Government by the People Structure, Action, and Impact, 2020 Presidential Election Edition, 27th Edi

Test Bank to accompany

GOVERNMENT BY THE PEOPLE Structure, Action, and Impact 2020 Presidential Election Edition TWENTY-SEVENTH EDITION

DAVID B. MAGLEBY Brigham Young University PAUL C. LIGHT New York University CHRISTINE L. NEMACHECK The College of William & Mary

1 Constitutional Democracy  Multiple-Choice Questions 1.

Who was the primary author of the Declaration of Independence and a champion of constitutional democracy? a. Thomas Jefferson b. George Washington c. John Adams d. John Locke Answer: a Topic: U.S. Government and Politics in Context (Structure) Learning Objective: 1.2 Describe the importance of citizen participation in constitutional democracy.

Skill Level: Remember the Facts Difficulty Level: Easy

2.

Which of the following is a feature of constitutional democracy? a. government is limited by a written document b. voting is required by law c. laws are voted on by the people d. voting rights are tied to property ownership Answer: a Topic: Defining Democracy (Structure) Learning Objective: 1.3 Describe democracy and the conditions conducive to its success.

Skill Level: Remember the Facts Difficulty Level: Moderate

3.

How is democracy defined?

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1

a. everyone is involved in politics and policy making b. government by the people c. the fragmentation of powers d. government by the few Answer: b Topic: Defining Democracy (Structure) Learning Objective: 1.3 Describe democracy and the conditions conducive to its success.

Skill Level: Remember the Facts Difficulty Level: Easy 4.

How does the Constitution guard against tyranny of the majority? a. by protecting certain rights, such as freedom of speech b. by giving states the power to nullify federal laws c. by requiring courts to issue decisions supported by public opinion d. by requiring free and fair elections Answer: a Topic: Defining Democracy (Structure) Learning Objective: 1.3 Describe democracy and the conditions conducive to its success.

Skill Level: Understand the Concepts Difficulty Level: Moderate

5.

What is the idea that a just government must derive its powers from the people it governs called? a. equality b. popular consent c. electoral politics d. national supremacy Answer: b Topic: Defining Democracy (Structure) Learning Objective: 1.3 Describe democracy and the conditions conducive to its success.

Skill Level: Remember the Facts Difficulty Level: Easy

6.

Governance according to the expressed preferences of the majority is known as which of the following? a. tyranny of the majority b. individual rights c. majority rule

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d. plurality principle Answer: c Topic: Defining Democracy (Structure) Learning Objective: 1.3 Describe democracy and the conditions conducive to its success.

Skill Level: Remember the Facts Difficulty Level: Easy 7.

In which type of election is the winner always determined by who gets the most votes, even if it is not more than half? a. a runoff election b. a plurality c. a recall election d. a majority Answer: b Topic: Defining Democracy (Structure) Learning Objective: 1.3 Describe democracy and the conditions conducive to its success.

Skill Level: Remember the Facts Difficulty Level: Easy

8.

Head Start, a program for disadvantaged preschool children, reflects the belief in ensuring __________. a. balanced government b. political equality c. individualism d. equal opportunity Answer: d Topic: Defining Democracy (Structure) Learning Objective: 1.3 Describe democracy and the conditions conducive to its success.

Skill Level: Understand the Concepts Difficulty Level: Moderate

9.

Which of the following is a central feature of capitalism? a. private property b. separation of powers c. government-controlled prices d. equally distributed wealth Answer: a Topic: Defining Democracy (Structure)

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Learning Objective: 1.3 Describe democracy and the conditions conducive to its success.

Skill Level: Understand the Concepts Difficulty Level: Moderate 10.

What is a favorable condition for democracy? a. equality of wealth b. ideological divisions c. instability in society d. an educated citizenry Answer: d Topic: Defining Democracy (Structure) Learning Objective: 1.3 Describe democracy and the conditions conducive to its success.

Skill Level: Understand the Concepts Difficulty Level: Moderate

11.

What role did George Washington play in the Constitutional Convention? a. He represented the views of the Anti-Federalists. b. He was the chief negotiator of the three-fifths compromise. c. He presided over the meeting but spoke little during deliberations. d. He supported preserving the Articles of Confederation.

Answer: c Topic: The Constitutional Convention of 1787 (Action) Learning Objective: 1.5 Identify the issues resolved by compromise during the writing of the Constitution.

Skill Level: Understand the Concepts Difficulty Level: Moderate

12.

Under the Articles of Confederation, how were disputes between the states settled? a. by the Supreme Court b. by the president c. by state courts d. by state legislatures Answer: c Topic: The Roots of the American Constitutional Experiment (Structure) Learning Objective: 1.4 Identify pre-Revolutionary concepts central to the new government and the problems under the Articles of Confederation.

Skill Level: Understand the Concepts Difficulty Level: Moderate

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13.

What was the initial purpose for the meeting of delegates in Philadelphia in May 1787? a. to write the Declaration of Independence b. to amend the Articles of Confederation c. to abolish state laws d. to create a national bank Answer: b Topic: The Roots of the American Constitutional Experiment (Structure) Learning Objective: 1.4 Identify pre-Revolutionary concepts central to the new government and the problems under the Articles of Confederation.

Skill Level: Understand the Concepts Difficulty Level: Moderate

14.

Patrick Henry was initially opposed to the ratification of the Constitution. What change was made to address his concern? a. James Madison promised a bill of rights would be added. b. A promise was made to abolish slavery in the future. c. A bicameral legislative structure was adopted. d. George Washington promised to limit the power of Congress.

Answer: a Topic: To Adopt or Not to Adopt? (Impact) Learning Objective: 1.6 Evaluate the arguments for and against the ratification of the Constitution.

Skill Level: Analyze It Difficulty Level: Difficult

15.

Which country has a centralized authority in charge of its political system? a. Germany b. the United States c. China d. Mexico Answer: c Topic: Defining Democracy (Structure) Learning Objective: 1.3 Describe democracy and the conditions conducive to its success.

Skill Level: Understand the Concepts Difficulty Level: Moderate

16.

Historian Charles Beard argued that the primary motive of the Framers of the Constitution was which of the following? a. protection from foreign threats 5 .

b. the enshrinement of the majority rule principle c. protection of their own economic self-interests d. westward expansion of the country Answer: c Topic: The Roots of the American Constitutional Experiment (Structure) Learning Objective: 1.4 Identify pre-Revolutionary concepts central to the new government and the problems under the Articles of Confederation.

Skill Level: Understand the Concepts Difficulty Level: Moderate 17.

What was Shays’ Rebellion? a. the initial uprising by the Americans against the British b. a demonstration of the need for every state to form an army c. a revolt by enslaved persons that led to the three-fifths compromise d. an uprising in western Massachusetts protesting mortgage foreclosures Answer: d Topic: The Roots of the American Constitutional Experiment (Structure) Learning Objective: 1.4 Identify pre-Revolutionary concepts central to the new government and the problems under the Articles of Confederation.

Skill Level: Recall the Facts Difficulty Level: Moderate

18.

Which of the following best supports the idea that the United States has a balanced government? a. No single interest dominates the national government. b. The president and legislature have no shared powers. c. State governments can veto laws of the national government. d. The people must approve constitutional amendments by popular vote.

Answer: a Topic: The Constitutional Convention of 1787 (Action) Learning Objective: 1.5 Identify the issues resolved by compromise during the writing of the Constitution.

Skill Level: Apply What You Know Difficulty Level: Difficult

19.

Which of the following people would most likely have been an Anti-Federalist? a. a banker from New York b. a lawyer from Pennsylvania c. a farmer from Georgia d. a business owner from North Carolina Answer: c 6 .

Topic: To Adopt or Not to Adopt? (Impact) Learning Objective: 1.6 Evaluate the arguments for and against the ratification of the Constitution.

Skill Level: Apply What You Know Difficulty Level: Difficult 20.

Most delegates to the Constitutional Convention accepted the idea of a. state supremacy. b. a direct democracy. c. a republican government. d. a strong executive.

Answer: c Topic: The Constitutional Convention of 1787 (Action) Learning Objective: 1.5 Identify the issues resolved by compromise during the writing of the Constitution.

Skill Level: Understand the Concepts Difficulty Level: Difficult

21.

The three-fifths compromise was a compromise between which of the following? a. Whigs and Democratic Republicans b. northern and southern states c. Federalists and Anti-Federalists d. large and small states Answer: b Topic: The Constitutional Convention of 1787 (Action) Learning Objective: 1.5 Identify the issues resolved by compromise during the writing of the Constitution.

Skill Level: Understand the Concepts Difficulty Level: Moderate

22.

Why were the proceedings of the Constitutional Convention kept secret? a. to make it difficult for delegates to change their minds after debate and discussion b. to encourage delegates to speak freely c. so there would be fewer disagreements during the convention d. so that foreign leaders would not sabotage the convention Answer: b Topic: The Constitutional Convention of 1787 (Action) Learning Objective: 1.5 Identify the issues resolved by compromise during the writing of the Constitution.

Skill Level: Analyze It Difficulty Level: Difficult

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23.

A delegate from a small state at the Constitutional Convention would have most likely supported which of the following as the basis for representation in the legislature? a. the Virginia Plan b. the concept of bicameralism c. the supremacy clause d. the New Jersey Plan Answer: d Topic: The Constitutional Convention of 1787 (Action) Learning Objective: 1.5 Identify the issues resolved by compromise during the writing of the Constitution.

Skill Level: Apply What You Know Difficulty Level: Difficult

24.

What did the Federalists favor? a. strong state governments, relative to the central government b. an all-powerful central government c. a stronger national government, relative to the state governments d. strong economic ties to foreign powers Answer: c Topic: To Adopt or Not to Adopt? (Impact) Learning Objective: 1.6 Evaluate the arguments for and against the ratification of the Constitution.

Skill Level: Analyze It Difficulty Level: Difficult

25.

Why did the Federalists argue against inclusion of a bill of rights in the Constitution? a. The explicit guarantee of some rights might imply the denial of other rights. b. All rights were already covered by the Declaration of Independence. c. Trying to agree on which rights to include would tear the new country apart. d. All states currently had their own bills of rights.

Answer: a Topic: To Adopt or Not to Adopt? (Impact) Learning Objective: 1.6 Evaluate the arguments for and against the ratification of the Constitution.

Skill Level: Analyze It Difficulty Level: Difficult

26.

What regions of the country tended to oppose ratification of the new Constitution? a. urban areas b. seaboard regions 8 .

c. backcountry regions d. southern states Answer: c Topic: To Adopt or Not to Adopt? (Impact) Learning Objective: 1.6 Evaluate the arguments for and against the ratification of the Constitution.

Skill Level: Understand the Concepts Difficulty Level: Moderate 27.

What was The Federalist? a. a book written by George Washington justifying the revolution b. a book written by Thomas Jefferson while he was the U.S. ambassador to France c. a series of essays to encourage opposition to the Annapolis Convention d. a series of essays written to encourage ratification of the proposed Constitution Answer: d Topic: To Adopt or Not to Adopt? (Impact) Learning Objective: 1.6 Evaluate the arguments for and against the ratification of the Constitution.

Skill Level: Understand the Concepts Difficulty Level: Moderate

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2 Constitutional Foundations  Multiple-Choice Questions 1.

__________ is a type of government in which one person with unlimited power rules. a. An autocracy b. A republic c. A unified government d. An oligarchy Answer: a Topic: Constitutional Framework (Structure) Learning Objective: 2.1 Describe the framework for government expressed in the Constitution.

Skill Level: Remember the Facts Difficulty Level: Easy

2.

What is the name given to the law that defines right from wrong and is often regarded as higher than human law? a. original law b. common law c. natural law d. universal law Answer: c Topic: Constitutional Framework (Structure) Learning Objective: 2.1 Describe the framework for government expressed in the Constitution.

Skill Level: Remember the Facts Difficulty Level: Easy

3.

Which body decides how states must either accept or reject constitutional amendments? a. the Supreme Court b. the president c. state legislatures

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d. Congress Answer: d Topic: Changing the Letter of the Constitution (Impact) Learning Objective: 2.3 Describe the process by which the Constitution can be changed.

Skill Level: Remember the Facts Difficulty Level: Moderate 4.

Which of the following is a drawback of divided government? a. It leads to a significant decrease in governmental performance. b. It makes it difficult for voters to hold anyone or any party accountable. c. It makes Congress unable to check the power of the president. d. It leads to lower trust in Congress.

Answer: b Topic: Constitutional Framework (Structure) Learning Objective: 2.1 Describe the framework for government expressed in the Constitution.

Skill Level: Analyze It Difficulty Level: Difficult

5.

The U.S. Constitution was adopted in response to the weaknesses of the Articles of __________. a. Unity b. Revolution c. America d. Confederation Answer: d Topic: Constitutional Framework (Structure) Learning Objective: 2.1 Describe the framework for government expressed in the Constitution.

Skill Level: Remember the Facts Difficulty Level: Easy

6.

Why did the Framers adopt the separation of powers system? a. to prevent tyranny b. to promote efficiency c. to promote democratic rule d. to ensure flexibility Answer: a Topic: Constitutional Framework (Structure) Learning Objective: 2.1 Describe the framework for government expressed in the Constitution.

Skill Level: Analyze It Difficulty Level: Difficult

7.

The Supreme Court’s decision in Marbury v. Madison hinged on an interpretation of 11 .

a. the grant of original jurisdiction in Article III. b. the commerce clause in Article I. c. the Necessary and Proper Clause in Article I. d. the privileges and immunities clause in Article IV. Answer: a Topic: Judicial Review and Constitutional Interpretation (Action) Learning Objective: 2.2 Describe the constitutional foundations of the federal judiciary and judicial review.

Skill Level: Understand the Concepts Difficulty Level: Moderate

8.

Decisions like Brown v. Board of Education and Griswold v. Connecticut both support the idea that the Supreme Court a. is reluctant to change what the Constitution means. b. interprets the Constitution differently over time. c. sticks to a strict interpretation of the Constitution. d. creates consensus on how the Constitution should be read.

Answer: b Topic: Changing the Letter of the Constitution (Impact) Learning Objective: 2.3 Describe the process by which the Constitution can be changed.

Skill Level: Analyze It Difficulty Level: Difficult

9.

Which of the following is one reason people may want to propose amendments to the Constitution? a. Americans feel strongly that the equal protection clause is not adequately enforced. b. Groups frustrated by Supreme Court decisions hope to make constitutional something previously ruled unconstitutional. c. People get impatient while waiting for their case to get to the Supreme Court, so they try to bypass it. d. Special-interest groups try to resist evolving changes in the culture of the nation.

Answer: b Topic: Changing the Letter of the Constitution (Impact) Learning Objective: 2.3 Describe the process by which the Constitution can be changed.

Skill Level: Analyze It Difficulty Level: Difficult

10.

Which of the following generally favored a stronger national government and supported the proposed U.S. Constitution?

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a. Jeffersonian Republicans b. Southern Democrats c. Federalists d. Constitutionalists Answer: c Topic: Judicial Review and Constitutional Interpretation (Action) Learning Objective: 2.2 Describe the constitutional foundations of the federal judiciary and judicial review.

Skill Level: Remember the Facts Difficulty Level: Easy 11.

Since 1789, how many times has the House of Representatives impeached a president? a. zero b. three c. five d. ten Answer: b Topic: Constitutional Framework (Structure) Learning Objective: 2.1 Describe the framework for government expressed in the Constitution.

Skill Level: Remember the Facts Difficulty Level: Easy

12.

How many amendments are contained in the Bill of Rights? a. 27 b. 17 c. 10 d. 33 Answer: c Topic: Constitutional Framework (Structure) Learning Objective: 2.1 Describe the framework for government expressed in the Constitution.

Skill Level: Remember the Facts Difficulty Level: Easy

13.

James Madison sought to prevent the tyranny of the __________ by distributing governmental authority among several branches. a. minority b. wealthy c. majority d. king Answer: c Topic: Constitutional Framework (Structure) 13 .

Learning Objective: 2.1 Describe the framework for government expressed in the Constitution.

Skill Level: Understand the Concepts Difficulty Level: Moderate 14.

In The Federalist No. 51, James Madison explained how the Constitution both __________ and __________ powers. a. centralizes; devolves b. democratizes; distributes c. grants; limits d. expands; contracts Answer: c Topic: Constitutional Framework (Structure) Learning Objective: 2.1 Describe the framework for government expressed in the Constitution.

Skill Level: Understand the Concepts Difficulty Level: Moderate

15.

Which of the following is a method of ratification for a constitutional amendment? a. by three-fourths of the state legislatures b. by three-fourths of the state governors c. by three-fourths of voting-age citizens d. by three-fourths of the Supreme Court Answer: a Topic: Changing the Letter of the Constitution (Impact) Learning Objective: 2.3 Describe the process by which the Constitution can be changed.

Skill Level: Remember the Facts Difficulty Level: Easy

16.

How did the Federalists react when they were defeated by Thomas Jefferson in 1800? a. They proposed an amendment to the Constitution that would weaken Jefferson’s role. b. They tried to retain power through the judiciary by packing it with their appointees. c. They were not concerned, as they still had control of both houses of Congress. d. They attempted to prevent Jefferson from being inaugurated as president.

Answer: b Topic: Judicial Review and Constitutional Interpretation (Action) Learning Objective: 2.2 Describe the constitutional foundations of the federal judiciary and judicial review.

Skill Level: Understand the Concepts Difficulty Level: Moderate

17.

Which constitutional amendment allowed voting by all qualified citizens aged 18 or older?

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a. Twenty-Sixth b. Fifteenth c. Twentieth d. Nineteenth Answer: a Topic: Changing the Letter of the Constitution (Impact) Learning Objective: 2.3 Describe the process by which the Constitution can be changed.

Skill Level: Remember the Facts Difficulty Level: Easy 18.

Which of the following philosophers greatly influenced James Madison’s beliefs regarding the nature of liberty? a. John Dewey b. John Locke c. Thomas Paine d. Thomas Hobbes Answer: b Topic: Constitutional Framework (Structure) Learning Objective: 2.1 Describe the framework for government expressed in the Constitution.

Skill Level: Understand the Concepts Difficulty Level: Moderate

19.

Which of the following statements regarding executive orders is true? a. Executive orders can be revoked by future presidents. b. Executive orders cannot be challenged in the court system. c. Executive orders can only be authorized by Congress. d. Executive orders cannot enforce new legislation.

Answer: a Topic: Changing the Letter of the Constitution (Impact) Learning Objective: 2.3 Describe the process by which the Constitution can be changed.

Skill Level: Understand the Concepts Difficulty Level: Moderate

20.

In United States v. Eichman, the Supreme Court struck down a statute that prohibited a. student protests. b. leafleting on private property. c. flag desecration. d. school prayer.

Answer: c Topic: Changing the Letter of the Constitution (Impact) Learning Objective: 2.3 Describe the process by which the Constitution can be changed.

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Skill Level: Remember the Facts Difficulty Level: Moderate 21.

Recent debate over the Second Amendment involves which of the following issues? a. the right to bear arms b. the right to a minimum wage c. the right to own property d. the right to travel from state to state Answer: a Topic: Changing the Letter of the Constitution (Impact) Learning Objective: 2.3 Describe the process by which the Constitution can be changed.

Skill Level: Understand the Concepts Difficulty Level: Easy

22.

What was the most important means the Framers used to make sure that elected government officials would observe the constitutional limits on their powers? a. partisanship b. the court system c. unified government d. free and fair elections Answer: d Topic: Constitutional Framework (Structure) Learning Objective: 2.1 Describe the framework for government expressed in the Constitution.

Skill Level: Understand the Concepts Difficulty Level: Moderate

23.

The Bill of Rights a. defined how the Constitution could be amended. b. expanded the power of Congress. c. was added after the Constitution was ratified. d. created a bicameral Congress.

Answer: c Topic: Constitutional Framework (Structure) Learning Objective: 2.1 Describe the framework for government expressed in the Constitution.

Skill Level: Remember the Facts Difficulty Level: Easy

24.

What term refers to a situation when a single party controls both the White House and both houses of Congress? a. unified government b. checks and balances 16 .

c. tyranny of the majority d. separation of powers Answer: a Topic: Constitutional Framework (Structure) Learning Objective: 2.1 Describe the framework for government expressed in the Constitution.

Skill Level: Understand the Concepts Difficulty Level: Easy 25.

Which of the following occurs when Congress creates legislation to change the meaning of the Constitution without actually amending it? a. congressional elaboration b. executive privilege c. impoundment d. executive order Answer: a Topic: Changing the Letter of the Constitution (Impact) Learning Objective: 2.3 Describe the process by which the Constitution can be changed.

Skill Level: Understand the Concepts Difficulty Level: Moderate

26.

On what basis did the Supreme Court uphold the portion of the Patient Protection and Affordable Care Act that requires Americans to purchase health insurance? a. Congress’s authority to regulate interstate commerce b. Congress’s taxing authority c. the supremacy clause d. the equal protection clause Answer: b Topic: Changing the Letter of the Constitution (Impact) Learning Objective: 2.3 Describe the process by which the Constitution can be changed.

Skill Level: Understand the Concepts Difficulty Level: Moderate

27.

James Madison stated that the accumulation of all powers—legislative, executive, and judiciary—in the same hands is the definition of which of the following? a. democracy b. tyranny c. centralization d. majority Answer: b Topic: Constitutional Framework (Structure) Learning Objective: 2.1 Describe the framework for government expressed in the Constitution.

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Skill Level: Understand the Concepts Difficulty Level: Moderate 28.

Which of the following carries the full force of law and does not require congressional approval, although it is subject to legal challenge? a. constitutional elaboration b. executive order c. impoundment d. executive privilege Answer: b Topic: Changing the Letter of the Constitution (Impact) Learning Objective: 2.3 Describe the process by which the Constitution can be changed.

Skill Level: Understand the Concepts Difficulty Level: Moderate

29.

A situation in which one political party holds the presidency and the other controls one or both houses of Congress is known as __________. a. divided government b. checks and balances c. autocracy d. separation of powers Answer: a Topic: Constitutional Framework (Structure) Learning Objective: 2.1 Describe the framework for government expressed in the Constitution.

Skill Level: Remember the Facts Difficulty Level: Easy

30.

According to political scientist David Mayhew, which of the following statements is true? a. Unified government makes it harder to pass laws. b. Divided government and unified government both pass important legislation. c. Divided government is less likely to emerge following a midterm election. d. Unified government creates distrust in the presidency.

Answer: b Topic: Constitutional Framework (Structure) Learning Objective: 2.1 Describe the framework for government expressed in the Constitution.

Skill Level: Analyze It Difficulty Level: Difficult

31.

Which of the following describes the purported power of the president to keep communications confidential?

18 .

a. constitutional restriction b. impoundment c. separation of powers d. executive privilege Answer: d Topic: Changing the Letter of the Constitution (Impact) Learning Objective: 2.3 Describe the process by which the Constitution can be changed.

Skill Level: Remember the Facts Difficulty Level: Easy 32.

Under the Constitution, the president is elected by which of the following? a. the Senate b. Electoral College c. Presidential College d. popular vote Answer: b Topic: Constitutional Framework (Structure) Learning Objective: 2.1 Describe the framework for government expressed in the Constitution.

Skill Level: Understand the Concepts Difficulty Level: Easy

33.

What is the principle that each branch of the federal government has the means to limit the power of other branches of government? a. checks and balances b. separation of power c. divided government d. judicial review Answer: a Topic: Constitutional Framework (Structure) Learning Objective: 2.1 Describe the framework for government expressed in the Constitution.

Skill Level: Understand the Concepts Difficulty Level: Easy

34.

How did the process of proposing the Equal Rights Amendment resemble that of the Nineteenth Amendment? a. The same arguments were used against ratifying both amendments. b. Both amendments passed Congress despite presidential opposition. c. The same cluster of southern states opposed ratification of both amendments. d. In both cases, women favored the amendments, but men were strongly opposed.

Answer: c Topic: Changing the Letter of the Constitution (Impact) 19 .

Learning Objective: 2.3 Describe the process by which the Constitution can be changed.

Skill Level: Analyze It Difficulty Level: Difficult 35.

Which of the following is true of judicial review? a. The United States is the only country in which it is legal. b. It has been used very rarely in the United States. c. It has given the president significant power over the judiciary in the United States. d. It originated in the United States and has been adopted by many other countries.

Answer: d Topic: Judicial Review and Constitutional Interpretation (Action) Learning Objective: 2.2 Describe the constitutional foundations of the federal judiciary and judicial review.

Skill Level: Understand the Concepts Difficulty Level: Moderate

36.

The Senate provides a check on the executive branch by a. vetoing laws. b. pardoning those convicted of federal crimes. c. nominating federal judges. d. confirming cabinet appointments.

Answer: d Topic: Constitutional Framework (Structure) Learning Objective: 2.1 Describe the framework for government expressed in the Constitution.

Skill Level: Understand the Concepts Difficulty Level: Moderate

37.

Which of the following is a major reason the U.S. Constitution has endured for more than two hundred years? a. it concentrates power in the chief executive b. it ensures an independent judiciary c. there is widespread acceptance among the public d. it gives most power to the states Answer: c Topic: Constitutional Framework (Structure) Learning Objective: 2.1 Describe the framework for government expressed in the Constitution.

Skill Level: Analyze It Difficulty Level: Difficult

38.

Because the Framers believed that people are not angels, they created a Constitution giving the government which type of authority?

20 .

a. legitimate b. limited c. implied d. defined Answer: b Topic: Constitutional Framework (Structure) Learning Objective: 2.1 Describe the framework for government expressed in the Constitution.

Skill Level: Apply What You Know Difficulty Level: Difficult 39.

How have new communication technologies changed the powers of the presidency? a. They have made it easier for the president to communicate directly to the public. b. They have decreased the power of the judiciary to control the presidency. c. They have decreased the power of interest groups to lobby the president. d. They have increased the power of political parties to hold the president accountable.

Answer: a Topic: Constitutional Framework (Structure) Learning Objective: 2.1 Describe the framework for government expressed in the Constitution.

