracy to manage the new federal agencies needed to implement the New Deal. 3. Include information about how Roosevelt built a relationship with the public through his fireside chats. 4. Include information about him taking a leading role in shaping public policy. Test Bank Item Title: TB_Q7.3.75 Topic: The Development and Expansion of Presidential Power Learning Objective: LO 7.3: Evaluate the development and expansion of presidential power. Page Reference: 205 Skill Level: Understand the Concepts Difficulty Level: Moderate What factors contribute to the president’s public approval? How do presidential approval ratings vary during a president’s tenure and what explains this variation? What else can impact approval ratings?
76.
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. Explain that approval drops during the president’s term because dissatisfaction with a president’s actions has a negative cumulative effect. 3. Note that presidential approval ratings also generally increase during a national crisis. Test Bank Item Title: TB_Q7.5.76 Topic: Presidential Leadership and the Importance of Public Opinion Learning Objective: LO 7.5: Explain the concept of presidential leadership and analyze the importance of public opinion. Page Reference: 210 – 212 Skill Level: Analyze It Difficulty Level: Difficult
213 .
77.
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 controls the military. This means that the president can send troops into conflicts even though only Congress can declare war. 2. Describe the purpose of the War Powers Resolution: to limit the president’s war-making authority, but with only limited success. Test Bank Item Title: TB_Q7.2.77 Topic: The Constitutional Powers of the President Learning Objective: LO 7.2: Identify and describe the constitutional powers of the president. Page Reference: 200, 202 Skill Level: Understand the Concepts Difficulty Level: Moderate What is the president’s power to convene Congress? Why might this be more significant in the early years of the nation?
78.
Answer: An ideal response will: 1. Explain that 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, but that it still can be an important power in an emergency. Test Bank Item Title: TB_Q7.2.78 Topic: The Constitutional Powers of the President Learning Objective: LO 7.2: Identify and describe the constitutional powers of the president. Page Reference: 197 – 198 Skill Level: Understand the Concepts Difficulty Level: Moderate How has the role of the vice president changed over time?
79.
Answer: An ideal response will: 1. Describe how the vice presidency was considered an insignificant office, providing the example from John Adams. 2. Tell that vice presidents were chosen to balance the ticket politically and/or geographically; they were not selected because they could potentially be good presidents in their own right. 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. 214 .
Test Bank Item Title: TB_Q7.4.79 Topic: The Presidential Establishment Learning Objective: LO 7.4: Outline the structure of the presidential establishment and the functions of each of its components. Page Reference: 206 Skill Level: Analyze It Difficulty Level: Difficult What situations was the Twenty-Fifth Amendment enacted to address? Why was this amendment enacted?
80.
Answer: An ideal response will: 1. Describe the Twenty-Fifth Amendment as allowing for a clear line of presidential succession, as establishing procedures for filling the vice presidency if it should become vacant, and of establishing procedures for removing a president who has become incapacitated. 2. Explain that the vice presidency had been vacant for about one-fifth of the nation’s history. Explain the congressional concerns when Lyndon Johnson became president (leaving the vice presidency vacant) after having had a recent heart attack. Test Bank Item Title: TB_Q7.1.80 Topic: Roots of the Office of President of the United States Learning Objective: LO 7.1: Trace the development of the presidency and the provisions for choosing and replacing presidents. Page Reference: 196 – 197 Skill Level: Understand the Concepts Difficulty Level: Moderate Compare the White House staff and the Cabinet.
81.
Answer: An ideal response will: 1. Explain that 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. Note that the White House staff, which includes the chief of staff, is close to the president. Their loyalties are to the president and their power is from their personal relationship with the president. Test Bank Item Title: TB_Q7.4.81 Topic: The Presidential Establishment Learning Objective: LO 7.4: Outline the structure of the presidential establishment and the functions of each of its components. Page Reference: 206 – 208 215 .
Skill Level: Analyze It Difficulty Level: Difficult 82.
What precedents did George Washington set 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. Test Bank Item Title: TB_Q7.3.82 Topic: The Development and Expansion of Presidential Power Learning Objective: LO 7.3: Evaluate the development and expansion of presidential power. Page Reference: 203 – 204 Skill Level: Understand the Concepts Difficulty Level: Moderate
pp Essay Questions 83.
Describe the major ways in which the presidency has changed since the beginning of the founding. Be sure to include a description of the changes and the reasons why these changes occurred. Answer: An ideal response will: 1. Explain how presidential decision making has become more important than congressional decision making. 2. Describe the growth in the bureaucracy and in the presidential staff. 3. Describe the advent of the president’s role in the budget process. 4. Explain the expansion of the president’s willingness to intervene in foreign policy. 5. Describe the ability of the president to use to mass media to connect with the public. Test Bank Item Title: TB_Q7.3.83 Topic: The Development and Expansion of Presidential Power; The Presidential Establishment; Presidential Leadership and the Importance of Public Opinion Learning Objective: LO 7.3: Evaluate the development and expansion of presidential power; LO 7.4: Outline the structure of the presidential establishment and the functions of each of its components; LO 7.5: Explain the concept of presidential leadership and analyze the importance of public opinion. Page Reference: 202 – 213 Skill Level: Analyze It 216 .
Difficulty Level: Difficult What formal and informal powers could the president use to enlist Congress and the public in support of his or her agenda?
84.
Answer: An ideal response will: 1. Describe the efforts the president can make to “go public.” 2. Discuss the president’s ability to lead Congress directly. 3. Detail the use of executive orders to coordinate the implementation of U.S. policy through a large number of different bureaucracies. Test Bank Item Title: TB_Q7.5.84 Topic: Presidential Leadership and the Importance of Public Opinion; Toward Reform: The President as Policy Maker Learning Objective: LO 7.5: Explain the concept of presidential leadership and analyze the importance of public opinion; LO 7.6: Assess the president’s role as policy maker. Page Reference: 210 – 216 Skill Level: Apply What You Know Difficulty Level: Difficult Explain when and how presidents can be removed from office mid-term. Which presidents have been subject to this process and under what circumstances? Explain the circumstances under which you believe that the president should be impeached.
85.
Answer: An ideal response will: 1. Define impeachment and explain the circumstances that are listed in the Constitution under which the president can be impeached and removed from office. 2. Describe the role of the House and the Senate in the impeachment process. 3. Recount the circumstances under which Andrew Johnson and Bill Clinton were impeached but not removed from office. Explain that Richard M. Nixon resigned when his impeachment became imminent. 4. Discuss the specific criteria you would apply and what acts would warrant impeachment given the vague constitutional criteria. Test Bank Item Title: TB_Q7.1.85 Topic: Roots of the Office of President of the United States Learning Objective: LO 7.1: Trace the development of the presidency and the provisions for choosing and replacing presidents. Page Reference: 195 – 196 Skill Level: Analyze It Difficulty Level: Difficult 86.
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 217 .
about the Obama presidency, with facts about presidential powers and responsibilities more generally, and with comparisons to other presidents. Answer: An ideal response will: 1. Describe the Obama presidency. 2. Evaluate whether he has been a successful president by looking at details of his presidency. 3. Evaluate whether he has been a successful president by examining presidential powers and responsibilities and looking at whether Obama has used those powers wisely and lived up to his responsibilities. 4. Compare the Obama presidency to other presidencies to ascertain how good of a job Obama has done. Test Bank Item Title: TB_Q7.2.86 Topic: The Constitutional Powers of the President; The Development and Expansion of Presidential Power; Presidential Leadership and the Importance of Public Opinion; Toward Reform: The President as Policy Maker Learning Objective: LO 7.2: Identify and describe the constitutional powers of the president; LO 7.3: Evaluate the development and expansion of presidential power; LO 7.5: Explain the concept of presidential leadership and analyze the importance of public opinion; LO 7.6: Assess the president’s role as policy maker. Page Reference: 197 – 198, 200, 202 – 205, 210 – 216 Skill Level: Apply What You Know Difficulty Level: Difficult 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.
87.
Answer: An ideal response will: 1. Describe the president’s formal powers, including the veto, the State of the Union address, commander in chief, budget responsibilities, foreign policy, executive orders, etc. Characterize the strengths and limits of these powers. 2. Describe the president’s informal powers that come through leadership and persuasion, including “going public.” Note that these powers can be considerable in the hands of a strong president. 3. Assess which set of powers are best suited for making the president more effective. Test Bank Item Title: TB_Q7.2.87 Topic: The Constitutional Powers of the President; Presidential Leadership and the Importance of Public Opinion Learning Objective: LO 7.2: Identify and describe the constitutional powers of the president; LO 7.5: Explain the concept of presidential leadership and analyze the importance of public opinion. Page Reference: 197 – 198, 200, 202, 210 – 213 Skill Level: Analyze It 218 .
Difficulty Level: Difficult
219 .
8 The Executive Branch and the Federal Bureaucracy pp Multiple-Choice Questions 1.
The __________ consists of the departments, agencies, and offices within the executive branch that perform the functions of government. a. administration b. bureaucracy c. cabinet d. civil service Answer: b Test Bank Item Title: TB_Q8.0.1 Topic: Introduction Learning Objective: Introduction Page Reference: 222 Skill Level: Understand the Concepts Difficulty Level: Moderate
2.
Max Weber identified which of the following as a characteristic of an ideal bureaucracy? a. inefficiency b. transparency c. consensus-making d. task specialization Answer: d Test Bank Item Title: TB_Q8.3.2 Topic: How the Bureaucracy Works Learning Objective: LO 8.3: Determine how the bureaucracy makes policy. 220 .
Page Reference: 234 Skill Level: Understand the Concepts Difficulty Level: Moderate The civil service system was introduced with the passage of what law?
3.
a. the Hatch Act b. the Pendleton Act c. the Administrative Procedures Act d. the Freedom of Information Act Answer: b Test Bank Item Title: TB_Q8.1.3 Topic: Roots of the Federal Bureaucracy Learning Objective: LO 8.1: Trace the growth and development of the federal bureaucracy. Page Reference: 223 Skill Level: Remember the Facts Difficulty Level: Easy Under the spoils system, who was awarded jobs in the federal bureaucracy?
4.
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 helped candidates win election Answer: d Test Bank Item Title: TB_Q8.1.4 Topic: Roots of the Federal Bureaucracy Learning Objective: LO 8.1: Trace the growth and development of the federal bureaucracy. Page Reference: 223 Skill Level: Apply What You Know Difficulty Level: Moderate __________ are rules created by government agencies that determine how laws are implemented.
5.
a. Laws b. Patronage c. Regulations d. Statutes Answer: c Test Bank Item Title: TB_Q8.3.5 Topic: How the Bureaucracy Works 221 .
Learning Objective: LO 8.3: Determine how the bureaucracy makes policy. Page Reference: 237 Skill Level: Remember the Facts Difficulty Level: Easy Which law designates the steps that federal agencies must follow in issuing rules and regulations?
6.
a. the Administrative Procedures Act b. the Hatch Act c. the Pendleton Act d. the Privacy Act Answer: a Test Bank Item Title: TB_Q8.3.6 Topic: How the Bureaucracy Works Learning Objective: LO 8.3: Determine how the bureaucracy makes policy. Page Reference: 237 Skill Level: Remember the Facts Difficulty Level: Easy __________ refers to the authority of administrators in the federal bureaucracy to make choices concerning the best way to implement policies.
7.
a. Administrative adjudication b. Administrative discretion c. Division of labor d. Executive control Answer: b Test Bank Item Title: TB_Q8.3.7 Topic: How the Bureaucracy Works Learning Objective: LO 8.3: Determine how the bureaucracy makes policy. Page Reference: 237 Skill Level: Remember the Facts Difficulty Level: Easy The __________ was one of the three original executive branch departments in the U.S. government.
8.
a. Department of Agriculture b. Department of the Treasury c. Department of the Interior d. Commerce Department Answer: b Test Bank Item Title: TB_Q8.1.8 222 .
Topic: Roots of the Federal Bureaucracy Learning Objective: LO 8.1: Trace the growth and development of the federal bureaucracy. Page Reference: 222 Skill Level: Remember the Facts Difficulty Level: Easy 9.
Federal law requires 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 solicit public comments. Answer: d Test Bank Item Title: TB_Q8.3.9 Topic: How the Bureaucracy Works Learning Objective: LO 8.3: Determine how the bureaucracy makes policy. Page Reference: 237 Skill Level: Understand the Concepts Difficulty Level: Moderate Cabinet secretaries are nominated by __________ and confirmed by __________.
10.
a. the president; the Senate b. the president; the House of Representatives c. the president; the Supreme Court d. the Senate; the president Answer: a Test Bank Item Title: TB_Q8.2.10 Topic: The Modern Bureaucracy Learning Objective: LO 8.2: Describe modern bureaucrats, and outline the structure of the modern bureaucracy. Page Reference: 227 Skill Level: Remember the Facts Difficulty Level: Easy What is implementation?
11.
a. the process by which a law or policy is put into operation b. a set of procedures executive branch agencies must follow when issuing rules c. the process by which government agencies settle legal disputes d. a set of rules enforcing government agreements with private contractors Answer: a 223 .
Test Bank Item Title: TB_Q8.3.11 Topic: How the Bureaucracy Works Learning Objective: LO 8.3: Determine how the bureaucracy makes policy. Page Reference: 234 Skill Level: Remember the Facts Difficulty Level: Easy 12.
Under amendments to the Hatch Act, federal employees are prohibited from __________. a. adjudicating legal disputes b. exercising administrative discretion c. running for partisan office d. running voter registration drives Answer: c Test Bank Item Title: TB_Q8.2.12 Topic: The Modern Bureaucracy Learning Objective: LO 8.2: Describe modern bureaucrats, and outline the structure of the modern bureaucracy. Page Reference: 234 Skill Level: Understand the Concepts Difficulty Level: Moderate The president has the authority to __________.
13.
a. abolish existing programs and agencies b. investigate agency activities and compel bureaucrats to testify about them c. make changes in an agency’s annual budget proposals d. refuse to appropriate funds for certain programs Answer: c Test Bank Item Title: TB_Q8.4.13 Topic: Toward Reform: Making the Bureaucracy Accountable Learning Objective: LO 8.4: Evaluate controls designed to make agencies more accountable. Page Reference: 239 Skill Level: Understand the Concepts Difficulty Level: Moderate 14.
__________ 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 224 .
Answer: a Test Bank Item Title: TB_Q8.3.14 Topic: How the Bureaucracy Works Learning Objective: LO 8.3: Determine how the bureaucracy makes policy. Page Reference: 235 Skill Level: Remember the Facts Difficulty Level: Easy Which of the following is a part of the federal bureaucracy?
15.
a. the Department of Defense b. the U.S. House of Representatives c. the U.S. Supreme Court d. the Democratic Party Answer: a Test Bank Item Title: TB_Q8.2.15 Topic: The Modern Bureaucracy Learning Objective: LO 8.2: Describe modern bureaucrats, and outline the structure of the modern bureaucracy. Page Reference: 232 Skill Level: Apply What You Know Difficulty Level: Easy What function is the National Labor Relations board carrying out when it settles disputes between labor and management related to federal labor laws?
16.
a. creating regulations b. administrative adjudication c. providing expert advice d. providing a check on judicial power Answer: b Test Bank Item Title: TB_Q8.3.16 Topic: How the Bureaucracy Works Learning Objective: LO 8.3: Determine how the bureaucracy makes policy. Page Reference: 238 Skill Level: Apply What You Know Difficulty Level: Moderate 17.
Which of the following is an example of the merit system? a. the president evaluating a policy proposal based on its merits 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 225 .
Answer: c Test Bank Item Title: TB_Q8.1.17 Topic: Roots of the Federal Bureaucracy Learning Objective: LO 8.1: Trace the growth and development of the federal bureaucracy. Page Reference: 223 Skill Level: Apply What You Know Difficulty Level: Moderate 18.
Before 1883, how were government jobs awarded? a. Jobs were awarded based on applicants’ expertise. b. Jobs were awarded through a lottery system. c. Jobs were awarded based on applicants’ performance on entrance exams. d. Jobs were awarded based on applicants’ loyalty to the party in power. Answer: d Test Bank Item Title: TB_Q8.1.18 Topic: Roots of the Federal Bureaucracy Learning Objective: LO 8.1: Trace the growth and development of the federal bureaucracy. Page Reference: 223 Skill Level: Understand the Concepts Difficulty Level: Moderate Which of the following is a function of the federal bureaucracy?
19.
a. issuing executive orders b. issuing executive agreements c. implementing congressional statutes d. implementing state laws Answer: c Test Bank Item Title: TB_Q8.3.19 Topic: How the Bureaucracy Works Learning Objective: LO 8.3: Determine how the bureaucracy makes policy. Page Reference: 237 Skill Level: Understand the Concepts Difficulty Level: Easy 20.
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 226 .
Answer: a Test Bank Item Title: TB_Q8.3.20 Topic: How the Bureaucracy Works Learning Objective: LO 8.3: Determine how the bureaucracy makes policy. Page Reference: 237 Skill Level: Understand the Concepts Difficulty Level: Moderate Which of the following is a presidential role in the federal bureaucracy?
21.
a. confirming federal appointees b. nominating people for some federal jobs c. creating or abolishing agencies d. conducting oversight hearings Answer: b Test Bank Item Title: TB_Q8.1.21 Topic: Roots of the Federal Bureaucracy; The Modern Bureaucracy Learning Objective: LO 8.1: Trace the growth and development of the federal bureaucracy; LO 8.2: Describe modern bureaucrats, and outline the structure of the modern bureaucracy. Page Reference: 222, 233 Skill Level: Understand the Concepts Difficulty Level: Moderate Which of the following is an example of an independent executive agency?
22.
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 Answer: a Test Bank Item Title: TB_Q8.2.22 Topic: The Modern Bureaucracy Learning Objective: LO 8.2: Describe modern bureaucrats, and outline the structure of the modern bureaucracy. Page Reference: 232 Skill Level: Apply What You Know Difficulty Level: Moderate Which of the following is an example of a government corporation?
23.
a. the Food and Drug Administration b. the Federal Elections Commission c. the Tennessee Valley Authority 227 .
d. the Occupational Safety and Health Administration Answer: c Test Bank Item Title: TB_Q8.2.23 Topic: The Modern Bureaucracy Learning Objective: LO 8.2: Describe modern bureaucrats, and outline the structure of the modern bureaucracy. Page Reference: 233 Skill Level: Apply What You Know Difficulty Level: Moderate 24.
Congress’s watchdog over executive branch spending is __________. a. the Congressional Budget Office (CBO) b. the Office of Management and Budget (OMB) c. the Department of the Treasury d. the General Accountability Office (GAO) Answer: d Test Bank Item Title: TB_Q8.4.24 Topic: Toward Reform: Making the Bureaucracy Accountable Learning Objective: LO 8.4: Evaluate controls designed to make agencies more accountable. Page Reference: 242 Skill Level: Understand the Concepts Difficulty Level: Moderate How did the Pendleton Act reform the system of hiring and firing federal employees?
25.
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. Answer: b Test Bank Item Title: TB_Q8.1.25 Topic: Roots of the Federal Bureaucracy Learning Objective: LO 8.1: Trace the growth and development of the federal bureaucracy. Page Reference: 223 Skill Level: Understand the Concepts Difficulty Level: Moderate 228 .
26.
What is the main purpose served by government corporations? a. generating profit for the federal government b. providing services that the private sector lacks a financial incentive to provide c. breaking up monopolies and promoting free-market principles d. expanding international trade Answer: b Test Bank Item Title: TB_Q8.2.26 Topic: The Modern Bureaucracy Learning Objective: LO 8.2: Describe modern bureaucrats, and outline the structure of the modern bureaucracy. Page Reference: 233 Skill Level: Understand the Concepts Difficulty Level: Moderate What is a major purpose of an independent regulatory commission?
27.
a. to regulate commerce b. to increase productivity c. to oversee the executive branch d. to perform services Answer: a Test Bank Item Title: TB_Q8.1.27 Topic: Roots of the Federal Bureaucracy Learning Objective: LO 8.1: Trace the growth and development of the federal bureaucracy. Page Reference: 224 Skill Level: Understand the Concepts Difficulty Level: Moderate Which statement about the quasi-judicial decisions made by government agencies is accurate?
28.
a. They are strictly advisory. b. They can be reviewed by federal courts. c. They are final and cannot be appealed. d. They limit administrative discretion. Answer: b Test Bank Item Title: TB_Q8.3.28 Topic: How the Bureaucracy Works Learning Objective: LO 8.3: Determine how the bureaucracy makes policy. Page Reference: 237 Skill Level: Understand the Concepts 229 .
Difficulty Level: Moderate 29.
What role is the Environmental Protection Agency taking when it sets limits on air pollution from power plants? a. adjudication b. deliberation c. regulation d. oversight Answer: c Test Bank Item Title: TB_Q8.3.29 Topic: How the Bureaucracy Works Learning Objective: LO 8.3: Determine how the bureaucracy makes policy. Page Reference: 237 – 238 Skill Level: Apply What You Know Difficulty Level: Moderate When did the largest growth in the federal workforce occur?
30.
a. Johnson’s Great Society b. FDR’s New Deal c. the Civil War d. World War II Answer: d Test Bank Item Title: TB_Q8.1.30 Topic: Roots of the Federal Bureaucracy Learning Objective: LO 8.1: Trace the growth and development of the federal bureaucracy. Page Reference: 226 Skill Level: Remember the Facts Difficulty Level: Easy How did Americans’ attitudes about the role of government change as a result of the Great Depression and Roosevelt’s New Deal?
31.
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. d. People because more confident in the ability of state governments to handle economic policy. Answer: a Test Bank Item Title: TB_Q8.1.31 230 .
Topic: Roots of the Federal Bureaucracy Learning Objective: LO 8.1: Trace the growth and development of the federal bureaucracy. Page Reference: 225 – 226 Skill Level: Understand the Concepts Difficulty Level: Moderate 32.
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 Answer: a Test Bank Item Title: TB_Q8.4.32 Topic: Toward Reform: Making the Bureaucracy Accountable Learning Objective: LO 8.4: Evaluate controls designed to make agencies more accountable. Page Reference: 239 Skill Level: Analyze It Difficulty Level: Difficult How do departments differ from independent agencies?
33.
a. Department heads are nominated by the president; agency heads are not. b. Agencies are typically larger than departments. c. Department heads are part of the president’s Cabinet; agency heads are not. d. Departments cover a wider range of functions than agencies. Answer: c Test Bank Item Title: TB_Q8.2.33 Topic: The Modern Bureaucracy Learning Objective: LO 8.2: Describe modern bureaucrats, and outline the structure of the modern bureaucracy. Page Reference: 232 Skill Level: Analyze It Difficulty Level: Difficult 34.
How do government corporations differ from private companies? a. Government corporations perform activities that private companies have little incentive to provide. b. Government corporations cannot borrow money, whereas private companies can. c. Government corporations can sell stock, whereas private companies cannot. 231 .
d. Government corporations need less government oversight than private companies. Answer: a Test Bank Item Title: TB_Q8.2.34 Topic: The Modern Bureaucracy Learning Objective: LO 8.2: Describe modern bureaucrats, and outline the structure of the modern bureaucracy. Page Reference: 233 Skill Level: Analyze It Difficulty Level: Difficult Which of the following statements best describes Congress’s influence over agency budgets?
35.
a. Congress has final say over all department budgets, but has no control of the budgets of independent agencies. b. Congress has final say over the budgets of independent agencies, but has no control of department budgets. c. Congress has the authority to appropriate money to agencies. d. Congress influences the initial budget proposal, but depends on the president for appropriations of federal money. Answer: c Test Bank Item Title: TB_Q8.4.35 Topic: Toward Reform: Making the Bureaucracy Accountable Learning Objective: LO 8.4: Evaluate controls designed to make agencies more accountable. Page Reference: 239 Skill Level: Understand the Concepts Difficulty Level: Moderate Why did President Franklin D. Roosevelt create hundreds of new government agencies?
36.
a. to support Congress in its oversight of the executive and judiciary branches b. to produce the necessary weapons and ammunition to defend the nation c. to reform the civil service system d. to create jobs and to regulate the economy and business practices Answer: d Test Bank Item Title: TB_Q8.1.36 Topic: Roots of the Federal Bureaucracy Learning Objective: LO 8.1: Trace the growth and development of the federal bureaucracy. Page Reference: 225 Skill Level: Analyze It 232 .
Difficulty Level: Difficult 37.
What was the purpose of the Hatch Act? a. to prohibit federal employees from engaging in partisan political activity b. to authorize greater discretion in bureaucratic decision making c. to limit congressional control of the federal bureaucracy d. to award government jobs based on partisan loyalty Answer: a Test Bank Item Title: TB_Q8.2.37 Topic: The Modern Bureaucracy Learning Objective: LO 8.2: Describe modern bureaucrats, and outline the structure of the modern bureaucracy. Page Reference: 233 Skill Level: Understand the Concepts Difficulty Level: Moderate What is a goal common to both the Pendleton Act and the Hatch Act?
38.
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. streamlining the policy implementation process Answer: b Test Bank Item Title: TB_Q8.1.38 Topic: Roots of the Federal Bureaucracy; The Modern Bureaucracy Learning Objective: LO 8.1: Trace the growth and development of the federal bureaucracy; LO 8.2: Describe modern bureaucrats, and outline the structure of the modern bureaucracy. Page Reference: 223, 233 Skill Level: Analyze It Difficulty Level: Difficult How are Cabinet secretaries similar to independent agency administrators?
39.
a. Both are nominated by the president. b. Neither can be fired by the president. c. Both typically remain in office over multiple presidential administrations. d. Both are part of the federal civil service system. Answer: a Test Bank Item Title: TB_Q8.2.39 Topic: The Modern Bureaucracy Learning Objective: LO 8.2: Describe modern bureaucrats, and outline the structure of the modern bureaucracy. 233 .
Page Reference: 227, 230, 233 Skill Level: Analyze It Difficulty Level: Difficult Which of the following is currently a major concern about the federal workforce?
40.
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 Answer: b Test Bank Item Title: TB_Q8.2.40 Topic: The Modern Bureaucracy Learning Objective: LO 8.2: Describe modern bureaucrats, and outline the structure of the modern bureaucracy. Page Reference: 230 Skill Level: Understand the Concepts Difficulty Level: Moderate How are interagency councils similar to policy coordinating committees?
41.
a. Both coordinate the activities of multiple agencies. b. Both help coordinate the activities of the federal and state governments. c. Both are housed within the legislative branch. d. Both have the authority to override the decisions of agency heads. Answer: a Test Bank Item Title: TB_Q8.3.41 Topic: How the Bureaucracy Works Learning Objective: LO 8.3: Determine how the bureaucracy makes policy. Page Reference: 235, 237 Skill Level: Analyze It Difficulty Level: Difficult Which of the following was a consequence of the spoils, or patronage, system?
42.
a. The federal bureaucracy was staffed with people who often lacked expertise. b. There was low turnover in the federal bureaucracy between presidential administrations. c. There was little government corruption. d. Voter turnout was lower. Answer: a Test Bank Item Title: TB_Q8.1.42 Topic: Roots of the Federal Bureaucracy 234 .
Learning Objective: LO 8.1: Trace the growth and development of the federal bureaucracy. Page Reference: 223 Skill Level: Analyze It Difficulty Level: Difficult 43.
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 Answer: c Test Bank Item Title: TB_Q8.1.43 Topic: Roots of the Federal Bureaucracy Learning Objective: LO 8.1: Trace the growth and development of the federal bureaucracy. Page Reference: 223 Skill Level: Analyze It Difficulty Level: Difficult What has been the effect of requirements that agencies conduct a formal hearing before issuing rules?
44.
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. Answer: c Test Bank Item Title: TB_Q8.3.44 Topic: How the Bureaucracy Works Learning Objective: LO 8.3: Determine how the bureaucracy makes policy. Page Reference: 238 Skill Level: Analyze It Difficulty Level: Difficult Which of the following contributed to the growth of federal bureaucracy during the twentieth century?
45.
a. the Hatch Act b. the elimination of the spoils system c. World War II d. the Pendleton Act Answer: c 235 .
Test Bank Item Title: TB_Q8.1.45 Topic: Roots of the Federal Bureaucracy Learning Objective: LO 8.1: Trace the growth and development of the federal bureaucracy. Page Reference: 225 – 226 Skill Level: Understand the Concepts Difficulty Level: Moderate Under what circumstance might a president set up a policy coordinating committee (PSC)?
46.
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 agencies need to work together to ensure consistent policies Answer: d Test Bank Item Title: TB_Q8.3.46 Topic: How the Bureaucracy Works Learning Objective: LO 8.3: Determine how the bureaucracy makes policy. Page Reference: 235 Skill Level: Apply What You Know Difficulty Level: Moderate Why was the spoils system ultimately replaced by the civil service system?
47.
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 congressional demands for greater control over the federal bureaucracy Answer: a Test Bank Item Title: TB_Q8.1.47 Topic: Roots of the Federal Bureaucracy Learning Objective: LO 8.1: Trace the growth and development of the federal bureaucracy. Page Reference: 223 Skill Level: Analyze It Difficulty Level: Difficult 48.
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. the elimination of the spoils system c. a series of poor harvests and agricultural distribution problems d. the growing incidence of price fixing and other unfair business practices 236 .
Answer: d Test Bank Item Title: TB_Q8.1.48 Topic: Roots of the Federal Bureaucracy Learning Objective: LO 8.1: Trace the growth and development of the federal bureaucracy. Page Reference: 224 Skill Level: Analyze It Difficulty Level: Difficult
p True-False Questions 49.
According to Max Weber, ideal bureaucracies are characterized by a chain of command in which authority flows from top to bottom. Answer: TRUE Test Bank Item Title: TB_Q8.3.49 Topic: How the Bureaucracy Works Learning Objective: LO 8.3: Determine how the bureaucracy makes policy. Page Reference: 234 Skill Level: Understand the Concepts Difficulty Level: Moderate
50.
Federal agencies are prohibited from engaging in any quasi-judicial processes. Answer: FALSE Test Bank Item Title: TB_Q8.3.50 Topic: How the Bureaucracy Works Learning Objective: LO 8.3: Determine how the bureaucracy makes policy. Page Reference: 237 Skill Level: Understand the Concepts Difficulty Level: Moderate
51.
The president and Congress share oversight of the federal bureaucracy. Answer: TRUE Test Bank Item Title: TB_Q8.4.51 Topic: Toward Reform: Making the Bureaucracy Accountable Learning Objective: LO 8.4: Evaluate controls designed to make agencies more accountable. Page Reference: 239 Skill Level: Understand the Concepts Difficulty Level: Moderate 237 .
52.
The Federal Deposit Insurance Corporation (FDIC) is an example of a government corporation. Answer: TRUE Test Bank Item Title: TB_Q8.2.52 Topic: The Modern Bureaucracy Learning Objective: LO 8.2: Describe modern bureaucrats, and outline the structure of the modern bureaucracy. Page Reference: 233 Skill Level: Apply What You Know Difficulty Level: Moderate Each independent agency in the executive branch is headed by a Cabinet secretary.
53.
Answer: FALSE Test Bank Item Title: TB_Q8.2.53 Topic: The Modern Bureaucracy Learning Objective: LO 8.2: Describe modern bureaucrats, and outline the structure of the modern bureaucracy. Page Reference: 232 Skill Level: Understand the Concepts Difficulty Level: Moderate The federal workforce is split evenly between men and women.
54.
Answer: FALSE Test Bank Item Title: TB_Q8.2.54 Topic: The Modern Bureaucracy Learning Objective: LO 8.2: Describe modern bureaucrats, and outline the structure of the modern bureaucracy. Page Reference: 229 Skill Level: Remember the Facts Difficulty Level: Easy According to the liberalized Hatch Act, federal employees may make campaign speeches for candidates in partisan elections.
55.
Answer: TRUE Test Bank Item Title: TB_Q8.2.55 Topic: The Modern Bureaucracy Learning Objective: LO 8.2: Describe modern bureaucrats, and outline the structure of the modern bureaucracy. Page Reference: 233 Skill Level: Understand the Concepts Difficulty Level: Moderate
238 .
56.
Bureaucrats often have considerable administrative discretion in the implementation of federal laws. Answer: TRUE Test Bank Item Title: TB_Q8.3.56 Topic: How the Bureaucracy Works Learning Objective: LO 8.3: Determine how the bureaucracy makes policy. Page Reference: 237 Skill Level: Understand the Concepts Difficulty Level: Moderate Over 3 million people work for the federal government.
57.
Answer: TRUE Test Bank Item Title: TB_Q8.2.57 Topic: The Modern Bureaucracy Learning Objective: LO 8.2: Describe modern bureaucrats, and outline the structure of the modern bureaucracy. Page Reference: 227 Skill Level: Remember the Facts Difficulty Level: Easy Regulations are usually created by Congress.
58.
Answer: FALSE Test Bank Item Title: TB_Q8.3.58 Topic: How the Bureaucracy Works Learning Objective: LO 8.3: Determine how the bureaucracy makes policy. Page Reference: 237 Skill Level: Understand the Concepts Difficulty Level: Moderate Decisions reached by agencies through administrative adjudication can be reviewed by the federal courts.
59.
Answer: TRUE Test Bank Item Title: TB_Q8.3.59 Topic: How the Bureaucracy Works Learning Objective: LO 8.3: Determine how the bureaucracy makes policy. Page Reference: 238 Skill Level: Understand the Concepts Difficulty Level: Moderate 60.
Both Congress and the president are involved in the process of filling high-level positions in the federal bureaucracy. Answer: TRUE 239 .
Test Bank Item Title: TB_Q8.2.60 Topic: The Modern Bureaucracy Learning Objective: LO 8.2: Describe modern bureaucrats, and outline the structure of the modern bureaucracy. Page Reference: 227 Skill Level: Understand the Concepts Difficulty Level: Moderate
pp Fill-in-the-Blank Questions 61.
In 1789, three executive departments existed under the Articles of Confederation: Foreign Affairs, War, and __________. Answer: Treasury Test Bank Item Title: TB_Q8.1.61 Topic: Roots of the Federal Bureaucracy Learning Objective: LO 8.1: Trace the growth and development of the federal bureaucracy. Page Reference: 222 Skill Level: Remember the Facts Difficulty Level: Easy
62.
According to the __________ Act, federal agencies must solicit public comments before issuing new rules and regulations. Answer: Administrative Procedures Test Bank Item Title: TB_Q8.3.62 Topic: How the Bureaucracy Works Learning Objective: LO 8.3: Determine how the bureaucracy makes policy. Page Reference: 237 Skill Level: Remember the Facts Difficulty Level: Easy
63.
Under the __________ system, jobs in the federal bureaucracy are awarded on the basis of skills and expertise. Answer: civil service or merit Test Bank Item Title: TB_Q8.1.63 Topic: Roots of the Federal Bureaucracy Learning Objective: LO 8.1: Trace the growth and development of the federal bureaucracy. Page Reference: 223 Skill Level: Remember the Facts Difficulty Level: Easy 240 .
64.
__________ often holds oversight hearings to investigate the policies and performance of agencies and departments in the federal bureaucracy. Answer: Congress Test Bank Item Title: TB_Q8.4.64 Topic: Toward Reform: Making the Bureaucracy Accountable Learning Objective: LO 8.4: Evaluate controls designed to make agencies more accountable. Page Reference: 238 Skill Level: Understand the Concepts Difficulty Level: Moderate After a president nominates an individual to be a Cabinet secretary, that appointment must be confirmed by __________.
65.
Answer: the Senate Test Bank Item Title: TB_Q8.1.65 Topic: Roots of the Federal Bureaucracy Learning Objective: LO 8.1: Trace the growth and development of the federal bureaucracy. Page Reference: 222 Skill Level: Remember the Facts Difficulty Level: Easy 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) __________.
66.
Answer: regulation Test Bank Item Title: TB_Q8.3.66 Topic: How the Bureaucracy Works Learning Objective: LO 8.3: Determine how the bureaucracy makes policy. Page Reference: 237 Skill Level: Apply What You Know Difficulty Level: Moderate The __________ led to the creation of the civil service system, even though it initially covered only 10 percent of the federal workforce.
67.
Answer: Pendleton Act Test Bank Item Title: TB_Q8.1.67 Topic: Roots of the Federal Bureaucracy Learning Objective: LO 8.1: Trace the growth and development of the federal bureaucracy. Page Reference: 223 Skill Level: Understand the Concepts Difficulty Level: Moderate 241 .
68.
The president appoints, but cannot easily dismiss, officials who serve on __________. Answer: independent regulatory commissions Test Bank Item Title: TB_Q8.2.68 Topic: The Modern Bureaucracy Learning Objective: LO 8.2: Describe modern bureaucrats, and outline the structure of the modern bureaucracy. Page Reference: 228 Skill Level: Understand the Concepts Difficulty Level: Moderate The Social Security Administration rendering a decision about whether an individual was wrongly denied disability payments illustrates the __________ function of the federal bureaucracy.
69.
Answer: administrative adjudication Test Bank Item Title: TB_Q8.3.69 Topic: How the Bureaucracy Works Learning Objective: LO 8.3: Determine how the bureaucracy makes policy. Page Reference: 238 Skill Level: Apply What You Know Difficulty Level: Difficult The purpose of the __________ was to prohibit federal employees from engaging in partisan political activities.
70.
Answer: Hatch Act Test Bank Item Title: TB_Q8.2.70 Topic: The Modern Bureaucracy Learning Objective: LO 8.2: Describe modern bureaucrats, and outline the structure of the modern bureaucracy. Page Reference: 233 Skill Level: Understand the Concepts Difficulty Level: Moderate 71.
One function of __________ is to provide public services that the private sector is unlikely to do. Answer: government corporations Test Bank Item Title: TB_Q8.2.71 Topic: The Modern Bureaucracy Learning Objective: LO 8.2: Describe modern bureaucrats, and outline the structure of the modern bureaucracy. Page Reference: 233 Skill Level: Understand the Concepts Difficulty Level: Moderate 242 .
p Short Answer Questions 72.
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, and transferring agency functions. Test Bank Item Title: TB_Q8.4.72 Topic: Toward Reform: Making the Bureaucracy Accountable Learning Objective: LO 8.4: Evaluate controls designed to make agencies more accountable. Page Reference: 239, 241 – 242 Skill Level: Understand the Concepts Difficulty Level: Moderate
73.
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 nominating 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. Test Bank Item Title: TB_Q8.4.73 Topic: Toward Reform: Making the Bureaucracy Accountable Learning Objective: LO 8.4: Evaluate controls designed to make agencies more accountable. Page Reference: 239 Skill Level: Understand the Concepts Difficulty Level: Moderate
74.
What are independent executive agencies? Provide an example. Answer: An ideal response will: 1. Define independent executive agencies as units in the executive branch whose authority is narrower in scope than that of the Cabinet departments. 2. Give an example of an independent executive agency, such as the Environmental Protection Agency. 243 .
Test Bank Item Title: TB_Q8.2.74 Topic: The Modern Bureaucracy Learning Objective: LO 8.2: Describe modern bureaucrats, and outline the structure of the modern bureaucracy. Page Reference: 232 – 233 Skill Level: Understand the Concepts Difficulty Level: Moderate What are independent regulatory commissions? Provide an example.
75.
Answer: An ideal response will: 1. Define independent regulatory commissions as units in the executive branch that regulate the economy to protect the public interest. 2. Give an example of an independent regulatory commission, such as the Federal Reserve Board. Test Bank Item Title: TB_Q8.2.75 Topic: The Modern Bureaucracy Learning Objective: LO 8.2: Describe modern bureaucrats, and outline the structure of the modern bureaucracy. Page Reference: 228 Skill Level: Understand the Concepts Difficulty Level: Moderate How does the Administrative Procedures Act (APA) influence rule making by departments and agencies?
76.
Answer: An ideal response will: 1. Explain that the APA was enacted in 1946 to ensure that interested parties are able to provide input into the rule-making process. 2. Note that the APA outlines steps that agencies must follow when they issue rules. Specifically, the act requires that (1) public notice of the time, place, and nature of the rule-making proceedings be provided in the Federal Register; (2) interested parties be given the opportunity to submit written arguments and facts relevant to the rule; and (3) the statutory purpose and basis of the rule be stated. After rules are published, thirty days generally must elapse before they take effect. Test Bank Item Title: TB_Q8.3.76 Topic: How the Bureaucracy Works Learning Objective: LO 8.3: Determine how the bureaucracy makes policy. Page Reference: 237 Skill Level: Understand the Concepts Difficulty Level: Moderate 77.
Discuss the role of bureaucratic agencies in administrative adjudication. 244 .
Answer: An ideal response will: 1. Define administrative adjudication as a quasi-judicial process whereby a federal agency determines whether an individual or organization has violated federal 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. Test Bank Item Title: TB_Q8.3.77 Topic: How the Bureaucracy Works Learning Objective: LO 8.3: Determine how the bureaucracy makes policy. Page Reference: 238 Skill Level: Understand the Concepts Difficulty Level: Moderate What is an issue network?
78.
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. 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 can influence policy making. Test Bank Item Title: TB_Q8.3.78 Topic: How the Bureaucracy Works Learning Objective: LO 8.3: Determine how the bureaucracy makes policy. Page Reference: 234 – 235 Skill Level: Understand the Concepts Difficulty Level: Moderate How did the Hatch Act reinforce reforms initiated under the Pendleton Act? When were these acts passed, and what events precipitated them?
79.
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. Mention the assassination of James Garfield and general dissatisfaction with the spoils system as precipitating the Pendleton Act. 245 .
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 that the growth of the federal government fed concerns that elections could be unduly influenced by those working for the government. This fear led to the passage of the Hatch Act. Test Bank Item Title: TB_Q8.1.79 Topic: Roots of the Federal Bureaucracy; The Modern Bureaucracy Learning Objective: LO 8.1: Trace the growth and development of the federal bureaucracy; LO 8.2: Describe modern bureaucrats, and outline the structure of the modern bureaucracy. Page Reference: 223, 233 – 234 Skill Level: Analyze It Difficulty Level: Difficult How has the structure of the presidential Cabinet changed since its origin?
80.
Answer: An ideal response will: 1. Recall that the Articles of Confederation instituted three executive cabinets, which were Foreign Affairs, War, and Treasury. These became the first Cabinet positions under the Constitution. 2. Explain that over time, the size of the modern bureaucracy has increased considerably. There are now fifteen cabinet departments that account for about 60 percent of the federal workforce. Test Bank Item Title: TB_Q8.1.80 Topic: Roots of the Federal Bureaucracy; The Modern Bureaucracy Learning Objective: LO 8.1: Trace the growth and development of the federal bureaucracy; LO 8.2: Describe modern bureaucrats, and outline the structure of the modern bureaucracy. Page Reference: 222 – 228, 230 – 234 Skill Level: Analyze It Difficulty Level: Difficult Discuss the limitations on presidential control of the federal bureaucracy.
81.
Answer: An ideal response will: 1. Explain that while the president has significant influence on the federal bureaucracy, that influence is limited. 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. 246 .
4. Note that executive orders are not always followed as closely or as quickly as the president might prefer. Test Bank Item Title: TB_Q8.1.81 Topic: Roots of the Federal Bureaucracy; Toward Reform: Making the Bureaucracy Accountable Learning Objective: LO 8.1: Trace the growth and development of the federal bureaucracy; LO 8.4: Evaluate controls designed to make agencies more accountable. Page Reference: 222 – 226, 239 Skill Level: Analyze It Difficulty Level: Difficult Explain the purpose that policy coordinating committees serve in the federal bureaucracy, and provide an example.
82.
Answer: An ideal response will: 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. Test Bank Item Title: TB_Q8.3.82 Topic: How the Bureaucracy Works Learning Objective: LO 8.3: Determine how the bureaucracy makes policy. Page Reference: 234 – 235, 237 – 238 Skill Level: Understand the Concepts Difficulty Level: Moderate What is administrative discretion? What are the two main processes through which agencies exercise administrative discretion?
83.
Answer: An ideal response will: 1. Define administrative discretion as the ability of federal bureaucrats to make choices concerning the best way to implement congressional or presidential intentions. 2. Explain how the rule-making process allows for agencies to exercise considerable discretion when crafting rules and regulations. 3. Explain how administrative adjudication allows agencies to exercise discretion in determining whether laws or regulations have been violated. Test Bank Item Title: TB_Q8.3.83 Topic: How the Bureaucracy Works Learning Objective: LO 8.3: Determine how the bureaucracy makes policy. 247 .
Page Reference: 237 – 238 Skill Level: Understand the Concepts Difficulty Level: Moderate What are independent regulatory commissions? In what sense are they independent of presidential and congressional control? Are they sufficiently independent?
84.
Answer: An ideal response will: 1. Define independent regulatory commissions as units in the executive branch that make and enforce rules to regulate the economy in the public interest. Examples include the Federal Reserve Board and the Federal Communications Commission. 2. Explain that these commissions were created so as to be insulated from political influence. 3. 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. 4. Assess whether they are sufficiently independent, taking into account that older commissions have considerably more independence than do newer commissions. Test Bank Item Title: TB_Q8.2.84 Topic: The Modern Bureaucracy Learning Objective: LO 8.2: Describe modern bureaucrats, and outline the structure of the modern bureaucracy. Page Reference: 230, 232 – 233 Skill Level: Analyze It Difficulty Level: Difficult 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?
85.
Answer: An ideal response will: 1. Define a government corporation as a corporation created and funded by the government to provide some public service that could, theoretically, be provided by the private sector. 2. Provide one or more examples, such as the U.S. Postal Service and the Tennessee Valley Authority. 3. Explain that the government creates these corporations because the private sector lacks an incentive to provide these services that are nonetheless deemed important for the good of society. Test Bank Item Title: TB_Q8.2.85 Topic: The Modern Bureaucracy Learning Objective: LO 8.2: Describe modern bureaucrats, and outline the structure of the modern bureaucracy. Page Reference: 233 248 .
Skill Level: Analyze It Difficulty Level: Difficult
pp Essay Questions 86.
Why did the size of the federal bureaucracy increase substantially over the course of the nation’s history? 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 United States out of the Great Depression. Test Bank Item Title: TB_Q8.1.86 Topic: Roots of the Federal Bureaucracy Learning Objective: LO 8.1: Trace the growth and development of the federal bureaucracy. Page Reference: 222 – 227 Skill Level: Analyze It Difficulty Level: Difficult
87.
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. Note that there was discontent with the spoils system and identify the catalyst for abolishing the spoils system, which was the assassination of James Garfield in 1881 by a disgruntled office seeker. 3. Note that the Pendleton Act was signed in 1883, creating a federal commission to oversee hiring on the basis of merit rather than partisanship. 4. Explain that the elimination of the spoils system was gradual rather than immediate, as the Pendleton Act initially only applied to about 10 percent of the federal bureaucracy. Test Bank Item Title: TB_Q8.1.87 Topic: Roots of the Federal Bureaucracy 249 .
Learning Objective: LO 8.1: Trace the growth and development of the federal bureaucracy. Page Reference: 222 – 227 Skill Level: Understand the Concepts Difficulty Level: Moderate 88.
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 the president can nominate Cabinet secretaries and dismiss them if they are not fulfilling the president’s goals. 2. 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 proposal. 3. Identify the president’s authority to issue executive orders that directly impact departments and agencies. These orders carry the force of law. Test Bank Item Title: TB_Q8.4.88 Topic: Toward Reform: Making the Bureaucracy Accountable Learning Objective: LO 8.4: Evaluate controls designed to make agencies more accountable. Page Reference: 238 – 239, 241 – 242 Skill Level: Apply What You Know Difficulty Level: Difficult Should federal bureaucrats have discretion in the implementation of public policies? If so, explain why and indicate how much discretion is appropriate. If not, explain why and propose ways that bureaucrats can be thwarted in their use of discretion.
89.
Answer: An ideal response will: 1. Define administrative discretion as the ability of federal bureaucrats to make choices concerning the best way to implement congressional or presidential intentions. 2. If they should have discretion, explain why discretion is a good thing. For example, 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 farsighted decisions. Explain how much discretion is appropriate. 3. If they should not have discretion, explain why discretion should be avoided. For example, note that administrative discretion may negatively affect democratic accountability because civil service employees make important policy decisions, yet they are not directly accountable to the public via the electoral process. Explain how the implementation process could be designed to prevent administrative discretion. 250 .
4. Take a position on the appropriateness of bureaucratic discretion in light of these competing perspectives. Test Bank Item Title: TB_Q8.3.89 Topic: How the Bureaucracy Works Learning Objective: LO 8.3: Determine how the bureaucracy makes policy. Page Reference: 234 – 235, 237 – 238 Skill Level: Analyze It Difficulty Level: Difficult 90.
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. Test Bank Item Title: TB_Q8.3.90 Topic: How the Bureaucracy Works Learning Objective: LO 8.3: Determine how the bureaucracy makes policy. Page Reference: 236 Skill Level: Analyze It Difficulty Level: Difficult
251 .
9 The Judiciary pp Multiple-Choice Questions 1.
Which Article of the Constitution creates the federal judiciary? a. Article I b. Article II c. Article III d. Article IV Answer: c Test Bank Item Title: TB_Q9.1.1 Topic: Roots of the Federal Judiciary Learning Objective: LO 9.1: Trace the development of the federal judiciary and the origins of judicial review. Page Reference: 248 Skill Level: Remember the Facts Difficulty Level: Easy
2.
Which of the following confirms all federal judges? a. House of Representatives b. Supreme Court c. Senate d. president Answer: c Test Bank Item Title: TB_Q9.0.2 Topic: Introduction Learning Objective: Introduction Page Reference: 248 Skill Level: Remember the Facts Difficulty Level: Easy 252 .
3.
The __________ Act of 1789 established the basic three-tiered structure of the federal court system. a. Federal Courts b. Appellate c. Confirmation d. Judiciary Answer: d Test Bank Item Title: TB_Q9.1.3 Topic: Roots of the Federal Judiciary Learning Objective: LO 9.1: Trace the development of the federal judiciary and the origins of judicial review. Page Reference: 249 Skill Level: Remember the Facts Difficulty Level: Easy How many justices currently serve on the Supreme Court?
4.
a. five b. six c. eight d. nine Answer: d Test Bank Item Title: TB_Q9.1.4 Topic: Roots of the Federal Judiciary Learning Objective: LO 9.1: Trace the development of the federal judiciary and the origins of judicial review. Page Reference: 250 Skill Level: Remember the Facts Difficulty Level: Easy In which of the following cases did the Supreme Court first claim the right of judicial review?
5.
a. Chisholm v. Georgia b. Brown v. Board of Education c. United States v. Nixon d. Marbury v. Madison Answer: d Test Bank Item Title: TB_Q9.1.5 Topic: Roots of the Federal Judiciary Learning Objective: LO 9.1: Trace the development of the federal judiciary and the origins of judicial review. Page Reference: 251 253 .
Skill Level: Remember the Facts Difficulty Level: Easy 6.
In which type of court do cases generally begin? a. trial b. appellate c. legislative d. circuit Answer: a Test Bank Item Title: TB_Q9.2.6 Topic: The Federal Court System Learning Objective: LO 9.2: Explain the organization of the federal court system. Page Reference: 252 Skill Level: Understand the Concepts Difficulty Level: Moderate A writ of __________ is a request submitted to the U.S. Supreme Court to review a lower court decision.
7.
a. mandamus b. prohibition c. attachment d. certiorari Answer: d Test Bank Item Title: TB_Q9.4.7 Topic: The Supreme Court Today Learning Objective: LO 9.4: Evaluate the Supreme Court’s process for accepting, hearing, and deciding cases. Page Reference: 264 Skill Level: Remember the Facts Difficulty Level: Easy For a case to be heard in the Supreme Court, a minimum of how many justices must vote to hear the case?
8.
a. one b. four c. five d. six Answer: b Test Bank Item Title: TB_Q9.4.8 Topic: The Supreme Court Today 254 .
Learning Objective: LO 9.4: Evaluate the Supreme Court’s process for accepting, hearing, and deciding cases. Page Reference: 266 Skill Level: Understand the Concepts Difficulty Level: Moderate 9.
Following oral arguments, the justices gather for a __________ during which they discuss the case and cast preliminary votes. a. conference b. moot court session c. hearing d. review Answer: a Test Bank Item Title: TB_Q9.4.9 Topic: The Supreme Court Today Learning Objective: LO 9.4: Evaluate the Supreme Court’s process for accepting, hearing, and deciding cases. Page Reference: 269 Skill Level: Understand the Concepts Difficulty Level: Moderate How many tiers does the federal judiciary have?
10.
a. three b. six c. 12 d. 15 Answer: a Test Bank Item Title: TB_Q9.1.10 Topic: Roots of the Federal Judiciary Learning Objective: LO 9.1: Trace the development of the federal judiciary and the origins of judicial review. Page Reference: 249 Skill Level: Remember the Facts Difficulty Level: Easy Of all current federal judges, more were appointed by President __________ than by any other president.
11.
a. Barack Obama b. George W. Bush c. Bill Clinton d. George H. W. Bush 255 .
Answer: b Test Bank Item Title: TB_Q9.3.11 Topic: How Federal Court Judges Are Selected Learning Objective: LO 9.3: Outline the criteria and process used to select federal court judges. Page Reference: 259 Skill Level: Remember the Facts Difficulty Level: Easy Courts established by Congress for specialized purposes are known as __________ courts.
12.
a. appellate b. constitutional c. legislative d. public Answer: c Test Bank Item Title: TB_Q9.2.12 Topic: The Federal Court System Learning Objective: LO 9.2: Explain the organization of the federal court system. Page Reference: 252 Skill Level: Remember the Facts Difficulty Level: Easy Who represents the federal government in appeals to the Supreme Court?
13.
a. attorney general b. president c. Speaker of the House d. solicitor general Answer: d Test Bank Item Title: TB_Q9.4.13 Topic: The Supreme Court Today Learning Objective: LO 9.4: Evaluate the Supreme Court’s process for accepting, hearing, and deciding cases. Page Reference: 267 Skill Level: Understand the Concepts Difficulty Level: Moderate 14.
Who nominates judges to the U.S. district courts? a. the president b. the House of Representatives c. the Senate d. the Supreme Court 256 .
Answer: a Test Bank Item Title: TB_Q9.2.14 Topic: The Federal Court System Learning Objective: LO 9.2: Explain the organization of the federal court system. Page Reference: 252 Skill Level: Understand the Concepts Difficulty Level: Moderate Which of the following is the authority vested in a particular court to hear and decide the issues in a particular case?
15.
a. jurisdiction b. judicial review c. jurisprudence d. stare decisis Answer: a Test Bank Item Title: TB_Q9.1.15 Topic: Roots of the Federal Judiciary Learning Objective: LO 9.1: Trace the development of the federal judiciary and the origins of judicial review. Page Reference: 248 - 249 Skill Level: Remember the Facts Difficulty Level: Easy __________ is the power of the courts to review and overturn the actions of the executive and legislative branches.
