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Chapter 15 DOMESTIC POLICY
Chapter 15 DOMESTIC POLICY
Chapter 15: Domestic Policy:
Chapter 15.1: Trace the stage of
the policy-making process:
Pro_21:3 To do justice and
judgment is more acceptable to
the LORD than sacrifice.
Public Policy:
o Is an intentional course of action or
inaction.
o Followed by government in dealing
with some problem.
o Or matter of concern.
Public Policies:
o Governmental policies; that are
authoritative.
o They are binding on people.
o Individual groups and government
agencies who do not comply with
policies can be penalized.
o Through fines, loss of benefits, or
even jail terms.
COURSE OF ACTION:
o Implies that policies develop or
unfold over time.
o They involve more than a
legislative decision to enact a law.
o Or a presidential decision to issue
an executive order.
ENFORCEMENT:
o Also important is how the law or
executive order is carried out.
o The impact or meaning of a policy
depends on whether it is vigorously
enforced.
o Enforced only in some instances.
o Or not enforced at all.
ORIGINAL INTENT: DECENTRALIZED POLICY MAKING PROCESS:
o With powers shared by
Congress.
o The President.
o The Courts.
o The States.
DOMESTIC AND ECONOMIC POLICY DEVELOP:
o Fiscal and monetary Policy
(Federal)
o Health, education, and
social welfare (Begins at
the State and local levels)
o Laboratories for democracy
set stage for federal
governmental action.
BUREAUCRACY:
o Through the quasi-legislative process known as rule-making.
o Executive branch agencies formulate and implement policies in every imaginable issue area.
o Rules, in fact, are the largest source of policy decisions made by the national government.
JUDICIAL BRANCH AND POLICY DECISIONS:
o Supreme Court has made
policy prescriptions.
o In each of the domestic policy
issues.
o Criminal Justice
o Civil Liberties
o Civil Rights
APPLICATION QUESTION
o The policy from the White House is to
prevent illegal immigration from entering
the border, how can this policy be
implemented through the following:
o Federal Bureaucracy
o Congress
o The Judiciary
Theories of Public Policy: Elite Theory
o All societies are divided into elites
and masses.
o The elites have power to make and
implement policy.
o While the masses simply respond
to the desires of the elites.
Elite Theory:
o An unequal distribution of power in
society is normal and inevitable.
o Elites are not immune from public
opinion.
o Nor do they by definition oppress
the masses.
Bureaucratic Theory:
o Dictates that all institutions, governmental and nongovernmental.
o Have fallen under the control of a large and ever-growing bureaucracy.
o That carries out policy using standardized procedures.
o This growing complexity of modern organizations has empowered bureaucrats.
o Who become dominant as a consequence of their expertise and competence.
o Eventually, the bureaucrats wrest power from others, especially elected officials.
Bureaucratic Theory:
o Dictates that all institutions, governmental and nongovernmental.
o Have fallen under the control of a large and ever-growing bureaucracy.
o That carries out policy using standardized procedures.
o This growing complexity of modern organizations has empowered bureaucrats.
o Who become dominant as a consequence of their expertise and competence.
o Eventually, the bureaucrats wrest power from others, especially elected officials.
Interest Group theory
o Interest groups not elites or bureaucrats control the government process.
o There are so many potential pressure points in the three branches of the national government.
o As well as the state level.
o That interest groups can step in on any number of competing sides.
o The government then becomes the equilibrium point in the system.
o As it mediates among competing interests.
Pluralistic Group theory
o Political resources in the United States are scattered so widely.
o No single group could gain monopoly control over any substantial area of policy.
o Participants in every political controversy get something.
o Each has some impact on how political decisions are made.
Pluralistic Group theory
o The downside is because
governments in the Untied States
rarely say no to any well-organized
interests.
o What is good for the public at large
often tends to lose out in the
American system.
HOW WHICH THEORY IS APPLIED:
o Depends, in part, on the type of policy.
o Some policies are procedural in
nature.
o Incrementally changing existing policy.
o While others are substantive.
o Involving bold revisions or innovation
to change a policy outcome.
DISTRIBUTIVE POLICIES: PROVIDE BENEFITS TO
o Individuals
o Groups
o Communities
o Corporations
DISTRIBUTIVE POLICIES:
o These policies are the most common.
o Typically the least controversial form of federal action.
o To solve public problems providing tangible benefits to the recipient.
o While costs are shared widely and not necessarily viewed as competitive.
o Examples include student loans, farm subsidies, and water projects.
REGULATORY POLICIES:
o Limit the activities of individuals and corporations.
o Prohibit certain types of unacceptable behavior.
o Land use regulations.
o Limit how property can be developed in order to protect the environment.
o These policies are typically more controversial.
o Because the costs connected.
o In this case on developers while the benefits are diffused or shared by the larger community.
REDISTRIBUTIVE POLICIES:
o Involves transferring resources from one group to assist another group.
o Such as increasing taxes.
o Expanding social programs.
o Most social welfare programs are intrinsically redistributive in nature.
o Which is party why they face considerable political opposition.
DESCRIBE THE FOLLOWING:
o Policy Recognition
o Agenda Setting
o Policy Formulation
o Policy Adoption
o Budgeting
o Policy Implementation
o Policy evaluation
A MODEL OF THE POLCIY-MAKING PROCESS: The Steps:
o Policy Recognition
o Agenda Setting
o Policy Formulation
o Policy Adoption
o Budgeting
o Policy Implementation
o Policy evaluation
A MODEL OF THE POLCIY-MAKING PROCESS: The Steps:
o Policy Recognition: Identification of
an issue that disturbs the people
and leads them to call for
governmental intervention.
o Agenda Setting: Government
recognition that a problem is
worthy of consideration for
governmental intervention.
A MODEL OF THE POLCIY-MAKING PROCESS:
o Policy Formulation: Identification of
alternative approaches to
addressing the problems placed on
government’s agenda.
o Policy Adoption: The formal
selection of public policies through
legislative, executive, judicial, and
bureaucratic means.
A MODEL OF THE POLCIY-MAKING PROCESS:
o Budgeting: The allocation of resources
to provide for the proper
implementation of public policies.
o Policy Implementation: The actual
administration or application of public
policies to their targets.
o Policy evaluation: The determination
of policy’s accomplishments,
consequences, or shortcomings.
WHAT IS AN AGENDA?
o Set of issues to be discussed.
o Or given attention.
SYSTEMATIC AGENDA:
o Every political community-national,
state, and local has this.
o It is essentially a discussion agenda.
o It consists of all issues that are viewed
as requiring public attention.
o As involving matters within the
legitimate jurisdiction of governments.
