AP Gov't

CHAPTER 3
Federalism
Objectives
The central purpose of the chapter is to introduce the student to some of the complexities of federal government in the United States—that is, one where both the national and state governments have powers independent of one another. After reading and reviewing the material in this chapter, the student should be able to do each of the following:
1. Explain the difference between federal and centralized systems of government, and give examples of each.
2. Show how competing political interests at the Constitutional Convention led to the adoption of a federal system that was not clearly defined.
3. Outline the ways in which national and state powers have been interpreted by the courts.
4. State the reasons why federal grants-in-aid to the states have been politically popular, and cite what have proven to be their pitfalls. Distinguish between categorical grants and block grants.
5. Distinguish between mandates and conditions of aid with respect to federal grant programs to states and localities. Discuss whether or to what extent federal grants to the states have created uniform national policies comparable to those of centralized governments.
6. Evaluate the effect of devolution on relationships between the national and state governments. Assess its implications for citizens as taxpayers and as clients of government programs.

CHAPTER 3
Federalism
Overview
States participate actively both in determining national policy and in administering national programs. Moreover, they reserve to themselves or to localities within them important powers over such public services as schooling and law enforcement, and such important public decisions as land use. In a unitary system, these powers are exercised by the national government.
How one evaluates federalism depends in large part on the value one attaches to the competing criteria of equality and participation. Federalism means that citizens living in different parts of the country will be treated differently. This applies not only to spending programs (such as welfare), but also to legal systems (where civil rights may be differentially protected or criminal sentencing may vary). Yet federalism also means that there are more opportunities to participate in the decision making. It allows people to influence what is taught in the schools, and to decide where highways and other government projects will be built. Indeed, differences in public policy—that is, unequal treatment—are largely the result of wider participation in decision making. It is difficult, perhaps even impossible, to have more of one of these values without having less of the other.
From the 1930s to the present, United States politics and public policy became decidedly more nationalized, with the federal government, and especially the federal courts, imposing increasingly uniform standards on the states. These usually took the form of mandates and conditions of aid. Efforts begun in the 1960s and 1970s to reverse this trend by shifting to revenue sharing and block grants were only partially successful. In the mid-1990s, the Supreme Court began to review the doctrine of state sovereignty and the effort to devolve power from Washington to the states gained momentum. But whether these developments will effect significant and lasting changes in federalism remains to be seen.

CHAPTER 3
Federalism
Chapter Outline with Keyed-in Resources
I. Governmental structure
A. Introduction
1. Federalism: a political system with local government units, as well as a national government, that can make final decisions regarding some governmental activities and whose existence is protected
a) Local governments are able to make decisions on at least some matters without regard to the preferences of the national government
b) Examples of federal governments: United States, Canada, India, Germany, Switzerland, Australia
2. Unitary government:
a) All local governments are subservient to the national government
b) Local governments can be altered or abolished by the national government
c) Local governments have no final authority over any significant government activities
d) Examples of unitary governments: France, Britain, Italy, Sweden
3. Special protection of subnational governments in federal system due to:
a) Constitution of country
b) Habits, preferences, and dispositions of citizens
c) Distribution of political power in society
4. National government largely does not govern individuals directly, but gets states to do so in keeping with national policy
B. Federalism: Good or Bad?
1. Negative views: federalism blocks progress and protects powerful local interests
a) Laski: the states are “parasitic and poisonous”
b) Riker: federalism facilitated the perpetuation of racism
2. Positive view―Elazar: federalism contributes to governmental strength, political flexibility, and fosters individual liberty
3. Federalism has good and bad effects
a) Different political groups with different political purposes come to power in different places
b) Federalist No. 10: small political units are more likely to be dominated by single political faction―which allows all relevant interests to be heard, somewhere
C. Increased political activity
1. Most obvious effect of federalism: it facilitates political mobilization
2. Federalism decentralizes authority, lowering the cost of political organization at the local level
II. The Founding
A. A bold, new plan to protect personal liberty
1. Founders believed that neither national nor state government would have authority over the other since power comes from the people, who shift their support to keep the two in balance.
2. New plan had no historical precedent
3. Tenth Amendment was added as an afterthought to clarify the limits of the national government’s power
4. Tenth Amendment has had limited applicability, but has recently been used by the Supreme Court to give new life to state sovereignty
B. Elastic language in Article I: necessary and proper clause
1. Precise definitions of powers are politically impossible due to competing interests, e.g., commerce
2. Hamilton’s view: national supremacy since the Constitution was the supreme law of the land
3. Jefferson’s view: states’ rights with the people as ultimate sovereign; the national government was likely to be the principal threat to individuals’ liberties
III. The debate on the meaning of federalism (THEME A: WHO GOVERNS WHAT? FEDERALISM AND CONSTITUTIONAL LAW)
A. The Supreme Court speaks
1. Hamiltonian position espoused by Chief Justice John Marshall
2. McCulloch v. Maryland (1819) settled two questions
a) Could Congress charter a national bank? Yes, even though this power is not explicitly in the Constitution because of the “necessary and proper” (elastic) clause.
b) Could states tax such a federal bank? No, because national powers were supreme and therefore immune to state challenge.
3. Later battles related to federal taxes on state and local bond interest
B. “Nullification”: states had the right to declare null and void a federal law that they believed violated the Constitution
1. Authors: James Madison (Virginia Resolutions), Thomas Jefferson (Tennessee Resolutions), and John Calhoun
2. Question settled by the civil war: the federal union was indissoluble and states cannot nullify federal law; position was later confirmed by the Supreme Court
C. Dual federalism: both national and state governments are supreme in their own spheres, which should be kept separate
1. Example: interstate vs. intrastate commerce
a) Early product-based distinctions were unsatisfactory
b) Still, the Supreme Court does seek some distinction between what is national and what is local, though it is not entirely consistent in its support of state sovereignty
2. Doctrine of dual federalism still is argued, however―and sometimes successfully
D. State sovereignty
1. Supreme Court has strengthened states’ rights in several recent cases
a) U.S. v. Lopez (1995), guns in schools
b) U.S. v. Morrison (2000), overturned Violence Against Women Act of 1994, stating that attacks against women do not substantially affect interstate commerce
c) Printz v. U.S. (1997), background checks on gun purchasers
2. Supreme Court has also strengthened the Eleventh Amendment, protecting states from suits by citizens of other states or foreign nations
a) Alden v. Maine (1999), compliance with federal fair labor laws
b) Federal Maritime Commission v. South Carolina Ports Authority (2002), states did not agree to become mere appendages of national government
3. But not all recent decisions have supported state sovereignty
4. State can do what is not prohibited by the Constitution or preempted by federal policy, and that is consistent with its own constitution
a) Police power
b) State governments also responsible for public education, law enforcement and criminal justice, health and hospitals, roads and highways, public welfare, and use of public lands
5. States’ constitutions may provide for direct democracy
a) State constitutions more detailed about many matters, and thus view of government is more expansive
b) Initiative
c) Referendum
d) Recall
6. Protections for the states in the Constitution
a) No state can be divided without its consent.
b) Two Senators for every state
c) Every state assured of a republican form of government
d) Powers not granted to Congress are reserved to the states
7. Cities, towns, and counties have no such protections.
a) They exist at the pleasure of the state government, so there is no struggle over sovereignty (Dillon’s Rule)
b) See the Politically Speaking box, The Terms of Local Governance
IV. Federal-state relations (THEME B: WHO GOVERNS NOW? THE CONTEMPORARY POLITICS OF FEDERALISM)
A. What Washington legally may do is not the same as what politics may require
B. Grants-in-aid
1. Grants show how political realities modify legal authority
2. Began before Constitution with land and cash grants to states
3. Dramatically increased in scope in twentieth century
4. Prevailing constitutional interpretation until late 1930s was that the federal government could not spend money for purposes not authorized by the Constitution—grants were a way around this
5. Grants were attractive to state officials for various reasons.
a) Federal budget surpluses (nineteenth and early twentieth centuries)
b) Federal income tax increased revenues
c) Federal control of money supply
d) Appeared as “free” money for state officials, who did not have to be responsible for federal taxation
6. Required broad congressional coalitions with wide dispersion of funds, because every state had an incentive to seek grant money (example: post-9/11 “fair-share” security funding formulas)
C. Meeting national needs
1. 1960s shift in grants-in-aid
a) From what states demanded…
b) …To what federal officials considered important as national needs
c) Meanwhile, state and local governments had become dependent on federal funds
d) Washington’s grants to state and local governments has reached new highs since 2000
D. The intergovernmental lobby
1. Hundreds of state and local officials lobby in Washington
2. The Big 7
a) U.S. Conference of Mayors
b) National Governors Association
c) National Association of Counties
d) National League of Cities
e) Council of State Governments
f) International City/County Management Association
g) National Conference of State Legislatures
3. Purpose: to get more federal money with fewer strings
4. Since1980, their success has been more checkered
E. Categorical grants versus revenue sharing
1. Categorical grants are for specific purposes defined by federal law; they often require local matching funds
2. Block grants (sometimes called special revenue sharing or broad-based aid) were devoted to general purposes with few restrictions—states preferred block to categorical grants
3. Revenue sharing (sometimes called general revenue sharing) requires no matching funds and could be spent on almost any governmental purpose
a) Distributed by statistical formula
b) Ended in 1986, after fourteen years
4. Neither block grants nor revenue sharing achieved the goal of giving the states more freedom in spending
a) Did not grow as fast as categorical grants
b) Number of strings increased, even on these programs
5. New block grant programs were created for low-income housing, pre-school education and other programs from 2001-2003; these programs were cut or frozen by 2004 due to drops in state government revenues
6. Block grants grew more slowly than categorical grants because of the differences between the political coalitions that supported each
a) Federal officials, liberal interest groups, organized labor tend to distrust state government; categorical grants give the national government more power
b) No single interest group has a vital stake in multipurpose block grants, revenue sharing
c) Categorical grants are matters of life or death for various state agencies
d) Supervising committees in Congress favored growth of categorical grants
e) Revenue sharing was wasteful because it was so widely distributed that it did not reach those with greater need in sufficient amounts
F. Rivalry among the states
1. Intense debate regarding whether the federal government is helping some regions at the expense of others
2. Snowbelt (Frostbelt) versus Sunbelt states: debate focuses on allocation formulas written into federal laws
3. Difficulty telling where funds are actually spent and their effect, though
4. With numerous grants distributed on the basis of population, the census takes on monumental importance
V. Federal aid and federal control
A. Federal controls on state governmental activities
1. Conditions of aid: tells state governments what they must do if they wish to receive grant money; traditional control
2. Mandates: tells state governments what they must do
B. Mandates
1. Mandates: federal rules that states or localities must obey, generally have little or nothing to do with federal aid
a) Civil rights
b) Environmental protection
2. May be difficult to implement and/or be costly
3. Mandates may also make it difficult for state/local governments to raise revenues, borrow funds, and privatize public functions; some may expose them to financial liability
4. Controversial mandates may result from court decisions (example, state prisons, school desegregation plans)
C. Conditions of aid
1. Attached to grants
2. Conditions range from specific (apply to particular programs) to general (cover all or most grants)
3. Divergent views of states and federal government on costs and benefits of these conditions; each side attempts to bargain to pass on most of the cost to the other sides
4. President Reagan attempted to cut back both federal money and conditions of aid; after a bump in the early 1990s, this was continued in the mid-1990s
VI. A devolution revolution? Focus on the 104th Congress (1995–1996)
A. Devolution initiatives returned program management to the states, with some federal guidelines, but no guarantee of federal support
B. Block grants for entitlements
1. AFDC and Medicaid had operated as entitlements—federal funds a fixed proportion of state spending on these programs
2. Republicans in 104th Congress proposed making these and other programs block grants
3. AFDC did actually become a block grant
4. Devolution became part of the national political agenda
5. Some evidence that devolution in welfare programs continued from states to localities, localities to non-profit and private organizations
C. What’s driving devolution?
1. Devolution proponents harbor a deep-seated ideological mistrust of federal government and believe that state governments were more responsive to the people
2. Deficit politics encouraged devolution
a) Major cuts sought in entitlement spending
b) In return, governors were given more power and flexibility to implement program
3. Devolution supported by public opinion—though strength of support uncertain
4. See the What Would You Do? exercise, Abortion Funding.
VII. Congress and Federalism—politics remains local
1. Congress members represent conflicting constituencies—won’t always agree with governors and mayors
2. Parties once linked legislators to local groups—their erosion increases political competition.

CHAPTER 3
Federalism
Important Terms
*block grants
Grants of money from the national government that states can spend within broad guidelines determined by Washington.
*conditions of aid
Terms set by the national government that states must meet if they are to receive certain federal funds.
*devolution
The effort to transfer responsibility for many public programs and services from the federal government to the states.
*dual federalism
A constitutional theory that the national government and the state government each have defined areas of authority.
*grants-in-aid
Money given by the national government to the states.

*initiative
Process that permits voters to put legislative measures directly on the ballot.
*mandates
Terms set by the national government that states must meet whether or not they accept federal grants.
*necessary and proper clause
Section of the Constitution allowing Congress to pass all laws “necessary and proper” to its duties, and which has permitted Congress to exercise powers not specifically given to it (enumerated) by the Constitution.
*nullification
The doctrine that a state can declare null and void a federal law that, in the state’s opinion, violates the Constitution.
*police power
The power of a government to effect laws that promote citizens’ health, safety, and morals.
*recall
Procedure whereby voters can remove an elected official from office.
*referendum
Procedure enabling voters to reject a measure passed by the legislature.

CHAPTER 3
Federalism
Theme A: Who Governs what? Federalism and The Constitution
Instructor Resources
John Calhoun, A Disquisition on Government. Columbia: University of South Carolina Press, 2003.
Frederick D. Drake and Lynn R. Nelson, eds., States’ Rights and American Federalism: A Documentary History. Westport, CT: Greenwood Publishing Group, 1999.
Kermit L. Hall, A Nation of States: Federalism at the Bar of the Supreme Court. New York: Garland Publishers, 2000.
John P. Kaminski and Richard Leffler, Federalists and Antifederalists: The Debate Over the Ratification of the Constitution, Madison, WI: Madison House Publishers, 1989.
Forrest McDonald, States’ Rights and the Union: Imperium in Imperio, 1776–1876. Lawrence, KS: The University Press of Kansas, 2000.
Michael E. Solimine and James L. Walker, Respecting State Courts: The Inevitability of Judicial Federalism. Westport, CT: Greenwood Publishing Group, 2000.
Carl E. Van Horn, The State of the States, 3rd ed. Washington, D.C.: CQ Press, 1996.