Skill Level: Understand the Concepts Difficulty Level: Moderate

40.

Executive privilege is often invoked in matters related to a. national security. b. private property rights. c. interstate commerce. d. federal contracting.

Answer: a Topic: Changing the Letter of the Constitution (Impact) Learning Objective: 2.3 Describe the process by which the Constitution can be changed.

Skill Level: Understand the Concepts Difficulty Level: Moderate

41.

When the Democratic and Republican parties become splintered, the influence of which of the following can be increased? a. the states b. the president c. third-party candidates d. special-interest groups Answer: d Topic: Constitutional Framework (Structure) 21 .

Learning Objective: 2.1 Describe the framework for government expressed in the Constitution.

Skill Level: Apply What You Know Difficulty Level: Moderate 42.

When does divided government frequently occur? a. when special-interest groups achieve more influence in Congress b. when the president’s party loses congressional seats in the midterm elections c. when the president’s party wins gubernatorial elections in the midterms d. when it is time to appoint new Supreme Court justices Answer: b Topic: Constitutional Framework (Structure) Learning Objective: 2.1 Describe the framework for government expressed in the Constitution.

Skill Level: Apply What You Know Difficulty Level: Difficult

43.

Although not explicitly mentioned in the Constitution, the Supreme Court interpreted the Constitution in Griswold v. Connecticut (1965) to protect which of the following rights? a. right to privacy b. right to bear arms c. right to free speech d. right to make contracts Answer: a Topic: Changing the Letter of the Constitution (Impact) Learning Objective: 2.3 Describe the process by which the Constitution can be changed.

Skill Level: Remember the Facts Difficulty Level: Easy

44.

If one political party controls at least one chamber of Congress and the other party controls the White House, which of the following is intensified? a. judicial review b. influence of the media c. partisanship d. power of the president Answer: c Topic: Constitutional Framework (Structure) Learning Objective: 2.1 Describe the framework for government expressed in the Constitution.

Skill Level: Apply What You Know Difficulty Level: Difficult

45.

The decision in District of Columbia v. Heller (2008) reflected which of the following concepts? a. an originalist approach to constitutional interpretation 22 .

b. an evolutionary approach to constitutional interpretation c. the expanded use of executive privilege d. the expanded use of judicial review Answer: a Topic: Changing the Letter of the Constitution (Impact) Learning Objective: 2.3 Describe the process by which the Constitution can be changed.

Skill Level: Understand the Concepts Difficulty Level: Moderate 46.

Which of the following is true of efforts to pass a constitutional amendment to ban flag burning? a. These efforts have been repeatedly rejected by the Supreme Court. b. Most Americans do not support a ban on flag burning. c. These efforts have been struck down by presidential vetoes. d. These efforts have been repeatedly rejected by the Senate.

Answer: d Topic: Changing the Letter of the Constitution (Impact) Learning Objective: 2.3 Describe the process by which the Constitution can be changed.

Skill Level: Understand the Concepts Difficulty Level: Moderate

47.

What difficulty is posed by the method of proposing constitutional amendments through a constitutional convention? a. It allows no input from the states. b. It is unclear whether such a convention would be limited to a specific subject. c. It limits the president’s involvement in the amendment process. d. It does not provide a timetable for when the convention must convene.

Answer: b Topic: Changing the Letter of the Constitution (Impact) Learning Objective: 2.3 Describe the process by which the Constitution can be changed.

Skill Level: Analyze It Difficulty Level: Difficult

23 .

3 American Federalism  Multiple-Choice Questions 1.

Which political group argued that the states should have more political power than the national government at the Constitutional Convention? a. Anti-Federalist b. Democratic-Republican c. Libertarian d. Whig Answer: a Topic: The Constitutional Foundations of Federalism (Structure) Learning Objective: 3.1 Explain the constitutional foundations of federalism.

Skill Level: Remember the Facts Difficulty Level: Easy

2.

The federal government is offering states the opportunity to apply for limited grants that encourage research in medical innovations. This is an example of what type of federalism? a. competitive b. confederation c. cooperative d. dual Answer: a Topic: Federalism and Its Alternatives (Structure) Learning Objective: 3.2 Distinguish federalism from other forms of government.

Skill Level: Understand the Concepts Difficulty Level: Moderate

3.

In a __________ system, local and regional governments derive authority from the national government, where power is mostly centralized.

24 .

a. unitary b. bicameral c. constitutional d. federal Answer: a Topic: Federalism and Its Alternatives (Structure) Learning Objective: 3.2 Distinguish federalism from other forms of government.

Skill Level: Remember the Facts Difficulty Level: Moderate 4.

What are the two types of powers that the national government has under the United States Constitution? a. enumerated and implied b. express and suggested c. inherent and limited d. suggested and explicit Answer: a Topic: The Constitutional Foundations of Federalism (Structure) Learning Objective: 3.1 Explain the constitutional foundations of federalism.

Skill Level: Remember the Facts Difficulty Level: Easy

5.

Which type of federalism is being practiced when a state is forced to operate a program because of strict controls by the national government? a. new b. cooperative c. coercive d. competitive Answer: c Topic: Federalism and Its Alternatives (Structure) Learning Objective: 3.2 Distinguish federalism from other forms of government.

Skill Level: Remember the Facts Difficulty Level: Easy

6.

What type of federalism, dominant in the United States prior to the 1930s, involves a strict separation between the national and state governments? a. restrictive federalism b. competitive federalism c. dual federalism d. categorical federalism Answer: c 25 .

Topic: Federalism and Its Alternatives (Structure) Learning Objective: 3.2 Distinguish federalism from other forms of government.

Skill Level: Apply What You Know Difficulty Level: Moderate 7.

Article VI of the U.S. Constitution establishes that federal law a. is largely irrelevant when states choose to ignore it. b. may use persuasive authority over states. c. is secondary to state law when in conflict. d. is supreme in conflicts between federal and state law.

Answer: d Topic: The Constitutional Foundations of Federalism (Structure) Learning Objective: 3.1 Explain the constitutional foundations of federalism.

Skill Level: Apply What You Know Difficulty Level: Moderate

8.

The __________ Amendment says that those powers not given to the federal government are reserved for the states. a. First b. Eighth c. Tenth d. Fourteenth Answer: c Topic: The Constitutional Foundations of Federalism (Structure) Learning Objective: 3.1 Explain the constitutional foundations of federalism.

Skill Level: Remember the Facts Difficulty Level: Easy

9.

What kind of powers are shared by the federal and state governments? a. concurrent b. constitutional c. federal d. unified Answer: a Topic: The Constitutional Foundations of Federalism (Structure) Learning Objective: 3.1 Explain the constitutional foundations of federalism.

Skill Level: Remember the Facts Difficulty Level: Easy

10.

In the 1980s, states raised the minimum drinking age to 21. What role did the federal government play in bringing this about?

26 .

a. Congress required states to raise the drinking age as a condition for receiving federal highway funding. b. The president issued an executive order requiring states to raise the drinking age. c. The president threatened to veto other legislation unless states raised the drinking age. d. Congress made raising the drinking age an eligibility requirement for a competitive grant program.

Answer: a Topic: The Constitutional Foundations of Federalism (Structure) Learning Objective: 3.1 Explain the constitutional foundations of federalism.

Skill Level: Understand the Concepts Difficulty Level: Moderate 11.

What type of grant is a large grant to a state by the federal government with general spending guidelines and relatively few requirements? a. block b. business c. categorical d. federal Answer: a Topic: The U.S. Budget and Federalism (Impact) Learning Objective: 3.5 Analyze the impact of federalism on the budget.

Skill Level: Remember the Facts Difficulty Level: Easy

12.

Which of the following countries has a unitary government? a. Australia b. Canada c. United States d. France Answer: d Topic: The Constitutional Foundations of Federalism (Structure) Learning Objective: 3.1 Explain the constitutional foundations of federalism.

Skill Level: Remember the Facts Difficulty Level: Moderate

13.

What was the first major Supreme Court decision to define the relationship between the federal and state governments? a. Barron v. Baltimore b. Dred Scott v. Sanford c. Gibbons v. Ogden d. McCulloch v. Maryland 27 .

Answer: d Topic: The U.S. Courts and Federalism (Action) Learning Objective: 3.3 Trace the evolution of federalism from ratification to the present.

Skill Level: Understand the Concepts Difficulty Level: Moderate 14.

Decentralists justify their position on the basis of a. the Tenth Amendment. b. The Federalist. c. Article I of the Constitution. d. the Supreme Court’s decision in Gibbons v. Ogden.

Answer: a Topic: Federalism in Practice (Action) Learning Objective: 3.4 Analyze the impact of federalism on the relationships among national, state, and local levels of government.

Skill Level: Understand the Concepts Difficulty Level: Moderate

15.

The power to protect civil rights is best described as a. a concurrent power. b. an enumerated power. c. an implied power. d. a reserved power.

Answer: a Topic: The Constitutional Foundations of Federalism (Structure) Learning Objective: 3.1 Explain the constitutional foundations of federalism.

Skill Level: Analyze It Difficulty Level: Difficult

16.

Which of the following is a requirement of the Unfunded Mandates Reform Act of 1995? a. Congress must fund all mandates that are to be implemented by the states. b. Congress must fund new mandates through increases in taxes. c. Congressional committees must let unfunded mandates expire without renewal. d. Congressional committees must explain why a mandate is unfunded.

Answer: d Topic: The U.S. Budget and Federalism (Impact) Learning Objective: 3.5 Analyze the impact of federalism on the budget.

Skill Level: Remember the Facts 28 .

Difficulty Level: Moderate 17.

Which type of federalism focuses on the national government’s strong voice in shaping state action? a. dual b. competitive c. new d. coercive Answer: d Topic: Federalism and Its Alternatives (Structure) Learning Objective: 3.2 Distinguish federalism from other forms of government.

Skill Level: Understand the Concepts Difficulty Level: Moderate

18.

In the United States, the relationship between a state and its local governments is best characterized as what kind of system? a. unitary b. federal c. restrictive d. cooperative Answer: b Topic: The Constitutional Foundations of Federalism (Structure) Learning Objective: 3.1 Explain the constitutional foundations of federalism.

Skill Level: Understand the Concepts Difficulty Level: Moderate

19.

Which of the following is a limitation on states’ taxing authority? a. It cannot unduly burden commerce within a state. b. It cannot unduly burden commerce among the states. c. It cannot exceed a federal tax on the same goods or services. d. It must be used to fund public services.

Answer: b Topic: The Constitutional Foundations of Federalism (Structure) Learning Objective: 3.1 Explain the constitutional foundations of federalism.

Skill Level: Understand the Concepts Difficulty Level: Moderate

20.

What type of grants typically allocate federal dollars based upon population? a. block b. formula c. commerce 29 .

d. unified Answer: b Topic: The U.S. Budget and Federalism (Impact) Learning Objective: 3.5 Analyze the impact of federalism on the budget.

Skill Level: Understand the Concepts Difficulty Level: Moderate 21.

A grant to a university medical school to support cancer research is an example of a. a project grant. b. a flexible grant. c. a block grant. d. a categorical grant.

Answer: a Topic: The U.S. Budget and Federalism (Impact) Learning Objective: 3.5 Analyze the impact of federalism on the budget.

Skill Level: Apply What You Know Difficulty Level: Difficult

22.

What position would a centralist most likely take on immigration policy? a. Each state should be able to create its own policy. b. A consistent national policy should be preferred over varying state policies. c. Border states should come together to craft a consistent immigration policy. d. Laws should not be passed to restrict immigration.

Answer: b Topic: Federalism in Practice (Action) Learning Objective: 3.4 Analyze the impact of federalism on the relationships among national, state, and local levels of government.

Skill Level: Apply What You Know Difficulty Level: Difficult

23.

What are reserve powers? a. powers specifically delegated to the national government by the Constitution b. powers specifically delegated to state governments by the Constitution c. powers not specifically delegated to the national government by the Constitution d. powers not specifically delegated to state governments by the Constitution Answer: c Topic: The Constitutional Foundations of Federalism (Structure) Learning Objective: 3.1 Explain the constitutional foundations of federalism.

Skill Level: Remember the Facts Difficulty Level: Moderate 30 .

24.

Citizens saw the national government as a distant, even foreign, entity up until what war? a. Revolutionary War b. Civil War c. First World War d. Second World War Answer: b Topic: The Politics of Federalism (Impact) Learning Objective: 3.6 Link the growth of the national government to federalism.

Skill Level: Understand the Concepts Difficulty Level: Easy

25.

The right to place conditions on the receipt of federal money includes the power to a. charge and transact. b. create and produce. c. regulate and limit. d. tax and spend.

Answer: d Topic: The Constitutional Foundations of Federalism (Structure) Learning Objective: 3.1 Explain the constitutional foundations of federalism.

Skill Level: Understand the Concepts Difficulty Level: Moderate

26.

A proponent of devolution would most likely favor expanding the authority of a. the military. b. state governments. c. the president. d. Congress.

Answer: b Topic: Federalism in Practice (Action) Learning Objective: 3.4 Analyze the impact of federalism on the relationships among national, state, and local levels of government.

Skill Level: Apply What You Know Difficulty Level: Difficult

27.

The federal government has the power to use any airport it needs at any time if it is necessary to defend the country. This is a use of a. the war power. b. the supremacy clause. c. the commerce clause.

31 .

d. a reserve power.

Answer: a Topic: The Constitutional Foundations of Federalism (Structure) Learning Objective: 3.1 Explain the constitutional foundations of federalism.

Skill Level: Understand the Concepts Difficulty Level: Moderate 28.

Printz v. United States dealt with what question? a. whether states can impose taxes on the federal government b. whether states can prohibit medical assistance in ending life c. whether states can require schools to ask citizens for proof of citizenship d. whether states are required to conduct background checks for handgun sales Answer: d Topic: The Constitutional Foundations of Federalism (Structure) Learning Objective: 3.1 Explain the constitutional foundations of federalism.

Skill Level: Understand the Concepts Difficulty Level: Moderate

29.

Which type of federalism is characterized by a system of state and national governments that are both separate and powerful? a. combined b. cooperative c. dual d. progressive Answer: c Topic: Federalism and Its Alternatives (Structure) Learning Objective: 3.2 Distinguish federalism from other forms of government.

Skill Level: Remember the Facts Difficulty Level: Easy

30.

Which of the following is an example of Louis Brandeis’s concept that states can be laboratories of democracy? a. Minnesota drivers follow the same rules as drivers from Iowa. b. Texas submits a bill to change national immigration laws. c. California and Oregon both apply for the same grant program. d. New Mexico creates a new system of distributing welfare benefits.

Answer: d Topic: Federalism in Practice (Action) Learning Objective: 3.4 Analyze the impact of federalism on the relationship among national, state, and local levels of government.

Skill Level: Analyze It 32 .

Difficulty Level: Difficult 31.

Under restrictive federalism, which of the following is true? a. The federal government is prohibited from creating unfunded mandates. b. States are granted authority to act only when the federal government allows it. c. States have tight control over local governments. d. Authority is shifted from the federal government to the states.

Answer: b Topic: Federalism and Its Alternatives (Structure) Learning Objective: 3.2 Distinguish federalism from other forms of government.

Skill Level: Understand the Concepts Difficulty Level: Moderate

32.

Which is an example of a federal mandate? a. Congress passes a law requiring all states to adopt similar rules when it comes to regulating banks. b. The Environmental Protection Agency sends money to Louisiana to help with cleanup from an oil spill. c. The Nevada legislature passes a law requiring all public school students to pass a state achievement test. d. The Supreme Court upholds a federal law requiring all citizens to wear a seatbelt while operating a motor vehicle.

Answer: a Topic: The Constitutional Foundations of Federalism (Structure) Learning Objective: 3.1 Explain the constitutional foundations of federalism.

Skill Level: Apply What You Know Difficulty Level: Difficult

33.

The national and state governments may have their own lists of powers, but the national government relies on four constitutional pillars for its ultimate authority over the states. Which of the following is one of those four pillars? a. the excise power b. the commerce clause c. the full faith and credit clause d. the equal protection clause Answer: b Topic: The Constitutional Foundations of Federalism (Structure) Learning Objective: 3.1 Explain the constitutional foundations of federalism.

Skill Level: Understand the Concepts Difficulty Level: Moderate

33 .

34.

The preemption of state and local laws is based on which clause of the U.S. Constitution? a. commerce b. due process c. equal protection d. supremacy Answer: d Topic: The Constitutional Foundations of Federalism (Structure) Learning Objective: 3.1 Explain the constitutional foundations of federalism.

Skill Level: Understand the Concepts Difficulty Level: Moderate

35.

The Supreme Court found most of Arizona’s immigration law to be a violation of whose broad control over immigration? a. state government b. federal government c. local government d. the Supreme Court Answer: b Topic: Federalism and Its Alternatives (Structure) Learning Objective: 3.2 Distinguish federalism from other forms of government.

Skill Level: Understand the Concepts Difficulty Level: Moderate

36.

Which of the following is a power shared by the national and state governments? a. conduct elections b. create post offices c. coin money d. regulate interstate commerce Answer: a Topic: The Constitutional Foundations of Federalism (Structure) Learning Objective: 3.1 Explain the constitutional foundations of federalism.

Skill Level: Understand the Concepts Difficulty Level: Moderate

37.

The National School Lunch Program, whereby school districts receive federal funding for meals served to qualified students, is an example of which two types of grants? a. project and formula b. block and project c. categorical and formula 34 .

d. categorical and block Answer: c Topic: The U.S. Budget and Federalism (Impact) Learning Objective: 3.5 Analyze the impact of federalism on the budget.

Skill Level: Understand the Concepts Difficulty Level: Moderate 38.

The “full faith and credit” clause applies primarily to a. allowing recognition of foreign laws in the United States. b. laws between states. c. enforcing judicial settlements and court awards. d. sorting out jurisdiction in criminal proceedings between two different states.

Answer: c Topic: The Constitutional Foundations of Federalism (Structure) Learning Objective: 3.1 Explain the constitutional foundations of federalism.

Skill Level: Understand the Concepts Difficulty Level: Moderate

39.

The federal government passes a program that is funded based on the size of the population of each state. This is an example of a. a block grant. b. a business grant. c. a formula grant. d. an unfunded mandate.

Answer: c Topic: The U.S. Budget and Federalism (Impact) Learning Objective: 3.5 Analyze the impact of federalism on the budget.

Skill Level: Understand the Concepts Difficulty Level: Moderate

40.

Which of the following is a delegated power of the federal government? a. policing citizens b. coining money c. creating banks d. levying taxes Answer: b Topic: The Constitutional Foundations of Federalism (Structure) Learning Objective: 3.1 Explain the constitutional foundations of federalism.

Skill Level: Understand the Concepts Difficulty Level: Moderate 35 .

41.

What impact did the Great Depression have on federalism in the United States? a. It marked the end of the era of cooperative federalism. b. It marked the beginning of the era of dual federalism. c. It stimulated programs that expanded the power of state governments. d. It stimulated national programs that expanded the powers of the federal government.

Answer: d Topic: The Politics of Federalism (Impact) Learning Objective: 3.6 Link the growth of the national government to federalism.

Skill Level: Understand the Concepts Difficulty Level: Moderate

42.

Which of the following is a concurrent power? a. controlling the money supply b. creating foreign policy c. policing citizens d. taxing Answer: d Topic: The Constitutional Foundations of Federalism (Structure) Learning Objective: 3.1 Explain the constitutional foundations of federalism.

Skill Level: Understand the Concepts Difficulty Level: Moderate

43.

Which statement best describes the decision in Gibbons v. Ogden of 1824? a. The federal government has the ultimate power to regulate interstate commerce. b. States can regulate any product that crosses state lines. c. Congress can regulate activity that affects commerce within a state. d. States can regulate any activity that affects commerce within a state.

Answer: a Topic: The U.S. Courts and Federalism (Action) Learning Objective: 3.3 Trace the evolution of federalism from ratification to the present.

Skill Level: Analyze It Difficulty Level: Difficult

44.

Which type of grants are most often awarded through a competitive application process? a. project b. formula c. business d. block 36 .

Answer: a Topic: The U.S. Budget and Federalism (Impact) Learning Objective: 3.5 Analyze the impact of federalism on the budget.

Skill Level: Understand the Concepts Difficulty Level: Moderate 45.

When your local police and the DEA work together to shut down illicit drug operations, they are operating under a. dual federalism. b. combined federalism. c. competitive federalism. d. cooperative federalism.

Answer: d Topic: Federalism and Its Alternatives (Structure) Learning Objective: 3.2 Distinguish federalism from other forms of government.

Skill Level: Apply What You Know Difficulty Level: Moderate

46.

Which of the following is a power specifically denied the states by the Constitution? a. conducting elections b. regulating the media c. providing for public health, safety, and morals d. regulating interstate commerce Answer: d Topic: The Constitutional Foundations of Federalism (Structure) Learning Objective: 3.1 Explain the constitutional foundations of federalism.

Skill Level: Remember the Facts Difficulty Level: Moderate

47.

An advantage of federalism is that it checks the growth of which of the following? a. violence b. inequality c. wealth d. tyranny Answer: d Topic: Federalism in Practice (Action) Learning Objective: 3.4 Analyze the impact of federalism on the relationships among national, state, and local levels of government.

Skill Level: Understand the Concepts Difficulty Level: Difficult 37 .

4 The American Political Landscape  Multiple-Choice Questions 1.

The study of the characteristics of human populations is known as a. demography. b. geography. c. political science. d. population studies.

Answer: a Topic: Who We Are (Structure, Action, and Impact) Learning Objective: 4.2 Analyze how such social and demographic factors such as race and ethnicity, religion, gender, family structures, education, and age affect American politics.

Skill Level: Remember the Facts Difficulty Level: Easy

2.

An American who believes that the American way of life is inherently superior to any other is demonstrating a. ethnocentrism. b. fascism. c. populism. d. republicanism.

Answer: a Topic: Who We Are (Structure, Action, Impact) Learning Objective: 4.2 Analyze how such social and demographic factors such as race and ethnicity, religion, gender, family structure, education, and age affect American politics.

Skill Level: Understand the Concepts 38 .

Difficulty Level: Moderate 3.

The Framers were worried that an unequal distribution of wealth in extreme cases could create what? a. manifest destiny b. an aristocracy c. ethnocentrism d. an oligarchy Answer: b Topic: How Much We Own (Structure, Action, and Impact) Learning Objective: 4.3 Describe the importance of income, wealth, occupation, and social class in American politics.

Skill Level: Apply What You Know Difficulty Level: Moderate

4.

Evidence of growing African American political power is apparent in the dramatic increase in a. participation of African Americans in the military. b. the number of African American state legislators. c. the number of African Americans serving as federal judges. d. education rates of African Americans.

Answer: b Topic: Who We Are (Structure, Action, and Impact) Learning Objective: 4.2 Analyze how such social and demographic factors such as race and ethnicity, religion, gender, family structure, education, and age affect American politics.

Skill Level: Understand the Concepts Difficulty Level: Moderate

5.

Compared to other countries, social class divisions in the United States are a. more defined by degree of acceptance of organized labor. b. more defined by degree of hostility to organized labor. c. less defined and less important to politics. d. less reinforced by competitive individualism.

Answer: c Topic: How Much We Own (Structure, Action, and Impact) Learning Objective: 4.3 Describe the importance of income, wealth, occupation, and social class in American politics.

Skill Level: Remember the Facts Difficulty Level: Easy

39 .

6.

If the same people sometimes vote on the basis of their religion and sometimes vote on the basis of their wealth, it is an illustration of what kind of cleavages? a. additive cleavages b. cross-cutting cleavages c. polarizing cleavages e. reinforcing cleavages Answer: b Topic: Who We Are (Structure, Action, and Impact) Learning Objective: 4.2 Analyze how such social and demographic factors such as race and ethnicity, religion, gender, family structure, education, and age affect American politics.

Skill Level: Apply What You Know Difficulty Level: Moderate

7.

The highest poverty rates in the United States occur among what group? a. African Americans b. Asian Americans and Pacific Islanders c. Hispanic Americans d. Native Americans and Alaskan Natives Answer: d Topic: Who We Are (Structure, Action, and Impact) Learning Objective: 4.2 Analyze how such social and demographic factors such as race and ethnicity, religion, gender, family structures, education, and age affect American politics.

Skill Level: Understand the Concepts Difficulty Level: Moderate

8.

What percentage of African American families live below the poverty line? a. nearly 10 percent b. around 20 percent c. more than 50 percent d. approximately 70 percent Answer: b Topic: Who We Are (Structure, Action, and Impact) Learning Objective: 4.2 Analyze how such social and demographic factors such as race and ethnicity, religion, gender, family structure, education, and age affect American politics.

Skill Level: Remember the Facts Difficulty Level: Easy

9.

One of the key characteristics of a postindustrial society is 40 .

a. a rigid class structure. b. that information is the organizing principle. c. that it is primarily a technical society. d. that it values inherited wealth over skill and education.

Answer: c Topic: How Much We Own (Structure, Action, and Impact) Learning Objective: 4.3 Describe the importance of income, wealth, occupation, and social class in American politics.

Skill Level: Understand the Concepts Difficulty Level: Moderate 10.

Members of which Asian American subgroup are more likely to register to vote as Democrats compared to other Asian American subgroups? a. Chinese Americans b. Japanese Americans d. Korean Americans d. Thai Americans Answer: b Topic: Who We Are (Structure, Action, and Impact) Learning Objective: 4.2 Analyze how such social and demographic factors such as race and ethnicity, religion, gender, family structure, education, and age affect American politics.

Skill Level: Remember the Facts Difficulty Level: Easy

11.

John F. Kennedy was the first president of the United States of what religious group? a. Catholic b. Baptist c. Evangelical d. Jewish Answer: a Topic: Who We Are (Structure, Action, and Impact) Learning Objective: 4.2 Analyze how such social and demographic factors such as race and ethnicity, religion, gender, family structure, education, and age affect American politics.

Skill Level: Remember the Facts Difficulty Level: Easy

12.

