Study Tool Chapters 5-8

Study Tool 5-8 by freeman_bruce6274

FYI: Top CBS News Online Stories 2/26/13

01

Jennifer Lawrence talks about her Oscars fall12553 views

·  02

As sequester looms, public attention flags10935 views

·  03

Va. shipyard latest setting for Obama sequester strategy10438 views

·  04

Iran news agency covers up Michelle Obama at the Oscars8698 views

·  05

GOP take aim at Obama for "nonstop campaigning" on sequester8160 views

Study Guide Chapters 5-8

Here's your study guide for Test #2 to help you prepare as soon as possible.


Here's some key elements for the Chapters 5-8 to make sure you know. These are not test questions, but will give you an idea how well you know the material. Use this study guide in addition to your notes from the text and lectures and the web resource for your text.

Chapter 5 Civil Rights-Toward a More Equal Citizenry

What is the focus of civil rights vs civil liberties?

What are the implications of the Dred Scott case?

What 3 key civil rights Constitutional Amendments passed after the Civil War, and what did they involve?

Jim Crow laws: what were they?

Plessey vs. Ferguson case: what was decided and implications?

Role of NAACP

Brown vs. Topeka Board of Education decisions: implications for schools and society

Dejure and defacto segregation: differences

Civil Rights Act of 1964 and EEOC; Voting Rights Act of 1965

Judicial tests for equal protection under the 14th Amendment: rational basis, intermediate scrutiny and strict scrutiny: how are they applied and when

Affirmative Action's purpose and impact on education

Reverse discrimination

Differences in civil rights efforts for Native Americans, Hispanics and Asians

Civil rights for disabled, gays and lesbians and seniors; know the key civil rights elements for each of these 3 sectors of the population and key legislation

Equal rights for women: historical context and relationship with

African American movement; key milestones, including 3 key events that spurred on the "second" women's rights movement

Male vs. female earnings differences past and present

Comparable pay: what is this? Pros and cons

Burden of proof in sexual harassment cases; who is responsible

Changing nature of role in the military for women

Environmental vs. quid pro quo harassment definition


Chapter 6 Public Opinion-Listening to Citizens

Are voters swayed by something as basic as their use of language?

What values does our politcal culture contain?

Do politicians value more the opinions of certain people on certain subjects?

Opinions vs. judgment: differences

What's a "straw poll"? Push poll? Worm poll?

Who designed the first "scientific poll"?

Surveys are "ubiquitous". What does this mean?

Life cycle and generational effects on political socialization

Family, educational and religious influences

Are most churches fully integrated?

According to authors, does the media have a strong or minimal effect on our political views? Does this surprise you?

Racial and gender differences in political views. Is there a gender gap? A racial gap?

Where is political involvement for women greatest?

3 strains of political culture in most states: what are they (p.134)

Direction, salience, intensity, stability apply to what?

Push and exit polls....definitions please

How do you achieve random sampling in a poll?

What happens if you have a large sampling error?

What's a leading question? Give me an example

4 basic ideologies (p. 142)

Is there a close relationship between public opinion and public policy?

Is confidence in our institutions on the rise? How about trust?


Chapter 7-Political Participation-Equal Opportunities and Unequal Voices

The "rational actor" theory: what does it say?

Are you a "free rider". Explain

Amount of info conveyed and variation in frequency and strength are key aspects of political action in a democracy

What are 5 factors having to do with access to resources for effective political activity?

Dimensions of political engagement: internal and external efficacy, political information, and strength of identification

Does voting increase with age, and then drop off eventually?

Who votes the least in terms of age? Gender? Race? Employment? Education? Income? and Region?

Do we vote in large relative numbers when looking at # of registered voters in other countries?

Our 2 party system stifles participation; we focus on appealing to everyone, and thus lose many

What causes "voter fatigue"?

"Checkbook Democracy" a sign of the times?

What are some ways to improve voter participation?

Public schools are abandoning what traditional function of public schools as related to our democratic heritage?


Chapter 8 Interest Groups in America

Inside vs. outside strategies used by lobbyists

What is an interest group? What do they seek to influence?

How have they been viewed historically? Glue for society or a bunch of passionate rebels who need to be managed?

How are interest groups and political movements different?

Economic, ideological or public interest types

Why have interest groups exoloded over the last several decades?

Where did the practice of "lobbying" get it's name?

Change in character of interest groups over time (role of citizens more passive: relegated to writing checks vs local organization).