CHAPTER 3
Federalism
Theme A: Who Governs what? Federalism and The Constitution
Summary
The Founders disagreed over the exact division of powers in a federal system. Hamilton argued for national supremacy, Jefferson for states’ rights. The Tenth Amendment spelled out what was assumed from the outset: that the federal government would have only those powers given to it by the Constitution. On the other hand the elastic language of Article I—the “necessary and proper” clause—provided a basis for arguing that the federal government had much broader powers. “The rules” about who governs what, were not clear from the start.
The Supreme Court became the arbiter of this dispute. Chief Justice John Marshall supported the Hamiltonian position, and in McCulloch v. Maryland (1819) the court held not only that the Congress had the right to set up a bank, but also that such an enterprise was immune to state taxation. After the Civil War, conflict focused on the commerce clause and the power of the federal government to regulate commerce. At first the Court distinguished between interstate commerce, which the federal government could regulate, and intrastate commerce, which it could not. Practical difficulties in distinguishing one from the other led the Court, by the 1940s, to hold that the federal government could regulate virtually any economic transaction it wanted to regulate.
The Supreme Court’s struggles with defining the scope of federal power were influenced largely by economic theory. Under the laissez-faire beliefs that dominated nineteenth-century United States politics, the government was to remain neutral toward the economy and not become involved in its management. The court infused this concept into its decisions on federalism by striking down most government efforts to intervene in the economy. The Great Depression of 1929 compelled the federal government under President Franklin Roosevelt’s New Deal to take steps to alleviate the people’s misery, but the justices consistently voided most such legislation as exceeding federal authority. An exasperated President Roosevelt, upon reelection in 1936, sought to increase the membership on the Supreme Court by “packing” it with justices who favored his perspective on federalism. While the court-packing plan failed, one justice altered his view and began to uphold an expanded federal role in the economy. This has been described as the “switch in time that saved nine.” Recently, however, the Supreme Court has placed some limitations on the ability of the federal government to legislate requirements for the states. In both U.S. v. Lopez (1995) and Printz v. U.S. (1997), the Supreme Court ruled that the Congress has over-extended the commerce clause in its regulations on gun ownership. In addition to these rulings on the tenth amendment, the Court has also protected state sovereignty through the eleventh amendment, protecting states against suits by citizens of other states or countries. These cases represent a significant development in the Court’s thinking about state sovereignty. However, their significance should not be over-stated: Though the states are protected by the Constitution, Congress can still legislate extensively and broadly on domestic policy.

CHAPTER 3
Federalism
Theme A: Who Governs what? Federalism and The Constitution
Discussion Questions
1. Historically, power has flowed to the central government. What reasons exist for the states to continue exercising independent power? Given the Supreme Court’s decision in McCulloch, what prevents the central government from assuming legal authority over any area of public policy?
2. Why doesn’t the federal government always intervene when states defy its authority?
3. Certain areas in Nevada permit prostitution; nine states have legalized the use of marijuana for “medical purposes”; Massachusetts has legalized same-sex marriage. Could the federal government legally intervene to forbid such practices in these states? Explain why or why not.
4. It would be possible to write a constitution that specified national, state, and even local spheres of governing much more clearly than the U.S. Constitution does. What might such a document look like? What would be its advantages? What would be its disadvantages?

CHAPTER 3
Federalism
Theme B: who governs now? The contemporary Politics of Federalism
Instructor Resources
Timothy J. Conlan, From New Federalism to Devolution: Twenty-five Years of Intergovernmental Reform. Washington, D.C.: Brookings Institution, 1998.
Daniel J. Elazar, American Federalism: A View from the States. New York: Thomas Y. Crowell Company, 1966.
Michael S. Greve, Defining Federalism’s Future: The Role of the Courts, Congress, and the Voters. Washington, D.C.: AEI Press, 1999.
Vincent Ostrom, The Meaning of American Federalism. Institute for Contemporary Studies, 1999.
Paul E. Peterson, The Price of Federalism. Washington, D.C.: The Brookings Institution, 1995.
Paul L. Posner, Barry Rabe, and John Tierney, eds., The Politics of Unfunded Mandates: Whither Federalism? Washington, D.C.: Georgetown University Press, 1999.
David Bradstreet Walker, The Rebirth of Federalism: Slouching Toward Washington, 2nd ed. Chatham, NJ: Chatham House Publishers, 2000.


CHAPTER 3
Federalism
Theme B: who governs now? The contemporary Politics of Federalism
Summary
The political dynamics of federalism have changed over the years. In the 20th century, the balance between state and federal power has clearly tipped in favor of the national government. As early as the 1960s, Senator Everett Dirksen of Illinois warned that soon “the only people interested in state boundaries will be Rand-McNally.” This concern exaggerated the extent to which the federal government is capable of invading local prerogatives. The reason is that the constitutional structure forces members of Congress to remain focused on local issues—if only to achieve reelection.
The shift to national control began in the late nineteenth century, but it was not until the growth of grant-in-aid programs during the 1960s that the symmetry of authority—the key to federalism—became relatively one-sided. As state and local governmental budgets became increasingly dependent on federal resources, the intergovernmental lobby, in which local officials set up offices in Washington to compete for federal money, developed. The rivalry between states intensified when Congress began to loosen the strings of categorical grants and replace them with block grants based on distributional formulas.
The absence of federal strings and the greater leeway in spending federal funds did not produce a corresponding increase in the freedom of local officials. First, creeping categorization occurred as the federal government began to disapprove of the way block grants were utilized. Its response was to impose more restrictions on block grants. Second, categorical grants spawned state agencies and interest groups that relied on such grants for their survival. Since these groups were frequently successful in convincing congressional committees to preserve a particular grant from being merged into a larger block grant program, the result was to limit the overall number of block grants. And third, the ideological dimension of federalism became more prominent. Liberals, Democrats, and minority groups preferred to continue the practice of prescribing national standards as an antidote to the prejudices of local officials. Conservatives, Republicans, and business leaders preferred to transfer decision-making to the local level to avoid the inflexibility of national regulations. Thus in the 1980s and early 1990s stalemate developed as a Democratic Congress pushed in one direction while Republican administrations pushed in the other.
But slowly the pendulum has begun to swing back toward greater state authority. Two trends have catalyzed change. First, many states have become frustrated by federal meddling in local affairs. In 1993, for example, the state of Hawaii refused to fly the American flag for an entire weekend as a sign of protest, and an active movement on behalf of secession emerged. Second, local governments are not what they were. The level of professionalism has improved and states are again serving as experimental grounds for new programs. Policy innovation is no longer a federal monopoly. This was particularly evident in the welfare reform efforts of 1994 through 1996, when Congress effectively acted on the recommendations of state governors. In short, the politics of federalism has entered a new era, though it is not yet certain that devolution will result in more effective programs or a more responsive government.

CHAPTER 3
Federalism
Theme B: who governs now? The contemporary Politics of Federalism
Discussion Questions
1. Does the system of grants-in-aid upset the balance of federalism? Do grant programs enable Congress to do what it pleases by bribing states into compliance? Or do these programs merely increase the likelihood of national policy uniformity? What would be the consequence if a state refused federal grant money?
2. To what extent have interest groups produced grants-in-aid, and to what extent have grants-in-aid produced interest groups? Who constitutes the intergovernmental lobby?
3. How and why do conservatives and liberals differ over giving aid to the states without conditions?
4. Why can’t federal agencies attack complex problems by producing and implementing a coherent systematic policy? Why don’t (can’t) federal bureaucrats issue orders where necessary?
5. Does the recent push toward devolution give the states too much power?

CHAPTER 3
Federalism
Multiple Choice questions
Ans: E
Page: 49-50
Type: Factual
1. Woodrow Wilson held that the question of the relationship between the national and state governments
a. was complex, but relatively unimportant.
b. was to be decided, ultimately, by Congress.
c. was decided by the Framers at the Constitutional Convention.
d. could not be decided until the War Between the States.
e. could not be answered by a single generation.


Ans: D
Page: 50
Type: Factual
2. The concept of separate, sovereign national and state governments is known as
a. nationalism.
b. democracy.
c. confederation.
d. federalism.
e. unicameralism.
Ans: B
Page: 50
Type: Factual
3. Which of the following countries does not have a federal system of government?
a. the United States
b. Great Britain
c. Canada
d. Germany
e. Australia
Ans: C
Page: 50
Type: Factual
4. Which of the following allows national governments the right to alter or even abolish local government?
a. A constitutional government
b. Federalism
c. A unitary system
d. Socialism
e. A confederation
Ans: A
Page: 50
Type: Conceptual
5. Ukraine, formerly one of the Soviet republics, had its own local unit of government, yet the Soviet Union was not considered a federal system. This is because, in the former Soviet Union,
a. local governments were not independent of the central government.
b. local government officials were not elected democratically.
c. the central government did not have a constitution.
d. central government officials were appointed by local governments.
e. local governments administered their own laws and ordinances.
Ans: C
Page: 50
Type: Factual
6. One of the reasons that our local governments are independent of the national government is
a. Article III of the U.S. Constitution.
b. the power of free elections.
c. the commitment of Americans to the ideal of local government.
d. the fact that the local tax structure requires local administration.
e. the Fourteenth Amendment.
Ans: C
Page: 49
Type: Factual
7. At a time when other Western nations were debating whether government ought to provide pensions or regulate business, the question in the United States was
a. how government could reduce its social commitments.
b. whether state or local government was better equipped for such tasks.
c. whether the national government had the right to do these things.
d. what tradeoffs would have to be made.
e. if government was capable of performing in an efficient manner while managing the economy.
Ans: E
Page: 50
Type: Conceptual
8. In the United States, programs such as the interstate highway system and services to the unemployed are most accurately considered
a. state functions that operate without any involvement on the part of the federal government.
b. federal functions, although state governments pay some of the costs.
c. state functions which are designated under the Tenth Amendment.
d. federal functions that operate without any involvement on the part of state governments.
e. state functions, although the federal government seeks to regulate them.
Ans: D
Page: 50
Type: Conceptual
9. Which of the following systems of government would be most likely to appeal to those in the United States who wish to implement liberal policies in the nation but who encounter resistance from conservative state legislatures?
a. Confederal
b. Federal
c. Republican
d. Unitary
e. Provincial
Ans: C
Page: 51
Type: Conceptual
10. An interest group with a strong following in only one region of the country would have the best chance to achieve its goals under what type of system?
a. Democratic
b. Republican
c. Federal
d. Unitary
e. Provincial
Ans: A
Page: 50
Type: Conceptual
11. A unitary form of government is most likely to appear preferable in the view of
a. liberal U.S. senators facing conservative state legislatures.
b. governors wishing for more control over their states’ budgets.
c. mayors seeking funding for urban problems.
d. taxpayers seeking relief from federal income taxes.
e. school officials who oppose Supreme Court rulings.
Ans: C
Page: 51
Type: Conceptual
12. Under a unitary system of government, which of the following political outcomes would be highly unlikely?
a. A group of farmers staging a massive demonstration by parking their trucks at the capitol
b. Terrorists holding a city hostage with the threat of a nuclear detonation
c. Senators from a particular region of the country blocking the passage of major civil rights legislation
d. The national government sending troops into a region of the country that is threatening to secede
e. The national government raising taxes
Ans: A
Page: 51
Type: Conceptual
13. The cost of political participation to the average U.S. citizen is less than that to the average French citizen because, in the United States,
a. more small, political constituencies are found than in France.
b. the media give greater coverage to political protest than in France.
c. fewer citizens become involved in political causes than in France.
d. political participation is both protected and encouraged by the U.S. Constitution.
e. political debates are given more media attention in the United States.
Ans: E
Page: 52
Type: Factual
14. Perhaps the most obvious effect of federalism in the United States has been to
a. centralize the government.
b. prevent states from blocking national interests.
c. increase conflict among elites.
d. raise the cost of organized political activity.
e. mobilize political activity.
Ans: A
Page: 52
Type: Factual
15. For the Founders, federalism was a device to
a. protect liberty.
b. provide efficient local administration.
c. encourage citizen participation.
d. guarantee equality.
e. protect against foreign invasion.
Ans: A
Page: 52
Type: Conceptual
16. The government in the South during the Civil War was called a confederacy. A true confederacy differs from the federalist system of the United States in that it
a. grants more sovereignty to the individual states.
b. permits state governments to do only what the central government allows.
c. is legally and politically independent of any other government.
d. gives local units of government a specially protected existence.
e. places states in a subservient manner in relation to matters of interstate commerce.
Ans: D
Page: 52
Type: Factual
17. Madison’s description of federalism in Federalist 46 suggests there should be little concern over conflicts between the federal and state governments because
a. the federal government would clearly be the winner in such conflicts.
b. the state government would clearly be the winner in such conflicts.
c. such conflicts would occur only on minor issues of importance.
d. they are different agents with different powers.
e. the judicial branch would settle such disputes.


Ans: C
Page: 53
Type: Conceptual
18. Which of the following statements about the federal system adopted at the Constitutional Convention is most accurate?
a. It had been tried without success in other countries.
b. It was adopted as an alternative to a confederate system, in which local governments are granted a specially protected existence.
c. It granted supreme authority to neither national nor state government.
d. It specifically reserved powers not delegated to the United States by the U.S. Constitution to the states.
e. It guaranteed the dominance of the states for several hundred years.
Ans: C
Page: 53
Type: Factual
19. The Founders did not include in the U.S. Constitution an explicit statement of state powers but added it later in the
a. Second Amendment.
b. Seventh Amendment.
c. Tenth Amendment.
d. Fourteenth Amendment.
e. None of the above.
Ans: E
Page: 53
Type: Factual
20. The reason a statement specific to state powers was not part of the original U.S. Constitution was that
a. no such consensus existed at the Constitutional Convention.
b. it was deleted under the Virginia Plan.
c. New York delegates refused to allow discussion on the matter.
d. the U.S. Constitution would not have been ratified.
e. it was assumed to be obvious.
Ans: A
Page: 53-54
Type: Factual
21. Just what sort of commerce Congress could regulate between the states was not spelled out in the U.S. Constitution because
a. no consensus existed.
b. of an oversight.
c. commerce was a new phenomenon.
d. slavery was involved.
e. New York delegates refused to allow discussion on the matter.
Ans: B
Page: 54
Type: Factual
22. In Federalist 45, Madison describes the powers of state governments as
a. broad but limited.
b. numerous and indefinite.
c. narrow but critical.
d. limited and subject to review.
e. without substance.



Ans: C
Page: 54
Type: Conceptual
23. Which statement best summarizes Madison’s view of federalism?
a. He was a consistent supporter of the notion of a supreme national government.
b. He was a consistent supporter of the notion of the supremacy of state governments.
c. He was first an ardent supporter of national supremacy, then of state’s rights.
d. He was first an ardent supporter of state’s rights, then of national supremacy.
e. He assumed the national government would be supreme except in times of war.