GOVERNMENTAL/INSTITUTIONAL AGENDA:
o It includes only problems to which public officials feel obliged to devote active and serious attention.
o Not all problems that attract the attention of officials are likely to have been widely discussed by the general public.
o Not all issues on the systematic agenda end up on the institutional agenda.
GOVERNMENTAL/INSTITUTIONAL AGENDA:
o Issues may move from the systemic agenda to the governmental agenda and vice versa.
o In an almost limitless number of ways. This movement is known as agenda setting.
o Whether because of their influence of skill in developing political support.
o Some people or groups are more successful than others.
o In steering items onto the governmental agenda.
Agenda Setting:
o After a problem is recognized and
defined as such by a significant
segment of society.
o It must be brought to the attention
of public officials.
o Must secure a place on an agenda.
o Or a set of issues to be discussed
or given attention.
APPLICATION QUESTION
o Describe how President Trump can be a
agenda setter.
o Describe how the Christian Coalition can
be a agenda setter.
o Describe how the September 11 attacks
became an agenda setter.
Agenda Setters:
o The President
o Interest Groups
o Political Crisis
Agenda Setting: The President:
o An important agenda setter for Congress.
o In the State of the Union Address, proposed budget.
o Special messages the president presents Congress with a legislative program for its consideration.
o Much of Congress’s time is spent deliberating presidential recommendations.
o Although by no means does Congress always respond as the president might wish.
Agenda Setting: Interest Groups:
o Major actors and initiators in the agenda-setting process.
o Interest groups and their lobbyists frequently ask Congress, the court, or the executive branch to address problems, of special concern to them.
o Environmentalists for instance, call for government action on such issues as global warming, the protection of wetlands etc.
Agenda Setting: Crisis
o Natural disasters
o Extraordinary events
o Put problems in the agenda.
Policy Formulation:
o Crafting of proposed courses of
action to resolve public problems.
o It has both political and technical
components.
o The political aspect involves
determining generally what should
be done to address a problem.
Policy Formulation:
o The technical facet involves correctly
stating in specific language.
o What one wants to authorize or
accomplish in order to adequately
guide those who must implement
policy.
o To prevent distortion of legislative
intent.
Routine Formulation:
o Is the process of altering existing
policy proposals.
o Creating new proposals within an
issue area the government has
previously addressed.
o Formulation of policy for veterans’
benefit is routine.
Analogous Formulation
o Handles new problems by drawing on
experience with similar problems in the
past or in other jurisdictions.
o What was done in the past to cope
with activities of terrorists?
Creative formulation
o Involves attempts to develop new or
unprecedented proposals.
o That represent an departure from
existing practices.
o That will better resolve a problem.
o Missile defense rather than missile
proliferation is a example.
Policy Formulation Undertaken:
o The President
o Presidential aides
o Agency officials
o Specifically appointed task forces
o Commissions
o Interest groups.
o Private research organizations (or think tanks).
o Legislators and their staffs.
o By various players in the policy process.
POLICY PROCESS SHARED:
o The federal government.
o The fifty state governments.
o Washington D.C.
o Five territorial governments.
o Thousands of city, county, and Native
American tribal governments.
Policy Formulation Goal:
o The people engaged in formulation are
usually looking ahead toward policy
adoption.
o Particular provisions may be included
or excluded from a proposal.
o In an attempt to enhance its likelihood
of adoption.
Policy Adoption:
o Is the approval of a policy proposal by
the people.
o With requisite authority, such as
legislature or chief executive.
o This approval gives the policy legal
force.
Requirement of Policy Adoption:
o Most public policies in the United
States result from legislation.
o Policy adoption frequently requires
building a series of majority coalitions.
o Necessary to secure the enactment of
legislation in Congress.
Policy Adoption:
o To secure the needed votes, a bill may
be watered down.
o Or modified to any point in the
legislative process.
o The bill may fail to win a majority at
one of them and die, at least for the
time being.
CONSEQUENCES OF CONGRESSIONAL POLICY ADOPTION:
o Complex legislation may require
substantial periods of time in order to
pass.
o The legislation passed is often
incremental.
o Making only limited or marginal
changes in existing policy.
o Legislation is frequently written in
general or ambiguous language.
CONSEQUENCES OF CONGRESSIONAL POLICY ADOPTION:
o Language such as this may provide
considerable discretion to the people
who implement the law.
o And also leave them in doubt as to its
intended purposes.
POLICY IMPLEMENTATION
o Is the process of carrying out public
policies.
o Most of which are implemented by
administrative agencies.
o Some policies, however, are enforced
in other ways.
POLICY IMPLEMENTATION: VOLUNTARY COMPLIANCE
o Implementation by business and
individuals.
o For examples when the grocers take
out-of-date products off their shelves.
Implementation by the Courts:
o Called on to interpret the meaning of
legislation,
o Review the legality of agency rules and
actions,
o Determine whether institutions such as
prisons and mental hospitals conform
to legal and constitutional standards.
o To implement the public policies within
their jurisdictions.
MATCH BELOW
o Public health officials will use laws
prohibiting smoking in public places.
o Taxes on the sales of tobacco process
o Warning labels on packs of cigarettes
o Anti-smoking commercials on TV.
TERMS TO MATCH: Authoritative,
Incentive, Capacity, Hortatory
Implementation in Administrative Agencies:
o Authoritative
o Incentive capacity.
o Honorary
Policy Implementation Authoritative Techniques:
o Rest on the notion that people’s
actions must be directed or restrained
by government.
o In order to prevent or eliminate
activities or products that are unsafe,
unfair, evil, or immoral.
o For example: consumer safety of
products or radio stations fined if
obscenity is aired.
Policy Implementation (Incentive Techniques):
o Encourage people to act in their own best interest.
o By offering payoffs or financial inducements to get them to comply with public policies.
o Such policies may provide tax deductions to encourage charitable giving.
o Or the purchase of alternative fuel vehicles such as hybrid automobiles.
Incentive Techniques:
o Farmers also receive subsidies to
make their production of wheat and
cotton or other goods more profitable.
o Sanctions such as high taxes may
discourage the purchase of products
such as liquor or tobacco.
Capacity Techniques:
o Provides people with information, education, training, or resources that enable them to participate in desired activities.
o The assumption underlying these techniques is that people have incentives.
o Or desire to do what is right but lack the capacity to act accordingly.
o Job training may enable able minded people to find work.
Hortatory Techniques:
o Encourage people to comply with policy by appealing to people’s “better instincts.”
o An effort to get them to act in desired ways.
o In this instance policy implementers assume that people decide how to act according to their personal value and beliefs.
o “Just Say No to Drugs.”
Hortatory Techniques:
o Government will turn to a combination
of authoritative, incentive, capacity,
and honorary approaches.
o To reach their goals with such issues
such as tobacco use.
