AP® is a trademark registered by the College Board, which is not affiliated with, and does not endorse, this product.
Scott F. AbernathyUniversity of Minnesota
Karen WaplesHoly Family High School, Colorado
Stories of a Nation For the AP® Course
American Government
Boston | New York
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Copyright © Bedford, Freeman & Worth Publishers. Distributed by Bedford, Freeman & Worth Publishers. Strictly for use with its products. Not for redistribution.
Vice President, Social Sciences: Charles LinsmeierSenior Publisher High School: Ann HeathExecutive Program Manager: Nathan OdellSenior Development Editor: Donald Gecewicz
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Library of Congress Control Number: 2018949837
ISBN-13: 978-1-319-19536-6ISBN-10: 1-319-19536-6
© 2019 by Bedford/St. Martin’s
All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, except as may be expressly permitted by the applicable copyright statutes or in writing by the Publisher.
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Copyright © Bedford, Freeman & Worth Publishers. Distributed by Bedford, Freeman & Worth Publishers. Strictly for use with its products. Not for redistribution.
iii
Brief Contents
Acknowledgments xviAbout the Authors xviiTo the Student xviiiTips for Taking the AP® Exam xixAmerican Government: What’s Inside xx
Unit 1 Democracy and the Constitution
Chapter 1 American Government and Politics 4The Stories of Our Nation
Chapter 2 The Constitution 24A New Vision of Government
Chapter 3 Federalism 63Dividing Power between the National Government and the States
Unit 2 The Branches of the Federal Government
Chapter 4 Congress 106Representation, Organization, and Legislation
Chapter 5 The American Presidency 151Individuals, Institutions, and Executive Power
Chapter 6 The Federal Judiciary 185Politics, Power, and the “Least Dangerous” Branch
Chapter 7 The Federal Bureaucracy 215Putting the Nation’s Laws into Effect
Unit 3 Civil Rights and Civil Liberties
Chapter 8 Civil Liberties 256Protecting Fundamental Freedoms
Chapter 9 Civil Rights 292What Is Equality?
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Unit 4 American Political Ideologies and Beliefs
Chapter 10 American Political Culture 330What Americans Believe
Chapter 11 Public Opinion 356Measuring Americans’ Opinions
Chapter 12 Political Ideology 381How Beliefs Shape Our Choices
Unit 5 Political Participation
Chapter 13 Elections and Campaigns 418Candidates and Voters in an Era of Demographic Change
Chapter 14 Political Parties 454The Outsiders versus the Establishment
Chapter 15 Interest Groups and Social Movements 484Collective Action, Power, and Representation
Chapter 16 The Media 507New Technologies, Enduring Issues
Practice Exam for AP® U.S. Government and Politics 539
Political Party Affiliations in Congress and the Presidency, 1789–2017 A-1
Summary of Presidential Elections, 1789–2016 A-5
Glossary G-1
Notes N-1
Index I-1
iv BRIEF CONTENTS
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v
Detailed Contents
Acknowledgments xvi
About the Authors xvii
To the Student xviii
Tips for Taking the AP® Exam xix
American Government: What’s Inside xx
Unit 1 Democracy and the Constitution
Chapter 1 American Government and Politics
The Stories of Our Nation 4
Section 1.1 The Fight for Students’ Rights 5
AP® Political Science Practices Exam Task Verbs 7
Section Review 8
Section 1.2 American Political Culture 8
The Declaration of Independence 8
Popular Sovereignty and Republicanism 9
Inalienable Rights 10
Two Visions of Liberty 10
The Pursuit of Happiness and the American Dream 10
Religion and American Political Culture 10
AP® Political Science Practices Analyzing Pie Charts 11
Section Review 12
Section 1.3 Competing Theories of Democracy 13
Participatory Democratic Theory 13
Pluralist Theory 13
Elitist Theory 13
Section Review 15
Section 1.4 Institutions, Systems, and Power 15
Our Nation and Your Story 16
Section Review 16
How to Use This Book 17
Chapter 1 Review 17
Chapter 2 The Constitution
A New Vision of Government 24
James Madison: Clear-Eyed Visionary 25
Section 2.1 The Articles of Confederation 26
A Firm League of Friendship 26
Limitations on the Power of the Confederal Government 27
The Annapolis Convention 28
Unrest and the Danger of Rebellion 29
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vi DETAILED CONTENTS
Debt and Economic Crisis in Post-Revolutionary America 30
Civil Unrest and Military Conflict 30
Shays’s Rebellion: Crisis and Reconciliation 31
AP® Political Science Practices Analyzing Primary Sources 31
Section Review 32
Section 2.2 The Constitutional Convention 33
Two Big Issues: Representation and Power 33
Individual Rights 34
Representation in Congress 35
The Great Compromise 35
AP® Political Science Practices Interpreting Graphs and Charts 38
Section Review 40
Section 2.3 Branches of Government 41
Separation of Powers 41
The Legislative Branch 42
The Executive Branch 43
The Judiciary 44
Making Changes to the Constitution 44
An Uncertain Future 45
Section Review 45
Section 2.4 Ratification: Federalists versus Antifederalists 46
Federalist No. 10: Blunting the Power of Factions 48
Tyranny of the Majority, Tyranny of the Minority 49
Federalist No. 51: Sharing Power to Prevent Tyranny 50
A Bill of Rights 51
The Founders’ Motives 53
AP® Political Science Practices Refutation, Concession, and Rebuttal 54
Section Review 55
Chapter 2 Review 56
Chapter 3 Federalism
Dividing Power between the National Government and the States 63
Section 3.1 Conflict over Medical Marijuana 64
Section Review 65
Section 3.2 Federalism and the Constitution 66
Systems of Government 66
National and State Powers 67
The Commerce, Necessary and Proper, and Supremacy Clauses 67
Section Review 70
Section 3.3 The Dynamic Nature of Federalism 71
The Marshall Court: Expanding National Power 71
AP® Political Science Practices Analyzing Supreme Court Cases 72
The Thirteenth, Fourteenth, and Fifteenth Amendments 73
Shifting from Dual to Cooperative Federalism 74
Section Review 78
Section 3.4 Modern American Federalism 79
Grants-in-Aid and the Expansion of Cooperative Federalism 79
AP® Political Science Practices Analyzing Patterns in Data 80
Devolution and Block Grants 80
Federalism and Public Policy: Education 81
AP® Political Science Practices Analyzing Graphs and Charts: Perceptions of Federal, State, and Local Governments 82
Section Review 83
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DETAILED CONTENTS vii
Section 3.5 The Supreme Court and Modern Federalism 84
United States v. Lopez: Preserving States’ Authority 84
Same-Sex Marriage 86
Gonzales v. Raich: The Supreme Court Decides 88
Section Review 90
Chapter 3 Review 91
Unit 1 Review 97
Unit 2 The Branches of the Federal Government
Chapter 4 Congress
Representation, Organization, and Legislation 106
Secret Invitation to the Map Room 107
Section 4.1 The Constitution and Congress 108
Key Differences between the Chambers 108
The Powers of Congress 110
Exercising Checks and Balances 113
Section Review 113
Section 4.2 Politics of Congressional Elections 114