Ans: A
Page: 54
Type: Conceptual
24. Applying the principles of Thomas Jefferson to current political issues would probably dispose one to
a. favor the decentralization of government power.
b. oppose the decentralization of government power.
c. favor seven-year terms for presidents.
d. oppose seven-year terms for presidents.
e. favor a more powerful bureaucracy.
Ans: C
Page: 54
Type: Conceptual
25. The Civil War settled one part of the issue of national supremacy versus states’ rights, namely, that
a. state governments are supreme over the national government.
b. the national government derives its sovereignty from the states.
c. the national government derives its sovereignty from the people.
d. the national government derives its sovereignty from both the people and the states.
e. state governments derived their power from each other.
Ans: C
Page: 55
Type: Factual
26. The early chief justice whose decisions generally gave the broadest possible sweep to federal powers was
a. Roger Taney.
b. Frederick Vinson.
c. John Marshall.
d. Alexander Hamilton.
e. John Harlan.
Ans: C
Page: 56
Type: Factual
27. The McCulloch v. Maryland decision established
a. judicial review by the Supreme Court.
b. state sovereignty in interstate commerce.
c. national government supremacy over the states.
d. the legality of the slave trade.
e. All of the above.
Ans: B
Page: 55-56
Type: Conceptual
28. In McCulloch v. Maryland, if the Supreme Court reached the opposite conclusion on the right of Congress to charter a bank, the bank would have been
a. taken over by the state of Maryland.
b. declared unconstitutional.
c. taken over by the federal government.
d. taken over by the federal judiciary.
e. established in each of the states.

Ans: B
Page: 56
Type: Conceptual
29. The basic assumption of Marshall’s opinion in the McCulloch case was that the Constitution
a. was established by the states.
b. was established by the people.
c. was established by Congress.
d. clearly established state superiority.
e. did not allow Congress to create a national bank.

Ans: E
Page: 56
Type: Conceptual
30. An important outcome of Marshall’s ruling in McCulloch v. Maryland (1819) was to
a. place limits on the constitutional powers granted to Congress by refusing McCulloch's appeal.
b. give greater power to the states in taxing agents of the federal government, including banks.
c. protect newspaper editors who publish stories critical of the federal government.
d. restrict the power of the Court in cases involving conflicts between states and the federal government.
e. confirm the supremacy of the federal government in the exercise of the constitutional powers granted to Congress.
Ans: D
Page: 56
Type: Factual
31. During the battle over slavery, the case for nullification was forcefully presented by
a. William Jennings Randolph.
b. Robert E. Lee.
c. William Graham Sumner.
d. John C. Calhoun.
e. J.E.B. Stuart.
Ans: B
Page: 56
Type: Factual
32. The doctrine of nullification refers to
a. the power of Congress to veto state laws that violate the U.S. Constitution.
b. the claimed authority of the states to declare a federal law void for violating the U.S. Constitution.
c. the power of the president to veto state laws for violating the U.S. Constitution.
d. the authority of the president to dissolve Congress and to call for new elections.
e. the power of the federal government to invalidate state laws on matters of commerce.
Ans: A
Page: 57
Type: Factual
33. The doctrine of dual federalism grew out of a protracted debate on the subject of
a. commerce.
b. banking.
c. manufacturing.
d. welfare.
e. licensing of commercial fishermen.
Ans: B
Page: 57
Type: Factual
34. Most forms of economic activity are now included under
a. First Amendment freedoms.
b. interstate commerce.
c. the doctrine of implied powers.
d. the reserved powers of the states.
e. compact theory.


Ans: A
Page: 58
Type: Factual
35. According to the text, the Supreme Court has generally excluded ________ from many of the restrictions addressed in commerce clause cases.
a. baseball players
b. lawyers
c. janitors
d. window washers
e. farmers

Ans: A
Page: 58
Type: Factual
36. The interstate commerce that the federal government can regulate is now interpreted to include
a. almost any kind of economic activity.
b. only the movement of goods between states.
c. almost any commerce in goods, but not labor transactions.
d. commerce between states and a handful of transactions within states.
e. shipping and handling, but not production.
Ans: A
Page: 58
Type: Factual
37. The text concludes that it would be a mistake to conclude that the doctrine of dual federalism is
a. entirely dead.
b. alive and well.
c. much changed.
d. no longer a threat.
e. an empirical reality.
Ans: C
Page: 58
Type: Factual
38. By ruling that the government cannot require local police to conduct background checks on all gun purchases, the Court held that to do so would be a violation of the __________ Amendment.
a. Fifth
b. Sixth
c. Tenth
d. Fourteenth
e. None of the above.
Ans: E
Page: 59
Type: Factual
39. Under their police powers, states can enact and enforce all of the following except:
a. Criminal codes
b. Laws requiring children to attend school
c. Restrictions on the availability of pornographic materials
d. Standards for DUI convictions
e. The regulation of interstate commerce
Ans: B
Page: 59
Type: Factual
40. This is a procedure that enables voters to reject a measure adopted by the legislature.
a. Initiative
b. Referendum
c. Recall
d. Logrolling
e. Rrollback
Ans: C
Page: 59
Type: Factual
41. This procedure in effect in about one-third of the states permits voters to remove an elected official from office.
a. Initiative
b. Referendum
c. Recall
d. Logrolling
e. Rollback
Ans: C
Page: 60
Type: Factual
42. The Tidelands oil reserves case was an example of the national government’s deciding that
a. state governments were asserting too much independence.
b. local governments needed help that state governments could not provide.
c. it was better to cede to the states a power that legally belonged to Washington.
d. too many conditions had been attached to a well-meant program of aid.
e. the federal government was no longer in the business of regulating interstate commerce.
Ans: A
Page: 60
Type: Conceptual
43. According to the text, the grant-in-aid system grew rapidly because it helped state and local officials resolve what dilemma?
a. How to get federal money into state hands without violating the U.S. Constitution
b. How to limit federal taxation power without reducing aid to states
c. How to increase federal taxation power without violating the U.S. Constitution
d. How to shift financial control of state programs to the federal government without violating states’ rights
e. How to gradually bring critical state functions under federal control
Ans: B
Page: 61
Type: Factual
44. Which of the following was not one of the reasons federal grants were attractive to state officials?
a. Federal government budget surpluses
b. Passage of the Fifteenth Amendment
c. The potency of the federal income tax
d. The appearance of “free money” for the states
e. The ability of the federal government to print money
Ans: E
Page: 60
Type: Factual
45. The first form of grant-in-aid to the states made by the federal government to the state governments was that of
a. cash grants-in-aid.
b. block grants.
c. revenue sharing.
d. categorical grants.
e. land grants.

Ans: B
Page: 61
Type: Conceptual
46. When North Dakota received over one million dollars to purchase biomedical suits and other equipment to deal with weapons of mass destruction, it highlighted the fact that
a. money from Washington is rarely distributed in an intelligent fashion.
b. when Washington wants to send money to one state or congressional district, it must send money to many states and districts.
c. having key Senators on powerful committees can make a big difference when money is distributed.
d. most officials in large cities are not even aware of the financial assistance available to them.
e. very few members of Congress are active in the budget process.


Ans: E
Page: 61-62
Type: Factual
47. Federal officials’ perceptions of national needs came to dominate the allocation of federal grants in the
a. Reagan administration.
b. Great Depression.
c. World War II era.
d. post-Civil War era.
e. 1960s and 1970s.
Ans: A
Page: 61-62
Type: Conceptual
48. While gleefully accepting federal grants with no apparent strings, state governors were disregarding which fundamental axiom of politics?
a. There’s no such thing as a free lunch.
b. Politics makes strange bedfellows.
c. Nice guys finish last.
d. Those who respect laws should avoid being present when they are made.
e. You can’t fool all of the people all of the time.
Ans: D
Page: 61
Type: Factual
49. In the 1960s and 1970s, federal grants to states were increasingly based on
a. the demands of the individual states.
b. what state officials perceived to be important state needs.
c. the power of organized interest groups.
d. what federal officials perceived to be national needs.
e. the demands of coalitions of states.
Ans: D
Page: 62
Type: Factual
50. Between 1960 and 2001, the category of federal grant that decreased most as a percentage of all grants was
a. income authority.
b. health.
c. education and training.
d. transportation and highways.
e. social welfare.
Ans: A
Page: 62
Type: Factual
51. The term intergovernmental lobby is used in the text to refer to lobbying activities by
a. state and local officials at the national government.
b. one branch of the national government at another branch.
c. foreign governments in Washington, D.C.
d. federal agencies at statehouses and city halls.
e. governmental units with ties to interest groups.
Ans: A
Page: 62
Type: Conceptual
52. An example of an intergovernmental lobby would be a lobby comprising
a. local police chiefs.
b. local gas station owners.
c. gun enthusiasts.
d. oil company executives.
e. society of card players.
Ans: E
Page: 63
Type: Factual
53. A categorical grant is a transfer of federal funds designed for
a. the private sector.
b. discretionary use by a state.
c. the accomplishment of broad goals.
d. programs with matching grants.
e. specific purposes.
Ans: B
Page: 63-64
Type: Factual
54. A block grant is essentially a
a. grant that benefits a single, local unit (or block).
b. group of categorical or project grants.
c. reverse grant-in-aid money flows from states back to the federal government.
d. project grant with tighter restrictions.
e. a project grant with less federal support.
Ans: C
Page: 63
Type: Conceptual
55. Block grants were designed to remedy a common criticism of categorical grants, namely,
a. their lack of specificity.
b. the lack of conditions under which such grants were made.
c. the difficulty of adapting categorical grants to local needs.
d. their discriminatory nature―decisions are too often based on politics.
e. their lack of relevance to problems that were perceived to be “national” in nature.
Ans: D
Page: 64
Type: Factual
56. Federal grants over which local officials have wide discretion are called
a. categorical grants.
b. land grants.
c. matching grants.
d. revenue-sharing funds.
e. categorical choice programs.
Ans: A
Page: 64
Type: Conceptual
57. According to the text, both revenue sharing and block grants have enjoyed only marginal success, in part because
a. the federal government steadily increased the number of strings attached to such grants.
b. money from categorical grants shrank so low as to make these other grants essential.
c. these grants were based on local priorities rather than on the needs of the nation as a whole.
d. these grants discouraged federal control over how the money was to be used.
e. these grants were not attractive to members of Congress.
Ans: E
Page: 64
Type: Factual
58. Between 1993 and 1995, the entire growth in federal grants to state and local governments was in
a. project enhancement grants.
b. expansion of old block grants.
c. revenue sharing.
d. new block grants.
e. categorical grants.
Ans: D
Page: 64
Type: Conceptual
59. Political maneuvering and lobbying by local officials will probably be greatest when what type of federal money is involved?
a. Revenue sharing
b. A block grant
c. A mandated grant
d. A categorical grant
e. A project enhancement grant
Ans: C
Page: 64
Type: Factual
60. Categorical grants are supervised by
a. individual members of Congress from the relevant states.
b. the executive branch.
c. special committees of Congress.
d. state governors.
e. U.S. District Courts.


Ans: A
Page: 64
Type: Factual
61. What types of federal funds are most likely to be critical for an agency that depends on the federal government for its existence?
a. Categorical grants
b. Block grants
c. Fund grants
d. Revenue-sharing programs
e. Project enhancement grants
Ans: A
Page: 64
Type: Conceptual
62. One reason why revenue sharing has proved unsuccessful as a means of distributing federal money to local governments is because it
a. lacks strong local political support.
b. is too vulnerable to political lobbying.
c. requires annual congressional approval.
d. encourages rivalry among states competing for federal money.
e. rarely build consensus among leaders in Washington.
Ans: C
Page: 65
Type: Conceptual
63. The type of locally distributed federal money that would be most affected by changes in population and distribution formulas is
a. the block grant.
b. the categorical grant.
c. revenue sharing.
d. the land grant.
e. the project enhancement grant.
Ans: B
Page: 66
Type: Factual
64. When a locality is required by federal law to do something, regardless of whether it receives federal funding for that purpose, this duty is called a
a. condition of aid.
b. mandate.
c. string-attached edict.
d. court decision.
e. pontification.
Ans: E
Page: 66
Type: Conceptual
65. The difference between a mandate and a condition of aid is that
a. with a mandate the federal government tells a state government what it must do if it wants grant money.
b. a mandate applies to a block grant; a condition of aid applies to a categorical grant.
c. a mandate applies to a categorical grant; a condition of aid applies to a block grant.
d. with a mandate the federal government allows the state to do as it pleases if its actions are in accordance with federal law.
e. with a mandate it makes no difference who is paying the costs of a program.
Ans: C
Page: 66-67
Type: Factual
66. Which of the following statements about mandates is not true?
a. They are reasonable enough, stated in general terms.
b. They are the result of court orders.
c. They are tied to specific federal grants.
d. They are open to interpretation by federal officials.
e. They create administrative and financial problems.
Ans: C
Page: 67
Type: Factual
67. One of the problems the text mentions in connection with the administration of the Americans with Disabilities Act is
a. the number of disabled Americans.
b. the specificity of the blueprint for administration.
c. the absence of a clear-cut definition of "equal access."
d. a lack of public support.
e. opposition to mandates which assist specific groups.
Ans: C
Page: 67
Type: Conceptual
68. Judges have ordered Massachusetts to change the way it hires firefighters, even though the state does not receive aid from the federal government for fire fighting. Such an order is referred to as a
a. condition of aid.
b. quid pro quo order.
c. mandate.
d. pro bono requirement.
e. per curiam order.
Ans: C
Page: 67
Type: Conceptual
69. For states to qualify for certain federal highway funds, they must allow drivers to make a legal right-hand turn after stopping at a red light. This requirement by the federal government is known as a
a. mandate.
b. quid pro quo order.
c. condition of aid.
d. pro bono requirement.
e. per curiam order.
Ans: B
Page: 67-68
Type: Conceptual
70. States must pay construction workers the prevailing wage if they want to build something with federal money, even if the federal share is only part of the total building costs. When might such a requirement prevent a needed building from being constructed?
a. If it is tied to a categorical grant.
b. If it makes the total costs prohibitively high.
c. If it is tied to nondiscriminatory hiring.
d. If the prevailing wage exceeds federal guidelines.
e. If it discourages small business from making bids on contracts.
Ans: D
Page: 68
Type: Factual
71. A result of the Reagan-era block grants and budget cuts was
a. state and local governments unilaterally slashed programs.
b. higher administrative costs for state and local governments.
c. less flexibility in program design for state and local governments.
d. higher service levels than otherwise would have been the case.
e. lower service levels than otherwise would have been the case.
Ans: C
Page: 68
Type: Factual
72. The first important function that the new Republican-controlled Congress sought to shift back to the states in 1994 was ________.
a. health care
b. education
c. welfare
d. transportation
e. law enforcement

Ans: A
Page: 68
Type: Factual
73. As strong as support for reform of AFDC may have been, the complexities of the issue were somewhat highlighted by the fact that
a. President Clinton vetoed two bills that would have cut it back.
b. few members of Congress were willing to actually vote for cutbacks.
c. few members of the Senate were willing to actually vote for cutbacks.
d. most Republicans preferred to keep and maintain the program.
e. the House changed the rules for debate.