GOVERNMENT WILL USE COMBINATION:
o Authoritative
o Incentive
o Capacity
o Hortatory approaches.
GOVERNMENT WILL USE COMBINATION EXAMPLE:
o Public health officials will use laws
prohibiting smoking in public places.
(Authoritative)
o Taxes on the sales of tobacco process
(Incentive)
o Warning labels on packs of cigarettes
(Capacity)
o Anti-smoking commercials on TV.
(Hortatory)
Budgeting:
o When Policy is adopted.
o Funding levels are recommended.
o But must be finalized by another set of
policy makers.
o Congress often separates the
authorizations of new policies.
o When a policy is adopted, funding levels
are recommended but must finalize by
another set of policy makers.
Budgeting:
o Congress often separates the authorizations of new policies from the appropriations of funds.
o So that debates do not delay or derail the national budgetary process.
o Whether a policy is well funded poorly funded, or funded at all has significant effect.
o On its scope, impact, and effectiveness.
Policy Evaluation:
o Seek to determine whether a course of
action is achieving its intended goals.
o Attempt to determine whether a policy
is being fairly or efficiently
administered.
o Although more objective, policy
makers may not base it on solid facts
through analyses.
Policy Evaluation:
o A program maybe judged to be a
good program.
o Simply because it is politically
popular.
o Fits the ideological beliefs of an
elected official.
THOSE WHO CONDUCT POLICY EVALUATION:
o Congressional committees
o Presidential Commissions
o Administrative agencies
o The Courts
o University Researchers
o Private research organizations
o Government Accounting Office (GAO)
WHAT LEGISLATORS AND ADMINISTRATORS DO:
o May formulate and advocate for an amendment.
o Designed to correct problems or shortcomings in a policy.
o The evaluation process may also result in the termination of policies.
o Policies may also be terminated automatically through sunset provisions, or “expiration dates.”
o That Congress can add to legislation.
WHAT LEGISLATORS AND ADMINISTRATORS DO:
o Not all of the government’s thousands of programs undergo full examination every year.
o But, over a period of several years, most programs come under scrutiny.
o The demise of programs is relatively rare.
o Troubled programs are often modified or allowed to limp along.
o Because it provides a popular service.
o Or is supported by a powerful organized interest group.
BUDGETORY PROCESS:
o An opportunity to review the
government’s Many policies and
programs.
o To inquire into their administration
to appraise their value and
effectiveness.
o To exercise some influence on their
conduct.
Chapter 15: Domestic Policy:
CHAPTER 15.2 FISCAL POLICY:
Describe the Scope of the Federal
Budget, and analyze problems
associated with the national deficit
and debt
(3Jn 1:2) Beloved, I wish above
all things that thou mayest prosper
and be in health, even as thy soul
prospereth.
FISCAL POLICY:
o Is the deliberate use of the national
government’s taxing and spending
policies.
o To maintain economic stability.
o The president and congress formulate
fiscal policy.
o Conduct it through the federal budget
process.
FISCAL POLICY:
o Government spending, taxing, and borrowing.
o Deficits or surpluses are the outcomes of these policy decisions.
o When government spending is not offset by tax revenue the result is a deficit at the end of the fiscal year.
o If however, tax revenue exceeds, spending, it results in a surplus.
APPLICATION QUESTION:
o Describe how the President and
Congress work together to implement
fiscal policy.
FISCAL POLICY:
o Increased government spending stimulates economic growth.
o Which can help the economy rebound from recession.
o It also means that government is likely to run a deficit.
o The continuation of deficits long term, especially after the economy has recovered, can have adverse effects.
o Including inflation and increased national debt.
NATIONAL DEBT:
o The total amount owned by the federal
government to its creditors, both
domestic and international.
o Financing a large national debt reduces
government savings and the amount of
capital available for investment.
o As the debt grows, interest payments
increase and mist be offset by tax
increases of spending cuts.
NATIONAL DEBT:
o If investor confidence in the government’s ability to manage its finances weakens.
o Lenders will charge the government higher interest rates.
o High debt also reduces the government’s ability to use taxes.
o And spending to address fiscal crisis in the future.
CONSTANT DEBATE: RIGHT COMBO OF GOVERNMENT …
o Spending
o Taxes
HISTORICAL RECAP:
o In much of the Nineteenth Century, the National government engaged in a limited role for government in the economy (Laissez Faire).
o Late nineteenth and early twentieth century) Congress began to expand its oversight of new economic developments (railroads and telecommunications).
o It also enacted antitrust laws to prevent large-scale monopolistic practices.
o (Great Depression) FDR established the New Deal and the federal government played an increasingly interventionist role through financial reforms, agricultural policy protection of laborers, and regulation of industry.
NATIONAL DEBT:
o A high national debt such as this can stifle economic growth and cause inflation.
o A rise in the general price levels of an economy.
o The national debt as with personal debt must be paid back with interest.
o This repayment can be costly proposition.
o That diverts attention and money from other governmental programs for years to come.
APPLICATION QUESTION:
o Compare and contrast Keynesian
economics and supply-side economics.
What political party would support which
system and explain why.
KEYNES ECONOMICS:
o A revolutionized economic policy theory.
o That asserts that spending by governments could prevent the worst impacts of recession and depression.
o Through increasing people’s disposable income to encourage economic activity.
o Even at the risk of running government deficits.
o This departed from Laissez Faire.
KEYNES ECONOMICS:
o Maintained that increasing demand would increase employment.
o Stimulating a cycle of economic growth much faster than a free market would accomplish on its own.
o The benefits of more immediate economic growth.
o Outweighed the cost of government deficits in the short run.
o Governments could increase demand through increased government spending.
o Tax cuts, or a combination of the two.
KEYNES ECONOMICS:
o Government spending would increase consumption and demand more directly than tax cuts.
o This is the case because people do not always spend their tax cuts.
o They often save the money or use it to pay down existing debt.
o The powerful instruments of fiscal policy are budget surpluses and deficits.
o These are achieved by manipulating the overall or aggregate levels of revenue and expenditures.
KEYNES ECONOMICS:
o JFK was the first to implement Keynes Economics.
o Brought in economists who believed that increased government spending.
o Even at the expense of an increase in the budget deficit was needed to achieve full employment.
o This thinking is consistent with Keynesian economics.
o Government intervention is often necessary to resolve the inefficiencies of the private sector.
KEYNES ECONOMICS:
o It was adopted through the Revenue Act of 1964 and signed by LBJ.
o The act reduced personal and corporate income tax rates.
o Contributed to the expansion of the economy throughout the remainder of the 1960s.
o Reduced the unemployment rate to less than 4 percent.
o Considered full employment.