Fundamentalist Christians are an important force for which American political party? a. Democrats b. Independents c. Libertarians 41 .

d. Republicans Answer: d Topic: Who We Are (Structure, Action, and Impact) Learning Objective: 4.2 Analyze how such social and demographic factors such as race and ethnicity, religion, gender, family structure, education, and age affect American politics.

Skill Level: Remember the Facts Difficulty Level: Easy 13.

Which state is part of the Bible Belt? a. Ohio b. Indiana c. Kentucky d. Nevada Answer: c Topic: Geography, Natural Resources, and the Importance of Where We Are From (Structure, Action, and Impact) Learning Objective: 4.1 Assess the role of geography, natural resources, and type of community in building a national and local identity.

Skill Level: Remember the Facts Difficulty Level: Easy

14.

The percentage of Americans engaged in agricultural production today is about a. 1 percent. b. 10 percent. c. 19 percent. d. 23 percent.

Answer: a Topic: How Much We Own (Structure, Action, and Impact) Learning Objective: 4.3 Describe the importance of income, wealth, occupation, and social class in American politics.

Skill Level: Remember the Facts Difficulty Level: Easy

15.

What type of cleavages refer to social and economic differences buttressing one another, making political conflict more intense and polarizing? a. Cross-cutting cleavages b. Polarizing cleavages c. Predisposing cleavages d. Reinforcing cleavages Answer: d 42 .

Topic: Who We Are (Structure, Action, and Impact) Learning Objective: 4.2 Analyze how such social and demographic factors such as race and ethnicity, religion, gender, family structure, education, and age affect American politics.

Skill Level: Understand the Concepts Difficulty Level: Moderate 16.

Divisions within society that cut across demographic categories to produce groups that are more heterogeneous are called a. cross-cutting cleavages. b. cross-political dispositions. c. ideological impasses. d. reinforcing cleavages.

Answer: a Topic: Who We Are (Structure, Action, and Impact) Learning Objective: 4.2 Analyze how such social and demographic factors such as race and ethnicity, religion, gender, family structure, education, and age affect American politics.

Skill Level: Understand the Concepts Difficulty Level: Easy

17.

Because roughly one out of eight Americans lives there, which state arguably holds the largest political sway in America? a. California b. Florida c. New York d. Texas Answer: a Topic: Geography, Natural Resources, and the Importance of Where We Are From (Structure, Action, and Impact) Learning Objective: 4.1 Assess the role of geography, natural resources, and type of community in building a national and local identity.

Skill Level: Remember the Facts Difficulty Level: Easy

18.

The two most urban states in the United States are a. California and New Jersey. b. Florida and California. c. Florida and New York. d. New York and New Jersey.

Answer: a 43 .

Topic: Geography, Natural Resources, and the Importance of Where We Are From (Structure, Action, and Impact) Learning Objective: 4.1 Assess the role of geography, natural resources, and type of community in building a national and local identity.

Skill Level: Remember the Facts Difficulty Level: Easy 19.

Sectional distinctions in the United States refer to differences based on a. demographic statistics. b. education. c. geography. d. economic status.

Answer: c Topic: Geography, Natural Resources, and the Importance of Where We Are From (Structure, Action, and Impact) Learning Objective: 4.1 Assess the role of geography, natural resources, and type of community in building a national and local identity.

Skill Level: Remember the Facts Difficulty Level: Easy

20.

Which region of the United States has had more population growth compared to other regions? a. the Midwest b. the Rust Belt c. the Pacific Northwest d. the Sun Belt Answer: d Topic: Geography, Natural Resources, and the Importance of Where We Are From (Structure, Action, and Impact) Learning Objective: 4.1 Assess the role of geography, natural resources, and type of community in building a national and local identity.

Skill Level: Understand the Concepts Difficulty Level: Moderate

21.

Although it is becoming less distinct compared to the rest of the country, which region of the United States remains the most distinct? a. the West b. the Midwest c. the Northeast d. the South Answer: d 44 .

Topic: Geography, Natural Resources, and the Importance of Where We Are From (Structure, Action, and Impact) Learning Objective: 4.1 Assess the role of geography, natural resources, and type of community in building a national and local identity.

Skill Level: Understand the Concepts Difficulty Level: Moderate 22.

If the Democrats maintain their advantage with Hispanic voters, they will benefit because the Hispanic population a. is concentrated in some battleground states like Colorado and Arizona. d. usually aligns with opponents to Democratic candidates. c. is growing significantly in the South. d. is the slowest-growing minority group in the United States.

Answer: a Topic: Who We Are (Structure, Action, and Impact) Learning Objective: 4.2 Analyze how such social and demographic factors such as race and ethnicity, religion, gender, family structure, education, and age affect American politics.

Skill Level: Analyze It Difficulty Level: Difficult

23.

Race can be defined as a group of human beings with distinctive physical characteristics determined by genetic inheritance, but some scholars define it as a. less genetically determined than ethnically determined. b. more culturally determined. c. more demographically determined than physically determined. d. unnecessary to define.

Answer: b Topic: Who We Are (Structure, Action, and Impact) Learning Objective: 4.2 Analyze how such social and demographic factors such as race and ethnicity, religion, gender, family structure, education, and age affect American politics.

Skill Level: Understand the Concepts Difficulty Level: Moderate

24.

Ohio is part of what sectional grouping of states? a. the Rust Belt b. the Bible Belt c. the Battleground States d. the Snow Belt Answer: a 45 .

Topic: Geography, Natural Resources, and the Importance of Where We Are From (Structure, Action, and Impact) Learning Objective: 4.1 Assess the role of geography, natural resources, and type of community in building a national and local identity.

Skill Level: Remember the Facts Difficulty Level: Easy 25.

Why is the South becoming less distinct? a. because it is becoming more balanced between Democrats and Republicans b. because of the large number of people moving to the South from other regions c. because of the large number of people leaving the South d. because it is becoming more racially homogenous Answer: b Topic: Geography, Natural Resources, and the Importance of Where We Are From (Structure, Action, and Impact) Learning Objective: 4.1 Assess the role of geography, natural resources, and type of community in building a national and local identity.

Skill Level: Analyze It Difficulty Level: Difficult

26.

As of 2016, African Americans constitute what percentage of the U.S. population? a. 5 percent b. approximately 13 percent c. approximately 20 percent d. more than 25 percent Answer: b Topic: Who We Are (Structure, Action, and Impact) Learning Objective: 4.2 Analyze how such social and demographic factors such as race and ethnicity, religion, gender, family structure, education, and age affect American politics.

Skill Level: Remember the Facts Difficulty Level: Easy

27.

According to U.S. Bureau of the Census projections for the United States, the nonHispanic White population will decrease to about what percentage of the population by the year 2060? a. 44 percent b. 25 percent c. 36 percent d. 66 percent Answer: a Topic: Who We Are (Structure, Action, and Impact) 46 .

Learning Objective: 4.2 Analyze how such social and demographic factors such as race and ethnicity, religion, gender, family structure, education, and age affect American politics.

Skill Level: Understand the Concepts Difficulty Level: Moderate 28.

African Americans had little political power until after what war? a. the Vietnam War b. World War II c. World War I d. the Civil War Answer: b Topic: Who We Are (Structure, Action, and Impact) Learning Objective: 4.2 Analyze how such social and demographic factors such as race and ethnicity, religion, gender, family structure, education, and age affect American politics.

Skill Level: Remember the Facts Difficulty Level: Easy

29.

James Madison warned that one of the greatest sources of faction is what? a. ethnicity b. an influx of immigration c. religion d. unequal distribution of property Answer: d Topic: How Much We Own (Structure, Action, and Impact) Learning Objective: 4.3 Describe the importance of income, wealth, occupation, and social class in American politics.

Skill Level: Understand the Concepts Difficulty Level: Moderate

30.

Social scientists have moved from describing the United States as an ethnic melting pot to calling it a __________. a. bag of nuts b. fruitcake c. ham sandwich d. salad bowl Answer: d Topic: How Much We Own (Structure, Action, and Impact) Learning Objective: 4.3 Describe the importance of income, wealth, occupation, and social class in American politics.

Skill Level: Understand the Concepts 47 .

Difficulty Level: Easy 31.

Which statement best characterizes voting participation by women since the passage of the Nineteenth Amendment? a. Women have consistently turned out to vote at higher rates than men. b. Women vote less often in other democracies compared to America. c. Women tend to vote for women for president and vice president by default. d. Female participation in elections was initially low but has been growing steadily.

Answer: d Topic: Who We Are (Structure, Action, and Impact) Learning Objective: 4.2 Analyze how such social and demographic factors such as race and ethnicity, religion, gender, family structure, education, and age affect American politics.

Skill Level: Understand the Concepts Difficulty Level: Moderate

32.

In the 1960s, southern segregationists used the creed of what to justify their views? a. states’ rights b. manifest destiny c. American exceptionalism d. equal opportunity Answer: a Topic: Who We Are (Structure, Action, and Impact) Learning Objective: 4.2 Analyze how such social and demographic factors such as race and ethnicity, religion, gender, family structure, education, and age affect American politics.

Skill Level: Understand the Concepts Difficulty Level: Moderate

33.

In what way are Asian Americans and Hispanics similar? a. Both groups have median incomes above the national median income. b. Both groups exhibit significant differences in culture and political experience. c. Both groups are culturally homogenous. d. Both groups are becoming less politically active.

Answer: b Topic: Who We Are (Structure, Action, and Impact) Learning Objective: 4.2 Analyze how such social and demographic factors such as race and ethnicity, religion, gender, family structure, education, and age affect American politics.

Skill Level: Analyze It Difficulty Level: Moderate 48 .

34.

In the 2016 presidential race, who said, “The issue of wealth and income inequality is the great moral issue of our time”? a. Mitt Romney b. Hillary Clinton c. Donald Trump d. Bernie Sanders Answer: d Topic: How Much We Own (Structure, Action, and Impact) Learning Objective: 4.3 Describe the importance of income, wealth, occupation, and social class in American politics.

Skill Level: Remember the Facts Difficulty Level: Moderate

35.

In the 2012 presidential election, Republicans garnered the majority of votes from which of the following groups? a. Hispanics b. Protestants c. women d. young voters Answer: b Topic: Who We Are (Structure, Action, and Impact) Learning Objective: 4.2 Analyze how such social and demographic factors such as race and ethnicity, religion, gender, family structure, education, and age affect American politics.

Skill Level: Remember the Facts Difficulty Level: Easy

36.

Which of the following statements comparing the political activity of women to men is true? a. Women are more likely than men to favor government-provided health insurance. b. Women are more likely than men to support national income limits. c. Women are more likely than men to vote as Independents. d. Women are more likely than men to vote for Republican candidates.

Answer: a Topic: Who We Are (Structure, Action, and Impact) Learning Objective: 4.2 Analyze how such social and demographic factors such as race and ethnicity, religion, gender, family structure, education, and age affect American politics.

Skill Level: Apply What You Know Difficulty Level: Difficult

37.

Which of the following is true of religion in the United States?

49 .

a. The United States has a tremendous variety of religious denominations. b. Most Americans are not religious. c. Religion in the United States is dominated by fundamentalists. d. Religion in the United States is dominated by the Catholic Church.

Answer: a Topic: Who We Are (Structure, Action, and Impact) Learning Objective: 4.2 Analyze how such social and demographic factors such as race and ethnicity, religion, gender, family structure, education, and age affect American politics.

Skill Level: Understand the Concepts Difficulty Level: Moderate 38.

Recent changes in the age demographic pattern of the American population are most likely to raise concerns about a. immigration services. b. health insurance. c. national security. d. public schools.

Answer: b Topic: Who We Are (Structure, Action, and Impact) Learning Objective: 4.2 Analyze how such social and demographic factors such as race and ethnicity, religion, gender, family structure, education, and age affect American politics.

Skill Level: Apply What You Know Difficulty Level: Difficult

39.

What impact did the presidential campaign of Barack Obama have on African American voters? a. African American voter turnout in midterm elections declined. b. African American women voted in much larger numbers than men. c. African Americans voted consistently for Republicans. d. African American voter turnout increased.

Answer: d Topic: Who We Are (Structure, Action, and Impact) Learning Objective: 4.2 Analyze how such social and demographic factors such as race and ethnicity, religion, gender, family structure, education, and age affect American politics.

Skill Level: Analyze It Difficulty Level: Difficult

40.

Fundamentalists typically take which of the following positions?

50 .

a. support of affirmative action b. opposition to gun control c. opposition to public education funding d. support of women’s rights Answer: b Topic: Who We Are (Structure, Action, and Impact) Learning Objective: 4.2 Analyze how such social and demographic factors such as race and ethnicity, religion, gender, family structure, education, and age affect American politics.

Skill Level: Apply What You Know Difficulty Level: Difficult 41.

The LGBTQ community constitutes roughly what percentage of the U.S. population? a. 1 to 2 b. 2 to 10 c. 21 to 30 d. 11 to 20 Answer: b Topic: Who We Are (Structure, Action, and Impact) Learning Objective: 4.2 Analyze how such social and demographic factors such as race and ethnicity, religion, gender, family structure, education, and age affect American politics.

Skill Level: Remember the Facts Difficulty Level: Easy

51 .

5 Interest Groups  Multiple-Choice Questions 1.

In The Federalist, No. 10, James Madison described how a government could be designed to control the effects of a. monarchies. b. factions. c. political parties. d. trade associations.

Answer: b Topic: The Reasons Interest Groups Endure and the “Mischiefs of Faction” They Produce (Structure) Learning Objective: 5.1 Describe why interest groups form and how they attract members.

Skill Level: Remember the Facts Difficulty Level: Easy

2.

When a case that an interest group is interested in, but not actually sponsoring, comes before a court, the group can a. meet with judges to explain the group’s policy preferences. b. file an amicus curiae brief to present the group’s analysis of the case. c. file an appeal to move the case to a different court. d. file a petition to get the group added to the list of plaintiffs.

Answer: b Topic: Characteristics and Power of Interest Groups (Action) Learning Objective: 5.3 Analyze the methods and activities that interest groups use to influence political outcomes.

Skill Level: Understand the Concepts Difficulty Level: Moderate

52 .

3.

People who associate with the Tea Party are mainly concerned about a. increasing government spending and growing government power. b. the influence of political action committees on elections. c. the expanding power of labor unions on government. d. the influence of lobbyists in the legislative process.

Answer: a Topic: The Reasons Interest Groups Endure and the “Mischiefs of Faction” They Produce (Structure) Learning Objective: 5.1 Describe why interest groups form and how they attract members.

Skill Level: Understand the Concepts Difficulty Level: Moderate

4.

When an interest group forms a new political party, what is the group’s most likely objective? a. to win an election b. to publicize a cause c. to replace one of the two major political parties d. to change the balance of power in Congress Answer: b Topic: Characteristics and Power of Interest Groups (Action) Learning Objective: 5.3 Analyze the methods and activities that interest groups use to influence political outcomes.

Skill Level: Analyze It Difficulty Level: Difficult

5.

According to James Madison, a group of individuals concerned more with their selfinterest than with the rights of individuals outside the group or with the needs of society as a whole is known as a what? a. a faction b. a political party c. a committee d. an oligarchy Answer: a Topic: The Reasons Interest Groups Endure and the “Mischiefs of Faction” They Produce (Structure) Learning Objective: 5.1 Describe why interest groups form and how they attract members.

Skill Level: Understand the Concepts Difficulty Level: Easy

6.

How have labor unions changed since the mid-twentieth century?

53 .

a. They have become more powerful. b. They have become less consolidated. c. They have struggled to raise money. d. They have struggled to form an ideology.

Answer: b Topic: Types of Interest Groups (Action) Learning Objective: 5.2 Describe different types of interest groups.

Skill Level: Understand the Concepts Difficulty Level: Moderate 7.

A voluntary organization that seeks to influence government is referred to as what? a. A corporation b. An interest group c. An institute d. A faction Answer: b Topic: The Reasons Interest Groups Endure and the “Mischiefs of Faction” They Produce (Structure) Learning Objective: 5.1 Describe why interest groups form and how they attract members.

Skill Level: Remember the Facts Difficulty Level: Easy

8.

Which of the following is an example of a public sector interest group? a. the National Education Association b. the AFL-CIO c. the Council on Foreign Relations d. Planned Parenthood Answer: a Topic: Types of Interest Groups (Action) Learning Objective: 5.2 Describe different types of interest groups.

Skill Level: Apply What You Know Difficulty Level: Moderate

9.

When people fail to join a group because they can get the benefits the group offers without contributing to the group’s efforts, that is known as what kind of problem? a. free rider b. pluralist c. collective good d. group coordination

54 .

Answer: a Topic: Types of Interest Groups (Action) Learning Objective: 5.2 Describe different types of interest groups.

Skill Level: Remember the Facts Difficulty Level: Easy 10.

What is a trade association? a. a coalition of public interest groups in a specific policy area b. an organization that coordinates among multiple nonprofit interest groups c. an organization that represents businesses within a specific industry d. an organization that represents the interests of the federal government Answer: c Topic: Types of Interest Groups (Action) Learning Objective: 5.2 Describe different types of interest groups.

Skill Level: Remember the Facts Difficulty Level: Moderate

11.

Which of the following is a similarity between labor unions in open shop and closed shop states? a. Unions are prevented from forming political action committees. b. The free rider problem limits the political power of unions. c. The benefits that unions gain are reserved for union members. d. All workers share the benefits the unions gain.

Answer: d Topic: Types of Interest Groups(Action) Learning Objective: 5.2 Describe different types of interest groups.

Skill Level: Understand the Concepts Difficulty Level: Moderate

12.

To overcome the free rider problem, many interest groups offer selective benefits, which are a. the policies that interest groups enact. b. benefits given only to group members. c. campaign contributions to elected officials. d. bonuses given to the most effective lobbyists.

Answer: b Topic: Types of Interest Groups (Action) Learning Objective: 5.2 Describe different types of interest groups.

Skill Level: Remember the Facts Difficulty Level: Easy

13.

What is an amicus curiae brief?

55 .

a. a written argument submitted to a court in support of one side of a case b. a petition to remove a judge from a court case c. a petition submitted to Congress in support of or in opposition to a judicial nominee d. a petition submitted to request a review of an executive agency’s decision Answer: a Topic: Characteristics and Power of Interest Groups (Action) Learning Objective: 5.3 Analyze the methods and activities that interest groups use to influence political outcomes.

Skill Level: Remember the Facts Difficulty Level: Easy 14.

Which of the following is the main type of organization that lobbies on behalf of workers? a. public interest group b. trade association c. labor union d. ideological group Answer: c Topic: Types of Interest Groups (Action) Learning Objective: 5.2 Describe different types of interest groups.

Skill Level: Remember the Facts Difficulty Level: Easy

15.

By 1900, what was the dominant labor union in the United States? a. Congress of Industrial Organizations b. International Brotherhood of Teamsters c. American Federation of Labor d. Change to Win Federation Answer: c Topic: Types of Interest Groups (Action) Learning Objective: 5.2 Describe different types of interest groups.

Skill Level: Remember the Facts Difficulty Level: Easy

16.

Interest groups are important subjects of study in American politics because a. they are always successful in getting their demands met by government. b. they provide a venue for citizens to participate in government. c. they determine what issues get covered in the media. d. they determine who runs for elected office.

56 .

Answer: b Topic: The Reasons Interest Groups Endure and the “Mischiefs of Faction” They Produce (Structure) Learning Objective: 5.1 Describe why interest groups form and how they attract members.

Skill Level: Analyze It Difficulty Level: Moderate 17.

Collective bargaining is a process whereby which of the following occurs? a. Members of Congress debate the merits of a bill before conducting a vote. b. Unions represent a group of employees in negotiations with management. c. Interest group leaders solicit input from their members. d. PAC contributors decide how to distribute their funds.

Answer: b Topic: Types of Interest Groups (Action) Learning Objective: 5.2 Describe different types of interest groups.

Skill Level: Remember the Facts Difficulty Level: Easy

18.

Which of the following is an example of a public interest group? a. a consumer rights group b. a professional association c. a labor union d. a group representing a state government Answer: a Topic: Types of Interest Groups (Action) Learning Objective: 5.2 Describe different types of interest groups.

Skill Level: Understand the Concepts Difficulty Level: Moderate

19.

How does the unionization of the American workforce generally compare to unionization in other industrialized democracies? a. The American workforce has stronger unionization in the technology sector. b. The American workforce has more labor unions. c. The American workforce is less likely to be regulated when unionized. d. The American workforce is among the least unionized.

Answer: d Topic: Types of Interest Groups (Action) Learning Objective: 5.2 Describe different types of interest groups.

Skill Level: Understand the Concepts Difficulty Level: Moderate

57 .

20.

Which of the following is an example of a professional association? a. the National Association of Home Builders b. the American Association of Retired People c. the National Rifle Association d. the National Wildlife Federation Answer: a Topic: Types of Interest Groups (Action) Learning Objective: 5.2 Describe different types of interest groups.

Skill Level: Understand the Concepts Difficulty Level: Moderate

21.

Which of the following is an example of an economic interest group? a. the American Association of Retired People b. the Chamber of Commerce c. the National Organization for Women d. the National Education Association Answer: b Topic: Types of Interest Groups (Action) Learning Objective: 5.2 Describe different types of interest groups.

Skill Level: Understand the Concepts Difficulty Level: Moderate

22.

What type of group is a trade association? a. an economic interest group b. a public interest group c. a public sector interest group d. a labor union Answer: a Topic: Types of Interest Groups (Action) Learning Objective: 5.2 Describe different types of interest groups.

Skill Level: Understand the Concepts Difficulty Level: Moderate

23.

What feature of the U.S. political system reflects the Framers’ desire to limit the “mischiefs of faction”? a. staggered terms of office b. selection of senators by state legislatures c. the protection of free speech in the First Amendment d. the president’s power as commander in chief of the military Answer: a 58 .

Topic: The Reasons Interest Groups Endure and the “Mischiefs of Faction” They Produce (Structure) Learning Objective: 5.1 Describe why interest groups form and how they attract members.

Skill Level: Apply What You Know Difficulty Level: Difficult 24.

How has the Internet helped interest groups in their lobbying efforts? a. by allowing citizens to easily organize themselves b. by allowing citizens to register to vote online c. by increasing the security of interest groups’ databases d. by making it easier for citizens to submit amicus curiae briefs Answer: a Topic: Characteristics and Power of Interest Groups (Action) Learning Objective: 5.3 Analyze the methods and activities that interest groups use to influence political outcomes.

Skill Level: Understand the Concepts Difficulty Level: Moderate

25.

What is one way lobbyists typically seek to influence members of Congress? a. by introducing bills b. by filing amicus curiae briefs c. by organizing protests and demonstrations d. by providing technical assistance on policy issues Answer: d Topic: What Explains Interest Group Success? (Impact) Learning Objective: 5.4 Evaluate the factors that affect the relative success of interest groups.

Skill Level: Understand the Concepts Difficulty Level: Moderate

26.

How are interest groups most likely to lobby the courts? a. through letter-writing campaigns addressed to particular judges b. by publishing editorials in major newspapers stating their views on cases c. by bringing lawsuits to the courts on behalf of classes of citizens d. by meeting with judges to express their views on cases Answer: c Topic: Characteristics and Power of Interest Groups (Action) Learning Objective: 5.3 Analyze the methods and activities that interest groups use to influence political outcomes.

Skill Level: Understand the Concepts Difficulty Level: Moderate 59 .

27.

You are a lawyer who believes that the standards for admission to the state bar have been set too low. What type of group should you form to attempt to change the admission standards? a. a labor union b. a trade association c. a professional association d. a public interest group Answer: c Topic: Types of Interest Groups (Action) Learning Objective: 5.2 Describe different types of interest groups.

Skill Level: Apply What You Know Difficulty Level: Difficult

28.

Which of the following is most likely to result in the free rider problem? a. an elected official accepting bribes from an interest group b. an elected official relying on information from lobbyists c. a union bargaining with management for higher wages in an open shop state d. an environmental group disagreeing on what policy goals to pursue Answer: c Topic: Types of Interest Groups (Action) Learning Objective: 5.2 Describe different types of interest groups.

Skill Level: Understand the Concepts Difficulty Level: Moderate

29.

Which of the following statements best characterizes the distribution of PAC money to congressional candidates9? a. Contributions to challengers has steadily increased. b. Incumbents continue to receive fewer contributions than their challengers. c. PACs contribute disproportionately to incumbents. d. PACs have worked more closely with campaigns.

Answer: c Topic: What Explains Interest Group Success? (Impact) Learning Objective: 5.4 Evaluate the factors that affect the relative success of interest groups.

Skill Level: Understand the Concepts Difficulty Level: Moderate

30.

How could a local government overcome the free rider problem with respect to providing street lights? a. by requiring residents to pay taxes to pay for the lights 60 .

b. by asking residents to donate money to pay for the lights c. by forming a trade association to lobby the state legislature for funding d. by forming a public sector interest group to lobby the state legislature for funding Answer: a Topic: What Explains Interest Group Success? (Impact) Learning Objective: 5.4 Evaluate the factors that affect the relative success of interest groups.

Skill Level: Apply What You Know Difficulty Level: Difficult 31.

Which of the following is an example of a faction? a. the media b. an interest group c. the legislature d. the executive branch Answer: b Topic: The Reasons Interest Groups Endure and the “Mischiefs of Faction” They Produce (Structure) Learning Objective: 5.1 Describe why interest groups form and how they attract members.

Skill Level: Apply What You Know Difficulty Level: Easy

32.

An interest group filing an amicus curiae brief is an example of __________. a. how interest groups influence elections b. lobbying an executive branch agency c. the impact of lobbying disclosure requirements d. lobbying the judicial branch Answer: d Topic: Characteristics and Power of Interest Groups (Action) Learning Objective: 5.3 Analyze the methods and activities that interest groups use to influence political outcomes.

Skill Level: Understand the Concepts Difficulty Level: Moderate

33.

