American Democracy Now: Harrison & Harris Chapters 1-6 & 10 & 11

Note: To study for the quizzes, review these questions & take the practice quizzes at the end of each chapter & the ones on the text website

While the vast majority of the quiz questions are multiple choice questions, the questions will mostly come from the following:

Ch. 1: Introduction: 

1. Based on Roesler's lecture, discuss the three "functions" that every government must provide.
2. Discuss the central characteristics of American Political Culture: Liberty, Equality, & Democracy (consent of the governed).  Be sure to distinguish between Equality of outcome and equality of opportunity.  Note: the text also adds Capitalism and Individualism, but I consider them to be linked with liberty.

3. Watch the ideology (mini)lecture and explain the two different models of ideology (linear and EFO).  Which better explains ideology in the US?  If you're unsure about this, do the extra credit assignment on ideologies. NOTE: I prefer the EFO model better than the linear one the text uses.
   

4. Explain how Harold Lasswell's definition of Politics is a reflection of choices over competing values. How does the clip on the school lunch program and this clip regarding state & local budget cuts reflect the fight over "what"? How does this illustrate how our budget reflects our values?  Be sure to relate this to Lasswell.
• For more (optional) on the budget, you can also watch this Colbert Clip on Father' Reese's views on the Federal Budget proposal by Congressman Paul Ryan.
5. Political scientists care about "how" things happen.  How we try prisoners, how we count the votes, etc...   How does this Daily Show clip on I.D. laws reflect the impact of "how" we vote on the outcome of elections? How would this affect voter efficacy?

6. Watch the following segments of Episode 4 of the Harvard Justice Project:  from the first 8 minutes & from 33:00 to 51:45 minutes--especially from 33 to 45 & 49-52 minutes).  Based on the clip, explain Locke's views of social contract, property, taxing and collective consent.  In what sense is property a "natural right" given by God?  In what sense is it a "conventional right" assigned by government? Armed militiamen recently took over the headquarters of a national wildlife refuge in Oregon arguing that the Federal government does not  have the right to control public lands since property is a god-given right. Would Locke agree with them that government cannot decide what is private property?

1. Optional: Read more: http://www.dailymail.co.uk/news/article-3382511/Militiamen-federal-wildlife-refuge-Oregon-anti-government-rally-support-two-ranchers-heading-jail-arson.html#ixzz3wOG9lVEl
   
2. For a lighter look at the events in Oregon, watch the Larry Wilmore clip: http://www.cc.com/video-clips/4hccrj/the-nightly-show-with-larry-wilmore-pacific-north-whaaaaat----oregon-militia-standoff

7. According to Locke (in Episode 4 of the Harvard Justice Project), what can't legitimate democratic governments do?

Ch. 2: The Constitution & the Federalist Papers #10 & #51

1. List two weaknesses (problems) of the Articles of Confederation? How did the Constitution address those?
2. Distinguish between a Federal, Confederate, and Unitary system of government (discussed further in chapter 3).
3. Explain the impact of Locke & Rousseau on Thomas Jefferson.
4. Based on my lecture, explain the key concepts of the Constitution, including the concept of "limited government" and the 5 types of powers in the constitution.  
5. Using the ruling in McCulloch v Maryland, explain why Congress can create a bank. In other words, explain the basis for the implied powers doctrine and how the Supreme Court's broad interpretation of "necessary."
6. Outline the basic tenets of the Great Compromise (CT Plan), including the duties and powers of each branch.  Be sure to look at the "Powers of Government" slide on the online lecture). 
7. Explain the elastic (necessary & proper) clause and the impact of McCulloch v Maryland on the power of the national government.  (we will discuss this more in chapter 3)
8. Compare the views of the anti-federalists and the Federalists with regards to individual rights and the power of the national & state governments.
9. Discuss the main thrust of the Federalist #10 and of #51.  Why did Madison (and the other founders) want change (passing laws) to be difficult?
10. Differentiate between the two types of democracy (direct & indirect) that Madison discusses in the Federalist Papers. Explain Madison's arguments in favor of indirect democracy.  How does it prevent tyranny of the majority?
11. What was the most democratic part of the government as originally designed?  Why did the framers originally create the unusual process for choosing Senators (since changed) and the President (essentially unchanged)?  Why weren't these processes more democratic?
12. Briefly explain the importance of Marbury v Madison on the Court's power of Judicial Review (see the lecture and/or the Courts chapter for more). For a good discussion/explanation of this power, watch the Colbert interview of Cliff Sloan.  We will discuss this again when we cover the Courts.
13. What are the two ways to Propose & the two ways to Ratify amendments to the Constitution?