Constituency: The Boundaries of Representation 114
Institutional Factors: The Advantages of Congressional Incumbents 119
Experience and Money 119
AP® Political Science Practices Analyzing a Table of Data 120
Maximizing the Advantage 120
Section Review 121
Section 4.3 The Organization of Congress 122
Political Parties in Congress 122
The Committee System 123
Congressional Staff and the Congressional Bureaucracy 124
Norms of Behavior 125
Section Review 125
Section 4.4 “I’m Just a Bill” 126
The Legislative Process 127
The First Step: Introduction 127
Referral to Committee 127
Committees and Subcommittees in Action 127
Floor Consideration 129
Resolution of Differences between House and Senate Bills 131
Presidential Action 131
Section Review 132
Section 4.5 Congress and the Budget 133
Setting the Federal Budget 133
Taxation, Deficits, and Debt 133
Congress and Public Policy: Social Insurance 134
Section Review 136
Section 4.6 Challenges of Representation 137
Acting in Congress 137
AP® Political Science Practices Analyzing Visual Data: How to Visualize Partisan Polarization 139
The Roles of a Member of Congress 139
AP® Political Science Practices Analyzing How Data Are Represented 140
Substantive Representation: Doing What Constituents Want 140
Section Review 142
Chapter 4 Review 143
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viii DETAILED CONTENTS
Chapter 5 The American Presidency
Individuals, Institutions, and Executive Power 151
Section 5.1 Presidential Power and the War on Terror 152
The Capture of Yaser Hamdi 153
Section Review 155
Section 5.2 The Constitution and the American Presidency 155
Selection, Qualifications for Office, and Length of Terms 155
Federalist No. 70 156
Presidential Powers and Roles 157
Unilateral Presidential Action 161
AP® Political Science Practices Analyzing Photos 162
Section Review 164
Section 5.3 Limits on Presidential Power 165
The War Powers Resolution 166
Impeachment 166
Court Decisions 166
Section Review 167
Section 5.4 The Modern Presidency in Context 168
The Vice Presidency 168
The First Spouse 169
The Executive Office of the President 169
The President and a Partisan Congress 170
AP® Political Science Practices Analyzing Trends: The First One Hundred Days 171
The President and Public Opinion 172
Americans’ Evaluations of Presidential Performance 172
The President and Public Policy: The Dream Act 174
Section Review 175
Section 5.5 The War on Terror and Presidential Power 176
The Supreme Court Restricts Presidential Power 176
AP® Political Science Practices Evaluating an Argument: Attorney General Eric Holder on the Use of Lethal Force against U.S. Citizens Abroad 177
Section Review 178
Chapter 5 Review 179
Chapter 6 The Federal Judiciary
Politics, Power, and the “Least Dangerous” Branch 185
Section 6.1 Judicial Independence from Money and Politics 186
Money, Politics, and How the Supreme Court Preserves Judicial Independence 187
Sotomayor’s Appointment to the Supreme Court 188
Section Review 189
Section 6.2 The Constitution and the Federal Judiciary 190
Article III: The Federal Judiciary in the Constitution 190
AP® Political Science Practices Analyzing Visual Information: The Presentation of the Supreme Court 191
Ratification: Antifederalist Concerns and the Federalist Response 192
AP® Political Science Practices Interpreting Foundational Documents 192
Congress Builds the Judiciary 193
Appointment to the Federal Judiciary 193
Politics and Supreme Court Nominations 193
Section Review 194
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DETAILED CONTENTS ix
Section 6.3 John Marshall and the Power of the Supreme Court 195
The Election of 1800 195
The Judiciary Act of 1801: Appointments Signed, Sealed, but Not Delivered 196
Politics and the Power of the Supreme Court 196
Marbury v. Madison and the Establishment of Judicial Review 197
The Implications of Marshall’s Decision 197
Section Review 198
Section 6.4 Organization of the Federal Judiciary 199
Criminal and Civil Cases 199
The State Courts 200
The Federal District Courts 200
The Appellate Courts 200
The Supreme Court 200
Section Review 204
Section 6.5 Judicial Review, Constitutional Interpretation, and Judicial Decision-Making 206
Theories of Constitutional Interpretation: Judicial Restraint and Judicial Activism 206
AP® Political Science Practices Interpreting an Author’s Assumptions: Alexander Bickel on the Powers of Judicial Review 207
The Supreme Court and Policymaking 207
Section Review 209
Chapter 6 Review 210
Chapter 7 The Federal Bureaucracy
Putting the Nation’s Laws into Effect 215
The Summer of Disastrous Hurricanes 216
Section 7.1 How the Bureaucracy Is Organized 218
Development of the American Federal Bureaucracy 218
Section Review 221
Section 7.2 The Structure of the Modern Federal Bureaucracy 223
Federal Bureaucrats 224
AP® Political Science Practice Analyzing Data: The Growth of the Federal Bureaucracy 226
Iron Triangles and Issue Networks 228
Section Review 229
Section 7.3 The Bureaucracy and Policymaking 230
Defining the Problem and Getting Congress to Act 230
Implementation, Rulemaking, Advising, and Representation 231
Evaluation and (Maybe) Termination 233
Section Review 233
Section 7.4 Checks on the Bureaucracy 234
Control, Oversight, and Reform 234
Controlling the Bureaucracy 234
AP® Political Science Practices Interpreting Political Cartoons 235
Reform and Reliance on Private Organizations 237
Section Review 238
Chapter 7 Review 239
Unit 2 Review 245
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x DETAILED CONTENTS
Unit 3 Civil Rights and Civil Liberties
Chapter 8 Civil Liberties
Protecting Fundamental Freedoms 256
Traitor or Hero? 257
Section 8.1 The Constitution and the Bill of Rights 259
Federalists versus Antifederalists, Ratification, and the Bill of Rights 260
Ten Amendments, Proposed and Ratified 260
Section Review 261
Section 8.2 Selective Incorporation 262
Applying the Bill of Rights to State Laws and Actions 263
Section Review 266
Section 8.3 The Right of Religious Freedom 266
Religion: Establishment and Free Exercise 266
The Establishment Clause and the Supreme Court 267
AP® Political Science Practices Reading Required Supreme Court Cases 268
Free Exercise and the Supreme Court 270
Section Review 271
Section 8.4 The Right of Expression 272
Speech, Press, Assembly, and Petition 272
National Security and Political Expression 272
The Press and National Security 273
Symbolic Speech 274
Restrictions on Free Speech 275
Freedom of Assembly 276
AP® Political Science Practices Analyzing Images: “Philosoraptor” and Second Amendment Memes 277
The Second Amendment 277
Section Review 278
Section 8.5 The Rights of Defendants 279
The Fourth Amendment: Search, Seizure, Warrants, and Evidence 279
The Fifth Amendment: The Grand Jury, Double Jeopardy, and Self-Incrimination 280
The Sixth Amendment: Trials, Juries, and Attorneys 281
The Eighth Amendment: Bail and Punishment 281
Section Review 282
Section 8.6 Privacy and Other Rights 283
Privacy in the Bedroom 283
Abortion as a Privacy Right 284
The Ninth Amendment: Rights Not Specified 285
Section Review 286
Chapter 8 Review 286