Ans: E
Page: 68
Type: Factual
74. Republicans in Congress eventually succeeded in
a. ending federal guarantees for funding of AFDC.
b. turning much of the management of AFDC over to the states.
c. demanding that women on aid begin working within two years.
d. disallowing women from AFDC for more than five years.
e. All of the above.


Ans: B
Page: 68-69
Type: Factual
75. Devolution was an old idea but it required a new vitality because ________ was/were leading the effort.
a. Congress
b. the president
c. the courts
d. state legislatures
e. state governors


Ans: A
Page: 69
Type: Factual
76. AFDC and ________ accounted for over half of all federal grant-in-aid spending.
a. Medicaid
b. food stamps
c. Medicare
d. Social Security
e. Earned Income Tax Credits


Ans: D
Page: 69
Type: Factual
77. The 104th Congress (1994-1996) block-granted the following federal aid program:
a. Medicaid.
b. food stamps.
c. Medicare.
d. Aid to Families with Dependent Children (AFDC).
e. None of the above.
Ans: B
Page: 69
Type: Factual
78. The flow of power and responsibility from the states to local governments is referred to as a _____________.
a. first-order devolution
b. second-order devolution
c. third-order devolution
d. fourth-order devolution
e. None of the above

Ans: A
Page: 68
Type: Factual
79. From 1996, when the federal welfare reform law took place, to 2002, the nation’s welfare caseload has declined by _____ percent.
a. 10
b. 15
c. 20
d. 35
e. almost 60


Ans: C
Page: 70
Type: Factual
80. Which of the following was not a reason driving devolution efforts in the mid-1990s?
a. Deep-seated mistrust of the federal government.
b. Concern about the budget deficit
c. Lack of confidence in state and local government capacity
d. Americans are in favor of devolution
e. Belief that governments closer to the people are more responsive to popular sentiment
Ans: C
Page: 72
Type: Factual
81. The text suggests relatively poor citizens are more likely to suggest _________ give(s) them more for their money.
a. local government
b. state government
c. the federal government
d. local legislatures
e. local parties


Ans: E
Page: 72
Type: Conceptual
82. Why do members of Congress who represent the interests of localities to the federal government pass laws that create so many problems for the mayors and governors of these localities?
a. Because the structure of Congress is such that the interests of localities are rarely taken into account
b. Because the power of political parties to influence the votes of party members is so great
c. Because mayors and governors frequently resent federal interference in local affairs
d. Because most members of Congress regard their role as that of representing the national government to localities
e. Because members of Congress often represent different constituencies from the same localities

True/False questions
Ans: False
Page: 50
83. T F Under a federal system, the national government may alter or even abolish local units.
Ans: True
Page: 50
84. T F The constitution of the USSR had, in theory, created a federal system.

Ans: False
Page: 50
85. T F Great Britain has a federal system much like our own.
Ans: False
Page: 50
86. T F Under a confederation, local units of government have less power than in a federal system.
Ans: True
Page: 51
87. T F The smaller the political unit, the more likely it is to be dominated by a single political faction.
Ans: False
Page: 52
88. T F Federalism discourages the average citizen from becoming involved in political activity.
Ans: False
Page: 52
89. T F Decentralization raises the cost of organized political activity.
Ans: False
Page: 52
90. T F One of the major purposes of the Founders was to frame a document that encouraged widespread political participation.
Ans: True
Page: 52
91. T F The Founders intended federalism to be a device whereby personal liberty would be protected.
Ans: True
Page: 53
92. T F The Tenth Amendment explicitly reserved broad powers to the states.
Ans: True
Page: 53
93. T F The doctrine of nullification can be inferred from Hamilton’s commentary in Federalist 28.

Ans: True
Page: 53
94. T F State governments have more power in a federation than in a unitary system.
Ans: True
Page: 54
95. T F The wording of the U.S. Constitution regarding the federal government’s right to make laws is purposely vague and elastic.
Ans: True
Page: 54
96. T F The Founders themselves had a hard time agreeing on what was meant by federalism.
Ans: False
Page: 54
97. T F James Madison and Alexander Hamilton were in general agreement on the issue of the powers of the national government.
Ans: False
Page: 54
98. T F The matter of national supremacy over the states had been settled by the 1820s.
Ans: True
Page: 54
99. T F The Civil War was fought in part over the issue of national supremacy versus states’ rights.
Ans: True
Page: 54
100. T F The Civil War led to the enlargement of the powers of the federal government.
Ans: False
Page: 55-56
101. T F McCulloch v. Maryland was the Supreme Court case that established the right of the Court to review cases from the lower courts.
Ans: True
Page: 55-56
102. T F In McCulloch v. Maryland, the Supreme Court concluded that chartering a bank was within the powers of Congress.
Ans: True
Page: 57
103. T F The concept of dual federalism grew out of a debate on the issue of commerce.
Ans: True
Page: 57
104. T F The original distinction between interstate and intrastate commerce was based on the product being shipped across state lines.

Ans: True
Page: 56
105. T F John C. Calhoun’s doctrine of nullification was clearly present in the writings of Jefferson and Madison.

Ans: True
Page: 56
106. T F John C. Calhoun first raised the doctrine of nullification in response to a tariff imposed by the federal government.
Ans: False
Page: 58
107. T F Today, most commerce is regulated at the state level.
Ans: False
Page: 58
108. T F It would be accurate to conclude that the doctrine of dual federalism is entirely dead.
Ans: True
Page: 58
109. T F In U.S. v. Lopez, the Supreme Court said that Congress had exceeded its commerce clause power by creating gun free zones around schools.

Ans: False
Page: 58
110. T F In a recent decision, the Supreme Court has ruled that violence against women substantially affects interstate commerce.
Ans: True
Page: 58
111. T F The Supreme Court has ruled that the Congress cannot require local police to conduct background checks on all gun purchasers.
Ans: True
Page: 58
112. T F In recent years, the Supreme Court has given new life to the doctrine of state sovereignty in rulings regarding the 10th and 11th Amendments.

Ans: True
Page: 59
113. T F California’s lengthy state constitution includes an explicit right to “privacy.”

Ans: False
Page: 59
114. T F The existence of local governments is guaranteed by the Constitution.
Ans: True
Page: 60
115. T F Land grants, authorized even before the U.S. Constitution was adopted, were often designed to finance school construction and educational expenses.

Ans: True
Page: 61
116. T F During most of the nineteenth century and the early decades of the twentieth, the federal government was taking in more money than it was spending.
Ans: True
Page: 61
117. T F Beginning in the 1960s, the principal proponents of grant programs to combat crime and poverty were federal officials.
Ans: True
Page: 62
118. T F The purpose of the intergovernmental lobby is the same as that of the private lobby―to get more federal money with fewer strings attached.

Ans: True
Page: 62
119. T F National organizations of governors and mayors press for more federal money, but not for increased funding for any particular city or state.


Ans: True
Page: 63
120. T F In the federal highway program, Washington pays about 90 percent of the construction costs and the states pay only about 10 percent.
Ans: False
Page: 62
121. T F The areas of health, income security, and education all increased their share of federal grants from 1960 to 1997.
Ans: True
Page: 64
122. T F From 2001 to 2003, the Bush administration sought to create new block grants for low-income housing and pre-school education.

Ans: True
Page: 64
123. T F Revenue sharing provided many city agencies with comparatively modest amounts, which made building effective constituencies more difficult.
Ans: True
Page: 64
124. T F Revenue-sharing funds were available to recipient governments for a wide variety of purposes.
Ans: True
Page: 64
125. T F Revenue sharing involved grants based on local tax bases and population formulas.
Ans: False
Page: 64
126. T F Revenue sharing, unlike categorical grants, usually involved matching grants.
Ans: True
Page: 65
127. T F As federal monies have become more important to the states, the competition among them for their respective shares has intensified.
Ans: True
Page: 65
128. T F Block grants are allocated by formula.
Ans: False
Page: 66
129. T F It is unconstitutional for the federal government to try to reverse local government policy by means of federal grants.

Ans: True
Page: 66
130. T F Most mandates concern civil rights and environmental protection.

Ans: True
Page: 66
131. T F Both the Reagan and Bush administrations opposed the growth of mandates.
Ans: False
Page: 67
132. T F Mandates on local government come exclusively from Congress.
Ans: False
Page: 67
133. T F The federal courts have discouraged the growth of mandates.

Ans: False
Page: 67
134. T F Mandates are conditions attached to the receipt of a specific federal grant.
Ans: True
Page: 67
135. T F When a state accepts federal grants, it is subject to certain rules established by Washington.
Ans: True
Page: 67
136. T F Many of the more controversial mandates are the result of court decisions.
Ans: True
Page: 67
137. T F Conditions of aid are binding on local governments only when they receive federal monies for the projects in question.
Ans: False
Page: 68
138. T F The recent strengthening of party ties has tended to favor local over national interests on matters of federal funding.
Ans: False
Page: 68
139. T F In 1981, President Reagan persuaded Congress to pass legislation that more clearly separated state from national government responsibilities.
Ans: True
Page: 68
140. T F In the wake of Reagan-era cutbacks in federal money, state and local officials privatized a number of functions in an effort to realize financial savings.

Ans: False
Page: 68
141. T F In the mid-nineties, individuals seeking AFDC type benefits were limited to a period of seven years.
Ans: False
Page: 68-69
142. T F During the mid-1990s, the effort to shift many federal functions to the states (i.e., devolution) was led by the President.
Ans: True
Page: 69
143. T F Two of the largest federal grant-in-aid programs are Aid to Families with Dependent Children (AFDC) and Medicaid.
Ans: True
Page: 69
144. T F Republicans in the 104th Congress attempted to block grant Medicaid.

Ans: False
Page: 69
145. T F The federal welfare reforms of the 1990s did little to reduce the number of individuals receiving such assistance nationwide.


Ans: False
Page: 70
146. T F Most Americans favor cuts for environmental spending.

Ans: True
Page: 70
147. T F Most Americans oppose cuts in Medicaid and unemployment insurance.

Ans: True
Page: 70
148. T F Most Americans favor devolution, at least in principle.

Ans: True
Page: 72
149. T F The seeming disconnect between members of Congress and elected officials in their own states is, in part, attributable to the decline of political parties.


Ans: True
Page: 72
150. T F Relatively-well-to do citizens are more likely to speak favorably of local government than federal government.

short answer questions
151. Alexander Hamilton and Thomas Jefferson differed over the meaning of federalism. Explain their general positions in this feature of the Constitution.
Answer
a. Hamilton: powers of the national government are to be broadly construed because the government was created by the people and because its laws are supreme.
b. Jefferson: powers of the national government are to be narrowly construed because the government is the product of an agreement between the states.
Page: 54

152. Cite the two fundamental questions that the Supreme Court answered in handing down its decision in McCulloch v. Maryland, and explain the impact this decision had on the development of the federal system.
Answer
a. Could Congress charter a national bank without specific constitutional authority? (Yes, because “necessary and proper” to the exercise of specific monetary powers of Congress.)
b. Could a state tax such a bank? (No, because the power to tax is the power to destroy, and national powers are supreme over state powers.)
c. Impact: extension of the subordination of state governments to the national government.
Pages: 55-56
153. Explain how nullification became a feature of American political debate and how the issue was eventually settled.
Answer
a. 1798 Sedition Laws
b. Virginia and Kentucky Resolutions
c. John C. Calhoun, tariffs and slavery
d. Civil War and the views of the Supreme Court
Page: 56
154. Outline the somewhat brief history of dual federalism and discuss its implications.
Answer
a. Origin after Civil War
b. Interstate versus intrastate commerce
c. Supreme Court used product-based distinctions for a while
d. Eventually gave up
e. Congress can regulate almost any imaginable commerce as a result
Pages: 57-58
155. What are some ways in which states have opened the door to direct democracy?
Answer
a. Initiative: legislative measures
b. Referendum: rejecting measures adopted by legislatures
c. Recall: removing elected officials
Page: 59

156. Discuss four reasons why federal money historically has seemed to be attractive to state and local officials.
Answer
a. It was there: the federal government was taking in more money than it was spending.
b. The federal income tax began.
c. Convenience: the federal government managed the currency and could print more money whenever it needed it.
d. Federal money seemed to be “free” money.
Page: 61
Essay questions
157. Identify and explain some of the reasons for continuing federalism in its current form? In other words, defend a federal system of government.
Answer
a. Federalism erects an additional barrier against government tyranny and thus protects individual liberty.
b. The American people remain committed to the idea of local self-government.
c. Federalism facilitates political flexibility.
d. Federalism helps mobilize political activity, allowing private citizens a chance to influence public policy.
e. Federalism keeps members of Congress tied to local interests.
f. Grant programs have allowed national funds to be directed toward local needs.
Page: Ch. 3
158. Explain what “devolution” refers to and identify the reasons why it is a feature of American politics today.
Answer
a. Congressional effort to shift power back to the states, pass on to the states many federal functions
b. Example: Block grants for entitlements
c. Beliefs of House Republicans and those with an ideological mistrust of the federal government
d. Deficit politics
e. Public support (at least in theory)
Pages: 68-70

AP Gov't Test on Monday

The test will be on Chapter 3, Federalism.

WH, Test on Monday

Most of the questions are from Chapter 20 but you will need to know the material from Chapters 18 &19.

WH, Ch. 20 Sec. 4 News Ways of Thinking

World History, Chapter 20, Section 4, New Ways of Thinking

Reading Focus
What was laissez-faire economics?
How did the views of the utilitarians differ from those of socialists?
What were the ideas of “scientific socialism” introduced by Karl Marx?
What economic ideas helped shape the industrial age?
What reforms did individual thinkers urge?
How was socialism linked to the Industrial Revolution?

Vocabulary, p. 510
Utilitarianism
Socialism
Means of production
Communism
Proletariat

Main Idea: The Industrial Revolution fostered new ideas about business and economics.
Setting the scene: p. 510

1. Lesson Plan Focus
The Industrial age gave rise to economic philosophies such as Utilitarianism, Socialism, and Communism. Individual thinkers offered a variety of opinions on what government should do to improve social and economic conditions. Socialists condemned the evils of industrial capitalism and urged radical changes in the way the economy operated.