Ch. 3: Federalism

1. Distinguish between Horizontal (state-to-state relations) and Vertical (national-state relations) Federalism.
2. Repeat of a question from chapter 2: Explain the elastic (necessary & proper) clause and the impact of McCulloch v Maryland on the power of the national government.  Explain why Congress can create a bank.
3. Explain the Full Faith and Credit Clause (FF&CC). Prior to the 2015 Obergefell decision, gay marriage was only allowed in a few states. Does the FF&CC force all states to accept a marriage recognized in one state?
4. Discuss the following three eras of Vertical Federalism: Dual, Cooperative, and New (your text refers to it as "conflicted") Federalism. According to Roesler, why is Welfare reform a good example of New/Conflicted federalism?
5. Discuss the three ways in which the national government increased leverage (extended its reach) over the states (the commerce clause, grants, & incorporation/nationalization of the bill of rights (also see ch 4)).
6. Explain the impact of Gibbons v Ogden. In the NLRB v Jones Laughlin Steel Company ruling, the Supreme Court ruled that companies involved in manufacturing are engaged in interstate commerce.  Why is this significant for the growth of national power?
1. I don't always trust Wikipedia, but this is a decent entry if you want more info on the NLRB case
7. Explain the benefits and drawbacks of devolution.  Discuss one or two of the following issues and explain which level(s) of government currently sets policy for that issue.  Should these issues be best left to the individual states or would a single national policy be better? Explain. Issues to choose from: immigration, gun control, drinking age, marijuana/drug laws, gay marriage OR teaching curriculum.
8. Explain how having a federal system affects the debate over the role of government and the tension between liberty and equality. 
9. The textbook discusses how the Bill of Rights was originally aimed at limiting the power of the national government (note the first word of the 1st Amendment). Explain the "revolutionary" impact of the 14th Amendment’s Due Process clause and the concept of selective incorporation (we'll discuss this more in chapter 4). For more explanation, this Daily Show interview of Richard Beeman on states rights might be useful.

Ch. 4: Civil Liberties 

1. When is prayer in school constitutional?  Why can't the government prevent students from praying (on their own time) at public schools?
2. In 1954, in response to the threat of godless communists, the US added the words "under God” to the pledge of allegiance.  Based on other court rulings, do you think it is constitutional?
3. When can speech be limited? Distinguish between political speech and the less-protected (conditionally protected) speech.  Give examples of each.
4. Read the Palast assignment (pp311-315) and discuss the importance of having a free press. (As an option, you can read the another version online here (this is longer than the selected pages on reserve; it is also called something else: "The Truth Buried Alive"). It is preferable to read the pages on-campus if possible, but the web story covers the same topic (but is longer than the selected pages on reserve). A student found this Google version of the Palast reading, if you have trouble with the other.
• This optional CS Monitor article (Throwing our judicial junk...) is helpful for the "Free Press" assignment.
• This OPTIONAL clip on the Royal Wedding and this OPTIONAL one about Prince Charles' rumored gay relationship are helpful in understanding the difference between freedom of the press in the US and UK -- be warned, they are CRUDE, since Stewart makes fun of British limits on the press.
• This OPTIONAL NPR interview of British sports writer on being sued by Lance Armstrong might also be helpful in understanding British libel laws.
5. What does the 2nd Amendment mean?  Discuss the debate over what the framers intended as well as the 2008 Surpreme Court ruling DC v Heller.  Watch this Colbert clip on Obama's proposals to limit access to guns and this one on the meaning of the 2nd Amendment.  Some argue that the 2nd amendment was designed to allow Americans to fight & kill American soldiers under a tyrannical dictator.  Based on the text & lecture, do you think that the framers would want average US citizens should have the right to have Aircraft carriers, tanks, or anti-aircraft guns? 
6. How does the 2010 McDonald v. City of Chicago ruling illustrate "selective incorporation" of the Bill of Rights?  Refer back to the ch3 lecture, where I discuss Barron v Baltimore & the impact of the 14th Amendment.
   