Chapter 9 Civil Rights
What Is Equality? 292
Section 9.1 Securing Rights for Those with Disabilities 293
Refusing to Be Called a “Fire Hazard” 294
Section Review 295
Section 9.2 The Fight against Segregation 296
Civil Rights Amendments and Backlash 297
Plessy v. Ferguson: “Separate but Equal” 298
Thurgood Marshall and the NAACP 298
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DETAILED CONTENTS xi
Brown v. Board of Education 300
AP® Political Science Practices Interpreting Images 300
Southern Resistance 301
Section Review 304
Section 9.3 The Civil Rights Movement 305
AP® Political Science Practices Interpreting Data 305
The Montgomery Bus Boycott 306
Dr. Martin Luther King Jr.’s Letter from a Birmingham Jail 306
Civil Rights Act of 1964 and Voting Rights Act of 1965 309
Section Review 310
Section 9.4 The Fight for Women’s Rights 311
The Nineteenth Amendment: Enfranchising Women 311
Beyond the Vote: The Second Wave 311
Women’s Rights and Public Policy: Title IX 312
The Equal Rights Amendment 312
Supreme Court Decisions on Gender Discrimination and Sexual Harassment 312
Civil Rights and the American Experience 313
Section Review 314
Chapter 9 Review 315
Unit 3 Review 321
Unit 4 American Political Ideologies and Beliefs
Chapter 10 American Political Culture
What Americans Believe 330
Making a Difference Before She Could Vote 331
Section 10.1 Core Political Values 333
Individualism 333
Equality of Opportunity 335
AP® Political Science Practices Analyzing Implications of Visual Displays 335
Free Enterprise 336
Rule of Law 337
Limited Government 338
American Core Values and Public Policy: Need-Based Assistance 338
Section Review 339
Section 10.2 Political Socialization 340
Families, Schools, and Peers 340
Civic and Religious Organizations 341
Generational and Life-Cycle Effects 341
AP® Political Science Practices Analyzing Primary and Secondary Sources 343
Section Review 344
Section 10.3 Globalization and American Core Values 345
Actors on the World Stage 346
The Globalized Economy 347
Globalization and Democracy 348
The Dark Side of Globalization 348
Section Review 349
Chapter 10 Review 350
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xii DETAILED CONTENTS
Chapter 11 Public Opinion
Measuring Americans’ Opinions 356
Differing Views of Race Discrimination in America 357
How Events at Ferguson Led to Change in Public Opinion 358
Take a Knee: Shaping Public Opinion in New Ways 358
AP® Political Science Practices Assessing and Interpreting Changes in Public Opinion 359
Section 11.1 What Is Public Opinion? 361
What Do We Mean When We Talk about “Public Opinion”? 361
What Do Americans Know, or Not Know, about Politics, and Does It Matter? 361
A More Optimistic View of American Public Opinion 362
Section Review 363
Section 11.2 Trying to Measure Public Opinion Accurately 364
How Scientific Polling Works 364
Types of Surveys 365
The Challenges of Using Polling to Measure Public Opinion 366
AP® Political Science Practices Analyzing Limitations of Data: Question Wording and Its Effects 367
Section Review 368
Section 11.3 The Effects of Public Opinion on Democratic Representation 369
Understanding Patterns within American Public Opinion 369
How Polls Are Used 371
Public Opinion and Policymaking 372
Public Opinion and the Response to Ferguson 372
How to Understand Changing Public Opinion 374
Section Review 374
Chapter 11 Review 375
Chapter 12 Political Ideology
How Beliefs Shape Our Choices 381
Health Care: A Right or a Privilege? 382
Section 12.1 Party Ideology 385
Section Review 387
Section 12.2 Ideology and Economic Policymaking 389
Government Intervention in the Economy 389
Monitoring the Health of the Economy 389
Business Cycles and Theories of Economic Policymaking 390
Guiding the Nation’s Economy through Decisions on Spending and Taxation 391
Section Review 392
Section 12.3 Monetary Policy 393
The Federal Reserve System 393
The Challenges and Risks of Conducting Monetary Policy 394
AP® Political Science Practices Interpreting Text-Based Sources: “Helicopter Ben” and Extreme Monetary Policy Options 395
Section Review 395
Section 12.4 Ideology and Social Policy 396
The Federal Government and Health Care 396
The Patient Protection and Affordable Care Act 396
AP® Political Science Practices Analyzing the Role of Ideology in Supreme Court Decisions: Chief Justice John Roberts and the Republicans 398
School Choice, Competition, and the Markets 399
Section Review 399
Chapter 12 Review 400
Unit 4 Review 407
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DETAILED CONTENTS xiii
Unit 5 Political Participation
Chapter 13 Elections and Campaigns
Candidates and Voters in an Era of Demographic Change 418
Citizens United: Money as Speech, Corporations as People 419
Section 13.1 Forms of Political Participation 422
Section Review 423
Section 13.2 The Right to Vote and Exercising That Right 425
The Expansion of Voting Rights 425
Factors That Shape Electoral Participation 425
AP® Political Science Practices Explaining Patterns and Trends in Data: Why Is America’s Voter Turnout Rate So Low? 431
Legal and Institutional Factors That Influence Voter Turnout 432
Section Review 435
Section 13.3 Democratic Representation and Theories of Voting Behavior 436
How Citizens Make Voting Decisions and the Functions of Elections 437
Section Review 438
Section 13.4 The Politics of Presidential Elections 439
The Stages of Presidential Campaigns 439
The Electoral College 440
Section Review 442
Section 13.5 Money and Campaigns 443
What Money Buys 443
Campaign Finance Reform 444
AP® Political Science Practices Analyzing a Trend in Data: Money and Presidential Campaigns 445
Section Review 447
Chapter 13 Review 448
Chapter 14 Political Parties
The Outsiders versus the Establishment 454
Two Presidential Candidates Shake Up the Field 455
Section 14.1 Functions of Political Parties 458
The Roles That Parties Play 458
Parties as Organizations 458
The Party in the Electorate 458
The Party in Government 460
Section Review 461
Section 14.2 The Development of American Political Parties 462
Modern American Party Politics 462
How Political Parties Change and Adapt 464
Section Review 465
Section 14.3 Parties and Political Campaigns 466
The Nomination Process 467
AP® Political Science Practices Analyzing and Interpreting Quantitative Data: Using Maps to Explore the Consequences of Primary and Caucus Schedules 470
AP® Political Science Practices Comparing Political Processes: The Parties Rethink Their National Strategies 472
Section Review 473
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xiv DETAILED CONTENTS
Section 14.4 Third Parties 474
Minor Parties in the Twenty-First Century 475
2016 and the Challenges to Mainstream Political Parties 476
Section Review 477
Chapter 14 Review 478
Chapter 15 Interest Groups and Social Movements
Collective Action, Power, and Representation 484
Net Neutrality: Who Owns the Pathways of Communication? 485
Section 15.1 Acting Collectively 486
Interest Groups in American Representative Democracy 486
Theories of Interest Group Formation 487
Challenges Facing Interest Groups 488
Section Review 489