16.
a. Original jurisdiction b. Stare decisis c. Judicial review d. Precedent Answer: c Test Bank Item Title: TB_Q9.1.16 Topic: Roots of the Federal Judiciary Learning Objective: LO 9.1: Trace the development of the federal judiciary and the origins of judicial review. Page Reference: 251 Skill Level: Remember the Facts Difficulty Level: Easy 17.
Recent presidents have increased the __________ of the federal courts. a. size b. salaries 257 .
c. experience level d. diversity Answer: d Test Bank Item Title: TB_Q9.3.17 Topic: How Federal Court Judges Are Selected Learning Objective: LO 9.3: Outline the criteria and process used to select federal court judges. Page Reference: 259 Skill Level: Understand the Concepts Difficulty Level: Moderate Federal district court judges are appointed to __________ terms.
18.
a. three-year b. ten-year c. twenty-year d. life Answer: d Test Bank Item Title: TB_Q9.2.18 Topic: The Federal Court System Learning Objective: LO 9.2: Explain the organization of the federal court system. Page Reference: 252 Skill Level: Remember the Facts Difficulty Level: Easy The authority to be the first court to hear a case is which type of jurisdiction?
19.
a. appellate b. constitutional c. federal d. original Answer: d Test Bank Item Title: TB_Q9.1.19 Topic: Roots of the Federal Judiciary Learning Objective: LO 9.1: Trace the development of the federal judiciary and the origins of judicial review. Page Reference: 248 – 249 Skill Level: Remember the Facts Difficulty Level: Easy 20.
A(n) __________ brief might be submitted by an interest group hoping to sway the Supreme Court’s decision by providing the group’s legal rationale for why the Court should rule a certain way. 258 .
a. amicus curiae b. habeas corpus c. outsider d. coram nobis Answer: a Test Bank Item Title: TB_Q9.4.20 Topic: The Supreme Court Today Learning Objective: LO 9.4: Evaluate the Supreme Court’s process for accepting, hearing, and deciding cases. Page Reference: 268 Skill Level: Apply What You Know Difficulty Level: Moderate Only a(n) __________ court can review the decisions of a lower court.
21.
a. trial b. legislative c. administrative d. appellate Answer: d Test Bank Item Title: TB_Q9.1.21 Topic: Roots of the Federal Judiciary Learning Objective: LO 9.1: Trace the development of the federal judiciary and the origins of judicial review. Page Reference: 249 Skill Level: Understand the Concepts Difficulty Level: Moderate The U.S. courts of appeals are divided into __________ numbered circuits and two unnumbered circuits.
22.
a. six b. nine c. eleven d. twelve Answer: c Test Bank Item Title: TB_Q9.2.22 Topic: The Federal Court System Learning Objective: LO 9.2: Explain the organization of the federal court system. Page Reference: 254 Skill Level: Understand the Concepts Difficulty Level: Easy
259 .
23.
In __________ the Supreme Court demonstrated its policy-making power by overruling its own prior decision in Plessy v. Ferguson. a. Gideon v. Wainwright b. McCulloch v. Maryland c. Brown v. Board of Education d. Marbury v. Madison Answer: c Test Bank Item Title: TB_Q9.6.23 Topic: Toward Reform: Power, Policy Making, and the Court Learning Objective: LO 9.6: Assess the role of the Supreme Court in the policymaking process. Page Reference: 275 Skill Level: Understand the Concepts Difficulty Level: Moderate Which of the following is an opinion written by a justice in the majority that outlines additional considerations he or she thinks are important?
24.
a. concurring b. en banc c. dissenting d. per curiam Answer: a Test Bank Item Title: TB_Q9.4.24 Topic: The Supreme Court Today Learning Objective: LO 9.4: Evaluate the Supreme Court’s process for accepting, hearing, and deciding cases. Page Reference: 271 Skill Level: Understand the Concepts Difficulty Level: Moderate Proponents of which of the following believe that judges should use their power broadly to further justice?
25.
a. judicial restraint b. strict constructionism c. judicial activism d. originalism Answer: c Test Bank Item Title: TB_Q9.5.25 Topic: Judicial Philosophy and Decision Making Learning Objective: LO 9.5: Analyze the factors that influence judicial decision making. 260 .
Page Reference: 272 Skill Level: Remember the Facts Difficulty Level: Easy The vast majority of all cases are tried in __________.
26.
a. federal courts b. the U.S. district courts c. appellate courts d. state courts Answer: d Test Bank Item Title: TB_Q9.2.26 Topic: The Federal Court System Learning Objective: LO 9.2: Explain the organization of the federal court system. Page Reference: 253 Skill Level: Understand the Concepts Difficulty Level: Moderate In which federal courts are trials conducted?
27.
a. circuit courts b. district courts c. courts of appeals d. state supreme courts Answer: b Test Bank Item Title: TB_Q9.2.27 Topic: The Federal Court System Learning Objective: LO 9.2: Explain the organization of the federal court system. Page Reference: 254 Skill Level: Apply What You Know Difficulty Level: Moderate In 1987, the Senate refused to confirm the nomination of which of the following to the Supreme Court?
28.
a. Antonin Scalia b. Earl Warren c. Robert Bork d. John Roberts Answer: c Test Bank Item Title: TB_Q9.3.28 Topic: How Federal Court Judges Are Selected Learning Objective: LO 9.3: Outline the criteria and process used to select federal court judges. 261 .
Page Reference: 261 Skill Level: Remember the Facts Difficulty Level: Easy The Supreme Court provides a statement of the legal reasoning behind its decisions in written __________.
29.
a. briefs b. arguments c. opinions d. regulations Answer: c Test Bank Item Title: TB_Q9.4.29 Topic: The Supreme Court Today Learning Objective: LO 9.4: Evaluate the Supreme Court’s process for accepting, hearing, and deciding cases. Page Reference: 271 Skill Level: Understand the Concepts Difficulty Level: Moderate How and whether judicial decisions are translated into actual policy is known as judicial __________.
30.
a. implementation b. execution c. legislation d. intention Answer: a Test Bank Item Title: TB_Q9.6.30 Topic: Toward Reform: Power, Policy Making, and the Court Learning Objective: LO 9.6: Assess the role of the Supreme Court in the policymaking process. Page Reference: 275 Skill Level: Remember the Facts Difficulty Level: Easy Of the following, who was appointed by President George W. Bush?
31.
a. Justice Alito b. Justice Kagan c. Justice Thomas d. Justice Ginsburg Answer: a Test Bank Item Title: TB_Q9.3.31 262 .
Topic: How Federal Court Judges Are Selected Learning Objective: LO 9.3: Outline the criteria and process used to select federal court judges. Page Reference: 258 Skill Level: Remember the Facts Difficulty Level: Easy 32.
Which of the following is within the original jurisdiction of the Supreme Court? a. federal criminal matters b. tax disputes c. military tribunals d. cases involving the state governments Answer: d Test Bank Item Title: TB_Q9.1.32 Topic: Roots of the Federal Judiciary Learning Objective: LO 9.1: Trace the development of the federal judiciary and the origins of judicial review. Page Reference: 249 Skill Level: Understand the Concepts Difficulty Level: Moderate Who presides over trials for presidential impeachment?
33.
a. the vice president b. the Speaker of the House c. the chief justice d. the president of the Senate Answer: c Test Bank Item Title: TB_Q9.1.33 Topic: Roots of the Federal Judiciary Learning Objective: LO 9.1: Trace the development of the federal judiciary and the origins of judicial review. Page Reference: 249 Skill Level: Understand the Concepts Difficulty Level: Moderate According to Marbury v. Madison, which clause implies the right of the Supreme Court to exercise judicial review?
34.
a. the necessary and proper clause b. the supremacy clause c. the faithful execution clause d. the full faith and credit clause 263 .
Answer: b Test Bank Item Title: TB_Q9.1.34 Topic: Roots of the Federal Judiciary Learning Objective: LO 9.1: Trace the development of the federal judiciary and the origins of judicial review. Page Reference: 252 Skill Level: Analyze It Difficulty Level: Difficult According to Article III of the Constitution, __________ has/have the power to create inferior federal courts.
35.
a. Congress b. the president c. the Supreme Court d. the states Answer: a Test Bank Item Title: TB_Q9.2.35 Topic: The Federal Court System Learning Objective: LO 9.2: Explain the organization of the federal court system. Page Reference: 252 Skill Level: Understand the Concepts Difficulty Level: Moderate The U.S. Court of Appeals for Veterans Claims is an example of which type of court?
36.
a. constitutional b. Article III c. legislative d. ex officio Answer: c Test Bank Item Title: TB_Q9.2.36 Topic: The Federal Court System Learning Objective: LO 9.2: Explain the organization of the federal court system. Page Reference: 252 – 253 Skill Level: Apply What You Know Difficulty Level: Moderate 37.
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 264 .
d. U.S. Court of Appeals for the Ninth Circuit Answer: d Test Bank Item Title: TB_Q9.2.37 Topic: The Federal Court System Learning Objective: LO 9.2: Explain the organization of the federal court system. Page Reference: 253 Skill Level: Apply What You Know Difficulty Level: Moderate 38.
How many courts of appeals are in the federal system? a. two b. six c. five d. thirteen Answer: d Test Bank Item Title: TB_Q9.2.38 Topic: The Federal Court System Learning Objective: LO 9.2: Explain the organization of the federal court system. Page Reference: 255 Skill Level: Remember the Facts Difficulty Level: Easy In an informal process known as __________, presidents generally allow senators from the state in which a judicial vacancy occurs to block the nomination.
39.
a. advice and consent b. presidential deference c. judicial purview d. senatorial courtesy Answer: d Test Bank Item Title: TB_Q9.3.39 Topic: How Federal Court Judges Are Selected Learning Objective: LO 9.3: Outline the criteria and process used to select federal court judges. Page Reference: 257 Skill Level: Remember the Facts Difficulty Level: Easy As of 2014, how many African Americans have served on the U.S. Supreme Court?
40.
a. zero b. one c. two 265 .
d. five Answer: c Test Bank Item Title: TB_Q9.3.40 Topic: How Federal Court Judges Are Selected Learning Objective: LO 9.3: Outline the criteria and process used to select federal court judges. Page Reference: 260 Skill Level: Remember the Facts Difficulty Level: Easy Of the following presidents, who had the greatest influence on the composition of the federal judiciary as measured by the percentage of judgeships filled by that president?
41.
a. Jimmy Carter b. Ronald Reagan c. George W. Bush d. Bill Clinton Answer: b Test Bank Item Title: TB_Q9.3.41 Topic: How Federal Court Judges Are Selected Learning Objective: LO 9.3: Outline the criteria and process used to select federal court judges. Page Reference: 257 Skill Level: Apply What You Know Difficulty Level: Difficult When the U.S. Supreme Court agrees to hear a case appealed to it from a circuit court, it is exercising its __________ jurisdiction.
42.
a. original b. legislative c. mandatory d. appellate Answer: d Test Bank Item Title: TB_Q9.1.42 Topic: Roots of the Federal Judiciary Learning Objective: LO 9.1: Trace the development of the federal judiciary and the origins of judicial review. Page Reference: 249 Skill Level: Apply What You Know Difficulty Level: Moderate 43.
Which of the following can modify or reverse a decision of the Supreme Court? 266 .
a. an executive order b. a district court c. a constitutional amendment d. a writ of certiorari Answer: c Test Bank Item Title: TB_Q9.1.43 Topic: Roots of the Federal Judiciary Learning Objective: LO 9.1: Trace the development of the federal judiciary and the origins of judicial review. Page Reference: 249 Skill Level: Analyze It Difficulty Level: Difficult All federal judicial nominations are first referred to which of the following for a hearing?
44.
a. House Committee on the Courts b. Senate Nominations Committee c. attorney general d. Senate Judiciary Committee Answer: d Test Bank Item Title: TB_Q9.3.44 Topic: How Federal Court Judges Are Selected Learning Objective: LO 9.3: Outline the criteria and process used to select federal court judges. Page Reference: 257 Skill Level: Analyze It Difficulty Level: Difficult If a judge believes that she should only strike down laws that clearly violate the Constitution, she likely believes in which of the following?
45.
a. judicial activism b. original intent c. strict constructionism d. judicial restraint Answer: d Test Bank Item Title: TB_Q9.5.45 Topic: Judicial Philosophy and Decision Making Learning Objective: LO 9.5: Analyze the factors that influence judicial decision making. Page Reference: 272 Skill Level: Apply What You Know 267 .
Difficulty Level: Moderate The conference of the U.S. Supreme Court is __________.
46.
a. limited to the justices and other court staff b. limited to the justices themselves c. open to the justices and the public d. open to the justices and the media Answer: b Test Bank Item Title: TB_Q9.4.46 Topic: The Supreme Court Today Learning Objective: LO 9.4: Evaluate the Supreme Court’s process for accepting, hearing, and deciding cases. Page Reference: 265 Skill Level: Understand the Concepts Difficulty Level: Moderate 47.
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. mandatory d. original Answer: d Test Bank Item Title: TB_Q9.1.47 Topic: Roots of the Federal Judiciary Learning Objective: LO 9.1: Trace the development of the federal judiciary and the origins of judicial review. Page Reference: 248 – 249 Skill Level: Understand the Concepts Difficulty Level: Moderate
pp True-False Questions 48.
Of the more than 100 people who have been Supreme Court justices, a majority have been Catholic. Answer: FALSE Test Bank Item Title: TB_Q9.3.48 Topic: How Federal Court Judges Are Selected Learning Objective: LO 9.3: Outline the criteria and process used to select federal court judges. 268 .
Page Reference: 260 Skill Level: Understand the Concepts Difficulty Level: Moderate Article III of the Constitution contains the provisions related to the Supreme Court.
49.
Answer: TRUE Test Bank Item Title: TB_Q9.1.49 Topic: Roots of the Federal Judiciary Learning Objective: LO 9.1: Trace the development of the federal judiciary and the origins of judicial review. Page Reference: 248 Skill Level: Remember the Facts Difficulty Level: Easy 50.
The Judiciary Act of 1789 established the federal circuit courts and district courts. Answer: TRUE Test Bank Item Title: TB_Q9.1.50 Topic: Roots of the Federal Judiciary Learning Objective: LO 9.1: Trace the development of the federal judiciary and the origins of judicial review. Page Reference: 249 Skill Level: Remember the Facts Difficulty Level: Easy The federal district courts are appellate courts.
51.
Answer: FALSE Test Bank Item Title: TB_Q9.2.51 Topic: The Federal Court System Learning Objective: LO 9.2: Explain the organization of the federal court system. Page Reference: 252 – 253 Skill Level: Understand the Concepts Difficulty Level: Moderate Litigants have an automatic right of appeal to the Supreme Court.
52.
Answer: FALSE Test Bank Item Title: TB_Q9.2.52 Topic: The Federal Court System Learning Objective: LO 9.2: Explain the organization of the federal court system. Page Reference: 254 – 255 Skill Level: Understand the Concepts Difficulty Level: Moderate 53.
The Supreme Court’s annual term begins on the first Thursday in April. 269 .
Answer: FALSE Test Bank Item Title: TB_Q9.4.53 Topic: The Supreme Court Today Learning Objective: LO 9.4: Evaluate the Supreme Court’s process for accepting, hearing, and deciding cases. Page Reference: 269 Skill Level: Remember the Facts Difficulty Level: Easy A dissenting opinion is written by a justice who agrees with the final outcome of a case but disagrees with the rationale.
54.
Answer: FALSE Test Bank Item Title: TB_Q9.4.54 Topic: The Supreme Court Today Learning Objective: LO 9.4: Evaluate the Supreme Court’s process for accepting, hearing, and deciding cases. Page Reference: 271 Skill Level: Understand the Concepts Difficulty Level: Moderate The selection of federal judges is a highly political process.
55.
Answer: TRUE Test Bank Item Title: TB_Q9.3.55 Topic: How Federal Court Judges Are Selected Learning Objective: LO 9.3: Outline the criteria and process used to select federal court judges. Page Reference: 257 Skill Level: Remember the Facts Difficulty Level: Easy Justice Elena Kagan did not have any judicial experience prior to her appointment to the Supreme Court.
56.
Answer: TRUE Test Bank Item Title: TB_Q9.3.56 Topic: How Federal Court Judges Are Selected Learning Objective: LO 9.3: Outline the criteria and process used to select federal court judges. Page Reference: 258 Skill Level: Understand the Concepts Difficulty Level: Moderate 57.
Strict constructionists believe that the Constitution should be interpreted in light of modern values. 270 .
Answer: FALSE Test Bank Item Title: TB_Q9.5.57 Topic: Judicial Philosophy and Decision Making Learning Objective: LO 9.5: Analyze the factors that influence judicial decision making. Page Reference: 272 Skill Level: Understand the Concepts Difficulty Level: Moderate The Supreme Court only has original jurisdiction.
58.
Answer: FALSE Test Bank Item Title: TB_Q9.4.58 Topic: The Supreme Court Today Learning Objective: LO 9.4: Evaluate the Supreme Court’s process for accepting, hearing, and deciding cases. Page Reference: Skill Level: Understand the Concepts Difficulty Level: Moderate The U.S. Court of Appeals for the First Circuit is a constitutional court.
59.
Answer: TRUE Test Bank Item Title: TB_Q9.2.59 Topic: The Federal Court System Learning Objective: LO 9.2: Explain the organization of the federal court system. Page Reference: 265 Skill Level: Apply What You Know Difficulty Level: Moderate The Supreme Court regularly exercises its original jurisdiction.
60.
Answer: FALSE Test Bank Item Title: TB_Q9.4.60 Topic: The Supreme Court Today Learning Objective: LO 9.4: Evaluate the Supreme Court’s process for accepting, hearing, and deciding cases. Page Reference: 265 Skill Level: Understand the Concepts Difficulty Level: Moderate Rotating three-judge panels typically decide cases in the federal courts of appeals.
61.
Answer: TRUE Test Bank Item Title: TB_Q9.2.61 Topic: The Federal Court System 271 .
Learning Objective: LO 9.2: Explain the organization of the federal court system. Page Reference: 255 Skill Level: Understand the Concepts Difficulty Level: Moderate 62.
Marbury v. Madison significantly expanded the power of the federal judiciary. Answer: TRUE Test Bank Item Title: TB_Q9.1.62 Topic: Roots of the Federal Judiciary Learning Objective: LO 9.1: Trace the development of the federal judiciary and the origins of judicial review. Page Reference: 251 Skill Level: Apply What You Know Difficulty Level: Moderate
pp Fill-in-the-Blank Questions 63.
A lawyer’s spoken presentation to the Court of the legal reasons why his or her client should win is called the __________. Answer: oral argument Test Bank Item Title: TB_Q9.4.63 Topic: The Supreme Court Today Learning Objective: LO 9.4: Evaluate the Supreme Court’s process for accepting, hearing, and deciding cases. Page Reference: 269 Skill Level: Understand the Concepts Difficulty Level: Moderate
64.
Of the federal courts, only the __________ is explicitly mentioned in the Constitution. Answer: Supreme Court Test Bank Item Title: TB_Q9.1.64 Topic: Roots of the Federal Judiciary Learning Objective: LO 9.1: Trace the development of the federal judiciary and the origins of judicial review. Page Reference: 248 Skill Level: Remember the Facts Difficulty Level: Easy
65.
Judicial __________ is a philosophy of judicial decision making that posits judges should use their power broadly to further justice. 272 .
Answer: activism Test Bank Item Title: TB_Q9.5.65 Topic: Judicial Philosophy and Decision Making Learning Objective: LO 9.5: Analyze the factors that influence judicial decision making. Page Reference: 272 Skill Level: Remember the Facts Difficulty Level: Easy The courts of appeals hear appeals from the __________ courts.
66.
Answer: district Test Bank Item Title: TB_Q9.2.66 Topic: The Federal Court System Learning Objective: LO 9.2: Explain the organization of the federal court system. Page Reference: 254 – 255 Skill Level: Understand the Concepts Difficulty Level: Moderate __________ believe that courts should interpret the Constitution as the Framers wrote and originally intended it.
67.
Answer: Strict constructionists Test Bank Item Title: TB_Q9.5.67 Topic: Judicial Philosophy and Decision Making Learning Objective: LO 9.5: Analyze the factors that influence judicial decision making. Page Reference: 272 Skill Level: Remember the Facts Difficulty Level: Easy The president appoints federal judges with the advice and consent of the __________.
68.
Answer: Senate Test Bank Item Title: TB_Q9.1.68 Topic: Roots of the Federal Judiciary Learning Objective: LO 9.1: Trace the development of the federal judiciary and the origins of judicial review. Page Reference: 249 Skill Level: Understand the Concepts Difficulty Level: Moderate 69.
Article III guarantees that the __________ of federal judges will not be reduced during their service on the bench. Answer: salaries 273 .
Test Bank Item Title: TB_Q9.1.69 Topic: Roots of the Federal Judiciary Learning Objective: LO 9.1: Trace the development of the federal judiciary and the origins of judicial review. Page Reference: 250 Skill Level: Understand the Concepts Difficulty Level: Moderate The solicitor general handles all appeals on behalf of the __________ before the Supreme Court.
70.
Answer: U.S. government Test Bank Item Title: TB_Q9.4.70 Topic: The Supreme Court Today Learning Objective: LO 9.4: Evaluate the Supreme Court’s process for accepting, hearing, and deciding cases. Page Reference: 267 Skill Level: Understand the Concepts Difficulty Level: Moderate Justices who do not agree with the outcome of a case write __________ opinions.
71.
Answer: dissenting Test Bank Item Title: TB_Q9.4.71 Topic: The Supreme Court Today Learning Objective: LO 9.4: Evaluate the Supreme Court’s process for accepting, hearing, and deciding cases. Page Reference: 271 Skill Level: Understand the Concepts Difficulty Level: Moderate If North Dakota sues South Dakota, the case will be heard by the __________.
72.
Answer: Supreme Court Test Bank Item Title: TB_Q9.2.72 Topic: The Federal Court System Learning Objective: LO 9.2: Explain the organization of the federal court system. Page Reference: 253 Skill Level: Apply What You Know Difficulty Level: Moderate 73.
Judicial __________ encourages deference to the policy judgments of elected branches of government. Answer: restraint Test Bank Item Title: TB_Q9.5.73 Topic: Judicial Philosophy and Decision Making 274 .
Learning Objective: LO 9.5: Analyze the factors that influence judicial decision making. Page Reference: 272 Skill Level: Understand the Concepts Difficulty Level: Moderate
p Short Answer Questions 74.
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, courts of appeals, district courts. 3. Explain the types of cases heard by each of the constitutional courts. Test Bank Item Title: TB_Q9.2.74 Topic: The Federal Court System Learning Objective: LO 9.2: Explain the organization of the federal court system. Page Reference: 252 – 255, Skill Level: Understand the Concepts Difficulty Level: Moderate
75.
Explain the “Rule of Four” and its relationship to the decision of the Supreme Court to hear a case. 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. Test Bank Item Title: TB_Q9.4.75 Topic: The Supreme Court Today Learning Objective: LO 9.4: Evaluate the Supreme Court’s process for accepting, hearing, and deciding cases. Page Reference: 265 – 266 Skill Level: Understand the Concepts Difficulty Level: Moderate
76.
Describe the strict constructionist judicial philosophy. Give an example of how it might be used. Answer: An ideal response will: 275 .
1. Define strict construction as the belief that courts should interpret the Constitution as the Framers wrote and originally intended it. 2. Give an example of how strict constructionism might guide judges as they decide a particular case. Test Bank Item Title: TB_Q9.5.76 Topic: Judicial Philosophy and Decision Making Learning Objective: LO 9.5: Analyze the factors that influence judicial decision making. Page Reference: 272 Skill Level: Understand the Concepts Difficulty Level: Moderate How are nominees to the federal district courts selected?
77.
Answer: An ideal response will: 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. Test Bank Item Title: TB_Q9.3.77 Topic: How Federal Court Judges Are Selected Learning Objective: LO 9.3: Outline the criteria and process used to select federal court judges. Page Reference: 257 – 258 Skill Level: Understand the Concepts Difficulty Level: Moderate Describe the difference between original and appellate jurisdiction.
78.
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 the Supreme Court has both original and appellate jurisdiction. Test Bank Item Title: TB_Q9.1.78 Topic: Roots of the Federal Judiciary Learning Objective: LO 9.1: Trace the development of the federal judiciary and the origins of judicial review. Page Reference: 249 – 252 Skill Level: Understand the Concepts Difficulty Level: Moderate 276 .
79.
Define an implementing population and a consumer population in the implementation of judicial decisions. 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, and 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. Test Bank Item Title: TB_Q9.6.79 Topic: Toward Reform: Power, Policy Making, and the Court Learning Objective: LO 9.6: Assess the role of the Supreme Court in the policymaking process. Page Reference: 275 – 276 Skill Level: Apply What You Know Difficulty Level: Difficult When is the Supreme Court most likely to hear a case?
80.
Answer: An ideal response will: 1. Note that the Supreme Court decides to hear a case when four justices agree to do so. This is the Rule of Four. 2. Note the many circumstances that increase the likelihood that the Court will accept a case: when the federal government is the party asking for review, when the case involves conflict among the courts of appeals, when the case involves civil rights or liberties, when the case involves the ideological or policy preferences of the justice, and when there is considerable social or political interest in the case. Test Bank Item Title: TB_Q9.4.80 Topic: The Supreme Court Today Learning Objective: LO 9.4: Evaluate the Supreme Court’s process for accepting, hearing, and deciding cases. Page Reference: 264 – 269, 271 Skill Level: Understand the Concepts Difficulty Level: Moderate Explain why the Framers gave federal judges life tenure.
81.
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. 277 .
2. Explain how a life term enables judges to decide cases based on their merits without concern for the popularity of the decision. Test Bank Item Title: TB_Q9.1.81 Topic: Roots of the Federal Judiciary Learning Objective: LO 9.1: Trace the development of the federal judiciary and the origins of judicial review. Page Reference: 249 Skill Level: Analyze It Difficulty Level: Moderate 82.
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. Test Bank Item Title: TB_Q9.2.82 Topic: The Federal Court System Learning Objective: LO 9.2: Explain the organization of the federal court system. Page Reference: 252 – 255 Skill Level: Apply What You Know Difficulty Level: Moderate What is the relationship between the supremacy clause and judicial review?
83.
Answer: An ideal response will: 1. Define judicial review. 2. Explain the meaning of the supremacy clause. 3. Discuss how the supremacy clause could be interpreted to imply the authority of the courts to exercise judicial review. Test Bank Item Title: TB_Q9.1.83 Topic: Roots of the Federal Judiciary Learning Objective: LO 9.1: Trace the development of the federal judiciary and the origins of judicial review. Page Reference: 251 – 252 Skill Level: Analyze It Difficulty Level: Difficult Why is Article III the shortest part of the Constitution?
84.
278 .
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. Test Bank Item Title: TB_Q9.1.84 Topic: Roots of the Federal Judiciary Learning Objective: LO 9.1: Trace the development of the federal judiciary and the origins of judicial review. Page Reference: 248 – 249 Skill Level: Analyze It Difficulty Level: Difficult Describe the role of stare decisis in Brown v. Board of Education.
85.
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, such as its decision in Brown that overruled an earlier Supreme Court case that established that separate facilities were permissible as long as they are equal. Test Bank Item Title: TB_Q9.6.85 Topic: Toward Reform: Power, Policy Making, and the Court Learning Objective: LO 9.6: Assess the role of the Supreme Court in the policymaking process. Page Reference: 275 Skill Level: Analyze It Difficulty Level: Difficult Explain judicial implementation.
86.
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. Test Bank Item Title: TB_Q9.6.86 Topic: Toward Reform: Power, Policy Making, and the Court Learning Objective: LO 9.6: Assess the role of the Supreme Court in the policymaking process. Page Reference: 275 Skill Level: Understand the Concepts 279 .
Difficulty Level: Moderate
p Essay Questions 87.
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 for political supporters, pursuit of political support, religion, race, and gender. Test Bank Item Title: TB_Q9.3.87 Topic: How Federal Court Judges Are Selected Learning Objective: LO 9.3: Outline the criteria and process used to select federal court judges. Page Reference: 257 – 263 Skill Level: Understand the Concepts Difficulty Level: Moderate
88.
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 believes in giving deference to the actions of other branches of government and would only strike down a law that is clearly unconstitutional. 2. Acknowledge that an advocate of judicial restraint would allow segregation to continue as it is not plainly unconstitutional. 3. Explain that a proponent of judicial activism favors broad constitutional interpretation to promote justice and fairness and would, therefore, support the decision in Brown. Test Bank Item Title: TB_Q9.5.88 Topic: Judicial Philosophy and Decision Making Learning Objective: LO 9.5: Analyze the factors that influence judicial decision making. Page Reference: 272 – 273 Skill Level: Apply What You Know Difficulty Level: Difficult
89.
Explain the significance of Marbury v. Madison. Answer: An ideal response will: 280 .
1. Explain that Marbury was the first case in which the Supreme Court claimed the power of judicial review. Explain that the claim of judicial review is much more important than the particular facts of the case. 2. Explain that judicial review significantly expanded the power of the federal courts by allowing the courts to review the actions of the other branches. Test Bank Item Title: TB_Q9.1.89 Topic: Roots of the Federal Judiciary Learning Objective: LO 9.1: Trace the development of the federal judiciary and the origins of judicial review. Page Reference: 251 – 252 Skill Level: Analyze It Difficulty Level: Difficult 90.
Compare judicial restraint, judicial activism, and strict constructionist philosophies. Answer: An ideal response will: 1. Note that all three are philosophies used by judges to help them reach a decision in a case. 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. Test Bank Item Title: TB_Q9.5.90 Topic: Judicial Philosophy and Decision Making Learning Objective: LO 9.5: Analyze the factors that influence judicial decision making. Page Reference: 271 – 273 Skill Level: Analyze It Difficulty Level: Difficult
281 .
10 Public Opinion and Political Socialization pp Multiple-Choice Questions 1.
Who is considered the founder of modern-day polling? a. George Gallup b. Alfred M. Landon c. Walter Lippmann d. John Zogby Answer: a Test Bank Item Title: TB_Q10.1.1 Topic: Roots of Public Opinion Research Learning Objective: LO 10.1: Trace the development of modern public opinion research. Page Reference: 282 Skill Level: Remember the Facts Difficulty Level: Easy
2.
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 Answer: d Test Bank Item Title: TB_Q10.1.2 Topic: Roots of Public Opinion Research 282 .
Learning Objective: LO 10.1: Trace the development of modern public opinion research. Page Reference: 283 Skill Level: Remember the Facts Difficulty Level: Easy Since 1952, researchers have conducted and analyzed the __________ to assess the political attitudes and behavior of the American electorate.
3.
a. American Electorate Studies b. General Social Studies c. Harris Interactive Studies d. American National Election Studies Answer: d Test Bank Item Title: TB_Q10.1.3 Topic: Roots of Public Opinion Research Learning Objective: LO 10.1: Trace the development of modern public opinion research. Page Reference: 284 – 285 Skill Level: Remember the Facts Difficulty Level: Easy What are push polls designed to do?
4.
a. provide unbiased information that helps voters make an informed judgment b. encourage young citizens to register to vote c. push people into voting for the frontrunner d. present negative information that might cause voters to vote against a candidate Answer: d Test Bank Item Title: TB_Q10.2.4 Topic: Conducting and Analyzing Public Opinion Polls Learning Objective: LO 10.2: Describe the methods for conducting and analyzing different types of public opinion polls. Page Reference: 287 Skill Level: Understand the Concepts Difficulty Level: Moderate Tracking polls help candidates __________.
5.
a. encourage voter turnout b. win support among undecided voters c. measure the impact of their campaign d. find campaign volunteers Answer: c 283 .
Test Bank Item Title: TB_Q10.2.5 Topic: Conducting and Analyzing Public Opinion Polls Learning Objective: LO 10.2: Describe the methods for conducting and analyzing different types of public opinion polls. Page Reference: 290 Skill Level: Understand the Concepts Difficulty Level: Moderate Researchers refer to the unintended influence of the questioner on respondents during in-person interviews as __________.
6.
a. question bias b. the margin of error c. interviewer bias d. self-selection Answer: c Test Bank Item Title: TB_Q10.2.6 Topic: Conducting and Analyzing Public Opinion Polls Learning Objective: LO 10.2: Describe the methods for conducting and analyzing different types of public opinion polls. Page Reference: 290 Skill Level: Understand the Concepts Difficulty Level: Moderate Which of the following is a shortcoming of public opinion polls?
7.
a. Polls measure only elite opinion. b. Polls are unable to measure the intensity of feelings about issues. c. Polls have no scientific credibility. d. Polls are undemocratic. Answer: b Test Bank Item Title: TB_Q10.3.7 Topic: Shortcomings of Polling Learning Objective: LO 10.3: Assess the potential shortcomings of polling. Page Reference: 291 – 293 Skill Level: Analyze It Difficulty Level: Difficult 8.
The __________ is a measure of the accuracy of a public opinion poll. a. margin of error b. modal response c. sample size d. standard deviation 284 .
Answer: a Test Bank Item Title: TB_Q10.3.8 Topic: Shortcomings of Polling Learning Objective: LO 10.3: Assess the potential shortcomings of polling. Page Reference: 291 Skill Level: Remember the Facts Difficulty Level: Easy “Feeling thermometer” questions ask respondents how they feel about a particular issue by __________.
9.
a. signaling their approval or disapproval b. answering with a simple yes or no c. using a 0-to-100 scale d. computing degree-of-affinity statistics Answer: c Test Bank Item Title: TB_Q10.3.9 Topic: Shortcomings of Polling Learning Objective: LO 10.3: Assess the potential shortcomings of polling. Page Reference: 292 Skill Level: Understand the Concepts Difficulty Level: Moderate What do Americans often have difficulty forming opinions about?
10.
a. policies that involve issues of morality b. policies that do not affect them personally c. policies related to their occupation d. policies related to their property taxes Answer: b Test Bank Item Title: TB_Q10.3.10 Topic: Shortcomings of Polling Learning Objective: LO 10.3: Assess the potential shortcomings of polling. Page Reference: 293 Skill Level: Apply What You Know Difficulty Level: Moderate Of the following, which is a demographic characteristic that often affects a citizen’s political opinions?
11.
a. employability b. gender c. candidates’ policy positions d. partisanship 285 .
Answer: b Test Bank Item Title: TB_Q10.4.11 Topic: Forming Political Opinions Learning Objective: LO 10.4: Analyze the process by which people form political opinions. Page Reference: 293 Skill Level: Understand the Concepts Difficulty Level: Moderate The value of hard work and personal responsibility are rooted in America’s __________.
12.
a. emphasis on economic and social equality b. communitarian instincts c. two-party system d. Protestant heritage Answer: d Test Bank Item Title: TB_Q10.4.12 Topic: Forming Political Opinions Learning Objective: LO 10.4: Analyze the process by which people form political opinions. Page Reference: 294 Skill Level: Understand the Concepts Difficulty Level: Moderate When is a child’s peer group most politically influential?
13.
a. before preschool
b. during preschool c. during elementary school d. during middle and high school Answer: d Test Bank Item Title: TB_Q10.4.13 Topic: Forming Political Opinions Learning Objective: LO 10.4: Analyze the process by which people form political opinions. Page Reference: 295 Skill Level: Understand the Concepts Difficulty Level: Moderate Which amendment removed the election of U.S. senators from the hands of state legislators and placed it in the hands of citizens?
14.
a. the Sixteenth Amendment b. the Seventeenth Amendment 286 .
c. the Eighteenth Amendment d. the Twentieth Amendment Answer: b Test Bank Item Title: TB_Q10.5.14 Topic: Toward Reform: The Effects of Public Opinion on Politics Learning Objective: LO 10.5: Evaluate the effects of public opinion on politics. Page Reference: 299 Skill Level: Remember the Facts Difficulty Level: Easy According to Andrew Kohut, founding director of the Pew Research Center, why has the public played a more important role in national and international politics over the last three decades?
15.
a. the sophistication of modern polling techniques b. the rise in the number of public opinion polls c. the advent of the Internet d. the speed with which computers can process election data Answer: b Test Bank Item Title: TB_Q10.5.15 Topic: Toward Reform: The Effects of Public Opinion on Politics Learning Objective: LO 10.5: Evaluate the effects of public opinion on politics. Page Reference: 299 Skill Level: Analyze It Difficulty Level: Difficult Why is Walter Lippmann credited with spurring the growth of public opinion polling?
16.
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 wrote a book in which he observed that research on public opinion was far too limited, especially in light of its importance 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. Answer: c Test Bank Item Title: TB_Q10.1.16 Topic: Roots of Public Opinion Research Learning Objective: LO 10.1: Trace the development of modern public opinion research. Page Reference: 283 Skill Level: Understand the Concepts 287 .
Difficulty Level: Moderate 17.
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 political consultant. d. He was an officeholder. Answer: b Test Bank Item Title: TB_Q10.1.17 Topic: Roots of Public Opinion Research Learning Objective: LO 10.1: Trace the development of modern public opinion research. Page Reference: 283 Skill Level: Analyze It Difficulty Level: Difficult Which of the following statements about the 1936 Literary Digest poll that predicted Roosevelt’s reelection defeat is true?
18.
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. Answer: a Test Bank Item Title: TB_Q10.1.18 Topic: Roots of Public Opinion Research Learning Objective: LO 10.1: Trace the development of modern public opinion research. Page Reference: 283 Skill Level: Understand the Concepts Difficulty Level: Moderate In the context of public opinion polls, what is self-selection?
19.
a. a reference to the timing of public opinion polls that may skew survey results b. a reference to the ability of respondents to decide whether to participate in surveys 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 Answer: b Test Bank Item Title: TB_Q10.1.19 Topic: Roots of Public Opinion Research 288 .
Learning Objective: LO 10.1: Trace the development of modern public opinion research. Page Reference: 283 Skill Level: Understand the Concepts Difficulty Level: Moderate 20.
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 electoral climate c. to discover how many people have heard of a potential candidate d. to gauge how negatively the public views a potential third-party candidate Answer: c Test Bank Item Title: TB_Q10.2.20 Topic: Conducting and Analyzing Public Opinion Polls Learning Objective: LO 10.2: Describe the methods for conducting and analyzing different types of public opinion polls. Page Reference: 285 Skill Level: Understand the Concepts Difficulty Level: Moderate Which of the following is a disadvantage of surveying the public using traditional telephone polls?
21.
a. Many people do not have landlines. b. Pollsters are no longer exempt from federal do-not-call lists. c. Pollsters are no longer exempt from state do-not-call lists. d. Polling is a form of constitutionally protected speech. Answer: a Test Bank Item Title: TB_Q10.2.21 Topic: Conducting and Analyzing Public Opinion Polls Learning Objective: LO 10.2: Describe the methods for conducting and analyzing different types of public opinion polls. Page Reference: 288 Skill Level: Understand the Concepts Difficulty Level: Moderate 22.
How are exit polls conducted? a. over the telephone b. on the Internet c. through the mail d. in person 289 .
Answer: d Test Bank Item Title: TB_Q10.2.22 Topic: Conducting and Analyzing Public Opinion Polls Learning Objective: LO 10.2: Describe the methods for conducting and analyzing different types of public opinion polls. Page Reference: 290 Skill Level: Understand the Concepts Difficulty Level: Moderate Of the following topics, which is more likely than the others to be subject to a screening procedure in a public opinion poll?
23.
a. crime prevention b. illegal drug use c. the federal budget d. health care Answer: c Test Bank Item Title: TB_Q10.3.23 Topic: Shortcomings of Polling Learning Objective: LO 10.3: Assess the potential shortcomings of polling. Page Reference: 293 Skill Level: Apply What You Know Difficulty Level: Moderate What is political socialization?
24.
a. the process through which individuals self-select themselves to participate in public opinion polls b. the process through which individuals acquire status as opinion leaders c. the process through which individuals seek out the beliefs and values of those in office d. the process through which individuals acquire their political beliefs and values Answer: d Test Bank Item Title: TB_Q10.4.24 Topic: Forming Political Opinions Learning Objective: LO 10.4: Analyze the process by which people form political opinions. Page Reference: 293 Skill Level: Remember the Facts Difficulty Level: Moderate 25.
What is the relationship between partisanship and views on whether the government should guarantee every citizen enough to eat and a place to sleep?
290 .
a. There is little partisan variation in the belief that the government should guarantee that every citizen has enough to eat and a place to sleep. b. Within each group, fewer than half of all Democrats, Republicans, and independents believe that the government should guarantee that every citizen has enough to eat and a place to sleep. c. More Republicans than independents believe that the government should guarantee that every citizen has enough to eat and a place to sleep. d. More than three-fourths of Democrats believe that the government should guarantee that every citizen has enough to eat and a place to sleep. Answer: d Test Bank Item Title: TB_Q10.4.25 Topic: Forming Political Opinions Learning Objective: LO 10.4: Analyze the process by which people form political opinions. Page Reference: 296 Skill Level: Understand the Concepts Difficulty Level: Moderate At what age do parents exercise the greatest influence on the political socialization of their children?
26.
a. from birth to age five b. from birth to age ten c. from age ten to age fourteen d. at age fourteen and older Answer: a Test Bank Item Title: TB_Q10.4.26 Topic: Forming Political Opinions Learning Objective: LO 10.4: Analyze the process by which people form political opinions. Page Reference: 295 Skill Level: Understand the Concepts Difficulty Level: Moderate Which of the following statements best describes the interaction between public opinion and public policy in the United States?
27.
a. Public opinion can affect policy. b. Public opinion can only affect short-term policy. c. Public opinion only affects policy during national crises. d. Public opinion has no discernible effect on policy. Answer: a Test Bank Item Title: TB_Q10.5.27 Topic: Toward Reform: The Effects of Public Opinion on Politics 291 .
Learning Objective: LO 10.5: Evaluate the effects of public opinion on politics. Page Reference: 299 – 300 Skill Level: Understand the Concepts Difficulty Level: Moderate In 1948, the Chicago Daily 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 Tribune to make this erroneous prediction?
28.
a. an exit poll b. a push poll c. a random-digit dialing poll d. a straw poll Answer: d Test Bank Item Title: TB_Q10.1.28 Topic: Roots of Public Opinion Research Learning Objective: LO 10.1: Trace the development of modern public opinion research. Page Reference: 283 – 284 Skill Level: Apply What You Know Difficulty Level: Difficult When have Gallup’s predictions been the least accurate?
29.
a. when there has been a female candidate b. when there is a prominent third-party candidate c. during economic crises d. when the incumbent is seeking reelection Answer: b Test Bank Item Title: TB_Q10.1.29 Topic: Roots of Public Opinion Research Learning Objective: LO 10.1: Trace the development of modern public opinion research. Page Reference: 285 Skill Level: Understand the Concepts Difficulty Level: Moderate 30.
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 method of poll selection c. contact respondents 292 .
d. select the sample Answer: a Test Bank Item Title: TB_Q10.2.30 Topic: Conducting and Analyzing Public Opinion Polls Learning Objective: LO 10.2: Describe the methods for conducting and analyzing different types of public opinion polls. Page Reference: 287 Skill Level: Apply What You Know Difficulty Level: Moderate Which of the following is the clearest example of a question that might be found on a push poll?
31.
a. Are you familiar with Rosemary Austin’s voting record on tax subsidies for energy producers? b. Would you approve or disapprove of the job that Rosemary Austin is doing if you knew that she never even reads the legislation before voting to spend your tax dollars? c. Do you plan to vote for Rosemary Austin for the House of Representatives this November? d. Do you approve or disapprove of the job that Rosemary Austin is doing? Answer: b Test Bank Item Title: TB_Q10.2.31 Topic: Conducting and Analyzing Public Opinion Polls Learning Objective: LO 10.2: Describe the methods for conducting and analyzing different types of public opinion polls. Page Reference: 287 Skill Level: Apply What You Know Difficulty Level: Difficult 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?
32.
a. women with children b. citizens in the school district c. parents d. parents of children under age 18 Answer: d Test Bank Item Title: TB_Q10.2.32 Topic: Conducting and Analyzing Public Opinion Polls Learning Objective: LO 10.2: Describe the methods for conducting and analyzing different types of public opinion polls. Page Reference: 287 293 .
Skill Level: Apply What You Know Difficulty Level: Difficult 33.
In a random sample of 1,000 high school students, 29 percent indicated that they had read the Declaration of Independence at least once, with a margin of error of 4 percent. Which of the following statements is true? a. It is likely that more than 33 percent of the population have read the Declaration of Independence. b. It is likely that fewer than 25 percent of the population have read the Declaration of Independence. c. It is likely that between 25 and 33 percent of the population have read the Declaration of Independence. d. It is likely that 29 percent of the population has read the Declaration of Independence between zero and five times. Answer: c Test Bank Item Title: TB_Q10.3.33 Topic: Shortcomings of Polling Learning Objective: LO 10.3: Assess the potential shortcomings of polling. Page Reference: 290 – 291 Skill Level: Apply What You Know Difficulty Level: Moderate As a pollster for Smart Polling, you are concerned about gauging the public’s attitudes about arms-control policy. 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 increase the accuracy of your polling data?
34.
a. a screening procedure b. a grading procedure c. a tracking procedure d. a deliberative procedure Answer: a Test Bank Item Title: TB_Q10.3.34 Topic: Shortcomings of Polling Learning Objective: LO 10.3: Assess the potential shortcomings of polling. Page Reference: 292 Skill Level: Apply What You Know Difficulty Level: Difficult 35.
Which of the following accurately describes a difference in public opinion between men and women? a. Men are more likely to think that labor unions are necessary to protect the rights of workers. 294 .
b. Men are more likely to favor military intervention. c. Women are more likely to believe that school boards have a right to fire teachers who are homosexual. d. Women are more likely to believe that we should tighten restrictions on people coming to the United States. Answer: b Test Bank Item Title: TB_Q10.4.35 Topic: Forming Political Opinions Learning Objective: LO 10.4: Analyze the process by which people form political opinions. Page Reference: 293 Skill Level: Analyze It Difficulty Level: Difficult 36.
A decrease in political knowledge will likely cause __________. a. a decrease in taxes b. a decrease in political participation c. an increase in the likelihood that someone will participate in a political campaign d. an increase in the likelihood that someone will vote Answer: b Test Bank Item Title: TB_Q10.4.36 Topic: Forming Political Opinions Learning Objective: LO 10.4: Analyze the process by which people form political opinions. Page Reference: 298 Skill Level: Analyze It Difficulty Level: Difficult 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?
37.
a. His campaign did not want to focus on an issue that had deep divisions in public opinion. b. His campaign wanted to focus on the improvements in unemployment instead. c. The public is generally much less concerned about domestic issues than they are about foreign policy issues. d. Very few Americans held opinions about health care reform because it did not directly affect them. Answer: a Test Bank Item Title: TB_Q10.5.37 Topic: Toward Reform: The Effects of Public Opinion on Politics 295 .
Learning Objective: LO 10.5: Evaluate the effects of public opinion on politics. Page Reference: 300 Skill Level: Analyze It Difficulty Level: Difficult George Gallup believed that __________. This belief continues to be common today.
38.
a. the public should be surveyed only when the relative importance of an issue is high b. leaders should have an appraisal of public opinion and consider it in reaching their decisions c. straw polls should be used to gauge public opinion d. pollsters should expect a high degree of consistency in citizens’ day-to-day political views Answer: b Test Bank Item Title: TB_Q10.1.38 Topic: Roots of Public Opinion Research Learning Objective: LO 10.1: Trace the development of modern public opinion research. Page Reference: 283 Skill Level: Understand the Concepts Difficulty Level: Moderate Which of the following surveys is more likely than the others to generate selfselection error?
39.
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 Answer: a Test Bank Item Title: TB_Q10.1.39 Topic: Roots of Public Opinion Research Learning Objective: LO 10.1: Trace the development of modern public opinion research. Page Reference: 283 Skill Level: Apply What You Know Difficulty Level: Moderate 40.
Why have American National Election Studies (ANES) researchers conducted surveys before and after every mid-term and presidential election since 1952? 296 .
a. to compile long-term studies of the electorate b. to increase voter participation c. to safeguard elections from manipulation by political consultants d. to clarify options for undecided voters Answer: a Test Bank Item Title: TB_Q10.1.40 Topic: Roots of Public Opinion Research Learning Objective: LO 10.1: Trace the development of modern public opinion research. Page Reference: 284 – 285 Skill Level: Analyze It Difficulty Level: Difficult What is the difference between random sampling and stratified sampling?
41.
a. Stratified sampling combines random selection with predetermined weighting of a population’s demographic characteristics. b. Stratified sampling gives each member of a targeted population the same probability of being polled, whereas simple random sampling does not. c. Random sampling incorporates random selection into the polling procedure, whereas stratified sampling allows for self-selection. d. Stratified sampling relies on techniques to minimize bias, whereas simple random sampling does not. Answer: a Test Bank Item Title: TB_Q10.2.41 Topic: Conducting and Analyzing Public Opinion Polls Learning Objective: LO 10.2: Describe the methods for conducting and analyzing different types of public opinion polls. Page Reference: 287 Skill Level: Analyze It Difficulty Level: Difficult Web polls that allow anyone to weigh in on a topic are a type of __________ poll.
42.
a. exit b. deliberative c. tracking d. straw Answer: d Test Bank Item Title: TB_Q10.2.42 Topic: Conducting and Analyzing Public Opinion Polls Learning Objective: LO 10.2: Describe the methods for conducting and analyzing different types of public opinion polls. Page Reference: 291 297 .
Skill Level: Apply What You Know Difficulty Level: Moderate 43.
Which type of survey question is best suited to addressing concerns about public opinion polls that contain a limited number of response options? a. yes-or-no questions b. approve-or-disapprove questions c. “feeling thermometer” questions d. tracking questions Answer: c Test Bank Item Title: TB_Q10.3.43 Topic: Shortcomings of Polling Learning Objective: LO 10.3: Assess the potential shortcomings of polling. Page Reference: 292 Skill Level: Apply What You Know Difficulty Level: Moderate Americans are likely to have the most difficulty forming opinions on which of the following topics?
44.
a. topics involving jobs and unemployment b. topics involving tax deductions for home mortgages c. topics involving the European Central Bank and creditor nations d. topics involving single-payer health care mandates Answer: c Test Bank Item Title: TB_Q10.3.44 Topic: Shortcomings of Polling Learning Objective: LO 10.3: Assess the potential shortcomings of polling. Page Reference: 292 – 293 Skill Level: Apply What You Know Difficulty Level: Moderate What opinion of a Democratic president would you expect an eleven-year-old child raised in a politically active Republican household to have?
45.
a. indifference toward the president b. approval of the president c. skepticism of the president d. trust of the president Answer: c Test Bank Item Title: TB_Q10.4.45 Topic: Forming Political Opinions 298 .
Learning Objective: LO 10.4: Analyze the process by which people form political opinions. Page Reference: 294 – 295 Skill Level: Apply What You Know Difficulty Level: Moderate 46.
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 might have a negative effect on politics. d. Public opinion should be monitored closely in election years. Answer: c Test Bank Item Title: TB_Q10.5.46 Topic: Toward Reform: The Effects of Public Opinion on Politics Learning Objective: LO 10.5: Evaluate the effects of public opinion on politics. Page Reference: 299 Skill Level: Understand the Concepts Difficulty Level: Moderate
pp True-False Questions 47.
Since the 1930s, governmental decision makers have relied heavily on public opinion polls. Answer: TRUE Test Bank Item Title: TB_Q10.1.47 Topic: Roots of Public Opinion Research Learning Objective: LO 10.1: Trace the development of modern public opinion research. Page Reference: 282 Skill Level: Remember the Facts Difficulty Level: Easy
48.
How a question is worded on a public opinion poll can intentionally or unintentionally skew results. Answer: TRUE Test Bank Item Title: TB_Q10.2.48 Topic: Conducting and Analyzing Public Opinion Polls Learning Objective: LO 10.2: Describe the methods for conducting and analyzing different types of public opinion polls. Page Reference: 287 299 .
Skill Level: Understand the Concepts Difficulty Level: Moderate 49.
George Gallup incorrectly predicted the results of the 1936 election between Franklin D. Roosevelt and Alf Landon. Answer: FALSE Test Bank Item Title: TB_Q10.1.49 Topic: Roots of Public Opinion Research Learning Objective: LO 10.1: Trace the development of modern public opinion research. Page Reference: 283 – 284 Skill Level: Remember the Facts Difficulty Level: Easy
50.
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 Test Bank Item Title: TB_Q10.2.50 Topic: Conducting and Analyzing Public Opinion Polls Learning Objective: LO 10.2: Describe the methods for conducting and analyzing different types of public opinion polls. Page Reference: 287 Skill Level: Understand the Concepts Difficulty Level: Difficult The most common form of the telephone poll is the random-digit dialing survey.
51.
Answer: TRUE Test Bank Item Title: TB_Q10.2.51 Topic: Conducting and Analyzing Public Opinion Polls Learning Objective: LO 10.2: Describe the methods for conducting and analyzing different types of public opinion polls. Page Reference: 288 Skill Level: Remember the Facts Difficulty Level: Easy Typically, the margin of error in a sample of 1,000 will be about 10 percent.
52.
Answer: FALSE Test Bank Item Title: TB_Q10.3.52 Topic: Shortcomings of Polling Learning Objective: LO 10.3: Assess the potential shortcomings of polling. Page Reference: 291 Skill Level: Remember the Facts Difficulty Level: Easy 300 .
53.
Public opinion polls confirm that women have more liberal attitudes than men about social issues. Answer: TRUE Test Bank Item Title: TB_Q10.4.53 Topic: Forming Political Opinions Learning Objective: LO 10.4: Analyze the process by which people form political opinions. Page Reference: 293 Skill Level: Understand the Concepts Difficulty Level: Moderate College has a liberalizing effect on students.
54.
Answer: TRUE Test Bank Item Title: TB_Q10.4.54 Topic: Forming Political Opinions Learning Objective: LO 10.4: Analyze the process by which people form political opinions. Page Reference: 297 Skill Level: Understand the Concepts Difficulty Level: Moderate The Federalist Papers note that “all government rests on public opinion.”
55.
Answer: TRUE Test Bank Item Title: TB_Q10.5.55 Topic: Toward Reform: The Effects of Public Opinion on Politics Learning Objective: LO 10.5: Evaluate the effects of public opinion on politics. Page Reference: Skill Level: Remember the Facts Difficulty Level: Easy A sample is a subset of the entire population selected to be questioned for the purposes of prediction or gauging opinion.
56.
Answer: TRUE Test Bank Item Title: TB_Q10.1.56 Topic: Roots of Public Opinion Research Learning Objective: LO 10.1: Trace the development of modern public opinion research. Page Reference: 299 Skill Level: Remember the Facts Difficulty Level: Easy
301 .