KEYNES ECONOMICS:
o To appease conservatives,
Kennedy lowered taxes for the
middle class and corporate taxes.
o While increasing government
spending that helped expand the
economy and reduced
unemployment.
KEYNES ECONOMICS:
o To appease conservatives,
Kennedy lowered taxes for the
middle class and corporate taxes.
o While increasing government
spending that helped expand the
economy and reduced
unemployment.
SUPPLY SIDE ECONOMICS:
o Advanced by Reagan.
o The idea of deep cuts in the tax
rates paid by high earners would
stimulate new investment and
economic growth.
o Lower tax rates would ultimately
result in higher overall tax revenues
by expanding the size of the
economy.
SUPPLY SIDE ECONOMICS:
o The theory of “trickle-down
economics” tax cuts targeted at the
wealthy.
o Would create opportunities
throughout the entire economy.
o Because the wealthy would then
cause the private sector to grow.
o And to create new and better
paying jobs.
SUPPLY SIDE ECONOMICS:
o Reagan also endorsed cuts in spending on most nonmilitary programs.
o Promoted an ideology of rolling back the level of government regulation of the economy.
o In practice, the federal deficit expanded considerably.
o Due partly to lower tax revenues.
o Party to increased spending on defense.
FEDERAL BUDGET:
o This is not the norm for the federal government.
o The Constitution does not limit the annual deficit nor the overall level of debt for the federal government.
o For most of the first 200 years of U.S. history, the federal government usually ran annual budget deficits only in times of war or economic downturns.
o This pattern was broken in the 1980s, with peacetime deficits averaging, $206 billion between 1983 and 1992.
Chapter 15: Domestic Policy:
MONETARY POLICY: 15.3.
Assess the effectiveness of the
monetary policy tolls used by the
federal government to manage the
economy.
APPLICATION QUESTION:
o Describe what the Federal Reserve
does for monetary policy.
MONETARY POLICY:
o Economic stability is also promoted
by monetary policy.
o By regulating the nation’s money
supply of money and influencing
interest rates.
FEDERAL RESERVE SYSTEM:
o Managing the nation’s money supply
and influencing interest rates.
o The system especially its board of
Governors, handle much of the day to
day management of monetary policy.
FEDERAL RESERVE SYSTEM:
o Created in 1913.
o They adjust the money supply to the need of agriculture, commerce, and industry.
o Comprises the Federal Reserve Board, the Federal Open Market Committee (FOMC).
o The twelve Federal Reserve Banks in regions throughout the country, and other member banks.
o Typically, the Board of Governors of the Federal Reserve System, a seven-member board dominates this process.
o The board is designed to be politically independent.
FEDERAL RESERVE SYSTEM:
o The president appoints (subjects to
Senate confirmation).
o The seven members of the Board of
Governors serve fourteen-year
overlapping terms.
o The president can remove a member
for stated causes but this has never
occurred.
FEDERAL RESERVE SYSTEM:
o The president designates one board member to serve as chair for a four-year-term.
o Runs from the midpoint of one presidential term to the midpoint of the next.
o To ensure economic stability during a change of administrations.
o It also prevents monetary policy from being influenced by political considerations.
FEDERAL RESERVE CHAIRMAN:
o Among the most high-profile and
powerful appointed officials in the
nation.
o With wide-ranging influence over the
U.S. economy.
MONETARY POLICY:
o The primary monetary policy tools are
the setting of reserve requirements for
member banks.
o Control of discount rate, and open
market operations.
OPEN MARKET OPERATIONS:
o The buying and selling of government securities by the Federal Reserve Bank.
o The Federal Open Market Committee meets periodically to decide on purchase or sale of government securities to member banks.
o When member banks buy long-term government bonds.
o They make dollar payments to the Fed and reduce the amount of money available for loans.
DISCOUNT RATE:
o Is the interest rate at which the Federal Reserve Board lends money to members banks.
o Lowering the discount rate encourages member banks to increase their borrowing from the Fed.
o Extend from loans at lower rates.
o This expands economic activity, since when rates are lower.
o More people should be able to qualify for car loans or mortgages.
o As a consequence of cheaper interest rates, more large durable goods such as houses and cars should be produced and sold.
RESERVE REQUIREMENTS:
o Set by the Federal Reserve designates portion of deposits that member banks must retain as backing of their loans.
o The reserves determine how much or how little banks can lend to businesses and consumers.
o For example, if the FRB changed the reserve requirements and allowed banks to keep $10 on hand, rather than $15 for every $100 in deposits that it held.
o It would free up additional money for loans.
PURCHASING SECURITIES:
o Fed purchases securities from
member banks in essence give the
banks an added supply of money.
o This action increases the availability
of loans and should decrease
interest rates.
o Decrease in interest rates stimulate
economic activity.
MORAL SUASION:
o FRB uses this to influence the actions of banks and other members of the financial community.
o By suggestion, exhortation, and informal agreement.
o Because of its commanding position as a monetary policy maker.
o The media, economists, and market observers pay attention to verbal signals sent by the Fed and its chair.
o With regard to economic trends and conditions.
FEDS AND THE ECONOMIC CRISIS (2008):
o Played a critically important function.
o In part because it can be easily
implemented and has fewer long-
term financial consequences.
o Than the deficit spending typified by
fiscal policy.
FEDS AND THE ECONOMIC CRISIS (2008):
o In early 2008, responded quickly to
economic slowdown.
o Taking extraordinary action to lower
interest rates.
o Engaging in large open market
operations and discount rate
reductions.
o To increase liquidity in the markets.
FEDS AND THE ECONOMIC CRISIS (2008):
o The Feds also injected large-scale funds into the U.S. banking system.
o By offering banks low-interest, one-month loans to ease the tightening credit conditions.
o It later took action to adjust mortgage lending rules and expand the commodities that U.S. markets could borrow against.
o In order to increase the money supply in the market.
Chapter 15: Domestic Policy:
HEALTH POLICY 15.4: Describe
the Current U.S. Policy in Health
Care
WHO IS RESPONSIBLE FOR PUBLIC HEALTH ISSUES?
o States and localities traditionally had primary responsibility for public health issues.
o Including public sanitation clean water programs, immunization programs.
o Other activities designed to reduce the incidence of infectious and communicable diseases.
PUBLIC HEALTH AND THE FEDERAL GOVERNMENT:
o Extends to a wide range of policy areas.
o Many millions of people receive medical care through the medical branches of the armed forces.
o The hospitals, and medical programs of the Department of Veteran Affairs.
o The Indian Health Service.
PUBLIC HEALTH AND THE FEDERAL GOVERNMENT:
o In the 1960s the government began funding health programs for senior citizens.
o The poor and disabled
o Known as Meidcare (elderly) and Medicaid (the poor).
o Medicare began to cover many costs of prescription drugs beginning in 2006.