Who's the biggest?

Who has the cash?

Who's unrepresented? Why?

Why you join: material, solidary, purposive, assessing motives. What's the strongest reason of these to join?

Give some examples of leadership as a strategy to get traction for an issue. Can you name a leader who has been visible for some causes. Michael Jackson?

Who are the lobbyists?

Why do elected Congresspersons like many lobbyists? What are some of the benefits lobbyisits supply?

Does the White house have lobbyists? Why? Who do they lobby? If Congress won't listen, who can lobbyists turn to?

Agency "capture", "iron triangles" and "issue networks". What are they?

Reulating lobbyists-some examples

What are PACs? What limits are on them?

What are "527" groups? Are they well regluated?

"Political disadvantage theory"

Who is mobilized when you mobilize the "grass tops"?

Coalitions and protests: how effective. Who protests?

Wh

FYI: Do We Still Need Affirmative Action?

Do We Still Need Affirmative Action by freeman_bruce6274

Missing!!!!???

Still missing research and/or oral report topics as of 2/27/13

Research Topics

• Anderson
• Caler
• Daniel
• Paterno

Oral Topics

• Daniel
• Paterno

Assignment #4 News For You

Tired of news being given to you by others? Create your own newspaper!

Due Monday

1/ Select a unique name for your newspaper

2/ Pick the five (5)  or more subject areas that interest you most

3/ Create a headline (a real or imaginary news flash) for each of the five (5) subject areas

4/ Write the first two sentences for each of the five (5) headlines you've created

Example: (Sample Only)

1/ Banner: East Akron News-"All the News I Want When I Want It"

2/ Topics: Space, Crime, Hollywood Gossip, Weather, Friends

3/ Headlines: Asteroid Hits Earth; Crowded Summit County Jails Force Inmates to Be Held in Marriott Hotel; Punky Brewster Make a Comback; Hurricane Larry Hits Barberton; Rolling Stones To Call It Quits; Julianne Dumps Gerrod....Finally!

4/ Openers: 
    a. An asteroid the size of Texas flattened Las Vegas today. No injuries were reported.
    b. A caravan of SUVs transported prisoners to the Downtown Marriott in Akron at 2AM to avoid public outcry. Regular guests knew nothing of the influx of persons with striped uniforms.
    c.  Punky Brewster, an eleven year old sitcom actress on the Punky Brewster Saturday AM show, wants to return at the age of 45 as a teenager in college. Early reviews of the opening show are not as positive as expected.
    d. Reaching the end of their thirteenth "last tour" in Europe, Mick Jagger says he wants to settle down in Hoboken, New Jersey. "Life is good there" he claimed.
    e. After endless tweets and postings, the relationship is finally OVER. Alleluia! Now the world can continue to spin.

Test Correction!

Check your Test # 1. If you answered "b" on Question #25, I will give you credit (both b & c are correct). Also ,if you answered "b" on Extra Credit #6, that is correct and I will give you credit.

 Please bring your test to class as soon as possible so I can record the correction.

Thanks!

FYI: Scottsboro (A Must See PBS American Experience Special)

Today, I learned Alabama is now, 82 years later, moving to posthumously pardon the 9 black teenagers (The Scottsboro 9) who were convicted of raping two white women in 1931 and sentenced to death. A classic example of Jim Crow, this case has been viewed as having outraged so many Americans that the slow process of social change began to incrementally remove the embedded racial elements of our society.

Assignment #3: Little Rock Arkansas

Watch the first half hour of this video re: the integration of the Little Rock, Arkansas schools, and respond to each of the following questions (with your own answers):

Due Monday; no exceptions. Post your replies online, and sign your response! No paper submittals!

(Hint: Have a pencil and paper available to jot down the answers when they appear in the video)

1. How did Governor Faubus respond to integrating the City's schools
2. What role did the Arkansas National Guard play initially?
3. Who were the Little Rock 9?
4. What happened to Elizabeth Eckford?
5. How effective was President Eisenhower in this national crisis?
6. How did the "supremacy clause" of the U.S. constitution come into play?
7. What did Minnie Jean do that was so unexpected?
8. What was Governor Faubus' final solution to stop integration In Little Rock?
9. Your personal thoughts on this dramatic historical event

FYI: A Case of Failed Execution

Rommel Broom raped and murdered Tryna Middleton on September 21, 1984 and sentenced to death. Ohio's first attempt at execution failed in 2009. Should there be a second attempt? Or, should he be spared death. Ohio's death penalty law requires a "quick and painless death"; his attornies have indicated what happened to him was "torture".