7. How does Locke's concern with "arbitrary taking" of rights relate to Civil Liberties. Why is important for everyone to have the right to a lawyer, a fair trial...?  Discuss the significance of Due Process, such as the exclusionary rule, in criminal investigations and in protecting the innocent from the arbitrary power of the state.
8. Watch this clip: War & Freedom --The Bush perspective and explain the Bush administration's "paradigm shift" (specifically, explain Brad Berenson's argument). Watch this clip War, Freedom & Democratic Values and explain Tom Ridge's views on giving up civil liberties.  Given that the "War on Terror" will last decades, if not longer, do you think civil liberties should be limited?    For a more humorous look at the problem of "too many dots," watch this Daily Show clip.
9. Watch the first two minutes of this Colbert clip on the NSA. According to the study, how many terror attacks were stopped by the NSA reading our emails and collecting our data?  What would Ben Franklin argue about this?  What is Colbert's point when he asks "Does violating everyone's privacy really that bad if it doesn't even work?"
10. Watch this Colbert interview of Anthony Romero, executive director of the ACLU.  Do you think the President has the constitutional authority to order the assassination of American citizens (not in battle) without a trial?  For an (optional) updated discussion of the drone strikes against Americans (without Due Process), watch this Daily Show clip and this one making fun of Obama's lack of transparency. 
11. Ben Franklin argues that "They that can give up essential liberty to obtain a little temporary safety deserve neither liberty nor safety."  What does Franklin mean? Edward Snowden revealed that both Bush and Obama had lied to Americans about how much the government (NSA) was spying on Americans. Watch this John Oliver clip on the NSA surveillance program from 2:00 to 13:00 and from 25:00 to 32:00. Starting at the 25 minute mark, Edward Snowden reveals that the NSA keeps copies of much of our digital communication, including pics of our "junk." Would Ben Franklin approve of this program?  In other words, based on the lecture, readings and clip, do you think the NSA surveillance program took away "essential liberty"?  Did it provide real or only "temporary" safety?
12. What is the constitutional basis for the right to Privacy?  Explain the development of the Right to Privacy since its inception as well as what is (and is not) covered under this right.  Be sure to discuss Griswold v CT, Roe v Wade, and Lawrence v Texas.

Useful (but not required) Civil Liberties links:

John Oliver on the NSA Surveillance program -- Interview of Snowden

Daily Show: Free Speech Zone 
Silly Daily Show clip on Executions: http://www.thedailyshow.com/video/index.jhtml?videoId=106310&title=whaaaa

Interesting Christian Science Monitor article on the DC v Heller (2nd Amendment) ruling 

Watch this Colbert clip for a fun look at relevant SC rulings in 2009.

Chapter 5

1. Differentiate between Civil Rights and Civil Liberties.

2. Discuss modern civil rights issues, including discrimination against blacks, women, homosexuals, and people with disabilities.  How does the chart on p159 (fig 5.2) illustrate economic struggles for women, blacks & hispanics.  Watch this short clip for a great summary of the Civil Rights struggle for Women & Blacks. 

• For a fun look at modern civil rights concerns, watch this Larry Wilmore clip on Civil War re-enactments.