2. In-class Instruct
Choose one of the following and write a position paper in which you explain that thinker’s point of view:
Adam Smith
Thomas Malthus
David Ricardo
Jeremy Bentham
John Stuart Mill
Robert Owen
Karl Marx

Students should use the text and library resources to set forth the philosophy of the person assigned. Be prepared to read your papers to the class and to answer any question that you or the other students might have.

3. Close
Illustrate the viewpoint of the chosen philosopher in a cartoon or a poster.

Biography p. 510
Overcrowded Conditions:
Answer to Caption. . .
Political and Social Systems
He thought the poor should have fewer children. Also, Malthus believed in the unrestricted “laws of the free market.” He urged families to have fewer children. He also felt that war, disease, and famine would check population growth.
Connections to Today, p. 512
Primary Source, p. 513

[In the old text: Caption, p. 523
Answer to Caption. . .
Global Interaction
Possible Answer: In London’s urban slums, Marx may have witnessed the poverty and hardships endured by the working class. In London’s better neighborhoods, he may have witnessed the wealth and luxuries of the bourgeoisie. The unequal conditions may have influenced his philosophy.]

Activity
Cooperative Groups
Debating
In the United States today, people continue to debate the degree to which government should intervene to alleviate social and economic problems. The debate touches upon such specific issues as social security, welfare programs, environmental protection laws, affirmative action laws, school lunch programs, and the like.
One of these issues or one of your own choosing can be the focus for a debate on how much government should intervene to improve social and economic conditions. The class can be divided into two groups. One group will argue in favor of government intervention and the other group will argue against it. Time can be allotted to develop and organize arguments. Before the debate, the rules of debate will be covered.

Activity
Heterogeneous Groups
Writing a Letter
Imagine that you are an English textile worker who has just finished reading The Communist Manifesto. Write a letter to a co-worker in which you describe Marx’s ideas. In your letter, explain whether you agree or disagree with Marx’s theories.

HW Section 4 Review
1. a) Malthus
b) “iron law of wages
c) John Stuart Mill
d) Utopians
e) The Communist Manifesto

3.
4.
5. a) Marx believed that economics was the driving force in history and that history was a continuous struggle between the “haves” and the “have nots.” b) Marx underestimated the powerful influence of national loyalties on the working class. As the standard of living rose, class conflict lessened.

Extra Credit
6. Answers will vary. Student’s answers should reflect an understanding of the theory that they select.
7. Students’ work should reflect an ability to compare perspectives and to organize ideas in a concise format.

Safe Schools Resources

http://www.ed.gov/admins/lead/safety/emergencyplan/crisisplanning.pdf

http://www.safeschools.info

WH, Ch. 20 Sections 1-3

World History, Chapter 20 The Industrial Revolution Begins, Section 1 Dawn of the Industrial Age

Extra Credit:
p. 499 Changes in Agriculture?
What or who is Jethro Tull?
http://www.j-tull.com/

Ch. 20 The Industrial Revolution Begins (1750-1850)

pp. 496-497

Chapter Outline
1 Dawn of the Industrial Age
2 Britain Leads the Way
3 Hardships of Early Industrial Life
4 New Ways of Thinking

Section 1 Dawn of the Industrial Age

1. Lesson Plan Focus
Several factors triggered the Industrial Revolution. Improved farming methods and the enclosure movement created a revolution in agriculture. Due to increased food production and better living conditions, the population of Europe soared. The Industrial Revolution was driven by a growing labor force and by new sources of fuel and power.

Vocabulary p. 498
anesthetic
enclosure
smelt

Caption, p. 499
Biography, p. 500

2. In-class Instruct
Three groups can be assigned one of the following topics:
1. A New Agricultural Revolution
2. The Population Explosion
3. An Energy Revolution
Each group should work together on their topic to learn about changes that took place and the effects that those changes had on European life. Each group should have one “expert” on each of these three topics.

3. Close
Students should consider the many changes that are occurring in the world today. Is the world experiencing an agricultural revolution, population explosion, or energy revolution? Is there a combination of all three?

HW
Section 1 Review #1-5
Extra Credit #6-7

Chapter 20, Section 2 Britain Leads the Way

Vocabulary
Capital
Factory
Turnpike

Read intro, p. 501

1. Lesson Plan Focus
The Industrial Revolution began in Britain where there were favorable economic, political, and social conditions, a sufficient work force, and plentiful iron and coal. Iron was used to build the machines and coal was used to fuel them. As machinery took hold in the British textile industry, the factory system replaced the putting out system.

2. In-class Instruct
A museum exhibit is planned on the early years of the Industrial Revolution. The class is divided into groups and each group will detail a plan for part of the exhibit. Each group will be assigned one of the following topics:

Why the Industrial Revolution Began in Britain
The Importance of Iron and Coal
The Textile Industry
Changes in Transportation
Outside research can supplement the information in the text.
Students should list the objects, photographs, illustrations, diagrams, maps, and/or machines, etc., that they want to exhibit in their part of the exhibit.
Write a description of each item.
They should also create visual materials such as maps, graphs, charts, and posters for their exhibit.

3. Close
Consider how modern technology is used to facilitate transportation, communication, and education programs in museums of today.

British Cotton Trade About 1850, p. 502
Impact of the Railroad, p. 503
Geography and History, p. 504

[In the former version of the text we had:
Caption, Art History
Answer to Caption. . .
Art and Literature
Possible Answer:
They seem proud of the forge’s power and their father’s work.

Caption, Technology of the British Industrial Revolution
Answer to Caption. . .
Interpreting a Chart
All the inventions are complex machines that made human labor easier.

Background Historical Evidence
Britain’s Overseas Markets
The vast British Empire provided world-wide goods. In fact, during the 1700s, the overseas export market grew at a much faster rate than the domestic market. Between 1750 and 1770, for example, production for the export market increased by 80%, while production for the domestic market grew by only 7%. Although investing in new industries carried risks, the lucrative overseas trade made the gamble seem well worth taking.

Map,
Answers to. . .
Locations review together.
Possible answers: a) southern United States, India; b) British West Indies, Cape Colony.
Possible answer: Without this key source of cotton, development of the cotton industry might have been slowed. Britain would have had to seek other sources of raw cotton or pay more to the Indians for theirs. Britain might have even had to find a different product on which to concentrate its industry.

Graph,
Answer to Caption. . .
Interpreting a Graph
In 1750, it took about 48 hours to travel between London and Birmingham. In 1830, it took only about 12 hours. The invention of the steam-powered locomotive made this increased speed possible.]

HW
Section 2 Assessment
#1, 3-5, Extra Credit #6-7

Chapter 20 Section 3 Hardships of Early Industrial Life

Vocabulary, p. 505
Urbanization
tenement
labor unions

1. Lesson Plan Focus
Factory work meant long hours, backbreaking jobs, unsafe conditions, and low pay. Many women worked both at home and in the factories. Child labor was a common practice. In the cities, working class families endured filthy and overcrowded living conditions. At the same time, however, the Industrial Revolution gradually brought more jobs, higher pay, and other material benefits.

2. In-class Instruct
Students are to imagine that they are living during the early years of the Industrial Revolution. Each student (and a partner) should assume one of the following roles:
a miner
a factory worker
a child laborer
a working class mother
a factory owner
a government inspector
a Luddite
a middle-class woman

Students are to write a diary entry in the role of their assumed character. Record the events of a complete day and include specific details of the person’s life. In your diary, include not only their activities and observations, but also your feelings and emotions. These diary entries will be shared with the class.

3. Close
List three or four ways that life today would be different for the person whose role you assumed.

Virtual Field Trip, p. 506
You Are There. . ., p. 507
Worker Protests, p. 508
Primary Source, p. 509

[In the former textbook we had:
Parallels Through Time, p. 519]

HW
p. 509, Section 3 Review
#1, 3-5, Extra Credit 6-7.

8 Days a Week

After 8 days, I have access to the Internet again from the faculty lounge. Didn't the Beatles write a song about this? Thanks for your patience and understanding.

AP Gov't, 6 October

Finish the Hand-out, Ch. 3, Federalism
Read the Woll text, Ch. 2, Federalism, be prepared to present and respond to the readings.

WH, Assignment for Friday, 6 October

World History, 3rd & 4th Period
Ch. 20 The Industrial Revolution Begins (1750-1850), Section 1 Sec. 1 Dawn of the Industrial Age

Class assignments: read Section 1 and do the Homework.

For Extra Credit, look up online: Improved Farm Machinery?
What or who is Jethro Tull? http://www.j-tull.com/

Chapter Outline
1 Dawn of the Industrial Age
2 Britain Leads the Way
3 Hardships of Early Industrial Life
4 New Ways of Thinking

Read and answer the Captions in Sec. 1 Dawn of the Industrial Age

1. Lesson Plan Focus

Several factors triggered the Industrial Revolution. Improved farming methods and the enclosure movement created a revolution in agriculture. Due to increased food production and better living conditions, the population of Europe soared. The Industrial Revolution was driven by a growing labor force and by new sources of fuel and power.

Define the Vocabulary word, enclosure

Homework

Section 1 Assessment #1-5, Extra Credit #6-7

AP Government, Test

On Monday we will cover the first chapter of the Woll text.
On Tuesday, we will have a test on Chapter 2 in the Wilson text. It is a multiple guess format.

WH, Test Chs. 18 & 19, Tues.

There will be a Test on Chapters 18 & 19 on Tuesday.

WH Ch. 19 Sec. 5 The End of an Era

World History, Chapter 19, Section 5 The End of an Era

1. Lesson Plan Focus
“Amazing Transformation”

The Continental System and the spread of nationalism led to rebellions against French rule. After defeats in Russia and at Leipzig and Waterloo, Napoleon lost power. European leaders at the Congress of Vienna sought to restore stability and order based on the status quo of 1792. They redrew national boundaries, restored monarchs, established a balance of power, and created the Concert of Europe.

2. In-class Instruct
There are five generalizations in this section:

1) Other nations in Europe benefited from the reforms of the French Revolution.
2) Nationalism was a major reason for Napoleon’s downfall.
3) Geography played an important role in Napoleon’s defeat in Russia.
4) The French people supported Napoleon.
5) The Congress of Vienna in 1815 achieved its goals.

As you read this section, find evidence that supports or disputes each generalization. Then write a paragraph in response to each. Your paragraphs should agree or disagree with each statement and provide pertinent facts to support your opinion.

3. Close
Ask students to bring in news stories about nationalism and its influence on world events today. These can be displayed around the classroom.

Vocabulary, p. 488
Guerilla warfare
Abdicate
Legitimacy

Biography, p. 488
Caption, p. 489
Geography and History, p. 490
Disaster! P. 491
Map, p. 492
Biography, p. 493

Find the answers that fit the material.

Map
Review locations
Possible answer: Moscow was such a great distance from France that Napoleon would have trouble keeping his troops supplied.
Possible answer: Napoleon needed a navy to battle Britain and to defend French commerce.

Caption
Answer to Caption. . .
Art and Literature
Possible answer: The darkness adds to the horror and sadness of the scene. The lantern creates a glow around the victims of the firing squad, emphasizing their nobility and suffering.

Background
Interdisciplinary Connections
Artistic Protest
The Third of May, 1808 is one of the first paintings of social protest. Previously, artists portrayed war as a grand and glorious endeavor. Goya, however, emphasized the horror and inhumanity of war. His painting portrays Napoleon’s soldiers as a faceless and monstrous force shrouded in darkness. Light is used to focus attention on the victims of the war. The cruelty and horror of the mass execution are seen in the twisted and bloodied bodies of the dead. The terrible anticipation of imminent death is seen in outstretched arms and writhing, cowering bodies. In Goya’s painting, one sees the merciless nature of war.

Caption
Answer to Caption. . .
Global Interaction
Possible Answer: The cartoonist was British. Since Britain was at war with France, he had little sympathy for the French army.

Background
Perspectives
Napoleon on Napoleon
While on St. Helena, Napoleon reviewed his career in conversations with the Marquis Las Cases, who recorded them in Memorial. Napoleon believed that he had conquered Europe in self-defense. His conquests benefited those under his rule by bringing them his code of laws and other revolutionary reforms. If not for the jealousy of Britain and the hatred of the monarchs that he had overthrown, Europe under his guidance would have become a federation of free peoples, allied with enlightened France in eternal peace. Napoleon characterized Britain as a mischief-maker and pirate whose petty ambitions had destroyed a noble future for France and Europe.
Napoleon’s views can be contrasted with the view of the London Times, quoted in the following note.

Background
Perspectives
Wretch and Villain
As Napoleon was departing for exile on St. Helena, the London Times reviewed his career in these words:
“This wretch has lived in the commission of every crime so long, that he has lost all sight of and knowledge of the difference that exists between good and evil, and hardly knows when he is doing wrong, except to be taught by proper chastisement. A creature who ought to be greeted by a gallows as soon as he lands. . . . It has been the constant trick of this villain, whenever he had got his companions into a scrape, to leave them in it, and seek his own safety by flight. In Egypt, in the Moscow expedition, and at Waterloo, such was his conduct.”

Which view, Napoleon’s or the Times, is closer to the truth based on your reading of the textbook?

Map
Answers to. . .
Geography and History
Review locations
the Netherlands
the Netherlands, Piedmont, Parma-Modena, Lombardy-Venetia, Kingdom of Norway and Sweden, Denmark, Kingdom of the Two Sicilies.

Activity Learning Styles
Analyzing a Quotation
One of the most successful diplomats at the Congress of Vienna was Prince Maurice Talleyrand. His skillful maneuvering saved defeated France from harsh retribution and won it recognition as an equal among the powers of Europe. He was at Vienna, he said, ”not to collect trophies, but to bring the world back to peaceful habits.” Concerning the balance of power and the proper treatment of France, he said, “No arrangement could be wise that carried ruin to one of the countries between which it was concluded.”
After hearing these two quotations students should answer: 1) Why do you think Talleyrand was against the collecting of ”trophies?” 2) How was a balance of power in the best interests of France? 3) How might Talleyrand have felt and spoken differently if France had been one of the victorious countries?

HW, p. 493, #1, 3-4, Extra Credit #5-6.

Waterloo
Von Metternich
Concert of Europe

Napoleon’s armies spread nationalism to the lands that they defeated. People saw Napoleon’s armies as foreign oppressors and resented efforts to impose French culture on all of Europe. Revolts erupted in many areas.

a) They wanted to restore stability, order, and peace by establishing a balance of power and returning to the status quo of 1793.
b) They restored monarchs to power, ringed France with strong countries, and created the Concert of Europe as a peacekeeping organization.

Answers may vary, but students should recognize that Napoleon and his armies spread the ideas of the French Revolution to the lands that they conquered.

Student letters and diaries should reflect an ability to recognize and express a historical viewpoint.

AP Gov't, Use the News, HW

USE THE NEWS

People who follow their conscience and take independent or unpopular action often make news. In The Inquirer, find a story about a person standing up for something he/she feels is right. Write a paragraph describing why the person took the action and why it took courage.