PUBLIC HEALTH AND THE FEDERAL GOVERNMENT:
o In 2010, the Democratic Congress passed and President Obama signed into law, the Affordable Care Act.
o It expanded the federal government’s role in providing health insurance and in ensuring access to quality care.
o The Federal Government is critical to the nation’s response to public health challenges.
o Including basic research, prevention of disease, and control of chronic illnesses.
APPLICATION QUESTION:
o What is the Constitutional justification for
the Affordable Care Act?
o What would be the justification that the
Affordable Care Act as Unconstitutional?
Affordable Care Act
o The primary purpose was to ensure that nearly all Americans would have access to health care coverage.
o This includes those living in poverty, who are eligible for special government subsidies.
o Financed by a number of taxes and fees.
o An increase in the Medicare tax for Americans earning more than $200,000 per year.
o Americans do not have to buy in to these exchanges have the option of retaining their private health insurance if they so choose.
Affordable Care Act
o It requires by law that every American have some form of health insurance of else pay a fine.
o This individual mandate was necessary.
o So that the overall pool of those purchasing health insurance would be large enough.
o That the premiums of healthy people help to underwrite the costs of care to the smaller proportion of more seriously ill people.
Affordable Care Act Criticism:
o Seen as a government takeover of the health care system and taking control from the private sector.
o Higher than anticipated premiums and co-pays for some and the cost of burden placed on smaller businesses.
o Religious objections by employers required to provide access to birth control.
o Website crash of enrollment site.
Health Insurance:
o The legislation has been unpopular
with state governments.
o Who believe that it’s an
infringement of state’s reserved
powers (Tenth Amendment).
o Supreme Court upheld its
Constitutionality.
Government Major Role In Public Health:
o Managing the growth of both infectious and chronic disease.
o From AIDS to obesity, public policy makers have attempted to use government power to fight threats to the nation’s health.
o Among the tools employed by government are immunizations, education, advertisements, and regulations.
Public Health:
o Government requires young children to be immunized if they are to be enrolled in day care, preschool, or elementary school to prevent spread of contagious diseases.
o Public health officials also use vaccines in the adult population to manage the spread of disease such as influenza (the flu).
o While-not requiring citizens to receive flu shots.
o The government recommends the high-risk (infants, seniors, citizens) receive immunizations and also subsidizes vaccines for low-income populations.
FINANCING MEDICAL RESEARCH BY THE FEDERAL GOVERNMENT
o The national Institutes of Health (NIH)
o The National Cancer Institute
o The national Heart, Lung, and Blood Institute
o The National Institute of Allergy Infectious Diseases, and other NID institutes.
o NIH scientists and scientists at universities, medical schools, and other research facilities.
o Receiving NIH research grants conduct the research.
APPLICATION QUESTION:
o What is the Constitutional justification for
establishing the CDC, FDA, and EPA?
o What would certain conservatives and
libertarians think of these agencies?
Center of Disease Control and Prevention:
o Tasked with prevention and management of infectious disease.
o Food and water-borne pathogens.
o Environmental health occupational safety.
o Injury prevention.
o Conditions such as obesity and diabetes.
(FOOD AND DRUG ADMINISTRATION) REGULATORY ROLE:
o Substances as tobacco
products
o Dietary supplements
o Pharmaceutical drugs
o Vaccines
o Food
o Cosmetics
o Veterinary products.
Environmental Protection Agency:
o United States initiated a large number of programs intended to stave off the harmful effects that pollution has on health.
o Created the EPA.
o Which now serves as the primary environmental regulator in the country.
o These legislative accomplishments addressed myriad environmental concerns.
o Most significantly water and air pollution.
Chapter 15: Domestic Policy:
15.5 Describe current U.S. Policy
in Primary, Secondary, and Higher
Education.
APPLICATION QUESTION:
o Describe the role of the Department of
Education.
o Explain how the Federal Government is
involved in Education policy where
responsibility is shared by state and
local governments.
Brown v. Board of Education
o During the 1960s, that legally
desegregated schools.
TITLE IX: EDUCATION AMENDMENTS
o Enforcement of civil rights legislation
related to both race and gender.
o Required the national government to
increasingly involve itself in directly in
education.
DEVELOPMENT OF EDUCATION POLICY:
o Policy making with regard to primary and secondary education in the U.S.
o Represents an important example of the intertwining nature of American federalism.
o Involving the active participation of the federal, state, and local governments, as well as many counties.
o Native American tribal governments.
o Neighborhood school districts.
DEVELOPMENT OF EDUCATION POLICY:
o It highlights the strengths of federalism.
o Such as flexibility and grassroots participation.
o The controversies, including the appropriate level of federal involvement
o The allocation of fair share of resources across lines of race, ethnicity, and social economic status.
o Primary and secondary education also accounts for a large share of federal government spending.
o Totaling $40 billion in 2015, or 4 percent of federal spending.
Department of Education:
o President Carter established in 1979.
o The Cabinet-level agency was created
specifically to guide national education
policy.
o Establish education opportunity
programs and curriculum guidelines.
o Construct national examinations for
administration in local schools.
The No Child Left Behind Act NCLB (2002)
o It was designed to monitor student
achievement in schools.
o Paying special attention to
disadvantaged student populations.
o The aim was to set high standards and
establish measurable goals.
o As a method of improving American
education across states.
CRITICISM OF NCLB
o Set unrealistic and overly broad standards
to a particular detriment of already-
challenged populations.
o Such as low-income families.
o Students with disabilities.
o English learners
o Native American Students
o Foster and homeless youth
o Migrant and seasonal farmworker children
EVERY STUDENTS SUCCEED ACT (ESSA)
o It replaced NCLB.
o Which restores greater control to
states over issues of accountability,
teacher quality, and school
improvement.
COMMON CORE STATE STANDARDS INITIATIVE:
o ESSA also largely withdrew federal support for the Common Core State Standards Initiative.
o Common Core is jointly sponsored by the National Governors Association and the Council of Chief State School Officers.
o To establish a set of clear college-and career-ready standards for K-12 in language and math.
o Criticism includes one-size-fits-all approach.
o Overemphasized rote learning over true comprehension.
SCHOOL CHOICE:
o Argument that children attending
failing schools should have an option
to enroll at a more successful
institution.
o In some cases, this may mean sending
a child to another public school in the
district or a private school.
Vouchers:
o Certificates issued by the government,
o That may be applied toward the costs of attending private or other public schools.
o These certificates are usually in the amount that it would cost to educate a student in their local public school.
o This is a popular way to implement a school choice policy.
CHARTER SCHOOLS:
o Parents may also choose to send their children to charter schools.
o Charter schools are semi-public schools founded by universities, corporations, or concerned parents.
o They have open admission and some support from the government.
o They may receive private donations to increase the quality of education.
o Students interested in attending a school exceeds the openings available.
o Students are usually selected by means of random lottery.