57.
A population is a subset of the entire group of people whose attitudes a researcher wishes to measure. Answer: FALSE Test Bank Item Title: TB_Q10.2.57 Topic: Conducting and Analyzing Public Opinion Polls Learning Objective: LO 10.2: Describe the methods for conducting and analyzing different types of public opinion polls. Page Reference: 287 Skill Level: Remember the Facts Difficulty Level: Easy Demographic characteristics that influence public opinion include family, school, peers, the mass media, and political leaders.
58.
Answer: FALSE Test Bank Item Title: TB_Q10.4.58 Topic: Forming Political Opinions Learning Objective: LO 10.4: Analyze the process by which people form political opinions. Page Reference: 293 Skill Level: Understand the Concepts Difficulty Level: Moderate A majority of first-year college students are liberal or far left.
59.
Answer: FALSE Test Bank Item Title: TB_Q10.4.59 Topic: Forming Political Opinions Learning Objective: LO 10.4: Analyze the process by which people form political opinions. Page Reference: Skill Level: Understand the Concepts Difficulty Level: Moderate Internet surveys that allow anyone to participate are accurate means of predicting election outcomes.
60.
Answer: FALSE Test Bank Item Title: TB_Q10.2.60 Topic: Conducting and Analyzing Public Opinion Polls Learning Objective: LO 10.2: Describe the methods for conducting and analyzing different types of public opinion polls. Page Reference: 297 Skill Level: Apply What You Know Difficulty Level: Moderate 302 .
61.
Polling organizations that seek quick answers to survey questions should employ “feeling thermometer” questions. Answer: FALSE Test Bank Item Title: TB_Q10.3.61 Topic: Shortcomings of Polling Learning Objective: LO 10.3: Assess the potential shortcomings of polling. Page Reference: 292 Skill Level: Apply What You Know Difficulty Level: Moderate Cable and Internet news sources are often skewed. This can affect these citizens’ opinions about politics.
62.
Answer: TRUE Test Bank Item Title: TB_Q10.4.62 Topic: Forming Political Opinions Learning Objective: LO 10.4: Analyze the process by which people form political opinions. Page Reference: 297 Skill Level: Apply What You Know Difficulty Level: Moderate Telephone polls are the most frequently used mechanism by which to gauge the mood of the electorate.
63.
Answer: TRUE Test Bank Item Title: TB_Q10.2.63 Topic: Conducting and Analyzing Public Opinion Polls Learning Objective: LO 10.2: Describe the methods for conducting and analyzing different types of public opinion polls. Page Reference: 288 Skill Level: Understand the Concepts Difficulty Level: Moderate Political knowledge and political participation have a reciprocal effect on one another.
64.
Answer: TRUE Test Bank Item Title: TB_Q10.4.64 Topic: Forming Political Opinions Learning Objective: LO 10.4: Analyze the process by which people form political opinions. Page Reference: 298 Skill Level: Understand the Concepts Difficulty Level: Moderate 303 .
pp Fill-in-the-Blank Questions 65. in
The __________, a popular magazine that first began national presidential polling 1916, was a pioneer in the use of the straw poll. Answer: Literary Digest Test Bank Item Title: TB_Q10.1.65 Topic: Roots of Public Opinion Research Learning Objective: LO 10.1: Trace the development of modern public opinion research. Page Reference: 283 Skill Level: Remember the Facts Difficulty Level: Easy
66.
The unintended influence of the questioner or pollster may lead to __________. Answer: interviewer bias Test Bank Item Title: TB_Q10.2.66 Topic: Conducting and Analyzing Public Opinion Polls Learning Objective: LO 10.2: Describe the methods for conducting and analyzing different types of public opinion polls. Page Reference: 290 Skill Level: Remember the Facts Difficulty Level: Easy
67.
Many American ideals, including hard work and personal responsibility, are rooted in our nation’s __________ heritage. Answer: Protestant Test Bank Item Title: TB_Q10.4.67 Topic: Forming Political Opinions Learning Objective: LO 10.4: Analyze the process by which people form political opinions. Page Reference: 294 Skill Level: Remember the Facts Difficulty Level: Easy
68.
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 Test Bank Item Title: TB_Q10.5.68 Topic: Toward Reform: The Effects of Public Opinion on Politics Learning Objective: LO 10.5: Evaluate the effects of public opinion on politics. Page Reference: 300 304 .
Skill Level: Remember the Facts Difficulty Level: Easy 69.
__________ is defined as what the public thinks about a particular issue or set of issues at any point in time. Answer: Public opinion Test Bank Item Title: TB_Q10.1.69 Topic: Roots of Public Opinion Research Learning Objective: LO 10.1: Trace the development of modern public opinion research. Page Reference: 282 Skill Level: Remember the Facts Difficulty Level: Easy “If you knew that Candidate X cheated on her taxes, would you vote for her?” is a question typical of __________.
70.
Answer: push polls Test Bank Item Title: TB_Q10.2.70 Topic: Conducting and Analyzing Public Opinion Polls Learning Objective: LO 10.2: Describe the methods for conducting and analyzing different types of public opinion polls. Page Reference: 287 Skill Level: Apply What You Know Difficulty Level: Moderate The process through which individuals acquire their beliefs about politics is known as __________.
71.
Answer: political socialization Test Bank Item Title: TB_Q10.4.71 Topic: Forming Political Opinions Learning Objective: LO 10.4: Analyze the process by which people form political opinions. Page Reference: 293 Skill Level: Remember the Facts Difficulty Level: Easy 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.
72.
Answer: social Test Bank Item Title: TB_Q10.4.72 Topic: Forming Political Opinions 305 .
Learning Objective: LO 10.4: Analyze the process by which people form political opinions. Page Reference: 293 Skill Level: Understand the Concepts Difficulty Level: Moderate In July 2012, CNN conducted an online poll asking visitors to its Web 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 well-known cardinal rule of survey sampling by allowing for __________.
73.
Answer: self-selection Test Bank Item Title: TB_Q10.1.73 Topic: Roots of Public Opinion Research Learning Objective: LO 10.1: Trace the development of modern public opinion research. Page Reference: 283 Skill Level: Apply What You Know Difficulty Level: Moderate 74.
__________ are conducted as voters leave the polling place and are used by the media to predict the outcome of the election. Answer: Exit polls Test Bank Item Title: TB_Q10.2.74 Topic: Conducting and Analyzing Public Opinion Polls Learning Objective: LO 10.2: Describe the methods for conducting and analyzing different types of public opinion polls. Page Reference: 290 Skill Level: Understand the Concepts Difficulty Level: Moderate
75.
Suppose a scientific poll determines that 60 percent of respondents support relaxation of gun-control laws. If the _________ were 4 percent, the actual percentage of people in the population who support relaxation would likely be between 56 and 64 percent. Answer: margin of error Test Bank Item Title: TB_Q10.3.75 Topic: Shortcomings of Polling Learning Objective: LO 10.3: Assess the potential shortcomings of polling. Page Reference: 290 – 291 Skill Level: Understand the Concepts Difficulty Level: Moderate
pp Short Answer Questions 306 .
Who is George Gallup, and what event launched his career in measuring public opinion?
76.
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. Test Bank Item Title: TB_Q10.1.76 Topic: Roots of Public Opinion Research Learning Objective: LO 10.1: Trace the development of modern public opinion research. Page Reference: 282 – 283 Skill Level: Understand the Concepts Difficulty Level: Moderate
77.
What is the most frequently used polling 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, typically using random-digit dialing surveys. 2. Identify two problems associated with telephone polling, which may include a reluctance to participate and the decreased use of landlines. Test Bank Item Title: TB_Q10.2.77 Topic: Conducting and Analyzing Public Opinion Polls Learning Objective: LO 10.2: Describe the methods for conducting and analyzing different types of public opinion polls. Page Reference: 288, 290 Skill Level: Understand the Concepts Difficulty Level: Moderate
78.
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 public opinion. 2. Explain why measuring intensity is important for understanding public opinion, but that it is difficult to measure. 307 .
Test Bank Item Title: TB_Q10.3.78 Topic: Shortcomings of Polling Learning Objective: LO 10.3: Assess the potential shortcomings of polling. Page Reference: 292 – 293 Skill Level: Understand the Concepts Difficulty Level: Moderate 79.
Define political socialization and explain the role of family, peers, and schools in the process. Answer: An ideal response will: 1. Define political socialization as the process through which individuals acquire their political beliefs. 2. Explain how family, peers, and schools act as agents of political socialization. Test Bank Item Title: TB_Q10.4.79 Topic: Forming Political Opinions Learning Objective: LO 10.4: Analyze the process by which people form political opinions. Page Reference: 293 – 296 Skill Level: Understand the Concepts Difficulty Level: Moderate How does the president attempt to mold public opinion?
80.
Answer: An ideal response will: 1. Explain how presidents are in a good position to mold public opinion because of their visibility and access to the media. Test Bank Item Title: TB_Q10.4.80 Topic: Forming Political Opinions Learning Objective: LO 10.4: Analyze the process by which people form political opinions. Page Reference: 298 Skill Level: Understand the Concepts Difficulty Level: Moderate 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?
81.
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.
308 .
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. 3. Identify this as a flawed straw poll. Test Bank Item Title: TB_Q10.1.81 Topic: Roots of Public Opinion Research Learning Objective: LO 10.1: Trace the development of modern public opinion research. Page Reference: 282 – 285 Skill Level: Apply What You Know Difficulty Level: Moderate 82.
Consider this question on a public opinion poll: “Would you be more or less likely to support Mitch McConnell’s reelection if you learned that he has a history of drunk driving and spousal abuse?” Evaluate whether this question is typical of the types of questions found on push polls. Answer: An ideal response will: 1. Define a push poll as polls taken for the purpose of providing information on an opponent that would lead respondents to vote against that candidate. 2. Analyze specific sections of this poll question and discuss why it is or is not an example of a push poll. Test Bank Item Title: TB_Q10.2.82 Topic: Conducting and Analyzing Public Opinion Polls Learning Objective: LO 10.2: Describe the methods for conducting and analyzing different types of public opinion polls. Page Reference: 287 – 288, 290 – 291 Skill Level: Apply What You Know Difficulty Level: Difficult
83.
Assess the challenges of conducting a public opinion poll about political tensions in Southeast Asia. Answer: An ideal response will: 1. Explain that Americans generally lack adequate information for making informed public opinions about political tensions in Southeast Asia. Note that Americans are best equipped to give responses about domestic issues that affect them personally. 2. Discuss the significance of problems with lack of information for public opinion pollsters and the significance of screening procedures to help reduce these problems. Test Bank Item Title: TB_Q10.3.83 Topic: Shortcomings of Polling Learning Objective: LO 10.3: Assess the potential shortcomings of polling. 309 .
Page Reference: 291 – 293 Skill Level: Analyze It Difficulty Level: Difficult 84.
Kids Voting for Texas is an optional part of the civics curriculum in Texas designed to let students between the ages of ten and fourteen have an authentic voting experience at the polls throughout the state. Discuss this program in the context of political socialization. Answer: An ideal response will: 1. Note that schools are one of the main socializing agents for children. 2. 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 Texas students and lead to higher rates of voter turnout. 3. Discuss the specific types of beliefs about politics and voting that children in the program may adopt. Test Bank Item Title: TB_Q10.4.84 Topic: Forming Political Opinions Learning Objective: LO 10.4: Analyze the process by which people form political opinions. Page Reference: 294 – 295, 297 Skill Level: Apply What You Know Difficulty Level: Moderate
85.
In what ways are those who answer mail or Internet surveys different from the general electorate? Answer: An ideal response will: 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. 3. Note that mail and Internet surveys are straw polls. Test Bank Item Title: TB_Q10.1.85 Topic: Roots of Public Opinion Research Learning Objective: LO 10.1: Trace the development of modern public opinion research. Page Reference: 283 Skill Level: Analyze It Difficulty Level: Difficult
310 .
86.
How knowledgeable are Americans about politics? What sorts of questions might a public opinion survey include to ascertain political knowledge? Provide two or three examples. Answer: An ideal response will: 1. Note that Americans’ knowledge of politics is fairly low. 2. Provide two or three question examples that are specific about the political process, political facts, or political opinions. 3. Briefly explain why each question ascertains what the public knows about politics, highlighting key words or phrases from the question to build this connection. Test Bank Item Title: TB_Q10.4.86 Topic: Forming Political Opinions Learning Objective: LO 10.4: Analyze the process by which people form political opinions. Page Reference: 298 Skill Level: Apply What You Know Difficulty Level: Difficult
pp Essay Questions 87.
Why did the Framers provide for the selection of senators by state legislatures? 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 that the Framers were concerned that the Senate would be negatively influenced by the whims of the public and sought to isolate the Senate from the influence of public opinion by have state legislatures select senators. 2. Explain the change provided by the Seventeenth Amendment: Senators are no longer appointed by state legislators, but instead are voted in by citizens in state elections. 3. Assess whether this makes senators more or less likely to heed public opinion. Test Bank Item Title: TB_Q10.5.87 Topic: Toward Reform: The Effects of Public Opinion on Politics Learning Objective: LO 10.5: Evaluate the effects of public opinion on politics. Page Reference: 299 – 300 Skill Level: Analyze It Difficulty Level: Difficult 311 .
88.
What kind of demographic 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? Why? 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. Test Bank Item Title: TB_Q10.4.88 Topic: Forming Political Opinions Learning Objective: LO 10.4: Analyze the process by which people form political opinions. Page Reference: 293 – 298 Skill Level: Apply What You Know Difficulty Level: Moderate Describe three scientific methods commonly used by public opinion researchers to contact survey respondents. Compare the strengths and weaknesses of each.
89.
Answer: An ideal response will: 1. List three methods to contact survey respondents: telephone polls, inperson interviews, and Internet polls. 2. Compare their strengths and weaknesses, discussing time commitment, financial costs, accuracy, and limited respondents, among other relevant features. 3. Note that some Internet polls are not scientific, but that reputable polling firms have developed scientific methods for conducting Internet surveys. Test Bank Item Title: TB_Q10.2.89 Topic: Conducting and Analyzing Public Opinion Polls Learning Objective: LO 10.2: Describe the methods for conducting and analyzing different types of public opinion polls. Page Reference: 285, 287 – 288, 290 – 291 Skill Level: Analyze It Difficulty Level: Difficult Describe how public opinion about whether the government should guarantee every citizen enough to eat and a place to sleep varies by gender, race, age, party, and religion. How would you explain these differences in political attitudes?
90.
Answer: An ideal response will: 1. Describe how gender, race, age, partisanship, and religious differences impact public opinion about whether the government should guarantee adequate food and shelter. 312 .
2. Explain the important role of political socialization for differences in political attitudes. 3. Describe how socialization by family, peers, and schools might affect attitudes about the government guarantee of adequate food and shelter. Test Bank Item Title: TB_Q10.4.90 Topic: Forming Political Opinions Learning Objective: LO 10.4: Analyze the process by which people form political opinions. Page Reference: 296 Skill Level: Analyze It Difficulty Level: Difficult
313 .
11 Political Parties pp Multiple-Choice Questions 1.
One of the various activities that parties engage in is __________. a. dividing the electorate b. narrowing voter choice c. running candidates d. reducing accountability mechanisms Answer: c Test Bank Item Title: TB_Q11.3.1 Topic: Activities of American Political Parties Learning Objective: LO 11.3: Identify the functions performed by American political parties. Page Reference: 314 Skill Level: Remember the Facts Difficulty Level: Easy
2.
What is the single greatest influence in establishing a person’s first party identification? a. economic status b. religion c. hot-button social issues d. parents Answer: d Test Bank Item Title: TB_Q11.4.2 Topic: Party Identification in the Electorate Learning Objective: LO 11.4: Analyze how political socialization and group affiliations shape party identification. Page Reference: 320 Skill Level: Remember the Facts 314 .
Difficulty Level: Easy What are some of the major barriers to minor-party political success?
3.
a. anti-fusion laws, campaign finance rules, and union shop laws b. the winner-take-all system, public financing rules for presidential campaigns, and the Electoral College system c. constitutional restrictions, voter perceptions, and the secret ballot d. unpopular policies, voter identification laws, and constitutional restrictions Answer: b Test Bank Item Title: TB_Q11.5.3 Topic: Minor Parties in the American Two-Party System Learning Objective: LO 11.5: Evaluate the role of minor parties in the American two-party system. Page Reference: 325 Skill Level: Understand the Concepts Difficulty Level: Moderate In what way do minor parties make a significant contribution to the political system?
4.
a. They frequently win elections in crucial swing states. b. They simplify citizens’ choices on Election Day. c. They draft most legislation that is eventually enacted by one of the major parties. d. They reveal political divides and bring to light new ideas. Answer: d Test Bank Item Title: TB_Q11.5.4 Topic: Minor Parties in the American Two-Party System Learning Objective: LO 11.5: Evaluate the role of minor parties in the American two-party system. Page Reference: 323 Skill Level: Analyze It Difficulty Level: Difficult Which of the following is a minor party that was formed to oppose desegregation?
5.
a. the American Independent Party b. the Green Party c. the Free Soil Party d. the Bull Moose Party Answer: a Test Bank Item Title: TB_Q11.5.5 Topic: Minor Parties in the American Two-Party System Learning Objective: LO 11.5: Evaluate the role of minor parties in the American two-party system. 315 .
Page Reference: 325 Skill Level: Remember the Facts Difficulty Level: Easy What typically precedes a party realignment?
6.
a. a caucus b. censure c. a critical election d. economic crises Answer: c Test Bank Item Title: TB_Q11.1.6 Topic: Roots of the Two-Party System Learning Objective: LO 11.1: Trace the evolution of the two-party system in the United States. Page Reference: 309 Skill Level: Understand the Concepts Difficulty Level: Moderate When was the Era of Good Feelings?
7.
a. as political parties first began to develop (1800s) b. during James Monroe’s presidency (late 1810s and early 1820s) c. after the Golden Age (1930s) d. during the modern era (1970s) Answer: b Test Bank Item Title: TB_Q11.1.7 Topic: Roots of the Two-Party System Learning Objective: LO 11.1: Trace the evolution of the two-party system in the United States. Page Reference: 307 Skill Level: Remember the Facts Difficulty Level: Easy The most visible instrument that parties use to formulate, convey, and promote public policy is __________.
8.
a. its articles b. its constitution c. its platform d. its procedural document Answer: c Test Bank Item Title: TB_Q11.3.8 Topic: Activities of American Political Parties 316 .
Learning Objective: LO 11.3: Identify the functions performed by American political parties. Page Reference: 316 Skill Level: Remember the Facts Difficulty Level: Easy Which factor largely accounts for the failure of the U.S. electoral system to produce a third party that rivals the Democrats and Republicans?
9.
a. multi-member districts and a proportional voting system b. single-member districts and a nonpartisan blanket primary system c. multi-member districts and a plurality voting system d. single-member districts and a plurality voting system Answer: d Test Bank Item Title: TB_Q11.5.9 Topic: Minor Parties in the American Two-Party System Learning Objective: LO 11.5: Evaluate the role of minor parties in the American two-party system. Page Reference: 325 Skill Level: Analyze It Difficulty Level: Difficult A __________ is a collection of policy-oriented researchers and academics who are sources of policy ideas.
10.
a. caucus b. convention c. political machine d. think tank Answer: d Test Bank Item Title: TB_Q11.2.10 Topic: The Organization of American Political Parties Learning Objective: LO 11.2: Outline the structure of American political parties at the national, state, and local levels. Page Reference: 314 Skill Level: Remember the Facts Difficulty Level: Easy 11.
Modern national party conventions serve what end? a. They assemble delegates who will be assessed for their future political potential. b. They mobilize support for the nominee who has essentially already been selected. c. They deliberate on the party’s choices for presidential and vice presidential nominees. d. They hold elections to determine new party leaders. 317 .
Answer: b Test Bank Item Title: TB_Q11.2.11 Topic: The Organization of American Political Parties Learning Objective: LO 11.2: Outline the structure of American political parties at the national, state, and local levels. Page Reference: 311 Skill Level: Analyze It Difficulty Level: Difficult 12.
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. secular b. critical c. party d. piecemeal Answer: a Test Bank Item Title: TB_Q11.1.12 Topic: Roots of the Two-Party System Learning Objective: LO 11.1: Trace the evolution of the two-party system in the United States. Page Reference: 309 Skill Level: Remember the Facts Difficulty Level: Easy What has become the most powerful predictor of how members of Congress vote?
13.
a. economic circumstances b. their campaign finances c. how hot-button issues are being discussed in the media d. party affiliation Answer: d Test Bank Item Title: TB_Q11.3.13 Topic: Activities of American Political Parties Learning Objective: LO 11.3: Identify the functions performed by American political parties. Page Reference: 317 Skill Level: Understand the Concepts Difficulty Level: Moderate 14.
Members of which of the following groups are most likely to prefer the Democratic Party? a. Jews 318 .
b. Protestants c. moderates d. men Answer: a Test Bank Item Title: TB_Q11.4.14 Topic: Party Identification in the Electorate Learning Objective: LO 11.4: Analyze how political socialization and group affiliations shape party identification. Page Reference: 323 Skill Level: Understand the Concepts Difficulty Level: Moderate Which of the following was a prominent feature of the era called the “Golden Age” of political parties?
15.
a. bipartisanship b. candidate-centered politics c. party realignment d. political machines Answer: d Test Bank Item Title: TB_Q11.1.15 Topic: Roots of the Two-Party System Learning Objective: LO 11.1: Trace the evolution of the two-party system in the United States. Page Reference: 307 Skill Level: Understand the Concepts Difficulty Level: Moderate What institutional feature of U.S. politics hinders the success of minor parties?
16.
a. the separation of powers system b. the Electoral College c. multi-member districts d. proportional representation Answer: b Test Bank Item Title: TB_Q11.5.16 Topic: Minor Parties in the American Two-Party System Learning Objective: LO 11.5: Evaluate the role of minor parties in the American two-party system. Page Reference: 325 Skill Level: Understand the Concepts Difficulty Level: Moderate 17.
What is the party in the electorate? 319 .
a. party officers who seek to educate the public on key party stances b. public officials who are registered with a political party c. voters active in the business of the party d. citizens who identify with a political party Answer: d Test Bank Item Title: TB_Q11.4.17 Topic: Party Identification in the Electorate Learning Objective: LO 11.4: Analyze how political socialization and group affiliations shape party identification. Page Reference: 320 Skill Level: Understand the Concepts Difficulty Level: Moderate Which of the following is a prominent feature of the modern era of political parties?
18.
a. bipartisanship b. candidate-centered politics c. “smoke-filled rooms” d. political machines Answer: b Test Bank Item Title: TB_Q11.1.18 Topic: Roots of the Two-Party System Learning Objective: LO 11.1: Trace the evolution of the two-party system in the United States. Page Reference: 308 Skill Level: Understand the Concepts Difficulty Level: Moderate Which of the following years was a critical election?
19.
a. 1806 b. 1914 c. 1932 d. 1975 Answer: c Test Bank Item Title: TB_Q11.1.19 Topic: Roots of the Two-Party System Learning Objective: LO 11.1: Trace the evolution of the two-party system in the United States. Page Reference: 309 Skill Level: Remember the Facts Difficulty Level: Easy 320 .
20.
The years 1876 to 1900 had __________. a. one-party Republican dominance b. one-party Democratic dominance c. candidate-centered politics d. high voter turnout Answer: d Test Bank Item Title: TB_Q11.1.20 Topic: Roots of the Two-Party System Learning Objective: LO 11.1: Trace the evolution of the two-party system in the United States. Page Reference: 308 Skill Level: Understand the Concepts Difficulty Level: Moderate How has party-line voting in Congress changed in the past few years?
21.
a. It has remained about the same. b. It has increased in some years and decreased in others. c. It has increased noticeably. d. It has decreased noticeably. Answer: c Test Bank Item Title: TB_Q11.3.21 Topic: Activities of American Political Parties Learning Objective: LO 11.3: Identify the functions performed by American political parties. Page Reference: 317 Skill Level: Understand the Concepts Difficulty Level: Moderate The __________ is the formal governing body of both major parties.
22.
a. national party assembly b. national party convention c. national party delegation d. national party legislature Answer: b Test Bank Item Title: TB_Q11.2.22 Topic: The Organization of American Political Parties Learning Objective: LO 11.2: Outline the structure of American political parties at the national, state, and local levels. Page Reference: 311 Skill Level: Understand the Concepts Difficulty Level: Moderate 321 .
23.
How does a citizen typically become a delegate to a national party convention? a. appointment by the governor b. appointment by the president c. selection by citizens in primaries and caucuses d. donating enough money to the party or candidate Answer: c Test Bank Item Title: TB_Q11.2.23 Topic: The Organization of American Political Parties Learning Objective: LO 11.2: Outline the structure of American political parties at the national, state, and local levels. Page Reference: 312 Skill Level: Understand the Concepts Difficulty Level: Moderate Which of the following statements most accurately describes the ideological distribution of members of Congress?
24.
a. The parties are increasingly polarized, with Democrats moving further to the left than Republicans are moving to the right. b. The parties are increasingly polarized, with Republicans moving further to the right than Democrats are moving to the left. c. The parties are increasingly polarized, with both the Democrats and Republicans becoming equally extreme. d. Despite common belief that the parties are becoming increasingly polarized, there is no evidence to support this theory. Answer: b Test Bank Item Title: TB_Q11.6.24 Topic: Toward Reform: United or Divided? Learning Objective: LO 11.6: Assess party polarization in the modern era. Page Reference: 326 Skill Level: Understand the Concepts Difficulty Level: Moderate The Democratic National Committee and the Republican National Committee focus on __________.
25.
a. aiding presidential campaigns and conducting general party-building activities b. aiding congressional campaigns and writing a focused party platform c. winning more seats in Congress and media outreach d. conducting oversight of state parties and running primary elections Answer: a Test Bank Item Title: TB_Q11.2.25 322 .
Topic: The Organization of American Political Parties Learning Objective: LO 11.2: Outline the structure of American political parties at the national, state, and local levels. Page Reference: 311 Skill Level: Understand the Concepts Difficulty Level: Moderate 26.
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. Answer: a Test Bank Item Title: TB_Q11.3.26 Topic: Activities of American Political Parties Learning Objective: LO 11.3: Identify the functions performed by American political parties. Page Reference: 319 Skill Level: Understand the Concepts Difficulty Level: Moderate Which party entity has the responsibility of establishing a cohesive vision for partisan identifiers nationwide?
27.
a. the delegates b. the primary election c. the national committee d. the party caucus Answer: c Test Bank Item Title: TB_Q11.2.27 Topic: The Organization of American Political Parties Learning Objective: LO 11.2: Outline the structure of American political parties at the national, state, and local levels. Page Reference: 311 Skill Level: Understand the Concepts Difficulty Level: Moderate 28.
A __________ is when a party’s base of supporters undergoes a rapid, fundamental, and enduring alteration. a. culture war b. dealignment c. party realignment d. secular realignment 323 .
Answer: c Test Bank Item Title: TB_Q11.1.28 Topic: Roots of the Two-Party System Learning Objective: LO 11.1: Trace the evolution of the two-party system in the United States. Page Reference: 309 Skill Level: Understand the Concepts Difficulty Level: Moderate What key issue led to the dissolution of the Whig Party?
29.
a. federal taxation b. the Mexican-American War c. post–Civil War Reconstruction d. slavery Answer: d Test Bank Item Title: TB_Q11.1.29 Topic: Roots of the Two-Party System Learning Objective: LO 11.1: Trace the evolution of the two-party system in the United States. Page Reference: 307 Skill Level: Understand the Concepts Difficulty Level: Moderate When can a party officially change its platform?
30.
a. after a federal census b. at the start of each fiscal year c. during the national party convention d. every two years Answer: c Test Bank Item Title: TB_Q11.3.30 Topic: Activities of American Political Parties Learning Objective: LO 11.3: Identify the functions performed by American political parties. Page Reference: 316 Skill Level: Understand the Concepts Difficulty Level: Moderate A critical election is typically associated with __________.
31.
a. dealignment b. party realignment c. correcting alignments 324 .
d. secular realignment Answer: b Test Bank Item Title: TB_Q11.1.31 Topic: Roots of the Two-Party System Learning Objective: LO 11.1: Trace the evolution of the two-party system in the United States. Page Reference: 309 Skill Level: Understand the Concepts Difficulty Level: Moderate 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?
32.
a. John Adams b. Henry Clay c. Benjamin Franklin d. Andrew Jackson Answer: d Test Bank Item Title: TB_Q11.1.32 Topic: Roots of the Two-Party System Learning Objective: LO 11.1: Trace the evolution of the two-party system in the United States. Page Reference: 307 Skill Level: Apply What You Know Difficulty Level: Difficult The national parties have set restrictions about how states select __________.
33.
a. state party chairs b. election monitors c. national convention delegates d. the precincts to target in get-out-the-vote efforts Answer: c Test Bank Item Title: TB_Q11.2.33 Topic: The Organization of American Political Parties Learning Objective: LO 11.2: Outline the structure of American political parties at the national, state, and local levels. Page Reference: 311 – 312 Skill Level: Understand the Concepts Difficulty Level: Moderate 34.
The decrease in the number of __________ has been identified as one cause of increasing polarization. 325 .
a. East Coast liberal Democrats b. Midwestern independents c. northern liberal Republicans d. southern conservative Republicans Answer: c Test Bank Item Title: TB_Q11.6.34 Topic: Toward Reform: United or Divided? Learning Objective: LO 11.6: Assess party polarization in the modern era. Page Reference: 326 Skill Level: Analyze It Difficulty Level: Difficult During the late nineteenth and early twentieth centuries, political machines provided __________.
35.
a. economic equality b. over half of the nation’s alcohol c. nonpartisan advice about politics d. housing, employment, and food Answer: d Test Bank Item Title: TB_Q11.1.35 Topic: Roots of the Two-Party System Learning Objective: LO 11.1: Trace the evolution of the two-party system in the United States. Page Reference: 307 Skill Level: Understand the Concepts Difficulty Level: Moderate Why do state legislators rely more on their state and local parties for election assistance than do their congressional counterparts?
36.
a. because state legislators are not able to make campaign-related decisions on their own b. because state legislators base their main talking points directly on state and local public policy c. because members of Congress do not like to make visits to their home states d. because members of Congress have easier access to funds and other campaign resources from other sources Answer: d Test Bank Item Title: TB_Q11.3.36 Topic: Activities of American Political Parties Learning Objective: LO 11.3: Identify the functions performed by American political parties. 326 .
Page Reference: 315 Skill Level: Analyze It Difficulty Level: Difficult Proponents of a government that includes a greater role for minor parties might suggest that the United States consider Europe’s system of __________.
37.
a. delegate elections b. multi-party national conventions c. nonpartisan elections d. proportional representation Answer: d Test Bank Item Title: TB_Q11.5.37 Topic: Minor Parties in the American Two-Party System Learning Objective: LO 11.5: Evaluate the role of minor parties in the American two-party system. Page Reference: 325 Skill Level: Apply What You Know Difficulty Level: Difficult Which of the following voter profiles most strongly suggests that an individual will identify with the Democratic Party?
38.
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 Answer: b Test Bank Item Title: TB_Q11.4.38 Topic: Party Identification in the Electorate Learning Objective: LO 11.4: Analyze how political socialization and group affiliations shape party identification. Page Reference: 321 – 323 Skill Level: Analyze It Difficulty Level: Moderate Which of the following voter profiles most strongly suggests that an individual will identify with the Republican Party?
39.
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 Answer: b 327 .
Test Bank Item Title: TB_Q11.4.39 Topic: Party Identification in the Electorate Learning Objective: LO 11.4: Analyze how political socialization and group affiliations shape party identification. Page Reference: 321 – 323 Skill Level: Apply What You Know Difficulty Level: Moderate 40.
Members of which of the following demographic groups are most likely to identify with the Democratic Party? a. African Americans b. Catholics c. Hispanics d. Protestants Answer: a Test Bank Item Title: TB_Q11.4.40 Topic: Party Identification in the Electorate Learning Objective: LO 11.4: Analyze how political socialization and group affiliations shape party identification. Page Reference: 321 – 323 Skill Level: Understand the Concepts Difficulty Level: Moderate
41.
When questioned about their views of politics in Congress, a slight majority of Americans expressed a desire for __________, while about 30 percent wanted members of Congress to stick to their beliefs. a. compromise b. resolve c. tax relief d. party polarization Answer: a Test Bank Item Title: TB_Q11.6.41 Topic: Toward Reform: United or Divided? Learning Objective: LO 11.6: Assess party polarization in the modern era. Page Reference: Skill Level: Understand the Concepts Difficulty Level: Moderate
pp True-False Questions 42.
Married voters today are most likely to identify as Democrats. 328 .
Answer: FALSE Test Bank Item Title: TB_Q11.4.42 Topic: Party Identification in the Electorate Learning Objective: LO 11.4: Analyze how political socialization and group affiliations shape party identification. Page Reference: 321 – 323 Skill Level: Understand the Concepts Difficulty Level: Moderate Scholarship suggests that more than half of the promises in the victorious party’s presidential platform are completely or mostly implemented.
43.
Answer: TRUE Test Bank Item Title: TB_Q11.3.43 Topic: Activities of American Political Parties Learning Objective: LO 11.3: Identify the functions performed by American political parties. Page Reference: 316 Skill Level: Understand the Concepts Difficulty Level: Moderate Citizens under 30 years old tend to identify as independents or Democrats rather than Republicans.
44.
Answer: TRUE Test Bank Item Title: TB_Q11.4.44 Topic: Party Identification in the Electorate Learning Objective: LO 11.4: Analyze how political socialization and group affiliations shape party identification. Page Reference: 322 Skill Level: Remember the Facts Difficulty Level: Easy Women are more likely to identify as Democrats than as independents or Republicans.
45.
Answer: TRUE Test Bank Item Title: TB_Q11.4.45 Topic: Party Identification in the Electorate Learning Objective: LO 11.4: Analyze how political socialization and group affiliations shape party identification. Page Reference: 321 Skill Level: Understand the Concepts Difficulty Level: Easy
329 .
46.
The highlight of the national party conventions is the casting of the Electoral College votes. Answer: FALSE Test Bank Item Title: TB_Q11.2.46 Topic: The Organization of American Political Parties Learning Objective: LO 11.2: Outline the structure of American political parties at the national, state, and local levels. Page Reference: 311 – 312 Skill Level: Remember the Facts Difficulty Level: Easy Democratic superdelegates are not pledged to a candidate and thus may support whichever candidate they choose.
47.
Answer: TRUE Test Bank Item Title: TB_Q11.2.47 Topic: The Organization of American Political Parties Learning Objective: LO 11.2: Outline the structure of American political parties at the national, state, and local levels. Page Reference: 312 Skill Level: Understand the Concepts Difficulty Level: Moderate Since 1993, the Republican Party’s fund-raising has consistently dwarfed that of their Democratic counterparts.
48.
Answer: FALSE Test Bank Item Title: TB_Q11.3.48 Topic: Activities of American Political Parties Learning Objective: LO 11.3: Identify the functions performed by American political parties. Page Reference: 315 Skill Level: Remember the Facts Difficulty Level: Easy More than half of individuals earning an annual income of more than $75,000 identify as independents.
49.
Answer: FALSE Test Bank Item Title: TB_Q11.4.49 Topic: Party Identification in the Electorate Learning Objective: LO 11.4: Analyze how political socialization and group affiliations shape party identification. Page Reference: 322 – 323 Skill Level: Remember the Facts Difficulty Level: Easy 330 .
50.
Minor parties have played a more important role in the United States than in virtually any other democratic nation. Answer: FALSE Test Bank Item Title: TB_Q11.5.50 Topic: Minor Parties in the American Two-Party System Learning Objective: LO 11.5: Evaluate the role of minor parties in the American two-party system. Page Reference: 323, 325 Skill Level: Understand the Concepts Difficulty Level: Moderate The media are partly responsible for the nation’s perception that our country is deeply divided along party lines.
51.
Answer: TRUE Test Bank Item Title: TB_Q11.6.51 Topic: Toward Reform: United or Divided? Learning Objective: LO 11.6: Assess party polarization in the modern era. Page Reference: 323, 325 Skill Level: Understand the Concepts Difficulty Level: Moderate The modern era of political parties is notable for the rise of the political party organization and a move away from the candidate-centered politics of the nineteenth century.
52.
Answer: FALSE Test Bank Item Title: TB_Q11.1.52 Topic: Roots of the Two-Party System Learning Objective: LO 11.1: Trace the evolution of the two-party system in the United States. Page Reference: 308 Skill Level: Remember the Facts Difficulty Level: Easy The competitive two-party system has always featured prominently in the United States.
53.
Answer: TRUE Test Bank Item Title: TB_Q11.1.53 Topic: Roots of the Two-Party System Learning Objective: LO 11.1: Trace the evolution of the two-party system in the United States. Page Reference: 306 Skill Level: Understand the Concepts 331 .
Difficulty Level: Moderate 54.
Precinct and ward committees are important components of a political party’s organization at the state level. Answer: FALSE Test Bank Item Title: TB_Q11.2.54 Topic: The Organization of American Political Parties Learning Objective: LO 11.2: Outline the structure of American political parties at the national, state, and local levels. Page Reference: 310 Skill Level: Understand the Concepts Difficulty Level: Moderate Electoral realignments occur exclusively as a result of a critical election.
55.
Answer: FALSE Test Bank Item Title: TB_Q11.1.55 Topic: Roots of the Two-Party System Learning Objective: LO 11.1: Trace the evolution of the two-party system in the United States. Page Reference: 309 Skill Level: Understand the Concepts Difficulty Level: Moderate Members of think tanks are primarily responsible for writing the national party platforms.
56.
Answer: FALSE Test Bank Item Title: TB_Q11.2.56 Topic: The Organization of American Political Parties Learning Objective: LO 11.2: Outline the structure of American political parties at the national, state, and local levels. Page Reference: 314 Skill Level: Understand the Concepts Difficulty Level: Moderate Virtually all government regulation of political parties falls to the states.
57.
Answer: TRUE Test Bank Item Title: TB_Q11.2.57 Topic: The Organization of American Political Parties Learning Objective: LO 11.2: Outline the structure of American political parties at the national, state, and local levels. Page Reference: 312 Skill Level: Understand the Concepts Difficulty Level: Moderate 332 .
58.
Governors in many states hold greater influence over their parties’ organizations and legislators than do presidents. Answer: TRUE Test Bank Item Title: TB_Q11.3.58 Topic: Activities of American Political Parties Learning Objective: LO 11.3: Identify the functions performed by American political parties. Page Reference: 318 Skill Level: Understand the Concepts Difficulty Level: Moderate
59.
Most researchers now explain the gender gap in party identification as the Republican Party’s difficulties in attracting women more than the Democratic Party’s difficulties in attracting men. Answer: FALSE Test Bank Item Title: TB_Q11.4.59 Topic: Party Identification in the Electorate Learning Objective: LO 11.4: Analyze how political socialization and group affiliations shape party identification. Page Reference: 321 Skill Level: Apply What You Know Difficulty Level: Moderate
60.
Barriers to minor-party success in the United States include the rules for public financing of presidential elections and the Electoral College system. Answer: TRUE Test Bank Item Title: TB_Q11.5.60 Topic: Minor Parties in the American Two-Party System Learning Objective: LO 11.5: Evaluate the role of minor parties in the American two-party system. Page Reference: 325 Skill Level: Understand the Concepts Difficulty Level: Moderate
pp Fill-in-the-Blank Questions 61.
Organizations that used tangible incentives such as jobs and favors to win loyalty among voters are known as __________. Answer: political machines Test Bank Item Title: TB_Q11.1.61 333 .
Topic: Roots of the Two-Party System Learning Objective: LO 11.1: Trace the evolution of the two-party system in the United States. Page Reference: 307 Skill Level: Understand the Concepts Difficulty Level: Moderate 62.
The __________ is the site for the approval of the party platform every four years. Answer: national party convention Test Bank Item Title: TB_Q11.2.62 Topic: The Organization of American Political Parties Learning Objective: LO 11.2: Outline the structure of American political parties at the national, state, and local levels. Page Reference: 311 – 312 Skill Level: Remember the Facts Difficulty Level: Easy __________ achieve their greatest successes when they incorporate new ideas or alienated groups or nominate attractive candidates.
63.
Answer: Minor parties Test Bank Item Title: TB_Q11.5.63 Topic: Minor Parties in the American Two-Party System Learning Objective: LO 11.5: Evaluate the role of minor parties in the American two-party system. Page Reference: 325 Skill Level: Understand the Concepts Difficulty Level: Moderate Parties in Congress are not equally polarized: __________ are further from the center than are their counterparts.
64.
Answer: Republicans Test Bank Item Title: TB_Q11.6.64 Topic: Toward Reform: United or Divided? Learning Objective: LO 11.6: Assess party polarization in the modern era. Page Reference: 326 Skill Level: Understand the Concepts Difficulty Level: Moderate 65.
The modern party era is known for its __________-centered politics. Answer: candidate Test Bank Item Title: TB_Q11.1.65 Topic: Roots of the Two-Party System 334 .
Learning Objective: LO 11.1: Trace the evolution of the two-party system in the United States. Page Reference: 308 Skill Level: Understand the Concepts Difficulty Level: Moderate 66.
Studies of political socialization have shown that __________ is/are the single greatest influence(s) in establishing a person’s political identity. Answer: parents Test Bank Item Title: TB_Q11.4.66 Topic: Party Identification in the Electorate Learning Objective: LO 11.4: Analyze how political socialization and group affiliations shape party identification. Page Reference: 320 Skill Level: Understand the Concepts Difficulty Level: Moderate The __________ consists of all potential voters who identify themselves with a political party.
67.
Answer: party in the electorate Test Bank Item Title: TB_Q11.4.67 Topic: Party Identification in the Electorate Learning Objective: LO 11.4: Analyze how political socialization and group affiliations shape party identification. Page Reference: 320 Skill Level: Understand the Concepts Difficulty Level: Moderate A __________ is a dramatic shift in partisan preferences that drastically alters the political landscape.
68.
Answer: party realignment Test Bank Item Title: TB_Q11.1.68 Topic: Roots of the Two-Party System Learning Objective: LO 11.1: Trace the evolution of the two-party system in the United States. Page Reference: 309 Skill Level: Understand the Concepts Difficulty Level: Moderate Hispanic voters tend to support the __________ Party.
69.
Answer: Democratic Test Bank Item Title: TB_Q11.4.69 Topic: Party Identification in the Electorate 335 .
Learning Objective: LO 11.4: Analyze how political socialization and group affiliations shape party identification. Page Reference: 322 Skill Level: Understand the Concepts Difficulty Level: Moderate 70.
A tactic known as __________ allows political parties to identify potential voters based on a wealth of data including consumer preferences, personal habits, and past voting behavior. Answer: micro-targeting Test Bank Item Title: TB_Q11.3.70 Topic: Activities of American Political Parties Learning Objective: LO 11.3: Identify the functions performed by American political parties. Page Reference: 316 Skill Level: Understand the Concepts Difficulty Level: Moderate
336 .
p Short Answer Questions 71.
Explain the significance of critical elections to party realignment. Provide an example of a critical election. Answer: An ideal response will: 1. Describe a critical election as a turning point, an election that signals a major switch in party coalitions, usually during periods of historic change in the economy and society. 2. Explain that a critical election ushers in a long-term party realignment, which is when one party takes over from another during a period when partisan preferences shift. Test Bank Item Title: TB_Q11.1.71 Topic: Roots of the Two-Party System Learning Objective: LO 11.1: Trace the evolution of the two-party system in the United States. Page Reference: 309 – 310 Skill Level: Understand the Concepts Difficulty Level: Moderate
72.
Describe how the New Deal realignment 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 realignment lasted 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). Test Bank Item Title: TB_Q11.1.72 Topic: Roots of the Two-Party System Learning Objective: LO 11.1: Trace the evolution of the two-party system in the United States. Page Reference: 308 – 310 Skill Level: Understand the Concepts Difficulty Level: Moderate
73.
Identify the major activities or functions of political parties. Answer: An ideal response will: 1. Identify the major functions of American political parties: running candidates for office, getting out the vote, facilitating electoral choice, 337 .
providing leadership in policy formulation, and organizing institutions of government such as congressional committees. Test Bank Item Title: TB_Q11.3.73 Topic: Activities of American Political Parties Learning Objective: LO 11.3: Identify the functions performed by American political parties. Page Reference: 314 – 320 Skill Level: Remember the Facts Difficulty Level: Easy 74.
Why might a focus on the 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 candidate-centered politics is a weakening of the party system because parties’ diminished control over issues and campaigns also gives candidates considerable power in how they conduct themselves during election season and how they seek resources from different groups within their coalitions. Test Bank Item Title: TB_Q11.1.74 Topic: Roots of the Two-Party System Learning Objective: LO 11.1: Trace the evolution of the two-party system in the United States. Page Reference: 308 Skill Level: Understand the Concepts Difficulty Level: Moderate Explain the effects of minor parties on American politics.
75.
Answer: An ideal response will: 1. Describe how minor parties seldom win elections but nonetheless make important contributions to the political process by revealing sectional and political divides and bringing to light new issues and neglected causes. Test Bank Item Title: TB_Q11.5.75 Topic: Minor Parties in the American Two-Party System Learning Objective: LO 11.5: Evaluate the role of minor parties in the American two-party system. Page Reference: 323 – 325 Skill Level: Understand the Concepts Difficulty Level: Moderate 338 .
76.
Why do other democracies have more political parties than does the United States? Answer: An ideal response will: 1. Describe how the winner-take-all system used in the United States discourages minor parties. 2. Describe how the Electoral College system and the rules for public financing of presidential campaigns discourage minor parties in the United States. Test Bank Item Title: TB_Q11.5.76 Topic: Minor Parties in the American Two-Party System Learning Objective: LO 11.5: Evaluate the role of minor parties in the American two-party system. Page Reference: 323 – 325 Skill Level: Analyze It Difficulty Level: Difficult Describe a secular realignment. How is it different from a party realignment?
77.
Answer: An ideal response will: 1. Describe a secular realignment as a gradual rearrangement of party coalitions based more on demographic shifts than on shocks to the political system. Note that the most recent realignment has been of the secular variety. 2. Describe a party 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. Test Bank Item Title: TB_Q11.1.77 Topic: Roots of the Two-Party System Learning Objective: LO 11.1: Trace the evolution of the two-party system in the United States. Page Reference: 309 – 310 Skill Level: Analyze It Difficulty Level: Difficult 78.
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. Note that Congress is clearly polarized, with the Republicans being further to the right than Democrats are to the left. Party polarization in the electorate is not as clear but does seem to be increasing in recent years. 3. Identify some of the causes of political polarization, such as the natural sorting of Democrats and Republicans along ideological lines, the 339 .
perpetuation of media coverage about polarization, and the presence of “wedge” issues (e.g., abortion and same-sex marriage). Test Bank Item Title: TB_Q11.6.78 Topic: Toward Reform: United or Divided? Learning Objective: LO 11.6: Assess party polarization in the modern era. Page Reference: 326 – 328 Skill Level: Analyze It Difficulty Level: Difficult 79.
Members of which demographic groups tend to support each of the major parties? Answer: An ideal response will: 1. Describe party identification with respect to gender, race, religion, and other relevant demographic or geographical factors. Test Bank Item Title: TB_Q11.4.79 Topic: Party Identification in the Electorate Learning Objective: LO 11.4: Analyze how political socialization and group affiliations shape party identification. Page Reference: 320 – 323 Skill Level: Understand the Concepts Difficulty Level: Moderate
80.
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. Test Bank Item Title: TB_Q11.3.80 Topic: Activities of American Political Parties Learning Objective: LO 11.3: Identify the functions performed by American political parties. Page Reference: 314 – 316 Skill Level: Analyze It Difficulty Level: Difficult
pp Essay Questions 81.
What role do the national party conventions play in the election process? Assess whether the convention process should be reformed. 340 .
Answer: An ideal response will: 1. Explain that the national party conventions are where the party platforms are determined and the presidential candidates are nominated by party delegates. 2. Note that the current system uses the conventions as a way to mobilize party supporters more than as a forum to deliberate on the nominees, who likely have already been determined. 3. Indicate that each party’s platform is a set of durable guidelines to steer the party until the next convention and that platforms give voters a sense of what the candidates believe in and the issues they think are important for the country to address. 4. Make an argument for or against reforming the convention process. Test Bank Item Title: TB_Q11.0.81 Topic: Introduction; The Organization of American Political Parties Learning Objective: Introduction; LO 11.2: Outline the structure of American political parties at the national, state, and local levels. Page Reference: 304, 305, 310 – 312 Skill Level: Understand the Concepts Difficulty Level: Moderate Review the key phases of political party development in the United States, demonstrating knowledge of realignments between the eras. Describe how the Framers viewed political parties.
82.
Answer: An ideal response will: 1. Provide an outline of the various phases of political party development in the United States: the development of political parties (1800–1824), Jacksonian Democracy, the Golden Age, and the modern era. 2. Describe various coalition shifts and the events that precipitated party formations. 3. Recall how the Framers warned of the dangers that parties presented and how parties soon developed despite this warning. Test Bank Item Title: TB_Q11.1.82 Topic: Roots of the Two-Party System Learning Objective: LO 11.1: Trace the evolution of the two-party system in the United States. Page Reference: 306 – 310 Skill Level: Understand the Concepts Difficulty Level: Moderate Examine the role of minor parties in U.S. politics. What limitations have kept them from achieving major-party status? Evaluate whether you think it makes sense for voters to cast their ballots for third parties.
83.
Answer: An ideal response will: 341 .
1. Describe how minor parties seldom win elections but nonetheless make important contributions to the political process by revealing sectional and political divides and bringing to light new issues and neglected causes. 2. Explain barriers that have prevented minor parties from becoming major parties: the winner-take-all system, the Electoral College system, and the rules for public financing of presidential campaigns. 3. Analyze the pros and cons of voting for a minor-party candidate and assess whether such votes are wasted. Test Bank Item Title: TB_Q11.5.83 Topic: Minor Parties in the American Two-Party System Learning Objective: LO 11.5: Evaluate the role of minor parties in the American two-party system. Page Reference: 323 – 325 Skill Level: Analyze It Difficulty Level: Difficult 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 responsive to the desires and opinions of the people?
84.
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 of U.S. candidates. 3. Assess the relative strengths and weaknesses of each system. Test Bank Item Title: TB_Q11.1.84 Topic: Roots of the Two-Party System; Minor Parties in the American Two-Party System Learning Objective: LO 11.1: Trace the evolution of the two-party system in the United States; LO 11.5: Evaluate the role of minor parties in the American two-party system. Page Reference: 306 – 310 Skill Level: Analyze It Difficulty Level: Difficult 85.
Evaluate the development of party polarization in the United States. 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:
342 .
1. Provide a definition of polarization such as: the presence of increasingly conflicting and divided viewpoints between the Democratic and Republican Parties. 2. Differentiate between party polarization and the polarization of the public, noting that scholars tend to agree that members of Congress are polarizing, with Republicans moving further to the right than Democrats are moving to the left. In terms of the party in the electorate, however, the public largely remains moderate, but citizens are also adopting policy positions that suggest they might be polarizing as well. 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. Test Bank Item Title: TB_Q11.6.85 Topic: Toward Reform: United or Divided? Learning Objective: LO 11.6: Assess party polarization in the modern era. Page Reference: 326 – 328 Skill Level: Analyze It Difficulty Level: Difficult
343 .
12 Elections and Voting pp Multiple-Choice Questions 1.
The winners of elections often believe that they have a(n) __________, which is a command, indicated by an electorate’s votes, for the newly elected officials to carry out a party platform or policy agenda. a. dictate b. consensus c. initiative d. mandate Answer: d Test Bank Item Title: TB_Q12.1.1 Topic: Roots of American Elections Learning Objective: LO 12.1: Trace the roots of American elections, and distinguish among the four different types of elections. Page Reference: 335 Skill Level: Remember the Facts Difficulty Level: Easy
2.
A(n) __________ is the process by which citizens propose legislation or constitutional amendments through the petition process followed by a popular vote. a. gerrymander b. initiative c. mandate d. referendum Answer: b Test Bank Item Title: TB_Q12.1.2 Topic: Roots of American Elections Learning Objective: LO 12.1: Trace the roots of American elections, and distinguish among the four different types of elections. 344 .
Page Reference: 335 Skill Level: Remember the Facts Difficulty Level: Easy A majority of the __________ selects the president of the United States.
3.
a. popular vote b. Electoral College c. House of Representatives d. Senate Answer: b Test Bank Item Title: TB_Q12.2.3 Topic: Presidential Elections Learning Objective: LO 12.2: Outline the electoral procedures for presidential and general elections. Page Reference: 340 Skill Level: Understand the Concepts Difficulty Level: Moderate The Electoral College system favors __________.
4.
a. centrists b. Democrats c. small states d. third parties Answer: c Test Bank Item Title: TB_Q12.2.4 Topic: Presidential Elections Learning Objective: LO 12.2: Outline the electoral procedures for presidential and general elections. Page Reference: 340 – 341 Skill Level: Analyze It Difficulty Level: Difficult The ability of an office holder to avoid challenges from quality challengers is known as the __________ effect.
5.
a. minimax regret b. log rolling c. run-off effect d. scare-off effect Answer: d Test Bank Item Title: TB_Q12.3.5 Topic: Congressional Elections 345 .
Learning Objective: LO 12.3: Compare and contrast congressional and presidential elections and explain the incumbency advantage. Page Reference: 344 Skill Level: Remember the Facts Difficulty Level: Easy Boycotting and picketing are examples of __________.
6.
a. illegal political participation b. civil disobedience c. radical political participation d. unconventional political participation Answer: d Test Bank Item Title: TB_Q12.4.6 Topic: Patterns in Vote Choice Learning Objective: LO 12.4: Identify seven factors that influence voter choice. Page Reference: 347 Skill Level: Apply What You Know Difficulty Level: Difficult When a citizen votes for candidates from different parties in the same election, he or she is __________.
7.
a. voting strategically b. ticket-splitting c. straight-ticket voting d. party-line voting Answer: b Test Bank Item Title: TB_Q12.4.7 Topic: Patterns in Vote Choice Learning Objective: LO 12.4: Identify seven factors that influence voter choice. Page Reference: 348 Skill Level: Remember the Facts Difficulty Level: Easy Which of the following reasons do voters most often give for not voting?
8.
a. bad weather b. forgot c. not interested d. too busy Answer: d Test Bank Item Title: TB_Q12.6.8 Topic: Toward Reform: Problems with Voter Turnout 346 .
Learning Objective: LO 12.6: Explain why voter turnout is low, and evaluate methods for improving voter turnout. Page Reference: 354 Skill Level: Remember the Facts Difficulty Level: Easy 9.