Lobbyists regularly engage in which of the following activities? a. public campaigns to change the minds of constituents b. representing elected officials at press conferences c. providing elected officials with information d. using the court system to change public policy Answer: c 61 .

Topic: What Explains Interest Group Success? (Impact) Learning Objective: 5.4 Evaluate the factors that affect the relative success of interest groups.

Skill Level: Understand the Concepts Difficulty Level: Moderate 34.

The extent to which an interest group’s membership shares common views on the aims of the organization is known as a. cohesion. b. spread. c. unity. d. diversity.

Answer: a Topic: Characteristics and Power of Interest Groups (Action) Learning Objective: 5.3 Analyze the methods and activities that interest groups use to influence political outcomes.

Skill Level: Understand the Concepts Difficulty Level: Moderate

35.

The term “interest group pluralism” refers to the idea that a. competition among diverse groups helps preserve democratic values. b. political factions make democratic systems of government fairer. c. interest groups should be open to all potential members. d. interest groups should advocate for a set of issues that address a broad scope.

Answer: a Topic: The Reasons Interest Groups Endure and the “Mischiefs of Faction” They Produce (Structure) Learning Objective: 5.1 Describe why interest groups form and how they attract members.

Skill Level: Understand the Concepts Difficulty Level: Moderate

36.

Why do interest groups typically offer tangible benefits to their members? a. to foster greater diversity among group members b. to encourage only the most committed supporters to become involved c. to distract members from the groups’ political motives d. to overcome the free rider problem Answer: d Topic: The Reasons Interest Groups Endure and the “Mischiefs of Faction” They Produce (Structure) Learning Objective: 5.1 Describe why interest groups form and how they attract members 62 .

Skill Level: Analyze It Difficulty Level: Difficult 37.

According to the Supreme Court’s 1976 ruling on independent expenditures, which of the following is unconstitutional? a. any contribution of more than $100,000 made by any one individual b. directing unlimited amounts of money to a particular race c. disclosing personal expenditures without an individual’s knowledge d. limiting contributions that are truly independent of a party or candidate Answer: d Topic: What Explains Interest Group Success? (Impact) Learning Objective: 5.4 Evaluate the factors that affect the relative success of interest groups.

Skill Level: Understand the Concepts Difficulty Level: Moderate

38.

Which of the following is a professional association, labor union, and public sector interest group? a. The Chamber of Commerce b. The National Education Association c. Common Cause d. The American Bar Association Answer: b Topic: Types of Interest Groups (Action) Learning Objective: 5.2 Describe different types of interest groups.

Skill Level: Apply What You Know Difficulty Level: Difficult

39.

Interest groups use what to obtain the specific language and deadlines of proposed regulations? a. amicus curiae briefs b. issue networks c. the Federal Register d. collective bargaining Answer: c Topic: Characteristics and Power of Interest Groups (Action) Learning Objective: 5.3 Analyze the methods and activities that interest groups use to influence political outcomes.

Skill Level: Understand the Concepts Difficulty Level: Moderate

63 .

40.

Interest groups offer campaign contributions to candidates because doing so helps elect candidates that a. create a relationship between the interest group and the elected official. b. can influence public policy for both political parties. c. will place their own staff members in government positions. d. welcome input into the political party platforms during elections.

Answer: a Topic: What Explains Interest Group Success? (Impact) Learning Objective: 5.4 Evaluate the factors that affect the relative success of interest groups.

Skill Level: Analyze It Difficulty Level: Moderate

41.

You are the leader of an environmental organization working to address the problem of climate change. Given the free rider problem, what would be the most effective way to get others to join your cause? a. Describe the harmful consequences of global warming. b. Explain how future generations will benefit from legislation. c. Offer an incentive to those who join the campaign. d. Circulate a petition on the Internet.

Answer: c Topic: What Explains Interest Group Success? (Impact) Learning Objective: 5.4 Evaluate the factors that affect the relative success of interest groups.

Skill Level: Understand the Concepts Difficulty Level: Moderate

42.

Which statement explains how a Super PAC is different from a PAC? a. PACs operate on the state level, while Super PACs are national. b. Unlike PACs, Super PACs are allowed to endorse candidates. c. Super PACs are formed when two or more PACs join together. d. Unlike PACs, Super PACs may accept donations of any size.

Answer: d Topic: Characteristics and Power of Interest Groups (Action) Learning Objective: 5.3 Analyze the methods and activities that interest groups use to influence political outcomes.

Skill Level: Analyze It Difficulty Level: Moderate

43.

Since Congress passed the Honest Leadership and Open Government Act in 2007, senators must wait how long after leaving office before they are allowed to become lobbyists?

64 .

a. six months b. one year c. two years d. four years Answer: c Topic: Characteristics and Power of Interest Groups (Action) Learning Objective: 5.3 Analyze the methods and activities that interest groups use to influence political outcomes.

Skill Level: Remember the Facts Difficulty Level: Easy 44.

You are the leader of a consumer rights group that has been unable to get a meeting with its elected representative in Congress. How could you get the attention of your legislator on the issues your group cares about? a. Organize a demonstration in the representative’s district. b. Support local officials running for office. c. Draft a bill and introduce it in Congress. d. Contact the Consumer Products Safety Commission.

Answer: a Topic: Characteristics and Power of Interest Groups (Action) Learning Objective: 5.3 Analyze the methods and activities that interest groups use to influence political outcomes.

Skill Level: Apply What You Know Difficulty Level: Moderate

45.

When an interest group’s members share common views on the aims of the organization, it is said to be a. strong. b. resourceful. c. concentrated. d. cohesive.

Answer: d Topic: What Explains Interest Group Success? (Impact) Learning Objective: 5.4 Evaluate the factors that affect the relative success of interest groups.

Skill Level: Remember the Facts Difficulty Level: Easy

46.

What did the 2012 and 2016 elections highlight about the disclosure of lobbying activity? a. Most voters are unconcerned about disclosure.

65 .

b. Disclosure has a significant impact on election outcomes. c. Disclosure rules are highly effective in preventing corruption. d. Disclosure sometimes does not occur until after key election contests.

Answer: d Topic: Limiting the Mischiefs of Faction (Impact) Learning Objective: 5.5 Assess the effectiveness of regulations designed to control interest groups.

Skill Level: Understand the Concepts Difficulty Level: Moderate 47.

How do PAC contributions differ from independent expenditures? a. PAC contributions are given to congressional candidates, whereas independent expenditures are given to judicial candidates. b. PAC contributions are given to candidates in federal elections, whereas independent expenditures are given to candidates in state elections. c. PAC contributions are given directly to candidates, whereas independent expenditures are given to political parties. d. PAC contributions are given directly to candidates, whereas independent expenditures are not given to candidates.

Answer: d Topic: What Explains Interest Group Success? (Impact) Learning Objective: 5.4 Evaluate the factors that affect the relative success of interest groups.

Skill Level: Analyze It Difficulty Level: Moderate

48.

How did issue advocacy allow interest groups to circumvent disclosure and contribution limits starting in the mid-1990s? a. Any group that defined itself as advocating a single issue was exempt from reporting expenditures to the government. b. By focusing on issues rather than candidates, interest groups could appeal to a broader segment of the population. c. Individuals were allowed to select one issue-based interest group and make an unlimited contribution to that group. d. Interest groups were able to make election ads as long as they did not use explicit electioneering language.

Answer: d Topic: What Explains Interest Group Success? (Impact) Learning Objective: 5.4 Evaluate the factors that affect the relative success of interest groups.

Skill Level: Understand the Concepts Difficulty Level: Moderate

66 .

49.

According to political scientist David Mayhew, what is the single most important element that lobbyists provide to members of Congress? a. financial resources for reelection campaigns b. political information c. substantive information d. volunteers for campaign activities Answer: a Topic: What Explains Interest Group Success? (Impact) Learning Objective: 5.4 Evaluate the factors that affect the relative success of interest groups.

Skill Level: Analyze It Difficulty Level: Difficult

50.

Based on his concern about factions in The Federalist, No. 10, James Madison would most likely agree with which of the following statements? a. Factions pursuing their self-interests will work against the broader public interest. b. Factions are too focused on the public good and neglect to take care of their own needs. c. The Constitution does not provide enough opportunities for factions to be involved in politics. d. Factions make it too difficult to amend the Constitution.

Answer: a Topic: The Reasons Interest Groups Endure and the “Mischiefs of Faction” They Produce (Structure) Learning Objective: 5.1 Describe why interest groups form and how they attract members.

Skill Level: Analyze It Difficulty Level: Difficult

51.

Which of the following actions would most likely boost union membership in the United States? a. increase national minimum wage rates b. increase the number of states with closed shops c. offer more information about the benefits of joining d. offer free ridership to more union members Answer: b Topic: Types of Interest Groups (Action) Learning Objective: 5.2 Describe different types of interest groups.

Skill Level: Analyze It Difficulty Level: Difficult

67 .

52.

Political action committees (PACs) are an attractive option for campaign contributions because a. they are allowed to contribute unlimited sums of money to political candidates. b. they combine many individual contributions into one large contribution. c. their contributions are tax deductible. d. they are not required to disclose their donors.

Answer: b Topic: Characteristics and Power of Interest Groups (Action) Learning Objective: 5.3 Analyze the methods and activities that interest groups use to influence political outcomes.

Skill Level: Analyze It Difficulty Level: Difficult

53.

Concern over the use of money such as corporate funds to influence politicians dates back to a. the end of World War I in 1918. b. the ratification of the Constitution in 1791. c. Andrew Jackson’s administration in the 1830s. d. Ulysses S. Grant’s administration in the 1870s.

Answer: d Topic: Limiting the Mischief of Faction (Impact) Learning Objective: 5.5 Assess the effectiveness of regulations designed to control interest groups.

Skill Level: Remember the Facts Difficulty Level: Moderate

54.

Which of the following conditions, if true, would eliminate the free rider problem? a. if paying for participation in an interest group were mandatory b. if members were allowed to vote on matters of concern to the interest group c. if participation in an interest group were voluntary d. if an interest group focused on providing benefits to society as a whole Answer: a Topic: Characteristics and Power of Interest Groups (Action) Learning Objective: 5.3 Analyze the methods and activities that interest groups use to influence political outcomes.

Skill Level: Analyze It Difficulty Level: Moderate

68 .

6 Political Parties  Multiple-Choice Questions 1.

One of the various ways in which parties contribute to the political process is by a. dividing the electorate. b. organizing expenditures with interest groups. c. nominating candidates. d. reducing accountability mechanisms.

Answer: c Topic: What Parties Do for Democracy (Action) Learning Objective: 6.2 Identify the functions of political parties and their structure at the national, state, and local levels.

Skill Level: Understand the Concepts Difficulty Level: Moderate

2.

Parties have little opportunity to influence the outcome in what kind of elections? a. nonpartisan b. open primaries c. state-level d. national-level Answer: a Topic: What Parties Do for Democracy (Action) Learning Objective: 6.2 Identify the functions of political parties and their structure at the national, state, and local levels.

Skill Level: Understand the Concepts Difficulty Level: Moderate

3.

Duverger’s Law is associated with which of the following? a. multiparty systems

69 .

b. two-party systems c. national party committees d. party identifiers in the electorate Answer: b Topic: The Role of Minor Parties (Action) Learning Objective: 6.3 Evaluate the role of minor parties in the U.S. electoral system.

Skill Level: Understand the Concepts Difficulty Level: Moderate 4.

Which minor party candidate may have influenced the outcome of the 2000 election? a. George Wallace b. John Anderson c. Ross Perot d. Ralph Nader Answer: d Topic: The Role of Minor Parties (Action) Learning Objective: 6.3 Evaluate the role of minor parties in the U.S. electoral system.

Skill Level: Remember the Facts Difficulty Level: Easy

5.

Party registration impacts the political process in America by a. creating rules on voter registration procedures. b. restraining how voters may donate to parties. c. limiting in which primary voters may participate. d. establishing coalitions that influence voters.

Answer: c Topic: Parties in the Electorate (Impact) Learning Objective: 6.4 Describe the significance of party identification in America today.

Skill Level: Understand the Concepts Difficulty Level: Moderate

6.

Which of the following is true of primaries? a. They have increased the role of political parties in the nominating process. b. They vary significantly from state to state. c. They were first adopted in the 1930s. d. They have made candidates more accountable to the political parties.

Answer: b Topic: What Parties Do for Democracy (Action) 70 .

Learning Objective: 6.2 Identify the functions of political parties and their structure at the national, state, and local levels.

Skill Level: Remember the Facts Difficulty Level: Moderate 7.

Realigning elections are also known as a. special elections. b. critical elections. c. primary elections. d. general elections.

Answer: b Topic: A Brief History of American Political Parties (Structure) Learning Objective: 6.1 Trace the development of political parties in the United States.

Skill Level: Remember the Facts Difficulty Level: Easy

8.

The “Grand Old Party” is the nickname of which political party? a. Whigs b. Federalists c. Democrats d. Republicans Answer: d Topic: A Brief History of American Political Parties (Structure) Learning Objective: 6.1 Trace the development of political parties in the United States.

Skill Level: Remember the Facts Difficulty Level: Easy

9.

Most people acquire party identification a. as children from their parents. b. in school from their peers. c. as adults from their peers. d. based on where they grew up.

Answer: a Topic: Parties in the Electorate (Impact) Learning Objective: 6.4 Describe the significance of party identification in America today.

Skill Level: Remember the Facts Difficulty Level: Easy

71 .

10.

In the U.S. political system, a vote for a minor party candidate is considered a wasted vote. What election reform would decrease the likelihood of a vote being wasted on an unelectable candidate? a. runoff elections b. expanded caucuses c. single-member districts d. open primaries Answer: a Topic: The Role of Minor Parties (Action) Learning Objective: 6.3 Evaluate the role of minor parties in the U.S. electoral system.

Skill Level: Apply What You Know Difficulty Level: Difficult

11.

One characteristic of realigning elections is a. coordination between the major political parties. b. limited public support for policy change. c. intense voter involvement. d. a high level of voter apathy.

Answer: c Topic: A Brief History of American Political Parties (Structure) Learning Objective: 6.1 Trace the development of political parties in the United States.

Skill Level: Understand the Concepts Difficulty Level: Moderate

12.

While the United States has several minor parties, only the two major parties have much of a chance to win elections. What features of the U.S. political system contribute to the dominance of two parties? a. multimember districts and a proportional voting system b. single-member districts and a nonpartisan blanket primary system c. multimember districts and a winner-take-all voting system d. single-member districts and a winner-take-all voting system Answer: d Topic: The Role of Minor Parties (Action) Learning Objective: 6.3 Evaluate the role of minor parties in the U.S. electoral system.

Skill Level: Understand the Concepts Difficulty Level: Moderate

13.

The elections of both Andrew Jackson and Abraham Lincoln are similar in that they were both what type of elections?

72 .

a. critical elections b. decisive elections c. incumbent elections d. upheaval elections Answer: a Topic: A Brief History of American Political Parties (Structure) Learning Objective: 6.1 Trace the development of political parties in the United States.

Skill Level: Understand the Concepts Difficulty Level: Moderate 14.

Disputes and riots occurred in relation to which party convention? a. Republican Convention in 1972 b. Republican Convention in 1984 c. Democratic Convention in 1968 d. Democratic Convention in 1976 Answer: c Topic: The Persistence of Political Parties (Impact) Learning Objective: 6.5 Assess the reasons for the persistence of the two-party system.

Skill Level: Remember the Facts Difficulty Level: Easy

15.

Money that can be raised in unlimited amounts for party-building purposes is called a. soft money. b. hard money. c. party-independent expenditures. d. coordinated expenditures.

Answer: a Topic: What Parties Do for Democracy (Action) Learning Objective: 6.2 Identify the functions of political parties and their structure at the national, state, and local levels.

Skill Level: Remember the Facts Difficulty Level: Easy

16.

In the 1840s, what were the two major parties in the United States? a. Democrats and Republicans b. Democrats and Whigs c. Republicans and Federalists d. Republicans and Whigs

73 .

Answer: b Topic: A Brief History of American Political Parties (Structure) Learning Objective: 6.1 Trace the development of political parties in the United States.

Skill Level: Remember the Facts Difficulty Level: Easy 17.

Between party conventions, what body is in charge of each political party? a. the national committee of each party b. the campaign committee of each party c. a national caucus of elected representatives d. legislative leaders in government Answer: a Topic: What Parties Do for Democracy (Action) Learning Objective: 6.2 Identify the functions of political parties and their structure at the national, state, and local levels.

Skill Level: Remember the Facts Difficulty Level: Easy

18.

George H. W. Bush saying, “Read my lips—no new taxes” foreshadowed a. an economic recession. b. a presidential candidate misquoting an opponent. c. how a negative advertisement can backfire. d. a failure to keep a campaign promise.

Answer: d Topic: What Parties Do for Democracy (Action) Learning Objective: 6.2 Identify the functions of political parties and their structure at the national, state, and local levels.

Skill Level: Remember the Facts Difficulty Level: Easy

19.

Minor parties are the most successful in a. multiparty systems. b. winner-take-all systems. c. majority-minority districts. d. safe districts.

Answer: a Topic: The Role of Minor Parties (Action) Learning Objective: 6.3 Evaluate the role of minor parties in the U.S. electoral system.

Skill Level: Understand the Concepts Difficulty Level: Moderate 74 .

20.

What challenge do minor parties most often face? a. lack of enthusiasm b. nomination signature requirements c. too many young candidates d. outdated voter registration lists Answer: b Topic: The Role of Minor Parties (Action) Learning Objective: 6.3 Evaluate the role of minor parties in the U.S. electoral system.

Skill Level: Understand the Concepts Difficulty Level: Moderate

21.

Crossover voting is permitted in what type of primary? a. a direct primary b. a closed primary c. an open primary d. a partisan primary Answer: c Topic: What Parties Do for Democracy (Action) Learning Objective: 6.2 Identify the functions of political parties and their structure at the national, state, and local levels.

Skill Level: Understand the Concepts Difficulty Level: Moderate

22.

Two-party systems tend to produce governments that are a. stable and centrist. b. stable and conservative. c. unstable and ideologically driven. d. unstable and decentralized.

Answer: a Topic: The Role of Minor Parties (Action) Learning Objective: 6.3 Evaluate the role of minor parties in the U.S. electoral system.

Skill Level: Understand the Concepts Difficulty Level: Moderate

23.

When was the first realigning election in American party history? a. 1800 b. 1824 c. 1860 75 .

d. 1896 Answer: b Topic: A Brief History of American Political Parties (Structure) Learning Objective: 6.1 Trace the development of political parties in the United States.

Skill Level: Remember the Facts Difficulty Level: Easy 24.

The years 1860 to 1928 saw the ascendance and dominance of which party? a. Democrats b. Federalists c. Republicans d. Whigs Answer: c Topic: A Brief History of American Political Parties (Structure) Learning Objective: 6.1 Trace the development of political parties in the United States.

Skill Level: Understand the Concepts Difficulty Level: Easy

25.

Since 1953, America has a. seen mostly a united government under Republican control. b. seen mostly a united government, switching from party to party. c. had a divided government more than a united government. d. had a divided government with Democrats dominating the Senate.

Answer: c Topic: A Brief History of American Political Parties (Structure) Learning Objective: 6.1 Trace the development of political parties in the United States.

Skill Level: Understand the Concepts Difficulty Level: Moderate

26.

What changed between the 1964 and 2012 elections? a. Men were more likely Democratic in 1964 than in 2012. b. Men were more likely Democratic in 2012 than in 1964. c. Women were more likely Republican in 1964 than in 2012. d. Women were more likely Republican in 2012 than in 1964.

Answer: a Topic: Parties in the Electorate (Impact) Learning Objective: 6.4 Describe the significance of party identification in America today.

76 .

Skill Level: Understand the Concepts Difficulty Level: Moderate 27.

Which of the following is the official statement of policy goals established by each party every four years? a. party code b. party literature c. party mandate d. party platform Answer: d Topic: What Parties Do for Democracy (Action) Learning Objective: 6.2 Identify the functions of political parties and their structure at the national, state, and local levels.

Skill Level: Remember the Facts Difficulty Level: Easy

28.

In what kind of electoral systems are parties at the extremes more likely to have influence? a. majoritarian b. multiparty c. plurality d. two-party Answer: b Topic: The Role of Minor Parties (Action) Learning Objective: 6.3 Evaluate the role of minor parties in the U.S. electoral system.

Skill Level: Understand the Concepts Difficulty Level: Moderate

29.

Republican Ted Cruz and Democrat Bernie Sanders would both most likely agree that political parties a. better serve the country than unorganized factions. b. make our nation less efficient and powerful. c. should do more to raise money for presidential candidates. d. have neglected their ideological roots to attract moderates.

Answer: d Topic: The Persistence of Political Parties (Impact) Learning Objective: 6.5 Assess the reasons for the persistence of the two-party system.

Skill Level: Understand the Concepts Difficulty Level: Moderate

77 .

30.

How do party committees typically allocate independent expenditures in campaigns? a. They focus on a few competitive races. b. They spend funds equally across races. c. They focus on candidates who are behind in the polls. d. They focus on reelecting incumbents.

Answer: a Topic: What Parties Do for Democracy (Action) Learning Objective: 6.2 Identify the functions of political parties and their structure at the national, state, and local levels.

Skill Level: Understand the Concepts Difficulty Level: Moderate

31.

How do party-independent expenditures differ from soft money? a. Party-independent expenditures are spent by parties, whereas soft money is spent by candidates’ campaigns. b. Party-independent expenditures can only use funds raised with normal hard money contribution limits, unlike soft money. c. Party-independent expenditures are not subject to disclosure requirements, unlike soft money. d. Party-independent expenditures are limited to party-building activities, whereas soft money can be spent on election communications.

Answer: b Topic: What Parties Do for Democracy (Action) Learning Objective: 6.2 Identify the functions of political parties and their structure at the national, state, and local levels.

Skill Level: Analyze It Difficulty Level: Difficult

32.

Which democratic function of political parties was nonexistent until the early twentieth century and has given voters greater input into politics? a. party platforms b. policy coordination c. critical elections d. primary elections Answer: d Topic: A Brief History of American Political Parties (Structure) Learning Objective: 6.1 Trace the development of political parties in the United States.

Skill Level: Understand the Concepts Difficulty Level: Moderate

33.

In the past few election cycles, we have seen 78 .

a. more televised debates in the general election. b. a significant increase in small money donors. c. more candidates seeking endorsements. d. significantly tighter campaign finance rules.

Answer: b Topic: The Persistence of Political Parties (Impact) Learning Objective: 6.5 Assess the reasons for the persistence of the two-party system.

Skill Level: Understand the Concepts Difficulty Level: Moderate 34.

Which of the following was a Progressive Era reform? a. direct election of senators b. party conventions c. establishment of patronage d. establishment of single-member districts Answer: a Topic: A Brief History of American Political Parties (Structure) Learning Objective: 6.1 Trace the development of political parties in the United States.

Skill Level: Remember the Facts Difficulty Level: Easy

35.

Why did the party convention come to replace the caucus as a mechanism to nominate candidates for political office? a. The caucus system was opaque, favoring party elites and incumbents. b. The caucus system was inefficient and arbitrary. c. The caucus system overly favored urban business interests. d. The caucus system was too clearly controlled by the executive branch.

Answer: a Topic: What Parties Do for Democracy (Action) Learning Objective: 6.2 Identify the functions of political parties and their structure at the national, state, and local levels.

Skill Level: Understand the Concepts Difficulty Level: Moderate

36.

Approximately how many patronage positions are there in the federal government? a. 500 b. 1,000 c. 3,000 d. 50,000 79 .

Answer: c Topic: What Parties Do for Democracy (Action) Learning Objective: 6.2 Identify the functions of political parties and their structure at the national, state, and local levels.

Skill Level: Remember the Facts Difficulty Level: Easy 37.

Which of the following changes to the American electoral system would most help minor parties obtain representation? a. if more elections in America took place in single-member districts b. if more elections in America were decided with winner-take-all systems c. if elections in America were based on proportional representation d. if elections in America were decided by mandatory voting Answer: c Topic: The Role of Minor Parties (Action) Learning Objective: 6.3 Evaluate the role of minor parties in the U.S. electoral system.

Skill Level: Apply What You Know Difficulty Level: Difficult

38.

One purpose of political parties is that they a. create national unity. b. facilitate polling locations. c. polarize the electorate. d. help the government function.

Answer: d Topic: What Parties Do for Democracy (Action) Learning Objective: 6.2 Identify the functions of political parties and their structure at the national, state, and local levels.

Skill Level: Apply What You Know Difficulty Level: Moderate

39.

Advocates of the responsible party system believe parties should craft an articulate platform and a. be consistently held accountable to it. b. be flexible to the will of the electorate. c. do what is in the best interest of the entire nation. d. act in a way that lives up to opposing parties’ values.

Answer: a Topic: What Parties Do for Democracy (Action)

80 .

Learning Objective: 6.2 Identify the functions of political parties and their structure at the national, state, and local levels.

Skill Level: Understand the Concepts Difficulty Level: Moderate 40.

What was unique about the 1896 presidential election and party realignment? a. The Federalists won. b. A Democratic party emerged. c. The party in power did not change. d. A party split into two parties.

Answer: c Topic: A Brief History of American Political Parties (Structure) Learning Objective: 6.1 Trace the development of political parties in the United States.

Skill Level: Understand the Concepts Difficulty Level: Moderate

41.

During the Great Depression, the major dividing line between Democrats and Republicans was whether a. state governments should impose mandates on the national government. b. the national government should play an active role in regulating the economy. c. industrialization should be promoted over agrarian interests. d. the federal government should fund bailouts for struggling citizens.

Answer: b Topic: A Brief History of American Political Parties (Structure) Learning Objective: 6.1 Trace the development of political parties in the United States.

Skill Level: Understand the Concepts Difficulty Level: Moderate

42.

What was the significance of the Supreme Court’s decision in McCutcheon v. Federal Election Commission? a. It expanded the ability of parties to raise money. b. It limited the ability of parties to spend money. c. It placed new limits on campaign fund-raising by corporations and unions. d. It increased the transparency of campaign donations.