CHARTER SCHOOLS:
o Critics charge that it is difficult to ensure that charter schools are meeting educational standards.
o A system that cannot accommodate all students interested in attending is inherently flawed.
o Because charter schools are semi-private.
o They do not have the same controls on curriculum.
o The fact there is not enough slots of those who want to attend create inequality.
Higher Education:
o The Federal Government provides
indirect support through funding of
research grants and financial
assistance to students.
o The Federal Government also funds
academies for the U.S. Army, Navy,
Air Force, Coast Guard, and
Merchant Marine.
Higher Education:
o Any school that received federal funding (K-12 or higher education).
o Must comply with Title IX of Educational Amendment Acts 1972.
o Barring any discrimination on the basis of sex in admissions, student financial aid, or athletics.
o Prominent in Higher Education policy is improving access to affordable higher education.
FEDERAL GOVERNMENT AND FINANCIAL AID:
o Federal Government spends more than $130 billion each year in grants and loans.
o Grants based on financial need does not require repayment.
o The Federal Direct Student Loan Program allows students and families to borrow money to pay for college with repayment (with interest).
o Deferred until a student graduates or leaves college.
o College work Study programs, provide part-time jobs to college students while enrolled in school, also rely on federal funding.
o Loans from private sources are also available to some students and families.
ISSUES FACING HIGHER EDUCATION:
o Increasing student loan debt.
o Economy not creating enough new
jobs to keep pace with well-educated
job seekers.
Chapter 15: Domestic Policy:
o SOCIAL WELFARE POLICY
o 15.6: Describe Current U.S.
Social Welfare Policy and
Programs
Joh_6:12 When they were filled,
he said unto his disciples, Gather
up the fragments that remain, that
nothing be lost.
APPLICATION QUESTION:
o What is the Constitutional justification for
social security and social welfare
programs?
o How is Federalism seen in social
welfare programs?
SOCIAL WELFARE PROGRAM: PROTECT FROM LOSS OF INCOME:
o Retirement
o Disability
o Unemployment
o Death,
o Absence of the family bread winner.
SOCIAL WELFARE PROGRAM: PROTECT FROM LOSS OF INCOME:
o Began during the New Deal Era
o Passage of the Social Security Act of
the 1930s.
SOCIAL WELFARE PROGRAM:
o Social Welfare programs are termed because the Constitution’s goal to “promote the general welfare.”
o These polices fall into major areas non-means tested programs.
o In which benefits are provided regardless of income.
o Means-tested programs (in which benefits are provided to those whose income fall below a designated level).
ENTITLEMENT PROGRAMS:
o Government benefits that all citizens
meeting eligibility criteria,
o Such as age.
o Income level
o Unemployment
o Legally “entitled to receive.”
ENTITLEMENT PROGRAMS:
o Spending for entitlement programs is
mandatory.
o Places a substantial ongoing financial
burden on the national and state
governments.
INCOME SECURITY: NON-MEANS TESTED
o Provides cash assistance to qualified beneficiaries, regardless of income.
o Contributions are made by or on behalf of the prospective beneficiaries, their employers or both.
o When a person becomes eligible for benefits, he or she is paid as a matter of right, regardless of wealth or unearned income.
o Sometime referred to as “social insurance” programs.
o These include programs for old age, survivors, and disability insurance (social security) and unemployment insurance.
INCOME SECURITY: MEANS TESTED
o Require that people must have incomes
below specified levels to be eligible for
benefits.
o Benefits of means-tested programs may
come either as cash or in-kind benefits.
o Such as help with finding employment or
child care.
o Included are nutrition programs and food
stamps.
SOCIAL SECURITY:
o Social Security is a non-means tested program that began as old-age insurance.
o Providing benefits only to retired workers.
o Its coverage extended to survivors of covered workers in 1939 and permanently disabled in 1956.
o Nearly all employees and most of the self-employed are now covered by Social Security.
o Current workers pay employment taxes that go directly toward providing benefits for retirees.
UNEMPLOYMENT INSURANCE:
o Unemployment Insurance is a non-means tested program.
o Financed by a payroll tax paid by employers.
o The program benefits full-time employees of companies of four or more people.
o Who become unemployed through no fault of their own
o State governments administer unemployment insurance programs.
o As a result unemployment programs differ a great deal in levels of benefit, length, of benefit payment, and eligibility for benefits.
SUPPLEMENTAL SECURITY INCOME:
o Is a means tested program that began
under the Social Security Act.
o As a government benefit for needy
elderly or blind citizens.
o By 1950, it was extended in coverage
to needy people who were
permanently and totally disabled.
SUPPLEMENTAL SECURITY INCOME:
o The Federal Government provides
primary funding for SSI.
o Prescribes minimum national benefit
levels.
o The States may also choose to
supplement national benefits.
o Forty-six states take advantage of this
option.
Chapter 15: Domestic Policy:
o TOWARD REFORM: ONGOING
CHALLENGES IN SOCIAL AND
ECONOMIC POLICY MAKING
CHAPTER 15.7
AGENDA SETTING STAGE:
o Difficult to establish a policy with competing factors.
o In addressing education reform, the competing values of local control versus national standards makes it difficult to gain consensus on a solution.
o Policy is formulated in the context of uncertainty.
o The incomplete information on long term costs results in instrumentalism describes the policy adoption stage.
IMPLEMENTATION STAGE:
o Policies can change shape as they
are carried out day to day by the
bureaucracy.
o Policies are constantly subject to
challenge in routine evaluations.
o Budget allocations.
o In constitutional challenges in the
courts.
IMPLEMENTATION STAGE:
o As new policy concerns rise, the policy-making cycle starts over again.
o At the same time, this process has limits.
o Political scientists have described an issue attention cycle.
o In which problems are easier to address when a crisis or critical mobilizing event captures the public’s attention.
o When crisis fades, public attention also.
o So attention shifts to another issue.
CHAPTER 16: U.S. Foreign Policy
Chapter 16: U.S. Foreign and Defense Policy:
o CHAPTER 16.1 Roots of U.S.
Foreign and Defense Policy.
Trace the evolution of U.S.
foreign and defense policy.
FOREIGN POLICY:
o Relates to how one country referred
to as a state.
o Builds relationships with other
countries in order to safeguard its
national interest.
Defense Policy:
o Is comprised of the strategies that a country uses to protect itself from its enemies.
o However, foreign and defense policy are interrelated.
o Many problems for which countries use defense policy are better addressed using well-planned foreign policy.
o A failure to make good foreign policy can necessitate the use of defense policy.