Grading: Total Point Accumulation

Each assessment is assigned points (ex. 18/22) and the student's score is simply calculated by dividing the total points they earned by the total points possible. (ex. Test 1 - 15/20, Test 2 - 17/18 - Current student score is 32/38 or 84%). Note: does not allow for automatic dropping of lowest grade.

Back to School Night, 20 September 2006

Back to School Night, 20 September 2006

Dr. G. Mick Smith
Room #267
Contact info:
gmicksmith@muchomail.com
215.276.2300 (Main office)
Website for daily class notes, assignments, homework, and grades:
http://gmicksmithsocialstudies.blogspot.com/
http://www.gradeconnect.com/

Welcome! This information guide emphasizes that a participating student will be successful by completing assignments and positively interacting in class. Above all, I hope that students will enjoy the class but will also grow in their knowledge level and increase their life skills that apply after graduation. Listed below are expectations for the class:
1. Be in your seat and prepared for class when the bell rings with pencil/pen, notebook, and textbook(s), or any other assigned materials.
2. Obtain permission by raising your hand before speaking, or leaving your seat for any reason once the bell rings.
3. Follow directions and complete all assignments on time.
4. Remain alert, awake, and on task during the entire class period.
5. Be dismissed in a timely manner by the teacher, not by the bell or clock.
6. Above all, respect yourself, your teacher, and others and their possessions.

Grading Calculation: (at least three major Test grades are in each quarter); I total the accumulation of points per grading period based on the following.

Task & Weight
1. Tests, 2. Homework/Presentations/Projects/Worksheets, 3. Quizzes
There are announced opportunities for Extra Credit on almost a daily basis; I use a system of Total Point Accumulation. The point tabulation results in an “A,” a “B,” etc.

Brief Biography
Dr. Smith earned his PhD in History at the University of California, Los Angeles. He was also awarded a Masters degree in History from UCLA, and he obtained a second Masters in Theology. Smith was a Johannes Quasten Scholar in Patristics at The Catholic University of America and he holds a Distance Learning Administrator’s Certificate from Texas A&M University and the Center for Distance Learning Research. He has published 100 mostly peer-reviewed publications in history, technology and education, and computing. Dr. Smith has been President of the American Association for History and Computing. Smith has also taught at Northeast Catholic High School, Lansdale Catholic, Villa Maria Academy, Phila Academy, and Hahnemann University. At Cardinal Daugherty Smith is Assistant Chair of the Technology Committee and Moderator of Mock Trial. Dr. Smith is a full-time single parent and he is submitting his first novel to publishers.

Choice: Current Reviews for Academic Libraries: Armstrong, Karen, The Great Transformation: The Beginning of Our Religious Traditions, Knopf, 2006.

In our current age of “The Great Transformation” Armstrong postulates how the sages of the foundational Axial Age would address unspeakable horror, violence, and desperation.The distinctive and historic Axial Age faiths announced the abandonment of selfishness and a spirituality of compassion. They stated that there must first be personal responsibility and self-criticism, and it must be followed by practical, effective action.Herein lie the problematic aspects of Armstrong’s work and why this book is not recommended. The most serious flaw of this work is in ascribing evidence for ethical behavior in almost all religious behavior and ritual (xiii, 35). Armstrong seems to miss the insight of Rene Girard and Walter Burkert who have demonstrated how violence and the sacred are inextricably linked. Other problems are that oddly, she states that Hitler expressed a “militant exclusion of religion from public policy” (395). In fact, Hitler divided German Christians by founding the Patriotic Church in contrast to the Confessing Church. One other interesting side note is that Armstrong’s research is based on out of date works; only 36 of 284 works cited in the bibliography were published in 2000 or later.

AP Gov't, Trial by jury

The U.S. Constitution guarantees the right to a jury trial in serious cases. Find a case in The Inquirer in which the decision is being made by a jury. Write a paragraph or short essay describing issues the jury should consider in making its decision.

WH, Test #1, Ch. 18, Tuesday

Test #1, on Chapter 18, will be on Tuesday

Mock Trial

Moderator: G. Mick Smith, PhD
Mock Trial competition is one in which public, private and parochial high school students try a simulated case throughout various rounds to determine the City Champion. The City Champion then goes on to represent the region in the State competition for a chance to advance to the National level. This activity is coordinated with Temple University Beasley School of Law.

AP Gov't, Test #1 Monday

There will be no Essay questions on the first Test, however, you will have Essays on some Tests. For the time being, just review Chapter 1 Handout ( we will cover it in class) to prepare. The Test is Monday.

WH, Ch. 18, Sec. 4 Birth of the American Republic

World History, Ch. 18 Sec. 4 Birth of the American Republic

World History Agenda

"Amazing Transformation"

1. Lesson Plan Focus
Colonists in the 13 English colonies opposed British taxes and trade restrictions, especially since they had no representation in Parliament. Enlightenment ideas influenced the American Declaration of Independence and the framing of the United States Constitution. The successful American Revolution helped inspire future revolutions in Europe and Latin America.

Vocabulary, p. 460
Caption, p. 460
Primary Source, p. 461
Map, p. 462
Caption, p. p. 463

2. In-class assignment

The class is divided into cooperative learning groups and students will work together to plan a television documentary on the birth of the American republic. The twenty minutes-long programs will consist of four segments addressing the following topics:
a) American Discontent
b) The American Revolution Begins
c) The Long Struggle to Victory
d) A New Constitution

These segments will be assigned. Use the text to plan your documentary segment.
You should produce a script outline, a list of visuals, and a list of interview subjects. This will be presented in class. Each group should produce a five-minute segment.

3. Close

Your documentary is being sold as a videotape. Describe the documentary in a five-sentence summary that could appear on the videotape box.

HW
Section 4 Review
#1-5
Extra Credit
#6-7

WH, Ch. 18, Sec., 3 Britain at Mid-Century

World History, Chapter 18 Section 3, Britain at Mid-Century

"Amazing transformation"
1. Lesson Plan Focus
Britain's island location, colonial possessions, favorable business climate, and powerful navy contributed to its rise to world power. Britain's constitutional government, with political parties, a prime minister, and a cabinet, was more democratic than other European governments. Still, most political and economic power was still held by a ruling class of landowning aristocrats.

Vocabulary, p. 466
constitutional government
cabinet
prime minister
oligarchy

Caption, p. 456
Map, p. 457
Caption, p. 458
Caption, p. 459

2. In-class Instruct

Organize students into small groups and assign them to outline the major ideas of this section. Advise them to make good use of the boldface heads and structure of the section. Each group can make up five questions that cover the content of the section. Encourage students in the other groups to answer the questions.

3. Close
Choose several of the questions for use of the next quiz/test.

HW
Section 3 Assessment, p. 459 #1, 3-5
Extra Credit 6-7

"Evolutionary Scheduling: A Review," Hart, E., Ross P., Corne D. Genetic Programming and Evolvable Machines 6(2): 191-220.

ComputingReviews.com

Review Number: 54703

Evolutionary Scheduling

“Evolutionary Scheduling: A Review” Hart E., Ross P., Corne D. Genetic Programming and Evolvable Machines 6(2): 191-220.
This review article is of substantial value for those who need an update on research material that applies evolutionary computing methods to scheduling problems. The last major survey has not been performed since 1999, when a major statement emerged from the European Network of Excellence on Evolutionary Computing (EVONET). The three co-authors here have done an admirable overview and report on “current trends, achievements, and suggesting the way forward” (191) in this regard. In particular, this article is of wide interest since the ideas can be applied to many common scheduling issues such as job-shop scheduling problems, an area much discussed in academic literature. The authors point out that algorithms today are capable of tackling enormous and difficult real-world problems, a major advance over earlier surveys such as the EVONET report.

WH, Agenda, 11 Sept. 06

Unit 5
Enlightenment and Revolution (1707-1850)

Ch. 18 The Enlightenment and the American Revolution ( 1707-1800)

Section 1 Philosophy in the Age of Reason

Lesson Plan Focus
Enlightenment thinkers tried to apply the laws of nature to human society. Their political ideas included the concepts of natural rights, separation of power, checks and balances, and freedom of thought. Their economic ideas included the policies of laissez faire and a free market.

HW
1) Define the Vocabulary words
p. 446
2) Answer the Caption Questions, pp. 446, 450.

AP Gov't, HW, 11 Sept. 06

Ch. 1, The Study of American Government, Theme A: The Nature of Political Power and Authority
Discussion Questions
#1 &#2.

World History, HW

Define the Vocabulary words, p. 416 & p. 421.

AP Gov't, Agenda, 5 September 2006

CHAPTER 1
The Study of American Government
Objectives
The purpose of this chapter is to give the student a preview of the major questions to be asked throughout the textbook and to introduce key terms. After reading and reviewing the material in this chapter the student should be able to do each of the following:
1. List the two basic questions to be asked about government in the United States (or any other nation) and show that they are distinct questions.
2. Explain what is meant by power, and by political power in particular. Relate the latter to authority, legitimacy, and democracy.
3. Distinguish among the two concepts of democracy mentioned in the chapter, explaining in which sense the textbook refers to United States government as democratic.
4. Differentiate between majoritarian politics and elitist politics, explaining the four major theories of the latter.
5. Explain how political change tends to make political scientists cautious in stating how politics works or what values dominate it.



CHAPTER 1
The Study of American Government
Overview
There are two major questions about government: Who governs? To what ends? This book will focus on the first question, and will encourage students to develop their own answers to the second question.
Democratic theory recognizes that the answer to the question “Who governs?” is more complicated than “the people.” Participatory democracy has only been a reality in a limited number of cases. Representative democracy gives rise to an elite. Elite theorists have given at least four answers to the question of “who governs?”:
Marxist:
Those who own the means of production, controlling the economic system, will control the government.
Power Elitist:
A few top leaders, drawn from the major sectors of the United States polity, will make all important decisions.
Bureaucratic:
Appointed civil servants control the government, without consulting the public.
Pluralist:
Competition among affected interests shapes public policy decision making.
In order to choose among these theories or to devise new ones, one must examine the kinds of issues that do (and do not) get taken up by the political system and consider how they are resolved by the system. It is not enough to merely describe governmental institutions and processes.
Distinguishing between different types of democracies is a very important part of this study. The Framers of the Constitution intended that the United States be a representative democracy in which the power to make decisions would be determined by a free and competitive struggle for the citizens’ votes.

CHAPTER 1
The Study of American Government
Chapter Outline with Keyed-in Resources
I. Who governs? To what ends? (THEME A: THE NATURE OF POLITICAL POWER AND AUTHORITY)
A. Politics exists because people differ about two great questions
B. Who governs: those who govern will affect us
C. To what ends: tells how government affects our lives
D. The text focuses on who governs and, in answering this question, looks at how the government makes decisions on a variety of issues
II. What is political power?
A. Power: the ability of one person to cause another person to act in accordance with the first person’s intentions
1. May be obvious: president sends soldiers into combat
2. May be subtle: president’s junior speechwriters take a new tone when writing about a controversial issue
B. Text’s concern: power as it is used to affect who will hold government office and how government will behave
C. Authority: the right to use power; not all who exercise political power have authority to do so
D. Legitimacy: what makes a law or constitution a source of right
E. Struggles over what makes authority legitimate constitute much of U.S. history
F. Necessary for government to be in some sense “democratic” in the United States today in order to be perceived as legitimate
III. What is democracy? Describes at least two different political systems. (THEME B: THEORIES OF DEMOCRACY)
A. Direct or Participatory Democracy (Aristotelian “rule of the many”)
1. Fourth-century B.C.E. Greek city-state, practiced by free adult male property owners
2. New England town meeting
B. Representative Democracy or Elitist Theory of Democracy
1. Defined by Schumpeter: acquisition of power by leaders via competitive elections
2. Justifications
a) Direct democracy is impractical for reasons of time, expertise, etc.
b) The people make unwise decisions based on fleeting emotions
IV. Is representative democracy best?
A. Text uses the term “democracy” to refer to representative democracy
1. Constitution does not contain word “democracy” but “republican form of government” (meaning what we call representative democracy)
2. Representative democracy requires leadership competition if system is to work—requires meaningful choice for voters, free communication, etc.
B. Framers favored representative democracy
1. Government would mediate, nor mirror, popular views
2. People were viewed as lacking knowledge and susceptible to manipulation
3. Framers’ goal: to minimize the abuse of power by a tyrannical majority or by officeholders
C. Were the framers right?
1. Do people today have more time, information, energy, interest and expertise to gather together for collective decision making?
2. Was the Framers’ faith that representative democracy would help protect minority rights and prevent corruption misplaced?
V. How is political power distributed?
A. Focus on actual distribution of power within American representative democracy
B. Majoritarian politics
1. Leaders constrained to follow wishes of the people very closely
2. Applies when issues are simple and clear
C. Elitism
1. Rule by identifiable group of persons who possess a disproportionate share of political power
2. Comes into play when circumstances do not permit majoritarian decision making
3. Theories of elite decision making
a) Marxism: founded by Karl Marx; argues that government is merely a reflection means of production; government is controlled by the dominant social class (the capitalist class in the U.S.)
b) Power Elite theory: founded by C. Wright Mills; argues that a power elite, composed of key corporate leaders, military leaders, and political leaders, control and are served by government; the power elite has been expanded to include media chiefs, labor union officials and many others
c) Bureaucratic view: founded by Max Weber; argues that power is mainly in the hands of appointed officials who are able to exercise vast power when deciding how public laws are to be turned into administrative actions
d) Pluralist view: has no single intellectual parent; argues that no single elite has monopoly on power; hence all elites must bargain and compromise while being responsive to followers
VI. Is democracy driven by self-interest?
A. All elite theories of politics may lead to the cynical view that politics is simply a self-seeking enterprise in which everyone is out for political gain
B. Policy outcomes do not necessarily reflect their authors’ motives
C. Self-interest is an incomplete guide to decision-making (de Tocqueville’s argument: Americans are more interested in justifying theory of self-interest than in honoring their own disinterested actions)
1. Peoples’ actions on 9/11 clearly demonstrated this
2. AFL-CIO supported civil rights in the 1960s, without personal or organizational gain
3. Many of the most important events in U.S. history (including the revolutionary war and the civil rights battles of the 1950s and 1960s) were led by people who risked much against long odds
VII. What explains political change?
A. Historical perspective makes it difficult to accept any simple explanations of political change
B. Changes in elite and mass beliefs about what government is supposed to do have resulted in changes in the character of government
1. The growth of federal power in 1932 and the effort to cut it back beginning in 1981 have no simple explanation
2. Foreign policy has swung between isolationism and strong internationalism
C. Politics is about defining the public interest, not just “Who gets what?”
VIII. The Nature of Politics
A. Often we have only partial or contingent answers
B. Must understand how preferences are formed: preferences and shared understandings are the underlying basis of most power
C. Political power cannot be equated with laws on the books
D. Sweeping claims are to be avoided; judgments about institutions and interests can only be made after observing a wide range of behaviors

CHAPTER 1
The Study of American Government
Important Terms
*authority
The right to use power.
*bureaucratic view
View that the government is dominated by appointed officials.
*democracy
The rule of the many.
*direct (participatory) democracy
A government in which all or most citizens participate directly.
*elite
Persons who possess a disproportionate share of some valued resource, like money or power.
*legitimacy
Political authority conferred by law or by a state or national constitution.
Marxist view
View that the government is dominated by capitalists.
power elite view
View that the government is dominated by a few top leaders, most of whom are outside the government.
*pluralist view
The belief that competition among all affected interests shapes public policy.
*power
The ability of one person to cause another person to act in accordance with the first person’s intentions.
*power elite
A political theory espoused by C. Wright Mills which holds that an elite of corporate leaders, top military officers, and key political leaders make most political decisions.
*representative democracy
A government in which leaders make decisions by winning a competitive struggle for the popular vote.