Here's more detail on this case (no new date has been set).

Assignment #2 Cruel and Unusual?

Do you think that life imprisonment for juveniles is "cruel and unusual punishment"? FYI: Supreme Court Justice Brennan in 1972 used the following interrelated standards to define the term:

• A punishment must not by its severity be degrading to human dignity especially torture.
• A severe punishment that is obviously inflicted in wholly arbitrary fashion." 
• A severe punishment that is clearly and totally rejected throughout society." "
• A severe punishment that is patently unnecessary." 

Post your 125+ word response by next Friday.

FYI: Study Tool

Study Tool

American Urban Society

Chapters 1-4

Spring 2013

Chapter 1

1/ Many of you, born in the 1980s and 1990s, are considered the “Millennial Generation”.  There are some wonderful characteristics that distinguish your age group from previous generations, especially as pertains to our democracy and general social backgrounds. What are some of these characteristics?

2/ The beginning of this millennium initially saw an new interest of persons of your generation in our political system in the United States. But participation has cooled. Your text says your generation has fallen “silent” on several major issues.. Can you name some reasons? How about you?

3/ As we are seeing in Egypt, Syria, and Libya not all countries have a governmental system like we do. In these three Middle Eastern nations, popular uprisings have toppled, (or nearly toppled) their authoritarian systems. Our basic system is different though. For example, how do we, as citizens make sure our elected representatives are held accountable to us (popular sovereignty). What mechanisms are available to make sure we remain “in charge”? What type of governing system is this called?

4/ We all do good works. We hold doors open for seniors, we help a stranded motorist out of a snow bank. We write our brothers and sisters who are in Iraq to wish them Happy New Year, etc. These are all acts of generosity for specific individuals, without expecting to be compensated (aka altruism).

There’s another type of good work that many of us do for the community (local and global) as a whole: We attend a community meeting to support a new crime watch program. We send our hard-earned dollars to Haiti to help those who are devastated by earthquakes and disease. We also buy our produce from local farms to help our local organic farmers, and to avoid buying food that comes from far away that requires shipping, and therefore, a heavy, environmentally costly, carbon “footprint”. What is this type of community effort called? Can you think of any you’ve participated in recently?

5/ Some acts of civic engagement are political in nature. Some are not political. These non-political opportunities may be available at the University of Akron, at your church, synagogue, temple or mosque. The may be available at the many non-profit organizations that proliferate in most communities, including Akron (Haven of Rest, Goodwill Enterprises, Habitat for Humanity for example). Are these non-political engagement opportunities different than political engagement opportunities? How?

Chapter 2

6/ Our founding fathers (with the support of their families) thought long and hard about what kind of government was best for the future of the nation. They had a chance to start fresh, with a blank slate, so to speak. Several aspects of the system they initially devised, and which has since evolved, are discussed in Chapter 2. What are some of these characteristics? What governing aspects were intentionally avoided by our early leaders?

7/ Many legal documents include general clauses that are meant to convey an important principal that applies to the entire provision or law. There are such general clauses written into the Constitution to deal with the exercise of national power, including specifying who has power in the case of a difference of opinion between the national and state/local government. You may want to refresh your memory of these important clauses discussed in Chapter 2.

8/ Representative government is part of our way of “political” life. We exercise power through elected representatives who act as our “proxies” since all of us (300 million +) can’t be deciding everything that goes on in Ohio and the nation. Where did this representative form of government get its start in this country? Nebraska, Ohio, Georgia? Where?

9/ The Articles of Confederation were the beginning of a national form of government. Did the Articles do some good? Sure. It bound us together (loosely) as a nation as we rapidly explored our expanding geographic horizons. But, the system failed to take root. You’ll need to look at the specific reasons it “imploded”. What was the principal flaw (fly-in-the-ointment, so to speak) in the Articles of Confederation? How was it corrected in the proposed and ultimately ratified Constitution?

10/ Federalism is the form of government embodied in the Constitution. It was proposed, in part, in response to the problems perceived with the previous Articles of Confederation. Ultimately, it comes down to where power resides. Is it based with the states? Is it wholly with the national government. Or is it spread around, or allocated, as appropriate.

11/ So, what are the elemental principles embodied in the original Constitution? Do you know? Hint: Don’t confuse Constitutional principles (law of the land) with sweeping, grand statements in the Declaration of Independence.

