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| 9738852398 | Question 1 | 5 points |  | 0 |
| 9738706420 | 1. (a) Describe the power of the president as chief legislator | As Chief legislator, the president has the power to accept or veto bill sent to him by Congress, gather information from the bureaucracy, present a legislative agenda to Congress, and go to the American public for support for his legislative agenda. *veto; state of the union address; going public/bully pulpit* | 1 | |
| 9738706421 | (a) Describe the power of the president as chief bureaucrat | As Chief bureaucrat, the president manages and oversees the bureaucracy, uses the White House staff to control bureaucrats and prioritizes agency activities. He/she can influence those agencies by appointing the heads of some agencies or through cabinet appointments who oversee the agencies. | 2 | |
| 9738706422 | (b) How do civil service employees limit the president's influence in public policy? | 1. "federal employees must be hired and *promoted on the basis of merit*. Means the president cannot fill spots with partisan supporters 2. *bureaucratic discretion* - bureaucrats have the ability to shape implementation of public policy . | 3 | |
| 9738706423 | (b) How does the supreme court limit the president's influence on public policy | by declaring acts of the president unconstitutional | 4 | |
| 9738706424 | (c) Describe the influence of divided government on the policy-making process | control of Congress by one party and control of the presidency by the other makes it difficult to enact legislation The differing parties have different agendas and opposing views on how to achieve policy. If the President is a different party, such as a Democrat, he might veto a bill from a Republican Congress. Difficult for Congress to override President's veto. | 5 | |
| 9738706425 | 2 (a) Compare state sovereignty under the Articles of Confederation and under the Constitution. | The states were supreme under the AOC, which created a confederal form of government with a weak national government. Under the new Constitution, the national government became supreme (Supremacy Clause) Supremacy Clause and set up a more balanced system of power under federalism where the national gov't and states shared power | 6 | |
| 9738706426 | Explain how the commerce clause has been used to expand the power of the federal government over the state gov't | Commerce Clause- Federal Government controls interstate commerce -Gibbons vs. Ogden *(Learning Formula GO)* the Supreme Court ruled the national government had the right to regulate interstate commerce. Congress has often used the commerce clause to exert power over the states Ex. Supreme Court ruled in Hearts of Atlanta Motel v. US discrimination against blacks in public accommodations like hotels & restaurants is UNCONSTITUTIONAL. Congress has power to regulate interstate commerce. | 7 | |
| 9738706427 | Explain how mandates have been used to expand the power of the federal government over the state gov't | Mandates- federal government directs the states to implement polices, thus reducing states discretion and increasing federal discretion | 8 | |
| 9738706428 | Explain how block grants have played a role in the devolution of power from the national government to the states. | *Devolution* is the transfer of certain powers from the federal government back to the state governments. It's an effort to reduce federal government powers by transferring some responsibilities to the state governments. State have more freedom for spending block grant money than with categorical grants. MKV: Devolution, federal mandate, block grants vs. categorical grants | 9 | |
| 9738706429 | Explain how Supreme Court decisions have played a role in the devolution of power from the national government to the states. | Supreme Court has the right through judicial review to check the power of Congress and give more power to the states | 10 | |
| 9738706430 | Describe one reason that the framers chose to use the electoral college as the method to elect the president. | Framers did not trust the average citizen to be educated enough to make the decision, fear of the "tyranny of the majority" -Compromise between big and small states •Protection against direct election by uninformed citizens/cater to elites •Did not trust the people, Congress, or state legislatures to solely select president •Reinforced federalism and gave states role in presidential elections | 11 | |
| 9738706431 | Describe the message the cartoon above conveys about presidential elections | Emphasis on the power of the swing states, how presidential candidates are focused on winning the states with key numbers of electoral votes | 12 | |
| 9738706432 | Explain why California, Texas, and New York do not appear prominently in the cartoon above. | Those states consistently have voted for the same parties, NY & CA-Democrat and TX -Republican so one can easily predict how they'll go though they are important because of their large number of electoral votes | 13 | |
| 9738706433 | Describe two campaign tactics presidential candidates use to win the key states identified in the cartoon above. | -concentration of money in those states -more tv ads and use of media -bigger campaign organization -more campaign appearances in the key states -focus on issues that swing voters in those states care about -selection of a running mate from one of the key states | 14 | |
| 9738706434 | Describe the difference between civil rights and civil liberties | Civil liberties are protected by the Bill of Rights, basic rights that everyone has, government should protect. Civil rights are protections against discrimination based on things such as race or gender civil rights are protection groups from discrimination while civil liberties protect individuals from government actions | 15 | |
| 9738706435 | Identify the primary clause of the Fourteenth Amendment that is used to extend civil rights | the equal protection clause | 16 | |
| 9738706436 | Describe a specific legislative action that extended civil rights to women | 19th amendment civil rights act of 1964 equal pay for equal work;equality in academics and athletics; laws expanding role of women in the military | 17 | |
| 9738706437 | Describe a specific legislative action that extended civil rights to people with disabilities | Disabilities Act which prevents discrimination based on disabilities like for employment and requires public facilities to be handicapped accessible | 18 | |
| 9738706438 | Identify the primary clause of the Fourteenth Amendment that is used to extend civil liberties. | due process clause | 19 | |
| 9738706439 | Explain how civil liberties were incorporated by the Supreme Court in gideon v. wainwright | extended the right to a lawyer(counsel) as guaranteed by the 6th amendment to the states | 20 | |
| 9738706440 | Explain how civil liberties were incorporated by the Supreme Court in mapp v. ohio | exclusionary rule, provided protection against illegal search and seizures (illegally gained items cannot be used in court) as guaranteed by the 4th amendment | 21 | |
| 9738706441 | Explain how civil liberties were incorporated by the Supreme Court in miranda v. arizona | extended the "rights of the accused" covered in the 5th and 6th amendments to states, requiring police officers to inform citizens of their constitutional rights when they are arrested | 22 |