Section 15.2 Interest Group Tactics 491
Lobbying by Interest Groups 491
Lobbying Congress: Influencing Legislation 492
Lobbying Government Agencies 492
Influencing the Judiciary 493
Iron Triangles and Issue Networks 494
Money and Campaigns 494
Acting from Outside: Mobilizing Members through Grassroots Lobbying and Political Protest 494
AP® Political Science Practices Analyzing Data: Campaign Contributions by Economic Sector 495
Section Review 496
Section 15.3 Social Movements 497
Choice of Effective Tactics 497
Successes and Failures of Social Movements 497
AP® Political Science Practices Analyzing Visual Information: Depicting Income Inequality in the United States 498
Section Review 499
Chapter 15 Review 500
Chapter 16 The Media
New Technologies, Enduring Issues 507
What Do We Mean by “Media”? 508
The Power of the News Media 508
Section 16.1 The Evolving News Media 509
The Print Media and a New Nation 509
Freedom of the Press, the Constitution, and the Ratification Debates 509
The Media Go “Mass”: Penny Presses, Partisanship, and Scandal 510
Journalists as Investigators and Activists 510
Direct to Americans’ Homes: Radio and Television 510
New Media: New Freedom and New Problems 512
Section Review 513
Section 16.2 Public Policy Regulating Content and Ownership 514
The Changing Nature of Regulation 514
Public Policy and Media Consolidation 515
Section Review 517
Section 16.3 How the Media Shape American Politics Today 518
The Political Perils of the New Media 518
The New Media and Reshaping of What Is News 519
Bias and Coverage of the News 519
AP® Political Science Practices Analyzing Graphs 520
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DETAILED CONTENTS xv
The Media as Shapers of Political Campaigns and Elections 521
A Digital Divide? 521
AP® Political Science Practices Analyzing Polling Data 522
A Credibility Divide? 522
Section Review 523
Chapter 16 Review 523
Unit 5 Review 529
Practice Exam for AP® U.S. Government and Politics 539
Political Party Affiliations in Congress and the Presidency, 1789–2017 A-1
Summary of Presidential Elections, 1789–2016 A-5
Glossary/Glosario G-1
Notes N-1
Index I-1
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xvi
Acknowledgments
A number of instructors helped to guide the development of the college edition of American Government: Stories of a Nation and its resources. We appreciate the time and thoughts the reviewers of the college edition put into their feedback, which helped author Scott Abernathy to refine the material and ensure that the content is useful to both instructors and students.
Reviewers of the College EditionRichard A. Almeida, Francis Marion UniversityJohn A. Aughenbaugh, Virginia Common-
wealth UniversityMadelyn P. Bowman, Tarrant County College,
South CampusMarla Brettschneider, University of New HampshireMark A. Cichock, University of Texas at
ArlingtonAmy Colon, SUNY SullivanVictoria Cordova, Sam Houston State UniversityKevin Davis, North Central Texas CollegeMichael J. Faber, Texas State UniversityTerry Filicko, Clark State Community CollegePatrick Gilbert, Lone Star CollegeAndrew Green, Central College
Sally Hansen, Daytona State CollegeAlyx D. Mark, North Central CollegeDavid F. McClendon, Tyler Junior CollegeMichael P. McConachie, Collin CollegePatrick Moore, Richland CollegeTracy Osborn, University of IowaCarl Palmer, Illinois State UniversityMelodie Pickett, Tarleton State UniversityDaniel E. Ponder, Drury UniversityNicholas L. Pyeatt, Penn State Altoona Paul Rozycki, Mott Community CollegeDeron T. Schreck, Moraine Valley Community
CollegeJustin S. Vaughn, Boise State UniversityTony Wohlers, Cameron University
In writing the edition for the AP® course, author Karen Waples has relied on three special reviewers for accuracy checking, advice about presentation, and suggestions for making the content conform better to the AP® course and to the needs of high-school students. She would like to thank Prof. Stanley Luger, University of Northern Colorado, Jeff Reiman, Grandview High School, Aurora, Colorado, and Benwari Singh, Cherry Creek High School, Greenwood Village, Colorado.
Reviewers of the Edition for the AP® CourseThese reviewers participated in many ways in shaping the content of the textbook. They reviewed chapters, gave advice on student assessments, and participated in an early survey about the book and the AP® course that it serves.
Richard L. Andres Jr., North Tonawanda High School, New York
Lee Boyer, Sylvania Southview High School, Sylvania, Ohio
Carlos Caldwell, Santa Fe High, Santa Fe, New Mexico
Matthew Desjarlais, Allatoona High School, Acworth, Georgia
Lorraine Dumerer, R.L. Turner High School, Carrollton, Texas
Allison Echlin, Northville High School, Northville, Michigan
Bob Fenster, Hillsborough High School, Hillsborough, New Jersey
Bonnie Herzog, Tampa, FloridaJessica Hunsberger, Sleepy Hollow High
School, Sleepy Hollow, New YorkMark Oglesby, The Episcopal School of
Dallas, Dallas, TexasBonnie Monteleone, Brecksville-Broadview
Heights High School, Broadview Heights, Ohio
Michael Vieira, Bishop Connolly High School, Fall River, Massachusetts
Edward Williams, Austin Preparatory School, Reading, Massachusetts
Carlene Baurichter, Bangor High School, Bangor, Wisconsin
We also thank the nearly 200 teachers of AP® U.S. Government and Politics who participated in an initial survey to help the author and editors to shape this program to the AP® course.
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xvii
Scott F. AbernathyUniversity of MinnesotaAfter working as an on-street counselor for homeless adolescents in Boston, Scott received a master of curriculum and instruction and taught fourth and seventh grades in Wisconsin public schools. Hoping to learn more about the underlying systems that drove educational outcomes, Scott completed an M.P.A in domestic policy and then a Ph.D. in Politics from Princeton University.
Scott is now an associate professor of political science and a University Distinguished Teaching Professor at the University of Minnesota. He is also the author of School Choice and the Future of
American Democracy and No Child Left Behind and the Public Schools, both from University of Michigan Press.
Karen WaplesHoly Family High School, ColoradoFormerly a trial attorney, Karen Waples has taught since 1999 and currently teaches AP® Comparative Government and College Prep Government at Holy Family High School in Broomfield, Colorado. Karen has served as a reader for the AP® U.S. Government and Poli-tics, as well as the AP® U.S. History exams, and she was the 2018 exam leader for the AP® Comparative Government and Politics exam. She is an endorsed consultant for the College Board® and conducts AP® U.S. Government and Politics workshops and institutes throughout the country. Karen was the chair of the College Board® Social Science
Academic Advisory Committee and was a member of the Curriculum Redesign Committee for AP® U.S. Government and Politics. She received the Colorado Governor’s Award for Excellence in Education in 1997 and was recognized as a Cherry Creek High School Teacher of the Year in 2002.