Answer: a Topic: What Parties Do for Democracy (Action) Learning Objective: 6.2 Identify the functions of political parties and their structure at the national, state, and local levels.

Skill Level: Analyze It Difficulty Level: Difficult 81 .

43.

The number of independent voters increased in the 1970s, indicating the possibility of a a. dealignment. b. critical election. c. divided government. d. new party system.

Answer: a Topic: Parties in the Electorate (Impact) Learning Objective: 6.4 Describe the significance of party identification in America today.

Skill Level: Apply What You Know Difficulty Level: Difficult

44.

When does a party typically change its platform? a. after a federal census b. at the start of each fiscal year c. during the national party convention d. virtually any time Answer: c Topic: What Parties Do for Democracy (Action) Learning Objective: 6.2 Identify the functions of political parties and their structure at the national, state, and local levels.

Skill Level: Understand the Concepts Difficulty Level: Moderate

45.

When did party conventions come into existence? a. in 1791, after ratification of the Constitution b. in the 1830s and 1840s c. in the early twentieth century, during the Progressive Era d. during the New Deal of the 1930s Answer: b Topic: What Parties Do for Democracy (Action) Learning Objective: 6.2 Identify the functions of political parties and their structure at the national, state, and local levels.

Skill Level: Remember the Facts Difficulty Level: Easy

46.

Which of the following groups is least likely to actively participate in politics by engaging in behaviors like donating to campaigns? a. Libertarians 82 .

b. Democrats c. Independents d. Republicans Answer: c Topic: Parties in the Electorate (Impact) Learning Objective: 6.4 Describe the significance of party identification in America today.

Skill Level: Understand the Concepts Difficulty Level: Moderate 47.

Which of the following is most likely a consequence of direct primaries? a. Direct primaries increase the influence of political party leaders. b. Direct primaries increase cohesion within parties. c. Direct primaries increase the autonomy of elected politicians. d. Direct primaries increase the electability of party-line candidates.

Answer: c Topic: What Parties Do for Democracy (Action) Learning Objective: 6.2 Identify the functions of political parties and their structure at the national, state, and local levels.

Skill Level: Analyze It Difficulty Level: Difficult

48.

In a winner-take-all system, a. the candidates must compete in a runoff election. b. the candidate with a plurality of votes wins. c. the party with the most votes wins. d. the party that forms a majority coalition wins.

Answer: b Topic: The Role of Minor Parties (Action) Learning Objective: 6.3 Evaluate the role of minor parties in the U.S. electoral system.

Skill Level: Remember the Facts Difficulty Level: Easy

49.

Which of the following is an effective counterargument to the party decline argument? a. The parties still assist candidates with monetary and other resource support. b. Campaigns have become more candidate-focused in recent years. c. Television and social media play an important role in modern campaigns. d. There has been an increase in the number of primaries over the past half century.

Answer: a 83 .

Topic: The Persistence of Political Parties (Impact) Learning Objective: 6.5 Assess the reasons for the persistence of the two-party system.

Skill Level: Analyze It Difficulty Level: Difficult 50.

Historically, realigning elections have tended to occur a. following U.S. involvement in foreign wars. b. regularly, after most presidential elections. c. cyclically, about every three decades. d. sporadically, with little forewarning.

Answer: c Topic: A Brief History of American Political Parties (Structure) Learning Objective: 6.1 Trace the development of political parties in the United States.

Skill Level: Understand the Concepts Difficulty Level: Moderate

51.

Which groups benefited most from reforms within the Democratic Party in the late 1960s? a. Black people and men b. Black people and women c. Black people and the elderly d. White people and the elderly Answer: b Topic: The Persistence of Political Parties (Impact) Learning Objective: 6.5 Assess the reasons for the persistence of the two-party system.

Skill Level: Analyze It Difficulty Level: Difficult

52.

Republican Party reforms in the 1970s focused on which of the following? a. fairness in delegate selection b. winner-take-all rules c. grassroots organizing and membership recruitment d. campaign finance rules Answer: c Topic: The Persistence of Political Parties (Impact) Learning Objective: 6.5 Assess the reasons for the persistence of the two-party system.

Skill Level: Understand the Concepts Difficulty Level: Moderate 84 .

53.

Compared to party regulars, a candidate activist would be most likely to make which of the following statements? a. “We have to rally around Mrs. Smith for the good of the party.” b. “We should support Mrs. Lopez even at the expense of fund-raising for the party.” c. “We cannot allow the opposing party to win, so we must run a candidate in all races.” d. “We must prioritize environmental issues above all others for the good of the party.”

Answer: b Topic: Parties in the Electorate (Impact) Learning Objective: 6.4 Describe the significance of party identification in America today.

Skill Level: Apply What You Know Difficulty Level: Difficult

54.

How has the Democratic Party changed in recent decades, especially when considering its congressional delegation? a. It has become more unified and more liberal. b. It has become more unified and more moderate. c. It has become less unified and more moderate. d. It has become less unified and more liberal.

Answer: a Topic: A Brief History of American Political Parties (Structure) Learning Objective: 6.1 Trace the development of political parties in the United States.

Skill Level: Understand the Concepts Difficulty Level: Moderate

55.

Which demographic group currently most closely identifies with the Democratic Party? a. Black people b. Catholics c. men d. wealthy people Answer: a Topic: A Brief History of American Political Parties (Structure) Learning Objective: 6.1 Trace the development of political parties in the United States.

Skill Level: Analyze It Difficulty Level: Difficult 85 .

56.

Which statement best demonstrates how political parties help organize state governments? a. The parties compete with one another for support. b. The party that controls the governorship gets its way most of the time. c. The parties often share power with one another. d. The party with the most members in government controls committee assignments.

Answer: d Topic: What Parties Do for Democracy (Action) Learning Objective: 6.2 Identify the functions of political parties and their structure at the national, state, and local levels.

Skill Level: Understand the Concepts Difficulty Level: Moderate

57.

Which of the following is true of the interval following a presidential election known as the honeymoon? a. During this time, presidents typically ignore any criticism directed at them. b. This period has grown shorter throughout the past few decades. c. This period is heavily influenced by the priorities of the legislature. d. During this time, presidents rarely offer legislative proposals.

Answer: b Topic: What Parties Do for Democracy (Action) Learning Objective: 6.2 Identify the functions of political parties and their structure at the national, state, and local levels.

Skill Level: Understand the Concepts Difficulty Level: Moderate

86 .

7 Public Opinion, Ideology, Participation, and Voting  Multiple-Choice Questions 1.

Over time, people are most likely to change their beliefs about which of the following? a. banking regulations b. liberty and freedom c. abortion d. the death penalty Answer: a Topic: Forming Political Opinions and Values (Structure) Learning Objective: 7.1 Explain how the agents of socialization influence the development of political attitudes.

Skill Level: Apply What You Know Difficulty Level: Moderate

2.

Voters who carefully follow public affairs are known as part of which of the following? a. informed elites b. attentive public c. part-time citizens d. active electorate Answer: b Topic: Forming Political Opinions and Values (Structure) Learning Objective: 7.1 Explain how the agents of socialization influence the development of political attitudes.

Skill Level: Remember the Facts

87 .

Difficulty Level: Easy 3.

An individual’s propensity to perceive, interpret, or act toward a particular object in a particular way is a. an ideology b. a belief c. a value d. an attitude Answer: d Topic: Forming Political Opinions and Values (Structure) Learning Objective: 7.1 Explain how the agents of socialization influence the development of political attitudes.

Skill Level: Remember the Facts Difficulty Level: Easy

4.

Turnout during the general election tends to be a. higher than in primary elections. b. lower than in presidential elections. c. lower than in special elections. d. higher in less competitive elections.

Answer: a Topic: Participation: Translating Opinions into Action (Action) Learning Objective: 7.4 Identify the factors that influence political participation.

Skill Level: Understand the Concepts Difficulty Level: Moderate

5.

An election in which voters determine party nominees is which type of election? a. general b caucus c. primary d. midterm Answer: c Topic: Participation: Translating Opinions into Action (Action) Learning Objective: 7.4 Identify the factors that influence political participation.

Skill Level: Remember the Facts Difficulty Level: Easy

6.

What is the term for the proportion of the voting-age public that votes? a. participatory segment b. voting group c. turnout 88 .

d. mobilization Answer: c Topic: Participation: Translating Opinions into Action (Action) Learning Objective: 7.4 Identify the factors that influence political participation.

Skill Level: Remember the Facts Difficulty Level: Easy 7.

An informal and subjective affiliation with a political party that most people acquire in childhood is called what? a. party identification b. voter identity c. independents d. platform identification Answer: a Topic: Voting Choices (Action and Impact) Learning Objective: 7.5 Analyze why people vote the way they do.

Skill Level: Remember the Facts Difficulty Level: Easy

8.

In public opinion research, what is the term for the whole group of people whose preferences the researcher wants to measure? a. subject group b. demographic group c. sample d. universe Answer: d Topic: Public Opinion: Taking the Pulse of the People (Structure) Learning Objective: 7.2 Describe public opinion research and modern methods of polling.

Skill Level: Remember the Facts Difficulty Level: Easy

9.

Which of the following is the best example of a manifest opinion? a. States should impose higher income taxes to pay for social programs. b. The defense of the United States should be the nation’s top priority. c. States are better than the national government at administering welfare programs. d. The United States needs a much tougher approach when it comes to immigration.

Answer: b Topic: Public Opinion: Taking the Pulse of the People (Structure) Learning Objective: 7.2 Describe public opinion research and modern methods of polling.

89 .

Skill Level: Apply What You Know Difficulty Level: Moderate 10.

Two major schools of political ideology dominate American politics. What are they? a. conservatism and liberalism b. conservatism and libertarianism c. liberalism and progressivism d. socialism and libertarianism Answer: a Topic: Political Ideology and Attitudes Toward Government (Structure) Learning Objective: 7.3 Assess the influence of political ideology on political attitudes and behaviors.

Skill Level: Remember the Facts Difficulty Level: Easy

11.

What is a key common denominator in voting rates among minority and majority racial groups? a. two-earner families b. income levels c. college degrees d. geographic zones Answer: c Topic: Participation: Translating Opinions into Action (Action) Learning Objective: 7.4 Identify the factors that influence political participation.

Skill Level: Analyze It Difficulty Level: Difficult

12.

Typically, how many people attempt to influence how another person votes? a. less than 1 percent b. fewer than one in ten c. about 10 percent d. fewer than two in five Answer: d Topic: Participation: Translating Opinions into Action (Action) Learning Objective: 7.4 Identify the factors that influence political participation.

Skill Level: Remember the Facts Difficulty Level: Easy

13.

How are intensity of public opinion and salience related? a. They are often correlated on the same issue. b. They are both easily changed by the media.

90 .

c. As intensity increases, salience goes down. d. Intensity is a precondition for salience.

Answer: a Topic: Public Opinion: Taking the Pulse of the People Learning Objective: 7.2 Describe public opinion research and modern methods of polling.

Skill Level: Understand the Concepts Difficulty Level: Moderate 14.

When is voter turnout lowest? a. municipal elections b. midterm primary elections c. midterm general elections d. presidential elections Answer: a Topic: Participation: Translating Opinions into Action (Action) Learning Objective: 7.4 Identify the factors that influence political participation.

Skill Level: Remember the Facts Difficulty Level: Easy

15.

Issues that people believe are important to them are known as a. intense. b. core values. c. salient. d. ideological issues.

Answer: c Topic: Public Opinion: Taking the Pulse of the People (Structure) Learning Objective: 7.2 Describe public opinion research and modern methods of polling.

Skill Level: Remember the Facts Difficulty Level: Easy

16.

Which of the following is the most influential factor when voters develop the political attitudes they take into elections? a. family b. school c. mass media d. peers Answer: a Topic: Forming Political Opinions and Values (Structure)

91 .

Learning Objective: 7.1 Explain how the agents of socialization influence the development of political attitudes.

Skill Level: Understand the Concepts Difficulty Level: Moderate 17.

Voters who hold the belief that government can bring about justice and equality of opportunity subscribe to what political ideology? a. liberalism b. conservatism c. libertarianism d. socialism Answer: a Topic: Political Ideology and Attitudes Toward Government (Structure) Learning Objective: 7.3 Assess the influence of political ideology on political attitudes and behaviors.

Skill Level: Understand the Concepts Difficulty Level: Moderate

18.

Voters who believe in private property rights and free enterprise, and who want to enhance individual liberty by keeping government small, subscribe to what political ideology? a. liberalism b. conservatism c. communism d. fascism Answer: b Topic: Political Ideology and Attitudes Toward Government (Structure) Learning Objective: 7.3 Assess the influence of political ideology on political attitudes and behaviors.

Skill Level: Understand the Concepts Difficulty Level: Moderate

19.

Conservatives who differ from traditional conservatives by focusing more on lifestyle issues are more likely to support which of the following? a. social controls b. economic controls c. deregulation d. taxation Answer: a Topic: Political Ideology and Attitudes Toward Government (Structure) Learning Objective: 7.3 Assess the influence of political ideology on political attitudes and behaviors.

92 .

Skill Level: Understand the Concepts Difficulty Level: Moderate 20.

One reason why conservatives favor cutting taxes for the wealthy is that they believe the wealthy will a. spend and invest more money, benefiting the economy. b. contribute more to charity, benefiting people in need. c. encourage lawmakers to lower taxes on everyone. d. find ways to make elections more equitable.

Answer: a Topic: Political Ideology and Attitudes Toward Government (Structure) Learning Objective: 7.3 Assess the influence of political ideology on political attitudes and behaviors.

Skill Level: Analyze It Difficulty Level: Difficult

21.

How did the Constitution originally regulate voting? a. by creating rules to be followed across the country b. by letting each state regulate voting c. by requiring voters to pay a tax d. by expanding voting to all native-born citizens Answer: b Topic: Participation: Translating Opinions into Action (Action) Learning Objective: 7.4 Identify the factors that influence political participation.

Skill Level: Understand the Concepts Difficulty Level: Moderate

22.

Which U.S. constitutional amendment granted women the right to vote on the national level? a. Sixth b. Twelfth c. Nineteenth d. Twenty-fourth Answer: c Topic: Participation: Translating Opinions into Action (Action) Learning Objective: 7.4 Identify the factors that influence political participation.

Skill Level: Remember the Facts Difficulty Level: Easy

23.

Congress granted citizenship and voting rights to which group in 1924? a. former Confederate soldiers 93 .

b. Japanese immigrants c. Native Americans d. railroad workers Answer: c Topic: Participation: Translating Opinions into Action (Action) Learning Objective: 7.4 Identify the factors that influence political participation.

Skill Level: Remember the Facts Difficulty Level: Easy 24.

Voting was extended to those 18 years of age or older through which constitutional amendment? a. Ninth b. Twenty-Sixth c. Twenty-First d. Fifteenth Answer: b Topic: Participation: Translating Opinions into Action (Action) Learning Objective: 7.4 Identify the factors that influence political participation.

Skill Level: Remember the Facts Difficulty Level: Easy

25.

Federal law prevents a state from closing voter registration more than how long before a federal election? a. 15 days b. 30 days c. 2 months d. 6 months Answer: b Topic: Participation: Translating Opinions into Action (Action) Learning Objective: 7.4 Identify the factors that influence political participation.

Skill Level: Remember the Facts Difficulty Level: Easy

26.

Since 1952, no one party has dominated the presidency. Beyond party identification, the main factor that accounts for this is what? a. candidate appeal b. electoral appeal c. platform appeal d. policy appeal Answer: a Topic: Voting Choices (Action and Impact) 94 .

Learning Objective: 7.5 Analyze why people vote the way they do.

Skill Level: Understand the Concepts Difficulty Level: Moderate 27.

People tend to belong to the same political party as a. their parents. b. their peers. c. their neighbors. d. their coworkers.

Answer: a Topic: Forming Political Opinions and Values (Structure) Learning Objective: 7.1 Explain how the agents of socialization influence the development of political attitudes.

Skill Level: Remember the Facts Difficulty Level: Easy

28.

In terms of their ideology, most people in the United States a. lean liberal. b. lean conservative. c. are moderate. d. are nonideological.

Answer: c Topic: Political Ideology and Attitudes Toward Government (Structure) Learning Objective: 7.3 Assess the influence of political ideology on political attitudes and behaviors.

Skill Level: Remember the Facts Difficulty Level: Easy

29.

In public opinion polling, what is one way of ensuring that a relatively small number of people can accurately represent the opinions of a larger population? a. using a random sample b. minimizing the margin of error c. varying the question format d. increasing the response rate Answer: a Topic: Public Opinion: Taking the Pulse of the People (Structure) Learning Objective: 7.2 Describe public opinion research and modern methods of polling.

Skill Level: Understand the Concepts Difficulty Level: Moderate

30.

What factor is most associated with fluctuations in party identification?

95 .

a. involvement in foreign wars b. political corruption c. congressional gridlock d. economic conditions Answer: d Topic: Voting Choices (Action and Impact) Learning Objective: 7.5 Analyze why people vote the way they do.

Skill Level: Understand the Concepts Difficulty Level: Moderate 31.

Candidate appeal includes answering which of the following questions? a. What interest groups have endorsed the candidate? b. Is the candidate honest? c. What is the candidate’s position on health care policy? d. How attractive is the candidate?

Answer: b Topic: Voting Choices (Action and Impact) Learning Objective: 7.5 Analyze why people vote the way they do.

Skill Level: Apply What You Know Difficulty Level: Moderate

32.

What is the most frequently sited reason that people do not vote according to the Pew Research Center? a. not registered b. too busy c. political ideology d. no interest Answer: a Topic: Participation: Translating Opinions into Action (Action) Learning Objective: 7.4 Identify the factors that influence political participation.

Skill Level: Remember the Facts Difficulty Level: Moderate

33.

Of the following factors, which is usually correlated with a propensity to vote? a. economic status b. ethical orientation c. education d. geography Answer: c Topic: Participation: Translating Opinions into Action (Action) 96 .

Learning Objective: 7.4 Identify the factors that influence political participation.

Skill Level: Understand the Concepts Difficulty Level: Moderate 34.

Libertarians would most support which of the following? a. repealing laws regulating abortion b. instituting a public jobs program c. creating programs to protect children from drugs d. taxing the wealthy more heavily Answer: a Topic: Political Ideology and Attitudes Toward Government (Structure) Learning Objective: 7.3 Assess the influence of political ideology on political attitudes and behaviors.

Skill Level: Apply What You Know Difficulty Level: Difficult

35.

Political scientists have identified three main elements of the voting choice. What are they? a. candidate appeal, issues, and party identification b. candidate appeal, issues, and intensity c. issues, intensity, and intelligence d. issues, party identification, and social class Answer: a Topic: Voting Choices (Action and Impact) Learning Objective: 7.5 Analyze why people vote the way they do.

Skill Level: Remember the Facts Difficulty Level: Moderate

36.

How do elections in America compare with those in other democracies of the world? a. Americans have less confidence in the fairness of the election process compared to other democracies. b. Voting is easier and takes place more often compared to other democracies. c. Americans vote less frequently and for fewer offices than citizens in other democracies of the world. d. Voting is more difficult and takes more time in America compared to other democracies.

Answer: d Topic: Participation: Translating Opinions into Action (Action) Learning Objective: 7.4 Identify the factors that influence political participation.

Skill Level: Understand the Concepts Difficulty Level: Moderate

97 .

37.

The 2010 elections, where the GOP picked up congressional seats, was which type of election? a. presidential b. open c. primary d. midterm Answer: d Topic: Participation: Translating Opinions into Action (Action) Learning Objective: 7.4 Identify the factors that influence political participation.

Skill Level: Apply What You Know Difficulty Level: Moderate

38.

What is the fastest growing minority group in the United States, and thus the group whose political power is increasing the most? a. Black people b. Hispanic people c. Arab people d. Asian people Answer: b Topic: Participation: Translating Opinions into Action (Action) Learning Objective: 7.4 Identify the factors that influence political participation.

Skill Level: Understand the Concepts Difficulty Level: Moderate

39.

As a result of the Voting Rights Act and the ban on the poll tax, a. there was a dramatic expansion of registration and voting by African Americans. b. the Republican Party became stronger in the South. c. White politicians lost elections in the South far more frequently. d. registration increased, but overall voter turnout decreased.

Answer: a Topic: Participation: Translating Opinions into Action (Action) Learning Objective: 7.4 Identify the factors that influence political participation.

Skill Level: Understand the Concepts Difficulty Level: Moderate

40.

What impact has the “Motor Voter” law had? a. It has had no impact on voter registration or voting. b. It has led to more new voters registering, most of whom claim to be Independents. c. It has led to more new voters registering, but made elections less competitive. d. It has increased voter turnout by approximately 10 percent.

98 .

Answer: b Topic: Participation: Translating Opinions into Action (Action) Learning Objective: 7.4 Identify the factors that influence political participation.

Skill Level: Understand the Concepts Difficulty Level: Moderate 41.

Race and ethnic background are linked with different levels of voting, largely because they correlate with what third factor? a. education b. political ideology c. salience d. voter awareness Answer: a Topic: Participation: Translating Opinions into Action (Action) Learning Objective: 7.4 Identify the factors that influence political participation.

Skill Level: Analyze It Difficulty Level: Difficult

42.

The lowest rate of voter turnout is among which group? a. Independent-leaning Democrats b. Pure Independents c. Independent-leaning Republicans d. Libertarians Answer: b Topic: Voting Choices (Action and Impact) Learning Objective: 7.5 Analyze why people vote the way they do.

Skill Level: Understand the Concepts Difficulty Level: Moderate

43.

Jennifer grows up in a house where her parents discuss the political events of the day, often commenting about the social and economic policies they favor. As she matures, she adopts the political party affiliation of her parents.

What process has Jennifer undergone? a. political assimilation b. political definition c. political acculturalization d. political socialization Answer: d Topic: Forming Political Opinions and Values (Structure)

99 .

Learning Objective: 7.1 Explain how the agents of socialization influence the development of political attitudes.

Skill Level: Apply What You Know Difficulty Level: Moderate 44.

The Pew Research Center publishes survey data that indicate that 54 percent of college students plan to vote in the next presidential election, with a margin of error of 3 percent. If the turnout is only 45 percent, which of the following statements is most likely true? a. The poll was conducted using random digit dialing. b. The candidates encouraged voters to turn out in higher numbers. c. The sample used to conduct the poll was not random. d. The population is too large to be measured accurately.

Answer: c Topic: Public Opinion: Taking the Pulse of the People (Structure) Learning Objective: 7.2 Describe public opinion research and modern methods of polling.

Skill Level: Apply What You Know Difficulty Level: Moderate

45.

Gabriel is a fifty-seven-year-old librarian. He is especially concerned about equal access to health care and is inclined to support more aggressive measures to protect the environment from careless polluters. He usually votes for Democrats, but has voted for Republicans and Independents before.

In terms of political ideology, how is Gabriel likely to classify himself? a. conservative b. liberal c. Socialist d. nonideological Answer: b Topic: Political Ideology and Attitudes Toward Government (Structure) Learning Objective: 7.3 Assess the influence of political ideology on political attitudes and behaviors.

Skill Level: Apply What You Know Difficulty Level: Difficult

46.

Representative Barbara M. Calhoun left office in the middle of her fourth term to become the U.S. ambassador to Chile. As soon as she had accepted the post, she informed state officials in Georgia of her plans.

What did they immediately organize to fill her vacant seat? a. a midterm election 100 .

b. a primary election c. a replacement election d. a special election Answer: d Topic: Participation: Translating Opinions into Action (Action) Learning Objective: 7.4 Identify the factors that influence political participation.

Skill Level: Apply What You Know Difficulty Level: Difficult 47.

Which of the following is most likely an example of a latent opinion? a. Technology companies need to be more thoroughly regulated. b. When necessary, the U.S. should always use troops to preserve democracy abroad. c. Taxation of the rich is the best way to fund the American government. d. Generally, we should avoid causing environmental damage when possible.

Answer: d Topic: Participation: Translating Opinions into Action (Action) Learning Objective: 7.4 Identify the factors that influence political participation.

Skill Level: Apply What You Know Difficulty Level: Difficult

48.

Compared to liberals, a conservative’s view of human nature is more a. idealistic. b. pessimistic. c. holistic. d. biased.

Answer: b Topic: Political Ideology and Attitudes Toward Government (Structure) Learning Objective: 7.3 Assess the influence of political ideology on political attitudes and behaviors.

Skill Level: Understand the Concepts Difficulty Level: Moderate

49.

What term refers to the proportion of the population that holds a particular view? a. distribution b. intensity c. level d. margin Answer: a Topic: Public Opinion: Taking the Pulse of the People (Structure) Learning Objective: 7.2 Describe public opinion research and modern methods of polling.

101 .

Skill Level: Understand the Concepts Difficulty Level: Moderate 50.

The statements of a Libertarian voter that the government should not regulate social choices of adults and that the free market is a better supplier of goods and services than a centralized government are representative of his or her what? a. intensity b. latency c. ideology d. salience Answer: c Topic: Political Ideology and Attitudes Toward Government (Structure) Learning Objective: 7.3 Assess the influence of political ideology on political attitudes and behaviors.

Skill Level: Apply What You Know Difficulty Level: Moderate

51.

How does contemporary liberalism differ from classical liberalism? a. Contemporary liberals place greater emphasis on individualism. b. Unlike classical liberals, contemporary liberals believe that government intervention in the economy is necessary. c. Contemporary liberals focus more on morality and lifestyle. d. Unlike classical liberals, contemporary liberals favor limited government involvement in foreign affairs.

Answer: b Topic: Political Ideology and Attitudes Toward Government (Structure) Learning Objective: 7.3 Assess the influence of political ideology on political attitudes and behaviors.

Skill Level: Analyze It Difficulty Level: Difficult

52.

Compared to the United States, most other Western democratic countries a. tend to be more politically polarized. b. believe that aristocracies are valuable. c. have a higher tolerance for socialism. d. support more conservative political views.