CHAPTER 1
The Study of American Government
Theme A: THE NATURE OF Political Power and Authority
Instructor Resources
Peter Bachrach and Morton S. Baratz, Power and Poverty. New York: Oxford University Press, 1970.
Robert Dahl, Who Governs? New Haven: Yale University Press, 1963.
G. William Domhoff, Who Rules America? Power and Politics. New York: McGraw-Hill, 2001.
Michel Foucault, Discipline and Punish. New York: Vintage Books, 1979.
George Lakoff, Moral Politics: How Liberals and Conservatives Think. Chicago: University of Chicago Press, 2002.
Stephen Lukes, Power; A Radical View (2nd edition). New York: Palgrave Macmillan, 2005.
Henry Richardson and Paul Weithman, eds., Reasonable Pluralism, The Philosophy of Rawls. New York: Garland, 1999.

CHAPTER 1
The Study of American Government
Theme A: THE NATURE OF Political Power and Authority
Summary
The two great questions about politics are, “Who governs?” and “To what ends?” The question of who governs is the question of who has power, which is defined as the ability of one person to cause another person to act in accordance with the first person’s intentions. Power is found in all human relationships; however, this text is primarily concerned with its exercise in the United States federal government. People who exercise power may also have authority—which this text understands as the right to use power. Some authority is formal authority—the right to use power vested in a governmental office. Power and authority must be based on legitimacy—what makes a law or constitution a source of right. Power, authority, and legitimacy can become divorced from one another resulting in a government that rules by force or brutality.

CHAPTER 1
The Study of American Government
Theme A: THE NATURE OF Political Power and Authority
Discussion Questions
1. Compare the institutions that have power over you with the institutions that have authority over you. What are the characteristics that distinguish one set of institutions from another?
2. Power can be exercised in many ways. The most visible exercise of power occurs when one person makes another act in accordance with their specified wishes. But power is also exercised when a person takes no action (non-decision) and when options are not presented. Provide an example of each of these uses of power, both in your own life and in government.
3. Distinguishing between power and authority is, fundamentally, reflective of one’s political beliefs. In what kinds of institutions do you have confidence? Why do you trust them? In contrast, what kinds of institutions raise your suspicions? Why?
4. How do your assessments of institutions in your daily life relate to your attitudes toward governmental and political institutions? Are you more or less confident about the Congress, presidency, judicial system, political parties, and other structures? Why?

CHAPTER 1
The Study of American Government
Theme B: THEORIES OF Democracy
Instructor Resources
John M. Allswang, The Initiative and Referendum in California, 1898–1998. Palo Alto, CA: Stanford University Press, 2000.
David S. Broder, Democracy Derailed, Initiative Campaigns and the Power of Money. New York: Harcourt, Inc., 2000.
Dick Cluster, ed., They Should Have Served That Cup of Coffee: 7 Radicals Remember the 60s. Boston, MA: South End Press, 1979.
Mitchell Cohen and Nicole Fermon, eds., Princeton Readings in Political Thought. Princeton, NJ: Princeton University Press, 1996.
Morton J. Frisch and Richard J. Stevens, eds., American Political Thought: The Philosophic Dimension of American Statesmanship, 2nd ed. Itasca, IL: F. E. Peacock Publishers, 1983.
David Held, Models of Democracy, 2nd ed. Stanford: Stanford University Press, 1997.
Peter B. Levy, ed., 100 Key Documents in American Democracy. Westport, CT: Praeger, 1999.
Kirstie M. McClure, Judging Rights: Lockean Politics and the Limits of Consent. Ithaca, New York: Cornell University Press, 1996.
Leo Strauss and Joseph Cropsey, eds., History of Political Philosophy, 2nd ed. Chicago: University of Chicago Press, 1972.
Ronald Terchek and Thomas Conte, eds., Theories of Democracy: A Reader. Rowman & Littlefield, 2000.

CHAPTER 1
The Study of American Government
Theme B: THEORIES OF Democracy
Summary
Democracy is a word used in at least two ways in the discussion of government. One interpretation approximates Aristotle’s definition of the “rule of the many.” This system, also called direct or participatory democracy, was practical in the Greek polis, but survives today only in a few circumstances, such as the New England town meeting. Still, some have argued that the initiative and the referendum allow a substantial measure of direct democracy in modern political systems.
Another interpretation focuses on the election of leaders who then govern all members of the society. Representative democracy involves leaders acquiring power by means of a competitive struggle for the people’s vote. Sometimes called disparagingly the elitist theory of democracy, this sort of government is supported by those who feel that it is impractical for the public to make policy across a vast array of issues and that people often decide large issues on the basis of fleeting passions. For this sort of government to function, it is necessary that there be competing elites and free communication.

CHAPTER 1
The Study of American Government
Theme B: THEORIES OF Democracy
Discussion Questions
1. Should participatory democratic decision making be extended to all spheres of life—to the workplace, to the governance of colleges and universities, and to the marketplace through consumer cooperatives? How would this benefit these institutions? What kind of costs might be associated with democracy in non-governmental institutions?
2. How democratic is the United States? For example, clear majorities of the American people favor allowing prayer in the public schools and favor handgun control. Yet the Supreme Court has ruled that prayer in the public schools is a violation of the Constitution, and Congress has not yet passed comprehensive handgun regulations. Similar circumstances prevail in regard to many other policy areas. Is this evidence that the United States is not a democracy?
3. de Tocqueville feared that majority rule could culminate in tyranny: “[I]f ever the free institutions of America are destroyed, that event may be attributed to the omnipotence of the majority, which may at some future time urge the minorities to desperation and oblige them to recourse to physical force.” How should minority rights be balanced against majority rule?
4. How did the events of September 11, 2001 change the landscape of decision making in the United States? Have citizens become more involved in public life since then, or less involved? Are political elites more powerful―and what types of elites have gained power, or lost it? What evidence do you have to make your argument? How could it be refuted?

CHAPTER 1
The Study of American Government
Theme B: THEORIES OF Democracy
Alternative Lesson Plan Based in Theme B
An Economic Bill of Rights
On January 11, 1944, President Franklin D. Roosevelt delivered a speech that outlined his postwar foreign and domestic policies. (“Message from the President of the United States Transmitting a Recommendation for the Passage of a National Service Law and Other Acts, Bearing on the Cost of Living, Taxation, Stabilization, and to Prevent Undue Profits.” January 11, 1944. House of Representatives Document No. 377.) Denouncing the “pests who swarm through the lobbies of Congress and the cocktail bars of Washington, representing…special groups as opposed to the basic interests of the Nation,” Roosevelt argued that global economic interdependence precluded a return to isolationism. The president offered a series of legislative recommendations to sustain the national commitment to winning the war. His most controversial statements, though, related to domestic policy.
The president began that portion of the speech by reminding listeners of their constitutional heritage.
This Republic had its beginning, and grew to its present strength, under the protection of certain inalienable political rights—among them the right of free speech, free press, free worship, trial by jury, freedom from unreasonable searches and seizures. They were our rights to life and liberty.
These are the rights, listed in the Bill of Rights, which specifically limit the power of the federal government. Yet Roosevelt made them the basis of his argument for an activist government.
As our Nation has grown in size and stature, however—as our industrial economy expanded—these political rights proved inadequate to assure us equality in the pursuit of happiness.
We have come to a clear realization of the fact that true individual freedom cannot exist without economic security and independence.… People who are hungry and out of a job are the stuff of which dictatorships are made.
In our day these economic truths have become accepted as self-evident. We have accepted, so to speak, a second Bill of Rights under which a new basis of security and prosperity can be established for all—regardless of station, race, or creed.
Among these are—
The right to a useful and remunerative job…;
The right to earn enough to provide adequate food and clothing and recreation;
The right of every farmer to raise and sell his products at a return which will give him and his family a decent living;
The right of every businessman, large and small, to trade in an atmosphere of freedom from unfair competition and domination by monopolies at home and abroad;
The right of every family to a decent home;
The right to adequate medical care and the opportunity to achieve and enjoy good health;
The right to adequate protection from the economic fears of old age, sickness, accident, and unemployment;
The right to a good education.
All of these rights spell security. And after this war is won we must be prepared to move forward, in the implementation of these rights, to new goals of human happiness and well-being.
As Roosevelt noted, the “second Bill of Rights” would have to be “implemented” by the government—this Bill of Rights did not limit the government but rather required it to exercise power. As described by John Locke and the Framers, rights protected the individual against government intrusion. Now, Roosevelt concluded that rights could also protect the individual by dictating government intervention.
Roosevelt’s death precluded his acting upon these claims, though several were already the basis for New Deal programs. In the 1960s, President Lyndon Johnson’s Great Society programs were expressive of this perspective. Still, many of these rights have yet to be embodied in government programs and remain the subject of extended political debate.

Discussion Questions
1. In the United States, the government is frequently described as a servant of the people. In what ways does Roosevelt’s speech endorse this perspective?
2. How would you define rights? Note that Roosevelt insists that rights be defined in the context of individual well-being, societal development, and international relations. Do you agree?
3. What is the proper role of the government? How should government stand in relation to the individual citizen?
4. How does Roosevelt’s speech reflect current political concerns? Think about current executive-legislative debates, and about prevailing Democratic-Republican disagreements.

World History, 7 September 2006

World History Agenda 5 September 2006

Begin with Chapter 17 The Age of Absolutism (1550-1800), p. 410-411.

Introduction
During the 1500s and 1600s, several European monarchs became absolute rulers. In England, Parliament gained control. After the Thirty Years' War, Prussia emerged as a strong Protestant state. In Austria, the Hapsburgs expanded their territory. Peter the Great gained land and brought reforms to Russia but worsened the condition of the serfs.

Background: About the Pictures

Section 2 France Under Louis XIV

Bell Ringer
I draw your attention to the quotation from Louis XIV ('L'etat, c'est moi.) on p. 417. For Extra Credit, what kind of government do you think France had at this time? How do you feel the French people felt about such a government?

Lesson Plan Focus
Violent warfare between Catholics and Protestants divided France for a time. Cardinals Richelieu and Mazarin increased royal power at the expense of nobles and Huguenots, or French Protestants. Under the absolutist rule of Louis XIV, France became the leading state of Europe. But costly wars and religious persecution undermined French power.

p. 419, You Are There. . .
Living at Versailles

Section 3 Triumph of Parliament in England, p. 421.

Lesson Plan Focus
The Stuart kings clashed with Parliament over money, foreign policy, and religion. A civil war erupted when Charles I tried to arrest the radical leaders in the House of Commons. Parliament's triumph led to the execution of the kin
g, the abolition of the monarchy, and the creation of a republic headed by Oliver Cromwell. After the monarchy was restored, the Glorious Revolution limited royal power and protected the rights of English citizens.

Synthesizing Information
The Struggle Between King and Parliament, p. 425.

Unit 5
Enlightenment and Revolution (1707-1850)

Ch. 18 The Enlightenment and the American Revolution ( 1707-1800)

Section 1 Philosophy in the Age of Reason

Lesson Plan Focus
Enlightenment thinkers tried to apply the laws of nature to human society. Their political ideas included the concepts of natural rights, separation of power, checks and balances, and freedom of thought. Their economic ideas included the policies of laissez faire and a free market.

Define the Vocabulary words
p. 446

Answer the Captions p. 446, 450.

Homework (hereafter HW)
p. 450 1, 3-5.
Extra Credit
#6 & 7.

Welcome! 5 September 2006

COURSE GUIDELINES AND INFORMATION

Dr. G. Mick Smith, Cardinal Daugherty High School, World History & AP Government, 215.276.2300, http://gmicksmithsocialstudies.blogspot.com/ gmicksmith@muchomail.com

Dear Parents/Guardians, and Students:

Welcome! This information guide emphasizes that a participating student will be successful by completing assignments and positively interacting in class. Above all, I hope that students will enjoy the class but will also grow in their knowledge level and increase their life skills which apply after graduation. Listed below are expectations for the class.

Please review these and sign below.

1. Be in your seat and prepared for class when the bell rings with pencil/pen, notebook, and textbook(s), or any other assigned materials.
2. Obtain permission by raising your hand before speaking, or leaving your seat for any reason once the bell rings.
3. Follow directions and complete all assignments on time.
4. Remain alert, awake, and on task during the entire class period.
5. Be dismissed in a timely manner by the teacher, not by the bell or clock.
6. Above all, respect yourself, your teacher, and others and their possessions.

Grading Calculation: (at least three major grades are in each quarter) a total accumulation of points per grading period based on the following.

Task & Weight
1. Tests, 2. Homework/Presentations/Projects/Worksheets, 3. Quizzes

I adhere to a policy of PDP (Positive Daily Performance) which is based on my understanding that lifetime success arises out of what you do, day in and day out. Being prepared and ready to apply yourself with your school materials everyday is crucial.

Absence on Test or Quiz Day
If you are absent for a test/quiz it is your responsibility to make arrangements with me to take it. This is scheduled the day after you return to school. Points will be deducted each day you fail to do make up work. No make ups are given during class time. The only exceptions are for school related absences, i.e., sports, plays, etc.
Signing this form acknowledges receipt of the information. I ask that this form is signed and returned by the following school day. Please feel free to contact me for any questions or concerns regarding your child. I will return the email or call ASAP. Thank you for your assistance in making the class a positive learning experience.

Parent/Guardian (Please print name): ______________________________________________________
Signature of Parent/Guardian
______________________________________________________
Date: ____________________
Student: (Please print) ____________________________________________________________
Date: ____________________

Personal Finance for students

The Playbook for Life, a free, downloadable guide available at playbook.thehartford.com.
This book offers tips on how to evaluate a job offer and create a financial plan.

eLearning Academic Affairs

eLearning Academic Affairs
Assignments and class work will be posted, check back for work the week of 5 September 2006.