About the AuthorsCo
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xviii
To the Student
Understanding U.S. Government and Politics: Tackling This Fun and Challenging Course
Dear AP® student: Recently, there were some big changes in the AP® U.S. Government and Politics course. These changes give you an opportunity to gain the knowledge, skills, and reasoning practices that will help you to understand and participate in government and politics throughout your life. This class doesn’t focus on memorization. It’s about thinking and doing. This textbook, American Government: Stories of a Nation for the AP ® Course, was written specifically for you as a high school student.
At the end of the course, you will take the AP® Exam. The new AP ® Exam focuses on disciplinary practices and reasoning processes that require you to think like a politi-cal scientist. This redesigned exam will ask you to apply what you have learned to real-world scenarios. The exam provides you with a chance to demonstrate your ability to understand and interpret data, graphs, speeches, and debates about laws and policies. AP ® Tips throughout the book help you navigate the new exam. Watch for them.
Here are some parts of the book designed to help you: Each chapter in American Government: Stories of a Nation for the AP ® Course
begins with a story showing citizens in action and their impact on laws and govern-ment. As an author and teacher, I want to demonstrate how real people have made a difference through political actions. These stories create a vivid context that will help you better understand the content in each chapter.
The new course includes nine foundational documents, such as the Declaration of Independence. The course also includes fifteen required Supreme Court cases— decisions that have had a big effect on constitutional law and American life. This book explains each of these required readings and helps you to understand their nuances, in language you can understand, without overly simplifying their meaning. Look for the bright boxes about required cases and required documents that I put in the text to summarize what you should know.
Each chapter also contains two AP ® Political Sciences Practices features that explain how to write an essay question better, how to assess data, and how to analyze photo-graphs and political cartoons. Read them carefully so that you can apply the content in new ways and begin thinking like a political scientist.
I’m a high school teacher, and I get to work with students like you every day. I am proud of this book and believe it can help you achieve success on the AP ® exam. More important, I believe this book will help you think deeply about important issues and encourage you to become a citizen actively engaged in your community and nation.
Sincerely, Karen Waples Co-Author of American Government: Stories of a Nation for the AP ® Course Teacher, Holy Family High School, Colorado
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xix
Tips for Taking the AP® Exam
The Exam for the AP® U.S. Politics and Government course consists of fifty-five multiple- choice questions and four free-response questions.
Multiple-Choice QuestionsYou will have an hour and twenty minutes to complete this part of the exam. This amounts to eighty minutes to answer fifty-five questions. Budget your time wisely. If you get stuck on a question, mark it in the exam booklet, bubble in a random answer, move to the next one, and come back to the question later, if you have time.
The multiple-choice exam has six different kinds of questions:
1. Quantitative Analysis Interpreting tables, charts, graphs, maps, and infographics
2. Qualitative Analysis Interpreting readings from primary and secondary sources
3. Visual Analysis Interpreting cartoons, maps, and infographics
4. Concept Application Applying political concepts to scenarios
5. Comparison Explaining similarities and differences in the concepts learned in the course
6. Knowledge Identifying and defining important terms and concepts in government and politics
Each multiple-choice question has four answer choices. You will earn one point for each correct answer, and there is no penalty for guessing, so answer every question. The multiple-choice portion makes up half of your score on the exam.
Free-Response QuestionsYou will answer four written questions in an hour and forty minutes.
Question 1: Concept Application (suggested time: 20 minutes)
Read a scenario and explain how it relates to what you have learned about government and politics.
Question 2: Quantitative Analysis (suggested time: 20 minutes)
Analyze data, identify a trend, or draw a conclusion from a table, chart, graph, map, or infograph-
ic and explain how it relates to the course content.
Question 3: Supreme Court Comparison (suggested time: 20 minutes)
Read about a nonrequired Supreme Court case and compare it with one of the fifteen required Supreme
Court cases. The nonrequired case will be described in enough detail to give you the information that
you need to answer the question. The required Supreme Court case will be identified in the question.
Question 4: Argumentation Question (suggested time: 40 minutes)
Write an essay with a thesis that develops an argument about a topic.
• You must use at least one of the nine foundational documents as a piece of evidence to support
your argument.
• The question will contain a list of the foundational documents that you may use in your response.
• You must also use a second piece of evidence to support your argument, which may be a foun-
dational document or something else you learned in the course.
• You will also have to provide an alternative perspective and respond to that alternative perspec-
tive using refutation, rebuttal, or concession.
The free-response section makes up half of your score on the exam. Each free-response ques-tion is worth 12.5 percent, which means the questions are evenly weighted, even though the argumentation question will take you longer to write. Again, budget your time carefully.
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xx
American Government: What’s Inside
Meticulously Aligned to the Redesigned AP® U.S. Government and Politics Course From the Big Ideas to the Essential Knowledge statements, this book has been painstakingly aligned to the concepts of the course. Each book unit corre-sponds to the same unit in the course framework. We’ve kept the coverage brief and targeted to make the book and, thus, the course more manageable for you and your students.
Simple Unit Structure
Unit 1 Democracy and the Constitution Unit 2 The Branches of the Federal Government Unit 3 Civil Rights and Civil Liberties Unit 4 American Political Ideologies and Beliefs Unit 5 Political Participation
You interact with the federal government almost every day. A woman sits on the steps of the Farley Post Office in New York City and fills out her return on Tax Day, which usually falls on April 15. It is the deadline for sending tax returns to the Internal Revenue Service, and many people put off filing till the deadline. The tax system involves several institutions of government, including the president, who can propose changes to the tax system, Congress, which approves tax laws, and the Internal Revenue Service, which collects taxes and issues refunds. The U.S. Postal Service is an independent agency. Unlike most other agencies, the post office is specifically mentioned in the Constitution (Article I) and is overseen by the Congress, too. Chris Hondros/Getty Images
Unit 2
The Branches of the Federal Government
The bureaucracy is a fourth branch of gov-
ernment that carries out policies developed by
the president and Congress. Most bureaucrats
are selected through a merit-based system.
The bureaucracy implements laws covering
a wide range of activities. Bureaucrats are
unelected and have rule-making authority,
yet Congress and the president can hold the
bureaucracy accountable. Checks and bal-
ances require the branches of government to
compete and cooperate in governing.
Chapter 4 The Congress
Chapter 5 The American Presidency
Chapter 6 The Federal Judiciary
Chapter 7 The Federal Bureaucracy
Mazie Hirono of Hawaii has an unusual story for a U.S. senator. Born in Japan to a mother who was a U.S. citizen, she later immigrated to Hawaii and became a naturalized U.S. citizen. She is the first Buddhist and the first Asian-American woman elected to the Senate. JOSHUA ROBERTS/REUTERS/Newscom
The Congress, the president, and the
courts are the three major institutions
of U.S. government. Congress consists
of a House of Representatives and a Senate.
While both chambers pass laws, each has dif-
ferent constituencies, powers, and rules.
The Constitution sets the president’s for-
mal powers, but the informal power of the
office has grown over time. Technology allows
the president to reach the public through
press conferences, the State of the Union
Address, and social media.