Which of the following religious groups maintains the most consistent voting pattern? a. Protestants b. Catholics c. Jews d. agnostics Answer: c Test Bank Item Title: TB_Q12.4.9 Topic: Patterns in Vote Choice Learning Objective: LO 12.4: Identify seven factors that influence voter choice. Page Reference: 349 – 350 Skill Level: Remember the Facts Difficulty Level: Easy Roughly what percentage of Americans rarely or never vote?
10.
a. 5 percent b. 12 percent c. 35 percent d. 50 percent Answer: c Test Bank Item Title: TB_Q12.5.10 Topic: Voter Turnout Learning Objective: LO 12.5: Identify six factors that affect voter turnout. Page Reference: 350 Skill Level: Remember the Facts Difficulty Level: Easy Voters who select a candidate based on the candidate’s policy promises are making __________ judgments.
11.
a. conventional b. unconventional c. prospective d. retrospective Answer: c Test Bank Item Title: TB_Q12.4.11 347 .
Topic: Patterns in Vote Choice Learning Objective: LO 12.4: Identify seven factors that influence voter choice. Page Reference: 350 Skill Level: Apply What You Know Difficulty Level: Moderate Which amendment to the U.S. Constitution lowered the voting age to eighteen?
12.
a. Thirteenth b. Fifteenth c. Nineteenth d. Twenty-Sixth Answer: d Test Bank Item Title: TB_Q12.5.12 Topic: Voter Turnout Learning Objective: LO 12.5: Identify six factors that affect voter turnout. Page Reference: 353 Skill Level: Remember the Facts Difficulty Level: Easy The __________ was enacted after the 2000 election to assist states with upgrading their voting equipment.
13.
a. Help America Vote Act b. Management of Elections Act c. Prevent Recounts Act d. Protect Democracy Act Answer: a Test Bank Item Title: TB_Q12.6.13 Topic: Toward Reform: Problems with Voter Turnout Learning Objective: LO 12.6: Explain why voter turnout is low, and evaluate methods for improving voter turnout. Page Reference: 359 Skill Level: Remember the Facts Difficulty Level: Easy How do most citizens in Washington and Oregon vote?
14.
a. by mail b. by telephone c. in person d. through a website Answer: a Test Bank Item Title: TB_Q12.6.14 348 .
Topic: Toward Reform: Problems with Voter Turnout Learning Objective: LO 12.6: Explain why voter turnout is low, and evaluate methods for improving voter turnout. Page Reference: 357 Skill Level: Remember the Facts Difficulty Level: Easy 15.
According to political scientists, which of the following has historically been the most successful mobilizer of Americans to vote? a. family and friends b. television advertisements c. political parties d. voter registration drives Answer: c Test Bank Item Title: TB_Q12.6.15 Topic: Toward Reform: Problems with Voter Turnout Learning Objective: LO 12.6: Explain why voter turnout is low, and evaluate methods for improving voter turnout. Page Reference: 359 – 360 Skill Level: Understand the Concepts Difficulty Level: Moderate Women support the average Democrat __________.
16.
a. about 15 percent less than do men b. 5 to 7 percent less than do men c. 5 to 7 percent more than do men d. about 15 percent more than do men Answer: c Test Bank Item Title: TB_Q12.4.16 Topic: Patterns in Vote Choice Learning Objective: LO 12.4: Identify seven factors that influence voter choice. Page Reference: 349 Skill Level: Understand the Concepts Difficulty Level: Moderate Which of the following best describes the relationship between income and vote choice?
17.
a. Those with low incomes vote for Democrats; those with high incomes vote for Republicans. b. Those with low incomes vote for Republicans; those with high incomes vote for Democrats. 349 .
c. Those with the highest income and those with the lowest income tend to vote for Republicans. d. Those with the highest income and those with the lowest income tend to vote for Democrats. Answer: a Test Bank Item Title: TB_Q12.4.17 Topic: Patterns in Vote Choice Learning Objective: LO 12.4: Identify seven factors that influence voter choice. Page Reference: 348 Skill Level: Understand the Concepts Difficulty Level: Moderate How many electoral votes are needed to be elected president?
18.
a. 210 b. 270 c. 335 d. 538 Answer: b Test Bank Item Title: TB_Q12.2.18 Topic: Presidential Elections Learning Objective: LO 12.2: Outline the electoral procedures for presidential and general elections. Page Reference: 340 Skill Level: Remember the Facts Difficulty Level: Easy What is front-loading?
19.
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 voters to use early or absentee voting d. the tendency of states to choose an early date on the nomination calendar Answer: d Test Bank Item Title: TB_Q12.2.19 Topic: Presidential Elections Learning Objective: LO 12.2: Outline the electoral procedures for presidential and general elections. Page Reference: 339 Skill Level: Remember the Facts Difficulty Level: Easy 20.
Democrats no longer use the winner-take-all primary because __________. 350 .
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 Answer: c Test Bank Item Title: TB_Q12.2.20 Topic: Presidential Elections Learning Objective: LO 12.2: Outline the electoral procedures for presidential and general elections. Page Reference: 337 Skill Level: Analyze It Difficulty Level: Difficult A registered Republican can crossover vote for a Democratic presidential candidate in a(n) __________ primary.
21.
a. runoff b. closed c. crossover d. open Answer: d Test Bank Item Title: TB_Q12.1.21 Topic: Roots of American Elections Learning Objective: LO 12.1: Trace the roots of American elections, and distinguish among the four different types of elections. Page Reference: 335 Skill Level: Apply What You Know Difficulty Level: Moderate Runoff primaries __________.
22.
a. are unconstitutional b. select the party’s nominee c. favor third parties d. politicize primaries Answer: b Test Bank Item Title: TB_Q12.1.22 Topic: Roots of American Elections Learning Objective: LO 12.1: Trace the roots of American elections, and distinguish among the four different types of elections. Page Reference: 335 Skill Level: Understand the Concepts Difficulty Level: Moderate 351 .
23.
The caucus system of nominating candidates is oriented toward __________. a. college students b. low-income voters c. parents of young children d. political parties Answer: d Test Bank Item Title: TB_Q12.2.23 Topic: Presidential Elections Learning Objective: LO 12.2: Outline the electoral procedures for presidential and general elections. Page Reference: 339 Skill Level: Understand the Concepts Difficulty Level: Moderate Which of the following contributes to the incumbency advantage?
24.
a. term limits b. scandals c. greater visibility d. presidential coattails Answer: c Test Bank Item Title: TB_Q12.3.24 Topic: Congressional Elections Learning Objective: LO 12.3: Compare and contrast congressional and presidential elections and explain the incumbency advantage. Page Reference: 345 Skill Level: Understand the Concepts Difficulty Level: Moderate What is said of a successful presidential candidate who helps members of Congress get elected as well?
25.
a. The president has a short mandate. b. The president has long coattails. c. The president has strong crossover appeal. d. The president is front-loading. Answer: b Test Bank Item Title: TB_Q12.3.25 Topic: Congressional Elections Learning Objective: LO 12.3: Compare and contrast congressional and presidential elections and explain the incumbency advantage. Page Reference: 345 – 350 Skill Level: Apply What You Know 352 .
Difficulty Level: Difficult Making campaign contributions is a form of __________.
26.
a. conventional participation b. demonstrative participation c. retrospective participation d. unconventional participation Answer: a Test Bank Item Title: TB_Q12.4.26 Topic: Patterns in Vote Choice Learning Objective: LO 12.4: Identify seven factors that influence voter choice. Page Reference: 347 Skill Level: Apply What You Know Difficulty Level: Moderate Modern American political liberals generally believe that __________.
27.
a. the government should provide social programs b. a lower tax rate stimulates the economy c. charities are more effective than government programs d. government is a necessary evil Answer: a Test Bank Item Title: TB_Q12.4.27 Topic: Patterns in Vote Choice Learning Objective: LO 12.4: Identify seven factors that influence voter choice. Page Reference: 348 Skill Level: Understand the Concepts Difficulty Level: Moderate Prospective judgment is typically based on __________.
28.
a. a candidate’s personal history b. what the candidate has done in the past c. the candidate’s ethnic background d. the candidate’s policy promises Answer: d Test Bank Item Title: TB_Q12.4.28 Topic: Patterns in Vote Choice Learning Objective: LO 12.4: Identify seven factors that influence voter choice. Page Reference: 350 Skill Level: Understand the Concepts Difficulty Level: Moderate 353 .
29.
Which of the following do some consider to be a problem with the Electoral College? a. Career politicians have a natural advantage over outsiders. b. It favors Democrats over Republicans. c. It is inconsistent with the intentions of the Framers. d. The winner of a popular vote can still fail to be elected. Answer: d Test Bank Item Title: TB_Q12.2.29 Topic: Presidential Elections Learning Objective: LO 12.2: Outline the electoral procedures for presidential and general elections. Page Reference: 342 – 343 Skill Level: Analyze It Difficulty Level: Difficult What Electoral College practice did the Twelfth Amendment replace?
30.
a. Presidents were elected by popular vote. b. Presidents were appointed by a vote of the state legislatures. c. The president and vice president were elected by party delegates. d. The president and vice president were elected from the same pool of candidates. Answer: d Test Bank Item Title: TB_Q12.2.30 Topic: Presidential Elections Learning Objective: LO 12.2: Outline the electoral procedures for presidential and general elections. Page Reference: 341 – 342 Skill Level: Understand the Concepts Difficulty Level: Moderate What is one reason why incumbents have the advantage in elections?
31.
a. Challengers have more time to campaign than do 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 have staffers who provide services that help them win reelection. Answer: d Test Bank Item Title: TB_Q12.3.31 Topic: Congressional Elections Learning Objective: LO 12.3: Compare and contrast congressional and presidential elections and explain the incumbency advantage. 354 .
Page Reference: 344 – 345 Skill Level: Analyze It Difficulty Level: Difficult How can the majority party in the state legislature use the redistricting process to help defeat an incumbent of the minority party?
32.
a. It can put a cap on how much money is spent in campaigns. b. It can craft districts that pit an incumbent against another incumbent. c. It can impose term limits for unpopular candidates. d. It necessitates a new and expensive media campaign every two years. Answer: b Test Bank Item Title: TB_Q12.3.32 Topic: Congressional Elections Learning Objective: LO 12.3: Compare and contrast congressional and presidential elections and explain the incumbency advantage. Page Reference: 345 Skill Level: Analyze It Difficulty Level: Difficult Which is a potential problem with online voting?
33.
a. Internet access for lower-income Americans b. bias in favor of young voters c. bias in favor of corporations d. inefficient vote counting Answer: a Test Bank Item Title: TB_Q12.5.33 Topic: Voter Turnout Learning Objective: LO 12.5: Identify six factors that affect voter turnout. Page Reference: 359 Skill Level: Analyze It Difficulty Level: Difficult If you wanted to improve voter turnout, which of the following would you suggest?
34.
a. holding elections more frequently b. using earlier registration deadlines c. moving toward a system of national nominating caucuses d. turning Election Day into a national holiday Answer: d Test Bank Item Title: TB_Q12.6.34 Topic: Toward Reform: Problems with Voter Turnout 355 .
Learning Objective: LO 12.6: Explain why voter turnout is low, and evaluate methods for improving voter turnout. Page Reference: 357, 359 – 360 Skill Level: Apply What You Know Difficulty Level: Difficult 35.
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. at a nearby Latino cultural festival Answer: b Test Bank Item Title: TB_Q12.5.35 Topic: Voter Turnout Learning Objective: LO 12.5: Identify six factors that affect voter turnout. Page Reference: 353 Skill Level: Apply What You Know Difficulty Level: Moderate If you wanted to have the most informed voters during a party nomination, you would use which nomination system?
36.
a. caucuses b. primaries c. proportional representation d. winner-take-all Answer: a Test Bank Item Title: TB_Q12.2.36 Topic: Presidential Elections Learning Objective: LO 12.2: Outline the electoral procedures for presidential and general elections. Page Reference: 339 Skill Level: Apply What You Know Difficulty Level: Difficult If a state legislator wanted to avoid political accountability for a controversial proposal, you might suggest holding a(n) __________.
37.
a. initiative b. plurality c. referendum d. recall 356 .
Answer: c Test Bank Item Title: TB_Q12.1.37 Topic: Roots of American Elections Learning Objective: LO 12.1: Trace the roots of American elections, and distinguish among the four different types of elections. Page Reference: 336 Skill Level: Apply What You Know Difficulty Level: Difficult Front-loading benefits __________.
38.
a. challengers b. front-runners c. incumbents d. third parties Answer: b Test Bank Item Title: TB_Q12.2.38 Topic: Presidential Elections Learning Objective: LO 12.2: Outline the electoral procedures for presidential and general elections. Page Reference: 339 Skill Level: Analyze It Difficulty Level: Difficult If you are competing for your party’s nomination for the U.S. House of Representatives, you must first participate in a(n) __________ election.
39.
a. initiative b. caucus c. primary election d. referendum election Answer: c Test Bank Item Title: TB_Q12.1.39 Topic: Roots of American Elections Learning Objective: LO 12.1: Trace the roots of American elections, and distinguish among the four different types of elections. Page Reference: 335 Skill Level: Apply What You Know Difficulty Level: Moderate When is the initiative process the most useful?
40.
a. when the public favors a policy that the legislature is unwilling to enact b. when removing an elected official from office 357 .
c. when replacing a member of Congress who has resigned from office before his or her term expired d. when trying to enact an unpopular law Answer: a Test Bank Item Title: TB_Q12.1.40 Topic: Roots of American Elections Learning Objective: LO 12.1: Trace the roots of American elections, and distinguish among the four different types of elections. Page Reference: 335 – 336 Skill Level: Apply What You Know Difficulty Level: Difficult If a state wanted to increase its influence in the presidential nomination, what could the state do?
41.
a. use a winner-take-all system b. front-load the primaries c. restrict access to the ballot d. switch to a caucus system Answer: b Test Bank Item Title: TB_Q12.2.41 Topic: Presidential Elections Learning Objective: LO 12.2: Outline the electoral procedures for presidential and general elections. Page Reference: 339 Skill Level: Apply What You Know Difficulty Level: Moderate Which presents the greatest threat to congressional incumbents of the president’s party?
42.
a. a presidential election year b. a mid-term election after the president’s second year in office c. a mid-term election after the president’s sixth year in office d. a runoff election Answer: c Test Bank Item Title: TB_Q12.3.42 Topic: Congressional Elections Learning Objective: LO 12.3: Compare and contrast congressional and presidential elections and explain the incumbency advantage. Page Reference: 346 Skill Level: Apply What You Know Difficulty Level: Moderate 358 .
43.
Which of the following is true about young citizens? a. Young citizens are more likely to vote in mid-term elections than in presidential elections. b. Young citizens are less likely to vote. c. Young citizens are more likely to vote for Republican candidates than for Democratic candidates. d. Young citizens are more likely to front-load. Answer: b Test Bank Item Title: TB_Q12.5.43 Topic: Voter Turnout Learning Objective: LO 12.5: Identify six factors that affect voter turnout. Page Reference: 353 Skill Level: Understand the Concepts Difficulty Level: Moderate Which of the following potential Electoral College reforms is the least likely?
44.
a. direct election of the Electoral College b. the National Popular Vote Interstate Compact c. the congressional district plan d. determining the president through popular vote Answer: d Test Bank Item Title: TB_Q12.2.44 Topic: Presidential Elections Learning Objective: LO 12.2: Outline the electoral procedures for presidential and general elections. Page Reference: 343 Skill Level: Analyze It Difficulty Level: Difficult Why might being civically engaged make you more likely to vote?
45.
a. Civic organizations have mandatory citizenship participation as a condition of membership. b. Civic organizations provide opportunities to learn important skills that are relevant for politics. c. Civic organizations are typically affiliated with one of the political parties. d. Civic organizations require proof of voter registration as a condition of membership. Answer: b Test Bank Item Title: TB_Q12.5.45 Topic: Voter Turnout Learning Objective: LO 12.5: Identify six factors that affect voter turnout. 359 .
Page Reference: 354 Skill Level: Analyze It Difficulty Level: Difficult How do elections aid democracy?
46.
a. They advance special interest agendas. b. They enhance the influence of the judiciary. c. They confer legitimacy on government. d. They limit popular sovereignty. Answer: c Test Bank Item Title: TB_Q12.1.46 Topic: Roots of American Elections Learning Objective: LO 12.1: Trace the roots of American elections, and distinguish among the four different types of elections. Page Reference: 334 Skill Level: Analyze It Difficulty Level: Difficult Critics of the initiative process argue that ballot measures are often the subject of undue influence by __________.
47.
a. special interest groups b. the will of the people c. a few passionate citizens d. political parties Answer: a Test Bank Item Title: TB_Q12.1.47 Topic: Roots of American Elections Learning Objective: LO 12.1: Trace the roots of American elections, and distinguish among the four different types of elections. Page Reference: 336 Skill Level: Analyze It Difficulty Level: Difficult Why would the congressional district plan be easier to implement?
48.
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. Answer: b Test Bank Item Title: TB_Q12.2.48 Topic: Presidential Elections 360 .
Learning Objective: LO 12.2: Outline the electoral procedures for presidential and general elections. Page Reference: 343 Skill Level: Analyze It Difficulty Level: Difficult 49.
Why has there been a growing use of recall elections in recent years? a. A new 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 gather signatures and raise money. d. Politicians are generally more corrupt than they were in the past. Answer: c Test Bank Item Title: TB_Q12.1.49 Topic: Roots of American Elections Learning Objective: LO 12.1: Trace the roots of American elections, and distinguish among the four different types of elections. Page Reference: 337 Skill Level: Analyze It Difficulty Level: Difficult A party might be reluctant to use proportional representation primaries because they __________.
50.
a. are more difficult to schedule b. eliminate intraparty competition between candidates c. can lengthen the nomination process d. are more likely to lose the primary to the other party’s candidate Answer: c Test Bank Item Title: TB_Q12.2.50 Topic: Presidential Elections Learning Objective: LO 12.2: Outline the electoral procedures for presidential and general elections. Page Reference: 339 Skill Level: Analyze It Difficulty Level: Difficult 51.
How can redistricting threaten incumbent members of Congress? a. It can alter district-based funds from special interest groups. b. It can shift incumbents into a caucus district. c. It can add voters from an area that is less supportive of an incumbent’s party. d. It increases the probability of a strong third-party challenger. 361 .
Answer: c Test Bank Item Title: TB_Q12.3.51 Topic: Congressional Elections Learning Objective: LO 12.3: Compare and contrast congressional and presidential elections and explain the incumbency advantage. Page Reference: 345 Skill Level: Analyze It Difficulty Level: Difficult Why are some people concerned about electronic voting?
52.
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 probability that the poor will vote. Answer: b Test Bank Item Title: TB_Q12.6.52 Topic: Toward Reform: Problems with Voter Turnout Learning Objective: LO 12.6: Explain why voter turnout is low, and evaluate methods for improving voter turnout. Page Reference: 359 Skill Level: Analyze It Difficulty Level: Difficult When is a citizen’s party identification most likely to influence his or her vote?
53.
a. in a presidential election b. in a race between two incumbents c. in a race without an incumbent d. in a low visibility election Answer: d Test Bank Item Title: TB_Q12.4.53 Topic: Patterns in Vote Choice Learning Objective: LO 12.4: Identify seven factors that influence voter choice. Page Reference: 347 – 348 Skill Level: Analyze It Difficulty Level: Difficult 54.
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. 362 .
Answer: b Test Bank Item Title: TB_Q12.6.54 Topic: Toward Reform: Problems with Voter Turnout Learning Objective: LO 12.6: Explain why voter turnout is low, and evaluate methods for improving voter turnout. Page Reference: 357 Skill Level: Analyze It Difficulty Level: Difficult
p True-False Questions 55.
Millions of Americans participate in American politics in ways beyond voting. Answer: TRUE Test Bank Item Title: TB_Q12.5.55 Topic: Voter Turnout Learning Objective: LO 12.5: Identify six factors that affect voter turnout. Page Reference: 354 Skill Level: Understand the Concepts Difficulty Level: Moderate
56.
Ticket-splitting has declined in recent years. Answer: FALSE Test Bank Item Title: TB_Q12.4.56 Topic: Patterns in Vote Choice Learning Objective: LO 12.4: Identify seven factors that influence voter choice. Page Reference: 348 Skill Level: Understand the Concepts Difficulty Level: Moderate
57.
The biggest reason cited by Americans for not voting is forgetfulness. Answer: FALSE Test Bank Item Title: TB_Q12.6.57 Topic: Toward Reform: Problems with Voter Turnout Learning Objective: LO 12.6: Explain why voter turnout is low, and evaluate methods for improving voter turnout. Page Reference: 354 Skill Level: Remember the Facts Difficulty Level: Easy
58.
The Twelfth Amendment lowered the voting age to eighteen. Answer: False 363 .
Test Bank Item Title: TB_Q12.2.58 Topic: Presidential Elections Learning Objective: LO 12.2: Outline the electoral procedures for presidential and general elections. Page Reference: 353 Skill Level: Remember the Facts Difficulty Level: Easy Using the caucus system to nominate candidates results in more informed voters.
59.
Answer: TRUE Test Bank Item Title: TB_Q12.2.59 Topic: Presidential Elections Learning Objective: LO 12. 2 Outline the electoral procedures for presidential and general elections. Page Reference: 339 Skill Level: Understand the Concepts Difficulty Level: Difficult Voting is a form of conventional participation.
60.
Answer: TRUE Test Bank Item Title: TB_Q12.4.60 Topic: Patterns in Vote Choice Learning Objective: LO 12.4: Identify seven factors that influence voter choice. Page Reference: 347 Skill Level: Apply What You Know Difficulty Level: Moderate Open primaries allow registered voters who are unaffiliated or members of other parties to participate in a party’s nomination process.
61.
Answer: TRUE Test Bank Item Title: TB_Q12.1.61 Topic: Roots of American Elections Learning Objective: LO 12.1: Trace the roots of American elections, and distinguish among the four different types of elections. Page Reference: 335 Skill Level: Understand the Concepts Difficulty Level: Moderate 62.
In the 2014 mid-term elections, the Republican Party gained seats in the House of Representatives and won a majority of the seats in the Senate. Answer: TRUE Test Bank Item Title: TB_Q12.3.62 Topic: Congressional Elections 364 .
Learning Objective: LO 12.3: Compare and contrast congressional and presidential elections and explain the incumbency advantage. Page Reference: 346 Skill Level: Remember the Facts Difficulty Level: Easy 63.
Congressional incumbents tend to have a low chance of reelection. Answer: FALSE Test Bank Item Title: TB_Q12.3.63 Topic: Congressional Elections Learning Objective: LO 12.3: Compare and contrast congressional and presidential elections and explain the incumbency advantage. Page Reference: 344 Skill Level: Understand the Concepts Difficulty Level: Moderate A winner-take-all primary is the most representative way of allocating delegates in the nomination process.
64.
Answer: FALSE Test Bank Item Title: TB_Q12.2.64 Topic: Presidential Elections Learning Objective: LO 12.2: Outline the electoral procedures for presidential and general elections. Page Reference: 339 Skill Level: Understand the Concepts Difficulty Level: Moderate Caucuses tend to provide voters with more in-depth information about candidates than do primaries.
65.
Answer: TRUE Test Bank Item Title: TB_Q12.2.65 Topic: Presidential Elections Learning Objective: LO 12.2: Outline the electoral procedures for presidential and general elections. Page Reference: 339 Skill Level: Understand the Concepts Difficulty Level: Moderate 66.
Conventional participation relies heavily on unusual or extreme methods of influencing the political process. Answer: FALSE Test Bank Item Title: TB_Q12.4.66 Topic: Patterns in Vote Choice 365 .
Learning Objective: LO 12.4: Identify seven factors that influence voter choice. Page Reference: 347 Skill Level: Understand the Concepts Difficulty Level: Moderate A referendum is a mechanism allowing voters to enact public policy directly.
67.
Answer: TRUE Test Bank Item Title: TB_Q12.1.67 Topic: Roots of American Elections Learning Objective: LO 12.1: Trace the roots of American elections, and distinguish among the four different types of elections. Page Reference: 336 Skill Level: Understand the Concepts Difficulty Level: Moderate One explanation for low voter turnout in the United States is that the burden of voter registration falls on the government and not on the individual citizen.
68.
Answer: FALSE Test Bank Item Title: TB_Q12.6.68 Topic: Toward Reform: Problems with Voter Turnout Learning Objective: LO 12.6: Explain why voter turnout is low, and evaluate methods for improving voter turnout. Page Reference: 355 Skill Level: Understand the Concepts Difficulty Level: Moderate A referendum is a mechanism available in some states for removing a politician from office.
69.
Answer: FALSE Test Bank Item Title: TB_Q12.1.69 Topic: Roots of American Elections Learning Objective: LO 12.1: Trace the roots of American elections, and distinguish among the four different types of elections. Page Reference: 336 Skill Level: Apply What You Know Difficulty Level: Difficult 70.
Women are more likely to vote for Democrats than for Republicans. Answer: TRUE Test Bank Item Title: TB_Q12.4.70 Topic: Patterns in Vote Choice Learning Objective: LO 12.4: Identify seven factors that influence voter choice. Page Reference: 349 366 .
Skill Level: Understand the Concepts Difficulty Level: Moderate 71.
The United States typically holds twice as many elections as other Western democracies. Answer: TRUE Test Bank Item Title: TB_Q12.6.71 Topic: Toward Reform: Problems with Voter Turnout Learning Objective: LO 12.6: Explain why voter turnout is low, and evaluate methods for improving voter turnout. Page Reference: 356 Skill Level: Remember the Facts Difficulty Level: Easy
72.
Voter turnout in the United States is higher than in other Western democracies. Answer: FALSE Test Bank Item Title: TB_Q12.5.72 Topic: Voter Turnout Learning Objective: LO 12.5: Identify six factors that affect voter turnout. Page Reference: 350 Skill Level: Understand the Concepts Difficulty Level: Moderate
73.
Generally speaking, conservatives favor less government regulation of the economy. Answer: TRUE Test Bank Item Title: TB_Q12.4.73 Topic: Patterns in Vote Choice Learning Objective: LO 12.4: Identify seven factors that influence voter choice. Page Reference: 348 Skill Level: Understand the Concepts Difficulty Level: Moderate
74.
Jews are the most cohesive religious group when it comes to voting. Answer: TRUE Test Bank Item Title: TB_Q12.4.74 Topic: Patterns in Vote Choice Learning Objective: LO 12.4: Identify seven factors that influence voter choice. Page Reference: 349 Skill Level: Apply What You Know Difficulty Level: Moderate
pp Fill-in-the-Blank Questions 367 .
The winner of an election may claim to have a __________ to carry out his or her policy agenda.
75.
Answer: mandate Test Bank Item Title: TB_Q12.1.75 Topic: Roots of American Elections Learning Objective: LO 12.1: Trace the roots of American elections, and distinguish among the four different types of elections. Page Reference: 335 Skill Level: Understand the Concepts Difficulty Level: Moderate A __________ primary is an election in which only a party’s registered voters are eligible to participate.
76.
Answer: closed Test Bank Item Title: TB_Q12.1.76 Topic: Roots of American Elections Learning Objective: LO 12.1: Trace the roots of American elections, and distinguish among the four different types of elections. Page Reference: 335 Skill Level: Remember the Facts Difficulty Level: Easy The tendency of people already holding office to be reelected is due in part to the __________ advantage.
77.
Answer: incumbency Test Bank Item Title: TB_Q12.3.77 Topic: Congressional Elections Learning Objective: LO 12.3: Compare and contrast congressional and presidential elections and explain the incumbency advantage. Page Reference: 344 Skill Level: Understand the Concepts Difficulty Level: Moderate In the United States, the constitutionally authorized mechanism that actually decides who will be president is typically the __________.
78.
Answer: Electoral College Test Bank Item Title: TB_Q12.2.78 Topic: Presidential Elections Learning Objective: LO 12.2: Outline the electoral procedures for presidential and general elections. Page Reference: 340 368 .
Skill Level: Understand the Concepts Difficulty Level: Moderate 79.
Women gained the right to vote with the passage of the __________ Amendment in 1920. Answer: Nineteenth Test Bank Item Title: TB_Q12.5.79 Topic: Voter Turnout Learning Objective: LO 12.5: Identify six factors that affect voter turnout. Page Reference: 353 Skill Level: Remember the Facts Difficulty Level: Easy __________ is voting for candidates of different parties in the same election.
80.
Answer: Ticket-splitting Test Bank Item Title: TB_Q12.4.80 Topic: Patterns in Vote Choice Learning Objective: LO 12.4: Identify seven factors that influence voter choice. Page Reference: 348 Skill Level: Remember the Facts Difficulty Level: Easy __________ is the process of redrawing district lines to reflect population shifts after a census.
81.
Answer: Redistricting Test Bank Item Title: TB_Q12.3.81 Topic: Congressional Elections Learning Objective: LO 12.3: Compare and contrast congressional and presidential elections and explain the incumbency advantage. Page Reference: 345 Skill Level: Understand the Concepts Difficulty Level: Moderate The __________ is the difference in voting choices between men and women.
82.
Answer: gender gap Test Bank Item Title: TB_Q12.4.82 Topic: Patterns in Vote Choice Learning Objective: LO 12.4: Identify seven factors that influence voter choice. Page Reference: 349 Skill Level: Understand the Concepts Difficulty Level: Moderate
369 .
83.
Presidential __________ refers to the increased probability that congressional candidates of the president’s party will also get elected. Answer: coattails Test Bank Item Title: TB_Q12.3.83 Topic: Congressional Elections Learning Objective: LO 12.3: Compare and contrast congressional and presidential elections and explain the incumbency advantage. Page Reference: 345 – 350 Skill Level: Understand the Concepts Difficulty Level: Moderate
84.
Choosing to vote based on a candidate’s campaign policy promises is a form of __________ judgment. Answer: prospective Test Bank Item Title: TB_Q12.4.84 Topic: Patterns in Vote Choice Learning Objective: LO 12.4: Identify seven factors that influence voter choice. Page Reference: 350 Skill Level: Understand the Concepts Difficulty Level: Moderate
85.
If a person wanted to predict your vote, the most powerful piece of information would be your __________. Answer: party identification Test Bank Item Title: TB_Q12.4.85 Topic: Patterns in Vote Choice Learning Objective: LO 12.4: Identify seven factors that influence voter choice. Page Reference: 347 – 348 Skill Level: Apply What You Know Difficulty Level: Moderate
pp Short Answer Questions 86.
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. 370 .
Test Bank Item Title: TB_Q12.2.86 Topic: Presidential Elections Learning Objective: LO 12.2: Outline the electoral procedures for presidential and general elections. Page Reference: 337 – 339 Skill Level: Analyze It Difficulty Level: Difficult How do open primaries differ from closed primaries? Which, in your opinion, is the better system?
87.
Answer: An ideal response will: 1. Define an open primary as a primary in which registered independents, and occasionally members from other parties, can join the registered party members and 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 for which system is better. Test Bank Item Title: TB_Q12.1.87 Topic: Roots of American Elections Learning Objective: LO 12.1: Trace the roots of American elections, and distinguish among the four different types of elections. Page Reference: 335 Skill Level: Analyze It Difficulty Level: Difficult What is ticket-splitting, and why might voters engage in this election activity?
88.
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. Test Bank Item Title: TB_Q12.4.88 Topic: Patterns in Vote Choice Learning Objective: LO 12.4: Identify seven factors that influence voter choice. Page Reference: 348 Skill Level: Analyze It Difficulty Level: Difficult What was the problem with the original design of the Electoral College? How was this problem corrected?
89.
371 .
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 vice president. 2. Discuss how the rise of the first party system led to a tie in the election of 1800 when the electors cast an equal number of votes for Thomas Jefferson and Aaron Burr, throwing the election to the House of Representatives. 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. Test Bank Item Title: TB_Q12.2.89 Topic: Presidential Elections Learning Objective: LO 12.2: Outline the electoral procedures for presidential and general elections. Page Reference: 340 – 343 Skill Level: Understand the Concepts Difficulty Level: Moderate Describe liberal and conservative ideologies. How does ideology affect the choices voters make?
90.
Answer: An ideal response will: 1. Discuss how liberals and conservatives differ. For example, liberals tend to favor government involvement and conservatives favor individualism. 2. Explain that liberals tend to vote for Democrats and conservatives tend to vote for Republicans. Test Bank Item Title: TB_Q12.4.90 Topic: Patterns in Vote Choice Learning Objective: LO 12.4: Identify seven factors that influence voter choice. Page Reference: 348 Skill Level: Understand the Concepts Difficulty Level: Moderate Discuss three ways the United States could improve voter turnout. Evaluate which one(s) the United States should enact.
91.
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: making Election Day a national holiday, strengthening political parties, modernizing the ballot, enabling online voting, permitting mail-in voting, and making voter registration easier. 3. Evaluate which of the three reforms should be enacted. 372 .
Test Bank Item Title: TB_Q12.6.91 Topic: Toward Reform: Problems with Voter Turnout Learning Objective: LO 12.6: Explain why voter turnout is low, and evaluate methods for improving voter turnout. Page Reference: 357, 359 – 360 Skill Level: Analyze It Difficulty Level: Difficult What is a mid-term election? What effect can mid-term elections have on the president’s party in Congress?
92.
Answer: An ideal response will: 1. Explain that a mid-term election is a congressional election in the middle of a presidential term. 2. Explain that the president’s party usually loses seats in mid-term elections 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 several Senate seats in 2014 gave Republicans a majority in both the House and Senate. Test Bank Item Title: TB_Q12.3.92 Topic: Congressional Elections Learning Objective: LO 12.3: Compare and contrast congressional and presidential elections and explain the incumbency advantage. Page Reference: 346 Skill Level: Understand the Concepts Difficulty Level: Moderate Differentiate between conventional forms of political participation and unconventional forms of participation.
93.
Answer: An ideal response will: 1. Explain that conventional forms of participation are those that are commonly accepted, while unconventional participation is a type of activism that features unusual or extreme events. 2. Explain that conventional forms of participation include voting, letter writing, and campaign contributions. 3. Explain that unconventional forms of participation include protests, boycotts, and picketing. Test Bank Item Title: TB_Q12.4.93 Topic: Patterns in Vote Choice Learning Objective: LO 12.4: Identify seven factors that influence voter choice. Page Reference: 347 – 350 Skill Level: Analyze It 373 .
Difficulty Level: Difficult 94.
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. Test Bank Item Title: TB_Q12.4.94 Topic: Patterns in Vote Choice Learning Objective: LO 12.4: Identify seven factors that influence voter choice. Page Reference: 350 – 351 Skill Level: Remember the Facts Difficulty Level: Easy What is a referendum? Why might a legislator want to call for a referendum?
95.
Answer: An ideal response will: 1. Define a referendum as an election wherein the state legislature proposes legislation and constitutional amendments directly to the voters for their approval. 2. Explain how a legislator might use the referendum process to put the responsibility on the voters for enacting controversial issues such as tax increases. Test Bank Item Title: TB_Q12.1.95 Topic: Roots of American Elections Learning Objective: LO 12.1: Trace the roots of American elections, and distinguish among the four different types of elections. Page Reference: 335 – 336 Skill Level: Apply What You Know Difficulty Level: Difficult 96.
How does the voting behavior of Protestants differ from those 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 describe how Catholics are now trending toward 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. 374 .
Test Bank Item Title: TB_Q12.4.96 Topic: Patterns in Vote Choice Learning Objective: LO 12.4: Identify seven factors that influence voter choice. Page Reference: 349 – 350 Skill Level: Apply What You Know Difficulty Level: Difficult 97.
What is reapportionment and why is it done? 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 based on population shifts revealed by the most recent census. 2. Note that the Constitution mandates that the seats be reapportioned every ten years, although states can do them more frequently if they wish. 3. Explain that this affects presidential politics because some states gain or lose seats in the House, while others win them. 4. Note that this also affects how many electors represent each state in the Electoral College. Test Bank Item Title: TB_Q12.2.97 Topic: Presidential Elections Learning Objective: LO 12.2: Outline the electoral procedures for presidential and general elections. Page Reference: 340 – 341 Skill Level: Analyze It Difficulty Level: Difficult
98.
What are advantages and disadvantages of the winner-take-all primary? Which party allows winner-take-all primaries? 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. 3. Note that the Republican Party favors this form of primary while the Democratic Party no longer permits it. Test Bank Item Title: TB_Q12.2.98 Topic: Presidential Elections Learning Objective: LO 12.2: Outline the electoral procedures for presidential and general elections. Page Reference: 337 375 .
Skill Level: Understand the Concepts Difficulty Level: Moderate 99.
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 front-load their primaries 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. Test Bank Item Title: TB_Q12.2.99 Topic: Presidential Elections Learning Objective: LO 12.2: Outline the electoral procedures for presidential and general elections. Page Reference: 339 Skill Level: Analyze It Difficulty Level: Difficult
100.
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, and mailings to constituents serve to discourage opponents from challenging a sitting member of Congress. Test Bank Item Title: TB_Q12.3.100 Topic: Congressional Elections Learning Objective: LO 12.3: Compare and contrast congressional and presidential elections and explain the incumbency advantage. Page Reference: 345 Skill Level: Analyze It Difficulty Level: Moderate
pp Essay Questions
376 .
101.
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 as initiatives and referenda, give citizens more direct control over policy. 2. Provide 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 and justify a position on the value of ballot measures. Test Bank Item Title: TB_Q12.1.101 Topic: Roots of American Elections Learning Objective: LO 12.1: Trace the roots of American elections, and distinguish among the four different types of elections. Page Reference: 335 – 337 Skill Level: Understand the Concepts Difficulty Level: Difficult 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?
102.
Answer: An ideal response will: 1. Explain how the Electoral College was the result of a political compromise over whether the president should be selected by Congress or by popular vote. 2. Explain how the original design was constructed to work without political parties, cover both a nomination and election phase, and produce a nonpartisan 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. 5. Explain how there are other problems that still exist, specifically the possibility for the popular vote winner to lose the Electoral College. Test Bank Item Title: TB_Q12.2.102 Topic: Presidential Elections Learning Objective: LO 12.2: Outline the electoral procedures for presidential and general elections. 377 .
Page Reference: 340 – 343 Skill Level: Analyze It Difficulty Level: Difficult Why do incumbents have such high reelection rates? In your opinion, is having the vast majority of incumbents win reelection good or bad for the health of U.S. democracy? Justify your answer.
103.
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. Make an argument for why incumbency may or may not be good for democracy. Test Bank Item Title: TB_Q12.3.103 Topic: Congressional Elections Learning Objective: LO 12.3: Compare and contrast congressional and presidential elections and explain the incumbency advantage. Page Reference: 344 – 345 Skill Level: Apply What You Know Difficulty Level: Difficult What factors influence voter turnout? What are the causes of low voter turnout? Choose a specific group and discuss what could be done to increase voter turnout among members of that group.
104.
Answer: An ideal response will: 1. Describe the factors that influence voter turnout: income and education, race and ethnicity, gender, age, civic engagement, and interest in politics. 2. Explain the various reasons why Americans do not turn out to vote. For example, other commitments, difficult registration requirements, difficulty in voting, the number of elections, alienated and apathetic voters, and weakened political parties. 3. Choose a group and 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. 4. Provide a clear justification for your policy choices. Test Bank Item Title: TB_Q12.6.104 Topic: Toward Reform: Problems with Voter Turnout Learning Objective: LO 12.6: Explain why voter turnout is low, and evaluate methods for improving voter turnout. 378 .
Page Reference: 354 – 360 Skill Level: Analyze It Difficulty Level: Difficult 105.
Think about the upcoming election cycle. What is the likelihood that you will vote? Which party are you most likely to vote for? 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. Apply these factors to your circumstances. 3. Explain how these factors influence which party you are most likely to vote for. 4. Describe the differences in voter turnout between racial and ethnic groups, noting which ones have higher levels of turnout. 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. Relate the previous points to your own feelings about voting and likely voting behavior. Test Bank Item Title: TB_Q12.4.105 Topic: Patterns in Vote Choice Learning Objective: LO 12.4: Identify seven factors that influence voter choice. Page Reference: 347 – 350 Skill Level: Apply What You Know Difficulty Level: Difficult
379 .
13 The Campaign Process pp Multiple-Choice Questions Which of the following states that Obama carried in 2008 was carried by Romney in 2012?
1.
a. Ohio b. New York c. California d. North Carolina Answer: d Test Bank Item Title: TB_Q13.0.1 Topic: Introduction Learning Objective: Introduction Page Reference: 366 Skill Level: Remember the Facts Difficulty Level: Easy 2.
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 Answer: c Test Bank Item Title: TB_Q13.1.2 Topic: Roots of Modern Political Campaigns Learning Objective: LO 13.1: Trace the evolution of political campaigns in the United States. Page Reference: 367 Skill Level: Remember the Facts 380 .
Difficulty Level: Easy 3.
Which country has the most women serving as legislators? a. United States b. Japan c. Sweden d. Rwanda Answer: d Test Bank Item Title: TB_Q13.1.3 Topic: Roots of Modern Political Campaigns Learning Objective: LO 13.1: Trace the evolution of political campaigns in the United States. Page Reference: 368 Skill Level: Remember the Facts Difficulty Level: Easy Most candidates running in a general election have an incentive to move toward the __________.
4.
a. far right of the party line b. far left of the party line c. ideological extreme of the party d. ideological center Answer: d Test Bank Item Title: TB_Q13.1.4 Topic: Roots of Modern Political Campaigns Learning Objective: LO 13.1: Trace the evolution of political campaigns in the United States. Page Reference: 369 Skill Level: Understand the Concepts Difficulty Level: Moderate One reason that candidates visit many localities during a campaign is to __________.
5.
a. see as much of the country as possible b. prove they have widespread support c. motivate local activists d. spend public money on travel Answer: c Test Bank Item Title: TB_Q13.2.5 Topic: Assembling a Campaign Staff 381 .
Learning Objective: LO 13.2: Assess the role of candidates and their staff in the campaign process. Page Reference: 369 Skill Level: Analyze It Difficulty Level: Difficult The person in the campaign who is closest to the candidate and who makes the essential day-to-day decisions is the __________.
6.
a. campaign manager b. field director c. communications director d. communications manager Answer: a Test Bank Item Title: TB_Q13.2.6 Topic: Assembling a Campaign Staff Learning Objective: LO 13.2: Assess the role of candidates and their staff in the campaign process. Page Reference: 370 – 371 Skill Level: Remember the Facts Difficulty Level: Easy The __________ is the bureaucratic agency in charge of monitoring federal campaign activity.
7.
a. Federal Election Commission b. Election Finance Commission c. Federal Voting Committee d. Voter Regulation Board Answer: a Test Bank Item Title: TB_Q13.2.7 Topic: Assembling a Campaign Staff Learning Objective: LO 13.2: Assess the role of candidates and their staff in the campaign process. Page Reference: 372 Skill Level: Understand the Concepts Difficulty Level: Moderate 8.
What 1907 legislation prohibited corporations from making direct contributions to candidates for federal office? a. Hatch Act b. Bipartisan Campaign Reform Act c. Tillman Act d. Federal Election Campaign Act 382 .
Answer: c Test Bank Item Title: TB_Q13.3.8 Topic: Raising Money Learning Objective: LO 13.3: Evaluate the ways campaigns raise money. Page Reference: 373 Skill Level: Understand the Concepts Difficulty Level: Moderate In one recent election, researchers found that individual donors accounted for what percentage of contributions to presidential candidates?
9.
a. 5 b. 25 c. 55 d. 85 Answer: d Test Bank Item Title: TB_Q13.3.9 Topic: Raising Money Learning Objective: LO 13.3: Evaluate the ways campaigns raise money. Page Reference: 374 Skill Level: Remember the Facts Difficulty Level: Easy 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?
10.
a. Citizens United v. FEC b. Buckley v. Valeo c. McCain v. NRA d. BCRA v. United States Answer: b Test Bank Item Title: TB_Q13.3.10 Topic: Raising Money Learning Objective: LO 13.3: Evaluate the ways campaigns raise money. Page Reference: 375 Skill Level: Understand the Concepts Difficulty Level: Moderate 11.
Which of these third-party candidates received enough votes to qualify for public campaign funding? a. Ralph Nader b. Ross Perot c. Bob Dole 383 .
d. Ron Paul Answer: b Test Bank Item Title: TB_Q13.3.11 Topic: Raising Money Learning Objective: LO 13.3: Evaluate the ways campaigns raise money. Page Reference: 378 Skill Level: Remember the Facts Difficulty Level: Easy 12.
The brief, clever quotes that candidates hope will be replayed after media events are known as __________. a. sound bites b. bon mots c. footballs d. pearls of wisdom Answer: a Test Bank Item Title: TB_Q13.4.12 Topic: Reaching Voters Learning Objective: LO 13.4: Identify the ways campaigns use the media to reach potential voters. Page Reference: 379 Skill Level: Understand the Concepts Difficulty Level: Moderate Candidate debates became a regular part of presidential campaigns in which decade?
13.
a. the 1820s b. the 1910s c. the 1960s d. the 1980s Answer: d Test Bank Item Title: TB_Q13.4.13 Topic: Reaching Voters Learning Objective: LO 13.4: Identify the ways campaigns use the media to reach potential voters. Page Reference: 379 Skill Level: Remember the Facts Difficulty Level: Easy 14.
Which presidential ticket was the first to use the Internet in a national campaign? a. Obama and Biden b. McCain and Palin 384 .
c. Gore and Lieberman d. Clinton and Gore Answer: d Test Bank Item Title: TB_Q13.4.14 Topic: Reaching Voters Learning Objective: LO 13.4: Identify the ways campaigns use the media to reach potential voters. Page Reference: 380 Skill Level: Remember the Facts Difficulty Level: Easy Which of the following candidates in the 2012 Republican nomination campaign won the Iowa caucuses?
15.
a. Mitt Romney b. Newt Gingrich c. Rick Perry d. Rick Santorum Answer: d Test Bank Item Title: TB_Q13.5.15 Topic: Toward Reform: The 2012 Presidential Campaign Learning Objective: LO 13.5: Analyze the 2012 presidential campaign. Page Reference: 383 Skill Level: Remember the Facts Difficulty Level: Easy One of the primary dangers for the nomination campaign is that its candidate __________.
16.
a. can become overly cautious and not talk about issues b. ignores the party’s base c. gets too much media attention d. can become too ideologically extreme Answer: d Test Bank Item Title: TB_Q13.1.16 Topic: Roots of Modern Political Campaigns Learning Objective: LO 13.1: Trace the evolution of political campaigns in the United States. Page Reference: 367 Skill Level: Analyze It Difficulty Level: Difficult 17.
Nomination campaigns __________. 385 .
a. involve candidates of the same political party b. end one week before Election Day c. are usually toss-ups until the very end d. determine the final outcome of the election Answer: a Test Bank Item Title: TB_Q13.1.17 Topic: Roots of Modern Political Campaigns Learning Objective: LO 13.1: Trace the evolution of political campaigns in the United States. Page Reference: 366 – 367 Skill Level: Apply What You Know Difficulty Level: Moderate In a presidential campaign, candidates’ efforts to meet as many voters as possible are __________.
18.
a. useless as media events b. unimportant in competitive elections c. largely symbolic d. a total waste of time Answer: c Test Bank Item Title: TB_Q13.2.18 Topic: Assembling a Campaign Staff Learning Objective: LO 13.2: Assess the role of candidates and their staff in the campaign process. Page Reference: 369 Skill Level: Understand the Concepts Difficulty Level: Moderate 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.
19.
a. campaign manager b. press secretary c. communications director d. finance chair Answer: d Test Bank Item Title: TB_Q13.2.19 Topic: Assembling a Campaign Staff Learning Objective: LO 13.2: Assess the role of candidates and their staff in the campaign process. Page Reference: 371 – 372 Skill Level: Understand the Concepts Difficulty Level: Moderate 386 .
20.
Who measures public opinion for a campaign? a. the canvasser b. the pollster c. the field director d. the chief economist Answer: b Test Bank Item Title: TB_Q13.2.20 Topic: Assembling a Campaign Staff Learning Objective: LO 13.2: Assess the role of candidates and their staff in the campaign process. Page Reference: 372 Skill Level: Understand the Concepts Difficulty Level: Moderate One of the most basic methods of canvassing is __________.
21.
a. going door to door to solicit votes b. speaking at campaign events c. creating television and print ads d. attending meet-and-greet events for candidates Answer: a Test Bank Item Title: TB_Q13.2.21 Topic: Assembling a Campaign Staff Learning Objective: LO 13.2: Assess the role of candidates and their staff in the campaign process. Page Reference: 372 Skill Level: Understand the Concepts Difficulty Level: Moderate The federal government has worked to regulate campaign finance __________.
22.
a. for more than a century b. since the 1950s c. since the 1970s d. for about five years Answer: a Test Bank Item Title: TB_Q13.3.22 Topic: Raising Money Learning Objective: LO 13.3: Evaluate the ways campaigns raise money. Page Reference: 373 Skill Level: Remember the Facts Difficulty Level: Easy 387 .
23.
Nonprofit, tax-exempt groups that can spend no more than half of their money on campaign politics and are not required to disclose the names of contributors are called __________. a. political action committees b. 527 committees c. 501(c) groups d. leadership PACs Answer: c Test Bank Item Title: TB_Q13.3.23 Topic: Raising Money Learning Objective: LO 13.3: Evaluate the ways campaigns raise money. Page Reference: 376 Skill Level: Understand the Concepts Difficulty Level: Moderate Which spent the most money in 2012?
24.
a. BCRAs b. 501(c) groups c. 527 groups d. Super PACs Answer: d Test Bank Item Title: TB_Q13.3.24 Topic: Raising Money Learning Objective: LO 13.3: Evaluate the ways campaigns raise money. Page Reference: 376 Skill Level: Understand the Concepts Difficulty Level: Moderate The media’s horse-race coverage of political campaigns focuses on __________.
25.
a. who is ahead, who is behind, and who is gaining b. issue analyses c. candidates’ personal lives d. analyses of debates Answer: a Test Bank Item Title: TB_Q13.4.25 Topic: Reaching Voters Learning Objective: LO 13.4: Identify the ways campaigns use the media to reach potential voters. Page Reference: 378 Skill Level: Understand the Concepts 388 .
Difficulty Level: Moderate Which of the following is a strategy that campaigns frequently use when attempting to control media coverage?
26.
a. giving the media unlimited and unfettered access to candidates b. staging media events c. refusing to talk to the press d. telephone canvassing Answer: b Test Bank Item Title: TB_Q13.4.26 Topic: Reaching Voters Learning Objective: LO 13.4: Identify the ways campaigns use the media to reach potential voters. Page Reference: 379 Skill Level: Understand the Concepts Difficulty Level: Moderate Which of the following is characteristic of negative ads?
27.
a. They exclusively focus on the candidate’s character. b. They typically compare and contrast candidates’ issue positions. c. They are on the decline as a whole. d. They may not even mention the sponsor of the ads except as required. Answer: d Test Bank Item Title: TB_Q13.4.27 Topic: Reaching Voters Learning Objective: LO 13.4: Identify the ways campaigns use the media to reach potential voters. Page Reference: 382 Skill Level: Understand the Concepts Difficulty Level: Moderate Which of the following events during the 2012 general election caused consternation for President Obama’s campaign?
28.
a. Michelle Obama’s reluctance to say the Pledge of Allegiance when she visited an elementary school b. Vice President Joe Biden’s nomination speech 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 Answer: c Test Bank Item Title: TB_Q13.5.28 389 .
Topic: Toward Reform: The 2012 Presidential Campaign Learning Objective: LO 13.5: Analyze the 2012 presidential campaign. Page Reference: 387 Skill Level: Understand the Concepts Difficulty Level: Moderate During the 2008 election, opponents of Barack Obama suggested he was ineligible to be president because __________.
29.
a. he was not thirty-five years of age b. he had not lived for fourteen 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 Answer: d Test Bank Item Title: TB_Q13.5.29 Topic: Toward Reform: The 2012 Presidential Campaign Learning Objective: LO 13.5: Analyze the 2012 presidential campaign. Page Reference: 388 Skill Level: Understand the Concepts Difficulty Level: Moderate 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 in order to create a compelling and effective message?
30.
a. communications director b. press secretary c. message manager d. field director Answer: a Test Bank Item Title: TB_Q13.2.30 Topic: Assembling a Campaign Staff Learning Objective: LO 13.2: Assess the role of candidates and their staff in the campaign process. Page Reference: 372 Skill Level: Apply What You Know Difficulty Level: Difficult 31.
Campaigns focus on their __________ efforts in the last days before the general election. a. message analysis b. fund-raising c. national caucus d. get-out-the-vote 390 .
Answer: d Test Bank Item Title: TB_Q13.2.31 Topic: Assembling a Campaign Staff Learning Objective: LO 13.2: Assess the role of candidates and their staff in the campaign process. Page Reference: 372 Skill Level: Understand the Concepts Difficulty Level: Moderate In total, how much money can an individual give to candidates and parties in a given election?
32.
a. $2,600 b. $5,000 c. $32,400 d. an unlimited amount Answer: d Test Bank Item Title: TB_Q13.3.32 Topic: Raising Money Learning Objective: LO 13.3: Evaluate the ways campaigns raise money. Page Reference: 374 Skill Level: Apply What You Know Difficulty Level: Difficult PACs are most likely to allocate their campaign contributions to __________.
33.
a. incumbents b. open-seat candidates c. challengers d. congressional candidates Answer: d Test Bank Item Title: TB_Q13.3.33 Topic: Raising Money Learning Objective: LO 13.3: Evaluate the ways campaigns raise money. Page Reference: 375 Skill Level: Apply What You Know Difficulty Level: Moderate 34.
Suppose you are a candidate who has been participating in an extramarital affair, and you expect that the truth will be revealed soon. What is the most effective way for your campaign to get ahead of this story in order to minimize the damage? a. stage a media event b. take a leave of absence from the rigors of campaigning 391 .
c. conduct a push poll d. air an inoculation ad Answer: d Test Bank Item Title: TB_Q13.4.34 Topic: Reaching Voters Learning Objective: LO 13.4: Identify the ways campaigns use the media to reach potential voters. Page Reference: 382 Skill Level: Apply What You Know Difficulty Level: Moderate Even though a candidate may not approve of negative ads, what is one reason he or she might agree to run them?
35.
a. Negative ads tend to be less costly than positive ads. 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. Negative ads can help to counteract anticipated attacks from opponents. Answer: c Test Bank Item Title: TB_Q13.4.35 Topic: Reaching Voters Learning Objective: LO 13.4: Identify the ways campaigns use the media to reach potential voters. Page Reference: 382 Skill Level: Apply What You Know Difficulty Level: Difficult If your campaign has very limited funding, which of the following strategies for reaching voters is likely to be most attractive to you?