3. Understand the history of disenfranchisement for minorities and the suffrage movements for blacks and women (the extra credit "One Woman One Vote" video would be helpful here). Be aware of economic (redlining, hiring...) as well as political discrimination (lack of voting rights).   For info on Historic sites, go here

4. Discuss the shift in the Supreme Court rulings from the Plessy decision to the Brown decision.  

• For fun, watch the part of this clip where Colbert discusses Omaha's re-segregation.

5. Discuss the importance of both the 1964 Civil Rights Act and the 1965 Voting Rights Act (including voter registration rates).

6. Distinguish between de jure and de facto segregation.  Which is harder to eliminate?

7. What is affirmative action and when can it be used (specifically, when is it unconstitutional)?  Be sure you can explain the Bakke and the 2003 Michigan rulings.  If you're interested, you can read this OPTIONAL analysis of the June 2013 Supreme Court ruling. 

8. Go to this article on Traffic Stops (you can also find the article in Canvas).   Also go to Table 1 of the executive summary of the findings (2014) and compare the "search rate" and "contraband hit rate" between whites, blacks & hispanics.   According to the facts from the study, which group is most likely to be carrying drugs or other illegal contraband?  Which group is pulled over and searched the most? 

   • For more on racial profiling, watch this Daily Show clip on Racial Profiling in New York City's "Stop & Frisk" policy.  Note that the judge ruled the policy (as had been implemented) to be unconstitutional.
   • Locke argued that legitimate government's can't arbitrarily take freedoms/rights. Since blacks and Hispanics are stopped at disproportional rate, is this singling out "arbitrary?"  Is that violation of their natural rights?
     

9. Watch this clip on the gender gap on college campuses  and this NPR clip.  Do you agree that diversity is important in the classroom and workplace?

10. George Zimmerman's attorney argued in 2013 that blacks are treated more leniently by police. Based on evidence/data covered in this unit, do you agree with Zimmerman's attorney that blacks are treated more leniently by police? Give specific data from the lecture.

1. Optional: watch this Daily Show clip on the Zimmerman verdict  and read this NY Times article by Charles Blow or go here for an alternative link).

11. Does all this evidence prove racism inherent in our society? Given that African Americans and Hispanics are not inherently stupid, criminal or lazy, what else could account for all this evidence that they face huge disadvantages in our society?  (For a more sports-oriented approach to this topic, read this article on NBA foul calls (http://www.iht.com/articles/2007/05/02/news/referees.php#).

12. Based on all we've discussed in this unit, explain why Civil Rights are still relevant today.  For fun (optional), watch Larry Wilmore discuss racism. 

13. Be sure to take the Admissions Response Discussion. What were the one or two most important criteria for you? Explain.

Optional clips:

• A brilliant discussion of the Supreme Court's 2013 Voting Rights Act ruling and the Julian Bond interview later.
• For an interesting clip on the Dred Scott case, watch this clip. 
• For a fun look at Romney's comments on Latinos, watch this Daily Show clip

Chapter 6

1. Discuss problems of opinion polling that effect the validity of polls, such as push polls and poor sampling.  
1. Optional: For a fun look at polling, watch Colbert interview pollster Scott Rassmussen and this Daily Show clip on polling distortions.  For more on Push Polling, watch Colbert as he makes fun of Push Polling in the 2008 Republican primary against John McCain.
2. Optional:  June 2013 Poll Americans on Foreign Policy, Obama’s Efficacy and Same-Sex Marriage
2. How a question is asked can garner differing results.  Why can results differ based on word choice?
3. Repeat question: Explain the two different models of ideology (linear and EFO).  Which better explains ideology in the US?  If you're unsure about this, re-watch the ideology lecture (for ch1) and/or do the Ideology Extra Credit.
4. Discuss the importance of key agents of political socialization: family, schools, peers and the media.  Which is the most important in shaping long-term attitudes?  
5. How do demographics (religion, race, age & gender) affect politics & voting behavior?
6. People (of all persuasions) believe education is so important that they manipulate what's in the curriculum for their own agenda.  Give an example of ways public schools try to socialize us, based on the text and/OR this Colbert clip on politics and education