Chapter 16: U.S. Foreign and Defense Policy:
o 16.2: Foreign and Defense
Policy Decision Making.
Describe the roles of
government and of other
influences on U.S. foreign and
defense policy.
APPLICATION QUESTION:
o What powers do the President and
Congress have in regards to foreign and
defense policy?
The Executive Branch:
o The basic structure of foreign and defense policy decision making is laid out in the Constitution.
o The executive branch is the most powerful branch of government.
o In formulation and implementation of U.S. foreign and defense policy.
o The framers named the president commander in chief of the armed forces.
Congress:
o Congress also influences and shapes policy.
o Through oversight, treaties, appointments, appropriations, and the War Powers Act.
o Has power to fund the army and navy and to declare war.
o But those agreements only take effect after the Senate ratifies them by a two-thirds majority.
o The president appoints ambassadors and other key foreign and military affairs officials.
o The Senate grants advice and a majority of senators must give them consent to nominees.
Judicial Branch:
o Addresses the role of executive authority.
o Actions by Congress and the Executive are subject to judicial review,
o The judiciary tends to provide the elected branches with a great deal of latitude on foreign and military affairs.
DESCRIBE THESE DEPARTMENTS:
o Department of State
o Department of Defense
o Department of Homeland Security
o National Security Council
o The Intelligence Community
The Executive Branch:
o Is the central place for creating and implementing U.S. Foreign and defense policy.
o Within the Executive Branch the president is the most important individual.
o The Department of State is primarily responsible for foreign, diplomatic activity.
o Department of Defense for military policy.
The Executive Branch Agencies & Defense Policy:
o The National Security Council. The
Joints Chief of Staff.
o The Central Intelligence Agency
o Provide additional resources for the
president.
o The Department of Homeland
Security has a role to play in foreign
and defense policy making.
The President:
o The president is preeminent in
foreign and defense policy.
o Has greater access to and control
over information than any other
government official or agency.
o Who alone can act with little fear
with his actions will be
countermanded.
NATIONAL SECURITY COUNCIL:
o Also come to increasingly rely on
organizations and individuals within
the White House.
o To help them make foreign policy.
o The most notable is the National
Security Council (NSC) led by the
National Security Advisor.
NATIONAL SECURITY COUNCIL:
o Brings together key foreign policy actors.
o From the Department of State and Defense.
o Intelligence officials, military leaders, presidential advisors.
o The organization’s primary goal is to advise and assist the president on foreign and defense policy.
o Particularly in crisis situations when speed in decision making is essential.
o It is a significant player in foreign policy.
Department of State:
o According to tradition, is the chief
executive branch department
responsible for formulation and
implementation of U.S. foreign policy.
o The State Department serves as
linkage between foreign governments
and U.S. policy makers.
o A source of advice on how to deal with
these problems.
Department of State:
o The State Department includes a large bureaucracy in Washington D.C.
o As well as sprawling diplomatic corps composed of ambassadors.
o Lower level officials in every country with which the U.S. has diplomatic relations.
o Headed by the Secretary of State.
Department of State:
o The State Department must today navigate with the competing views of other departments.
o Within the executive branch in regards to foreign policy.
o The ambassador is often described as head of the “country team.”
o That operates inside a U.S. embassy.
Department of State:
o In the U.S. Embassy in Mexico.
o This means not only coordinating
with the Department of State.
o But also with the EPA, Defense
Department, DEA, etc.
Department of Defense: Chief Executive Branch Department:
o Responsible for formulation and implementation of U.S. military policy.
o Was formed after World War II.
o When the War Department and the Navy Department were combined.
o Into a central clearinghouse for military affairs.
o Their voice in policy making is greatest in questions involving the use of military force.
o The Secretary of Defense is the nation’s chief civilian military official.
o Subordinate only to the president.
Department of Defense: Chief Executive Branch Department:
o Prominent disagreements happen.
o Between professional military officers and civilians working in the office of the Secretary of Defense
o Between the separate branches of the armed services (Army, Navy, Air Force, and Marines),
o Over missions, weapons, priorities.
o To overcome these differences, the president relies on the Joint Chief of Staff.
Joint Chief of Staff:
o The Air force Chief of Staff.
o Chief of naval operations.
o Marine Commandant.
o To give a unified voice on the
concerns and needs of the military.
Department of Homeland Security:
o This Cabinet department was created
after 9/11.
o Coordinates domestic security efforts.
o Straddles the line between foreign and
domestic policy making.
o The department brought together
twenty-two existing agencies.
o Approximately thirty newly created
agencies under a single department.
Department of Homeland Security:
o Transportation Security Administration (TSA) (Aviation Security)
o The Federal Emergency Management Agency (FEMA) (Federal disaster relief).
o Customs and Border Protection.
o The Coast Guard.
o The Secret Service.
o Immigration services and enforcement.
o ICE (Immigration and Customs Enforcement).
The Intelligence Community:
o Is a term used to describe the agencies of the U.S. government.
o That are involved in the collection and analysis of information.
o Counterintelligence (the protection of U.S. Intelligence) and covert action.
o The head of the intelligence community is the Direction of National Intelligence (DNI).
o This was created after 9-11.
The Intelligence Community: The Central Intelligence Agency (CIA)
o Gathers and analyzes information
about the activities of foreign
countries and non-state actors.
o Also carries out covert operations to
advance American strategic interests.
o Which included even the toppling of
foreign governments.
OTHER KEY MEMBERS OF THE INTELLIGENCE COMMUNITY:
o The Bureau of Intelligence and Research in the Department of State.
o Defense Intelligence Agency.
o Military service intelligence agencies
o The National Security Agency in the Department of Defense.
o The Federal Bureau of Investigation in the Department of Justice
o The Department of Homeland Security.
o Coordinating these units can be difficult since each has control over its own budget.
o They did not always share the same intell with each other
o The Legislative Branch
o The Judiciary Branch
o Interest Groups
o Foreign Governments
Describe how the following entities
influence foreign policy.
Congress:
o The Constitution gave Congress fewer responsibilities in foreign and defense policy than the president.
o It has less influence over foreign and defense policy than does the president.
o Tends to be deferential to the executive in times of war or threats to national security.
o There is usually greater agreement on foreign and military affairs in the U.S.
o Than on most domestic issues.
Congress:
o For example, the attacks on September 11, 2001, prompted adoption of the U.S. Patriot Act.
o A law proposed by the Department of Justice and passed by Congress in October 2001.
o The law have the government greater law enforcement authority to gather intelligence domestically.
o Detain and deport immigrants, search business and personal records, etc.
Oversight:
o The common method of
congressional oversight is holding
hearings.
o Monitoring agency activities, as well
as the content and conduct of U.S.
policy.
o Conducting congressional oversight
by establishing reporting
requirements.