36.
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 Answer: d Test Bank Item Title: TB_Q13.4.36 Topic: Reaching Voters Learning Objective: LO 13.4: Identify the ways campaigns use the media to reach potential voters. Page Reference: 380 Skill Level: Apply What You Know Difficulty Level: Moderate
392 .
37.
Mitt Romney’s selection of Paul Ryan as his running mate in the 2012 election suggests that __________. a. Romney was concerned that he was too conservative to win in the general election b. Romney was concerned that the Republican base did not view him as conservative enough c. Ryan was being groomed to be the next Republican presidential candidate d. Romney wanted to balance the ticket by adding an ethnic minority Answer: b Test Bank Item Title: TB_Q13.5.37 Topic: Toward Reform: The 2012 Presidential Campaign Learning Objective: LO 13.5: Analyze the 2012 presidential campaign. Page Reference: 384 – 385 Skill Level: Apply What You Know Difficulty Level: Moderate Why is a candidate’s moving to the left or the right during the nomination phase both an advantage and a disadvantage?
38.
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 the party base during the nomination, it might actually alienate more moderate voters of the general election. c. Such a move decreases divisions within one political party, but it provides banter for the media. d. The general public, who usually views these moves as appealing during the nomination, feels differently when the candidates go to the debates in the general election. Answer: b Test Bank Item Title: TB_Q13.1.38 Topic: Roots of Modern Political Campaigns Learning Objective: LO 13.1: Trace the evolution of political campaigns in the United States. Page Reference: 367 Skill Level: Analyze It Difficulty Level: Difficult Why does Rwanda have the highest percentage of female lawmakers in the world?
39.
a. There are more women in Rwanda, partly because so many men died in the genocide. b. Rwanda uses a quota system to bring women into the government. c. In Rwandan society, women have the dominant role and men are generally subservient. 393 .
d. Men are prohibited from serving in the legislature without a declaration of war. Answer: b Test Bank Item Title: TB_Q13.1.39 Topic: Roots of Modern Political Campaigns Learning Objective: LO 13.1: Trace the evolution of political campaigns in the United States. Page Reference: 368 Skill Level: Analyze It Difficulty Level: Difficult 40.
Why do campaigns hire consultants? a. Consultants tell candidates what they want to hear. b. Consultants have specialized expertise that can help the candidate get elected. c. Consultants only receive payment if the candidate wins the election. d. Campaign consultants usually work for free. Answer: b Test Bank Item Title: TB_Q13.2.40 Topic: Assembling a Campaign Staff Learning Objective: LO 13.2: Assess the role of candidates and their staff in the campaign process. Page Reference: 372 Skill Level: Analyze It Difficulty Level: Difficult What was the largest source of campaign spending in 2004?
41.
a. 501(c) groups b. 527 groups c. PACs d. Super PACs Answer: b Test Bank Item Title: TB_Q13.3.41 Topic: Raising Money Learning Objective: LO 13.3: Evaluate the ways campaigns raise money. Page Reference: 376 Skill Level: Understand the Concepts Difficulty Level: Moderate The traditional media __________.
42.
a. help candidates increase their name recognition for free b. usually focus their reports on in-depth analyses of the issues c. pay substantial sums to the campaign for the privilege of covering the candidates 394 .
d. seldom consider political campaigns to be newsworthy Answer: a Test Bank Item Title: TB_Q13.4.42 Topic: Reaching Voters Learning Objective: LO 13.4: Identify the ways campaigns use the media to reach potential voters. Page Reference: 378 – 379 Skill Level: Understand the Concepts Difficulty Level: Moderate 43.
How can campaign advertisements work both for and against a candidate? 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. Answer: d Test Bank Item Title: TB_Q13.4.43 Topic: Reaching Voters Learning Objective: LO 13.4: Identify the ways campaigns use the media to reach potential voters. Page Reference: 382 Skill Level: Analyze It Difficulty Level: Difficult Based on the number of candidate visits, which of the following states did both candidates consider a high priority in the 2012 election?
44.
a. Wisconsin b. Nevada c. Pennsylvania d. Florida Answer: d Test Bank Item Title: TB_Q13.5.44 Topic: Toward Reform: The 2012 Presidential Campaign Learning Objective: LO 13.5: Analyze the 2012 presidential campaign. Page Reference: 389 Skill Level: Understand the Concepts Difficulty Level: Moderate 395 .
45.
U.S. citizens can give the largest campaign contribution to a __________. a. local party b. state party c. national party d. political action committee Answer: c Test Bank Item Title: TB_Q13.3.45 Topic: Raising Money Learning Objective: LO 13.3: Evaluate the ways campaigns raise money. Page Reference: 373 Skill Level: Understand the Concepts Difficulty Level: Moderate
pp True-False Questions 46.
Campaign consultants were first used in campaigns in the 1980s. Answer: FALSE Test Bank Item Title: TB_Q13.2.46 Topic: Assembling a Campaign Staff Learning Objective: LO 13.2: Assess the role of candidates and their staff in the campaign process. Page Reference: 372 Skill Level: Remember the Facts Difficulty Level: Easy The first negative campaigning at the presidential level was in 1980.
47.
Answer: FALSE Test Bank Item Title: TB_Q13.4.47 Topic: Reaching Voters Learning Objective: LO 13.4: Identify the ways campaigns use the media to reach potential voters. Page Reference: 381 Skill Level: Remember the Facts Difficulty Level: Easy 48.
The Federal Election Campaign Act established disclosure requirements related to campaign spending. Answer: TRUE Test Bank Item Title: TB_Q13.3.48 Topic: Raising Money 396 .
Learning Objective: LO 13.3: Evaluate the ways campaigns raise money. Page Reference: 373 Skill Level: Understand the Concepts Difficulty Level: Moderate The national political party is prohibited from giving more than $2,600 to any given candidate per election.
49.
Answer: FALSE Test Bank Item Title: TB_Q13.3.49 Topic: Raising Money Learning Objective: LO 13.3: Evaluate the ways campaigns raise money. Page Reference: 374 Skill Level: Understand the Concepts Difficulty Level: Moderate In most democracies, about half of all legislators are women.
50.
Answer: FALSE Test Bank Item Title: TB_Q13.1.50 Topic: Roots of Modern Political Campaigns Learning Objective: LO 13.1: Trace the evolution of political campaigns in the United States. Page Reference: 368 Skill Level: Understand the Concepts Difficulty Level: Moderate The nomination campaign may begin years before the actual election.
51.
Answer: TRUE Test Bank Item Title: TB_Q13.1.51 Topic: Roots of Modern Political Campaigns Learning Objective: LO 13.1: Trace the evolution of political campaigns in the United States. Page Reference: 366 Skill Level: Remember the Facts Difficulty Level: Easy Most national campaigns prefer not to use social media to interact with prospective voters because it creates a permanent record of conversations.
52.
Answer: FALSE Test Bank Item Title: TB_Q13.4.52 Topic: Reaching Voters Learning Objective: LO 13.4: Identify the ways campaigns use the media to reach potential voters. Page Reference: 380 397 .
Skill Level: Remember the Facts Difficulty Level: Easy 53.
The Supreme Court struck down the Bipartisan Campaign Reform Act as an unconstitutional infringement of free speech almost immediately after it was enacted. Answer: FALSE Test Bank Item Title: TB_Q13.3.53 Topic: Raising Money Learning Objective: LO 13.3: Evaluate the ways campaigns raise money. Page Reference: 374 Skill Level: Understand the Concepts Difficulty Level: Moderate Total PAC spending has increased every year since PACs were created in 1972.
54.
Answer: TRUE Test Bank Item Title: TB_Q13.3.54 Topic: Raising Money Learning Objective: LO 13.3: Evaluate the ways campaigns raise money. Page Reference: 375 Skill Level: Understand the Concepts Difficulty Level: Moderate Robo-calls are one of the least efficient ways for campaigners to reach potential voters.
55.
Answer: FALSE Test Bank Item Title: TB_Q13.4.55 Topic: Reaching Voters Learning Objective: LO 13.4: Identify the ways campaigns use the media to reach potential voters. Page Reference: 380 Skill Level: Understand the Concepts Difficulty Level: Moderate “Spin” is when a campaign puts forward the most favorable possible interpretation for their candidate on any circumstance occurring in the campaign.
56.
Answer: TRUE Test Bank Item Title: TB_Q13.4.56 Topic: Reaching Voters Learning Objective: LO 13.4: Identify the ways campaigns use the media to reach potential voters. Page Reference: 379 Skill Level: Remember the Facts Difficulty Level: Easy 398 .
57.
One difference between the primary election campaign and the general election campaign is the party of a candidate’s opponents. Answer: TRUE Test Bank Item Title: TB_Q13.1.57 Topic: Roots of Modern Political Campaigns Learning Objective: LO 13.1: Trace the evolution of political campaigns in the United States. Page Reference: 366 – 367, 369 Skill Level: Understand the Concepts Difficulty Level: Moderate Candidates can give as much money toward their own campaigns as they wish.
58.
Answer: TRUE Test Bank Item Title: TB_Q13.3.58 Topic: Raising Money Learning Objective: LO 13.3: Evaluate the ways campaigns raise money. Page Reference: 375 Skill Level: Understand the Concepts Difficulty Level: Moderate 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.
59.
Answer: FALSE Test Bank Item Title: TB_Q13.4.59 Topic: Reaching Voters Learning Objective: LO 13.4: Identify the ways campaigns use the media to reach potential voters. Page Reference: 379 Skill Level: Understand the Concepts Difficulty Level: Moderate One likely reason behind Romney’s loss of Michigan in the 2012 election was his opposition to the Obama bailout of the auto industry.
60.
Answer: TRUE Test Bank Item Title: TB_Q13.5.60 Topic: Toward Reform: The 2012 Presidential Campaign Learning Objective: LO 13.5: Analyze the 2012 presidential campaign. Page Reference: 390 Skill Level: Understand the Concepts Difficulty Level: Moderate
399 .
61.
Republican candidates tend to accentuate their most conservative ideas in the primary and then attempt to appear more moderate during the general election. Answer: TRUE Test Bank Item Title: TB_Q13.1.61 Topic: Roots of Modern Political Campaigns Learning Objective: LO 13.1: Trace the evolution of political campaigns in the United States. Page Reference: 367 Skill Level: Analyze It Difficulty Level: Difficult If a small newspaper writes an incendiary exposé about a candidate, the person on the campaign staff who most needs to be made aware of it is the communications director.
62.
Answer: TRUE Test Bank Item Title: TB_Q13.2.62 Topic: Assembling a Campaign Staff Learning Objective: LO 13.2: Assess the role of candidates and their staff in the campaign process. Page Reference: 372 Skill Level: Apply What You Know Difficulty Level: Moderate The “horse-race” coverage of a campaign tends to focus on the candidate’s schedule.
63.
Answer: FALSE Test Bank Item Title: TB_Q13.4.63 Topic: Reaching Voters Learning Objective: LO 13.4: Identify the ways campaigns use the media to reach potential voters. Page Reference: 378 Skill Level: Apply What You Know Difficulty Level: Moderate 64.
In McCutcheon v. FEC, the Supreme Court limited the total amount of money donors could give to all candidates combined. Answer: FALSE Test Bank Item Title: TB_Q13.3.64 Topic: Raising Money Learning Objective: LO 13.3: Evaluate the ways campaigns raise money. Page Reference: 374 Skill Level: Understand the Concepts Difficulty Level: Moderate 400 .
65.
President Gerald R. Ford’s erroneous insistence during an October 1976 debate with Jimmy Carter that Poland was not under Soviet domination may have cost him a close election. Answer: TRUE Test Bank Item Title: TB_Q13.4.65 Topic: Reaching Voters Learning Objective: LO 13.4: Identify the ways campaigns use the media to reach potential voters. Page Reference: 380 Skill Level: Remember the Facts Difficulty Level: Easy
pp Fill-in-the-Blank Questions 66.
In the 1972 presidential election, __________ defeated George McGovern, who had strayed too far to the left. Answer: Richard Nixon Test Bank Item Title: TB_Q13.1.66 Topic: Roots of Modern Political Campaigns Learning Objective: LO 13.1: Trace the evolution of political campaigns in the United States. Page Reference: 367 Skill Level: Remember the Facts Difficulty Level: Easy
67.
The campaign staffer who has the job of delivering bad news from the campaign and responding to attacks is the __________. Answer: press secretary Test Bank Item Title: TB_Q13.2.67 Topic: Assembling a Campaign Staff Learning Objective: LO 13.2: Assess the role of candidates and their staff in the campaign process. Page Reference: 372 Skill Level: Understand the Concepts Difficulty Level: Moderate
68.
Congress enacted serious campaign finance regulation in the wake of the __________ scandal of the 1970s. Answer: Watergate Test Bank Item Title: TB_Q13.3.68 Topic: Raising Money 401 .
Learning Objective: LO 13.3: Evaluate the ways campaigns raise money. Page Reference: 373 Skill Level: Remember the Facts Difficulty Level: Easy __________ ads compare the records and proposals of the candidates, with a bias toward the candidate sponsoring the ad.
69.
Answer: Contrast Test Bank Item Title: TB_Q13.4.69 Topic: Reaching Voters Learning Objective: LO 13.4: Identify the ways campaigns use the media to reach potential voters. Page Reference: 382 Skill Level: Remember the Facts Difficulty Level: Easy 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.
70.
Answer: Florida Test Bank Item Title: TB_Q13.5.70 Topic: Toward Reform: The 2012 Presidential Campaign Learning Objective: LO 13.5: Analyze the 2012 presidential campaign. Page Reference: 390 Skill Level: Remember the Facts Difficulty Level: Easy 71.
The __________ campaign is aimed at winning the primary election. Answer: nomination Test Bank Item Title: TB_Q13.1.71 Topic: Roots of Modern Political Campaigns Learning Objective: LO 13.1: Trace the evolution of political campaigns in the United States. Page Reference: 366 – 367 Skill Level: Remember the Facts Difficulty Level: Easy
72.
The __________ develops the overall media strategy for the campaign. Answer: communications director Test Bank Item Title: TB_Q13.2.72 Topic: Assembling a Campaign Staff Learning Objective: LO 13.2: Assess the role of candidates and their staff in the campaign process. 402 .
Page Reference: 372 Skill Level: Apply What You Know Difficulty Level: Moderate 73.
__________ are organizations created primarily to influence the nomination, election, or appointment of political candidates. There are no limits on the size of contributions made to these groups. Answer: 527 political committees Test Bank Item Title: TB_Q13.3.73 Topic: Raising Money Learning Objective: LO 13.3: Evaluate the ways campaigns raise money. Page Reference: 376 Skill Level: Understand the Concepts Difficulty Level: Moderate
74.
If a presidential candidate felt confident of being able to raise enough money for a campaign, he or she might choose not to accept __________. Answer: public funds Test Bank Item Title: TB_Q13.3.74 Topic: Raising Money Learning Objective: LO 13.3: Evaluate the ways campaigns raise money. Page Reference: 376, 378 Skill Level: Apply What You Know Difficulty Level: Moderate
75.
Super PACs can make __________ on campaign activities so long as they are not coordinated with a particular candidate’s campaign. Answer: independent expenditures Test Bank Item Title: TB_Q13.3.75 Topic: Raising Money Learning Objective: LO 13.3: Evaluate the ways campaigns raise money. Page Reference: 376 Skill Level: Apply What You Know Difficulty Level: Moderate
p Short Answer Questions 76.
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. 403 .
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. Test Bank Item Title: TB_Q13.1.76 Topic: Roots of Modern Political Campaigns Learning Objective: LO 13.1: Trace the evolution of political campaigns in the United States. Page Reference: 366 – 367 Skill Level: Understand the Concepts Difficulty Level: Moderate 77.
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 responsibilities of campaign managers including day-to-day activities, hiring, and decisions regarding advertisements. The campaign manager also keeps the campaign on message. Test Bank Item Title: TB_Q13.2.77 Topic: Assembling a Campaign Staff Learning Objective: LO 13.2: Assess the role of candidates and their staff in the campaign process. Page Reference: 370 – 371 Skill Level: Understand the Concepts Difficulty Level: Moderate
78.
What is a political action committee? Answer: An ideal response will: 1. Indicate that political action committees are officially recognized fundraising 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 $5,000 to a House candidate and over$45,000 to a Senate candidate. Test Bank Item Title: TB_Q13.3.78 Topic: Raising Money Learning Objective: LO 13.3: Evaluate the ways campaigns raise money. Page Reference: 375 404 .
Skill Level: Understand the Concepts Difficulty Level: Moderate 79.
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. Test Bank Item Title: TB_Q13.4.79 Topic: Reaching Voters; Toward Reform: The 2012 Presidential Campaign Learning Objective: LO 13.4: Identify the ways campaigns use the media to reach potential voters; LO 13.5: Analyze the 2012 presidential campaign. Page Reference: 378 – 379, 387 Skill Level: Understand the Concepts Difficulty Level: Moderate Describe three strategies a campaign might use in an attempt to control media coverage.
80.
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 lure free 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. Test Bank Item Title: TB_Q13.4.80 Topic: Reaching Voters Learning Objective: LO 13.4: Identify the ways campaigns use the media to reach potential voters. Page Reference: 379 Skill Level: Understand the Concepts Difficulty Level: Moderate What are the differences between the primary and general election campaigns?
81.
Answer: An ideal response will: 1. Indicate that the primaries are designed to determine who will represent the parties in the general election. 405 .
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. Test Bank Item Title: TB_Q13.1.81 Topic: Roots of Modern Political Campaigns Learning Objective: LO 13.1: Trace the evolution of political campaigns in the United States. Page Reference: 366 – 367, 369 Skill Level: Analyze It Difficulty Level: Difficult What is the difference between a communications director and a press secretary?
82.
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 stays 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. Test Bank Item Title: TB_Q13.2.82 Topic: Assembling a Campaign Staff Learning Objective: LO 13.2: Assess the role of candidates and their staff in the campaign process. Page Reference: 372 Skill Level: Analyze It Difficulty Level: Moderate Compare and contrast 527 political committees and 501(c) groups.
83.
Answer: An ideal response will: 1. Indicate that 527 groups are created with the primary purpose of influencing electoral outcomes. They are subject to limited government regulation. 2. Indicate that the primary purpose of 501(c) groups cannot be electoral politics; no more than half of their budget can be spent on campaigns. 3. Indicate that both 527s and 501s get their names from provisions in U.S. tax code. Test Bank Item Title: TB_Q13.3.83 Topic: Raising Money Learning Objective: LO 13.3: Evaluate the ways campaigns raise money. Page Reference: 375 – 376 406 .
Skill Level: Analyze It Difficulty Level: Difficult 84.
Describe how campaigns use the traditional media, the new media, and campaign ads. How effective is each type of media? 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. 3. Discuss the use of paid advertising by political campaigns. Ads allow campaigns to have complete control over their message and how the candidate is presented, but at a significant cost. Recently, the media have been scrutinizing the content of campaign ads and reporting what they find. This somewhat limits the ability of the campaign to present its message as it sees fit. Test Bank Item Title: TB_Q13.4.84 Topic: Reaching Voters Learning Objective: LO 13.4: Identify the ways campaigns use the media to reach potential voters. Page Reference: 378 – 380, 382 Skill Level: Analyze It Difficulty Level: Difficult 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?
85.
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. Test Bank Item Title: TB_Q13.4.85 Topic: Reaching Voters Learning Objective: LO 13.4: Identify the ways campaigns use the media to reach potential voters. Page Reference: 381 – 382 Skill Level: Apply What You Know 407 .
Difficulty Level: Moderate 86.
What is the role of volunteers in a political campaign? 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. Test Bank Item Title: TB_Q13.2.86 Topic: Assembling a Campaign Staff Learning Objective: LO 13.2: Assess the role of candidates and their staff in the campaign process. Page Reference: 372 Skill Level: Understand the Concepts Difficulty Level: Moderate What is the significance of presidential debates? Give an example.
87.
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 and repeatedly looked at his watch in his debate with Bill Clinton. He also received negative press for this mistake. Test Bank Item Title: TB_Q13.4.87 Topic: Reaching Voters Learning Objective: LO 13.4: Identify the ways campaigns use the media to reach potential voters. Page Reference: 379 – 380 Skill Level: Analyze It Difficulty Level: Difficult What is Lyndon Johnson’s “Peace Little Girl” campaign ad? Why is it significant?
88.
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 discuss the ad. 2. 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. Test Bank Item Title: TB_Q13.4.88 408 .
Topic: Reaching Voters Learning Objective: LO 13.4: Identify the ways campaigns use the media to reach potential voters. Page Reference: 381 Skill Level: Apply What You Know Difficulty Level: Moderate
pp Essay Questions 89.
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. Describe 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. Describe regular meetings with campaign staff, strategy sessions, decisions on where to spend money, and substantial travel. 3. Describe constant interaction with the press. 4. Describe how the lengthy campaign and long days can result in significant stress for the candidate and the candidate’s family. They have very little rest, and this fatigue can affect their performance in the campaign as they are more likely to make gaffes. These gaffes can ultimately sink a campaign. Test Bank Item Title: TB_Q13.2.89 Topic: Assembling a Campaign Staff Learning Objective: LO 13.2: Assess the role of candidates and their staff in the campaign process. Page Reference: 369 – 372 Skill Level: Understand the Concepts Difficulty Level: Moderate
90.
Evaluate the 2012 presidential nomination campaign for evidence about how the length of the campaign can affect a party’s chances of success. Answer: An ideal response will: 1. Discuss how the Republican field was crowded while Obama was running uncontested in the Democratic nomination campaign. 2. Note that the Republican nomination campaign was contentious, with the various Republican candidates jockeying for position and attempting to undercut the other candidates. This may have hurt the Republicans by making them appear divisive and showcasing the Republican candidates’ flaws. 409 .
3. Note that Obama and the Democrats could have their money for use in the general election while the Republicans hashed it out among themselves. 4. Assess whether a shorter Republican nomination campaign would have increased the chances of a Romney victory in 2012. Test Bank Item Title: TB_Q13.5.90 Topic: Toward Reform: The 2012 Presidential Campaign Learning Objective: LO 13.5: Analyze the 2012 presidential campaign. Page Reference: 382 – 392 Skill Level: Apply What You Know Difficulty Level: Difficult Describe how outside spending during campaigns has changed since 2000. What laws and Court decisions have impacted spending by outside groups? Describe the roles played by PACs, 527 groups, 501(c) groups, and Super PACs.
91.
Answer: An ideal response will: 1. Discuss how the Bipartisan Campaign Reform Act (BCRA) or McCainFeingold 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 501(c) 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. Test Bank Item Title: TB_Q13.3.91 Topic: Raising Money Learning Objective: LO 13.3: Evaluate the ways campaigns raise money. Page Reference: 373 – 378 Skill Level: Analyze It Difficulty Level: Difficult 92.
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? 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 410 .
to deal with the crisis. The challenger does not have the same opportunities to take the same actions. 2. 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. Test Bank Item Title: TB_Q13.5.92 Topic: Toward Reform: The 2012 Presidential Campaign Learning Objective: LO 13.5: Analyze the 2012 presidential campaign. Page Reference: 389 – 390 Skill Level: Apply What You Know Difficulty Level: Difficult
411 .
14 The News Media pp Multiple-Choice Questions 1.
A form of journalism that was popular in the late nineteenth century and featured pictures, comics, color, and sensationalized, oversimplified news coverage was called __________. a. muckraking
b. the penny press c. blue dog journalism d. yellow journalism Answer: d Test Bank Item Title: TB_Q14.1.1 Topic: Roots of the News Media in the United States Learning Objective: LO 14.1: Trace the historical development of the news media in the United States. Page Reference: 400 Skill Level: Remember the Facts Difficulty Level: Easy 2.
Which news medium has had the hardest time competing with newer news sources? a. blogs
b. newspapers c. radio d. television Answer: b Test Bank Item Title: TB_Q14.1.2 Topic: Roots of the News Media in the United States Learning Objective: LO 14.1: Trace the historical development of the news media in the United States. Page Reference: 400 412 .
Skill Level: Understand the Concepts Difficulty Level: Moderate 3.
The media are also known as the __________. a. fourth estate
b. paper empire c. third party d. civil engineer Answer: a Test Bank Item Title: TB_Q14.0.3 Topic: Introduction Learning Objective: Introduction Page Reference: 398 Skill Level: Remember the Facts Difficulty Level: Easy Which political faction demanded that freedom of the press be amended to the U.S. Constitution?
4.
a. Anti-Federalists b. Democratic-Republicans c. Federalists d. Nationalists Answer: a Test Bank Item Title: TB_Q14.1.4 Topic: Roots of the News Media in the United States Learning Objective: LO 14.1: Trace the historical development of the news media in the United States. Page Reference: 399 Skill Level: Remember the Facts Difficulty Level: Easy The first penny press paper was the __________.
5.
a. Cincinnati Enquirer
b. National Gazette c. New York Post d. New York Sun Answer: d Test Bank Item Title: TB_Q14.1.5 Topic: Roots of the News Media in the United States Learning Objective: LO 14.1: Trace the historical development of the news media in the United States. 413 .
Page Reference: 399 Skill Level: Remember the Facts Difficulty Level: Easy The equal time rule prohibits television stations from doing which of the following?
6.
a. denying candidates equal time to speak during debates
b. excluding third-party candidates from debates c. refusing to sell advertising time to bigoted candidates if it sells advertising time to non-bigoted candidates d. refusing to sell advertising time to all candidates in a given election Answer: c Test Bank Item Title: TB_Q14.3.6 Topic: Rules Governing the News Media Learning Objective: LO 14.3: Summarize the ethical standards and federal regulations that govern the news media. Page Reference: 411 Skill Level: Analyze It Difficulty Level: Difficult A __________ is a live engagement between a press secretary and the press in which the range of questions is limited.
7.
a. press briefing b. press conference c. press release d. news conference Answer: a Test Bank Item Title: TB_Q14.4.7 Topic: How the News Media Cover Politics Learning Objective: LO 14.4: Assess how the news media cover politics. Page Reference: 412 Skill Level: Remember the Facts Difficulty Level: Easy Information provided to a journalist on the condition that it will not be attributed to any source is considered to be __________.
8.
a. agenda setting b. on deep background c. narrowcasting d. off the record Answer: b Test Bank Item Title: TB_Q14.3.8 414 .
Topic: Rules Governing the News Media Learning Objective: LO 14.3: Summarize the ethical standards and federal regulations that govern the news media. Page Reference: 409 Skill Level: Understand the Concepts Difficulty Level: Moderate 9.
What is the term for change in public opinion and voting preferences caused by media coverage? a. agenda setting b. media effects c. media aspiration d. framing Answer: b Test Bank Item Title: TB_Q14.5.9 Topic: Toward Reform: News Media Influence, News Media Bias, and Public Confidence Learning Objective: LO 14.5: Evaluate the influence of the news media on public policy and the impact of media bias. Page Reference: 415 Skill Level: Remember the Facts Difficulty Level: Easy When covering Congress, reporters typically focus on which of the following?
10.
a. party leaders b. consensus builders c. lobbyists d. staff members Answer: a Test Bank Item Title: TB_Q14.4.10 Topic: How the News Media Cover Politics Learning Objective: LO 14.4: Assess how the news media cover politics. Page Reference: 414 Skill Level: Remember the Facts Difficulty Level: Moderate 11.
In the White House Press Room, which organization would you find closest to the podium? a. Associated Press
b. Dallas Morning News c. foreign press d. Voice of America 415 .
Answer: a Test Bank Item Title: TB_Q14.4.11 Topic: How the News Media Cover Politics Learning Objective: LO 14.4: Assess how the news media cover politics. Page Reference: 413 Skill Level: Remember the Facts Difficulty Level: Easy The president addresses the nation directly during a __________.
12.
a. press release
b. press background c. press briefing d. press conference Answer: d Test Bank Item Title: TB_Q14.4.12 Topic: How the News Media Cover Politics Learning Objective: LO 14.4: Assess how the news media cover politics. Page Reference: 412 Skill Level: Remember the Facts Difficulty Level: Easy Which of the following is a media effect?
13.
a. agenda setting b. campaign finance reform c. selective perception d. press background Answer: a Test Bank Item Title: TB_Q14.5.13 Topic: Toward Reform: News Media Influence, News Media Bias, and Public Confidence Learning Objective: LO 14.5: Evaluate the influence of the news media on public policy and the impact of media bias. Page Reference: 415 Skill Level: Apply What You Know Difficulty Level: Moderate 14.
How do some analysts explain media inattention to stories critical of government and big business? a. The typical journalist has a relatively elite background.
b. Most journalists today identify as Republicans. c. There are considerable boundaries of respect between the government and the 416 .
press. d. The public dislikes critical news. Answer: a Test Bank Item Title: TB_Q14.5.14 Topic: Toward Reform: News Media Influence, News Media Bias, and Public Confidence Learning Objective: LO 14.5: Evaluate the influence of the news media on public policy and the impact of media bias. Page Reference: 417 Skill Level: Analyze It Difficulty Level: Difficult What was one result of nineteenth-century muckraking?
15.
a. corporations began purchasing favorable coverage b anti-trust regulations c. glorification of the president by the press d. yellow journalism
Answer: b Test Bank Item Title: TB_Q14.1.15 Topic: Roots of the News Media in the United States Learning Objective: LO 14.1: Trace the historical development of the news media in the United States. Page Reference: 400 Skill Level: Analyze It Difficulty Level: Difficult Over the last thirty years, media ownership has __________.
16.
a. broken up across dozens of corporations b. become more diverse c. been split between Comcast and Time Warner d. become more consolidated Answer: d Test Bank Item Title: TB_Q14.2.16 Topic: Current News Media Trends Learning Objective: LO 14.2: Characterize four major trends in the news media today. Page Reference: 404 Skill Level: Understand the Concepts Difficulty Level: Moderate 17.
Consumption of which of the following news sources is most slanted in favor of the Republicans? 417 .
a. NPR b. CNN c. C-SPAN d. Fox News Answer: d Test Bank Item Title: TB_Q14.2.17 Topic: Current News Media Trends Learning Objective: LO 14.2: Characterize four major trends in the news media today. Page Reference: 405 Skill Level: Understand the Concepts Difficulty Level: Moderate In 1983, 90 percent of American media were owned by fifty companies. In 2012, how many companies controlled 90 percent of American media?
18.
a. six b. forty c. sixty d. seventy Answer: a Test Bank Item Title: TB_Q14.2.18 Topic: Current News Media Trends Learning Objective: LO 14.2: Characterize four major trends in the news media today. Page Reference: 404 Skill Level: Remember the Facts Difficulty Level: Easy Television and radio are regulated by the federal government because __________.
19.
a. a free press requires the number of broadcast stations 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
Answer: c Test Bank Item Title: TB_Q14.3.19 Topic: Rules Governing the News Media Learning Objective: LO 14.3: Summarize the ethical standards and federal regulations that govern the news media. Page Reference: 411 Skill Level: Analyze It Difficulty Level: Difficult 418 .
20.
AIM and FAIR are __________. a. partisan watchdogs of the media
b. governmental agencies that regulate the media c. citizen journalist cooperatives d. partnerships between television news networks designed to aid journalistic accuracy Answer: a Test Bank Item Title: TB_Q14.3.20 Topic: Rules Governing the News Media Learning Objective: LO 14.3: Summarize the ethical standards and federal regulations that govern the news media. Page Reference: 410 Skill Level: Understand the Concepts Difficulty Level: Moderate In New York Times Co. v. U.S. (1971) the Supreme Court affirmed the principle of __________.
21.
a. prior restraint
b. the equal time rule c. the right to privacy d. shield laws Answer: a Test Bank Item Title: TB_Q14.3.21 Topic: Rules Governing the News Media Learning Objective: LO 14.3: Summarize the ethical standards and federal regulations that govern the news media. Page Reference: 410 Skill Level: Understand the Concepts Difficulty Level: Moderate The Telecommunications Act of 1996 __________.
22.
a. led to the establishment of multimedia corporations
b. limited opportunities for media consolidation c. assured candidates of equal time on broadcast networks d. restructured the Federal Communications Commission Answer: a Test Bank Item Title: TB_Q14.3.22 Topic: Rules Governing the News Media Learning Objective: LO 14.3: Summarize the ethical standards and federal regulations that govern the news media. 419 .
Page Reference: 411 Skill Level: Understand the Concepts Difficulty Level: Moderate A candidate might unveil his or her proposal for bolstering the local economy by emailing a __________ to the local media.
23.
a. sound bite b. fact check c. press release d. campaign platform Answer: c Test Bank Item Title: TB_Q14.4.23 Topic: How the News Media Cover Politics Learning Objective: LO 14.4: Assess how the news media cover politics. Page Reference: 412 Skill Level: Apply What You Know Difficulty Level: Moderate If the president wants his or her staff to address the press about a certain issue, but wants to keep the conversation focused on that issue, he or she might call for a __________.
24.
a. press release b. policy conference c. press conference d. press briefing Answer: d Test Bank Item Title: TB_Q14.4.24 Topic: How the News Media Cover Politics Learning Objective: LO 14.4: Assess how the news media cover politics. Page Reference: 412 Skill Level: Apply What You Know Difficulty Level: Moderate A public official has the most control over the spin of his or her message __________.
25.
a. during a press briefing b. during a press conference c. in an interview d. in a press release Answer: d Test Bank Item Title: TB_Q14.4.25 420 .
Topic: How the News Media Cover Politics Learning Objective: LO 14.4: Assess how the news media cover politics. Page Reference: 412 Skill Level: Analyze It Difficulty Level: Difficult The press has the greatest impact on public opinion regarding __________.
26.
a. national disasters
b. events in foreign countries c. elections and campaigns d. immigration policy Answer: b Test Bank Item Title: TB_Q14.5.26 Topic: Toward Reform: News Media Influence, News Media Bias, and Public Confidence Learning Objective: LO 14.5: Evaluate the influence of the news media on public policy and the impact of media bias. Page Reference: 417 Skill Level: Apply What You Know Difficulty Level: Difficult Which of the following gets the most media coverage?
27.
a. the judiciary
b. the president c. the House d. the Senate Answer: b Test Bank Item Title: TB_Q14.4.27 Topic: How the News Media Cover Politics Learning Objective: LO 14.4: Assess how the news media cover politics. Page Reference: 412 Skill Level: Understand the Concepts Difficulty Level: Moderate Which cable news source offers the most unfiltered and erudite coverage of Washington politics?
28.
a. MSNBC b. C-SPAN c. CNN d. Fox News Answer: b 421 .
Test Bank Item Title: TB_Q14.1.28 Topic: Roots of the News Media in the United States Learning Objective: LO 14.1: Trace the historical development of the news media in the United States. Page Reference: 402 Skill Level: Understand the Concepts Difficulty Level: Moderate Of the following news sources, which do the highest percentage of Democrats regularly watch?
29.
a. local TV news b. Fox News c. NPR d. CNN Answer: a Test Bank Item Title: TB_Q14.2.29 Topic: Current News Media Trends Learning Objective: LO 14.2: Characterize four major trends in the news media today. Page Reference: 406 Skill Level: Remember the Facts Difficulty Level: Easy The U.S. media have a great deal of journalistic freedoms guaranteed by law, but their corporate ownership subjects them to pressures from __________.
30.
a. editors b. muckrakers c. anti-trust laws d. the market Answer: d Test Bank Item Title: TB_Q14.2.30 Topic: Current News Media Trends Learning Objective: LO 14.2: Characterize four major trends in the news media today. Page Reference: 405 Skill Level: Understand the Concepts Difficulty Level: Moderate Which of the following is a reason why politicians value appearing on soft news and infotainment shows?
31.
a. They get to select the questions they wish to answer in advance. b. They get a chance to interact with a homogenous audience. 422 .
c. They prefer to reach fewer voters at a time. d. They receive fewer difficult questions. Answer: d Test Bank Item Title: TB_Q14.2.31 Topic: Current News Media Trends Learning Objective: LO 14.2: Characterize four major trends in the news media today. Page Reference: 407 Skill Level: Analyze It Difficulty Level: Difficult “A source at the White House said…” is an example of an attribution based on information obtained __________.
32.
a. on the record
b. off the record c. on background d. on deep background Answer: c Test Bank Item Title: TB_Q14.3.32 Topic: Rules Governing the News Media Learning Objective: LO 14.3: Summarize the ethical standards and federal regulations that govern the news media. Page Reference: 409 Skill Level: Apply What You Know Difficulty Level: Moderate 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 under the condition that the source would be completely unattributed. The information you obtained from this source is considered to be __________.
33.
a. on the record b. off the record c. on background d. on deep background Answer: d Test Bank Item Title: TB_Q14.3.33 Topic: Rules Governing the News Media Learning Objective: LO 14.3: Summarize the ethical standards and federal regulations that govern the news media. Page Reference: 409 Skill Level: Apply What You Know Difficulty Level: Moderate 423 .
34.
If the owner of a television station is a staunch conservative and sells advertising time to the Republican candidate but refuses to sell available adverting time to the Democratic candidate, this would be a violation of the __________. a. prior restraint doctrine b. equal time rule c. Second Amendment d. right to rebuttal rule Answer: b Test Bank Item Title: TB_Q14.3.34 Topic: Rules Governing the News Media Learning Objective: LO 14.3: Summarize the ethical standards and federal regulations that govern the news media. Page Reference: 411 Skill Level: Apply What You Know Difficulty Level: Moderate A press briefing is generally delivered by the __________.
35.
a. elected official b. communications director c. press secretary d. reporter Answer: c Test Bank Item Title: TB_Q14.4.35 Topic: How the News Media Cover Politics Learning Objective: LO 14.4: Assess how the news media cover politics. Page Reference: 412 Skill Level: Understand the Concepts Difficulty Level: Moderate A main difference between a press briefing and press conference is the level of what?
36.
a. intelligence b. attendance c. restriction d. bias Answer: c Test Bank Item Title: TB_Q14.4.36 Topic: How the News Media Cover Politics Learning Objective: LO 14.4: Assess how the news media cover politics. Page Reference: 412 Skill Level: Analyze It 424 .
Difficulty Level: Difficult What derogatory term did Theodore Roosevelt use to describe the behavior of reporters who focused on the carnal underbelly of politics rather than its more lofty pursuits?
37.
a. bias b. muckraking c. yellow journalism d. framing Answer: b Test Bank Item Title: TB_Q14.1.37 Topic: Roots of the News Media in the United States Learning Objective: LO 14.1: Trace the historical development of the news media in the United States. Page Reference: 400 Skill Level: Understand the Concepts Difficulty Level: Moderate What is a potential downside of narrowcasting?
38.
a. It gives Democrats an unfair advantage in elections. b. It restricts the public’s access to news that represents different ideologies. c. It allows people to ignore news contradicting their preexisting points of view. d. It increases the power of partisan newspapers. Answer: c Test Bank Item Title: TB_Q14.2.38 Topic: Current News Media Trends Learning Objective: LO 14.2: Characterize four major trends in the news media today. Page Reference: 405 – 406 Skill Level: Analyze It Difficulty Level: Difficult The rise of Spanish-language television and news programming is an example of __________.
39.
a. narrowcasting
b. the fairness doctrine c. media consolidation d. the equal time rule Answer: a Test Bank Item Title: TB_Q14.2.39 Topic: Current News Media Trends 425 .
Learning Objective: LO 14.2: Characterize four major trends in the news media today. Page Reference: 405 – 406 Skill Level: Apply What You Know Difficulty Level: Moderate The type of information presented by a privately owned, for-profit press may be suspect because of the importance of what?
40.
a. the bottom line b. editorial preferences c. the penny press d. government regulations Answer: a Test Bank Item Title: TB_Q14.2.40 Topic: Current News Media Trends Learning Objective: LO 14.2: Characterize four major trends in the news media today. Page Reference: 405 Skill Level: Analyze It Difficulty Level: Difficult The __________ is an example of the way in which the Federal Communications Commission works to ensure that the airwaves “serve the public interest, convenience, and necessity.”
41.
a. justice doctrine b. equal time rule c. press release d. press conference Answer: b Test Bank Item Title: TB_Q14.3.41 Topic: Rules Governing the News Media Learning Objective: LO 14.3: Summarize the ethical standards and federal regulations that govern the news media. Page Reference: 411 Skill Level: Apply What You Know Difficulty Level: Moderate Which of the following has a significant impact on a news agency’s likelihood of being able to ask a question at a White House press briefing?
42.
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 426 .
d. whether the president attends the briefing Answer: c Test Bank Item Title: TB_Q14.4.42 Topic: How the News Media Cover Politics Learning Objective: LO 14.4: Assess how the news media cover politics. Page Reference: 413 Skill Level: Analyze It Difficulty Level: Difficult When a news outlet like the Wall Street Journal identifies a source in a news story as the secretary of commerce, that information is said to be __________.
43.
a. on the record b. off the record c. on background d. on deep background Answer: a Test Bank Item Title: TB_Q14.3.43 Topic: Rules Governing the News Media Learning Objective: LO 14.3: Summarize the ethical standards and federal regulations that govern the news media. Page Reference: 409 Skill Level: Apply What You Know Difficulty Level: Moderate 44.
Which is a primary reason that news cameras are not allowed in the Supreme Court? a. to preserve the justices’ anonymity b. to create an exclusive environment c. to reduce scrutiny of Court decisions d. to avoid politicization of Court activity Answer: d Test Bank Item Title: TB_Q14.4.44 Topic: How the News Media Cover Politics Learning Objective: LO 14.4: Assess how the news media cover politics. Page Reference: 415 Skill Level: Analyze It Difficulty Level: Difficult
pp True-False Questions 45.
Internet service providers may not block users’ access to legal content. 427 .
Answer: TRUE Test Bank Item Title: TB_Q14.3.45 Topic: Rules Governing the News Media Learning Objective: LO 14.3: Summarize the ethical standards and federal regulations that govern the news media. Page Reference: 411 Skill Level: Understand the Concepts Difficulty Level: Moderate For those who are highly attentive to politics, political infotainment such as The Daily Show acts as an information shortcut that helps these politically sophisticated viewers to better remember facts and figures about the governmental process.
46.
Answer: TRUE Test Bank Item Title: TB_Q14.2.46 Topic: Current News Media Trends Learning Objective: LO 14.2: Characterize four major trends in the news media today. Page Reference: 407 Skill Level: Analyze It Difficulty Level: Difficult The media have an increased influence on those who lack strong political beliefs.
47.
Answer: TRUE Test Bank Item Title: TB_Q14.5.47 Topic: Toward Reform: News Media Influence, News Media Bias, and Public Confidence Learning Objective: LO 14.5: Evaluate the influence of the news media on public policy and the impact of media bias. Page Reference: 417 Skill Level: Understand the Concepts Difficulty Level: Moderate While the press secretary was quite powerful when the position was first created during the Hoover administration, it is now only a ceremonial post.
48.
Answer: FALSE Test Bank Item Title: TB_Q14.4.48 Topic: How the News Media Cover Politics Learning Objective: LO 14.4: Assess how the news media cover politics. Page Reference: 412 Skill Level: Understand the Concepts Difficulty Level: Moderate
428 .
49.
The chairs of important congressional committees receive more news coverage than do typical members of Congress. Answer: TRUE Test Bank Item Title: TB_Q14.4.49 Topic: How the News Media Cover Politics Learning Objective: LO 14.4: Assess how the news media cover politics. Page Reference: 414 Skill Level: Understand the Concepts Difficulty Level: Moderate Americans’ opinion of the news media has become increasingly unfavorable in recent years.
50.
Answer: TRUE Test Bank Item Title: TB_Q14.5.50 Topic: Toward Reform: News Media Influence, News Media Bias, and Public Confidence Learning Objective: LO 14.5: Evaluate the influence of the news media on public policy and the impact of media bias. Page Reference: 418 Skill Level: Understand the Concepts Difficulty Level: Moderate The Department of Homeland Security developed a precursor to the Internet known as ARPANET.
51.
Answer: FALSE Test Bank Item Title: TB_Q14.1.51 Topic: Roots of the News Media in the United States Learning Objective: LO 14.1: Trace the historical development of the news media in the United States. Page Reference: 402 Skill Level: Remember the Facts Difficulty Level: Easy Democrats are more likely than Republicans to listen to National Public Radio.
52.
Answer: TRUE Test Bank Item Title: TB_Q14.1.52 Topic: Roots of the News Media in the United States Learning Objective: LO 14.1: Trace the historical development of the news media in the United States. Page Reference: 401 Skill Level: Remember the Facts Difficulty Level: Easy 429 .
53.
None of the three traditional news networks is independently owned. Answer: FALSE Test Bank Item Title: TB_Q14.2.53 Topic: Current News Media Trends Learning Objective: LO 14.2: Characterize four major trends in the news media today. Page Reference: 404 Skill Level: Remember the Facts Difficulty Level: Easy The Telecommunications Act of 1996 increased regulations on large segments of the electronic media.
54.
Answer: FALSE Test Bank Item Title: TB_Q14.3.54 Topic: Rules Governing the News Media Learning Objective: LO 14.3: Summarize the ethical standards and federal regulations that govern the news media. Page Reference: 411 Skill Level: Remember the Facts Difficulty Level: Easy Media coverage has a stronger effect on independents than on partisans.
55.
Answer: TRUE Test Bank Item Title: TB_Q14.5.55 Topic: Toward Reform: News Media Influence, News Media Bias, and Public Confidence Learning Objective: LO 14.5: Evaluate the influence of the news media on public policy and the impact of media bias. Page Reference: 417 Skill Level: Understand the Concepts Difficulty Level: Moderate The U.S. Supreme Court receives less media coverage than does Congress or the president.
56.
Answer: TRUE Test Bank Item Title: TB_Q14.4.56 Topic: How the News Media Cover Politics Learning Objective: LO 14.4: Assess how the news media cover politics. Page Reference: 415 Skill Level: Understand the Concepts Difficulty Level: Moderate 57.
Muckraking journalism led to better working conditions in factories. 430 .
Answer: TRUE Test Bank Item Title: TB_Q14.1.57 Topic: Roots of the News Media in the United States Learning Objective: LO 14.1: Trace the historical development of the news media in the United States. Page Reference: 400 Skill Level: Apply What You Know Difficulty Level: Moderate President Franklin D. Roosevelt was effective at using the radio to connect with the American public.
58.
Answer: TRUE Test Bank Item Title: TB_Q14.1.58 Topic: Roots of the News Media in the United States Learning Objective: LO 14.1: Trace the historical development of the news media in the United States. Page Reference: 400 Skill Level: Understand the Concepts Difficulty Level: Moderate The Supreme Court has found that the president has “inherent power” to halt the publication of news.
59.
Answer: FALSE Test Bank Item Title: TB_Q14.3.59 Topic: Rules Governing the News Media Learning Objective: LO 14.3: Summarize the ethical standards and federal regulations that govern the news media. Page Reference: 410 Skill Level: Apply What You Know Difficulty Level: Moderate Media coverage of the 2010 Arizona immigration law ignited citizens’ passion about the issue and illustrates the concept of agenda setting.
60.
Answer: TRUE Test Bank Item Title: TB_Q14.5.60 Topic: Toward Reform: News Media Influence, News Media Bias, and Public Confidence Learning Objective: LO 14.5: Evaluate the influence of the news media on public policy and the impact of media bias. Page Reference: 415 Skill Level: Apply What You Know Difficulty Level: Moderate 431 .
61.
Most politicians avoid social media out of concern that it is an undignified and inappropriate way to connect with citizens. Answer: FALSE Test Bank Item Title: TB_Q14.1.61 Topic: Current News Media Trends Learning Objective: LO 14.1: Trace the historical development of the news media in the United States. Page Reference: 403 Skill Level: Understand the Concepts Difficulty Level: Moderate Talk radio has a clear conservative slant in its coverage, while NPR has a clear liberal slant in its coverage.
62.
Answer: FALSE Test Bank Item Title: TB_Q14.1.62 Topic: Roots of the News Media in the United States Learning Objective: LO 14.1: Trace the historical development of the news media in the United States. Page Reference: 401 Skill Level: Apply What You Know Difficulty Level: Moderate In 2012, 90 percent of the media was controlled by six companies.
63.
Answer: TRUE Test Bank Item Title: TB_Q14.2.63 Topic: Current News Media Trends Learning Objective: LO 14.2: Characterize four major trends in the news media today. Page Reference: 404 Skill Level: Remember the Facts Difficulty Level: Easy The mass media is a subset of the news media.
64.
Answer: FALSE Test Bank Item Title: TB_Q14.1.64 Topic: Roots of the News Media in the United States Learning Objective: LO 14.1: Trace the historical development of the news media in the United States. Page Reference: 398 Skill Level: Remember the Facts Difficulty Level: Easy 65.
The biggest concern with media consolidation is the potential for price manipulation. 432 .
Answer: FALSE Test Bank Item Title: TB_Q14.2.65 Topic: Current News Media Trends Learning Objective: LO 14.2: Characterize four major trends in the news media today. Page Reference: 403 – 405 Skill Level: Understand the Concepts Difficulty Level: Moderate
433 .
pp Fill-in-the-Blank Questions Targeting media programming at specific populations within society is called __________.
66.
Answer: narrowcasting Test Bank Item Title: TB_Q14.2.66 Topic: Current News Media Trends Learning Objective: LO 14.2: Characterize four major trends in the news media today. Page Reference: 405 Skill Level: Remember the Facts Difficulty Level: Easy 67.
The first president to regularly address the public using __________ as a medium was Calvin Coolidge. Answer: radio Test Bank Item Title: TB_Q14.1.67 Topic: Roots of the News Media in the United States Learning Objective: LO 14.1: Trace the historical development of the news media in the United States. Page Reference: 400 Skill Level: Remember the Facts Difficulty Level: Easy Nothing an official says may be printed if the interview is __________.
68.
Answer: off the record Test Bank Item Title: TB_Q14.3.68 Topic: Rules Governing the News Media Learning Objective: LO 14.3: Summarize the ethical standards and federal regulations that govern the news media. Page Reference: 409 Skill Level: Remember the Facts Difficulty Level: Easy 69.
A __________ is a relatively restricted session between a press secretary or aide and the press. Answer: press briefing Test Bank Item Title: TB_Q14.4.69 Topic: How the News Media Cover Politics Learning Objective: LO 14.4: Assess how the news media cover politics. Page Reference: 412 Skill Level: Remember the Facts 434 .
Difficulty Level: Easy The process by which a news organization defines a political issue and consequently affects public opinion of the issue is called __________.
70.
Answer: framing Test Bank Item Title: TB_Q14.5.70 Topic: Toward Reform: News Media Influence, News Media Bias, and Public Confidence Learning Objective: LO 14.5: Evaluate the influence of the news media on public policy and the impact of media bias. Page Reference: 417 Skill Level: Remember the Facts Difficulty Level: Easy 71.
The __________ had its roots in the ARPANET project. Answer: Internet Test Bank Item Title: TB_Q14.1.71 Topic: Roots of the News Media in the United States Learning Objective: LO 14.1: Trace the historical development of the news media in the United States. Page Reference: 402 Skill Level: Remember the Facts Difficulty Level: Easy The news media are also called the __________ because their influence on American politics is so important.
72.
Answer: fourth estate Test Bank Item Title: TB_Q14.0.72 Topic: Introduction Learning Objective: Introduction Page Reference: 398 Skill Level: Understand the Concepts Difficulty Level: Moderate During the ratification debates, the __________ believed a free press was necessary to a democratic society, and fought to have that freedom guaranteed in the Constitution.
73.
Answer: Anti-Federalists Test Bank Item Title: TB_Q14.1.73 Topic: Roots of the News Media in the United States Learning Objective: LO 14.1: Trace the historical development of the news media in the United States. Page Reference: 399 435 .
Skill Level: Understand the Concepts Difficulty Level: Moderate 74.
If a White House staffer leaked inside information to you, but only wanted to be referred to as an “unnamed source close to the White House,” your information attribution would be __________. Answer: on background Test Bank Item Title: TB_Q14.3.74 Topic: Rules Governing the News Media Learning Objective: LO 14.3: Summarize the ethical standards and federal regulations that govern the news media. Page Reference: 409 Skill Level: Apply What You Know Difficulty Level: Moderate
75.
A reporter who covers a Ku Klux Klan rally as a civil rights issue is __________ the story. Answer: framing Test Bank Item Title: TB_Q14.5.75 Topic: Toward Reform: News Media Influence, News Media Bias, and Public Confidence Learning Objective: LO 14.5: Evaluate the influence of the news media on public policy and the impact of media bias. Page Reference: 417 Skill Level: Apply What You Know Difficulty Level: Moderate
p Short Answer Questions 76.
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. Test Bank Item Title: TB_Q14.1.76 Topic: Roots of the News Media in the United States Learning Objective: LO 14.1: Trace the historical development of the news media in the United States. Page Reference: 399 – 400 436 .
Skill Level: Understand the Concepts Difficulty Level: Moderate 77.
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 profit-driven media structure. 2. Explain that because of media consolidation, a handful of companies now control 90 percent of the news media content in the United States. 3. Explain how this can threaten the democratic foundation of the nation by limiting the flow of information. Test Bank Item Title: TB_Q14.2.77 Topic: Current News Media Trends Learning Objective: LO 14.2: Characterize four major trends in the news media today. Page Reference: 403 – 405 Skill Level: Analyze It Difficulty Level: Difficult Explain the differences between source attributions on the record, off the record, on background, and on deep background. Why is it important for reporters to attribute their sources correctly?
78.
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 must deal ethically with sources or they will find that these and other sources will dry up very quickly. Test Bank Item Title: TB_Q14.3.78 Topic: Rules Governing the News Media Learning Objective: LO 14.3: Summarize the ethical standards and federal regulations that govern the news media. Page Reference: 409 – 410 Skill Level: Understand the Concepts Difficulty Level: Moderate 79.
What is the Telecommunications Act of 1996? What effect did it have on the media in the United States? Answer: An ideal response will: 437 .
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. 3. Explain that consolidation has limited the sources of political information, which can threaten the viability of democracy. Test Bank Item Title: TB_Q14.2.79 Topic: Current News Media Trends; Rules Governing the News Media Learning Objective: LO 14.2: Characterize four major trends in the news media today; LO 14.3: Summarize the ethical standards and federal regulations that govern the news media. Page Reference: 404, 411 Skill Level: Analyze It Difficulty Level: Difficult Among the president, Congress, and the Supreme Court, which receives the most attention from the press? Which receives the least? What accounts for these differences?
80.
Answer: An ideal response will: 1. Explain that the president gets the most attention and the Supreme Court tends to receive the least attention. 2. Discuss how the difference in media attention 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, prevents television coverage. Another reason the Supreme Court receives less coverage is simply that the public is less interested in the legal intricacies. Test Bank Item Title: TB_Q14.4.80 Topic: How the News Media Cover Politics Learning Objective: LO 14.4: Assess how the news media cover politics. Page Reference: 412, 414 – 415 Skill Level: Analyze It Difficulty Level: Difficult Define the muckraking of the 1920s. Does muckraking exist today?