The federal courts are an independent
branch of government. Lifetime appoint-
ments insulate judges from political back-
lash. Through judicial review, the Supreme
Court can overturn laws passed by Con-
gress and executive actions that violate the
Constitution.
Chris Hondros/Getty Images
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AMERICAN GOVERNMENT: WHAT’S INSIDE xxi
78 CHAPTER 3 • Federalism
Section Review
3.3 Describe the development of American federalism over time.
REMEMBER • The boundaries between the authority of national and state governments have changed over time. • Many of these changes have come about as a result of Supreme Court decisions in interpreting the
Constitution. • The New Deal fundamentally reshaped American federalism.
KNOW • Thirteenth Amendment : constitutional amendment that outlaws slavery. ( p. 73 ) • Fourteenth Amendment : constitutional amendment that provides that persons born in the United States are
citizens and prohibits states from denying persons due process or equal protection under the law. ( p. 73 )
• Fifteenth Amendment : constitutional amendment that gave African Americans the right to vote. ( p. 74 ) • dual federalism : a form of American federalism in which the states and the national government
operate independently in their own areas of public policy. ( p. 74 ) • selective incorporation : the process through which the Supreme Court applies fundamental rights in the
Bill of Rights to the states on a case-by-case basis . ( p. 75 ) • cooperative federalism : a form of American federalism in which the states and the national government
work together to shape public policy. ( p. 75 )
THINK • How has American federalism changed and developed? What factors have helped to drive this change? • How did nineteenth-century interpretations of American federalism deny some Americans their
fundamental rights? • How did the New Deal impact the relationship between the national government and the states? • Given the dynamic nature of federalism, what kinds of events might cause federalism to change in the future?
3.3 Review Question: Free Response
Carol Ann Bond learned that her husband was having an affair with her friend, Myrlinda Haynes, who became pregnant. Bond stole and purchased chemicals, which she put on Haynes’s door-knobs and car handle, causing burns. Bond was changed with violating the Chemical Weapons Convention Implementation Act of 1998, a federal law, which makes it a crime to use certain chemicals with the intent to harm others.
In Bond v. United States (572 U.S. ___ (2014)), the Supreme Court ruled that Congress exceeded its authority in passing the Chemical Weapons Convention Implementation Act because the law infringed on the traditional police powers of the states.
After reading the scenario, use your knowledge of U.S. Government and Politics to respond to parts A, B, and C.
A. Identify the constitutional provision that is common to both McCulloch v. Maryland (1819) and Bond v. United States .
B. Based on the constitutional provision identified in part A, explain how the facts of Bond v. United States lead to a different holding than in McCulloch v. Maryland.
C. Explain how another clause of the Constitution supports the ruling in Bond v. United States.
3.4 Modern American Federalism During the second half of the twentieth century, the federal government expanded its role in the economy. Many federal agencies created during the New Deal stayed in place, and some grew larger. The dual federalism of the nineteenth and early twentieth centuries was long gone. Cooperative federalism remained the dominant model.
Easy-to-Use Organization Pacing your AP® U.S. Government and Poli-tics course can be challenging because there are so many concepts and skills to teach, usually in only a single semester. To help, we have seg-mented chapters into sixty-eight sections guided by learning targets. Each section is just enough for a single day’s lesson to deliver content, skills, assignments, and assessments in a brief and easy-to-use “chunk.” Whether you are a novice or vet-eran teacher, these modules will save you hours of planning time.
Integrated AP® Political Science Practices Features Each chapter includes two or three special features to enhance students’ mastery of the course’s Disciplinary Practices and Reasoning Processes. Each includes instruc-tion, modeling, and practice in the AP® style.
82 CHAPTER 3 • Federalism
The Pew Research Center is a nonpartisan organization that conducts and analyzes public opinion through surveys and other tools. In 2013, researchers asked a series of questions about indi-viduals’ views on how favorably they viewed the federal govern-ment, their state governments, as well as their local governments. Those who answer these kinds of surveys are called respondents .
This was not the first time Pew researchers had asked the ques-tion. They had data going back to the 1990s. The researchers presented the collection of their findings over time with a line graph (sometimes called a line chart). A line graph presents data as a set of points connected by lines:
These kinds of graphs can be useful in presenting trends over time, in this case a widening gap between the favorability ratings that Americans who responded to the surveys (a group that changed with each survey) gave to the federal government, their state governments, and their local governments. According to these data, there seems to be a notable decline in Americans’ favorable views of the federal government in recent years. The researchers also found that differences in favorability views of government might be con-nected to the political party with which the individual answering the survey affiliated, but not for every level of government.
Another way to present results of a survey is a bar chart , which represents data with rectangles of different sizes. The bars can be either horizontal or vertical.
These data came from one administration of the survey, in 2013. Note that differences in favorability ratings of the federal government appear to be more strongly associated with, or correlated with, political party affiliations (Republican, Independent, and Democratic) than views of state and local governments.
After studying these two presentations of data, consider and answer the following questions:
1. Describe what the numbers in the first figure represent.
2. Describe what the height of each bar in the second figure represents.
3. Explain one way in which the favorability rating of federal, state, and local government is more connected to the political party that a respondent affiliates with.
4. Pew Research is a respected organization, but let’s say that it were not. Instead, consider how a research organization might shape the surveys to advance an argument. Explain how the wording of the questions might shape the results presented (a topic to which we will return later in the book).
AP® Political Science PRACTICES Analyzing Graphs and Charts:
Perceptions of Federal, State, and Local Governments
Data from Pew Research Center
Data from Pew Research Center
Rep Ind Dem
13
27
Federal
41
Rep Ind Dem
5759
State
56
Rep Ind Dem
6360
Local
67
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0
10
20
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50
60
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80
90
100
1997 2000 2003 2006 2009
Year
2013
Per
cent
68
0
10
20
30
40
50
60
70
80
90
100
66
38
Favorableperceptions of…
63Your localgovernment
57 Your stategovernment
28 The federalgovernmentin Washington
The Gap in Perceptions of Federal, State, and Local Governments
Less Partisan Perceptions of State, Local Governments
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xxii AMERIC AN GOVERNMENT: WHAT’S INSIDE
Meaningful, Focused Work on the Required Court Cases The College Board chose fifteen required U.S. Su-preme Court cases to highlight the role of the U.S. Supreme Court in interpreting the Constitution and Bill of Rights. In American Government: Stories of a Nation for the AP® Course , chapters that align with particular cases introduce a deep reading of the case, point out the importance of the case to the AP® course, and assess students’ knowledge. Argu-mentation questions introduce pertinent cases and ask students to articulate a thesis, use the cases as evidence, and write an essay.
72 CHAPTER 3 • Federalism
In this book and in your course, you will be asked to interpret, analyze, and apply key U.S. Supreme Court cases. To do so, it will be important to become familiar with the format and components of Supreme Court decisions, as well as how to study them.
General Tips in Approaching These Key Cases
• Reading cases takes time, especially at first, because a legal decision is a specific kind of writing. Be sure to give yourself plenty of time.