Oversight:
o Agencies are required to submit
annual evaluations.
o Congress routinely carries out
committee hearings.
o Monitoring agency activities as the
content and conduct of U.S. foreign
policy.
Oversight:
o State Department must submit annual evaluations of the nation’s human rights practices.
o The president must notify Congress “in a timely fashion” of CIA covert actions.
o Members of Congress also engage in oversight of foreign and defense policy by visiting other countries.
o Where they conduct “fact finding” missions.
o Meet with political leaders, businesspeople, and even dissidents.
Treaties and Executive Agreements:
o The Constitution gives the Senate explicit power to approve treaties.
o But the Senate has rejected treaties only twenty times in U.S. History.
o Presidents can avoid the treaty process by using executive agreements.
o Which unlike treaties do not require Senate approval.
o Prior to 1972, the president did not have to inform Congress of the text of these accords.
Treaties and Executive Agreements:
o Although many executive
agreements deal with routine foreign
policy matters.
o A great many also involve major
military commitments on the part of
the U.S.
o Such as establishing military bases
in other nations.
Treaties and Executive Agreements:
o This remains an evolving area of constitutional practice.
o For example, 2015, the Obama Administration agreed to a novel arrangement.
o In which both houses of Congress would have the opportunity to vote on whether to uphold a multilateral agreement with Iran regarding the dismantling of nuclear weapons program.
o In exchange of ending sanctions.
o No action was taken by Congress and the deal moved forward.
o President Trump has reversed this agreement.
Appointments:
o The Senate has authority to reject
the president’s nominees to high
military and diplomatic offices.
o Although this power is rarely
exercised in practice.
o The potential rejection by the
Senate can influence the
nominations made by presidents.
Appointments:
o The Constitution gives the president
the power to appoint ambassadors,
and other involved in foreign and
defense policy.
o It gives the Senate the responsibility
to provide advice and consent on
these appointments.
o The Senate has not exercised this
power in any systematic fashion.
Appointments:
o It has given its approval to its
nominees with little expertise largely
on the basis of their party affiliation.
o And contributions to presidential
campaign funds.
o It has also rejected otherwise
qualified nominees because of
objection to the president’s foreign
policies.
Appointments:
o Presidents have long circumvented
congressional approval.
o By using and creating new positions
not subject to Senate confirmation.
o Most recent presidents have created
policy czars.
o To coordinate the administration's
foreign policy in specific areas.
Appropriations:
o Congress also shapes foreign and defense policy through its power to appropriate funds.
o Its influence is felt through fights for control of the federal budget.
o Although the power to go to war is shared by the executive and legislative branches of government.
o The power to appropriate funds belong to the legislature alone.
Appropriations:
o After the president publicly commits the U.S. to a high profile course of action.
o It is very hard for Congress to intervene.
o Once U.S. troops were already involved in combat.
o Any effort to cut funding is seen as lack of support for American troops.
o Who could be endangered by budget shortfalls.
The War Powers:
o Under the Constitution, the
president is commander-in-chief of
the armed forces.
o But it is reserved to congress to
make a formal declaration of war.
The War Powers Act (1973):
o Tries to prevent future interventions overseas.
o Without specific congressional approval.
o The President is required to consult with Congress.
o Before deploying American troops into hostile situations.
o Under certain conditions, the President is required to report to Congress within forty-eight hours of deployment.
The War Powers Act:
o A presidential report can trigger a sixty-
day clock.
o That requires congressional approval
for any continued military involvement
past the sixty-day window.
o If Congress does not give explicit
approval within sixty days.
o The president then has thirty days to
withdraw the troops.
The War Powers Act:
o Under the act, the president can
respond to an emergency such as
rescuing endangered Americans.
o But cannot engage in a prolonged
struggle without congressional
approval.
The War Powers Act:
o It has not been an effective restraint
on presidential military authority.
o No president has recognized its
constitutionality.
o Nor has any president felt obligated
to inform Congress to military action.
o The President decided to send American troops to Yemen to protect its government from being taken over by Pro-Iranian forces. Describe what Congress can do if polls show that the American people are not in favor of this move.
APPLICATION QUESTION.
Judicial Branch:
o Has a limited role in foreign policy.
o As the courts have usually avoided clearly demarcating executive and legislative functions in this area.
o The judiciary has generally regarded most disputes over foreign policy to be political in nature.
o Thus not subject to judicial rulings.
Judicial Branch:
o They also recognize that courts have only limited institutional capabilities.
o With which to analyze complex military and intelligence data.
o On the relatively infrequent occasions in which the courts do intervene on foreign and military affairs.
o It is often to protect a core civil liberty.
Judicial Branch: Hamdan v. Rumsfield (2004),
o The court stated that the
military tribunals set up to try
detainees at Guantanamo
could not proceed.
o Since they did not conform to
U.S. law.
o Subsequently legislation,
however, authorized the
military tribunals, and the court
has upheld this authority.
INTEREST GROUPS:
o Interest groups such as the military-
industrial complex.
o Also play an important role in
shaping foreign policy.
Interest Groups: Business Groups
o The first type of interest groups that lobbies heavily on foreign policy issues.
o Controversial is the lobbying carried out by defense industries, often in cooperation with the military.
o These groups are identified as the military-industrial complex.
o A term coined by Eisenhower.
Interest Groups: Ethnic Interest Groups:
o Are heavily involved in Foreign
Policy decision making.
o Such as the American Israel Public
Affairs Committee.
Interest Groups: Foreign Governments and Companies:
o Are another organized interest
lobbying in this area.
o The most common concerns of
foreign governments are acquiring
foreign aid.
o Preventing hostile legislation from
being passed.
Ideological Public Interest Groups
o Are active in foreign policy lobbying.
o Such as Amnesty International or
Religious organizations.
o In issues such as human rights and
religious liberty.
o What ideological interest groups played
a role in the U.S. decision to move their
embassy to Jerusalem?
APPLICATION QUESTION.
OPINIONS VARY ON ISSUES:
o Military interventionism
o Free trade
o Environmental agreements
o Often vary widely on the basis of the
political ideology held by these
organizations.
POLITICAL PARTIES AND FOREIGN POLICY:
o Republicans typically assume a
more assertive, unilateral, and at
times belligerent approach.
o Democrats often are more
inclined toward diplomacy and
the use of multilateral
institutions.
PUBLIC OPINION:
o The American public is more
concerned with “butter” or
domestic policy than “guns”,
foreign policy.
o This makes foreign policy
challenges today.
o Describe how the various branches of Government played a role in the following Historical events.
o Japanese attack on Pearl Harbor. What did the president and congress do?
o American internment of Japanese American citizens.
o The Japanese surrender at the end of WWII.
APPLICATION QUESTION.