81.
Answer: An ideal response will: 1. Define muckraking as a form of journalism popular in the 1920s that was devoted to exposing misconduct by government, politicians, and corporations. Explain that it went out of fashion because newspapers figured 438 .
out that it was not good business to treat their advertisers and sources so harshly. 2. Assess whether muckraking continues to this day. While journalists are often investigative, are they muckrakers? Test Bank Item Title: TB_Q14.1.81 Topic: Roots of the News Media in the United States Learning Objective: LO 14.1: Trace the historical development of the news media in the United States. Page Reference: 400 Skill Level: Apply What You Know Difficulty Level: Difficult What is infotainment? Provide two examples.
82.
Answer: An ideal response will: 1. Specify that infotainment is the blending of political news and entertainment. It is “soft news” coverage that is often more accessible to the public. 2. Provide examples such as The Daily Show, The Colbert Report, and The View. Test Bank Item Title: TB_Q14.2.82 Topic: Current News Media Trends Learning Objective: LO 14.2: Characterize four major trends in the news media today. Page Reference: 406 – 407 Skill Level: Apply What You Know Difficulty Level: Moderate Describe the media’s traditional watchdog role. Why did the Framers think this role is important for democracy? Do contemporary Americans continue to value the watchdog role of the media?
83.
Answer: An ideal response will: 1. Describe watchdog journalism as the idea that the media have an obligation to guard the public interest against abuses of power and corruption by the government. 2. Note that the Framers agreed that a free press was necessary to monitor government and ensure the continuation of a democratic society and that 58 percent of Americans continue to believe that press scrutiny keeps political leaders from wrongdoing. Test Bank Item Title: TB_Q14.5.83 Topic: Toward Reform: News Media Influence, News Media Bias, and Public Confidence Learning Objective: LO 14.5: Evaluate the influence of the news media on public policy and the impact of media bias. 439 .
Page Reference: 398, 418 Skill Level: Analyze It Difficulty Level: Difficult 84.
Describe agenda setting. Why is it important? Answer: An ideal response will: 1. Explain that agenda setting is the process by which the media pay 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 which issues government will seek public policy solutions for. Test Bank Item Title: TB_Q14.5.84 Topic: Toward Reform: News Media Influence, News Media Bias, and Public Confidence Learning Objective: LO 14.5: Evaluate the influence of the news media on public policy and the impact of media bias. Page Reference: 415, 417 Skill Level: Analyze It Difficulty Level: Difficult
pp Essay Questions 85.
Compare and contrast the following three forms of communication between politicians and the media: press release, press briefing, press conference. 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 briefing (when reporters may engage in a heavily restricted question session fielded by the press secretary) differs from a press conference (when reporters have the ability to ask a wide range of questions over multiple topics directly to the elected official). 3. 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 have 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 struggle to get answers and politicians struggle to retain control of their messages. Test Bank Item Title: TB_Q14.4.85 Topic: How the News Media Cover Politics 440 .
Learning Objective: LO 14.4: Assess how the news media cover politics. Page Reference: 412, 414 – 415 Skill Level: Analyze It Difficulty Level: Difficult 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?
86.
Answer: An ideal response will: 1. Define yellow journalism as a practice developed in the nineteenth century of using comics, color, and sensationalized news in 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 is that infotainment tends to be more accurate. Test Bank Item Title: TB_Q14.1.86 Topic: Roots of the News Media in the United States; Current News Media Trends Learning Objective: LO 14.1: Trace the historical development of the news media in the United States; LO 14.2: Characterize four major trends in the news media today. Page Reference: 399 – 400, 406 – 407 Skill Level: Analyze It Difficulty Level: Difficult Define narrowcasting. Provide examples of groups who are the targets of narrowcasting, and explain how narrowcasting polarizes public opinion. Assess the impact of narrowcasting on democratic health.
87.
Answer: An ideal response will: 1. Define narrowcasting as targeting media programming at specific populations. This has been made possible by the growth of cable and satellite television. 2. Discuss the ideological niches—liberal (MSNBC), conservative (Fox News or AM talk radio)—or racial groups such as African Americans (BET), ethnic groups, 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. Assess how narrowcasting affects democratic health. For example, narrowcasting polarizes public opinion, which might hinder democracy. 441 .
However, it might also encourage Americans to become more informed, benefitting democracy. Test Bank Item Title: TB_Q14.2.87 Topic: Current News Media Trends Learning Objective: LO 14.2: Characterize four major trends in the news media today. Page Reference: 405 – 406 Skill Level: Analyze It Difficulty Level: Difficult 88.
Describe the framing process. Why is it important? Select and discuss an example of how the media have framed a recent event and analyze how such coverage influences the public’s interpretation of that event. Answer: An ideal response will: 1. Provide a clear definition of framing as the process by which the media create 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. Test Bank Item Title: TB_Q14.5.88 Topic: Toward Reform: News Media Influence, News Media Bias, and Public Confidence Learning Objective: LO 14.5: Evaluate the influence of the news media on public policy and the impact of media bias. Page Reference: 417 Skill Level: Apply What You Know Difficulty Level: Difficult How extensively does the government regulate the media? Provide an example. Do you think that government regulations help or hinder democracy? Why?
89.
Answer: An ideal response will: 1. Explain that the First Amendment severely restricts government regulation of the media. 2. Explain that the government can nonetheless regulate broadcast media (network television and radio) because it uses the public airwaves. Thus, the government regulates in an attempt to ensure that the broadcast media serve the public interest. 3. Provide an example of government regulation of the media, such as the equal time rule, which prohibits television stations from selling to one candidate and not to the other. 442 .
4. Make an argument as to whether or not regulations help or hinder democracy, noting the adversarial relationship that exists between media and government. Test Bank Item Title: TB_Q14.3.89 Topic: Rules Governing the News Media Learning Objective: LO 14.3: Summarize the ethical standards and federal regulations that govern the news media. Page Reference: 409 – 411 Skill Level: Analyze It Difficulty Level: Difficult
443 .
15 Interest Groups pp Multiple-Choice Questions 1.
In Federalist No. 10, James Madison described how the Constitution has been designed to control the effects of __________. a. monarchies b. factions c. political parties d. trade associations Answer: b Test Bank Item Title: TB_Q15.2.1 Topic: The Development of American Interest Groups Learning Objective: LO 15.2: Describe the historical development of American interest groups. Page Reference: 427 Skill Level: Remember the Facts Difficulty Level: Easy
2.
When a case that an interest group is interested in comes before the Supreme 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. appeal to case to a higher court d. legally offer monetary incentives to the justices as long as the interest group is not a party to the case Answer: b Test Bank Item Title: TB_Q15.3.2 Topic: What Do Interest Groups Do? Learning Objective: LO 15.3: Identify several strategies and tactics used by organized interests. 444 .
Page Reference: 437 Skill Level: Understand the Concepts Difficulty Level: Moderate Grassroots lobbying includes __________.
3.
a. using high-paid professionals to contact legislators b. testifying at government hearings c. urging group members to contact legislators d. using campaign contributions to influence elections Answer: c Test Bank Item Title: TB_Q15.3.3 Topic: What Do Interest Groups Do? Learning Objective: LO 15.3: Identify several strategies and tactics used by organized interests. Page Reference: 437 Skill Level: Understand the Concepts Difficulty Level: Moderate Which of the following raise money from individuals and then distribute it in the form of contributions to political candidates?
4.
a. 527 organizations b. coordinating committees c. 501(c) organizations d. political action committees Answer: d Test Bank Item Title: TB_Q15.1.4 Topic: Roots of the American Interest Group System Learning Objective: LO 15.1: Trace the roots of the American interest group system. Page Reference: 427 Skill Level: Understand the Concepts Difficulty Level: Moderate Which of the following would be considered lobbying?
5.
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. fund-raising for political candidates Answer: a 445 .
Test Bank Item Title: TB_Q15.3.5 Topic: What Do Interest Groups Do? Learning Objective: LO 15.3: Identify several strategies and tactics used by organized interests. Page Reference: 434 Skill Level: Understand the Concepts Difficulty Level: Moderate 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.
6.
a. free rider b. pluralist c. collective good d. group coordination Answer: a Test Bank Item Title: TB_Q15.4.6 Topic: What Makes Interest Groups Successful? Learning Objective: LO 15.4: Analyze the factors that make an interest group successful. Page Reference: 442 Skill Level: Remember the Facts Difficulty Level: Easy What is a trade association?
7.
a. an organization that represents the federal government during the negotiation of international trade agreements b. an organization that coordinates exchanges of information and resources among multiple interest groups c. a type of manufacturing labor union d. an organization that represents businesses within a specific industry Answer: d Test Bank Item Title: TB_Q15.2.7 Topic: The Development of American Interest Groups Learning Objective: LO 15.2: Describe the historical development of American interest groups. Page Reference: 429 – 430 Skill Level: Remember the Facts Difficulty Level: Easy 8.
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 446 .
c. a group that works to gain benefits for society as a whole d. a group that represents workers within a particular industry Answer: c Test Bank Item Title: TB_Q15.1.8 Topic: Roots of the American Interest Group System Learning Objective: LO 15.1: Trace the roots of the American interest group system. Page Reference: 425 Skill Level: Remember the Facts Difficulty Level: Easy In order to overcome the free rider problem, many interest groups offer material benefits. What are material benefits?
9.
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 Answer: c Test Bank Item Title: TB_Q15.4.9 Topic: What Makes Interest Groups Successful? Learning Objective: LO 15.4: Analyze the factors that make an interest group successful. Page Reference: 442 Skill Level: Remember the Facts Difficulty Level: Easy What is an amicus curiae brief?
10.
a. a written argument submitted to a court in support of one side of a case b. an internal memo circulated among interest group leaders, briefing them on the details of a court case c. an interest group petition submitted to Congress in support of or opposition to a judicial nominee d. an interest group petition submitted to an executive branch agency, requesting a review of an agency’s decision Answer: a Test Bank Item Title: TB_Q15.3.10 Topic: What Do Interest Groups Do? Learning Objective: LO 15.3: Identify several strategies and tactics used by organized interests. Page Reference: 437 Skill Level: Remember the Facts Difficulty Level: Easy 447 .
11.
Which of the following is the main type of organization that lobbies on behalf of workers? a. public interest group b. trade association c. worker cooperative d. labor union Answer: d Test Bank Item Title: TB_Q15.2.11 Topic: The Development of American Interest Groups Learning Objective: LO 15.2: Describe the historical development of American interest groups. Page Reference: 431, 433 Skill Level: Remember the Facts Difficulty Level: Easy What is a political action committee?
12.
a. an organization within a political party that coordinates campaign events b. an organizations that focuses on grassroots lobbying c. an organization within a political party that creates and runs campaign advertisements d. an organization affiliated with an interest group that solicits campaign contributions and distributes them to political candidates Answer: d Test Bank Item Title: TB_Q15.1.12 Topic: Roots of the American Interest Group System Learning Objective: LO 15.1: Trace the roots of the American interest group system. Page Reference: 427 Skill Level: Remember the Facts Difficulty Level: Easy Which of the following is a provision of the Honest Leadership and Open Government Act of 2007?
13.
a. a ban on retired elected officials becoming lobbyists b. tougher lobbying disclosure requirements c. a ban on PAC contributions d. a ban on lobbyists running for office Answer: b Test Bank Item Title: TB_Q15.5.13 Topic: Toward Reform: Regulating Interest Groups and Lobbyists 448 .
Learning Objective: LO 15.5: Explain reform efforts geared toward regulating interest groups and lobbyists. Page Reference: 444 Skill Level: Understand the Concepts Difficulty Level: Moderate 14.
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 Answer: a Test Bank Item Title: TB_Q15.1.14 Topic: Roots of the American Interest Group System Learning Objective: LO 15.1: Trace the roots of the American interest group system. Page Reference: 425 Skill Level: Apply What You Know Difficulty Level: Moderate Who engages in grassroots lobbying?
15.
a. interest groups b. candidates c. political parties d. lawmakers Answer: a Test Bank Item Title: TB_Q15.3.15 Topic: What Do Interest Groups Do? Learning Objective: LO 15.3: Identify several strategies and tactics used by organized interests. Page Reference: 437 Skill Level: Understand the Concepts Difficulty Level: Moderate Which of the following is an example of a trade association?
16.
a. the AFL-CIO b. the National Association of Manufacturers c. the American Association of Retired People (AARP) d. the National Rifle Association Answer: b Test Bank Item Title: TB_Q15.2.16 449 .
Topic: The Development of American Interest Groups Learning Objective: LO 15.2: Describe the historical development of American interest groups. Page Reference: 429 – 430 Skill Level: Apply What You Know Difficulty Level: Moderate 17.
Which of the following is an example of an economic interest group? a. the National Rifle Association b. the American Association of Retired People (AARP) c. the Chamber of Commerce d. the National Organization for Women Answer: c Test Bank Item Title: TB_Q15.2.17 Topic: The Development of American Interest Groups Learning Objective: LO 15.2: Describe the historical development of American interest groups. Page Reference: 431 Skill Level: Apply What You Know Difficulty Level: Moderate What type of group is a trade association?
18.
a. a governmental unit b. a public interest group c. an economic interest group d. a labor union Answer: c Test Bank Item Title: TB_Q15.2.18 Topic: The Development of American Interest Groups Learning Objective: LO 15.2: Describe the historical development of American interest groups. Page Reference: 429 – 430 Skill Level: Apply What You Know Difficulty Level: Moderate According to Madison in Federalist No. 10, how does the Constitution overcome the problem of factions?
19.
a. by restricting private property rights b. by decentralizing power across the national and state governments and across three branches of government c. by discouraging citizens from expressing their political views in public d. by adopting a system of direct democracy that relies on principles of natural law 450 .
Answer: b Test Bank Item Title: TB_Q15.2.19 Topic: The Development of American Interest Groups Learning Objective: LO 15.2: Describe the historical development of American interest groups. Page Reference: 427 Skill Level: Understand the Concepts Difficulty Level: Moderate 20.
Which of the following is an example of grassroots lobbying? a. circulating a petition to send to representatives in Congress b. asking members for donations to support the group’s work c. meeting with a legislator in the legislator’s home district d. submitting written testimony in a congressional hearing Answer: a Test Bank Item Title: TB_Q15.3.20 Topic: What Do Interest Groups Do? Learning Objective: LO 15.3: Identify several strategies and tactics used by organized interests. Page Reference: 437 Skill Level: Apply What You Know Difficulty Level: Moderate How do lobbyists typically seek to influence members of Congress who already tend to support the interest group?
21.
a. by formally introducing bills to Congress b. by filing amicus curiae briefs c. by organizing protests and demonstrations on Capitol Hill d. by providing information on policy issues Answer: d Test Bank Item Title: TB_Q15.3.21 Topic: What Do Interest Groups Do? Learning Objective: LO 15.3: Identify several strategies and tactics used by organized interests. Page Reference: 434 – 435 Skill Level: Understand the Concepts Difficulty Level: Moderate 22.
How do interest groups lobby the courts? a. through letter-writing campaigns addressed to particular judges b. by meeting with judges to express their views on cases 451 .
c. by filing a lawsuit or direct sponsorship of those willing to file a lawsuit d. by testifying before congressional committees Answer: c Test Bank Item Title: TB_Q15.3.22 Topic: What Do Interest Groups Do? Learning Objective: LO 15.3: Identify several strategies and tactics used by organized interests. Page Reference: 436 – 437 Skill Level: Understand the Concepts Difficulty Level: Moderate Which of the following is an example of the free rider problem?
23.
a. a political action committee contributing to candidates from both major political parties b. an elected official relying on information from lobbyists c. an environmentalist deciding not to join an environmental group but appreciating the group’s environmental stewardship d. an environmental group disagreeing on what policy goals to pursue Answer: c Test Bank Item Title: TB_Q15.4.23 Topic: What Makes Interest Groups Successful? Learning Objective: LO 15.4: Analyze the factors that make an interest group successful. Page Reference: 442 Skill Level: Understand the Concepts Difficulty Level: Moderate 24.
Which of the following is a likely result of the free rider problem? a. an elected official accepting bribes from an interest group b. a candidate announcing an endorsement from an interest group c. an environmental group struggling to raise funds for a “clean air” campaign d. a public university giving football tickets to lawmakers Answer: c Test Bank Item Title: TB_Q15.4.24 Topic: What Makes Interest Groups Successful? Learning Objective: LO 15.4: Analyze the factors that make an interest group successful. Page Reference: 442 Skill Level: Analyze It Difficulty Level: Difficult
25.
Critics of pluralism have noted that __________. 452 .
a. government decisions reflect the balance of competing interests in society b. most groups represent elites c. individuals with shared grievances usually form interest groups to press their demands upon government d. the formation of one group typically stimulates the formation of an opposing group Answer: b Test Bank Item Title: TB_Q15.1.25 Topic: Roots of the American Interest Group System Learning Objective: LO 15.1: Trace the roots of the American interest group system. Page Reference: 425 Skill Level: Analyze It Difficulty Level: Difficult Which of the following is a tenet of pluralism?
26.
a. Only wealthy interests have influence over government decisions. b. Government decisions reflect the preferences of elites. c. All salient issues will be represented in government. d. Policy makers care more about public opinion than interest groups’ preferences. Answer: c Test Bank Item Title: TB_Q15.1.26 Topic: Roots of the American Interest Group System Learning Objective: LO 15.1: Trace the roots of the American interest group system. Page Reference: 424 – 425 Skill Level: Understand the Concepts Difficulty Level: Moderate Who do political action committees tend to give money to?
27.
a. presidential candidates b. challengers c. members of Congress who serve on committees or subcommittees that routinely consider legislation important to that group d. members of Congress with policy preferences that would not normally coincide with those of the group Answer: c Test Bank Item Title: TB_Q15.3.27 Topic: What Do Interest Groups Do? Learning Objective: LO 15.3: Identify several strategies and tactics used by organized interests. 453 .
Page Reference: 438 – 439 Skill Level: Understand the Concepts Difficulty Level: Moderate Which of the following comes closest to Madison’s conception of a faction, as described in Federalist No. 10?
28.
a. the media b. women c. an interest group d. the legislature Answer: c Test Bank Item Title: TB_Q15.2.28 Topic: The Development of American Interest Groups Learning Objective: LO 15.2: Describe the historical development of American interest groups. Page Reference: 427 Skill Level: Apply What You Know Difficulty Level: Moderate An interest group filing an amicus curiae brief is an example of __________.
29.
a. grassroots lobbying b. how interest groups influence elections c. lobbying the executive branch d. lobbying the judicial branch Answer: d Test Bank Item Title: TB_Q15.3.29 Topic: What Do Interest Groups Do? Learning Objective: LO 15.3: Identify several strategies and tactics used by organized interests. Page Reference: 437 Skill Level: Apply What You Know Difficulty Level: Moderate Which of the following is an activity that lobbyists regularly engage in?
30.
a. answering e-mails on behalf of elected officials b. speaking on behalf of elected officials at press conferences c. providing elected officials with information about an issue or bill that is important to the group d. providing legal counsel to members of Congress Answer: c Test Bank Item Title: TB_Q15.3.30 454 .
Topic: What Do Interest Groups Do? Learning Objective: LO 15.3: Identify several strategies and tactics used by organized interests. Page Reference: 434 Skill Level: Understand the Concepts Difficulty Level: Moderate 31.
Which of the following is a way that interest groups seek to influence elections? a. filing lawsuits b. submitting amicus curiae briefs c. running candidates for office d. recruiting and training candidates Answer: d Test Bank Item Title: TB_Q15.3.31 Topic: What Do Interest Groups Do? Learning Objective: LO 15.3: Identify several strategies and tactics used by organized interests. Page Reference: 438 Skill Level: Understand the Concepts Difficulty Level: Moderate Why do interest groups typically offer material benefits to their members?
32.
a. to foster greater diversity among group members b. to encourage only the most committed supporters to become involved c. to discourage members from joining more than one interest group d. to overcome the free rider problem Answer: d Test Bank Item Title: TB_Q15.4.32 Topic: What Makes Interest Groups Successful? Learning Objective: LO 15.4: Analyze the factors that make an interest group successful. Page Reference: 442 Skill Level: Analyze It Difficulty Level: Difficult How might pluralism serve to enhance democracy?
33.
a. by requiring people to join interest groups b. by ensuring that all groups have an opportunity to influence the outcome c. by allowing policy makers to ignore the demands of intolerant groups d. by discouraging bargaining and compromise on policy issues Answer: b 455 .
Test Bank Item Title: TB_Q15.1.33 Topic: Roots of the American Interest Group System Learning Objective: LO 15.1: Trace the roots of the American interest group system. Page Reference: 424 – 425 Skill Level: Apply What You Know Difficulty Level: Difficult How does grassroots lobbying differ from other efforts by interest groups to influence government?
34.
a. Grassroots lobbying focuses more on cultivating relationships with elected officials. b. Grassroots lobbying is more heavily regulated. c. Grassroots lobbying focuses more on influencing public opinion. d. Grassroots lobbying is more costly. Answer: c Test Bank Item Title: TB_Q15.3.34 Topic: What Do Interest Groups Do? Learning Objective: LO 15.3: Identify several strategies and tactics used by organized interests. Page Reference: 437 Skill Level: Analyze It Difficulty Level: Difficult 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?
35.
a. Describe the harmful consequences of global warming. b. Explain how future generations will benefit from enacting climate change legislation. c. Offer a cool T-shirt to those who pay their membership dues. d. Publicly criticize those who don’t join the campaign. Answer: c Test Bank Item Title: TB_Q15.4.35 Topic: What Makes Interest Groups Successful? Learning Objective: LO 15.4: Analyze the factors that make an interest group successful. Page Reference: 442 Skill Level: Apply What You Know Difficulty Level: Moderate 36.
How does lobbying Congress differ from lobbying the judicial branch? 456 .
a. Lobbyists often meet personally with members of Congress but not with judges. b. Lobbying the courts requires a law degree, whereas lobbying Congress does not. c. Lobbying the courts is illegal; lobbying Congress is legal as long as it does not take place when Congress is in session. d. Lobbying the judicial branch is more time-consuming than lobbying Congress. Answer: a Test Bank Item Title: TB_Q15.3.36 Topic: What Do Interest Groups Do? Learning Objective: LO 15.3: Identify several strategies and tactics used by organized interests. Page Reference: 434 – 437 Skill Level: Analyze It Difficulty Level: Difficult You are the leader of a consumer rights group that has been unable to get attention for your cause using traditional lobbying tactics. What might you try next?
37.
a. Organize a highly visible protest 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. Answer: a Test Bank Item Title: TB_Q15.3.37 Topic: What Do Interest Groups Do? Learning Objective: LO 15.3: Identify several strategies and tactics used by organized interests. Page Reference: 437 Skill Level: Apply What You Know Difficulty Level: Moderate How is lobbying the executive branch similar to lobbying the courts?
38.
a. Both require a lobbyist to hold a law degree. b. Both can involve lobbying related to an existing policy. c. Both are relatively rare, given that most lobbyists focus exclusively on Congress. d. Both typically involve grassroots lobbying. Answer: b Test Bank Item Title: TB_Q15.3.38 Topic: What Do Interest Groups Do? Learning Objective: LO 15.3: Identify several strategies and tactics used by organized interests. Page Reference: 436 – 437 Skill Level: Analyze It Difficulty Level: Difficult 457 .
39.
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. c. Both are commonly used methods of interest groups seeking to influence public policy. d. Both depend on building personal relationships with decision makers. Answer: c Test Bank Item Title: TB_Q15.3.39 Topic: What Do Interest Groups Do? Learning Objective: LO 15.3: Identify several strategies and tactics used by organized interests. Page Reference: 434 – 437 Skill Level: Analyze It Difficulty Level: Difficult 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?
40.
a. There is no waiting period; you can lobby your former employer immediately. b. two years c. ten years d. You are barred from lobbying your former employer for the rest of your life. Answer: b Test Bank Item Title: TB_Q15.5.40 Topic: Toward Reform: Regulating Interest Groups and Lobbyists Learning Objective: LO 15.5: Explain reform efforts geared toward regulating interest groups and lobbyists. Page Reference: 444 Skill Level: Apply What You Know Difficulty Level: Moderate In which of the following do political action committees (PACs) tend to invest their contributions?
41.
a. members of the minority party in Congress b. campaigns of challengers c. members of Congress who have supported them in the past d. members of Congress who are the most ideologically extreme Answer: c Test Bank Item Title: TB_Q15.3.41 458 .
Topic: What Do Interest Groups Do? Learning Objective: LO 15.3: Identify several strategies and tactics used by organized interests. Page Reference: 438 Skill Level: Understand the Concepts Difficulty Level: Moderate 42.
Which type of organization would find it easiest to overcome the free rider 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 national organization fighting for women’s rights Answer: c Test Bank Item Title: TB_Q15.4.42 Topic: What Makes Interest Groups Successful? Learning Objective: LO 15.4: Analyze the factors that make an interest group successful. Page Reference: 442 Skill Level: Analyze It Difficulty Level: Difficult Which of the following statements, if true, would undermine the theory of pluralism?
43.
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. Individuals with shared grievances do not always come together to form interest groups. d. The number of interest groups with lobbyists in Washington, D.C., has increased over the past several decades. Answer: c Test Bank Item Title: TB_Q15.1.43 Topic: Roots of the American Interest Group System Learning Objective: LO 15.1: Trace the roots of the American interest group system. Page Reference: 424 – 425 Skill Level: Analyze It Difficulty Level: Difficult 44.
Which of the following can virtually eliminate the free rider problem? a. a wealthy financier b. electing interest group leaders 459 .
c. labor unions d. providing collecting goods Answer: a Test Bank Item Title: TB_Q15.4.44 Topic: What Makes Interest Groups Successful? Learning Objective: LO 15.4: Analyze the factors that make an interest group successful. Page Reference: 442 Skill Level: Analyze It Difficulty Level: Difficult Which of the following conditions would provide support for the theory of pluralism?
45.
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. Economic interests have more lobbyists in Washington, D.C., than do other types of organizations. d. Elected officials seek out the opinions of multiple interest groups when creating policy. Answer: d Test Bank Item Title: TB_Q15.1.45 Topic: Roots of the American Interest Group System Learning Objective: LO 15.1: Trace the roots of the American interest group system. Page Reference: 425 Skill Level: Analyze It Difficulty Level: Difficult Why do small interest groups have an easier time enrolling potential members than do large interest groups?
46.
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. c. Small groups are able to offer material incentives, whereas large groups are not. d. Unlike large groups, small groups often receive the help of patrons in recruiting members. Answer: a Test Bank Item Title: TB_Q15.4.46 Topic: What Makes Interest Groups Successful? 460 .
Learning Objective: LO 15.4: Analyze the factors that make an interest group successful. Page Reference: 442 Skill Level: Analyze It Difficulty Level: Difficult
p True-False Questions 47.
The Honest Leadership and Open Government Act of 2007 banned gifts and honoraria to members of Congress and their staffs. Answer: TRUE Test Bank Item Title: TB_Q15.5.47 Topic: Toward Reform: Regulating Interest Groups and Lobbyists Learning Objective: LO 15.5: Explain reform efforts geared toward regulating interest groups and lobbyists. Page Reference: 444 Skill Level: Understand the Concepts Difficulty Level: Moderate
48.
An interest group is an organization that seeks to influence public policy. Answer: TRUE Test Bank Item Title: TB_Q15.1.48 Topic: Roots of the American Interest Group System Learning Objective: LO 15.1: Trace the roots of the American interest group system. Page Reference: 425, 427 Skill Level: Remember the Facts Difficulty Level: Easy
49.
Interest groups are prohibited from lobbying the president. Answer: FALSE Test Bank Item Title: TB_Q15.3.49 Topic: What Do Interest Groups Do? Learning Objective: LO 15.3: Identify several strategies and tactics used by organized interests. Page Reference: 436 Skill Level: Understand the Concepts Difficulty Level: Moderate
50.
According to the theory of pluralism, political power is distributed across a wide range of diverse and competing interest groups. 461 .
Answer: TRUE Test Bank Item Title: TB_Q15.1.50 Topic: Roots of the American Interest Group System Learning Objective: LO 15.1: Trace the roots of the American interest group system. Page Reference: 424 Skill Level: Understand the Concepts Difficulty Level: Moderate Interest groups are prohibited from lobbying the federal bureaucracy.
51.
Answer: FALSE Test Bank Item Title: TB_Q15.3.51 Topic: What Do Interest Groups Do? Learning Objective: LO 15.3: Identify several strategies and tactics used by organized interests. Page Reference: 437 Skill Level: Understand the Concepts Difficulty Level: Moderate The Clayton Act of 1914 allowed unions to organize free from prosecution and also guaranteed their members’ right to strike.
52.
Answer: TRUE Test Bank Item Title: TB_Q15.2.52 Topic: The Development of American Interest Groups Learning Objective: LO 15.2: Describe the historical development of American interest groups. Page Reference: 429 Skill Level: Remember the Facts Difficulty Level: Easy Membership in labor unions has increased over the last several decades.
53.
Answer: FALSE Test Bank Item Title: TB_Q15.2.53 Topic: The Development of American Interest Groups Learning Objective: LO 15.2: Describe the historical development of American interest groups. Page Reference: 431 – 433 Skill Level: Remember the Facts Difficulty Level: Easy 54.
Most politically active organizations use lobbying to make their interests known to government officials. Answer: TRUE 462 .
Test Bank Item Title: TB_Q15.3.54 Topic: What Do Interest Groups Do? Learning Objective: LO 15.3: Identify several strategies and tactics used by organized interests. Page Reference: 434 Skill Level: Remember the Facts Difficulty Level: Easy Union membership is higher among public sector employees than private sector employees.
55.
Answer: TRUE Test Bank Item Title: TB_Q15.2.55 Topic: The Development of American Interest Groups Learning Objective: LO 15.2: Describe the historical development of American interest groups. Page Reference: 432 Skill Level: Remember the Facts Difficulty Level: Easy The National Rifle Association is an example of a trade association.
56.
Answer: FALSE Test Bank Item Title: TB_Q15.2.56 Topic: The Development of American Interest Groups Learning Objective: LO 15.2: Describe the historical development of American interest groups. Page Reference: 429 – 430 Skill Level: Apply What You Know Difficulty Level: Moderate Some criticize pluralism by noting that political resources and power are unequally distributed within society.
57.
Answer: TRUE Test Bank Item Title: TB_Q15.1.57 Topic: Roots of the American Interest Group System Learning Objective: LO 15.1: Trace the roots of the American interest group system. Page Reference: 424 – 425 Skill Level: Understand the Concepts Difficulty Level: Moderate 58.
Lobbyists have no way to influence public policy once legislation has been signed into law. Answer: FALSE 463 .
Test Bank Item Title: TB_Q15.3.58 Topic: What Do Interest Groups Do? Learning Objective: LO 15.3: Identify several strategies and tactics used by organized interests. Page Reference: 434 – 435 Skill Level: Understand the Concepts Difficulty Level: Moderate The percentage of a state’s population that belongs to a labor union is highest in Alaska and Hawaii and lowest in the South.
59.
Answer: TRUE Test Bank Item Title: TB_Q15.3.59 Topic: What Do Interest Groups Do? Learning Objective: LO 15.3: Identify several strategies and tactics used by organized interests. Page Reference: 432 Skill Level: Remember the Facts Difficulty Level: Easy As part of the Honest Leadership and Open Government Act, interest groups are now barred from paying for judges to attend “legal education” conferences.
60.
Answer: FALSE Test Bank Item Title: TB_Q15.5.60 Topic: Toward Reform: Regulating Interest Groups and Lobbyists Learning Objective: LO 15.5: Explain reform efforts geared toward regulating interest groups and lobbyists. Page Reference: 444 Skill Level: Apply What You Know Difficulty Level: Moderate Pluralists believe that interest groups are harmful to the functioning of our political system.
61.
Answer: FALSE Test Bank Item Title: TB_Q15.1.61 Topic: Roots of the American Interest Group System Learning Objective: LO 15.1: Trace the roots of the American interest group system. Page Reference: 424 Skill Level: Understand the Concepts Difficulty Level: Moderate 62.
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. 464 .
Answer: FALSE Test Bank Item Title: TB_Q15.2.62 Topic: The Development of American Interest Groups Learning Objective: LO 15.2: Describe the historical development of American interest groups. Page Reference: 427 Skill Level: Apply What You Know Difficulty Level: Moderate 63.
Economic interest groups engage primarily in grassroots lobbying, whereas public interest groups focus mainly on direct lobbying of government officials. Answer: FALSE Test Bank Item Title: TB_Q15.1.63 Topic: Roots of the American Interest Group System Learning Objective: LO 15.1: Trace the roots of the American interest group system. Page Reference: 425, 427 Skill Level: Apply What You Know Difficulty Level: Moderate
pp Fill-in-the-Blank Questions 64.
In __________, James Madison expressed concerns about the harmful effects of factions. Answer: Federalist No. 10 Test Bank Item Title: TB_Q15.2.64 Topic: The Development of American Interest Groups Learning Objective: LO 15.2: Describe the historical development of American interest groups. Page Reference: 427 Skill Level: Remember the Facts Difficulty Level: Easy
65.
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 Test Bank Item Title: TB_Q15.4.65 Topic: What Makes Interest Groups Successful? Learning Objective: LO 15.4: Analyze the factors that make an interest group successful. Page Reference: 442 Skill Level: Remember the Facts 465 .
Difficulty Level: Easy 66.
__________ refers to communicating with government officials to persuade them to support a particular policy decision. Answer: Lobbying Test Bank Item Title: TB_Q15.3.66 Topic: What Do Interest Groups Do? Learning Objective: LO 15.3: Identify several strategies and tactics used by organized interests. Page Reference: 434 Skill Level: Remember the Facts Difficulty Level: Easy According to the theory of __________, political power is distributed across a wide range of diverse and competing interest groups.
67.
Answer: pluralism Test Bank Item Title: TB_Q15.1.67 Topic: Roots of the American Interest Group System Learning Objective: LO 15.1: Trace the roots of the American interest group system. Page Reference: 424 Skill Level: Remember the Facts Difficulty Level: Easy The freedom of association is guaranteed in the __________ Amendment to the Constitution.
68.
Answer: First Test Bank Item Title: TB_Q15.3.68 Topic: What Do Interest Groups Do? Learning Objective: LO 15.3: Identify several strategies and tactics used by organized interests. Page Reference: 436 Skill Level: Remember the Facts Difficulty Level: Easy An environmental group works to pass legislation that would decrease air pollution. An individual who does not contribute to the group but nonetheless enjoys the benefits of breathing clean air illustrates the __________ problem.
69.
Answer: free rider Test Bank Item Title: TB_Q15.4.69 Topic: What Makes Interest Groups Successful? Learning Objective: LO 15.4: Analyze the factors that make an interest group successful. 466 .
Page Reference: 442 Skill Level: Apply What You Know Difficulty Level: Moderate One way that interest groups can influence court cases they are interested in is by filing a(n) __________.
70.
Answer: amicus curiae or friend of the court brief Test Bank Item Title: TB_Q15.3.70 Topic: What Do Interest Groups Do? Learning Objective: LO 15.3: Identify several strategies and tactics used by organized interests. Page Reference: 437 Skill Level: Understand the Concepts Difficulty Level: Moderate One function of lobbyists is to provide legislators with __________ about an interest group’s position on a specific bill or issue.
71.
Answer: information Test Bank Item Title: TB_Q15.3.71 Topic: What Do Interest Groups Do? Learning Objective: LO 15.3: Identify several strategies and tactics used by organized interests. Page Reference: 434 Skill Level: Understand the Concepts Difficulty Level: Moderate Common Cause, an organization that pushes for openness and fairness in government, is an example of a(n) __________ group.
72.
Answer: public interest Test Bank Item Title: TB_Q15.1.72 Topic: Roots of the American Interest Group System Learning Objective: LO 15.1: Trace the roots of the American interest group system. Page Reference: 425 Skill Level: Apply What You Know Difficulty Level: Moderate 73.
An interest group seeking to influence the implementation of a law would most likely lobby the __________ branch of the federal government. Answer: executive Test Bank Item Title: TB_Q15.3.73 Topic: What Do Interest Groups Do? 467 .
Learning Objective: LO 15.3: Identify several strategies and tactics used by organized interests. Page Reference: 436 Skill Level: Apply What You Know Difficulty Level: Moderate
p Short Answer Questions 74.
Explain the difference between grassroots lobbying and lobbying members of Congress directly. Answer: An ideal response will: 1. Describe grassroots lobbying as a technique that places pressure on elected officials using group members or general public opinion. 2. Provide at least one example of grassroots lobbying: petitions, letterwriting campaigns, or protests and demonstrations. 3. Explain the main difference between grassroots and direct lobbying, which is that grassroots lobbying relies on public 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. Test Bank Item Title: TB_Q15.3.74 Topic: What Do Interest Groups Do? Learning Objective: LO 15.3: Identify several strategies and tactics used by organized interests. Page Reference: 434 – 437 Skill Level: Analyze It Difficulty Level: Difficult
75.
Discuss the role of interest groups in elections. 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 the ways that interest groups influence elections: candidate recruitment and endorsements, getting out the vote, rating candidates or office holders, and giving contributions through political action committees. Test Bank Item Title: TB_Q15.3.75 Topic: What Do Interest Groups Do? Learning Objective: LO 15.3: Identify several strategies and tactics used by organized interests. Page Reference: 438 Skill Level: Understand the Concepts 468 .
Difficulty Level: Moderate 76.
How do interest groups seek to influence the executive branch? Answer: An ideal response will: 1. Explain that groups can lobby the president, White House staff, or specific bureaucratic agencies. 2. Explain that this lobbying can be done when policies are being formulated by the White House or while they are being implemented by the bureaucracy. Test Bank Item Title: TB_Q15.3.76 Topic: What Do Interest Groups Do? Learning Objective: LO 15.3: Identify several strategies and tactics used by organized interests. Page Reference: 436 Skill Level: Understand the Concepts Difficulty Level: Moderate Distinguish between public interest groups and economic groups. Provide examples of each.
77.
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, such as the National Rifle Association or the American Civil Liberties Union. 4. Provide one or more examples of actual economic groups, such as the National Association of Manufacturers or the National Beer Wholesalers Association. Test Bank Item Title: TB_Q15.1.77 Topic: Roots of the American Interest Group System Learning Objective: LO 15.1: Trace the roots of the American interest group system. Page Reference: 425 – 427 Skill Level: Analyze It Difficulty Level: Difficult 78.
What is the free rider problem? Describe two ways that an interest group can overcome this problem. Answer: An ideal response will: 1. Explain that the free rider problem occurs when individuals can receive the benefits of an interest group’s efforts without having to contribute to the effort itself. As a result, they have no incentive to participate. 469 .
2. Describe two ways that an interest group can overcome this problem, such as by providing material benefits or finding a wealthy financier. Material benefits can be reserved to those who contribute, thus creating an incentive for individuals to join the group. Wealthier financiers can pick up the tab for the entire organization, thus making the free rider problem moot as it relates to financial support. Test Bank Item Title: TB_Q15.4.78 Topic: What Makes Interest Groups Successful? Learning Objective: LO 15.4: Analyze the factors that make an interest group successful. Page Reference: 442 – 443 Skill Level: Understand the Concepts Difficulty Level: Moderate 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?
79.
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. 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. Test Bank Item Title: TB_Q15.1.79 Topic: Roots of the American Interest Group System Learning Objective: LO 15.1: Trace the roots of the American interest group system. Page Reference: 425, 427 Skill Level: Apply What You Know Difficulty Level: Difficult Discuss the relationship between lobbyists and members of Congress in terms of what each offers the other.
80.
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 information on issues that may be important to them or that they may be unfamiliar with. 470 .
Test Bank Item Title: TB_Q15.3.80 Topic: What Do Interest Groups Do? Learning Objective: LO 15.3: Identify several strategies and tactics used by organized interests. Page Reference: 433 – 436 Skill Level: Apply What You Know Difficulty Level: Difficult Discuss James 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.
81.
Answer: An ideal response will: 1. Explain that Madison was distrustful of factions, defined as groups of people with similar political interests—very similar to what we would call interest groups today. 2. Explain that Madison believed that government could be designed so that no single faction becomes too dominant by dividing power between the state and local governments and among the branches of government. 3. Conclude that Madison would likely be disheartened by the proliferation of groups, some of whom are very powerful. Test Bank Item Title: TB_Q15.2.81 Topic: The Development of American Interest Groups Learning Objective: LO 15.2: Describe the historical development of American interest groups. Page Reference: 427 – 428 Skill Level: Apply What You Know Difficulty Level: Difficult 82.
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: 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. Test Bank Item Title: TB_Q15.2.82 Topic: The Development of American Interest Groups Learning Objective: LO 15.2: Describe the historical development of American interest groups. Page Reference: 428 – 430 471 .
Skill Level: Analyze It Difficulty Level: Difficult 83.
Studies have shown that political action committees (PACs) contribute disproportionately to incumbent candidates. Why do PACs pursue this strategy in their campaign contributions? Which specific incumbents are most likely to receive money from PACs? 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 that PACs tend to give money to those who serve on committees that address issues that are important to the group sponsoring the PAC and to lawmakers who have previously supported the group’s policies. Note that both of these groups are incumbents. Test Bank Item Title: TB_Q15.3.83 Topic: What Do Interest Groups Do? Learning Objective: LO 15.3: Identify several strategies and tactics used by organized interests. Page Reference: 438 – 439 Skill Level: Analyze It Difficulty Level: Difficult
84.
Why do small groups have an organizational advantage over large groups? Answer: An ideal response will: 1. 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. 2. 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. Test Bank Item Title: TB_Q15.4.84 Topic: What Makes Interest Groups Successful? Learning Objective: LO 15.4: Analyze the factors that make an interest group successful. Page Reference: 442 – 443 Skill Level: Analyze It Difficulty Level: Difficult
pp Essay Questions 472 .
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 problem in order to build your organization and increase your political clout?
85.
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 could offer some kind of material incentive that is given only to group members. Test Bank Item Title: TB_Q15.4.85 Topic: What Makes Interest Groups Successful? Learning Objective: LO 15.4: Analyze the factors that make an interest group successful. Page Reference: 442 – 443 Skill Level: Apply What You Know Difficulty Level: Difficult Describe the different types of interest groups and how they have grown. How does the influence of interest groups differ according to the type of group? Discuss the role that interest groups play in elections.
86.
Answer: An ideal response will: 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. 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. 4. Discuss the increasing importance of interest group involvement in campaigns through political action committees. Test Bank Item Title: TB_Q15.2.86 Topic: The Development of American Interest Groups Learning Objective: LO 15.2: Describe the historical development of American interest groups. Page Reference: 429 – 431, 433 473 .
Skill Level: Understand the Concepts Difficulty Level: Moderate 87.
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. Test Bank Item Title: TB_Q15.1.87 Topic: Roots of the American Interest Group System Learning Objective: LO 15.1: Trace the roots of the American interest group system. Page Reference: 424 – 425 Skill Level: Analyze It Difficulty Level: Difficult Why has the government attempted to regulate lobbyist activity? Discuss some recent reform efforts. Describe how the law treats lobbying by private and public lobbyists differently. Evaluate whether the government has sufficiently regulated the lobbying industry.
88.
Answer: An ideal response will: 1. Explain how the government attempted to regulate lobbyist activity because Americans believed that congressional votes could be bought. 2. Describe the provisions in the Lobbying Disclosure Act, the Honest Leadership and Open Government Act of 2007, and the Ethics in Government Act. 3. Explain how the Honest Leadership and Open Government Act of 2007 only applied to private lobbyists. 4. Make a case for whether the government has sufficiently regulated the lobbying industry. Test Bank Item Title: TB_Q15.5.88 Topic: Toward Reform: Regulating Interest Groups and Lobbyists Learning Objective: LO 15.5: Explain reform efforts geared toward regulating interest groups and lobbyists. 474 .
Page Reference: 443 – 444 Skill Level: Analyze It Difficulty Level: Difficult
475 .
16 Domestic Policy pp Multiple-Choice Questions 1.
The Patient Protection and Affordable Care Act primarily aims to __________. a. establish a government-run health insurance program to cover everyone who lacks health insurance b. reduce the number of uninsured individuals c. increase the number of doctors who specialize rather than enter general practice d. protect patients from Medicare fraud Answer: b Test Bank Item Title: TB_Q16.1.1 Topic: Roots of Domestic Policy in the United States Learning Objective: LO 16.1: Trace the stages of the policy-making process. Page Reference: 451 – 452 Skill Level: Remember the Facts Difficulty Level: Easy
2.
The American Recovery and Reinvestment Act included provisions to __________. a. eliminate jobs in the financial sector b. close underperforming schools c. provide additional education funding to the states d. refinance the national debt by cutting the salaries and benefits of federal workers Answer: c Test Bank Item Title: TB_Q16.3.2 Topic: Education Policy Today Learning Objective: LO 16.3: Outline education policy in the United States. Page Reference: 471 Skill Level: Understand the Concepts Difficulty Level: Moderate 476 .
3.
Who was John Dewey? a. a reformer who advocated for energy policy and pushed the White House to reduce its carbon footprint b. a reformer who advocated for lower taxes and higher spending to stimulate the economy c. a philanthropist who established a system for cataloging insects d. an education reformer who advocated for experiential education Answer: d Test Bank Item Title: TB_Q16.1.3 Topic: Roots of Domestic Policy in the United States Learning Objective: LO 16.1: Trace the stages of the policy-making process. Page Reference: 452 Skill Level: Remember the Facts Difficulty Level: Easy Medicare is aimed at what group of people?
4.
a. children and college students b. business owners and their employees c. seniors and the disabled d. the poor and the infirm Answer: c Test Bank Item Title: TB_Q16.2.4 Topic: Health Policy Today Learning Objective: LO 16.2: Describe health policy in the United States. Page Reference: 462 Skill Level: Understand the Concepts Difficulty Level: Moderate What decade marked a clear change in the federal government’s role in domestic policy making with the creation of the modern welfare state and the first entitlement program?
5.
a. the 1910s b. the 1930s c. the 1950s d. the 1970s Answer: b Test Bank Item Title: TB_Q16.1.5 Topic: Roots of Domestic Policy in the United States Learning Objective: LO 16.1: Trace the stages of the policy-making process. 477 .
Page Reference: 451 Skill Level: Remember the Facts Difficulty Level: Easy Which stage in the policy-making process is government recognition that a problem is worthy of consideration for governmental action?
6.
a. agenda setting b. agenda adoption c. policy formation d. policy implementation Answer: a Test Bank Item Title: TB_Q16.1.6 Topic: Roots of Domestic Policy in the United States Learning Objective: LO 16.1: Trace the stages of the policy-making process. Page Reference: 456 Skill Level: Understand the Concepts Difficulty Level: Moderate Approximately what percentage of Americans believes that the Patient Protection and Affordable Care Act will make things better for people who do not already have health insurance?
7.
a. 5 percent b. 10 percent c. 30 percent d. 60 percent Answer: d Test Bank Item Title: TB_Q16.2.7 Topic: Health Policy Today Learning Objective: LO 16.2: Describe health policy in the United States. Page Reference: 466 Skill Level: Remember the Facts Difficulty Level: Easy In which of the following areas is health care spending in the United States greatest?
8.
a. hospital care b. physician and clinical services c. prescription drugs d. nursing home care Answer: a Test Bank Item Title: TB_Q16.2.8 478 .
Topic: Health Policy Today Learning Objective: LO 16.2: Describe health policy in the United States. Page Reference: 464 Skill Level: Remember the Facts Difficulty Level: Easy 9.
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. interest groups c. states d. business interests Answer: c Test Bank Item Title: TB_Q16.1.9 Topic: Roots of Domestic Policy in the United States Learning Objective: LO 16.1: Trace the stages of the policy-making process. Page Reference: 450 Skill Level: Remember the Facts Difficulty Level: Easy Which president helped to create the modern welfare state in the United States?
10.
a. Dwight Eisenhower b. Franklin Roosevelt c. Jimmy Carter d. Ronald Reagan Answer: b Test Bank Item Title: TB_Q16.1.10 Topic: Roots of Domestic Policy in the United States Learning Objective: LO 16.1: Trace the stages of the policy-making process. Page Reference: 451 Skill Level: Remember the Facts Difficulty Level: Easy Which of the following policies was recently enacted in order to help ensure that students are not saddled with too much student loan debt?
11.
a. mandatory tuition waivers for all students maintaining a 3.8 GPA or better b. requirements that all colleges and universities that accept federal funds must create programs that allow undergraduate students to complete their degree in three years c. guaranteed employment for the first three years after graduation d. a cap on repayments at 10 percent of income with the entire balance forgiven after 20 years 479 .
Answer: d Test Bank Item Title: TB_Q16.3.11 Topic: Education Policy Today Learning Objective: LO 16.3: Outline education policy in the United States. Page Reference: 472 Skill Level: Understand the Concepts Difficulty Level: Moderate Which of the following pieces of legislation is designed to ensure that most people have health insurance?
12.
a. the Patient Protection and Affordable Care Act b. the Social Security Act c. the Health Care and Education Reconciliation Act d. the American Recovery and Reinvestment Act Answer: a Test Bank Item Title: TB_Q16.2.12 Topic: Health Policy Today Learning Objective: LO 16.2: Describe health policy in the United States. Page Reference: 462 Skill Level: Remember the Facts Difficulty Level: Easy Which of the following categories has the lowest level of health care expenditures?
13.
a. hospital care b. physician/clinical services c. home health care d. prescription drugs Answer: c Test Bank Item Title: TB_Q16.2.13 Topic: Health Policy Today Learning Objective: LO 16.2: Describe health policy in the United States. Page Reference: 464 Skill Level: Remember the Facts Difficulty Level: Easy 14.
Which decade is referred to as the “environmental decade”? a. 1960s b. 1970s c. 1980s d. 1990s 480 .
Answer: b Test Bank Item Title: TB_Q16.1.14 Topic: Roots of Domestic Policy in the United States Learning Objective: LO 16.1: Trace the stages of the policy-making process. Page Reference: 454 Skill Level: Remember the Facts Difficulty Level: Easy In 2002, which U.S. state was the first to pass legislation to reduce greenhouse gas emissions?
15.
a. Alabama b. South Dakota c. New Mexico d. California Answer: d Test Bank Item Title: TB_Q16.4.15 Topic: Energy and Environmental Policy Today Learning Objective: LO 16.4: Explain energy and environmental policy in the United States. Page Reference: 476 Skill Level: Remember the Facts Difficulty Level: Easy Which of these was a consequence of the Race to the Top initiative?
16.
a. States have begun to adopt performance-based teacher evaluations. b. The unemployment rate has steadily declined. c. The federal government has left the financial markets to regulate themselves. d. Several new banks have emerged. Answer: a Test Bank Item Title: TB_Q16.3.16 Topic: Education Policy Today Learning Objective: LO 16.3: Outline education policy in the United States. Page Reference: 471 Skill Level: Understand the Concepts Difficulty Level: Moderate 17.
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 funding was equitable 481 .
c. equal under the law d. constitutionally protected Answer: a Test Bank Item Title: TB_Q16.1.17 Topic: Roots of Domestic Policy in the United States Learning Objective: LO 16.1: Trace the stages of the policy-making process. Page Reference: 452 Skill Level: Understand the Concepts Difficulty Level: Moderate Which of these was part of President Franklin Roosevelt’s New Deal?
18.
a. The federal government took a laissez-faire approach when dealing with economic matters. 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. Answer: b Test Bank Item Title: TB_Q16.1.18 Topic: Roots of Domestic Policy in the United States Learning Objective: LO 16.1: Trace the stages of the policy-making process. Page Reference: 451 Skill Level: Understand the Concepts Difficulty Level: Moderate What political movement led to reforms in child labor laws in the United States?
19.
a. Capitalism b. Progressivism c. Socialism d. Creationism Answer: b Test Bank Item Title: TB_Q16.1.19 Topic: Roots of Domestic Policy in the United States Learning Objective: LO 16.1: Trace the stages of the policy-making process. Page Reference: 451 Skill Level: Understand the Concepts Difficulty Level: Moderate
482 .
20.
Which of the following provides one explanation for why Medicare costs have risen in recent years? a. People live longer today than they did 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. Answer: a Test Bank Item Title: TB_Q16.2.20 Topic: Health Policy Today Learning Objective: LO 16.2: Describe health policy in the United States. Page Reference: 464 Skill Level: Analyze It Difficulty Level: Difficult The 1983 A Nation at Risk report showed that U.S. students typically performed __________.
21.
a. better on both math and science tests than students in other countries b. worse on both math and science tests than students in many other countries c. better on math tests but worse on science tests compared to students in other countries d. better on science tests but worse on math tests compared to students in other countries Answer: b Test Bank Item Title: TB_Q16.1.21 Topic: Roots of Domestic Policy in the United States Learning Objective: LO 16.1: Trace the stages of the policy-making process. Page Reference: 452 Skill Level: Understand the Concepts Difficulty Level: Moderate All Americans who enroll in Social Security when they retire at age sixty-five are also enrolled in __________.
22.
a. Medicare Part A b. Medicare Part B c. Medicare Part C d. Medicare Part D Answer: a Test Bank Item Title: TB_Q16.2.22 Topic: Health Policy Today Learning Objective: LO 16.2: Describe health policy in the United States. 483 .
Page Reference: 462 – 463 Skill Level: Understand the Concepts Difficulty Level: Moderate What is the function of Medicaid?
23.
a. prescription drug plan for Medicare b. state funding of federal hospitals c. subsidized medical care for the poor d. a long-term care supplement for Medicare Answer: c Test Bank Item Title: TB_Q16.2.23 Topic: Health Policy Today Learning Objective: LO 16.2: Describe health policy in the United States. Page Reference: 463 Skill Level: Understand the Concepts Difficulty Level: Moderate Which program is one of the first entitlement programs created under the New Deal?
24.
a. No Child Left Behind b. Social Security c. Medicaid d. Medicare Answer: b Test Bank Item Title: TB_Q16.1.24 Topic: Roots of Domestic Policy in the United States Learning Objective: LO 16.1: Trace the stages of the policy-making process. Page Reference: 451 Skill Level: Understand the Concepts Difficulty Level: Moderate Which of the following statements about Social Security is the most accurate?
25.
a. Social Security will eventually be replaced by a private system. b. Social Security qualification triggers Medicaid participation. c. Social Security is expected to be financially stable for the next 100 years. d. Social Security qualification triggers Medicare Part A. Answer: d Test Bank Item Title: TB_Q16.2.25 Topic: Health Policy Today Learning Objective: LO 16.2: Describe health policy in the United States. 484 .