Answer: c Topic: Political Ideology and Attitudes Toward Government (Structure) Learning Objective: 7.3 Assess the influence of political ideology on political attitudes and behaviors.

Skill Level: Understand the Concepts Difficulty Level: Moderate 102 .

53.

Which of the following is an advantage of open-ended questions in public opinion polls? a. They allow respondents to express their views more clearly. b. They are easier to interpret and analyze than other types of questions. c. They reduce the margin of error in public opinion polls. d. They allow survey researchers to increase their sample sizes.

Answer: a Topic: Public Opinion: Taking the Pulse of the People (Structure) Learning Objective: 7.2 Describe public opinion research and modern methods of polling.

Skill Level: Analyze It Difficulty Level: Difficult

54.

The most extreme example from American history of voters rejecting the outcome of an election is which of the following? a. the Supreme Court case Bush v. Gore b. the passage of the Reconstruction amendments c. the protests against the Vietnam War d. the American Civil War Answer: d Topic: Participation: Translating Opinions into Action (Action) Learning Objective: 7.4 Identify the factors that influence political participation.

Skill Level: Understand the Concepts Difficulty Level: Moderate

55.

Of the following, which is more closely associated with social capital? a. attitudes b. awareness c. interests d. networks Answer: d Topic: Forming Political Opinions and Values (Structure) Learning Objective: 7.1 Explain how the agents of socialization influence the development of political attitudes.

Skill Level: Understand the Concepts Difficulty Level: Moderate

56.

Which type of survey question is typically used to measure the intensity of an opinion? a. yes-or-no questions 103 .

b. approve-or-disapprove questions c. scale questions d. feeling thermometers Answer: c Topic: Public Opinion: Taking the Pulse of the People (Structure) Learning Objective: 7.2 Describe public opinion research and modern methods of polling.

Skill Level: Analyze It Difficulty Level: Moderate 57.

In what way do libertarians and conservatives differ? a. Unlike conservatives, libertarians favor government regulation of the financial markets. b. Unlike conservatives, libertarians oppose restrictions on illicit drugs. c. Unlike libertarians, conservatives favor deregulation. d. Unlike libertarians, conservatives cherish individual liberties.

Answer: b Topic: Political Ideology and Attitudes Toward Government (Structure) Learning Objective: 7.3 Assess the influence of political ideology on political attitudes and behaviors.

Skill Level: Analyze It Difficulty Level: Moderate

58.

Why are some people opposed to vote-by-mail? a. They believe that vote-by-mail alters the turnout in presidential general elections. b. They believe that vote-by-mail is subject to potential fraud. c. They believe that vote-by-mail benefits some parties unfairly. d. They believe that vote-by-mail makes it easier for states to be discriminatory.

Answer: b Topic: Participation: Translating Opinions into Action (Action) Learning Objective: 7.4 Identify the factors that influence political participation.

Skill Level: Analyze It Difficulty Level: Moderate

104 .

8 Campaigns and Elections  Multiple-Choice Questions 1.

Elections for members of Congress occur a. on the second Tuesday in November. b. every two years in odd-numbered years. c. in November of even-numbered years. d. in the first week of November every year.

Answer: c Topic: Elections: The Rules of the Game (Structure) Learning Objective: 8.1 Outline the procedures for presidential and congressional elections.

Skill Level: Remember the Facts Difficulty Level: Easy

2.

The length of term for senators is how many years? a. 2 years b. 4 years c. 6 years d. 8 years Answer: c Topic: Elections: The Rules of the Game (Structure) Learning Objective: 8.1 Outline the procedures for presidential and congressional elections.

Skill Level: Remember the Facts Difficulty Level: Easy

3.

Which candidate in 2000 won the popular vote but lost the Electoral College vote and did not become president?

105 .

a. Al Gore b. George H. W. Bush c. Bill Clinton d. John McCain Answer: a Topic: Elections: The Rules of the Game (Structure) Learning Objective: 8.1 Outline the procedures for presidential and congressional elections.

Skill Level: Remember the Facts Difficulty Level: Easy 4.

A state has fifty-three seats in the House of Representatives. How many Electoral College votes does it have? a. twelve b. twenty-five c. fifty-three d. fifty-five Answer: d Topic: Elections: The Rules of the Game (Structure) Learning Objective: 8.1 Outline the procedures for presidential and congressional elections.

Skill Level: Apply What You Know Difficulty Level: Moderate

5.

A “permanent Congress” is a result of a. advantages held by incumbents. b. coattail effects from presidential candidates. c. high levels of competition in House elections. d. bipartisanship between the House and the Senate.

Answer: a Topic: Running for Congress (Structure) Learning Objective: 8.4 Assess the influence of redistricting, incumbency, partisanship, and candidate appeal on the outcome of congressional elections.

Skill Level: Understand the Concepts Difficulty Level: Moderate

6.

Barack Obama was the first presidential candidate a. to gain House seats in a midterm year. b. to use his personal money to run for office. c. to win seats for his party in Congress the year he was reelected. d. to reject taxpayer money to run his campaign.

106 .

Answer: d Topic: Running for Congress (Structure) Learning Objective: 8.4 Assess the influence of redistricting, incumbency, partisanship, and candidate appeal on the outcome of congressional elections.

Skill Level: Understand the Concepts Difficulty Level: Moderate 7.

How often do candidates for House seats have to campaign? a. every 8 years b. every 2 years c. every 4 years d. every 6 years Answer: b Topic: Elections: The Rules of the Game (Structure) Learning Objective: 8.1 Outline the procedures for presidential and congressional elections.

Skill Level: Remember the Facts Difficulty Level: Easy

8.

What states did the Democratic National Committee consider punishing in 2008 for moving their primaries to January? a. California and Maine b. Ohio and Georgia c. Washington and South Carolina d. Florida and Michigan Answer: d Topic: Running for President (Action) Learning Objective: 8.5 Outline how presidential campaigns are organized and evaluate methods for reaching voters.

Skill Level: Remember the Facts Difficulty Level: Easy

9.

Which candidate in 1964 gave an acceptance speech that included the words, “Extremism in the defense of liberty is no vice”? a. Lyndon Johnson b. John Kennedy c. Richard Nixon d. Barry Goldwater Answer: d Topic: Running for President (Action) Learning Objective: 8.5 Outline how presidential campaigns are organized and evaluate methods for reaching voters.

107 .

Skill Level: Remember the Facts Difficulty Level: Easy 10.

The election of what year caused the passage of the Twelfth Amendment? a. 1800 b. 1824 c. 1860 d. 1912 Answer: a Topic: Elections: The Rules of the Game (Structure) Learning Objective: 8.1 Outline the procedures for presidential and congressional elections.

Skill Level: Remember the Facts Difficulty Level: Moderate

11.

What organization was created in 1974 to administer new campaign reform laws? a. U.S. Electoral Commission (USEC) b. Federal Trade Commission (FTFC) c. Federal Election Commission (FEC) d. Electoral Finance Commission (EFC) Answer: c Topic: Money in U.S. Elections (Action) Learning Objective: 8.3 Evaluate the influence of money in elections and the main approaches to campaign finance reform.

Skill Level: Remember the Facts Difficulty Level: Easy

12.

The Bipartisan Campaign Reform Act is also known as the __________. a. McCain-Kerry bill b. Palin-Biden Act c. McCain-Feingold bill d. Reid-Boehner bill Answer: c Topic: Money in U.S. Elections (Action) Learning Objective: 8.3 Evaluate the influence of money in elections and the main approaches to campaign finance reform.

Skill Level: Remember the Facts Difficulty Level: Easy

13.

The Supreme Court decision in which case rejected the longstanding ban on unions and corporations using their general funds on ads about the election or defeat of a candidate?

108 .

a. Citizens United v. FEC b. McConnell v. FEC c. McCain v. Buckley d. Buckley v. Valeo Answer: a Topic: Money in U.S. Elections (Action) Learning Objective: 8.3 Evaluate the influence of money in elections and the main approaches to campaign finance reform.

Skill Level: Remember the Facts Difficulty Level: Easy 14.

Reformers who want more aggressive reforms than those found in BCRA are most eager to control what kinds of groups? a. 527s b. small donors c. campaign committees d. Super PACs Answer: d Topic: Money in U.S. Elections (Action) Learning Objective: 8.3 Evaluate the influence of money in elections and the main approaches to campaign finance reform.

Skill Level: Understand the Concepts Difficulty Level: Moderate

15.

Some critics of the current state-by-state nomination process for the presidency argue in favor of a. a national presidential runoff. b. a national presidential primary. c. a regional caucus. d. eliminating primaries altogether.

Answer: b Topic: Improving Elections (Impact) Learning Objective: 8.6 Describe common criticisms of presidential elections and evaluate proposed reforms to address them.

Skill Level: Understand the Concepts Difficulty Level: Moderate

16.

Competition in congressional elections is generally highest when a. both candidates have adequate funding. b. both of the candidates are facing a scandal. c. both candidates accept federal matching funds.

109 .

d. both of the candidates are from the same party.

Answer: a Topic: Running for Congress (Structure) Learning Objective: 8.4 Assess the influence of redistricting, incumbency, partisanship, and candidate appeal on the outcome of congressional elections.

Skill Level: Understand the Concepts Difficulty Level: Moderate 17.

In most parliamentary democracies, the party in power calls elections a. at a time of the party’s choosing. b. every five years on average. c. at fixed intervals of two years. d. only when the government receives a no-confidence vote.

Answer: a Topic: Elections: The Rules of the Game (Structure) Learning Objective: 8.1 Outline the procedures for presidential and congressional elections.

Skill Level: Understand the Concepts Difficulty Level: Moderate

18.

Term limits for members of the U.S. Congress can be imposed only by a. state legislatures. b. congressional legislation. c. a state constitutional amendment. d. a national constitutional amendment.

Answer: d Topic: Elections: The Rules of the Game (Structure) Learning Objective: 8.1 Outline the procedures for presidential and congressional elections.

Skill Level: Understand the Concepts Difficulty Level: Moderate

19.

One result of the amendment to limit presidents to two terms in office is a. more power held by presidential appointees. b. the creation of term limits for state legislators. c. more negotiations between the president and Congress. d. the creation of lame duck presidencies.

Answer: d Topic: Elections: The Rules of the Game (Structure) Learning Objective: 8.1 Outline the procedures for presidential and congressional elections.

110 .

Skill Level: Analyze It Difficulty Level: Moderate 20.

How many times has the House of Representatives decided the outcome of a presidential election? a. 0 b. 2 c. 5 d. 10 Answer: b Topic: Elections: The Rules of the Game (Structure) Learning Objective: 8.1 Outline the procedures for presidential and congressional elections.

Skill Level: Remember the Facts Difficulty Level: Moderate

21.

Critics of the proposal to switch to direct election of the president contend that it would lead to a. an election system in which recounts are the norm. b. an unfair advantage to the incumbent. c. an increase in political extremism. d. an unstable political system.

Answer: c Topic: Improving Elections (Impact) Learning Objective: 8.6 Describe common criticisms of presidential elections and evaluate proposed reforms to address them.

Skill Level: Analyze It Difficulty Level: Difficult

22.

Which of the following was a source of controversy in the 2012 and 2014 elections? a. the move by some states to allow noncitizens to vote b. the move by some states to ban advertising funded by Super PACs c. the move in some states to reduce the number of early voting days d. the move in some states to eliminate primaries Answer: c Topic: Counting Votes (Structure) Learning Objective: 8.2 Assess how well American elections are administered.

Skill Level: Understand the Concepts Difficulty Level: Moderate

23.

According to political scientist Gary Jacobson, coattail effects are

111 .

a. large and unusual. b. modest and predictable. c. modest and erratic. d. large and predictable.

Answer: c Topic: Running for Congress (Structure) Learning Objective: 8.4 Assess the influence of redistricting, incumbency, partisanship, and candidate appeal on the outcome of congressional elections.

Skill Level: Understand the Concepts Difficulty Level: Moderate 24.

When running for the House of Representatives, one of a candidate’s main hurdles is gaining what? a. ballot access b. coalition support c. visibility d. media support Answer: c Topic: Running for Congress (Structure) Learning Objective: 8.4 Assess the influence of redistricting, incumbency, partisanship, and candidate appeal on the outcome of congressional elections.

Skill Level: Remember the Facts Difficulty Level: Moderate

25.

The tendency in elections to focus on the personal attributes of a candidate, such as his or her strengths, weaknesses, background, experience, and visibility, is known as a. candidate appeal. b. the incumbency advantage. c. party platforms. d. issue-oriented voting.

Answer: a Topic: Running for Congress (Structure) Learning Objective: 8.4 Assess the influence of redistricting, incumbency, partisanship, and candidate appeal on the outcome of congressional elections.

Skill Level: Remember the Facts Difficulty Level: Easy

26.

An election with no incumbent running a. involves more candidates running. b. involves more public polling. c. tends to be more competitive. d. tends to draw less attention.

112 .

Answer: c Topic: Running for Congress (Structure) Learning Objective: 8.4 Assess the influence of redistricting, incumbency, partisanship, and candidate appeal on the outcome of congressional elections.

Skill Level: Understand the Concepts Difficulty Level: Moderate 27.

Following the 1972 election, an effort was made in the Democratic Party to give more influence in the selection of the presidential candidate to party leaders and elected officials, leading to the creation of what? a. open primaries b. superdelegates c. strong electors d. primary delegates Answer: b Topic: Running for President (Action) Learning Objective: 8.5 Outline how presidential campaigns are organized and evaluate methods for reaching voters.

Skill Level: Understand the Concepts Difficulty Level: Moderate

28.

To win the general election, presidential candidates have to win support from what kind of voters, who often do not vote in primaries? a. intensely conservative voters b. committedly liberal voters c. moderate and pragmatic voters d. older and more educated voters Answer: c Topic: Running for President (Action) Learning Objective: 8.5 Outline how presidential campaigns are organized and evaluate methods for reaching voters.

Skill Level: Understand the Concepts Difficulty Level: Moderate

29.

Which of the following generally has the most bearing on who wins a presidential election? a. the state of the economy b. the state of foreign affairs c. which candidate has aired the most ads d. which candidate is backed by unions Answer: a 113 .

Topic: Running for President (Action) Learning Objective: 8.5 Outline how presidential campaigns are organized and evaluate methods for reaching voters.

Skill Level: Understand the Concepts Difficulty Level: Moderate 30.

What does it mean for the party leadership to “clear the field” in campaigns? a. to purge the voter rolls of people who are ineligible to vote b. to discourage some candidates from running in the primary c. to discourage minor parties from running candidates in the general election d. to discourage the opposing campaign from running negative ads Answer: b Topic: Running for Congress (Structure) Learning Objective: 8.4 Assess the influence of redistricting, incumbency, partisanship, and candidate appeal on the outcome of congressional elections.

Skill Level: Understand the Concepts Difficulty Level: Moderate

31.

Ads that typically attack a candidate but allow the sponsor to avoid disclosure and contribution limitations because the ads do not use electioneering language such as “vote for” or “vote against” are a. funded using soft money. b. funded using hard money. c. known as issue advocacy ads. d. known as campaign finance ads.

Answer: c Topic: Money in U.S. Elections (Action) Learning Objective: 8.3 Evaluate the influence of money in elections and the main approaches to campaign finance reform.

Skill Level: Understand the Concepts Difficulty Level: Easy

32.

Money spent by individuals or groups who are not associated with candidates to elect or defeat candidates for office is known as a. self-financing. b. outside intervention. c. independent expenditures. d. soft money.

Answer: c Topic: Money in U.S. Elections (Action) Learning Objective: 8.3 Evaluate the influence of money in elections and the main approaches to campaign finance reform.

114 .

Skill Level: Remember the Facts Difficulty Level: Easy 33.

What did all serious contenders for president in 2012 have in common? a. They all came out in opposition to Super PACs. b. They all appealed to moderate voters during the primary campaigns. c. They all announced their candidacies before the end of 2010. d. They all turned down federal matching funds.

Answer: d Topic: Money in U.S. Elections (Action) Learning Objective: 8.3 Evaluate the influence of money in elections and the main approaches to campaign finance reform.

Skill Level: Understand the Concepts Difficulty Level: Moderate

34.

Which two states have a system in which the presidential candidate who carries each congressional district gets that electoral vote, and the candidate who carries the state gets its two additional electoral votes? a. Maine and Nebraska b. New Jersey and Maryland c. Alaska and Hawaii d. Oregon and Washington Answer: a Topic: Improving Elections (Impact) Learning Objective: 8.6 Describe common criticisms of presidential elections and evaluate proposed reforms to address them.

Skill Level: Understand the Concepts Difficulty Level: Moderate

35.

Which of these states would be most likely to oppose the abolition of the Electoral College because the current system enlarges their influence? a. South Carolina b. California c. Rhode Island d. Texas Answer: c Topic: Improving Elections (Impact) Learning Objective: 8.6 Describe common criticisms of presidential elections and evaluate proposed reforms to address them.

Skill Level: Analyze It Difficulty Level: Difficult

115 .

36.

In which of the following situations would an election most likely be decided by the House of Representatives? a. when the economy is in recession and the nation is at war b. when there are three or more strong candidates running c. when Democrats control the House but Republicans control the Senate d. when the same party controls both Congress and the White House Answer: b Topic: Elections: The Rules of the Game (Structure) Learning Objective: 8.1 Outline the procedures for presidential and congressional elections.

Skill Level: Apply What You Know Difficulty Level: Difficult

37.

An official in the Democratic Party in a state that typically goes Republican would most likely be in favor of changing the election system to a. winner-take-all. b. single-member representation. c. a closed primary. d. proportional representation.

Answer: d Topic: Running for President (Action) Learning Objective: 8.5 Outline how presidential campaigns are organized and evaluate methods for reaching voters.

Skill Level: Apply What You Know Difficulty Level: Difficult

38.

One of the reasons it is a challenge to count votes in the United States is that a. computer technology is not sophisticated enough. b. there are too many candidates running for office. c. the technology used differs from state to state. d. every state votes on a different day.

Answer: c Topic: Counting Votes (Structure) Learning Objective: 8.2 Assess how well American elections are administered.

Skill Level: Analyze It Difficulty Level: Difficult

39.

Which of the following is a likely consequence of proportional representation systems? a. They lead to greater stability in government. b. They encourage greater turnout among voters who support minor parties.

116 .

c. They lead to lower overall voter turnout. d. They lead to lower overall spending on campaigns.

Answer: b Topic: Elections: The Rules of the Game (Structure) Learning Objective: 8.1 Outline the procedures for presidential and congressional elections.

Skill Level: Analyze It Difficulty Level: Difficult 40.

In a midterm election year, the economy is doing very well. How would you expect the president’s party to do? a. The president’s party will likely lose a number of seats in the House. b. If the president’s popularity remains the same, his or her party will likely lose seats in the House. c. The president’s party will likely gain seats in the House if they already have a majority. d. If the president’s popularity remains the same, his or her party will likely gain seats in the House.

Answer: d Topic: Running for Congress (Structure) Learning Objective: 8.4 Assess the influence of redistricting, incumbency, partisanship, and candidate appeal on the outcome of congressional elections.

Skill Level: Apply What You Know Difficulty Level: Difficult

41.

Which of the following was a success of the Federal Election Campaign Act? a. For 20 years, presidential candidates accepted limitations on fund-raising and campaign spending to receive federal matching funds. b. Since the law was passed, virtually all campaign fund-raising and spending has been fully disclosed. c. Since the law was passed, minor parties have had greater success in getting candidates elected. d. For 20 years, challengers in congressional elections had greater success in getting elected, thanks to limitations on campaign fund-raising and spending.

Answer: a Topic: Money in U.S. Elections (Action) Learning Objective: 8.3 Evaluate the influence of money in elections and the main approaches to campaign finance reform.

Skill Level: Understand the Concepts Difficulty Level: Moderate

42.

Which of the following is the most damaging criticism of Super PACs?

117 .

a. It is questionable whether they are truly independent of candidates. b. They have little influence on elections. c. They are overwhelmingly biased in favor of Democrats. d. They overwhelmingly rely on Republicans for donations.

Answer: a Topic: Money in U.S. Elections (Action) Learning Objective: 8.3 Evaluate the influence of money in elections and the main approaches to campaign finance reform.

Skill Level: Analyze It Difficulty Level: Difficult 43.

The fact that some states have moved their primaries earlier in the election year suggests that a. they do not believe that caucuses should have as much impact as primaries. b. they want to link their state candidates to national candidates. c. they have no fear of the Democratic or Republican National Committee. d. all primaries should take place on the same day.

Answer: c Topic: Running for President (Action) Learning Objective: 8.5 Outline how presidential campaigns are organized and evaluate methods for reaching voters.

Skill Level: Analyze It Difficulty Level: Difficult

44.

Which of these strategies would most likely generate positive momentum in media coverage? a. Claiming a candidate will probably not do very well so their actual results look better than expected. b. Claiming a candidate will probably do very well so their actual results will not get much attention. c. Planting false stories about an opponent in the press. d. Planting stories humanizing a candidate in the press.

Answer: a Topic: Running for President (Action) Learning Objective: 8.5 Outline how presidential campaigns are organized and evaluate methods for reaching voters.

Skill Level: Apply What You Know Difficulty Level: Difficult

45.

To win their party’s nomination, a presidential candidate a. must win at least one of the first three caucuses or primaries. b. must raise more money than any of their opponents.

118 .

c. typically have to appeal to the more ideologically intense individuals in their parties. d. try to adopt policy platforms most appealing to moderate, independent voters.

Answer: c Topic: Improving Elections (Impact) Learning Objective: 8.6 Describe common criticisms of presidential elections and evaluate proposed reforms to address them.

Skill Level: Analyze It Difficulty Level: Difficult 46.

If a candidate has broad support and has no trouble raising money, they would most likely be advised to a. accept federal matching funds despite the spending limitations they impose. b. bypass state matching funds and spending limitations. c. bypass federal matching funds because of the spending limitations they impose. d. accept matching funds from states where they are likely to do well.

Answer: c Topic: Money in U.S. Elections (Action) Learning Objective: 8.3 Evaluate the influence of money in elections and the main approaches to campaign finance reform.

Skill Level: Apply What You Know Difficulty Level: Difficult

47.

Which of the following is a key difference between House and Senate races? a. Average spending on House races surpasses average spending on Senate races. b. Super PACs are more involved in House races than in Senate races. c. House elections attract fewer primary candidates than Senate elections. d. Senate elections are more seriously contested than House elections.

Answer: d Topic: Running for Congress (Structure) Learning Objective: 8.4 Assess the influence of redistricting, incumbency, partisanship, and candidate appeal on the outcome of congressional elections.

Skill Level: Analyze It Difficulty Level: Difficult

48.

The Framers of the U.S. Constitution created the Electoral College because they a. wanted a proportional representation system for the presidency. b. desired to make it impossible for candidates from large states to become president. c. wanted to encourage states to use multimember districts for their legislatures. d. did not trust the choice of president to a direct vote of the people.

119 .

Answer: d Topic: Elections: The Rules of the Game (Structure) Learning Objective: 8.1 Outline the procedures for presidential and congressional elections.

Skill Level: Understand the Concepts Difficulty Level: Moderate 49.

Which of the following is typically a requirement for third-party candidates to participate in presidential debates? a. They must officially register as presidential candidates with the Commission on Presidential Debates. b. They must meet a minimum fund-raising threshold. c. They must be on the ballot in enough states to be able to win the election. d. They must have an average of 5 percent or higher in five major election polls.

Answer: c Topic: Running for President (Action) Learning Objective: 8.5 Outline how presidential campaigns are organized and evaluate methods for reaching voters.

Skill Level: Understand the Concepts Difficulty Level: Moderate

50.

Supreme Court decisions in 2010 and 2014 did what to the Bipartisan Campaign Reform Act’s influence over money in campaigns? a. slightly limited the influence b. reversed the effects c. dramatically broadened the effects d. legitimated the influence Answer: b Topic: Money in U.S. Elections (Action) Learning Objective: 8.3 Evaluate the influence of money in elections and the main approaches to campaign finance reform.

Skill Level: Analyze It Difficulty Level: Difficult

51.

Which of the following would be a likely disadvantage of regional primaries in the nomination of presidential candidates? a. They would retain the current emphasis on money and media. b. They would create an even more complicated nominating process. c. They would put small states at a significant disadvantage. d. They would likely lead to lower voter turnout in the primaries.

120 .

Answer: a Topic: Improving Elections (Impact) Learning Objective: 8.6 Describe common criticisms of presidential elections and evaluate proposed reforms to address them.

Skill Level: Analyze It Difficulty Level: Difficult

121 .

9 The Media and U.S. Politics  Multiple-Choice Questions 1.

The internet began as a. a bet between two math professors. b. an outgrowth of IBM’s research. c. a military project in the 1960s. d. a project created by Google.

Answer: c Topic: How Americans Get the News (Action) Learning Objective: 9.2 Describe the effect of recent trends in how Americans get their news.

Skill Level: Remember the Facts Difficulty Level: Easy

2.

Which of these statements best explains the impact of the media on political socialization? a. The media is a socializing force after citizens are socialized by their families. b. The media often can replace other forms of political socialization. c. The media reinforces party identification and creates bias in citizens. d. The media socializes citizens by helping them overcome selective exposure.

Answer: a Topic: The News Media and Governance (Impact) Learning Objective: 9.4 Describe the news media’s relationship to governance in the United States.

Skill Level: Analyze It Difficulty Level: Difficult

3.

The average American watches approximately how many hours of television a day?

122 .

a. one b. two c. four d. six Answer: c Topic: How Americans Get the News (Action) Learning Objective: 9.2 Describe the effect of recent trends in how Americans get their news.

Skill Level: Remember the Facts Difficulty Level: Easy 4.

New York Tribune editor Whitelaw Reid saw what as the watchword of a new breed of objective journalist in the early twentieth century? a. independent journalism b. yellow journalism c. accurate writing d. new journalism Answer: a Topic: How Americans Get the News (Action) Learning Objective: 9.2 Describe the effect of recent trends in how Americans get their news.