12/ In addition to separation of powers, our system provides overlapping roles for the three (3) branches of government. You might think this is a recipe for gridlock, bickering and frustration. Partially true (look at the health care mess). But this system’s complex formula for allocating power allows for maintaining a power balance, and does prevent hasty decision-making. Things take time to get passed, and this is felt to be good in the long run. What is this basic principal called?

Chapter 3

13/ Imagery is helpful, even with Federalism-the “cake” analogy in your book, for example. Prior to the Civil War, national and the state governments, to some extent, went their own separate, parallel ways. This was referred to as “layer cake” federalism (layer of white cake on top of chocolate cake, and never shall the two mix….get it?). Later, cooperation between governments ensued, as this was referred to as _____. Fill in the blank.

14/ Federalism is all about sharing of power. Ok, maybe it’s not 50/50, but it’s “shared” nonetheless. Neither level of government (Federal or State) is all powerful, although the federal power has an edge since states can’t just blow off national laws, as was tried in the 1950s and 1960s when the armed forces were brought in to enforce civil rights legislation. At the same time, states are not simple “enforcers” of national laws. That approach has been tried and was struck down in the courts (gun control, for example).

15/ “States rule” in some people’s minds. This expression underlines the difference between a confederation and a federalist government.  Yes, the Confederacy had a President (Jefferson Davis), a Congress, and a Confederate Supreme Court. but it’s preamble says it all: "We, the people of the Confederate States, each State acting in its sovereign and independent character...”.

16/ The Constitution, in a matrix format, lays out the power structure, establishing enumerated, reserved, concurrent, implied and prohibited powers relative to national and state control. Take a look at these examples laid out in the beginning of Chapter 3.

17/ Your text makes a brief note in a graphic about ex post facto laws and bills of attainder. How are these handled relative to the types of powers detailed in #16 above?  Can national and state government use these “devices”? Do a search and look them up to refresh your memory of our class discussion since your text says nothing.

18/ So, who wields the most power? If you and your parents have a conflict over a house rule, who’s the boss? Similarly, if the national and state governments argue over a law, who ultimately wins out? This is another clause in the constitution, referred to as the ____________ clause.

19/ The Constitution bans Congress from finding you guilty of a crime and sentence you to hard labor or some other punishment. This is a carry over from our separation from England and the monarchy, which sometimes punished persons without a trial. Again, what is this banned procedure called?

Chapter 4

20/ We discussed the “freedom of expression” of religion clause in the First Amendment. How free is “free”? The “peace, order and comfort” of a community must be upheld.  Can we worship however we want? Can we use prohibited narcotics in the service? Can we be married to fifteen women at once if our religion says ok? How about having a church service where deadly snakes are passed around? Think about it.

21/ The “Lemon Test” is not a test undertaken to test the acidity of lemons and limes. So what is it? What is the “Miller Test”? These are important “tests” dealing with parts of the First Amendment. Check thme out again.

22/ Religious displays have received a lot of legal investigation as pertains to our freedoms. Crosses on National Park lands, Ten Commandments on school lawns, etc. So what is ok and what is not so ok? Is “In God We Trust” on money ok? How about an Easter display of the Easter Bunny near a representation of Jesus rising from the grave on a city hall display area? Remember, context is everything!

23/ I often get slander (speech) and libel (writings) mixed up. Both elements of false statements are unprotected by the First amendment. Which is which? Examples?

24/ So really, what is obscene for the purposes of the First Amendment on freedom of speech? What does the Miller test say?

25/ Two examples of symbolic speech:

a.       Burning in effigy (a stuffed dummy made to look like the target person) of an elected official in downtown Canton

b.       Burning a military draft card (selective service) downtown, in protest of the war in Afghanistan

Which is of these would be prohibited based on current free speech understandings (ignoring the legal problems with lighting a fire downtown)? Why? Caution: It’s tricky!

Note: Articles posted on class website and class discussion notes should be reviewed for Extra Credit questions which are “mined” by from this material. This targeted material should be used in conjunction with your primary Study Guide which covers a broader array of important material.