• Supreme Court cases are usually organized using a four-part formula:
• First, the Court gives an overview of the facts of the case. Become familiar with what happened in the case—who was involved, and how the case rose through the court system.
• Second, the Court explains the issue it was asked to resolve. In the fifteen required Supreme Court cases, the fundamental issue always involves the Constitution. Therefore, be sure that you understand the particular clause or amendment that the Supreme Court is being asked to interpret.
• Third, the Court announces who won the case. This is simply a decision about which party won.
• Fourth, and most important, the Court explains the reasons for its decision. Sometimes, the Court will have several reasons for its decision, and these are usually explained in separate sections or paragraphs.
Make sure you understand each reason for the Court’s decision and the logic behind it.
• Try to gain a deeper understanding of the context of the case, which may include the larger political climate in which the case was decided.
• Generally, do not worry too much about details. Think about the big picture, especially the implications of the decision for constitutional law and public policy. Consider how the case sets a precedent to be applied in future cases.
• Be sure to practice comparing different cases. Sometimes, one decision will build on others. Sometimes, a previous decision may be overturned.
Key Terms and Concepts in Reading Supreme Court Decisions
• Majority Opinion: The decision and legal reasoning of the majority of justices. A majority opinion may be unanimous.
• Concurring Opinion (concurrence): There may be no concurrences, or many. These are opinions written by justices who voted with the majority but have different or additional reasons for their decision. Concurring opinions do not serve as precedent for future cases, although they may contain reasoning that the Supreme Court might use in the future.
• Dissenting Opinion (dissent): There may be no dissents or several. These are opinions written by justices who voted with the minority. Though they do not serve as precedent for future cases, they may lay down the logic of the other side should the Court decide to reevaluate precedent in future cases.
AP® Political Science PRACTICES Analyzing Supreme Court Cases
Citing the necessary and proper clause of the Constitution, Marshall affirmed the right of Congress to establish the bank, arguing, “Let the end be legitimate, let it be within the scope of the Constitution, and all means which are appropriate, which are plainly adapted to that end, which are not prohibited, but consist with the letter and spirit of the Constitution, are Constitutional.” 20 Marshall argues against a strict, literal view of the Constitution in stating,
The subject is the execution of those great powers on which the welfare of a Nation essentially depends. It must have been the intention of those who gave these powers to insure, so far as human prudence could insure, their beneficial execution. This could not be done by confiding the choice of means to such narrow limits as not to leave it in the power of Congress to adopt any which might be appropriate, and which were conducive to the end. 21
A constitution, he argued, cannot contain the “prolixity of a legal code. Its nature, there-fore, requires that only its great outlines should be marked.” 22 The right to establish the bank was, according to Marshall’s logic, a valid implied power of Congress, even though the right to
Integrated Public Policy Coverage Most traditional books relegate public policy to discrete, separate chapters, but the new AP® course integrates public policy throughout. As you would expect from a book created for the new course, American Government: Stories of a Nation for the AP® Course incorporates pub-lic policy. This approach emphasizes how public policy functions as the application of principles taught in each chapter and how public policies are implemented.
230 CHAPTER 7 • The Federal Bureaucracy
7.3 The Bureaucracy and Policymaking
The bureaucracy carries out executive actions and laws passed by Congress, and it is the key institution responsible for implementing policy. Making public policy involves a series of steps. The entire process is fluid, constantly changing, and, above all else, political. The American political system is designed to have multiple points of access and debate throughout the process. 18
Defining the Problem and Getting Congress to Act What may seem like the most simple—and nonpolitical—part of policymaking may be the most significant and the most consequential: defining the problem. (See Figure 7.5 .) There are different ways of looking at an issue. Having one’s definition of the problem accepted is an effective exercise of power in the policy process.
Getting on the policy agenda—the set of issues on which policymakers focus their attention—is a crucial goal of anyone who wants to influence the policymaking process. Getting on the agenda, or keeping an idea off it, is also an effective exercise of political power. The science of getting on the agenda remains somewhat un scientific because the ability to get one’s concerns considered depends not only on the merits of the issue but also on the political and economic contexts in which the ideas are offered and on the ways in which the public views the issue at the time.
Getting a policy proposal on the agenda is only the beginning. The policies have to be debated and passed by the Congress and signed into law by the president. Financing an
FIGURE 7.5
The Policymaking Process
Getting onthe agenda
Forming andadopting the
policy
Implementing
Evaluating
TerminatingDefining the
problem
Budgeting
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AMERICAN GOVERNMENT: WHAT’S INSIDE xxiii
Integrated AP® Exam Practice At the end of every section, chapter, and unit, you will find AP®-style practice items—multiple-choice questions, free-response questions, and argumentation questions—that conform to the rewritten AP® exam. These questions were written and vetted by AP® teachers deeply familiar with the format of the new exam.
Chapter 3 Review 91
Chapter 3 Review AP® KEY CONCEPTS • federalism (p. 64)
• unitary system (p. 66)
• confederal system (p. 66)
• federal system (p. 67)
• enumerated or expressed powers (p. 67)
• exclusive powers (p. 67)
• implied powers (p. 67)
• commerce clause (p. 68)
• necessary and proper clause (p. 68)
• supremacy clause (p. 68)
• Tenth Amendment (p. 68)
• reserved powers (p. 68)
• concurrent powers (p. 68)
• full faith and credit clause (p. 69)
• extradition (p. 70)
• privileges and immunities clause (p. 70)
• Thirteenth Amendment (p. 73)
• Fourteenth Amendment (p. 73)
• Fifteenth Amendment (p. 74)
• dual federalism (p. 74)
• selective incorporation (p. 75)
• cooperative federalism (p. 75)
• grants-in-aid (p. 79)
• fiscal federalism (p. 79)
• categorical grants (p. 79)
• unfunded mandate (p. 79)
• block grant (p. 80)
• revenue sharing (p. 81)
• devolution (p. 81)
AP® EXAM PRACTICE and Critical Thinking Project
MULTIPLE-CHOICE QUESTIONS
1. Which of the following pairs of statements correctly describes both federal and unitary systems?
Federal Unitary
A. Powers of the states are expressly defined in the Constitution.
The vague language of the Constitution limits the power of the national government.
B. Most of the power is given to the state governments.
The national government shares power with state governments.
C. The national government has most of the power.
The national government has all of the power, and there are no state governments.
D. Power is constitutionally shared between the national and state governments.
The national government may grant certain powers to the states.
2. Which of the following statements best describes the impact of the Supreme Court’s decision in McCulloch v. Maryland ? A. The Court ruled that states have authority over commercial activity within their borders,
weakening national power. B. The Court ruled that the necessary and proper clause allows the national government to
create banks, strengthening national power. C. The Court upheld a division of power between the states and the national government by
allowing states to tax national banks within their borders. D. The Court ruled that creating a national bank fell within the national government’s
enumerated powers, confirming national power.