Skill Level: Remember the Facts Difficulty Level: Easy

5.

As the print press media became less tied to political parties, candidates in the 1930s relied more on what to communicate personally with voters? a. campaign flyers b. radio broadcasts c. public speeches d. door-to-door campaigning Answer: b Topic: How Americans Get the News (Action) Learning Objective: 9.2 Describe the effect of recent trends in how Americans get their news.

Skill Level: Understand the Concepts Difficulty Level: Easy

6.

The role media played in revealing the National Security Administration’s secret surveillance operation is an example of what kind of journalism? a. yellow b. investigative 123 .

c. television d. biased Answer: b Topic: How Americans Get the News (Action) Learning Objective: 9.2 Describe the effect of recent trends in how Americans get their news.

Skill Level: Understand the Concepts Difficulty Level: Moderate 7.

What independent regulatory agency is charged with licensing television and radio stations? a. EPA b. FDA c. FCC d. FED Answer: c Topic: The Structure and Functions of the News Media and the Constitutional Protections of Freedom of the Press (Structure) Learning Objective: 9.1 Explain the origins, structure, and functions of the news media, and the nature of constitutional protections of freedom of the press.

Skill Level: Remember the Facts Difficulty Level: Easy

8.

Fragmentation of the news media audience has tended to a. counteract the impact of news media conglomeration. b. increase the regulation of the media by the government. c. create situations in which the media dictate what is right and wrong. d. make the audience less concerned with the accuracy of information.

Answer: a Topic: The News Media and Governance (Impact) Learning Objective: 9.4 Describe the news media’s relationship to governance in the United States.

Skill Level: Understand the Concepts Difficulty Level: Moderate

9.

How has network television coverage of politics changed over time? a. Television stations now devote more time to reporting on legislating. b. Television stations now devote less time to reporting on elections. c. Television coverage of politics has become increasingly liberal. d. Television coverage of politics now focuses more on policymaking.

Answer: b 124 .

Topic: The Influence of the News Media on Public Opinion and Elections (Impact) Learning Objective: 9.3 Assess the influence of the news media on American public opinion and elections.

Skill Level: Understand the Concepts Difficulty Level: Moderate 10.

Small groups of people who are asked questions about candidates and issues in a discussion setting are known as a. polling groups. b. buzz groups. c. advocacy groups. d. focus groups.

Answer: d Topic: The Influence of the News Media on Public Opinion and Elections (Impact) Learning Objective: 9.3 Assess the influence of the news media on American public opinion and elections.

Skill Level: Remember the Facts Difficulty Level: Easy

11.

In which type of election is news coverage likely to be most influential? a. a city council election b. a House race c. a Senate race d. a presidential election.

Answer: a Topic: The Influence of the News Media on Public Opinion and Elections (Impact) Learning Objective: 9.3 Assess the influence of the news media on American public opinion and elections.

Skill Level: Apply What You Know Difficulty Level: Difficult

12.

The network news is reporting that a prominent U.S. Senate race is very close, with the polls showing that the incumbent leads the challenger by just two percentage points.

This is an example of what type of news coverage? a. horse race b. yellow journalism c. nonsubstantive d. partisan-based Answer: a Topic: The Influence of the News Media on Public Opinion and Elections (Impact) 125 .

Learning Objective: 9.3 Assess the influence of the news media on American public opinion and elections.

Skill Level: Apply What You Know Difficulty Level: Difficult 13.

The media’s power to set the agenda and influence citizens is limited by a. perceived bias. b. issue framing. c. rules set by the FCC. d. competition among networks.

Answer: a Topic: The News Media and Governance (Impact) Learning Objective: 9.4 Describe the news media’s relationship to governance in the United States.

Skill Level: Analyze It Difficulty Level: Difficult

14.

Fairness and Accuracy in Reporting (FAIR) has as its mission to inform the public of a. their role as media consumers. b. talk radio’s deleterious influence. c. bias in the media at large. d. standards of quality journalism.

Answer: c Topic: The News Media and Governance (Impact) Learning Objective: 9.4 Describe the news media’s relationship to governance in the United States.

Skill Level: Remember the Facts Difficulty Level: Difficult

15.

Which of the following depends least on the press for political support? a. the Supreme Court b. the executive branch c. the Senate d. the federal bureaucracy Answer: a Topic: The News Media and Governance (Impact) Learning Objective: 9.4 Describe the news media’s relationship to governance in the United States.

Skill Level: Understand the Concepts Difficulty Level: Moderate

16.

The Framers of the Constitution viewed the press as 126 .

a. biased toward a particular political party. b. more conservative than liberal. c. a watchdog over the government. d. unlikely to mold public opinion.

Answer: c Topic: The Structure and Functions of the News Media and the Constitutional Protections of Freedom of the Press (Structure) Learning Objective: 9.1 Explain the origins, structure, and functions of the news media, and the nature of constitutional protections of freedom of the press.

Skill Level: Understand the Concepts Difficulty Level: Moderate 17.

What do most campaign consultants believe about negative campaigning? a. that it only works alongside positive advertising b. that it galvanizes the opposition c. that it increases voter turnout d. that it is effective Answer: d Topic: The Influence of the News Media on Public Opinion and Elections (Impact) Learning Objective: 9.3 Assess the influence of the news media on American public opinion and elections.

Skill Level: Understand the Concepts Difficulty Level: Moderate

18.

Which of the following inventions has changed American politics the most? a. the printing press b. the telephone c. television d. radio Answer: c Topic: How Americans Get the News (Action) Learning Objective: 9.2 Describe the effect of recent trends in how Americans get their news.

Skill Level: Understand the Concepts Difficulty Level: Moderate

19.

The decline in newspaper readership is especially pronounced among which of the following groups? a. young people b. nonvoters c. the elderly 127 .

d. educated voters Answer: a Topic: The Structure and Functions of the News Media and the Constitutional Protections of Freedom of the Press (Structure) Learning Objective: 9.1 Explain the origins, structure, and functions of the news media, and the nature of constitutional protections of freedom of the press.

Skill Level: Understand the Concepts Difficulty Level: Easy 20.

Press conferences, interviews, and photo ops are all examples of which of the following? a. social events b. campaign events c. agenda setting d. issue framing Answer: b Topic: The Influence of the News Media on Public Opinion and Elections (Impact) Learning Objective: 9.3 Assess the influence of the news media on American public opinion and elections.

Skill Level: Understand the Concepts Difficulty Level: Moderate

21.

On election day, what informs the public about who voted and why they voted the way they did? a. media consultants b. campaign events c. exit polls d. horse race coverage Answer: c Topic: The Influence of the News Media on Public Opinion and Elections (Impact) Learning Objective: 9.3 Assess the influence of the news media on American public opinion and elections.

Skill Level: Understand the Concepts Difficulty Level: Moderate

22.

What enabled newspapers to move away from the financial support of political parties to profit from expanded circulation and advertising? a. the invention of home delivery b. charging yearly subscription fees c. the creation of the penny press d. imposing taxes to pay for the press

128 .

Answer: c Topic: The Structure and Functions of the News Media and the Constitutional Protections of Freedom of the Press (Structure) Learning Objective: 9.1 Explain the origins, structure, and functions of the news media, and the nature of constitutional protections of freedom of the press.

Skill Level: Understand the Concepts Difficulty Level: Moderate 23.

When a person relies mostly on conservative sources for news, it can be attributed, in part, to a. regional differences in coverage. b. implicit bias. c. a lack of education. d. selective exposure to the media.

Answer: d Topic: The News Media and Governance (Impact) Learning Objective: 9.4 Describe the news media’s relationship to governance in the United States.

Skill Level: Apply What You Know Difficulty Level: Difficult

24.

Because his campaign understood that younger voters get most of their information and news this way, President Obama engaged in which of the following strategies? a. participating in television debates b. appearing on as many magazine covers as possible c. reaching out to voters online d. writing two memoirs Answer: c Topic: The Influence of the News Media on Public Opinion and Elections (Impact) Learning Objective: 9.3 Assess the influence of the news media on American public opinion and elections.

Skill Level: Understand the Concepts Difficulty Level: Moderate

25.

What was the original motivation for the creation of the Internet? a. to create a communications network that could survive a nuclear attack b. to create new revenue sources for media conglomerates c. to facilitate communication between government and citizens d. to enable large-scale social networking Answer: a Topic: The Structure and Functions of the News Media and the Constitutional Protections of Freedom of the Press (Structure) 129 .

Learning Objective: 9.1 Explain the origins, structure, and functions of the news media, and the nature of constitutional protections of freedom of the press.

Skill Level: Understand the Concepts Difficulty Level: Moderate 26.

The most popular magazines in 2019 were focused on what subjects? a. business and the stock market b. sports and popular culture c. news and politics d. national and global events Answer: b Topic: How Americans Get the News (Action) Learning Objective: 9.2 Describe the effect of recent trends in how Americans get their news Skill Level: Understand the Concepts Difficulty Level: Moderate

27.

When politicians try to influence the “spin” the media give to their actions or issues, they engage in which of these? a. issue control b. issue framing c. media control d. issue politicizing Answer: b Topic: The Influence of the News Media on Public Opinion and Elections (Impact) Learning Objective: 9.3 Assess the influence of the news media on American public opinion and elections.

Skill Level: Understand the Concepts Difficulty Level: Easy

28.

When individuals perceive only what they want to in the media, it is known as what? a. political association b. media bias c. selective perception d. biased perception Answer: c Topic: The News Media and Governance (Impact) Learning Objective: 9.4 Describe the news media’s relationship to governance in the United States.

Skill Level: Remember the Facts Difficulty Level: Easy

130 .

29.

The greatest amount of news coverage during political campaigns occurs in which type of race? a. state legislative b. governor c. presidential d. congressional Answer: c Topic: The Influence of the News Media on Public Opinion and Elections (Impact) Learning Objective: 9.3 Assess the influence of the news media on American public opinion and elections.

Skill Level: Understand the Concepts Difficulty Level: Easy

30.

What impact did wire services have on the content of news? a. They led to greater sensationalism in news coverage. b. They led to greater emphasis on local news. c. They further strengthened the trend toward objectivity. d. They led to a decrease in coverage of elections.

Answer: c Topic: How Americans Get the News (Action) Learning Objective: 9.2 Describe the effect of recent trends in how Americans get their news.

Skill Level: Understand the Concepts Difficulty Level: Moderate

31.

Many political and campaign events do not receive attention from the media because news outlets do not consider them to be a. framed. b. newsworthy. c. opportunistic. d. transparent.

Answer: b Topic: The Influence of the News Media on Public Opinion and Elections (Impact) Learning Objective: 9.3 Assess the influence of the news media on American public opinion and elections.

Skill Level: Understand the Concepts Difficulty Level: Moderate

32.

Because of 24/7 news cycles and on-the-spot reporting, some critics fear that politicians make more and more decisions in what manner? a. partisanly 131 .

b. deliberately c. instantly d. combatively Answer: c Topic: The News Media and Governance (Impact) Learning Objective: 9.4 Describe the new media’s relationship to governance in the United States.

Skill Level: Understand the Concepts Difficulty Level: Moderate 33.

George W. Bush’s decision to embed reporters in the Iraq War was an example of an elected official doing what to news coverage? a. manipulating b. exposing c. clarifying d. repudiating Answer: a Topic: The News Media and Governance (Impact) Learning Objective: 9.4 Describe the news media’s relationship to governance in the United States.

Skill Level: Understand the Concepts Difficulty Level: Easy

34.

Unlike the Supreme Court or the White House, Congress is more likely to receive what kind of news coverage? a. sporadic b. partisan c. negative d. balanced Answer: c Topic: The News Media and Governance (Impact) Learning Objective: 9.4 Describe the news media’s relationship to governance in the United States.

Skill Level: Understand the Concepts Difficulty Level: Moderate

35.

The era of “objective journalism” began around the time journalists argued the press should be independent of political parties. This took place during what time period? a. in the interwar period b. in the 1870s c. in the early twentieth century d. in the 1950s 132 .

Answer: c Topic: How Americans Get the News Learning Objective: 9.2 Describe the effects of recent trends in how Americans get their news.

Skill Level: Remember the Facts Difficulty Level: Easy 36.

60 Minutes, The Daily Show, Last Week Tonight with John Oliver, CNN, Fox News, the New York Times, and National Public Radio are all examples of what? a. public media b. objective media c. mass media d. regulated media Answer: c Topic: The Structure and Functions of the News Media and the Constitutional Protections of Freedom of the Press (Structure) Learning Objective: 9.1 Explain the origins, structure, and functions of the news media, and the nature of constitutional protections of freedom of the press.

Skill Level: Understand the Concepts Difficulty Level: Moderate

37.

What role does the Constitution play in journalism today? a. It calls for a national, unbiased press to be created. b. It explicitly protects the news media from being regulated. c It establishes protections for a free press. d. It creates a communication system for the public good.

Answer: c Topic: The Structure and Functions of the News Media and the Constitutional Protections of Freedom of the Press (Structure) Learning Objective: 9.1 Explain the origins, structure, and functions of the news media, and the nature of constitutional protections of freedom of the press.

Skill Level: Understand the Concepts Difficulty Level: Moderate

38.

How did the penny press alter the content of news? a. It led to more international coverage. b. It led to more coverage outside of politics. c. It led to more bias in news coverage. d. It led to more liberal news coverage.

Answer: b Topic: The Structure and Functions of the News Media and the Constitutional 133 .

Protections of Freedom of the Press (Structure) Learning Objective: 9.1 Explain the origins, structure, and functions of the news media, and the nature of constitutional protections of freedom of the press.

Skill Level: Understand the Concepts Difficulty Level: Moderate 39.

Rupert Murdoch’s ownership of numerous television stations, newspapers, and other media companies is an example of a. the privatization of the news. b. pack journalism. c. media consolidation. d. media fragmentation.

Answer: c Topic: The Structure and Functions of the News Media and the Constitutional Protections of Freedom of the Press (Structure) Learning Objective: 9.1 Explain the origins, structure, and functions of the news media, and the nature of constitutional protections of freedom of the press.

Skill Level: Understand the Concepts Difficulty Level: Moderate

40.

Before the advent of objective journalism in the early twentieth century, what kind of journalism focused on exaggeration and sensationalism? a. yellow journalism b. party journalism c. junk journalism d. biased journalism Answer: a Topic: How Americans Get the News (Action) Learning Objective: 9.2 Describe the effect of recent trends in how Americans get their news.

Skill Level: Remember the Facts Difficulty Level: Easy

41.

The process by which individuals develop their political attitudes, values, and beliefs is called what? a. political socialization b. social development c. cultural assimilation d. peer influence Answer: a Topic: The News Media and Governance (Impact)

134 .

Learning Objective: 9.4 Describe the news media’s relationship to governance in the United States.

Skill Level: Remember the Facts Difficulty Level: Easy 42.

Millennials and Generation Xers most frequently turn to what source for news? a. public radio b. local television c. Facebook d. NBC News Answer: c Topic: How Americans Get the News (Action) Learning Objective: 9.2 Describe the effect of recent trends in how Americans get their news.

Skill Level: Understand the Concepts Difficulty Level: Moderate

43.

Most professionals in the U.S. news media are committed to a. expressing liberal viewpoints. b. being unbiased. c. focusing on local stories. d. providing international coverage.

Answer: b Topic: The News Media and Governance (Impact) Learning Objective: 9.4 Describe the news media’s relationship to governance in the United States.

Skill Level: Understand the Concepts Difficulty Level: Moderate

44.

Some of those who object to free trade with China are drawing attention to Chinese human rights abuses. This type of action is known as what? a. socializing b. issue framing c. media bias d. political socialization Answer: b Topic: The Influence of the News Media on Public Opinion and Elections (Impact) Learning Objective: 9.3 Assess the influence of the news media on American public opinion and elections.

Skill Level: Apply What You Know Difficulty Level: Difficult

135 .

45.

The increasing use of television advertising has made political campaigns more a. dramatic. b. influential. c. expensive. d. biased.

Answer: c Topic: The Influence of the News Media on Public Opinion and Elections (Impact) Learning Objective: 9.3 Assess the influence of the news media on American public opinion and elections.

Skill Level: Understand the Concepts Difficulty Level: Moderate

46.

Image making in politics has resulted in an increased number of what? a. journalists b. CEOs c. political contributions d. media consultants Answer: d Topic: The Influence of the News Media on Public Opinion and Elections (Impact) Learning Objective: 9.3 Assess the influence of the news media on American public opinion and elections.

Skill Level: Understand the Concepts Difficulty Level: Moderate

47.

What political actor is considered newsworthy in any public activity, regardless of whether it has a political function? a. the president b. the Senate majority leader c. the vice president d. the Speaker of the House Answer: a Topic: The News Media and Governance (Impact) Learning Objective: 9.4 Describe the news media’s relationship to governance in the United States.

Skill Level: Understand the Concepts Difficulty Level: Moderate

48.

Which type of media, with its immediacy, visual imagery, and drama, has an emotional impact that cuts across age groups, educational levels, social classes, and races?

136 .

a. newspapers b. newsmagazines c. the Internet d. television Answer: d Topic: How Americans Get the News (Action) Learning Objective: 9.2 Describe the effect of recent trends in how Americans get their news.

Skill Level: Analyze It Difficulty Level: Difficult 49.

Which of the following is true of network news programs on ABC, CBS, and NBC? a. Viewership has decreased dramatically since the late 1980s. b. They have been surpassed by cable news in terms of viewership. c. They are more prone to engage in issue framing than horse race coverage. d. They provide more comprehensive coverage than radio programs.

Answer: a Topic: How Americans Get the News (Action) Learning Objective: 9.2 Describe the effect of recent trends in how Americans get their news.

Skill Level: Analyze It Difficulty Level: Difficult

50.

In terms of media consumption, how does the United States differ from other countries? a. A higher percentage of Americans follow the news closely. b. A higher percentage of Americans rely on the radio for news and information. c. A higher percentage of Americans are uninformed. d. A lower percentage of Americans read newspapers.

Answer: a Topic: How Americans Get the News (Action) Learning Objective: 9.2 Describe the effect of recent trends in how Americans get their news.

Skill Level: Analyze It Difficulty Level: Difficult

51.

Recent FCC rulings have reinforced the trend in media a. independence. b. regulation. c. conglomeration. d. bias.

137 .

Answer: c Topic: How Americans Get the News (Action) Learning Objective: 9.2 Describe the effect of recent trends in how Americans get their news.

Skill Level: Understand the Concepts Difficulty Level: Moderate

138 .

10 Congress  Multiple-Choice Questions 1.

The Constitution gives who the power to draw House district lines? a. the Senate b. the House c. the governors d. the states Answer: d Topic: Congressional Elections (Structure) Learning Objective: 10.2 Describe the congressional election process and the advantages it gives incumbents.

Skill Level: Remember the Facts Difficulty Level: Easy

2.

Which statement is true of the House of Representatives? a. Members are elected every four years and apportioned to states based on geographic size. b. Members are elected every four years and apportioned to states based on population. c. Members are elected every two years and apportioned to states based on geographic size. d. Members are elected every two years and apportioned to states based on population.

Answer: d Topic: The Constitutional Foundations of Congress (Structure) Learning Objective: 10.1 Describe the constitutional foundations of Congress.

Skill Level: Remember the Facts Difficulty Level: Easy

139 .

3.

What best explains the overwhelming advantage incumbents possess in seeking reelection? a. additional financial support from constituent taxes b. additional financial support from the federal government campaign fund c. name recognition, access to “free media,” and more campaign money d. name recognition, free travel resources, and access to district taxes Answer: c Topic: Congressional Elections (Structure) Learning Objective: 10.2 Describe the congressional election process and the advantages it gives incumbents.

Skill Level: Understand the Concepts Difficulty Level: Moderate

4.

What is the name of the process of allotting congressional seats based on the most recent U.S. Census? a. reapportionment b. delegation c. gerrymandering d. redistricting Answer: a Topic: Congressional Elections (Structure) Learning Objective: 10.2 Describe the congressional election process and the advantages it gives incumbents.

Skill Level: Remember the Facts Difficulty Level: Easy

5.

The drawing of legislative district boundaries to benefit a party, group, or incumbent is called a. packing. b. overriding. c. gerrymandering. d. reapportionment.

Answer: c Topic: Congressional Elections (Structure) Learning Objective: 10.2 Describe the congressional election process and the advantages it gives incumbents.

Skill Level: Remember the Facts Difficulty Level: Easy

6.

Earmarks aid the district of a member of Congress by a. diverting unallocated funds to the private sector.

140 .

b. increasing jobs and revenue with federally funded projects. c. increasing revenue through private market investment. d. taxing corporations less so they provide benefits for employees.

Answer: b Topic: Congressional Elections (Structure) Learning Objective: 10.2 Describe the congressional election process and the advantages it gives incumbents.

Skill Level: Understand the Concepts Difficulty Level: Moderate 7.

The Constitutional Convention settled on what form of legislature? a. bicameral b. direct c. unitary d. federalized Answer: a Topic: The Constitutional Foundations of Congress (Structure) Learning Objective: 10.1 Describe the constitutional foundations of Congress.

Skill Level: Remember the Facts Difficulty Level: Easy

8.

The only way to stop a Senate filibuster is with what? a. a cloture vote b. a party caucus c. a pocket veto d. a closing rule Answer: a Topic: Organizing Congress (Action) Learning Objective: 10.3 Compare and contrast the leadership systems used in the House and Senate, and explain how work is done through congressional committees.

Skill Level: Remember the Facts Difficulty Level: Easy

9.

In the House of Representatives, who is second in authority to the Speaker of the House, helping to plan party strategy and trying to keep party votes in line? a. majority leader b. majority whip c. party caucus leader d. party committee chair Answer: a Topic: Organizing Congress (Action) 141 .

Learning Objective: 10.3 Compare and contrast the leadership systems used in the House and Senate, and explain how work is done through congressional committees.

Skill Level: Understand the Concepts Difficulty Level: Easy 10.

How are member caucuses different from party caucuses? a. Member caucuses are more informal than party caucuses. b. Unlike party caucuses, member caucuses determine leadership positions. c. Member caucuses meet more frequently than party caucuses. d. Unlike party caucuses, member caucuses have the authority to review legislation.

Answer: a Topic: Organizing Congress (Action) Learning Objective: 10.3 Compare and contrast the leadership systems used in the House and Senate, and explain how work is done through congressional committees.

Skill Level: Understand the Concepts Difficulty Level: Moderate

11.

The Framers designed the legislative branch with the intention that a. it would be the most important branch of government. b. the Senate majority leader would be more powerful than the president. c. it would have the ability to control the judiciary. d. the House would have fewer members than the Senate.

Answer: a Topic: The Constitutional Foundations of Congress (Structure) Learning Objective: 10.1 Describe the constitutional foundations of Congress.

Skill Level: Understand the Concepts Difficulty Level: Moderate

12.

When are bills introduced in Congress most likely to meet their demise? a. after being read into the congressional record b. after the final floor debate c. after they arrive on the president’s desk d. upon referral to a committee or subcommittee Answer: d Topic: How a Bill Becomes a Law (Action) Learning Objective: 10.4 Describe the process of lawmaking in Congress.

Skill Level: Remember the Facts Difficulty Level: Easy

13.

What proportion of senators are up for reelection every two years? a. one-tenth 142 .

b. one-fourth c. one-third d. half Answer: c Topic: The Constitutional Foundations of Congress (Structure) Learning Objective: 10.1 Describe the constitutional foundations of Congress.

Skill Level: Remember the Facts Difficulty Level: Easy 14.

Members of Congress differ from the rest of the American population in that they are disproportionately a. from minority groups. b. socially liberal and fiscally conservative. c. younger and upper middle class. d. White, highly educated, and male.

Answer: d Topic: Congressional Elections (Structure) Learning Objective: 10.2 Describe the congressional election process and the advantages it gives incumbents.

Skill Level: Understand the Concepts Difficulty Level: Easy

15.

Members of Congress who vote based on the preferences of their constituents are acting as a. delegates. b. logrollers. c. politicos. d. partisans.

Answer: a Topic: Making Legislative Choices (Impact) Learning Objective: 10.5 Describe the factors that influence how members of Congress make decisions.

Skill Level: Remember the Facts Difficulty Level: Easy

16.

Which of the following mechanisms can be used to save a bill that has died in committee in the Senate? a. by sending bills directly to president pro tempore b. by introducing bills during filibusters c. by offering bills as amendments to pending legislation d. by petitioning for bills in a caucus

143 .

Answer: c Topic: How a Bill Becomes a Law (Action) Learning Objective: 10.4 Describe the process of lawmaking in Congress.

Skill Level: Understand the Concepts Difficulty Level: Moderate 17.

Why are senators more vulnerable to defeat than their colleagues in the House? a. because Senate races are influenced by gerrymandering b. because Senate candidates are more evenly matched in spending c. because citizens are more aware of senators’ voting patterns d. because voter turnout is higher in Senate races Answer: b Topic: Congressional Elections (Structure) Learning Objective: 10.2 Describe the congressional election process and the advantages it gives incumbents.

Skill Level: Analyze It Difficulty Level: Difficult

18.

Impeachment of the president is one of the checks on government set out by the Constitution that a. requires the House to have bipartisan support to pass. b requires the consent of the Supreme Court. c. requires a majority vote in the Senate to convict. d. requires a trial of the accused in the Senate to determine guilt or innocence.

Answer: d Topic: The Constitutional Foundations of Congress (Structure) Learning Objective: 10.1 Describe the constitutional foundations of Congress.

Skill Level: Understand the Concepts Difficulty Level: Moderate

19.

Elected by the party with the most members, who is considered to be the wielder of the most power in the Senate? a. majority leader b. president pro tempore c. Senate chair d. Speaker Answer: a Topic: Organizing Congress (Action) Learning Objective: 10.3 Compare and contrast the leadership systems used in the House and Senate, and explain how work is done through congressional committees.