Optional: For more, here's a silly clip that discusses parties & socialization for children: daily show: One State two state

Chapters 10 & 11 : The Media, Government & Technology

also read this Newsweek article: The Fiction Behind Torture Policy -- 8/4/2008; p11 by Dahlia Lithwick

Watch these clips: Daily Show--Talking Points; & this clip comparing the Media to the Dog from Up (go here if you want to see the full clip)

1. Discuss the history of media in politics, including yellow journalism, Fireside Chats and media segmentation. Be familiar with agenda setting (or priming).
2. Explain the recent trends of Convergence & Consolidation.
3. Read the Newsweek article on "24" (remember you have to log into the library site --I believe you need to put in your student ID# plus SC, but call the helpdesk if you still have difficulty; note: I also put a link to an image file in Canvas under the current unit).   What is the main point of the Newsweek article?  Discuss the impact of television on Americans' fears and support for expanded police powers.  Why is there a difference between those who get their news from television and those who read the newspaper?
4. While more than 1/2 of Americans believe that the media has an ideological bias, Roesler & the text argue that corporate bias is more important in coverage, since the media is usually a for-profit business. Explain the argument behind corporate (and not ideological) bias. 
1. Optional: Watch this Daily Show clip for a fun look at media segmentation & how different media outlets reflect different views on Obama's 2nd inauguration
5. Explain Colbert's point regarding this clip on the commercialization of the media & the Men's Warehouse.
6. Jon Stewart argues that the media is like 6-year-olds playing soccer (or like the Dog from Up) -- you can watch the entire "dog from UP clip here" --everyone is always running after the ball (same story).  Do you agree with Stewart about the media being biased towards "easy" coverage? Watch this (optional 60 Minutes interview for more if you're having trouble coming up with an argument.
7. Watch this Daily Show clip on the 2011 Supreme Court ruling on Media violence. Explain the Supreme Court ruling on California's attempt to ban violent video games from being sold to children. According to the ruling, can the government limit sexual content?  Do you agree with the ruling limiting one but not the other? Read this article on media violence and the link to violent behavior. Is there a evidence that violent video games socialize people towards violence?  If so, does the Supreme Court ruling make sense? Do you agree with the court on whether the government should be able to prohibit children from buying violent and/or pornographic games? Be sure to link this discussion to the question of Political Socialization.
1. For more (optional), you can read this summary of this case or read about the actual ruling here (or here).
8. How much impact does the media have on Socialization? Give one example from Roesler's lecture of how the media has shaped our opinion on an issue.
9. ch11: Discuss the benefits and drawbacks of technology in society (starting on p342)? 
10. Ch.11: The biggest drawback of technology is the lack of privacy, from Facebook to facial recognition software. What do you think of the recent acknowledgement that the US government uses technological tools to learn about (spy on?)  Americans?  While the government doesn't listen in on your calls, many people believe that keeping records of calls (without a warrant) to be a breach of privacy.

Possible Essay Questions on the Midterm MAY cover some of the following topics:

Locke -- taxes & collective consent

The 14th Amendment --ch2 & 3

Bush's Paradigm Shift -- ch 4

California's Ban on Video Games --ch 10

Development of Federalism --ch3

Socialization -- ch 6 & 10

Lasswell & budget cuts -- ch1

Relevance of Civil Rights -- ch 5

Prayer in Public Schools -- ch 4

Right to Privacy-- ch 4

Cases to Know for this class (most should have been covered in the previous questions)

McCulloch v. Maryland  

Marbury v. Madison

Barron v. Baltimore

NLRB v. Jones & Laughlin Steel Corp (I don't always trust wikipedia, but this is a decent entry on the case)

Gibbons v Ogden

Schenk v. US (Clear & Present Danger)

NY Times & Wash Post v. US (Pentagon Papers case)

DC v Heller

Griswold v. Connecticut

Roe v. Wade

Regents of the Univ of CA v Bakke

Brown v Board of Education

Plessy v Ferguson

Lawrence v Texas