Page Reference: 463 Skill Level: Understand the Concepts Difficulty Level: Moderate The publication of Rachel Carson’s Silent Spring focused the nation’s attention on which of the following?
26.
a. noise pollution from airports near populated areas b. environmental damage from toxic and hazardous wastes c. water shortages d. sinkholes Answer: b Test Bank Item Title: TB_Q16.1.26 Topic: Roots of Domestic Policy in the United States Learning Objective: LO 16.1: Trace the stages of the policy-making process. Page Reference: 454 Skill Level: Understand the Concepts Difficulty Level: Moderate Which of the following is true of gas prices and gas taxes in the United States in comparison to Europe?
27.
a. Both gas prices and gas taxes are higher in the United States than in Europe. b. Both gas prices and gas taxes are lower in the United States than in Europe. c. Gas prices are higher in the United States than in Europe, but gas taxes are lower. d. Gas taxes are higher in the United States than in Europe, but gas prices are lower. Answer: b Test Bank Item Title: TB_Q16.4.27 Topic: Energy and Environmental Policy Today Learning Objective: LO 16.4: Explain energy and environmental policy in the United States. Page Reference: 475 Skill Level: Understand the Concepts Difficulty Level: Moderate The United States consumes __________ percent of the world’s oil, while only containing __________ percent of the world’s oil reserves.
28.
a. 15; 5 b. 18; 20 c. 20; 2 d. 50; 20 Answer: c 485 .
Test Bank Item Title: TB_Q16.4.28 Topic: Energy and Environmental Policy Today Learning Objective: LO 16.4: Explain energy and environmental policy in the United States. Page Reference: 472 Skill Level: Remember the Facts Difficulty Level: Easy President Theodore Roosevelt embraced which policy area?
29.
a. conservation b. education c. military reform d. civil rights Answer: a Test Bank Item Title: TB_Q16.1.29 Topic: Roots of Domestic Policy in the United States Learning Objective: LO 16.1: Trace the stages of the policy-making process. Page Reference: 453 Skill Level: Understand the Concepts Difficulty Level: Moderate Which was used as evidence of the need for the Patient Protection and Affordable Care Act?
30.
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. The government generally operates more efficiently than does the private sector. Answer: c Test Bank Item Title: TB_Q16.1.30 Topic: Roots of Domestic Policy in the United States Learning Objective: LO 16.1: Trace the stages of the policy-making process. Page Reference: 451 Skill Level: Analyze It Difficulty Level: Difficult 31.
Entitlement programs such as Social Security and Aid to Families with Dependent Children led to which of the following over time? a. expansion of the federal role in domestic policy b. help to ensure equality in public school funding 486 .
c. help to provide income to low-earning households d. expansion of financial aid to poor college students Answer: a Test Bank Item Title: TB_Q16.1.31 Topic: Roots of Domestic Policy in the United States Learning Objective: LO 16.1: Trace the stages of the policy-making process. Page Reference: 451 Skill Level: Analyze It Difficulty Level: Difficult What is the largest source of electrical power in the United States?
32.
a. coal b. oil c. natural gas d. nuclear power Answer: a Test Bank Item Title: TB_Q16.4.32 Topic: Energy and Environmental Policy Today Learning Objective: LO 16.4: Explain energy and environmental policy in the United States. Page Reference: 474 Skill Level: Remember the Facts Difficulty Level: Easy Which of the following demonstrates how policy making is decentralized in the United States?
33.
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. Answer: c Test Bank Item Title: TB_Q16.1.33 Topic: Roots of Domestic Policy in the United States Learning Objective: LO 16.1: Trace the stages of the policy-making process. Page Reference: 450 Skill Level: Apply What You Know Difficulty Level: Difficult 34.
Of the following, which contributes the most to climate change? a. hydroelectric power 487 .
b. coal and oil c. natural gas d. nuclear power Answer: b Test Bank Item Title: TB_Q16.1.34 Topic: Roots of Domestic Policy in the United States Learning Objective: LO 16.1: Trace the stages of the policy-making process. Page Reference: 455 Skill Level: Understand the Concepts Difficulty Level: Moderate Which of the following explains why some people have suggested reducing our use of coal and oil?
35.
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 extraction is costly. Answer: c Test Bank Item Title: TB_Q16.1.35 Topic: Roots of Domestic Policy in the United States Learning Objective: LO 16.1: Trace the stages of the policy-making process. Page Reference: 455 Skill Level: Analyze It Difficulty Level: Difficult Which of the following established emissions standards for vehicles?
36.
a. renewable portfolio standards b. Clean Air Act c. National Environmental Policy Act d. Race to the Top Answer: b Test Bank Item Title: TB_Q16.4.36 Topic: Energy and Environmental Policy Today Learning Objective: LO 16.4: Explain energy and environmental policy in the United States. Page Reference: 474 Skill Level: Understand the Concepts Difficulty Level: Moderate 37.
Which of the following is an example of federal involvement in K–12 education? 488 .
a. Providing diversity awareness training for teachers. 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. Answer: d Test Bank Item Title: TB_Q16.3.37 Topic: Education Policy Today Learning Objective: LO 16.3: Outline education policy in the United States. Page Reference: 468 Skill Level: Apply What You Know Difficulty Level: Moderate Why was national health insurance not adopted by the United States when it was first considered in the 1930s?
38.
a. liberals’ desire for insurance to be provided by private companies b. strong opposition by the American Medical Association c. the fact that nearly all Americans already had health insurance d. the downward trajectory of predicted health care costs Answer: b Test Bank Item Title: TB_Q16.1.38 Topic: Roots of Domestic Policy in the United States Learning Objective: LO 16.1: Trace the stages of the policy-making process. Page Reference: 451 Skill Level: Analyze It Difficulty Level: Difficult Which of the following took on a stronger policy-making role in the 1930s?
39.
a. Congress b. the states c. the Supreme Court d. the president Answer: d Test Bank Item Title: TB_Q16.1.39 Topic: Roots of Domestic Policy in the United States Learning Objective: LO 16.1: Trace the stages of the policy-making process. Page Reference: 451 Skill Level: Understand the Concepts Difficulty Level: Moderate 40.
Title IX of the Educational Amendments Acts of 1972 bars schools that receive federal funds from __________. 489 .
a. registering students to vote using taxpayer funds b. offering different sports for men and women c. discriminating on the basis of sex in admissions, student financial aid, or athletics d. having men coach women’s athletics or having women coach men’s athletics Answer: c Test Bank Item Title: TB_Q16.3.40 Topic: Education Policy Today Learning Objective: LO 16.3: Outline education policy in the United States. Page Reference: 471 Skill Level: Understand the Concepts Difficulty Level: Moderate Which of the following is a criticism of No Child Left Behind (NCLB)?
41.
a. NCLB mandates changes but does not sufficiently fund these changes. b. The federal government spends more on public education than do the states, yet has little control over the implementation of NCLB. c. The schools that get higher test scores should also receive more money. d. Local school districts are exempt from the mandates of NCLB. Answer: a Test Bank Item Title: TB_Q16.3.41 Topic: Education Policy Today Learning Objective: LO 16.3: Outline education policy in the United States. Page Reference: 471 Skill Level: Analyze It Difficulty Level: Difficult Approximately what percentage of funding for K–12 education comes from the federal government?
42.
a. 3 percent b. 10 percent c. 45 percent d. 85 percent Answer: b Test Bank Item Title: TB_Q16.3.42 Topic: Education Policy Today Learning Objective: LO 16.3: Outline education policy in the United States. Page Reference: 468 Skill Level: Remember the Facts Difficulty Level: Easy 490 .
p True-False Questions 43.
Medicare provides health care to the elderly and disabled; Medicaid provides health care to the poor. Answer: TRUE Test Bank Item Title: TB_Q16.2.43 Topic: Health Policy Today Learning Objective: LO 16.2: Describe health policy in the United States. Page Reference: 462 – 463 Skill Level: Understand the Concepts Difficulty Level: Moderate
44.
A crisis can catapult an issue onto the governmental agenda. Answer: TRUE Test Bank Item Title: TB_Q16.1.44 Topic: Roots of Domestic Policy in the United States Learning Objective: LO 16.1: Trace the stages of the policy-making process. Page Reference: 454 Skill Level: Understand the Concepts Difficulty Level: Moderate
45.
Prior to the enactment of the Patient Protection and Affordable Care Act, health care costs and the percentage of uninsured Americans increased dramatically. Answer: TRUE Test Bank Item Title: TB_Q16.1.45 Topic: Roots of Domestic Policy in the United States Learning Objective: LO 16.1: Trace the stages of the policy-making process. Page Reference: 451 Skill Level: Understand the Concepts Difficulty Level: Moderate
46.
The Patient Protection and Affordable Care Act is partially funded by an increase in Medicare taxes on those with high incomes. Answer: TRUE Test Bank Item Title: TB_Q16.2.46 Topic: Health Policy Today Learning Objective: LO 16.2: Describe health policy in the United States. Page Reference: 464, 466 Skill Level: Understand the Concepts Difficulty Level: Moderate 491 .
47.
Fracking is a process for developing new water resources and is used in Western states to supplement groundwater supplies. Answer: FALSE Test Bank Item Title: TB_Q16.4.47 Topic: Energy and Environmental Policy Today Learning Objective: LO 16.4: Explain energy and environmental policy in the United States. Page Reference: 473 Skill Level: Remember the Facts Difficulty Level: Easy President Lyndon Johnson emphasized the importance of addressing poverty.
48.
Answer: TRUE Test Bank Item Title: TB_Q16.1.48 Topic: Roots of Domestic Policy in the United States Learning Objective: LO 16.1: Trace the stages of the policy-making process. Page Reference: 452 Skill Level: Remember the Facts Difficulty Level: Easy Education policy is primarily under the control of the federal government.
49.
Answer: FALSE Test Bank Item Title: TB_Q16.3.49 Topic: Education Policy Today Learning Objective: LO 16.3: Outline education policy in the United States. Page Reference: 468 Skill Level: Understand the Concepts Difficulty Level: Moderate Under the Patient Protection and Affordable Care Act, all Americans are eligible for Medicare if they do not have other insurance.
50.
Answer: FALSE Test Bank Item Title: TB_Q16.2.50 Topic: Health Policy Today Learning Objective: LO 16.2: Describe health policy in the United States. Page Reference: 462 – 463 Skill Level: Understand the Concepts Difficulty Level: Moderate 51.
Coal is the single largest source of energy for electrical production in the United States. 492 .
Answer: TRUE Test Bank Item Title: TB_Q16.4.51 Topic: Energy and Environmental Policy Today Learning Objective: LO 16.4: Explain energy and environmental policy in the United States. Page Reference: 474 Skill Level: Remember the Facts Difficulty Level: Easy Advances in medical technology have led to increases in health care costs.
52.
Answer: TRUE Test Bank Item Title: TB_Q16.2.52 Topic: Health Policy Today Learning Objective: LO 16.2: Describe health policy in the United States. Page Reference: 464 Skill Level: Understand the Concepts Difficulty Level: Moderate More than 25 percent of the energy consumed in the United States today comes from renewable resources, a massive increase from two decades ago.
53.
Answer: FALSE Test Bank Item Title: TB_Q16.4.53 Topic: Energy and Environmental Policy Today Learning Objective: LO 16.4: Explain energy and environmental policy in the United States. Page Reference: 472 Skill Level: Understand the Concepts Difficulty Level: Moderate Republicans have been more likely to support business opportunities for the oil and gas industry, while Democrats have been more supportive of developing alternative energy sources.
54.
Answer: TRUE Test Bank Item Title: TB_Q16.4.54 Topic: Energy and Environmental Policy Today Learning Objective: LO 16.4: Explain energy and environmental policy in the United States. Page Reference: 473 Skill Level: Understand the Concepts Difficulty Level: Moderate
493 .
55.
Due to safety and environmental concerns, the United States no longer uses nuclear energy to generate electricity. Answer: FALSE Test Bank Item Title: TB_Q16.4.55 Topic: Energy and Environmental Policy Today Learning Objective: LO 16.4: Explain energy and environmental policy in the United States. Page Reference: 473 Skill Level: Understand the Concepts Difficulty Level: Moderate Most electricity in the United States is produced from oil and other petroleum products.
56.
Answer: FALSE Test Bank Item Title: TB_Q16.4.56 Topic: Energy and Environmental Policy Today Learning Objective: LO 16.4: Explain energy and environmental policy in the United States. Page Reference: 474 Skill Level: Understand the Concepts Difficulty Level: Moderate The federal government increased its involvement in education in part because of concerns that that Soviet Union was surpassing the United States in math and science.
57.
Answer: TRUE Test Bank Item Title: TB_Q16.1.57 Topic: Roots of Domestic Policy in the United States Learning Objective: LO 16.1: Trace the stages of the policy-making process. Page Reference: 452 Skill Level: Understand the Concepts Difficulty Level: Moderate Indirect federal government aid to higher education includes research grants and financial assistance to students.
58.
Answer: TRUE Test Bank Item Title: TB_Q16.3.58 Topic: Education Policy Today Learning Objective: LO 16.3: Outline education policy in the United States. Page Reference: 471 Skill Level: Apply What You Know Difficulty Level: Moderate 494 .
59.
Barack Obama signed a law that cut student loan programs by about 30 percent. Answer: FALSE Test Bank Item Title: TB_Q16.3.59 Topic: Education Policy Today Learning Objective: LO 16.3: Outline education policy in the United States. Page Reference: 472 Skill Level: Understand the Concepts Difficulty Level: Moderate
60.
The 2009 American Recovery and Reinvestment Act gave tens of billions of dollars to education programming. Answer: TRUE Test Bank Item Title: TB_Q16.3.60 Topic: Education Policy Today Learning Objective: LO 16.3: Outline education policy in the United States. Page Reference: 471 Skill Level: Remember the Facts Difficulty Level: Easy
61.
Welfare is one of many programs that falls under the heading of domestic policy. Answer: TRUE Test Bank Item Title: TB_Q16.0.61 Topic: Introduction Learning Objective: Introduction Page Reference: 450 Skill Level: Apply What You Know Difficulty Level: Moderate
62.
Republicans and Democrats are divided over plans to increase drilling for oil in the United States. Answer: TRUE Test Bank Item Title: TB_Q16.4.62 Topic: Energy and Environmental Policy Today Learning Objective: LO 16.4: Explain energy and environmental policy in the United States. Page Reference: 473 Skill Level: Understand the Concepts Difficulty Level: Moderate
pp Fill-in-the-Blank Questions 495 .
__________ provides health insurance for the elderly.
63.
Answer: Medicare Test Bank Item Title: TB_Q16.2.63 Topic: Health Policy Today Learning Objective: LO 16.2: Describe health policy in the United States. Page Reference: 462 Skill Level: Remember the Facts Difficulty Level: Easy The National Environmental Policy Act of 1969 required that bureaucratic agencies complete a(n) __________ when proposing a new project.
64.
Answer: environmental impact statement Test Bank Item Title: TB_Q16.4.64 Topic: Energy and Environmental Policy Today Learning Objective: LO 16.4: Explain energy and environmental policy in the United States. Page Reference: 474 Skill Level: Understand the Concepts Difficulty Level: Moderate Education is generally a matter for __________ levels of government.
65.
Answer: state and local Test Bank Item Title: TB_Q16.1.65 Topic: Roots of Domestic Policy in the United States Learning Objective: LO 16.1: Trace the stages of the policy-making process. Page Reference: 452 Skill Level: Understand the Concepts Difficulty Level: Moderate Medicaid is designed to help the __________.
66.
Answer: poor and disabled Test Bank Item Title: TB_Q16.2.66 Topic: Health Policy Today Learning Objective: LO 16.2: Describe health policy in the United States. Page Reference: 463 Skill Level: Remember the Facts Difficulty Level: Easy 67.
Public __________ refers to an intentional course of action or inaction followed by government in dealing with some problem or matter of concern. 496 .
Answer: policy Test Bank Item Title: TB_Q16.1.67 Topic: Introduction Learning Objective: Introduction Page Reference: 450 Skill Level: Remember the Facts Difficulty Level: Easy 68.
The __________ was designed to improve the quality of water for swimming and fishing. Answer: Clean Water Act Test Bank Item Title: TB_Q16.4.68 Topic: Energy and Environmental Policy Today Learning Objective: LO 16.4: Explain energy and environmental policy in the United States. Page Reference: 474 Skill Level: Understand the Concepts Difficulty Level: Moderate
69.
In 2013, President Barack Obama’s budget included $27.2 billion to implement an “all-of-the-above” approach to __________ policy. Answer: energy Test Bank Item Title: TB_Q16.4.69 Topic: Energy and Environmental Policy Today Learning Objective: LO 16.4: Explain energy and environmental policy in the United States. Page Reference: 472 Skill Level: Understand the Concepts Difficulty Level: Moderate
p Short Answer Questions 70.
What federal environmental laws were passed 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, hazardous waste, and energy efficiency. 2. Describe the Clean Air Act and the Clean Water Act. Test Bank Item Title: TB_Q16.4.70 497 .
Topic: Energy and Environmental Policy Today Learning Objective: LO 16.4: Explain energy and environmental policy in the United States. Page Reference: 472 – 474 Skill Level: Understand the Concepts Difficulty Level: Moderate 71.
Discuss health care spending in the United States. What contributes to health care costs in the United States? Answer: An ideal response will: 1. Note that annual health care costs in the United States are almost $10,000 per person—a 26-fold increase from 1970. 2. Discuss why health care programs are costly to provide, including an increase in the number of elderly citizens, increased longevity, and advancing medical technology. Test Bank Item Title: TB_Q16.2.71 Topic: Health Policy Today Learning Objective: LO 16.2: Describe health policy in the United States. Page Reference: 462 – 464 Skill Level: Understand the Concepts Difficulty Level: Moderate Describe the role of the state, local, and federal governments related to education policy.
72.
Answer: An ideal response will: 1. Explain that education policy is primarily determined by state and local governments. 2. Explain that the federal government provides financial incentives for the states to follow federal education policy such as No Child Left Behind. 3. Note that the federal government pays about 10 percent of K–12 education expenses and about 15 percent of higher education expenses. Test Bank Item Title: TB_Q16.1.72 Topic: Roots of Domestic Policy in the United States; Education Policy Today Learning Objective: LO 16.1: Trace the stages of the policy-making process; LO 16.3: Outline education policy in the United States. Page Reference: 468 – 472 Skill Level: Understand the Concepts Difficulty Level: Moderate 73.
Discuss the implementation of public policies. How can implementation change the policy? Give an example. 498 .
Answer: An ideal response will: 1. Describe implementation, including authoritative, incentive, capacity, and hortatory techniques. 2. Explain how implementation can affect the policy. Give an example, such as the implementation of No Child Left Behind that resulted in “teaching to the test” for K–12 students. Test Bank Item Title: TB_Q16.1.73 Topic: Roots of Domestic Policy in the United States; Toward Reform: Ongoing Challenges in Domestic Policy Learning Objective: LO 16.1: Trace the stages of the policy-making process; LO 16.5: Assess the ongoing challenges in U.S. domestic policy. Page Reference: 450 – 462 Skill Level: Apply What You Know Difficulty Level: Difficult Compare efforts by the federal and state governments to address climate change.
74.
Answer: An ideal response will: 1. Explain that the federal government has not done much beyond discussing the problems associated with climate change, while several states have enacted policies to address the problem. 2. Note that more than a dozen states have enacted enforceable emissions standards and that several states have formed a regional, cap-and-trade agreement for addressing climate change. Test Bank Item Title: TB_Q16.4.74 Topic: Energy and Environmental Policy Today Learning Objective: LO 16.4: Explain energy and environmental policy in the United States. Page Reference: 472 – 474, 476 – 477 Skill Level: Analyze It Difficulty Level: Difficult 75.
How is the federal government involved in health care? Answer: An ideal response will: 1. Describe Medicare as health insurance for the elderly. 2. Describe Medicaid as health insurance for the poor and disabled. 3. Describe the Patient Protection and Affordable Care Act as a federal exchange that helps people shop for health insurance along with subsidies for those who cannot afford it and incentives for businesses to provide it. Test Bank Item Title: TB_Q16.1.75 Topic: Roots of Domestic Policy in the United States; Health Policy Today 499 .
Learning Objective: LO 16.1: Trace the stages of the policy-making process; LO 16.2: Describe health policy in the United States. Page Reference: 452 – 454 Skill Level: Understand the Concepts Difficulty Level: Moderate 76.
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 differences in gas prices between the United States and Europe. Note that European governments have imposed high taxes on fuel to encourage conservation and fuel-efficient technologies. Note that gas taxes in Europe are the equivalent of more than $4 per gallon, while they are less than 50 cents per gallon in the United States. Test Bank Item Title: TB_Q16.4.76 Topic: Energy and Environmental Policy Today Learning Objective: LO 16.4: Explain energy and environmental policy in the United States. Page Reference: 475 Skill Level: Analyze It Difficulty Level: Difficult
77.
What are the arguments for and against school voucher programs? Evaluate whether you think voucher programs are a good idea. Answer: An ideal response will: 1. Define vouchers as certificates issued by the government that may be applied toward the cost of attending private or other public schools. The monetary value of these certificates usually correlates with the cost of educating a student in his or her local public school. 2. Explain how advocates of vouchers argue that money talks. If parents remove their students from failing schools, these schools will quickly learn that they have to take steps to improve educational quality. 3. Explain that opponents contend that allowing students to take money away from public schools actually makes it harder for failing schools to improve. 4. Assess whether voucher programs are a good idea. Test Bank Item Title: TB_Q16.3.77 500 .
Topic: Education Policy Today Learning Objective: LO 16.3: Outline education policy in the United States. Page Reference: 470 – 471 Skill Level: Analyze It Difficulty Level: Difficult 78.
How was education policy affected by the Cold War? Answer: An ideal response will: 1. Discuss how the Cold War suggested that the United States might not be as strong as the Soviet Union. 2. Discuss how Americans’ concerns about lagging behind the Soviets led to curricular reforms that emphasized math and science. Test Bank Item Title: TB_Q16.1.78 Topic: Roots of Domestic Policy in the United States Learning Objective: LO 16.1: Trace the stages of the policy-making process. Page Reference: 452 Skill Level: Analyze It Difficulty Level: Difficult
79.
Examine the four main pillars of the No Child Left Behind Act (NCLB). What effect has each of these pillars had on education? Answer: An ideal response will: 1. Discuss 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 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. Test Bank Item Title: TB_Q16.3.79 Topic: Education Policy Today Learning Objective: LO 16.3: Outline education policy in the United States. Page Reference: 468, 470 Skill Level: Analyze It Difficulty Level: Difficult
pp Essay Questions 80.
What are the circumstances under which the federal government became involved in education policy due to national security, gender and racial inequality, poverty, and lenient academic standards? Provide examples where appropriate. 501 .
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 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. Test Bank Item Title: TB_Q16.1.80 Topic: Roots of Domestic Policy in the United States; Education Policy Today Learning Objective: LO 16.1: Trace the stages of the policy-making process; LO 16.3: Outline education policy in the United States. Page Reference: 452 – 453, 468 – 472 Skill Level: Understand the Concepts Difficulty Level: Moderate List and explain the differences between the elite, bureaucratic, special interest, and pluralist theories of public policy formation.
81.
Answer: An ideal response will: 1. Describe elite theory in terms of societies being divided into elites and masses. The elites have power to make and implement policy, while the masses simply respond to the desires of the elites. Elite theorists believe that an unequal distribution of power in society is normal and inevitable. 2. Describe bureaucratic theory as dictating that all institutions have fallen under the control of a large and ever-growing bureaucracy that carries out policy using standardized procedures, empowering bureaucrats at the expense of elected officials. 3. Describe special interest theory in terms of interest groups that control the governmental process. 4. Describe pluralism in terms of political resources that are scattered so widely that no single group could ever gain monopoly control over any substantial area of policy. Test Bank Item Title: TB_Q16.1.81 Topic: Roots of Domestic Policy in the United States Learning Objective: LO 16.1: Trace the stages of the policy-making process. Page Reference: 455 – 457 502 .
Skill Level: Understand the Concepts Difficulty Level: Moderate 82.
What are some of the reasons that the United States has not adopted universal health insurance coverage? Why was comprehensive health care reform so difficult to pass in the United States? How does the Patient Protection and Affordable Care Act help to close this gap? 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 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 the failure of the Clinton administration to mass meaningful health care reform. 4. Discuss how the Patient Protection and Affordable Care Act helps to reduce the number of uninsured Americans by setting up government-run health insurance exchanges and offering subsidies to those who cannot afford insurance on their own. Test Bank Item Title: TB_Q16.1.82 Topic: Roots of Domestic Policy in the United States; Health Policy Today Learning Objective: LO 16.1: Trace the stages of the policy-making process; LO 16.2: Describe health policy in the United States. Page Reference: 451 – 452 Skill Level: Analyze It Difficulty Level: Difficult
83.
What are some of the public health problems that face the United States? How does the federal government address these public health problems? List the tools available to the government, and how they are used. Answer: An ideal response will: 1. Relate problems such as obesity, AIDS, diabetes, HPV, etc. 2. Discuss the various tools used by the federal government, including immunizations, education, advertisements, and regulations. 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 National Heart, Lung, and Blood Institute support extensive research on health-related matters. 503 .
4. Discuss Michelle Obama’s efforts to address childhood obesity. Test Bank Item Title: TB_Q16.2.83 Topic: Health Policy Today Learning Objective: LO 16.2: Describe health policy in the United States. Page Reference: 466 – 468 Skill Level: Analyze It Difficulty Level: Difficult 84.
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 consensus must be reached that a problem actually exists. 2. Discuss how policies must be available that might address the societal problem. 3. Discuss how politics comes into play: Changes in the public mood, interest group campaigns, or electoral turnover can create opportunities for agenda setting. 4. Give an example of this process as it relates to a specific policy, such as the Patient Protection and Affordable Care Act. Test Bank Item Title: TB_Q16.5.84 Topic: Toward Reform: Ongoing Challenges in Domestic Policy Learning Objective: LO 16.5: Assess the ongoing challenges in U.S. domestic policy. Page Reference: 477 – 478 Skill Level: Apply What You Know Difficulty Level: Moderate
504 .
17 Economic Policy pp Multiple-Choice Questions 1.
Inflation is best understood as the rate at which __________. a. gross domestic product expands b. prices for goods and services increase c. the federal government increases taxes to raise revenue d. the Federal Reserve Board expands the money supply Answer: b Test Bank Item Title: TB_Q17.2.1 Topic: Fiscal Policy Learning Objective: LO 17.2: Assess the impact of the budget process on fiscal policy. Page Reference: 491 Skill Level: Remember the Facts Difficulty Level: Easy
2.
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 value added by government expenditures in the economy d. the total value of goods and services produced in an area Answer: d Test Bank Item Title: TB_Q17.2.2 Topic: Fiscal Policy Learning Objective: LO 17.2: Assess the impact of the budget process on fiscal policy. Page Reference: 495 Skill Level: Remember the Facts 505 .
Difficulty Level: Easy 3.
Laissez-faire economics holds which of the following to be true? a. The government should raise interest rates during a recession. 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. Answer: b Test Bank Item Title: TB_Q17.1.3 Topic: Roots of Economic Policy Learning Objective: LO 17.1: Trace the evolution of economic policy in the United States. Page Reference: 484 Skill Level: Understand the Concepts Difficulty Level: Moderate Which of the following is true with respect to Keynesian economic policy?
4.
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 tax cuts and expenditure increases by government to control inflation and unemployment. c. Keynesian economic policy uses the money supply to control inflation and unemployment. d. Keynesian economic policy relies on the generosity of private charities to address the worst effects of economic downturns. Answer: b Test Bank Item Title: TB_Q17.2.4 Topic: Fiscal Policy Learning Objective: LO 17.2: Assess the impact of the budget process on fiscal policy. Page Reference: 490 Skill Level: Understand the Concepts Difficulty Level: Moderate Which of the following is true about Social Security?
5.
a. It provides benefits to retirees. b. It is a means-tested program. c. It is only available to the very wealthy. d. It is supported by property taxes. Answer: a 506 .
Test Bank Item Title: TB_Q17.4.5 Topic: Income Security Policy Learning Objective: LO 17.4: Describe the evolution of income security policy in the United States. Page Reference: 502 Skill Level: Understand the Concepts Difficulty Level: Moderate What is the source for the money in the Social Security Trust Fund?
6.
a. sales taxes on luxury goods and services b. taxes on wages paid by the employer and employee c. property taxes d. estate taxes Answer: b Test Bank Item Title: TB_Q17.4.6 Topic: Income Security Policy Learning Objective: LO 17.4: Describe the evolution of income security policy in the United States. Page Reference: 502 Skill Level: Understand the Concepts Difficulty Level: Moderate What is a government program called that provides benefits to all citizens who meet eligibility requirements?
7.
a. a basic program b. an entitlement program c. an envelopment program d. a recessionary program Answer: b Test Bank Item Title: TB_Q17.4.7 Topic: Income Security Policy Learning Objective: LO 17.4: Describe the evolution of income security policy in the United States. Page Reference: 501 Skill Level: Remember the Facts Difficulty Level: Easy 8.
The total market value of all goods and services produced in an area during a year is termed which of the following? a. national income quotient b. gross domestic product 507 .
c. maximum national product d. minimum domestic product Answer: b Test Bank Item Title: TB_Q17.2.8 Topic: Fiscal Policy Learning Objective: LO 17.2: Assess the impact of the budget process on fiscal policy. Page Reference: 495 Skill Level: Remember the Facts Difficulty Level: Easy Which of the following constitutes the largest portion of the federal budget?
9.
a. Medicare and health b. food and agriculture c. military d. Social Security, unemployment, and labor Answer: d Test Bank Item Title: TB_Q17.2.9 Topic: Fiscal Policy Learning Objective: LO 17.2: Assess the impact of the budget process on fiscal policy. Page Reference: 491 Skill Level: Remember the Facts Difficulty Level: Easy Unemployment insurance is what type of federal program?
10.
a. non-means-tested b. means-tested c. monetary policy d. fiscal policy Answer: a Test Bank Item Title: TB_Q17.4.10 Topic: Income Security Policy Learning Objective: LO 17.4: Describe the evolution of income security policy in the United States. Page Reference: 500 Skill Level: Apply What You Know Difficulty Level: Moderate 11.
What is a primary tool that monetary policy uses to affect the overall economy? 508 .
a. tax rates b. foreign monetary investment c. government spending d. the discount rate Answer: d Test Bank Item Title: TB_Q17.3.11 Topic: Monetary Policy Learning Objective: LO 17.3: Analyze the effect of the Federal Reserve System on monetary policy. Page Reference: 498 Skill Level: Understand the Concepts Difficulty Level: Moderate Which of the following entities is responsible for setting the discount rate which then influences interest rates in the United States?
12.
a. Congress b. the Office of Management and Budget c. the Executive Office of the President d. the Federal Reserve Board Answer: d Test Bank Item Title: TB_Q17.3.12 Topic: Monetary Policy Learning Objective: LO 17.3: Analyze the effect of the Federal Reserve System on monetary policy. Page Reference: 498 Skill Level: Understand the Concepts Difficulty Level: Moderate Which of the following terms describes U.S. economic policy during much of the nineteenth century?
13.
a. fiscalism b. Keynesianism c. laissez-faire d. monetarism Answer: c Test Bank Item Title: TB_Q17.1.13 Topic: Roots of Economic Policy Learning Objective: LO 17.1: Trace the evolution of economic policy in the United States. Page Reference: 484 Skill Level: Understand the Concepts 509 .
Difficulty Level: Moderate What are the two main purposes of monetary policy?
14.
a. to lend money to consumers and borrow money from banks b. to control inflation and limit unemployment c. to help developing countries and American business interests d. to equalize income disparity among citizens and lower the cost of goods and services Answer: b Test Bank Item Title: TB_Q17.3.14 Topic: Monetary Policy Learning Objective: LO 17.3: Analyze the effect of the Federal Reserve System on monetary policy. Page Reference: 497 Skill Level: Understand the Concepts Difficulty Level: Moderate The main goal of fiscal policy is __________.
15.
a. to ensure that money is available to state governments for capital projects b. to pay down the federal debt c. to increase exports into the United States d. to stimulate or slow down economic growth Answer: d Test Bank Item Title: TB_Q17.2.15 Topic: Fiscal Policy Learning Objective: LO 17.2: Assess the impact of the budget process on fiscal policy. Page Reference: 490 Skill Level: Understand the Concepts Difficulty Level: Moderate What is a means-tested program?
16.
a. a program that extends benefits based on your age at retirement b. a program that provides benefits based on demonstrated need c. a program that extends benefits mostly to those who passed a skills-based test d. a program that provides benefits based on lifetime contributions Answer: b Test Bank Item Title: TB_Q17.4.16 Topic: Income Security Policy 510 .
Learning Objective: LO 17.4: Describe the evolution of income security policy in the United States. Page Reference: 501 Skill Level: Understand the Concepts Difficulty Level: Moderate 17.
What is deregulation in the American political economy? a. an increase in the barriers to economic productivity b. the elimination of business and environmental regulations c. the removal of barriers to productivity and growth d. the removal of barriers to the collection of taxes Answer: c Test Bank Item Title: TB_Q17.1.17 Topic: Roots of Economic Policy Learning Objective: LO 17.1: Trace the evolution of economic policy in the United States. Page Reference: 488 – 489 Skill Level: Understand the Concepts Difficulty Level: Moderate Regulatory legislation at the end of the nineteenth century primarily dealt with __________.
18.
a. trusts b. the environment c. labor unions d. technology Answer: a Test Bank Item Title: TB_Q17.1.18 Topic: Roots of Economic Policy Learning Objective: LO 17.1: Trace the evolution of economic policy in the United States. Page Reference: 485 Skill Level: Apply What You Know Difficulty Level: Moderate The primary purpose of the Troubled Assets Relief Program (TARP) was to __________.
19.
a. bail out the auto industry b. bail out the banking sector c. reduce the annual budget deficit d. respond to rising unemployment 511 .
Answer: b Test Bank Item Title: TB_Q17.5.19 Topic: Toward Reform: Recession and Economic Recovery Learning Objective: LO 17.5: Evaluate the role of fiscal, monetary, and income security policy in the economic recession and recovery. Page Reference: 505 Skill Level: Understand the Concepts Difficulty Level: Moderate The annual shortfall when federal revenues are less than expenditures is known as which of the following?
20.
a. the balance of payments b. the budget deficit c. the national debt d. the trade deficit Answer: b Test Bank Item Title: TB_Q17.2.20 Topic: Fiscal Policy Learning Objective: LO 17.2: Assess the impact of the budget process on fiscal policy. Page Reference: 490 Skill Level: Understand the Concepts Difficulty Level: Moderate If the Federal Reserve wanted to slow the rate of economic growth, it would most likely __________.
21.
a. lower the discount rate b. increase the discount rate c. encourage the president to lower taxes d. increase the unemployment rate Answer: b Test Bank Item Title: TB_Q17.3.21 Topic: Monetary Policy Learning Objective: LO 17.3: Analyze the effect of the Federal Reserve System on monetary policy. Page Reference: 498 Skill Level: Apply What You Know Difficulty Level: Difficult 22.
In general, a recession does which of these? 512 .
a. contributes to higher unemployment rates b. lasts at least a year c. leads to a decrease in the national debt d. reduces the cost of goods and services Answer: a Test Bank Item Title: TB_Q17.5.22 Topic: Toward Reform: Recession and Economic Recovery Learning Objective: LO 17.5: Evaluate the role of fiscal, monetary, and income security policy in the economic recession and recovery. Page Reference: 505 Skill Level: Analyze It Difficulty Level: Difficult Which of the following is true regarding mandatory government spending policies?
23.
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 doing business overseas. Answer: c Test Bank Item Title: TB_Q17.4.23 Topic: Income Security Policy Learning Objective: LO 17.4: Describe the evolution of income security policy in the United States. Page Reference: 501 Skill Level: Understand the Concepts Difficulty Level: Moderate In a(n) __________ state, the government takes an active role in guiding and regulating the private economy.
24.
a. capitalist b. democratic c. interventionist d. laissez-faire Answer: c Test Bank Item Title: TB_Q17.1.24 Topic: Roots of Economic Policy Learning Objective: LO 17.1: Trace the evolution of economic policy in the United States. Page Reference: 487 Skill Level: Understand the Concepts Difficulty Level: Moderate 513 .
25.
U.S. monetary policy involves which of the following? a. import and export policies b. the discount rate and the money supply c. supply-side economics d. the national debt and the annual deficit Answer: b Test Bank Item Title: TB_Q17.3.25 Topic: Monetary Policy Learning Objective: LO 17.3: Analyze the effect of the Federal Reserve System on monetary policy. Page Reference: 497 – 499 Skill Level: Understand the Concepts Difficulty Level: Moderate If the Federal Reserve Board needed to curb inflation, it would most likely __________.
26.
a. raise taxes b. lower taxes c. increase government spending d. raise the discount rate Answer: d Test Bank Item Title: TB_Q17.3.26 Topic: Monetary Policy Learning Objective: LO 17.3: Analyze the effect of the Federal Reserve System on monetary policy. Page Reference: 498 Skill Level: Apply What You Know Difficulty Level: Difficult Lowering the discount rate would have which of the following effects?
27.
a. It would decrease the overall rate of taxation. 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. Answer: c Test Bank Item Title: TB_Q17.3.27 Topic: Monetary Policy 514 .
Learning Objective: LO 17.3: Analyze the effect of the Federal Reserve System on monetary policy. Page Reference: 498 Skill Level: Analyze It Difficulty Level: Difficult 28.
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. only the very poor Answer: c Test Bank Item Title: TB_Q17.4.28 Topic: Income Security Policy Learning Objective: LO 17.4: Describe the evolution of income security policy in the United States. Page Reference: 501 Skill Level: Understand the Concepts Difficulty Level: Moderate Which of the following provides the greatest source of revenue for the federal government?
29.
a. individual income taxes b. corporate income taxes c. payroll taxes d. excise taxes Answer: a Test Bank Item Title: TB_Q17.2.29 Topic: Fiscal Policy Learning Objective: LO 17.2: Assess the impact of the budget process on fiscal policy. Page Reference: 491 Skill Level: Remember the Facts Difficulty Level: Easy In an economic slowdown, Keynesian economic policy would advocate __________.
30.
a. increasing inflation b. increasing government spending c. decreasing the money supply d. increasing the unemployment rate 515 .
Answer: b Test Bank Item Title: TB_Q17.2.30 Topic: Fiscal Policy Learning Objective: LO 17.2: Assess the impact of the budget process on fiscal policy. Page Reference: 490 Skill Level: Apply What You Know Difficulty Level: Moderate 31.
Upon taking office in 2009, which of the following did President Obama advocate to deal with the economic crisis? a. increasing the interest rates b. increasing government spending c. lowering taxes d. reducing taxes Answer: b Test Bank Item Title: TB_Q17.5.31 Topic: Toward Reform: Recession and Economic Recovery Learning Objective: LO 17.5: Evaluate the role of fiscal, monetary, and income security policy in the economic recession and recovery. Page Reference: 505, 508 Skill Level: Apply What You Know Difficulty Level: Moderate Which of these is most consistent with the philosophy of Keynesianism?
32.
a. increasing the discount rate b. increasing the debt owned by foreign countries c. increasing the money supply d. the 2009 American Recovery and Reinvestment Act Answer: d Test Bank Item Title: TB_Q17.2.32 Topic: Fiscal Policy Learning Objective: LO 17.2: Assess the impact of the budget process on fiscal policy. Page Reference: 494 Skill Level: Apply What You Know Difficulty Level: Difficult 33.
Which of the following is accurate with regard to the national debt in the United States? 516 .
a. The national debt as a percentage of GDP is about the same in the United States as it is in Japan. b. The national debt as a percentage of GDP is lower in the United States than it is in any other Western democracy. c. The national debt as a percentage of GDP is higher in the United States than it is in any other Western democracy. d. The national debt as a percentage of GDP is about the same as the GDP. Answer: a Test Bank Item Title: TB_Q17.2.33 Topic: Fiscal Policy Learning Objective: LO 17.2: Assess the impact of the budget process on fiscal policy. Page Reference: 492 Skill Level: Apply What You Know Difficulty Level: Difficult If you support laissez-faire economic policies, you would generally favor __________.
34.
a. a reduction in the amount of economic regulation by the government b. an increase in the level of taxes assessed by state governments c. an increase in the collective bargaining rights for labor unions d. an increase in the tariffs assessed on goods imported into the United States Answer: a Test Bank Item Title: TB_Q17.1.34 Topic: Roots of Economic Policy Learning Objective: LO 17.1: Trace the evolution of economic policy in the United States. Page Reference: 484 Skill Level: Apply What You Know Difficulty Level: Moderate Which of the following is an example of monetary policy?
35.
a. decreasing federal spending b. lowering state property and sales taxes c. increasing taxes on wealthy Americans d. lowering the discount rate Answer: d Test Bank Item Title: TB_Q17.3.35 Topic: Monetary Policy Learning Objective: LO 17.3: Analyze the effect of the Federal Reserve System on monetary policy. 517 .
Page Reference: 496 Skill Level: Apply What You Know Difficulty Level: Moderate If the Federal Reserve wanted to increase lending by banks, what could it do to reserve requirements?
36.
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. Answer: c Test Bank Item Title: TB_Q17.3.36 Topic: Monetary Policy Learning Objective: LO 17.3: Analyze the effect of the Federal Reserve System on monetary policy. Page Reference: 498 Skill Level: Apply What You Know Difficulty Level: Moderate Which of these statements best describes the influence of adjustments to the discount rate made by the Federal Reserve?
37.
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. Answer: d Test Bank Item Title: TB_Q17.3.37 Topic: Monetary Policy Learning Objective: LO 17.3: Analyze the effect of the Federal Reserve System on monetary policy. Page Reference: 498 Skill Level: Analyze It Difficulty Level: Difficult Which of the following is a major reason for government regulation of the economy?
38.
a. to increase the overall level of taxes paid by producers in the economy b. to increase the general level of educational attainment c. to eliminate the costs of doing business for corporations d. to promote economic development Answer: d 518 .
Test Bank Item Title: TB_Q17.0.38 Topic: Introduction Learning Objective: Introduction Page Reference: 484 Skill Level: Analyze It Difficulty Level: Difficult 39.
Which of the following is a concern about the viability of Social Security? 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 after 2030. d. There will be too few workers contributing to support the increasing number of retirees. Answer: d Test Bank Item Title: TB_Q17.4.39 Topic: Income Security Policy Learning Objective: LO 17.4: Describe the evolution of income security policy in the United States. Page Reference: 502 Skill Level: Analyze It Difficulty Level: Difficult Which of the following was a major contributor to the economic crisis that began in 2008?
40.
a. the collapse of the subprime mortgage industry b. massive cuts in the federal budget deficit c. increased wage demands by labor unions d. inflationary policies by the Federal Reserve Answer: a Test Bank Item Title: TB_Q17.5.40 Topic: Toward Reform: Recession and Economic Recovery Learning Objective: LO 17.5: Evaluate the role of fiscal, monetary, and income security policy in the economic recession and recovery. Page Reference: 505 Skill Level: Analyze It Difficulty Level: Difficult 41.
If a government wanted to use monetary policy to increase economic growth, which of the following steps should be taken? a. Decrease the discount rate to increase the amount of money in supply. b. Increase the amount of foreign currency kept on reserve in U.S. banks. 519 .
c. Increase the amount of public revenue available for investment by raising taxes. d. Increase the government spending on public works projects. Answer: a Test Bank Item Title: TB_Q17.3.41 Topic: Monetary Policy Learning Objective: LO 17.3: Analyze the effect of the Federal Reserve System on monetary policy. Page Reference: 498 Skill Level: Analyze It Difficulty Level: Difficult The largest number of Americans benefit from which means-tested income security program?
42.
a. Social Security b. Supplemental Nutrition Assistance Program c. Supplemental Security Income d. Temporary Assistance for Needy Families Answer: b Test Bank Item Title: TB_Q17.4.42 Topic: Income Security Policy Learning Objective: LO 17.4: Describe the evolution of income security policy in the United States. Page Reference: 505 Skill Level: Remember the Facts Difficulty Level: Easy Which of the following is a possible solution to the problem of long-term solvency in the Social Security program?
43.
a. increasing the Social Security taxes withheld from employees b. decreasing the states’ financial contribution c. decreasing the minimum retirement age d. ensuring that there are fewer workers per retiree Answer: a Test Bank Item Title: TB_Q17.4.43 Topic: Income Security Policy Learning Objective: LO 17.4: Describe the evolution of income security policy in the United States. Page Reference: 502 Skill Level: Analyze It Difficulty Level: Difficult 520 .
44.
Keynesian economic policies promote deficit spending in order to reduce __________ and stimulate the economy. a. exports b. imports c. inflation d. unemployment Answer: d Test Bank Item Title: TB_Q17.2.44 Topic: Fiscal Policy Learning Objective: LO 17.2: Assess the impact of the budget process on fiscal policy. Page Reference: 490 Skill Level: Analyze It Difficulty Level: Difficult Deregulation of which of the following industries was a major contributor to the collapse of the subprime mortgage industry?
45.
a. the airline industry b. the energy industry c. the banking industry d. the medical technology industry Answer: c Test Bank Item Title: TB_Q17.1.45 Topic: Roots of Economic Policy Learning Objective: LO 17.1: Trace the evolution of economic policy in the United States. Page Reference: 489 Skill Level: Analyze It Difficulty Level: Difficult Which of the following is a disadvantage of addressing an economic downturn through fiscal policy?
46.
a. Fiscal policy results in layoffs of government employees. b. Deficit spending has long-term consequences. c. It frequently results in tax increases. d. It tends to benefit the wealthy more than the poor and the working class. Answer: b Test Bank Item Title: TB_Q17.5.46 Topic: Toward Reform: Recession and Economic Recovery 521 .
Learning Objective: LO 17.5: Evaluate the role of fiscal, monetary, and income security policy in the economic recession and recovery. Page Reference: 505 Skill Level: Analyze It Difficulty Level: Difficult 47.
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 are all programs that only the elderly are eligible for. d. They all provide food stamps to people in poverty. Answer: b Test Bank Item Title: TB_Q17.4.47 Topic: Income Security Policy Learning Objective: LO 17.4: Describe the evolution of income security policy in the United States. Page Reference: 501 Skill Level: Apply What You Know Difficulty Level: Moderate
48.
Which statement most closely reflects a laissez-faire attitude? a. The federal government should bail out large corporations whose collapse would jeopardize the U.S. economy. b. The federal government should work with state governments to help small business owners learn how to manage their finances. 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. Answer: d Test Bank Item Title: TB_Q17.1.48 Topic: Roots of Economic Policy Learning Objective: LO 17.1: Trace the evolution of economic policy in the United States. Page Reference: 484 Skill Level: Apply What You Know Difficulty Level: Difficult
522 .
pp True-False Questions Since the economic crisis that began in 2008, the national debt has gradually declined.
49.
Answer: FALSE Test Bank Item Title: TB_Q17.2.49 Topic: Fiscal Policy Learning Objective: LO 17.2: Assess the impact of the budget process on fiscal policy. Page Reference: 494 Skill Level: Remember the Facts Difficulty Level: Easy 50.
Congress has the primary responsibility for setting the discount rate. Answer: FALSE Test Bank Item Title: TB_Q17.2.50 Topic: Fiscal Policy Learning Objective: LO 17.2: Assess the impact of the budget process on fiscal policy. Page Reference: 498 Skill Level: Understand the Concepts Difficulty Level: Moderate Supplemental Security Income is available to illegal immigrants.
51.
Answer: FALSE Test Bank Item Title: TB_Q17.4.51 Topic: Income Security Policy Learning Objective: LO 17.4: Describe the evolution of income security policy in the United States. Page Reference: 504 Skill Level: Understand the Concepts Difficulty Level: Moderate 52.
Monetary policy uses the money supply to affect growth in the U.S. economy. Answer: TRUE Test Bank Item Title: TB_Q17.3.52 Topic: Monetary Policy Learning Objective: LO 17.3: Analyze the effect of the Federal Reserve System on monetary policy. Page Reference: 496 Skill Level: Understand the Concepts 523 .
Difficulty Level: Moderate 53.
The Temporary Assistance for Needy Families program (TANF) requires that mothers provide information about a child’s father to receive full benefits. Answer: TRUE Test Bank Item Title: TB_Q17.4.53 Topic: Income Security Policy Learning Objective: LO 17.4: Describe the evolution of income security policy in the United States. Page Reference: 504 Skill Level: Understand the Concepts Difficulty Level: Moderate In responding to the 2008 recession, the federal government relied solely on fiscal policy to restart economic growth.
54.
Answer: FALSE Test Bank Item Title: TB_Q17.5.54 Topic: Toward Reform: Recession and Economic Recovery Learning Objective: LO 17.5: Evaluate the role of fiscal, monetary, and income security policy in the economic recession and recovery. Page Reference: 505 – 506 Skill Level: Understand the Concepts Difficulty Level: Moderate All U.S. citizens are guaranteed to receive Medicaid when they retire, regardless of their level of income.
55.
Answer: FALSE Test Bank Item Title: TB_Q17.4.55 Topic: Income Security Policy Learning Objective: LO 17.4: Describe the evolution of income security policy in the United States. Page Reference: 500 – 502 Skill Level: Understand the Concepts Difficulty Level: Moderate The 2008 federal bailout of the financial industry is generally referred to as TANF.
56.
Answer: FALSE Test Bank Item Title: TB_Q17.5.56 Topic: Toward Reform: Recession and Economic Recovery Learning Objective: LO 17.5: Evaluate the role of fiscal, monetary, and income security policy in the economic recession and recovery. Page Reference: 505 524 .
Skill Level: Remember the Facts Difficulty Level: Easy 57.
The national debt is the yearly difference between government revenues and the deficit. Answer: FALSE Test Bank Item Title: TB_Q17.2.57 Topic: Fiscal Policy Learning Objective: LO 17.2: Assess the impact of the budget process on fiscal policy. Page Reference: 490 Skill Level: Understand the Concepts Difficulty Level: Moderate
58.
The U.S. Constitution prohibits the use of taxing and spending to influence the national economy. Answer: FALSE Test Bank Item Title: TB_Q17.2.58 Topic: Fiscal Policy Learning Objective: LO 17.2: Assess the impact of the budget process on fiscal policy. Page Reference: 490 Skill Level: Understand the Concepts Difficulty Level: Moderate Keynesians would likely approve of the recent government stimulus package passed by Congress to deal with the recent economic crisis.
59.
Answer: TRUE Test Bank Item Title: TB_Q17.2.59 Topic: Fiscal Policy Learning Objective: LO 17.2: Assess the impact of the budget process on fiscal policy. Page Reference: 490 Skill Level: Apply What You Know Difficulty Level: Moderate The money supply is determined by fiscal policy.
60.
Answer: FALSE Test Bank Item Title: TB_Q17.3.60 Topic: Monetary Policy Learning Objective: LO 17.3: Analyze the effect of the Federal Reserve System on monetary policy. 525 .
Page Reference: 496 Skill Level: Understand the Concepts Difficulty Level: Moderate Deregulation of the banking industry contributed to the collapse of the mortgage industry, which contributed to the economic downturn that began in 2008.
61.
Answer: TRUE Test Bank Item Title: TB_Q17.5.61 Topic: Toward Reform: Recession and Economic Recovery Learning Objective: LO 17.5: Evaluate the role of fiscal, monetary, and income security policy in the economic recession and recovery. Page Reference: 505 – 506 Skill Level: Apply What You Know Difficulty Level: Moderate One reason for the increase in health care costs is the aging population in the United States.
62.
Answer: TRUE Test Bank Item Title: TB_Q17.0.62 Topic: Introduction Learning Objective: Introduction Page Reference: 482 Skill Level: Understand the Concepts Difficulty Level: Moderate Social Security is an entitlement program.
63.
Answer: TRUE Test Bank Item Title: TB_Q17.4.63 Topic: Income Security Policy Learning Objective: LO 17.4: Describe the evolution of income security policy in the United States. Page Reference: 501 Skill Level: Apply What You Know Difficulty Level: Moderate Social Security is a pension program that collects and invests contributions from workers and then returns these funds with interest to retirees.
64.
Answer: FALSE Test Bank Item Title: TB_Q17.4.64 Topic: Income Security Policy Learning Objective: LO 17.4: Describe the evolution of income security policy in the United States. 526 .
Page Reference: 502 Skill Level: Understand the Concepts Difficulty Level: Moderate
pp Fill-in-the-Blank Questions 65.
Social Security is a(n) __________ program because it provides benefits to all qualifying individuals. Answer: entitlement Test Bank Item Title: TB_Q17.4.65 Topic: Income Security Policy Learning Objective: LO 17.4: Describe the evolution of income security policy in the United States. Page Reference: 501 Skill Level: Apply What You Know Difficulty Level: Moderate
66.
In 2008, Congress passed __________ to help stabilize banks and the financial industry. Answer: the Troubled Assets Relief Program (TARP) Test Bank Item Title: TB_Q17.5.66 Topic: Toward Reform: Recession and Economic Recovery Learning Objective: LO 17.5: Evaluate the role of fiscal, monetary, and income security policy in the economic recession and recovery. Page Reference: 505 Skill Level: Understand the Concepts Difficulty Level: Moderate
67.
In 1913, Congress created the __________ to regulate the national banking system and provide for flexibility in the money supply. Answer: Federal Reserve System Test Bank Item Title: TB_Q17.3.67 Topic: Monetary Policy Learning Objective: LO 17.3: Analyze the effect of the Federal Reserve System on monetary policy. Page Reference: 496 Skill Level: Understand the Concepts Difficulty Level: Moderate
68.
The __________ is the difference between annual government expenditures and revenues. 527 .
Answer: budget deficit Test Bank Item Title: TB_Q17.2.68 Topic: Fiscal Policy Learning Objective: LO 17.2: Assess the impact of the budget process on fiscal policy. Page Reference: 490 Skill Level: Remember the Facts Difficulty Level: Easy The federal government relies on a(n) __________ tax paid by employers to fund unemployment insurance.
69.
Answer: payroll Test Bank Item Title: TB_Q17.4.69 Topic: Income Security Policy Learning Objective: LO 17.4: Describe the evolution of income security policy in the United States. Page Reference: 503 Skill Level: Understand the Concepts Difficulty Level: Moderate The two primary tools of monetary policy are regulating the nation’s supply of money and setting the __________.
70.
Answer: discount rate Test Bank Item Title: TB_Q17.3.70 Topic: Monetary Policy Learning Objective: LO 17.3: Analyze the effect of the Federal Reserve System on monetary policy. Page Reference: 496 Skill Level: Understand the Concepts Difficulty Level: Moderate A __________ program is an entitlement program that distributes benefits on the basis of demonstrated need.