Deeper Understanding of the Foundational Documents The revised course focuses on foundational documents like the Declaration of Independence and the U.S. Constitution. This book leads students carefully through those founda-tional documents, quoting them extensively and summariz-ing their arguments. Besides practice with multiple choice and free response questions, students will also learn how to use the foundational documents as evidence in the model argumentation questions where they can practice writing an essay in the style of the revised AP® Exam. A supple-mental document reader containing required foundational documents and court cases is also available. (More on the Reader below.)
52 CHAPTER 2 • The Constitution
AP® REQUIRED DOCUMENTS
In chapter 1 , you met the Declaration of Independence. By this point in chapter 2 , you should know the two other major "foundational" documents that established the U.S. government as well as the three essays for and against adoption of the Constitution.
Document Scope
Articles of Confederation Even though the Articles of Confederation are no longer in force, you should read them. The document is not that long. Note how it is divided into thirteen articles.
Constitution of the United States Focus here on the original part of the Constitution as well as on the Bill of Rights (see Section 2.4). Make sure that you understand the differences among the articles of the Constitution and the branches of government that each relates to.
Federalist No. 51 • “If men were angels no government would be necessary.” • The government must control the governed and must
control itself. • Checks and balances will prevent one branch from
becoming too powerful and taking away liberty.
Federalist No. 10 • Factions are self- interested groups that would harm the community.
• Factions are sown into the nature of humankind. • To abolish factions would abolish liberty. • Factions should be set against each other to prevent any
one faction from becoming too powerful. • A large republic protects against the dangers of faction. • Republican government is a remedy for the dangers of
faction.
Brutus No. 1 • The country is too large to be governed as a republic. • Representatives will not voluntarily give up power.
In this political cartoon from about 1812, George Washington (shown in heaven) warns partisans not to jeopardize the “dearest blessings” of “Peace and Plenty, Liberty and Independence” by dislodging the supporting pillars of Federalism, Republicanism, and Democracy. At the left, a Democrat tugs on the pillar of Federalism as he says, “This Pillar shall not stand. I am determin’d to support a just and necessary War,” and at the right, a Federalist pulls on the pillar of Democracy, claiming, “This Pillar must come down. I am a friend of Peace.” New York Public Library
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xxiv AMERICAN GOVERNMENT: WHAT’S INSIDE
Critical Thinking Projects to Extend Learning To add some fun and interesting ideas for taking your class beyond the exam, this book includes Critical Thinking Projects at the end of each chapter and unit to prompt students to engage with the course concepts in novel and creative ways.
UNIT 2 REVIEW 253
CRITICAL THINKING PROJECT Creating a Board Game The three branches of government, along with the bureaucracy, work together in the policymaking process. Rarely does the process work smoothly.
Create a board game where four players seek to advance through the institutions of government to create a policy at the end. Your playing pieces might represent different kinds of policies. For example, a tree might represent environmental policy, while a car might represent transportation policy. Be creative.
Your game board should have at least forty spaces. Your project should be entertaining and colorful, and make sure your content is accurate. Your game should include information about Congress, the presidency, the federal courts, and the bureaucracy.
Players may roll dice or spin to move ahead spaces. Spaces may be positive, like having a law passed by Congress, or negative, such as an unfavorable court decision. Make sure your board is structured so that a player cannot get permanently stuck between spaces. Some spaces should instruct players to draw from a set of quiz cards. Make at least thirty quiz cards, with AP®-level questions. Players can move on with correct answers. Players answering incorrectly lose a turn. The first player to reach the end is the winner.
Building a board game will help you review the important powers of and checks on government institutions. Have fun!
Your game board can be informal and colorful. A pack of index cards may make a good set of quiz cards.
Bill passedby Congress
LawsuitSTART
STOP Tweet war
over policy!
3 Federalism Dividing Power between the National Government and the States
Angel McClary Raich and Diane Monson, who consider themselves law-abiding citizens. Under federal law, the sale, use and distribution of marijuana is illegal, but the State of California legalized the marijuana used by Raich and Monson for medical purposes. Raich and Monson ended up in a conflict between the federal and state laws. Here they are outside the Supreme Court of the United States, which settled the issue. J. SCOTT APPLEWHITE/AP Images
Under the Articles of Confederation, most of the people’s authority had been placed in state
governments, which left the Congress constantly struggling to secure cooperation from the states. That changed with the ratification of the Constitution, but the issue was not settled once and for all. The new system of government divided authority between two levels of government—the national government and the states. As we will explore later in this chapter, some powers, like those related to defense, national security, and the economy, are exclusive to the federal government. Some powers, such as police powers,
Engaging Stories That Bring Abstract Concepts to Life American Government: Stories of a Nation for the AP® Course puts an emphasis on practical applications by framing each chapter with a story from the real world showing how the principles of government have real effects that impact real people. For example, to under-stand political participation and political formation, we follow the story of an AP® U.S. Government stu-dent in Colorado who volunteered for a Republican congressional campaign and became increasingly in-volved in electoral politics.
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Copyright © Bedford, Freeman & Worth Publishers. Distributed by Bedford, Freeman & Worth Publishers. Strictly for use with its products. Not for redistribution.
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Complete Package to Support Teachers and StudentsSupport for TeachersThis book comes with a wraparound Teacher’s Edition, written by veteran AP® teachers and College Board® consultants who know the course and know the students. Full of cre-ative and insightful ideas about teaching, pacing, and planning this redesigned course, this Teacher’s Edition is an indispensable tool for new and experienced teachers alike.
The Teacher’s Resource Materials include everything you need to support your teach-ing and your students’ learning. From handouts to lesson plans, you’ll find it all in the TRM (available as a flash drive, or as resources in the e-book).
Student Support: A Document Reader Tailored to the Redesigned CourseThe Foundational Documents and Court Cases Reader includes all of the documents and cases required by the College Board®, as well as some frequently taught works that go be-yond the course framework. Each document is accompanied by commentary and guided questions to help students understand these complex texts.
Supplements to Suit Your Classroom NeedsAmerican Government: Stories of a Nation for the AP® Course is available in a range of e-book platforms, including our fully inter-
active LaunchPad e-book. In LaunchPad, every question in the book is assignable. This means that students can respond directly in the e-book and have their work report to your gradebook. The e-book includes integrated Teacher’s Resource Materials and Learning-Curve adaptive quizzing, and it works on any device. To find the e-book that’s right for you, contact your Bedford, Freeman & Worth sales representative.
Our LearningCurve adaptive quizzing engine will guide stu-dents to mastery of the course content. This first-ever
LearningCurve for AP® U.S. Government is specifically designed to build understanding of the revised AP® course concepts.
The ExamView® Assessment Suite includes more than a thou-sand AP®-style multiple-choice, free-response, and argumen-tation questions to help students prepare for the AP® Exam. The ExamView Test Generator lets you quickly create paper,
internet, and LAN-based tests. Tests can be created in minutes, and the platform is fully customizable, allowing you to enter your own questions, edit existing questions, set time limits, and incorporate multimedia. To discourage plagiarism and cheating, the test bank can scramble answers and change the order of questions. Detailed result reports feed into a gradebook.
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Copyright © Bedford, Freeman & Worth Publishers. Distributed by Bedford, Freeman & Worth Publishers. Strictly for use with its products. Not for redistribution.