FYI: Study Guide Chapter 1-4

Here's some key elements for the Chapters 1-4 to make sure you know. These are not test questions, but will give you an idea how well you know the material. Use this study guide in addition to your notes from the text and lectures and the web resources for your text. You can copy this guide, or copy/paste into a Word document.
Chapter 1 Citizenship in Our Changing Democracy

• Who belongs to the "millennial generation? How are they different?
• What are the 3 natural rights?
• What is "politics"?
• Where did democracy have it's beginnings?
• Is politics voluntary or mandatory?
• What's a "representative" democracy?
• What's "direct" democracy?
• Majority rule and protections for _______rights.
• Ruling elite vs. pluralism: what do they mean?
• Is it important to have citizen participation in a democracy?
• What are referendums, initiative petitions and recalls?
• What are basic elements of a liberal democracy?
• Know the 3 essential aspects of liberal democracies
• Is American society growing in diversity? Why is this happening?
• What are challenges for governing a society with an aging population?
• Do large economic divisions still exist in our society?
• Are some states using voting by mail to increase participation in the political process?
• Role of the Internet in politics and community organizing
• Are there responsibilities that go along with our freedoms?

Chapter 2 The Constitution: The Foundation of Citizen Rights

• First permanent British colony was in _________?
• What caused American rebellion against Britain?
• Early political participation was limited to whom?
• Articles of Confederation: weaknesses: name a couple
• What were Shay's Rebellion and the Whiskey Rebellion about?
• Elements of the "Great Compromise" at the Continental Congress
• "3/5" Compromise: what was this about?
• Separation of powers and "checks and balances"
• What's federalism?
• What did first 3 Articles of Constitution deal with?
• What's the "supremacy clause"?
• The Bill of Rights: who wanted them?
• What were the "Federalist Papers?
• 2 methods for changing the Constitution? Who makes final decision? Congress or the States?
• Importance of Marbury vs. Madison case
• Expansion of the franchise occurred through amendments to the Constitution: who benefited?

Chapter 3 Federalism: Citizenship and the Dispersal of Power

• Unitary and confederal forms of government vs. federalist
• Enumerated powers, concurrent and prohibited powers
• Pluses and minuses of federalism
• Is federalism static or dynamic over time?
• What was significance of the philosophy of nullification?
• McCullough v Maryland and Gibbons v Ogden cases' significance
• Dual federalism aspects: Dred Scott decision significance
• Shifting trend towards strengthening federal role in 1900's
• The New Deal and growth of national power
• Cooperative federalism: federal/state partnerships up to 1960; marble-cake federalism
• Creative federalism in 60s and 70s: Brown v Board of Education decisions; targeting funds to local governments to eradicate poverty; revenue sharing
• New Federalism and devolution of power: Regan and beyond; will we return to a patchwork of rights?
• Grants-in-Aid and, block grants, categorical grants, program and formula grants
• Mandates and unfunded mandates: what are they about?
• Forms of cooperation and competition: full faith and credit provisions, compacts and business competition
• Innovation by the States: who dominates?
• Opportunities for participation enhanced with federalism

Chapter 4 Civil Liberties: Expanding Citizens' Rights

• Freedom of Religion: Free Exercise and Establishment Clause
• Early provision of rights prior to Constitution
• Arguments against having a Bill of Rights
• What's the "Lemon Test"?
• Accomodationists: who were they?
• Religion in schools: prayer and "intelligent design"
• Aid to religious schools: Cleveland voucher case key
• Freedom of Speech issues: political speech (clear and present danger test and bad tendency test, campaign speech (is money "speech"?)
• Symbolic and commercial speech (what is commercial speech?)
• Obscenity issues: the Miller test; who controls what's obscene? States or Federal government?
• Defamation (slander and libel, the Sullivan rule) ; and hate speech (prejudicial and hostile)
• Freedom of the press: prior restraint (censorship); government role with controlling the media: radio, TV, print
• Freedom of Assembly and Association: civil rights era emphasis
• Right to Keep and Bear Arms: citizens vs. the militia: DC v Heller case (discussed in class)
• Rights of Accused in 14th Amendment: unreasonable search and seizures w/ probable cause; warrantless searches: what are they?
• Self incrimination and the Miranda Rights; Right to counsel and a trial-by-jury
• Capital punishment & cruel and unusual punishment clause; is death by injection constitutionally prohibited?
• Right to privacy: implied right dealing with birth and death issues
• Civic engagement in civil liberties cases: many opportunities: ACLU, Jehovah's Witnesses; test cases, amicus curiae and "friend of the court" briefs; protection of advocacy

FYI: Guns on UA Campus?

Beacon Journal News article

FYI: State of the Debate on Gun Control

Voice of America overview of last weeks Senate hearing