71.
Answer: means-tested Test Bank Item Title: TB_Q17.4.71 Topic: Income Security Policy Learning Objective: LO 17.4: Describe the evolution of income security policy in the United States. Page Reference: 501 Skill Level: Remember the Facts Difficulty Level: Easy 528 .
72.
The money supply __________ when the Federal Reserve Board increases the discount rate. Answer: contracts Test Bank Item Title: TB_Q17.3.72 Topic: Monetary Policy Learning Objective: LO 17.3: Analyze the effect of the Federal Reserve System on monetary policy. Page Reference: 498 Skill Level: Understand the Concepts Difficulty Level: Moderate The federal government uses fiscal policy when it decreases __________ in an attempt to spur spending and stimulate the economy.
73.
Answer: taxes Test Bank Item Title: TB_Q17.2.73 Topic: Fiscal Policy Learning Objective: LO 17.2: Assess the impact of the budget process on fiscal policy. Page Reference: 490 Skill Level: Understand the Concepts Difficulty Level: Moderate __________ is a reduction in market controls in favor of market-based competition.
74.
Answer: Deregulation Test Bank Item Title: TB_Q17.1.74 Topic: Roots of Economic Policy Learning Objective: LO 17.1: Trace the evolution of economic policy in the United States. Page Reference: 498 Skill Level: Understand the Concepts Difficulty Level: Moderate The American Recovery and Reinvestment Act was a combination of tax cuts and spending increases, both of which are hallmarks of __________ policy.
75.
Answer: fiscal Test Bank Item Title: TB_Q17.2.75 Topic: Fiscal Policy Learning Objective: LO 17.2: Assess the impact of the budget process on fiscal policy. Page Reference: 494 Skill Level: Apply What You Know Difficulty Level: Moderate 529 .
76.
The large-scale, monopolistic businesses that dominated industries such as oil, sugar, whiskey, and meatpacking in the late 1800s are known as __________. Answer: trusts Test Bank Item Title: TB_Q17.1.76 Topic: Roots of Economic Policy Learning Objective: LO 17.1: Trace the evolution of economic policy in the United States. Page Reference: 485 Skill Level: Remember the Facts Difficulty Level: Easy
77.
Keynesians in Congress would support increasing __________ as a means to address high levels of unemployment. Answer: government spending Test Bank Item Title: TB_Q17.2.77 Topic: Fiscal Policy Learning Objective: LO 17.2: Assess the impact of the budget process on fiscal policy. Page Reference: 490 Skill Level: Apply What You Know Difficulty Level: Moderate
530 .
p Short Answer Questions 78.
What is fiscal policy? Answer: An ideal response will: 1. Define fiscal policy as the government’s use of taxation and spending 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 Test Bank Item Title: TB_Q17.2.78 Topic: Fiscal Policy Learning Objective: LO 17.2: Assess the impact of the budget process on fiscal policy. Page Reference: 490 Skill Level: Understand the Concepts Difficulty Level: Moderate
79.
What is the difference between budget deficits and the national debt? Assess which is harder to overcome. 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 (minus any surpluses). 2. Explain the relationship between the two, which is that the national debt is the result of ongoing budget deficits. 3. Note that reducing the level of national debt is far more difficult than reducing budget deficits. Test Bank Item Title: TB_Q17.2.79 Topic: Fiscal Policy Learning Objective: LO 17.2: Assess the impact of the budget process on fiscal policy. Page Reference: 490 – 492 Skill Level: Analyze It Difficulty Level: Difficult
80.
What was the purpose of TARP, and how was it designed 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. 531 .
2. Explain that this was essentially a bailout of the banking and financial industries that comprise Wall Street. The collapse of the financial industry had virtually frozen credit markets and was likely to affect the ability of those on Main Street to do business, refinance their homes, or buy a car. Thus, the $700 billion would allow the Department of the Treasury to buy equity stakes in faltering banks to free up credit markets and protect those on Main Street. Test Bank Item Title: TB_Q17.5.80 Topic: Toward Reform: Recession and Economic Recovery Learning Objective: LO 17.5: Evaluate the role of fiscal, monetary, and income security policy in the economic recession and recovery. Page Reference: 505 – 508 Skill Level: Understand the Concepts Difficulty Level: Moderate 81.
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-imposed market controls such as price fixing, subsidies, or control on who can enter the field. 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. In addition, the deregulation of an industry could open it up for competition, which should lower costs for consumers. 3. Specify proponents of this position, which could include business interests, conservatives, and Republicans. Test Bank Item Title: TB_Q17.1.81 Topic: Roots of Economic Policy Learning Objective: LO 17.1: Trace the evolution of economic policy in the United States. Page Reference: 488 – 489 Skill Level: Understand the Concepts Difficulty Level: Moderate What bureaucracy is responsible for monetary policy? How is monetary policy used to affect the economy?
82.
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 the discount rate, which affects the interest rates that banks offer to consumers. 532 .
3. Specify how raising or lowering the discount rate affects the money supply and economic growth. Test Bank Item Title: TB_Q17.3.82 Topic: Monetary Policy Learning Objective: LO 17.3: Analyze the effect of the Federal Reserve System on monetary policy. Page Reference: 496 Skill Level: Understand the Concepts Difficulty Level: Moderate 83.
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. Illustrate knowledge of the presidents who made deregulation a priority, including Gerald Ford and 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. 2. Specify and explain two regulations, including the Airline Deregulation Act of 1978 and the 1994 Riegle-Neal Interstate Banking and Branching Efficiency Act, which was one of several deregulatory acts that contributed to the subprime mortgage crisis that began in 2007. Test Bank Item Title: TB_Q17.1.83 Topic: Roots of Economic Policy Learning Objective: LO 17.1: Trace the evolution of economic policy in the United States. Page Reference: 488 – 489 Skill Level: Apply What You Know Difficulty Level: Difficult
84.
To what extent can Congress address unemployment and inflation? If Congress cannot address these issues, who does? Explain. Answer: An ideal response will: 1. Discuss the two philosophies for addressing these problems: monetary policy and fiscal policy. Note that Congress implements fiscal policy, while the Federal Reserve Board implements monetary policy. 2. Explain how Congress can cut taxes or increase spending to address unemployment. 3. Note that Congress cannot do much to affect inflation, which is usually addressed through monetary policies that constrict the money supply. Test Bank Item Title: TB_Q17.5.84 533 .
Topic: Toward Reform: Recession and Economic Recovery Learning Objective: LO 17.5: Evaluate the role of fiscal, monetary, and income security policy in the economic recession and recovery. Page Reference: 505 – 506, 508 Skill Level: Analyze It Difficulty Level: Difficult 85.
Imagine the economy is slipping into a recession. What would a Keynesian advocate and why? Compare this approach to adjusting the discount rate 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 the discount rate to affect interest rates and 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. Test Bank Item Title: TB_Q17.2.85 Topic: Fiscal Policy Learning Objective: LO 17.2: Assess the impact of the budget process on fiscal policy. Page Reference: 490 – 491 Skill Level: Analyze It Difficulty Level: Difficult Discuss the policy response by the federal government to the recent financial crisis.
86.
Answer: An ideal response will: 1. Note that the response had two parts, which included the federal bailout of banks and the financial industry (the Emergency Economic Stabilization Act, which included the Troubled Assets Relief Program) and the stimulus package (the American Recovery and Reinvestment Act). 2. Illustrate that the response contained aspects of monetary policy (keeping interest at near zero) as well as fiscal policy (using government spending increases and tax cuts to address unemployment). Test Bank Item Title: TB_Q17.5.86 Topic: Toward Reform: Recession and Economic Recovery 534 .
Learning Objective: LO 17.5: Evaluate the role of fiscal, monetary, and income security policy in the economic recession and recovery. Page Reference: 505 – 506, 508 Skill Level: Apply What You Know Difficulty Level: Difficult Discuss government regulation in the United States during the nineteenth century.
87.
Answer: An ideal response will: 1. Discuss the beginnings of the regulatory movement in the nineteenth century, noting its origins in anti-trust legislation. 2. Note that these regulations were designed to prevent monopolistic business practices by so-called trusts. Test Bank Item Title: TB_Q17.1.87 Topic: Roots of Economic Policy Learning Objective: LO 17.1: Trace the evolution of economic policy in the United States. Page Reference: 484 – 485 Skill Level: Understand the Concepts Difficulty Level: Moderate Why do adjustments to the discount rate by the Federal Reserve Board matter?
88.
Answer: An ideal response will: 1. Explain the role of the Federal Reserve in controlling the money supply by controlling the rate at which banks can borrow money. This then affects the rate at which banks loan money to consumers and businesses. 2. Describe how adjusting the discount rate up or down will affect the money supply. 3. Illustrate how lowering the discount rate reduces the cost of money, which makes borrowing easier, which increases spending and affects economic growth. Test Bank Item Title: TB_Q17.3.88 Topic: Monetary Policy Learning Objective: LO 17.3: Analyze the effect of the Federal Reserve System on monetary policy. Page Reference: 496, 498 Skill Level: Analyze It Difficulty Level: Difficult What is the concern regarding the long-term viability of Social Security?
89.
Answer: An ideal response will: 535 .
1. Explain how Social Security is not funded as a typical pension program. Rather, current workers pay the benefits of current retirees. 2. Explain that receipts currently exceed benefits with the surplus deposited in the Social Security Trust Fund. However, the federal government has used that money (loaned money to itself) to pay for other expenses. 3. Explain that Social Security will soon start paying out more in benefits than it receives in taxes because there are fewer workers paying for an increasing number of retirees. Test Bank Item Title: TB_Q17.4.89 Topic: Income Security Policy Learning Objective: LO 17.4: Describe the evolution of income security policy in the United States. Page Reference: 502 Skill Level: Understand the Concepts Difficulty Level: Moderate
pp Essay Questions 90.
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. Test Bank Item Title: TB_Q17.5.90 Topic: Toward Reform: Recession and Economic Recovery Learning Objective: LO 17.5: Evaluate the role of fiscal, monetary, and income security policy in the economic recession and recovery. Page Reference: 505 – 506, 508 Skill Level: Analyze It Difficulty Level: Difficult
91.
What income security programs does the United States have? How do these programs work? Assess whether each of these programs should be revised. Answer: An ideal response will: 536 .
1. Describe how the following income security programs work: Social Security (old age, survivors, and disability insurance), unemployment insurance, Supplemental Security Income, Temporary Assistance for Needy Families, and Supplemental Nutrition Assistance Program. 2. For each program, describe how eligibility is determined (including whether it is a means-tested or non-means-tested program), what the benefits are, and how the program is funded. 3. For each program, assess whether the policy is working and what changes might be in order. Test Bank Item Title: TB_Q17.4.91 Topic: Income Security Policy Learning Objective: LO 17.4: Describe the evolution of income security policy in the United States. Page Reference: 500 – 505 Skill Level: Analyze It Difficulty Level: Difficult Discuss the differences in philosophy, key actors, and tools of fiscal and monetary policy. Should the federal government give preference to one or the other? Why or why not?
92.
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. Analyze the different origins of fiscal and monetary policy, noting that Congress has primary responsibility for the fiscal policy, while the Federal Reserve Board has the primary responsibility for monetary policy. 3. 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. 4. Assert that under a specific set of circumstances, one policy menu is preferable to the other, depending on 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. Test Bank Item Title: TB_Q17.2.92 Topic: Fiscal Policy; Monetary Policy; Toward Reform: Recession and Economic Recovery Learning Objective: LO 17.2: Assess the impact of the budget process on fiscal policy; LO 17.3: Analyze the effect of the Federal Reserve System on monetary 537 .
policy; LO 17.5: Evaluate the role of fiscal, monetary, and income security policy in the economic recession and recovery. Page Reference: 490 – 495 Skill Level: Analyze It Difficulty Level: Difficult Discuss the recent economic crisis and recession. What happened and why? Assess whether the federal government should take any steps to prevent this from happening again. If so, what steps?
93.
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. Test Bank Item Title: TB_Q17.5.93 Topic: Toward Reform: Recession and Economic Recovery Learning Objective: LO 17.5: Evaluate the role of fiscal, monetary, and income security policy in the economic recession and recovery. Page Reference: 505 – 506, 508 Skill Level: Analyze It Difficulty Level: Difficult What is the legacy of the Progressive era and the New Deal with respect to American economic policy?
94.
Answer: An ideal response will: 1. Explain that the Progressive movement 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 into an interventionist state, expanding the role of the 538 .
government through financial reforms, agricultural policy, labor relations, and industrial regulations. 4. Note that both eras set forth policies that legitimized the expanded role of the government in the economy and became permanent public policies. Test Bank Item Title: TB_Q17.1.94 Topic: Roots of Economic Policy Learning Objective: LO 17.1: Trace the evolution of economic policy in the United States. Page Reference: 484 – 488 Skill Level: Understand the Concepts Difficulty Level: Moderate
539 .
18 Foreign and Defense Policy pp 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; Barack Obama Answer: d Test Bank Item Title: TB_Q18.2.1 Topic: The United States as a World Power Learning Objective: LO 18.2: Explain U.S. foreign policy as the country rose to become a world power. Page Reference: 524 – 525 Skill Level: Remember the Facts Difficulty Level: Easy
2.
One of the primary purposes of the war in Afghanistan that was waged during the George W. Bush administration was to __________. a. prevent the spread of communism b. remove the Taliban government c. protect religious freedom d. retaliate for the bombing of the USS Cole Answer: b Test Bank Item Title: TB_Q18.2.2 Topic: The United States as a World Power Learning Objective: LO 18.2: Explain U.S. foreign policy as the country rose to become a world power. Page Reference: 525 540 .
Skill Level: Understand the Concepts Difficulty Level: Moderate 3.
Which Cabinet-level department has primary responsibility for U.S. foreign policy? a. Department of State b. Department of Justice c. Department of the Interior d. Department of Homeland Security Answer: a Test Bank Item Title: TB_Q18.3.3 Topic: Foreign and Defense Policy Decision Making Learning Objective: LO 18.3: Outline the factors that shape foreign and defense policy decision making. Page Reference: 528 Skill Level: Understand the Concepts Difficulty Level: Moderate What is a primary responsibility of the Department of Defense?
4.
a. to formulate diplomatic policy b. to implement military policy c. to coordinate domestic security efforts d. to advise the president about national security threats Answer: b Test Bank Item Title: TB_Q18.3.4 Topic: Foreign and Defense Policy Decision Making Learning Objective: LO 18.3: Outline the factors that shape foreign and defense policy decision making. Page Reference: 528 Skill Level: Understand the Concepts Difficulty Level: Moderate What is the role of the national security adviser?
5.
a. to be a consultant for academics and others with foreign policy expertise b. to act as a liaison between the Department of Defense and the military c. to lead the Department of Homeland Security d. to advise the president on foreign and military policy Answer: d Test Bank Item Title: TB_Q18.3.5 Topic: Foreign and Defense Policy Decision Making 541 .
Learning Objective: LO 18.3: Outline the factors that shape foreign and defense policy decision making. Page Reference: 527 Skill Level: Understand the Concepts Difficulty Level: Moderate 6.
Who serves on the Joint Chiefs of Staff? a. the Cabinet secretaries b. the Army chief of staff, the Air Force chief of staff, the chief of naval operations, and the Marine commandant c. the White House military intelligence corps d. the secretary of defense, the secretary of homeland security, and the director of the Central Intelligence Agency Answer: b Test Bank Item Title: TB_Q18.3.6 Topic: Foreign and Defense Policy Decision Making Learning Objective: LO 18.3: Outline the factors that shape foreign and defense policy decision making. Page Reference: 528 Skill Level: Understand the Concepts Difficulty Level: Moderate Who heads the U.S. intelligence community?
7.
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 Answer: b Test Bank Item Title: TB_Q18.3.7 Topic: Foreign and Defense Policy Decision Making Learning Objective: LO 18.3: Outline the factors that shape foreign and defense policy decision making. Page Reference: 528 Skill Level: Remember the Facts Difficulty Level: Easy 8.
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 542 .
d. the World Trade Organization Answer: b Test Bank Item Title: TB_Q18.2.8 Topic: The United States as a World Power Learning Objective: LO 18.2: Explain U.S. foreign policy as the country rose to become a world power. Page Reference: 518 Skill Level: Remember the Facts Difficulty Level: Easy 9.
One highly visible element of U.S. foreign policy in recent years has been the pursuit of __________ and empowerment. a. indigenous rights b. gay rights c. women’s rights d. civil rights Answer: c Test Bank Item Title: TB_Q18.0.9 Topic: Introduction Learning Objective: Introduction Page Reference: 514 Skill Level: Remember the Facts Difficulty Level: Easy Which of the following countries is a permanent member of the United Nations Security Council?
10.
a. Germany b. India c. Spain d. the United States Answer: d Test Bank Item Title: TB_Q18.2.10 Topic: The United States as a World Power Learning Objective: LO 18.2: Explain U.S. foreign policy as the country rose to become a world power. Page Reference: 518 Skill Level: Remember the Facts Difficulty Level: Easy 11.
Which of the following countries is a member of NATO? 543 .
a. Russia b. China c. Japan d. the United States Answer: d Test Bank Item Title: TB_Q18.2.11 Topic: The United States as a World Power Learning Objective: LO 18.2: Explain U.S. foreign policy as the country rose to become a world power. Page Reference: 520 Skill Level: Remember the Facts Difficulty Level: Easy Who instituted the Marshall Plan and who benefited directly from it?
12.
a. The Soviet Union instituted the Marshall Plan to benefit Eastern Europe. b. Germany instituted the Marshall Plan to benefit the United States. c. The United States instituted the Marshall Plan to benefit Western Europe. d. Eastern Europe instituted the Marshall Plan to benefit Western Europe. Answer: c Test Bank Item Title: TB_Q18.2.12 Topic: The United States as a World Power Learning Objective: LO 18.2: Explain U.S. foreign policy as the country rose to become a world power. Page Reference: 520 Skill Level: Remember the Facts Difficulty Level: Easy What event marked the end of the Cold War?
13.
a. détente b. the collapse of the Soviet Union c. the signing of the SALT II Treaty d. the resolution of the Cuban Missile Crisis Answer: b Test Bank Item Title: TB_Q18.2.13 Topic: The United States as a World Power Learning Objective: LO 18.2: Explain U.S. foreign policy as the country rose to become a world power. Page Reference: 522 Skill Level: Understand the Concepts Difficulty Level: Moderate 544 .
14.
Which of the following countries has the most nuclear weapons? a. Israel b. China c. Russia d. the United States Answer: c Test Bank Item Title: TB_Q18.4.14 Topic: Contemporary Challenges in Foreign and Defense Policy Learning Objective: LO 18.4: Identify contemporary foreign and defense policy challenges confronting the United States. Page Reference: 539 Skill Level: Remember the Facts Difficulty Level: Easy Who is the largest trading partner with the United States?
15.
a. China b. Canada c. Germany d. Japan Answer: b Test Bank Item Title: TB_Q18.4.15 Topic: Contemporary Challenges in Foreign and Defense Policy Learning Objective: LO 18.4: Identify contemporary foreign and defense policy challenges confronting the United States. Page Reference: 533 Skill Level: Remember the Facts Difficulty Level: Easy What was the foreign policy of containment designed to prevent?
16.
a. nuclear proliferation b. the spread of Soviet influence c. terrorism d. the Cold War Answer: b Test Bank Item Title: TB_Q18.2.16 Topic: The United States as a World Power Learning Objective: LO 18.2: Explain U.S. foreign policy as the country rose to become a world power. Page Reference: 519 Skill Level: Understand the Concepts 545 .
Difficulty Level: Moderate 17.
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 minimize nuclear proliferation d. to enhance democratic government in newly industrializing countries Answer: a Test Bank Item Title: TB_Q18.2.17 Topic: The United States as a World Power Learning Objective: LO 18.2: Explain U.S. foreign policy as the country rose to become a world power. Page Reference: 520 Skill Level: Understand the Concepts Difficulty Level: Moderate Who is preeminent in U.S. foreign and military policy?
18.
a. the Joint Chiefs of Staff b. the president c. the State Department d. the National Security Council Answer: b Test Bank Item Title: TB_Q18.3.18 Topic: Foreign and Defense Policy Decision Making Learning Objective: LO 18.3: Outline the factors that shape foreign and defense policy decision making. Page Reference: 527 Skill Level: Understand the Concepts Difficulty Level: Moderate The United States engaged in which of the following military conflicts in order to prevent the spread of communism?
19.
a. World War I b. World War II c. the Vietnam War d. the global war on terrorism Answer: c Test Bank Item Title: TB_Q18.2.19 Topic: The United States as a World Power 546 .
Learning Objective: LO 18.2: Explain U.S. foreign policy as the country rose to become a world power. Page Reference: 520 – 521 Skill Level: Apply What You Know Difficulty Level: Moderate 20.
What was the main purpose of the Marshall Plan? a. to repair relations between the United States and the Soviet Union near the end of the Cold War b. to help Europe’s economic recovery after World War II 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 Answer: b Test Bank Item Title: TB_Q18.2.20 Topic: The United States as a World Power Learning Objective: LO 18.2: Explain U.S. foreign policy as the country rose to become a world power. Page Reference: 520 Skill Level: Understand the Concepts Difficulty Level: Moderate What is the primary responsibility of the Department of State?
21.
a. national defense policy b. homeland security c. intelligence d. diplomacy Answer: d Test Bank Item Title: TB_Q18.3.21 Topic: Foreign and Defense Policy Decision Making Learning Objective: LO 18.3: Outline the factors that shape foreign and defense policy decision making. Page Reference: 528 Skill Level: Understand the Concepts Difficulty Level: Moderate Who is primarily responsible for military policy?
22
a. the secretary of defense b. the secretary of state c. the chief of staff d. the secretary of homeland security 547 .
Answer: a Test Bank Item Title: TB_Q18.3.22 Topic: Foreign and Defense Policy Decision Making Learning Objective: LO 18.3: Outline the factors that shape foreign and defense policy decision making. Page Reference: 528 Skill Level: Understand the Concepts Difficulty Level: Moderate What is a main foreign or defense policy threat posed by Iran?
23.
a. civil unrest b. nuclear weapons c. economic collapse d. trade disagreements Answer: b Test Bank Item Title: TB_Q18.0.23 Topic: Introduction Learning Objective: Introduction Page Reference: 514 Skill Level: Understand the Concepts Difficulty Level: Moderate Which of the following best describes Bill Clinton’s foreign policy?
24.
a. a refusal to enter security alliances with countries around the globe in order to equalize trade relations b. a focus on policies of democratic enlargement that promote democracy and free markets throughout the world c. a decrease in military spending to focus on humanitarian aid d. an expansion of trade with countries throughout the world without concern for potential human rights violations Answer: b Test Bank Item Title: TB_Q18.2.24 Topic: The United States as a World Power Learning Objective: LO 18.2: Explain U.S. foreign policy as the country rose to become a world power. Page Reference: 522 Skill Level: Understand the Concepts Difficulty Level: Moderate Which of the following was a fundamental part of the George W. Bush administration’s case for the 2003 war in Iraq?
25.
548 .
a. Iraq was directly responsible for the September 11, 2001, terrorist attacks. b. Iraq 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 and had permitted Osama bin Laden to use camps in Iraq for training terrorists. Answer: b Test Bank Item Title: TB_Q18.2.25 Topic: The United States as a World Power Learning Objective: LO 18.2: Explain U.S. foreign policy as the country rose to become a world power. Page Reference: 525 Skill Level: Understand the Concepts Difficulty Level: Moderate Which of the following countries would have been most opposed to the policy of containment?
26.
a. Afghanistan b. China c. the Soviet Union d. South Korea Answer: c Test Bank Item Title: TB_Q18.2.26 Topic: The United States as a World Power Learning Objective: LO 18.2: Explain U.S. foreign policy as the country rose to become a world power. Page Reference: 519 – 520 Skill Level: Apply What You Know Difficulty Level: Moderate Which of the following countries have posed challenges to the United States in recent years because of their economic growth and global influence?
27.
a. Japan and France b. Russia and Germany c. Germany and Spain d. China and India Answer: d Test Bank Item Title: TB_Q18.5.27 Topic: Toward Reform: New Challenges in American Foreign Policy Learning Objective: LO 18.5: Understand emerging challenges to American foreign policy that have arisen in recent years. 549 .
Page Reference: 542 Skill Level: Understand the Concepts Difficulty Level: Moderate Congress can exercise influence over foreign policy through its power to __________.
28.
a. command the armed forces b. appoint the secretary of defense c. ratify treaties d. recognize the sovereignty of foreign countries Answer: c Test Bank Item Title: TB_Q18.3.28 Topic: Foreign and Defense Policy Decision Making Learning Objective: LO 18.3: Outline the factors that shape foreign and defense policy decision making. Page Reference: 525 Skill Level: Understand the Concepts Difficulty Level: Moderate Which of the following is composed of a broad array of the president’s foreign policy advisers and is housed within the White House?
29.
a. the Department of State b. the Department of Homeland Security c. the Central Intelligence Agency d. the National Security Council Answer: d Test Bank Item Title: TB_Q18.3.29 Topic: Foreign and Defense Policy Decision Making Learning Objective: LO 18.3: Outline the factors that shape foreign and defense policy decision making. Page Reference: 527 Skill Level: Understand the Concepts Difficulty Level: Moderate Which of the following is a critique of the military-industrial complex?
30.
a. Ordinary citizens are generally uninformed about how the military-industrial complex works. b. Defense industry interest groups have too much influence over defense policy. c. The military decision-making process is too slow and complex. d. The president should have more influence over defense policy because the Constitution puts him or her in charge of the military-industrial complex. 550 .
Answer: b Test Bank Item Title: TB_Q18.3.30 Topic: Foreign and Defense Policy Decision Making Learning Objective: LO 18.3: Outline the factors that shape foreign and defense policy decision making. Page Reference: 532 Skill Level: Apply What You Know Difficulty Level: Difficult 31.
Free trade agreements are designed to prevent which of the following? a. globalization b. democratic enlargement c. détente d. protectionism Answer: d Test Bank Item Title: TB_Q18.4.31 Topic: Contemporary Challenges in Foreign and Defense Policy Learning Objective: LO 18.4: Identify contemporary foreign and defense policy challenges confronting the United States. Page Reference: 533 Skill Level: Apply What You Know Difficulty Level: Moderate Which of the following is most consistent with the foreign policy of isolationism?
32.
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. multilateral trade agreements Answer: a Test Bank Item Title: TB_Q18.1.32 Topic: Roots of the U.S. Foreign and Defense Policy Learning Objective: LO 18.1: Trace the evolution of U.S. foreign and defense policy. Page Reference: 515 Skill Level: Apply What You Know Difficulty Level: Moderate 33.
During a rapidly developing national security crisis, who is the U.S. president most likely to turn to for advice? 551 .
a. the House Committee on Foreign Affairs b. the Senate Committee on Foreign Relations c. the United Nations Security Council d. the National Security Council Answer: d Test Bank Item Title: TB_Q18.3.33 Topic: Foreign and Defense Policy Decision Making Learning Objective: LO 18.3: Outline the factors that shape foreign and defense policy decision making. Page Reference: 527 Skill Level: Apply What You Know Difficulty Level: Moderate 34.
What can Congress do to influence foreign and defense policy if it is not satisfied with the president’s handling of these policies? 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 policies. 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. Answer: b Test Bank Item Title: TB_Q18.3.34 Topic: Foreign and Defense Policy Decision Making Learning Objective: LO 18.3: Outline the factors that shape foreign and defense policy decision making. Page Reference: 530 Skill Level: Apply What You Know Difficulty Level: Moderate Because of NAFTA, an American business owner may be able to save money through which of the following?
35.
a. setting up a shell corporation in the Cayman Islands to avoid U.S. taxes b. moving a manufacturing plant from the United States to Mexico to take advantage of cheaper labor c. purchasing cheap goods from China without paying taxes or tariffs d. purchasing government-issued bonds to cover basic business expenses Answer: b 552 .
Test Bank Item Title: TB_Q18.4.35 Topic: The United States as a World Power Learning Objective: LO 18.4: Identify contemporary and foreign and defense policy challenges confronting the United States. Page Reference: 533 – 534 Skill Level: Apply What You Know Difficulty Level: Moderate Who would the president be most likely to consult to determine the best way to use the military to destroy North Korea’s nuclear capabilities?
36.
a. the secretary of defense b. the secretary of homeland security c. the secretary of state d. the national security advisor Answer: a Test Bank Item Title: TB_Q18.3.36 Topic: Foreign and Defense Policy Decision Making Learning Objective: LO 18.3: Outline the factors that shape foreign and defense policy decision making. Page Reference: 528 Skill Level: Apply What You Know Difficulty Level: Difficult Terrorists are most likely to target which of the following?
37.
a. elected officials b. members of the military c. noncombatants d. bureaucrats Answer: c Test Bank Item Title: TB_Q18.4.37 Topic: Contemporary Challenges in Foreign and Defense Policy Learning Objective: LO 18.4: Identify contemporary foreign and defense policy challenges confronting the United States. Page Reference: 535 Skill Level: Apply What You Know Difficulty Level: Moderate 38.
Which of the following is an example of the exercise of America’s soft power? a. President John F. Kennedy’s authorization of military forces in Cuba b. President George W. Bush’s demand that the Taliban-controlled government of Afghanistan turn over Osama bin Laden 553 .
c. Secretary of State Hillary Clinton’s visit to Africa to address members of the smallbusiness program in Zambia d. the Roosevelt Corollary Answer: c Test Bank Item Title: TB_Q18.5.38 Topic: Toward Reform: New Challenges in American Foreign Policy Learning Objective: LO 18.5: Understand emerging challenges to American foreign policy that have arisen in recent years. Page Reference: 543 Skill Level: Apply What You Know Difficulty Level: Moderate With which of the following is the president most likely to consult for advice about how to best take advantage of the strengths of the various service branches when conducting a military operation?
39.
a. the Central Intelligence Agency b. the Director of National Intelligence c. the secretary of homeland security d. the Joint Chiefs of Staff Answer: d Test Bank Item Title: TB_Q18.3.39 Topic: Foreign and Defense Policy Decision Making Learning Objective: LO 18.3: Outline the factors that shape foreign and defense policy decision making. Page Reference: 528 Skill Level: Apply What You Know Difficulty Level: Moderate 40.
Which of the following would George Washington most likely approve of? a. the Marshall Plan b. NATO c. neutrality d. NAFTA Answer: c Test Bank Item Title: TB_Q18.1.40 Topic: Roots of the U.S. Foreign and Defense Policy Learning Objective: LO 18.1: Trace the evolution of U.S. foreign and defense policy. Page Reference: 515 Skill Level: Apply What You Know Difficulty Level: Difficult 554 .
41.
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. Each agency controls its own budget and does not always share its intelligence with the other agencies in the intelligence community. c. The Department of Homeland Security gathers intelligence, but then assigns the responsibility for acting on that information to various other agencies. d. The FBI and CIA are prohibited by law from having any interactions whatsoever. Answer: b Test Bank Item Title: TB_Q18.3.41 Topic: Foreign and Defense Policy Decision Making Learning Objective: LO 18.3: Outline the factors that shape foreign and defense policy decision making. Page Reference: 528 Skill Level: Analyze It Difficulty Level: Difficult How has U.S. foreign policy in Iran and North Korea been similar for much of the past decade?
42.
a. It has been driven by the nuclear threat that the countries pose. 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. Answer: a Test Bank Item Title: TB_Q18.4.42 Topic: Contemporary Challenges in Foreign and Defense Policy Learning Objective: LO 18.4: Identify contemporary foreign and defense policy challenges confronting the United States. Page Reference: 538 Skill Level: Analyze It Difficulty Level: Difficult Which of the following is an accurate statement about terrorism?
43.
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 nongovernmental political actors engage in terrorism. 555 .
Answer: b Test Bank Item Title: TB_Q18.4.43 Topic: Contemporary Challenges in Foreign and Defense Policy Learning Objective: LO 18.4: Identify contemporary foreign and defense policy challenges confronting the United States. Page Reference: 535 – 536 Skill Level: Understand the Concepts Difficulty Level: Moderate Why did the United States join the North American Free Trade Agreement?
44.
a. to increase the number of trading partners readily available for American goods b. to make it harder for Japanese cars to compete in the American marketplace c. to relocate manufacturing jobs to Mexico to take advantage of cheaper labor d. to slow down the pace of globalization Answer: a Test Bank Item Title: TB_Q18.4.44 Topic: Contemporary Challenges in Foreign and Defense Policy Learning Objective: LO 18.4: Identify contemporary foreign and defense policy challenges confronting the United States. Page Reference: 533 – 534 Skill Level: Analyze It Difficulty Level: Difficult Why are isolationists dissatisfied with contemporary U.S. foreign policy?
45.
a. because the United States does not do enough to address human rights abuses b. because the United States actively inserts itself into world affairs 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 Answer: b Test Bank Item Title: TB_Q18.1.45 Topic: Roots of the U.S. Foreign and Defense Policy Learning Objective: LO 18.1: Trace the evolution of U.S. foreign and defense policy. Page Reference: 517 – 518 Skill Level: Analyze It Difficulty Level: Difficult 46.
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. 556 .
c. China has a large supply of oil that can be exported to the United States. d. China is a large market and a rapidly growing economic and military power. Answer: d Test Bank Item Title: TB_Q18.0.46 Topic: Introduction; Contemporary Challenges in Foreign and Defense Policy Learning Objective: Introduction; LO 18.4: Identify contemporary foreign and defense policy challenges confronting the United States. Page Reference: 514 Skill Level: Analyze It Difficulty Level: Difficult 47.
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. Answer: d Test Bank Item Title: TB_Q18.0.47 Topic: Introduction Learning Objective: Introduction Page Reference: 514 Skill Level: Analyze It Difficulty Level: Difficult
48.
Which of the following is most likely to have the greatest influence over U.S. foreign policy? a. secretary of state b. the Central Intelligence Agency c. Director of National Intelligence d. the Joint Chiefs of Staff Answer: a Test Bank Item Title: TB_Q18.3.48 Topic: Foreign and Defense Policy Decision Making Learning Objective: LO 18.3: Outline the factors that shape foreign and defense policy decision making. Page Reference: 527 Skill Level: Analyze It Difficulty Level: Difficult
pp True-False Questions 557 .
49.
The president traditionally has more influence over foreign policy than does Congress. Answer: TRUE Test Bank Item Title: TB_Q18.3.49 Topic: Foreign and Defense Policy Decision Making Learning Objective: LO 18.3: Outline the factors that shape foreign and defense policy decision making. Page Reference: 527 Skill Level: Understand the Concepts Difficulty Level: Moderate The United States and the Soviet Union were the main adversaries in the Cold War.
50.
Answer: TRUE Test Bank Item Title: TB_Q18.2.50 Topic: The United States as a World Power Learning Objective: LO 18.2: Explain U.S. foreign policy as the country rose to become a world power. Page Reference: 519 – 520 Skill Level: Remember the Facts Difficulty Level: Easy In 2014, the United States levied economic sanctions against Russia after it undertook the first forcible annexation of territory in Europe since World War II.
51.
Answer: TRUE Test Bank Item Title: TB_Q18.5.51 Topic: Toward Reform: New Challenges in American Foreign Policy Learning Objective: LO 18.5: Understand emerging challenges to American foreign policy that have arisen in recent years. Page Reference: 544 Skill Level: Understand the Concepts Difficulty Level: Moderate The Joint Chiefs of Staff serves as an adviser to the president on military policy.
52.
Answer: TRUE Test Bank Item Title: TB_Q18.3.52 Topic: Foreign and Defense Policy Decision Making Learning Objective: LO 18.3: Outline the factors that shape foreign and defense policy decision making. Page Reference: 528 Skill Level: Remember the Facts Difficulty Level: Easy 558 .
53.
Since World War II, the United States has created and supported a protectionist trade policy. Answer: FALSE Test Bank Item Title: TB_Q18.4.53 Topic: Contemporary Challenges in Foreign and Defense Policy Learning Objective: LO 18.4: Identify contemporary foreign and defense policy challenges confronting the United States. Page Reference: 533 Skill Level: Understand the Concepts Difficulty Level: Moderate The North American Free Trade Agreement promotes the free exchange of goods and services among the United States, Canada, and Mexico.
54.
Answer: TRUE Test Bank Item Title: TB_Q18.2.54 Topic: The United States as a World Power Learning Objective: LO 18.2: Explain U.S. foreign policy as the country rose to become a world power. Page Reference: 522 Skill Level: Remember the Facts Difficulty Level: Moderate Recent U.S. foreign policy under both Democratic and Republican secretaries of state has focused on women’s rights and empowerment.
55.
Answer: TRUE Test Bank Item Title: TB_Q18.0.55 Topic: Introduction Learning Objective: Introduction Page Reference: 514 Skill Level: Understand the Concepts Difficulty Level: Moderate The primary responsibility of the National Security Council is to advise Congress about foreign policy.
56.
Answer: FALSE Test Bank Item Title: TB_Q18.3.56 Topic: Foreign and Defense Policy Decision Making Learning Objective: LO 18.3: Outline the factors that shape foreign and defense policy decision making. Page Reference: 527 Skill Level: Understand the Concepts 559 .
Difficulty Level: Moderate The United States became involved in Vietnam to support the North Vietnamese who were fighting against communist aggression committed by the South Vietnamese.
57.
Answer: FALSE Test Bank Item Title: TB_Q18.2.57 Topic: The United States as a World Power Learning Objective: LO 18.2: Explain U.S. foreign policy as the country rose to become a world power. Page Reference: 520 – 521 Skill Level: Understand the Concepts Difficulty Level: Moderate U.S. foreign policy toward China is largely driven by concerns over human rights violations.
58.
Answer: FALSE Test Bank Item Title: TB_Q18.4.58 Topic: Contemporary Challenges in Foreign and Defense Policy Learning Objective: LO 18.4: Identify contemporary foreign and defense policy challenges confronting the United States. Page Reference: 533 Skill Level: Understand the Concepts Difficulty Level: Moderate The 2003 war in Iraq was the United States’ most immediate and direct response to the September 11, 2001, terrorist attacks.
59.
Answer: FALSE Test Bank Item Title: TB_Q18.4.59 Topic: Contemporary Challenges in Foreign and Defense Policy Learning Objective: LO 18.4: Identify contemporary foreign and defense policy challenges confronting the United States. Page Reference: 537 Skill Level: Understand the Concepts Difficulty Level: Moderate The recent wars in Afghanistan and Iraq were quick and decisive military and diplomatic victories for the United States.
60.
Answer: FALSE Test Bank Item Title: TB_Q18.2.60 Topic: The United States as a World Power 560 .
Learning Objective: LO 18.2: Explain U.S. foreign policy as the country rose to become a world power. Page Reference: 524 – 525 Skill Level: Understand the Concepts Difficulty Level: Moderate 61.
Barack Obama’s approach to U.S. foreign policy is best described as isolationist. Answer: FALSE Test Bank Item Title: TB_Q18.1.61 Topic: Roots of the U.S. Foreign and Defense Policy Learning Objective: LO 18.1: Trace the evolution of U.S. foreign and defense policy. Page Reference: 514 Skill Level: Apply What You Know Difficulty Level: Moderate 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.
62.
Answer: TRUE Test Bank Item Title: TB_Q18.3.62 Topic: Foreign and Defense Policy Decision Making Learning Objective: LO 18.3: Outline the factors that shape foreign and defense policy decision making. Page Reference: 528 Skill Level: Apply What You Know Difficulty Level: Moderate 63.
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 Test Bank Item Title: TB_Q18.3.63 Topic: Foreign and Defense Policy Decision Making Learning Objective: LO 18.3: Outline the factors that shape foreign and defense policy decision making. Page Reference: 528 – 529 Skill Level: Apply What You Know Difficulty Level: Moderate
64.
The president has primary responsibility for foreign, military, and defense policy in the United States. Answer: TRUE 561 .
Test Bank Item Title: TB_Q18.3.64 Topic: Foreign and Defense Policy Decision Making Learning Objective: LO 18.3: Outline the factors that shape foreign and defense policy decision making. Page Reference: 527 Skill Level: Understand the Concepts Difficulty Level: Moderate
pp Fill-in-the-Blank Questions 65.
After World War II, the United States, Canada, and Western Europe formed a peacetime alliance known as the __________. Answer: North Atlantic Treaty Organization (NATO) Test Bank Item Title: TB_Q18.2.65 Topic: The United States as a World Power Learning Objective: LO 18.2: Explain U.S. foreign policy as the country rose to become a world power. Page Reference: 520 Skill Level: Remember the Facts Difficulty Level: Moderate
66.
The Department of __________ is the chief executive branch department responsible for formulation and implementation of U.S. military policy. Answer: Defense Test Bank Item Title: TB_Q18.3.66 Topic: Foreign and Defense Policy Decision Making Learning Objective: LO 18.3: Outline the factors that shape foreign and defense policy decision making. Page Reference: 528 Skill Level: Remember the Facts Difficulty Level: Easy The __________ was the U.S. effort to help provide economic assistance to Europe after World War II.
67.
Answer: Marshall Plan Test Bank Item Title: TB_Q18.2.67 Topic: The United States as a World Power Learning Objective: LO 18.2: Explain U.S. foreign policy as the country rose to become a world power. Page Reference: 520 Skill Level: Remember the Facts 562 .
Difficulty Level: Easy 68.
During President George W. Bush’s 2002 State of the Union Address, President Bush identified Iraq, North Korea, and Iran as a(n) “__________.” Answer: axis of evil Test Bank Item Title: TB_Q18.2.68 Topic: The United States as a World Power Learning Objective: LO 18.2: Explain U.S. foreign policy as the country rose to become a world power. Page Reference: 525 Skill Level: Remember the Facts Difficulty Level: Easy The __________ is the international organization created after World War II to promote global peace and security.
69.
Answer: United Nations Test Bank Item Title: TB_Q18.2.69 Topic: The United States as a World Power Learning Objective: LO 18.2: Explain U.S. foreign policy as the country rose to become a world power. Page Reference: 518 Skill Level: Understand the Concepts Difficulty Level: Moderate 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.
70.
Answer: deterrence Test Bank Item Title: TB_Q18.2.70 Topic: The United States as a World Power Learning Objective: LO 18.2: Explain U.S. foreign policy as the country rose to become a world power. Page Reference: 520 Skill Level: Understand the Concepts Difficulty Level: Moderate 71.
Terrorism is a technique used to effect political change by instilling __________ among the general public. Answer: fear Test Bank Item Title: TB_Q18.4.71 Topic: Contemporary Challenges in Foreign and Defense Policy 563 .
Learning Objective: LO 18.4: Identify contemporary foreign and defense policy challenges confronting the United States. Page Reference: 535 – 536 Skill Level: Understand the Concepts Difficulty Level: Moderate 72.
U.S. foreign policy toward North Korea is largely driven by its __________ ambition. Answer: nuclear Test Bank Item Title: TB_Q18.4.72 Topic: Contemporary Challenges in Foreign and Defense Policy Learning Objective: LO 18.4: Identify contemporary foreign and defense policy challenges confronting the United States. Page Reference: 540 – 541 Skill Level: Understand the Concepts Difficulty Level: Moderate The free-trade agreement between the United States, Canada, and Mexico is known as the __________.
73.
Answer: North American Free Trade Agreement (NAFTA) Test Bank Item Title: TB_Q18.2.73 Topic: The United States as a World Power Learning Objective: LO 18.2: Explain U.S. foreign policy as the country rose to become a world power. Page Reference: 522 Skill Level: Understand the Concepts Difficulty Level: Moderate Given the size of its economy and increased globalization, U.S. foreign policy toward __________ is motivated primarily by trade policy.
74.
Answer: China Test Bank Item Title: TB_Q18.4.74 Topic: Contemporary Challenges in Foreign and Defense Policy Learning Objective: LO 18.4: Identify contemporary foreign and defense policy challenges confronting the United States. Page Reference: 533 Skill Level: Understand the Concepts Difficulty Level: Moderate The United States entered the war in Afghanistan in order to topple the __________ government.
75.
Answer: Taliban 564 .
Test Bank Item Title: TB_Q18.2.75 Topic: The United States as a World Power Learning Objective: LO 18.2: Explain U.S. foreign policy as the country rose to become a world power. Page Reference: 525 Skill Level: Understand the Concepts Difficulty Level: Moderate The Senate can influence foreign policy by approving (or refusing to approve) __________ negotiated by the president.
76.
Answer: treaties Test Bank Item Title: TB_Q18.3.76 Topic: Foreign and Defense Policy Decision Making Learning Objective: LO 18.3: Outline the factors that shape foreign and defense policy decision making. Page Reference: 529 – 530 Skill Level: Apply What You Know Difficulty Level: Moderate 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.
77.
Answer: diplomacy Test Bank Item Title: TB_Q18.4.77 Topic: Contemporary Challenges in Foreign and Defense Policy Learning Objective: LO 18.4: Identify contemporary foreign and defense policy challenges confronting the United States. Page Reference: 536 Skill Level: Apply What You Know Difficulty Level: Moderate The George W. Bush administration justified the war in Iraq under the doctrine of __________ in which threats to American interests would be proactively and aggressively pursued.
78.
Answer: preemption Test Bank Item Title: TB_Q18.2.78 Topic: The United States as a World Power Learning Objective: LO 18.2: Explain U.S. foreign policy as the country rose to become a world power. Page Reference: 525 Skill Level: Understand the Concepts Difficulty Level: Moderate 565 .
p Short Answer Questions 79.
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. 2. Describe how terrorism is designed to effect public change through intimidation and 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. Test Bank Item Title: TB_Q18.4.79 Topic: Contemporary Challenges in Foreign and Defense Policy Learning Objective: LO 18.4: Identify contemporary foreign and defense policy challenges confronting the United States. Page Reference: 535 – 537 Skill Level: Analyze It Difficulty Level: Difficult
80.
How has the rise of China and India as economic powers with global influence affected U.S. economic policy? Explain the U.S. relationship with each country. Answer: An ideal response will: 1. Explain that the rise of China and India has both negative and positive effects on the U.S. economy. 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. Test Bank Item Title: TB_Q18.5.80 Topic: Toward Reform: New Challenges in American Foreign Policy Learning Objective: LO 18.5: Understand emerging challenges to American foreign policy that have arisen in recent years. Page Reference: 542, 544 Skill Level: Understand the Concepts Difficulty Level: Moderate 566 .
81.
What roles do the Department of Defense and the Joint Chiefs of Staff play in advising the president on military policy? Describe how these advisers 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 advisers 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. Test Bank Item Title: TB_Q18.3.81 Topic: Foreign and Defense Policy Decision Making Learning Objective: LO 18.3: Outline the factors that shape foreign and defense policy decision making. Page Reference: 528 Skill Level: Understand the Concepts Difficulty Level: Moderate How well are the president’s foreign policy powers described in the Constitution? What specific foreign policy powers are enumerated in the Constitution?
82.
Answer: An ideal response will: 1. Note that the Constitution is relatively vague about the president’s foreign policy powers; the Constitution is an “invitation to struggle.” 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 advisers. Test Bank Item Title: TB_Q18.3.82 Topic: Foreign and Defense Policy Decision Making Learning Objective: LO 18.3: Outline the factors that shape foreign and defense policy decision making. Page Reference: 526, 528 Skill Level: Understand the Concepts Difficulty Level: Moderate 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.
83.
567 .
Answer: An ideal response will: 1. Describe the 4D strategy: defeat terrorist organizations, deny them support from rogue states, work to diminish the conditions that give rise to terrorism, and defend the United States, its citizens, and foreign interests from attack. 2. List the four tools that can be part of this strategy: diplomacy, military power, economic power, and undercover action. 3. Describe the use of diplomacy, which involves persuading other states to assist the United States in combating terrorism. 4. Explain how military power can be used to destroy the opponent’s “center of gravity.” 5. 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. 6. 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. Test Bank Item Title: TB_Q18.4.83 Topic: Contemporary Challenges in Foreign and Defense Policy Learning Objective: LO 18.4: Identify contemporary foreign and defense policy challenges confronting the United States. Page Reference: 536 – 537 Skill Level: Apply What You Know Difficulty Level: Difficult 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?
84.
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. Test Bank Item Title: TB_Q18.4.84 Topic: Contemporary Challenges in Foreign and Defense Policy Learning Objective: LO 18.4: Identify contemporary foreign and defense policy challenges confronting the United States. Page Reference: 538, 540 – 541 Skill Level: Analyze It 568 .
Difficulty Level: Difficult 85.
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 advisers. 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. Test Bank Item Title: TB_Q18.3.85 Topic: Foreign and Defense Policy Decision Making Learning Objective: LO 18.3: Outline the factors that shape foreign and defense policy decision making. Page Reference: 528 – 531 Skill Level: Understand the Concepts Difficulty Level: Moderate What is the National Security Council? When is the president most likely to convene a meeting of the National Security Council?
86.
Answer: An ideal response will: 1. Describe the National Security Council as a group of high-ranking advisers to the president, including the vice president, the secretary of defense, the secretary of state, military advisers, and intelligence advisers. 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. Test Bank Item Title: TB_Q18.3.86 Topic: Foreign and Defense Policy Decision Making Learning Objective: LO 18.3: Outline the factors that shape foreign and defense policy decision making. Page Reference: 527 Skill Level: Apply What You Know Difficulty Level: Moderate 87.
Use the North American Free Trade Agreement (NAFTA) to illustrate how free trade can both help and hurt a nation’s economy. 569 .
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. Test Bank Item Title: TB_Q18.4.87 Topic: Contemporary Challenges in Foreign and Defense Policy Learning Objective: LO 18.4: Identify contemporary foreign and defense policy challenges confronting the United States. Page Reference: 533 – 534 Skill Level: Apply What You Know Difficulty Level: Difficult To what extent has recent U.S. foreign policy been isolationist? Illustrate your answer with two recent foreign policy examples.
88.
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. 3. Provide two examples of nonisolationist foreign policies, such as the heavy U.S. involvement in Iraq and Afghanistan. Test Bank Item Title: TB_Q18.1.88 Topic: Roots of the U.S. Foreign and Defense Policy Learning Objective: LO 18.1: Trace the evolution of U.S. foreign and defense policy. Page Reference: Skill Level: Apply What You Know Difficulty Level: Moderate How was the Cold War fundamentally different from the war in Afghanistan?
89.
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. Test Bank Item Title: TB_Q18.2.89 Topic: The United States as a World Power 570 .
Learning Objective: LO 18.2: Explain U.S. foreign policy as the country rose to become a world power. Page Reference: 519 – 522, 524 – 525 Skill Level: Analyze It Difficulty Level: Difficult 90.
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. Students might also note that there has not been another major terrorist attack since September 11, 2001, indicating that the wars have been successful. Test Bank Item Title: TB_Q18.2.90 Topic: The United States as a World Power Learning Objective: LO 18.2: Explain U.S. foreign policy as the country rose to become a world power. Page Reference: 524 – 525 Skill Level: Analyze It Difficulty Level: Difficult
91.
How has the United States’ approach to foreign policy with China changed over time? Answer: An ideal response will: 1. Observe how U.S. foreign policy toward China has changed from economic isolation to concerns about trade policy. 2. Discuss the magnitude of the Chinese economy and the opportunities and challenges it poses for the United States. Test Bank Item Title: TB_Q18.4.91 Topic: Contemporary Challenges in Foreign and Defense Policy Learning Objective: LO 18.4: Identify contemporary foreign and defense policy challenges confronting the United States. Page Reference: 534 – 535 Skill Level: Analyze It Difficulty Level: Difficult 571 .
92.
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 goes beyond free trade to encompass a central bank, a common currency, ease of immigration, and a European Parliament. Test Bank Item Title: TB_Q18.2.92 Topic: The United States as a World Power Learning Objective: LO 18.2: Explain U.S. foreign policy as the country rose to become a world power. Page Reference: 522 Skill Level: Analyze It Difficulty Level: Difficult
pp Essay Questions 93.
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. Describe the fundamental differences between the Cold War and conflict involving terrorism, including the types of combatants, the type of warfare, the goals, and the weapons used. 2. 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. 3. Detail the principal Cold War confrontations aimed at containing the Soviet Union and communism or strengthening countries trying to ward off communist influence, such as in Turkey, Greece, Western Europe (through the Truman Doctrine and the Marshall Plan), Cuba, and Vietnam. 4. Identify the main Cold War combatants as the United States and the Soviet Union. 5. Reveal how the Cold War conflict was finally resolved with the collapse of the Soviet Union, although the tensions had somewhat subsided beforehand. 572 .
6. Discuss the main characteristics of recent terrorist conflicts, which include attacks by nongovernmental actors on civilian targets in order to instill fear. 7. 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. 8. 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. 9. 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. Test Bank Item Title: TB_Q18.2.93 Topic: The United States as a World Power Learning Objective: LO 18.2: Explain U.S. foreign policy as the country rose to become a world power. Page Reference: 520 – 522 Skill Level: Analyze It Difficulty Level: Difficult 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.
94.
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 that are U.S. allies, when dealing with issues that do not need to be resolved quickly, or when avoiding a military confrontation 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 Vietnam, 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. 573 .
Test Bank Item Title: TB_Q18.4.94 Topic: Contemporary Challenges in Foreign and Defense Policy Learning Objective: LO 18.4: Identify contemporary foreign and defense policy challenges confronting the United States. Page Reference: 536 – 537, 540 Skill Level: Apply What You Know Difficulty Level: Difficult The president has many executive branch advisers to assist with making foreign and defense policy. To what extent is the president’s foreign policy strength related to this large cadre of advisers? 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?
95.
Answer: An ideal response will: 1. Explain how the president’s strength comes in large part from the president’s large cadre of advisers. With so many advisers, 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 decision 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. Test Bank Item Title: TB_Q18.3.95 Topic: Foreign and Defense Policy Decision Making Learning Objective: LO 18.3: Outline the factors that shape foreign and defense policy decision making. 574 .
Page Reference: 527 – 528 Skill Level: Apply What You Know Difficulty Level: Difficult 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 were to decrease? Provide a justification for your answer.
96.
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 advisers. 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 advisers, the ratification of treaties, and the authority to declare war. 3. Draw a conclusion about who has more power: the president or Congress. The most compelling arguments will claim 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. Test Bank Item Title: TB_Q18.3.96 Topic: Foreign and Defense Policy Decision Making Learning Objective: LO 18.3: Outline the factors that shape foreign and defense policy decision making. Page Reference: 527 – 531 Skill Level: Analyze It Difficulty Level: Difficult 97.
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 575 .
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 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. Test Bank Item Title: TB_Q18.4.97 Topic: Contemporary Challenges in Foreign and Defense Policy Learning Objective: LO 18.4: Identify contemporary foreign and defense policy challenges confronting the United States. Page Reference: 533 – 535 Skill Level: Analyze It Difficulty Level: Difficult
576 .