I object to McCarthyism

Date:
Tue 11-07-2006 04:16 PM

I object to McCarthyism

I happened to view your broadcasting today (democracynow.org) for the first time and I am
writing to express how appalled I am by your abysmal ethics. The anchor,
Ms. Goodman, sequed into a story with the line, "we go now from a story
of an American soldier raping and murdering Iraqi civilians to a story
of a soldier who went AWOL." I am horrified that a broadcaster would try
and convict an individual on live television a la' McCarthy. Correct me
if I'm wrong but does not this individual, as reprehensible as many
people would find him if he is in fact quilty, have the right to due
process and a jury of his peers to convict him? This has not happened.
Perhaps it will, perhaps it will not but this person has the right in a
democracy to his day in court and you have no right to convict anyone on
television. Ms. Goodman had the perfect opportunity to instruct the
Iraqi journalist--employed by the L.A. Times--in the rules of evidence
and how democracy works but she squandered the moment and uncritically
accepted the hearsay evidence presented by the journalist. I object to
McCarthyism and the fraud that is entitled "Democracy Now." Indeed,
democracy works and your broadcasting should attempt to live out the
ideals, ethics, and the objective journalist responsibility that it
entails.
Regards,
G. Mick Smith, PhD

Warkentin Review, Dis/integrating animals

Computing Reviews

"Dis/integrating animals: ethical dimensions of the genetic engineering of animals for human consumption" Warkentin T.AI & Society 20(1): 82-102, 2005

IT professionals should be reflecting on this piece to answer questions of identity. What we are as humans is more typically posed to technologists by thinkers such as George Dyson who argues that machines, specifically computers, will evolve beyond humans. On the other hand, Warkentin provocatively claims that we become less human by genetically altering animal bodies.

The question is: are we becoming something beyond human because of our machines or is genetic engineering robbing us of our humanity?

Warkentin ranges over feminism, biology, and philosophy to lament that genetic technologies engineer impure food and ending the suffering of animals through genetic modification diminishes both animals and humans. Warkentin reveals a secular sensibility for long-standing religious issues of identity, purification, and suffering.

Religions generally maintain that food or anything that enters the body may pollute. Indeed, contamination by polluted food is a pervasive danger, typically involving intricate avoidance principles which Orthodox Judaism, particularly kosher rules, artfully articulates.

In the classic work Purity and Danger (1966) Mary Douglas focuses on pollution with a cogent analysis of food taboos. Religions outline an agenda for congregants to follow maintaining their sense of identity. Warkentin maintains that human identity is diminished or defiled by eating genetically engineered food, what Douglas introduces as “dirt.”

But that ingesting a given food which has a spiritually polluting quality independent of our post-modern cultural context does not seem to be based on an objective fact. Warkentin ultimately does not demonstrate how genetically modified food pollutes us.

www.phillyfuture.org

A comprehensive site providing news and views for Philadelphia and its surrounding area.

AP Gov't, Dash for Democracy, 4 November 2006, http://www.dashfordemocracy.org/

Who We Are
The spirit of the Dash is to build a better democracy, which in turn leads to a better government. Seventy believes that when citizens take an active role in what’s going on in their neighborhood, community, and city, they have the power to make positive changes and have real impact. To accomplish these objectives, the work of the Committee includes the following:
Developing an informed and active electorate through non-partisan, educational means, such as teaching citizens on how to run for office;
Researching and disseminating information regarding City policy, politics, and public officials;
Encouraging and aiding public officials in the performance of their duties through such means as research-based governance studies;
Investigating illegal action, misconduct, and inefficiency in government and the elections process, and taking appropriate action thereon, initiating litigation when necessary;
Informing and educating the public about civic affairs of current importance, including municipal finance, interpretation and observance of the City Charter, and other related matters.

Review: IT Professionals as Organizational Citizens

#48792:2.0.0
Due: 05/29/06
IT professionals as organizational citizens
Moore J., Love M. Communications of the ACM 48(6): 88-93, 2005. Type: Article
Project And People Management (K.6.1...); Organizational Impacts (K.4.3...); Occupations (K.7.1...)
Human factors

"IT Professionals as Organizational Citizens"

IT workers exhibit significantly less OCB (Occupational Citizenship Behavior) than non-IT workers. This is the major finding of this work. Five types of OCB (altruism, courtesy, sportsmanship, civic virtue, and conscientiousness) are measured in this study. "Investigations of a situational factor--fairness perception--as a predictor of OCB has been . . . fruitful" (90).

People seem to feel that if the exchange between themselves and their organization is positive, than their OCB will be enhanced. Procedural justice within an organization, or the perceived fairness of policies and procedures, how company policies are undertaken, and the dignity and respect with which they are communicated are critical factors. Alarmingly, IT is plagued by significantly lower management trust and faith in procedural justice than their non-IT colleagues.

Some of the results in this study are not surprising. A fair amount of working life is similar to what you find in other fields. People don't work particularly hard if they are only working for the money, especially if they do not feel like they are being treated fairly. The hazard for the IT field though is that the potentially devastating consequences of not helping others are acute in IT work. IT workers need to be proactive in stymieing malware, viruses, security issues and a whole host of threats. If they are not helpful these threats proliferate. The authors do not report this fact though it does seem to be a central implication of their important research.

WH, Test Make-up Question

Essay Question: 17 points
In detail, describe Hitler's rise to power in Germany.

Televised final Mock Trial info

If you are interested in watching the Final trial from the Mock Trial Competition please visit the PCN website, www.pcntv.com to find your local listing. PCN will be airing the trial one last time on Saturday, April 22nd at 8:00 p.m.

WH, Unit 7, Library Assignment, Ch. 27, Sec. 1 The Stage Is Set

Unit 7 World Wars and Revolution
Library Assignment

Read #1-5, pp. 690-691.

Chapter 27 World War I and Its Aftermath

Section1 Answer the question:
Caption, p. 693

Section1 The Stage Is Set

B) Answer the questions:
Caption, p. 695
Parallels, p. 696
Vocabulary, p. 694

C) Use the boldface heading to construct an outline. Identify the major causes of international tension in the early 1900s. Under each major cause, leave space to fill in supporting details. Write specific examples and supporting details under the appropriate head.

D) Review the outline and rank the causes of international tension from the most significant to the least significant.

WH Ch. 26 Sec. 5 Impact of Imperialism, Library Assignment

Chapter 26 Section 5 Impact of Imperialism
Library Assignment

a) Read the Guide for Reading (Questions, p. 678)

b) Answer the questions:
Cause & Effect Chart, p. 679
Caption, p. 681

c) Imperialism Concept Chart:

Construct a concept chart illustrating the impact of imperialism. The chart should show the effects of imperialism on both the colonies and the Western powers that ruled them. First, draw the skeleton of the concept chart. At the center, in a circle or box, write “Impact of Imperialism.” Draw several lines leading away from the central box or circle. Label a circle or box at the end of the line with each of the following categories.

Economics
Culture
Politics
International Relations
Others?

Write out additional lines from each of the concepts or branches and write in specific effects that pertain to each category.

d) Focus of assignment
Students should now be able to write generalizations about the impact of imperialism.

WH, Extra Credit offer

6 April 2006

Tutoring began on Monday and I will forward a list of students to Guidance who will be attending. However, if you attend now, and voluntarily, you will earn an Extra Credit point each day that I verify you attended.

There are Library Assignments posted on my blog site, in addition to Homework that you can work on.

You will receive no Extra Credit if you are in Detention instead of attending Tutoring, or, after you are called to Guidance and required to attend.

WH, Library Assignment, Ch. 26 Sec. 4 Economic Imperialism in Latin America

Chapter 26 Section 4 Economic Imperialism in Latin America
Library Assignment

a) Read the Guide for Reading (Questions), p. 673

b) Define the Vocabulary terms:
Regionalism
Caudillo
Economic dependence
Peonage

c) Answer the questions:
Caption, p. 673
Parallels, p. 675
Map, p. 676

d) Outline the general problems that hindered the development of Latin America. Make reference to political problems, economic problems, social problems, the effects of past colonialism, and the influence of the U.S. Use Mexico as a case study. Find specific examples in Mexican history of the general problems that are cited in outline form.

Summary

Students should be able to describe a problem that Latin American nations faced in the 1800s. Mexico is the best test case.

WH, Library Assignment, Ch. 26 Sec. 3 Self-Rule for Canada, Australia, and New Zealand

Chapter 26 Section 3 Self-Rule for Canada, Australia, and New Zealand
Library Assignment


A) Read the Guide for Reading, p. 667

B) Define the Vocabulary Terms (p. 667):
Indigenous
Penal colony

C) Answers the questions in the sections below:
Caption, p. 668
Map, p. 669
Caption, p. 671

D) Then, in three groupings—Canada, Australia, and New Zealand—students should prepare a time line and a flow chart focusing on imperialism and self-rule. The students should focus their presentations and in discussion bring out the facts of similarity and difference between the different areas.

WH, Library Assignment, (Some) Terms to review for Assessment, 29 March 2006

Library Assignment
29 March 2006
(Some) World History Terms to Review for Assessment
Find and define the following:

Ideologies

Universal manhood suffrage

Autonomy

Conservatives

Liberals

Nationalists

Greeks

Charter of French Liberties

Charles X

Louis XVIII

Louis

Louis Napoleon

Louis Kossuth

Frankfurt Assembly

Peninsulares

Creoles

Mestizos

Mulattos

WH, Library Assignment, 28 March 2006, Ch. 24 Sec. 4 Expansion of the US

WH, Library Assignment, 28 March 2006
Ch. 24, Sec. 4 Expansion of the U.S.

A) Define the Vocabulary words:
Segregation
Isolationism

Write out the answers to:
Map. p. 623
Caption, p. 625
Caption, p. 626
Caption, p. 627

B) Archaeological teams of the 23rd Century

As a member of the archaeological team centuries down the road, your task is to uncover items that can be traced to the U.S. in the 1800s. As a member of a group assigned to the following areas, you are to find objects that fit in these categories:
1) From Sea to Sea
2) Expanding Democracy
3) Civil War and After
4) Economic Successes
5) Seeking Reform
You should list at least two items that it might find for their assigned topic. Then, write a descriptive paragraph for each item. The paragraphs should explain how each item is important for understanding life in the U.S. during the 1800s.

Library Assignment Focus
Students should be able to generalize how the U.S. of 1900 was different from the U.S. of 1800.

WH, Library Assignment, Ch. 25 Sec. 2 The Partition of Africa, 27 Mar. 06

WH, Library Assignment, Ch. 25 Sec. 2 The Partition of Africa, 27 March 2006

Write a three-part outline:
· Reasons for Imperialism
· Reasons for European Success
· Forms of Imperial Control
Use the bold face headings for guidance in finding the major ideas for each part of the outline. Each major idea should be supported by specific facts or examples.

Use the Guide for Reading (Questions, p. 635); then, answer the questions:

Caption, p. 636
Map, p. 638

WH, Library Assignment, 24 March 2006

24 March 2006
Library Assignment

Ch. 24 Growth of Western Democracies
(1815-1914)

A) Answer the questions to the following:
Caption, p. 607
Caption, p. 609
Parallels Through Time, p. 610
Read, pp. 606 ff.

Section 1 Britain Becomes More Democratic

B) Then,

1) Identify the undemocratic conditions that existed in Britain in the 1800s.
2) List and describe the reforms that made British government more democratic.
3) Explain how Chartism, the Victorian Age, and British political parties all contributed to peaceful, gradual change in Britain.

C) Activity The Big Picture
In regards to Britain, France, and the U.S., in a chart list the following conditions during the 1800s:

Political Conditions
Social Conditions
Economic Conditions

D) Students will need to identify areas in which reforms were still needed in Britain at the close of the 1800s.

Review of "A Companion to Nietzsche," ed. Keith Ansell Pearson

This is a worthwhile collection that portrays many of the most preeminent Nietzschean scholars in Europe and in the United States. This volume adds to an excellent series in philosophy by Blackwell Publishing. There is a moving array of Nietzsche scholars who represent a plethora of approaches to Nietzsche. Following the two practical introductions to Nietzsche's life, philosophy, and style, the varied essays address the most familiar Nietzschean themes, as well as important but more neglected ones, such as Nietzsche’s notion of science. There are major sections on Art, Nature, and Individuation; Nietzsche’s Philosophy of the Future; Philosophy of Mind; Philosophy and Genealogy; Ethics; Politics; Aesthetics; and Evolution and Life. Moreover, there are innovative treatments of Nietzsche’s core and enigmatic ideas such as eternal recurrence, the will to power, and the overhuman. Interestingly woven together are Nietzsche’s published and unpublished Nachlass. Among the contributors are a stimulating selection of scholars and new writers on Nietzschean themes. The reliable Keith Ansell Pearson edited the volume with contributions by Jill Marsden, Babette E. Babich, Volker Gerhardt, Kathleen Marie Higgins, Laurence Lampert, Richard Schacht, Andreas Urs Sommer and Paul J. M. van Tongeren.

WH, Ch. 24, Sec. 4 Expansion of the U.S.

World History Chapter 24 Section 4 Expansion of the U.S.

Ch. 24 Section 4 Expansion of the United States

Guide for Reading (Questions, p. 622)
Vocabulary
Segregation
Isolationism

Map. p. 623
Caption, p. 625
Caption, p. 626
Caption, p. 627

1. Lesson Plan Focus

During the 1800s, the U.S. expanded across the continent to the Pacific Ocean. The slavery issue, economic differences between the North and South, and the election of Abraham Lincoln in 1860 brought about the Civil War. Though slavery ended after the war, African Americans faced difficult times ahead. Starting in the late 1800s, reformers campaigned to extend suffrage to women and to protect the rights of workers.

2. In-Class Instruct, Archaeological teams of the 23rd Century

As a member of the archaeological team centuries down the road, your task is to uncover items that can be traced to the U.S. in the 1800s. As a member of a group assigned to the following areas, you are to find objects that fit in these categories:
1) From Sea to Sea
2) Expanding Democracy
3) Civil War and After
4) Economic Successes
5) Seeking Reform
Each group should list at least two items that it might find for their assigned topic. Then, the group is to write a descriptive paragraph for each item. The paragraphs should explain how each item is important for understanding life in the U.S. during the 1800s.

3. Close
Students should be able to generalize how the U.S. of 1900 was different from the U.S. of 1800.

HW
Section 4 Review
#1-5
Extra Credit #6-7

Reading Bonhoeffer: Link for reading and reflection

http://www.luthersem.edu/word&world/Archives/2-3_Human%20Venture/2-3_Burtness.pdf