Skill Level: Understand the Concepts Difficulty Level: Moderate 144 .

20.

The president pro tempore a. has the power to nullify legislation with a pocket veto. b. has the power to select the majority leader. c. is the senior senator of the majority party. d. is also the vice president.

Answer: c Topic: Organizing Congress (Action) Learning Objective: 10.3 Compare and contrast the leadership systems used in the House and Senate, and explain how work is done through congressional committees.

Skill Level: Understand the Concepts Difficulty Level: Moderate

21.

When the majority leader and the president are from different parties, the role of Senate majority leader is to a. serve as the majority party’s national spokesperson. b. serve as a foil to the Speaker of the House. c. act as a coordinator between the House and the White House. d. act as a liaison between the president pro tempore and the rank-and-file members.

Answer: a Topic: Organizing Congress (Action) Learning Objective: 10.3 Compare and contrast the leadership systems used in the House and Senate, and explain how work is done through congressional committees.

Skill Level: Analyze It Difficulty Level: Moderate

22.

In the House of Representatives, who decides who will speak on the floor and rules on points of order? a. majority leader b. majority whip c. the Rules Committee chair d. Speaker Answer: d Topic: Organizing Congress (Action) Learning Objective: 10.3 Compare and contrast the leadership systems used in the House and Senate, and explain how work is done through congressional committees.

Skill Level: Understand the Concepts Difficulty Level: Moderate

23.

Which of the following is an example of Congress using its authority under the Necessary and Proper Clause?

145 .

a. Congress creates bureaucratic agencies to enforce policies. b. Congress has the power to approve of judicial nominees. c. Congress has the power to impose taxes on citizens. d. Congress creates rules regarding the ratification of treaties.

Answer: a Topic: The Constitutional Foundations of Congress (Structure) Learning Objective: 10.1 Describe the constitutional foundations of Congress.

Skill Level: Apply What You Know Difficulty Level: Difficult 24.

John Boehner’s resignation was a result of what problem faced by many Speakers of the House? a. divisions between moderates and extremists within a party b. a major loss of seats in a midterm election c. an inability to negotiate effectively with the president d. a lack of trust from the opposition party Answer: a Topic: Organizing Congress (Action) Learning Objective: 10.3 Compare and contrast the leadership systems used in the House and Senate, and explain how work is done through congressional committees.

Skill Level: Analyze It Difficulty Level: Difficult

25.

Which type of committees determine how much money the government can spend on authorized programs? a. appropriations b. oversight c. budget d. revenue Answer: a Topic: Organizing Congress (Action) Learning Objective: 10.3 Compare and contrast the leadership systems used in the House and Senate, and explain how work is done through congressional committees.

Skill Level: Understand the Concepts Difficulty Level: Moderate

26.

Which of the following is an enumerated power of Congress? a. the power to lay and collect taxes b. the power to make treaties c. the power to appoint federal judges d. the power to issue executive orders

146 .

Answer: a Topic: The Constitutional Foundations of Congress (Structure) Learning Objective: 10.1 Describe the constitutional foundations of Congress.

Skill Level: Remember the Facts Difficulty Level: Moderate 27.

In what way does the House differ from the Senate? a. The House has fewer committees. b. The House holds tighter control over its members. c. The House is a more deliberative body. d. The House is more liberal.

Answer: b Topic: Organizing Congress (Action) Learning Objective: 10.3 Compare and contrast the leadership systems used in the House and Senate, and explain how work is done through congressional committees.

Skill Level: Understand the Concepts Difficulty Level: Moderate

28.

The Senate has the sole authority to do which of the following? a. enforce regulations issued by executive branch agencies b. veto bills introduced in the House c. ratify treaties made by the president d. approve members’ reelection campaigns Answer: c Topic: The Constitutional Foundations of Congress (Structure) Learning Objective: 10.1 Describe the constitutional foundations in Congress.

Skill Level: Understand the Concepts Difficulty Level: Moderate

29.

Who selects the party’s leaders at the start of each two-year Congress? a. member caucus b. party caucus c. standing committee d. party whip Answer: b Topic: Organizing Congress (Action) Learning Objective: 10.3 Compare and contrast the leadership systems used in the House and Senate, and explain how work is done through congressional committees.

Skill Level: Understand the Concepts Difficulty Level: Moderate

30.

What purpose does the filibuster serve?

147 .

a. to delay proceedings in the Senate b. to force a bill to floor of the House c. to break a tie vote in the Senate d. to reconcile different bills in the House Answer: a Topic: Organizing Congress (Action) Learning Objective: 10.3 Compare and contrast the leadership systems used in the House and Senate, and explain how work is done through congressional committees.

Skill Level: Understand the Concepts Difficulty Level: Moderate 31.

Which of the following statements best explains how Congress has changed over the past two hundred years? a. In 1850, House turnover every two years was nearly 90 percent. b. Members of Congress, early on, averaged ten years of service. c. Members of Congress received no pay through the early 1800s. d. Being a member of Congress was once a short-term job.

Answer: d Topic: Making Legislative Choices (Impact) Learning Objective: 10.5 Describe the factors that influence how members of Congress make decisions.

Skill Level: Understand the Concepts Difficulty Level: Moderate

32.

What can be inferred from a district in which one party has a clear majority of voters? a. Primary contests are not usually held. b. A safe seat is likely to emerge. c. Reapportionment is often contested. d. Strong challengers are discouraged from running.

Answer: b Topic: Congressional Elections (Structure) Learning Objective: 10.2 Describe the congressional election process and the advantages it gives incumbents.

Skill Level: Understand the Concepts Difficulty Level: Moderate

33.

The House Ways and Means Committee is so powerful because a. it has the power to reconcile different versions of a bill. b. it has the power to set the terms of floor debate. c. it both authorizes spending and appropriates funds.

148 .

d. it both raises and authorizes spending.

Answer: c Topic: Organizing Congress (Action) Learning Objective: 10.3 Compare and contrast the leadership systems used in the House and Senate, and explain how work is done through congressional committees.

Skill Level: Understand the Concepts Difficulty Level: Moderate 34.

Which statement about incumbency is most accurate? a. Incumbents have a huge advantage in reelection. b. Incumbents struggle to raise funds to run for reelection. c. Incumbents only leave office when pressured by party leadership. d. Incumbents can generate their own free media.

Answer: a Topic: Congressional Elections (Structure) Learning Objective: 10.2 Describe the congressional election process and the advantages it gives incumbents.

Skill Level: Analyze It Difficulty Level: Difficult

35.

How is ideology in Congress measured by most political scientists? a. by surveying members on their political views b. by studying voted-on legislation c. by surveying voters in congressional districts d. by studying transcripts of floor debates Answer: b Topic: Making Legislative Choices (Impact) Learning Objective: 10.5 Describe the factors that influence how members of Congress make decisions.

Skill Level: Understand the Concepts Difficulty Level: Moderate

36.

Some Framers argued that including a bicameral legislature in the Constitution would a. be an invitation to tyranny over the other two branches. b. enable double oversight of the other two branches. c. prevent Congress from dominating the other two branches. d. provide both a liberal and a conservative chamber.

Answer: c Topic: The Constitutional Foundations of Congress (Structure) Learning Objective: 10.1 Describe the constitutional foundations of Congress.

Skill Level: Understand the Concepts 149 .

Difficulty Level: Moderate 37.

Which of the following is true of earmarks? a. Though the 112th Congress imposed a moratorium on earmarks, members are still able to secure funding for projects in their districts. b. They have become an increasingly popular way for members to win favor with their constituents. c. They are condemned by members of Congress as wasteful spending. d. They are the main reason that public approval of Congress is so low.

Answer: a Topic: Congressional Elections (Structure) Learning Objective: 10.2 Describe the congressional election process and the advantages it gives incumbents.

Skill Level: Analyze It Difficulty Level: Difficult

38.

Congressional Member Organizations, or member caucuses, are a. made to introduce legislation. b. not allowed to be bipartisan. c. not allowed to cross House–Senate lines. d. made to develop party policies.

Answer: d Topic: Organizing Congress (Action) Learning Objective: 10.3 Compare and contrast the leadership systems used in the House and Senate, and explain how work is done through congressional committees.

Skill Level: Understand the Concepts Difficulty Level: Moderate

39.

Which of the following is one tactic the president can use to prevent a bill from becoming law? a. hold b. markup c. pocket veto d. referral Answer: c Topic: How a Bill Becomes a Law (Action) Learning Objective: 10.4 Describe the process of lawmaking in Congress.

Skill Level: Understand the Concepts Difficulty Level: Moderate

40.

The House minority leader

150 .

a. has joint authority over which legislation goes to the floor. b. is elected by the party with the smaller membership in the chamber. c. is selected by the majority leader with the consent of the president. d. has the ability to replace chamber leadership with a majority vote.

Answer: b Topic: Organizing Congress (Action) Learning Objective: 10.3 Compare and contrast the leadership systems used in the House and Senate, and explain how work is done through congressional committees.

Skill Level: Understand the Concepts Difficulty Level: Moderate 41.

To be elected to the Senate, one must be a. twenty-five years old and a citizen for seven years. b. twenty-five years old and a citizen for nine years. c. thirty years old and a citizen for seven years. d. thirty years old and a citizen for nine years.

Answer: d Topic: Congressional Elections (Structure) Learning Objective: 10.2 Describe the congressional election process and the advantages it gives incumbents.

Skill Level: Remember the Facts Difficulty Level: Easy

42.

Public approval of Congress a. dropped sharply in response to September 11, 2001. b. dropped as a result of the Clinton impeachment. c. has remained consistent for the past five decades. d. remained steady throughout the 2000s.

Answer: b Topic: Congressional Elections (Structure) Learning Objective: 10.2 Describe the congressional election process and the advantages it gives incumbents.

Skill Level: Analyze It Difficulty Level: Moderate

43.

Which is an example of logrolling in Congress? a. awarding a government contract to a campaign supporter b. introducing and sponsoring a bill c. sponsoring a bill in exchange for federal monies d. supporting a bill in exchange for support of one’s own bill Answer: d 151 .

Topic: Making Legislative Choices (Impact) Learning Objective: 10.5 Describe the factors that influence how members of Congress make decisions.

Skill Level: Understand the Concepts Difficulty Level: Moderate 44.

How does a member of the House of Representatives introduce a bill? a. They announce the bill on the floor after a motion to the presiding officer. b. They offer the bill as an amendment to pending legislation. c. They offer the bill to the Speaker of the House. d. They place the bill in the hopper.

Answer: d Topic: How a Bill Becomes a Law (Action) Learning Objective: 10.4 Describe the process of lawmaking in Congress.

Skill Level: Apply What You Know Difficulty Level: Difficult

45.

What would the Framers of the Constitution find surprising about today’s Congress? a. They would be surprised by the diversity of its membership. b. They would be surprised that Congress is able to pass bills quickly. c. They would be surprised to find only two major parties. d. They would be surprised by the norm of courtesy among members.

Answer: a Topic: Congressional Elections (Structure) Learning Objective: 10.2 Describe the congressional election process and the advantages it gives incumbents.

Skill Level: Analyze It Difficulty Level: Difficult

46.

How can members of Congress justify the practice of earmarking federal funds? a. Earmarks are evenly distributed across congressional districts. b. Earmarks are a legitimate way to give taxpayers a fair return on their taxes. c. Earmarks do not increase the federal budget deficit. d. Earmarks are dedicated to helping poor people and people with disabilities.

Answer: b Topic: Congressional Elections (Structure) Learning Objective: 10.2 Describe the congressional election process and the advantages it gives incumbents.

Skill Level: Analyze It Difficulty Level: Difficult

152 .

47.

One example of the Framers’ intent to insulate the Senate from the tyranny of the majority was to a. give the Senate authority to overturn a presidential veto. b. give the Senate authority to confirm Supreme Court nominees. c. have members appointed by incumbent senators. d. have members appointed by their respective state legislatures.

Answer: d Topic: Congressional Elections (Structure) Learning Objective: 10.2 Describe the congressional election process and the advantages it gives incumbents.

Skill Level: Analyze It Difficulty Level: Difficult

48.

Which of the following is an example of a legislator acting as a delegate? a. A legislator consults party leadership before casting a vote on a controversial bill. b. A legislator works with other legislators from their state to coordinate votes on a bill. c. A legislator votes for a new education law that their district wants even though they disagree with it. d. A legislator votes for a new health care law that they believe is the best possible option available.

Answer: c Topic: Making Legislative Choices (Impact) Learning Objective: 10.5 Describe the factors that influence how members of Congress make decisions.

Skill Level: Apply What You Know Difficulty Level: Moderate

49.

Which kind of committee can be convened to conduct a special investigation? a. conference b. standing c. joint d. judiciary Answer: c Topic: Organizing Congress (Action) Learning Objective: 10.3 Compare and contrast the leadership systems used in the House and Senate, and explain how work is done through congressional committees.

Skill Level: Apply What You Know Difficulty Level: Moderate

50.

Which example best demonstrates a legislator acting as a trustee of their constituency?

153 .

a. A legislator ultimately makes decisions based on credible research. b. A legislator does whatever is best for their reelection. c. A legislator follows the public opinion of their constituency. d. A legislator will follow public opinion whenever it is clear.

Answer: a Topic: Making Legislative Choices (Impact) Learning Objective: 10.5 Describe the factors that influence how members of Congress make decisions.

Skill Level: Analyze It Difficulty Level: Moderate 51.

Under new lobbying rules passed in 2007, members of Congress a. may accept payment for making speeches and attending events. b. may accept small gifts from lobbyists, but they must be reported. c. may not accept free travel for any reason. d. may not accept gifts, travel, or meals from lobbyists.

Answer: d Topic: Making Legislative Choices (Impact) Learning Objective: 10.5 Describe the factors that influence how members of Congress make decisions.

Skill Level: Remember the Facts Difficulty Level: Moderate

52.

Social media may be the best way for a candidate to reach voters who a. seek direct communication with their representatives. b. are members of the attentive public. c. attend town hall meetings and are politically engaged. d. read newspapers and watch the news.

Answer: a Topic: Congressional Elections (Structure) Learning Objective: 10.2 Describe the congressional election process and the advantages it gives incumbents.

Skill Level: Analyze It Difficulty Level: Difficult

53.

In 2014, the percentage of what type of legislators in the House and Senate reached a record low? a. moderates b. conservatives c. liberals d. women 154 .

Answer: a Topic: Congress at a Crossroads (Impact) Learning Objective: 10.6 Analyze the ability of members to represent their constituents.

Skill Level: Analyze It Difficulty Level: Moderate 54.

Although most incumbents are reelected with ease, the price may be the need a. to forego running for leadership positions. b. to give up seniority. c. to resign from a committee assignment. d. to run a permanent campaign.

Answer: d Topic: Congress at a Crossroads (Impact) Learning Objective: 10.6 Analyze the ability of members to represent their constituents.

Skill Level: Analyze It Difficulty Level: Difficult

155 .

11 The Presidency  Multiple-Choice Questions 1.

Which one of the powers listed below is a constitutional power that the president shares with the Senate? a. making treaties b. commissioning officers c. granting pardons d. receiving foreign ambassadors Answer: a Topic: The President’s Job Description (Structure) Learning Objective: 11.2 Analyze the scope of presidential power.

Skill Level: Remember the Facts Difficulty Level: Easy

2.

Competitive, collegial, and hierarchical are three ways the president can organize and solicit advice from a. Congress. b. the White House staff. c. the cabinet. d. administrative leaders.

Answer: b Topic: How the Presidency Works (Action) Learning Objective: 11.3 Describe the organization and functions of the Executive Office of the President.

Skill Level: Remember the Facts Difficulty Level: Easy

3.

Members of which of the following are appointed by the president and approved by the Senate?

156 .

a. Executive Office of the President b. White House staff c. Supreme Court d. Council of Economic Advisors Answer: c Topic: The President’s Job Description (Structure) Learning Objective: 11.2 Analyze the scope of presidential power.

Skill Level: Remember the Facts Difficulty Level: Easy 4.

Which position is a well-recognized stepping-stone to the presidency? a. secretary of state b. chief of staff c. vice president d. secretary of defense Answer: c Topic: How the Presidency Works (Action) Learning Objective: 11.3 Describe the organization and functions of the Executive Office of the President.

Skill Level: Remember the Facts Difficulty Level: Easy

5.

You are an adviser to a president who was just elected to her first term in office. She has asked your advice about when to introduce major legislative proposals. Based on what you know about historical patterns of public approval for presidents, what would you suggest? a. Wait at least six months before suggesting any major legislation. b. Begin working to persuade Congress during the honeymoon phase. c. Use the proposals to support congressional candidates in the midterm election. d. Save the most important priorities for the end of the first term as president.

Answer: b Topic: Presidents and the Public (Action) Learning Objective: 11.4 Describe the relationship between the president and the public.

Skill Level: Apply What You Know Difficulty Level: Difficult

6.

Franklin Delano Roosevelt’s use of “fireside” chats is an example of which role that presidents play? a. agenda setter b. president as persuader 157 .

c. president as role model d. morale builder Answer: d Topic: The President’s Job Description (Structure) Learning Objective: 11.2 Analyze the scope of presidential power.

Skill Level: Understand the Concepts Difficulty Level: Moderate 7.

What does the Twenty-second Amendment do? a. requires that presidents be natural-born citizens b. requires that presidents serve no more than two full terms c. requires the president to be a resident of the United States for two years d. requires the president to be at least 35 years old Answer: b Topic: The Constitutional Foundation of the Presidency (Structure) Learning Objective: 11.1 Identify the constitutional foundations of the presidency.

Skill Level: Remember the Facts Difficulty Level: Easy

8.

Based on the Constitution’s Take Care clause, which of the following direct specific actions but are not covered by government requirements for publication and reporting? a. executive memoranda b. executive agreements c. signing statements d. executive orders Answer: a Topic: The President’s Job Description (Structure) Learning Objective: 11.2 Analyze the scope of presidential power.

Skill Level: Understand the Concepts Difficulty Level: Easy

9.

Which president was the first to exercise the veto power? a. Thomas Jefferson b. John Adams c. George Washington d. Lyndon Johnson Answer: c Topic: The President’s Job Description (Structure) Learning Objective: 11.2 Analyze the scope of presidential power.

Skill Level: Remember the Facts 158 .

Difficulty Level: Easy 10.

Congress can remove a president through which process? a. override b. executive order c. impeachment d. filibuster Answer: c Topic: The Constitutional Foundation of the Presidency (Structure) Learning Objective: 11.1 Identify the constitutional foundations of the presidency.

Skill Level: Remember the Facts Difficulty Level: Easy

11.

Who did the Framers expect to be the first president of the United States? a. Benjamin Franklin b. George Washington c. John Adams d. Thomas Jefferson Answer: b Topic: The President’s Job Description (Structure) Learning Objective: 11.2 Analyze the scope of presidential power.

Skill Level: Remember the Facts Difficulty Level: Easy

12.

What has to happen in Congress before the president can be removed from office? a. The House impeaches the president by a simple majority; the Senate does not have a vote. b. The Senate impeaches the president by a simple majority; the House does not have a vote. c. The House impeaches the president by a simple majority; the Senate needs a twothirds majority. d. The Senate and the House impeach the president with a two-thirds majority.

Answer: c Topic: The Constitutional Foundation of the Presidency (Structure) Learning Objective: 11.1 Identify the constitutional foundations of the presidency.

Skill Level: Remember the Facts Difficulty Level: Easy

13.

Which president served four consecutive terms in office, prompting passage the Twenty-second Amendment? a. Franklin Delano Roosevelt 159 .

b. Herbert Hoover c. Theodore Roosevelt d. Woodrow Wilson Answer: a Topic: The Constitutional Foundation of the Presidency (Structure) Learning Objective: 11.1 Identify the constitutional foundations of the presidency.

Skill Level: Remember the Facts Difficulty Level: Easy 14.

Because of a lack of direct power and influence, which of these offices has historically been considered to be the least important? a. attorney general b. chief of staff c. secretary of state d. vice president Answer: d Topic: How the Presidency Works (Action) Learning Objective: 11.3 Describe the organization and functions of the Executive Office of the President.

Skill Level: Remember the Facts Difficulty Level: Easy

15.

Which approach did both Franklin Delano Roosevelt and Lyndon Johnson use for managing the White House staff? a. collegial b. competitive c. hierarchical d. dictatorial Answer: b Topic: How the Presidency Works (Action) Learning Objective: 11.3 Describe the organization and functions of the Executive Office of the President.

Skill Level: Remember the Facts Difficulty Level: Easy

16.

Originally, the Constitution stated the vice president should be determined based on a. appointment through Congress. b. selection by the president. c. as a running mate to the president. d. who the runner-up was in the Electoral College.

Answer: d 160 .

Topic: The Constitutional Foundation of the Presidency (Structure) Learning Objective: 11.1 Identify the constitutional foundations of the presidency.

Skill Level: Remember the Facts Difficulty Level: Easy 17.

Which of the following is an example of a rally point? a. George H. W. Bush was reelected after winning the first Gulf War. b. During the Watergate investigation, Richard Nixon’s approval ratings soared. c. George W. Bush’s popularity was boosted following the 9/11 terrorist attacks. d. Ronald Reagan’s approval rating increased sharply during the Iran-Contra scandal.

Answer: c Topic: Presidents and the Public (Action) Learning Objective: 11.4 Describe the relationship between the president and the public.

Skill Level: Understand the Concepts Difficulty Level: Moderate

18.

The use of which of the following in foreign matters is an example of the president acting as diplomat in chief? a. pocket vetoes b. executive privilege c. executive agreements d. executive orders Answer: c Topic: The President’s Job Description (Structure) Learning Objective: 11.2 Analyze the scope of presidential power.

Skill Level: Understand the Concepts Difficulty Level: Moderate

19.

The Executive Office of the President was created in 1939 to serve what purpose? a. to supervise the growing federal government b. to assess legislative proposals for budgetary issues c. to lobby Congress in defense of the president’s budget d. to prepare the president’s budget Answer: a Topic: How the Presidency Works (Action) Learning Objective: 11.3 Describe the organization and functions of the Executive Office of the President.

Skill Level: Understand the Concepts Difficulty Level: Moderate

161 .

20.

Presidents often use which clause to argue that they control everything that happens in the executive branch after a bill becomes law? a. commerce b. vesting c. unitary executive d. due process Answer: b Topic: The President’s Job Description (Structure) Learning Objective: 11.2 Analyze the scope of presidential power.

Skill Level: Analyze It Difficulty Level: Difficult

21.

Opponents of the War Powers Resolution would most likely make which of the following claims to argue that the resolution is unconstitutional? a. It creates guidelines that cannot really be enforced. b. It gives Congress symbolic power with no real authority. c. It creates limits on the president’s ability to declare war. d. It gives Congress power that is explicitly reserved for the president.

Answer: d Topic: The President’s Job Description (Structure) Learning Objective: 11.2 Analyze the scope of presidential power.

Skill Level: Analyze It Difficulty Level: Difficult

22.

In making the Louisiana Purchase in 1803, Thomas Jefferson drew on the claim of a. inherent powers. b. a presidential mandate. c. war power. d. executive privilege.

Answer: a Topic: The President’s Job Description (Structure) Learning Objective: 11.2 Analyze the scope of presidential power.

Skill Level: Understand the Concepts Difficulty Level: Moderate

23.

Which of the following terms describes a way in which a president can pressure Congress to enact his or her policy proposals through bypassing traditional channels? a. going public b. executive privilege c. honeymoon period d. rally point 162 .

Answer: a Topic: Presidents and the Public (Action) Learning Objective: 11.4 Examine the relationship between the president and the public.

Skill Level: Remember the Facts Difficulty Level: Easy 24.

Who counsels the president on how much money should be distributed to each government agency and reports on each agency’s effectiveness? a. Department of the Treasury b. Office of Management and Budget c. secretary of commerce d. chief of staff Answer: b Topic: How the Presidency Works (Action) Learning Objective: 11.3 Describe the organization and functions of the Executive Office of the President.

Skill Level: Understand the Concepts Difficulty Level: Moderate

25.

Which of the following is true about President Trump’s first cabinet? a. It included people of color but did not include any women. b. It was the first one to consist of a majority of women and minorities. c. It was less diverse than any cabinet since 1981. d. It was the first cabinet since 2000 to include minority members.

Answer: c Topic: How the Presidency Works (Action) Learning Objective: 11.3 Describe the organization and functions of the Executive Office of the President.

Skill Level: Remember the Facts Difficulty Level: Easy

26.

What did the Framers do to avoid tyranny or monarchy in the executive branch? a. They made the president directly elected by the people. b. They included separation of powers in the government. c. They did not allow the president to have military responsibility. d. They limited the number of terms a president can serve.

Answer: b Topic: Presidents and Congress (Impact) Learning Objective: 11.5 Describe the relationship between the president and Congress.

163 .

Skill Level: Understand the Concepts Difficulty Level: Moderate 27.

Which presidential power gives the president the ability to control what happens inside departments and agencies during their terms? a. appointment b. veto c. inherent powers d. executive privilege Answer: a Topic: The President’s Job Description (Structure) Learning Objective: 11.2 Analyze the scope of presidential power.

Skill Level: Understand the Concepts Difficulty Level: Moderate

28.

How is the presidential support score calculated? a. by counting the number of presidential vetoes that Congress overrides b. by surveying White House staff members c. by conducting public opinion polls d. by calculating the percentage of key votes the president wins in Congress Answer: d Topic: Presidents and Congress (Impact) Learning Objective: 11.5 Describe the relationship between the president and Congress.

Skill Level: Understand the Concepts Difficulty Level: Moderate

29.

Presidents with high levels of what have an easier time influencing Congress, while those with low levels find influencing Congress more difficult? a. public approval b. executive privilege c. impeachment power d. third-party connections Answer: a Topic: Presidents and Congress (Impact) Learning Objective: 11.5 Describe the relationship between the president and Congress.

Skill Level: Understand the Concepts Difficulty Level: Moderate

30.

Which is true of the War Powers Resolution (1973) as written?

164 .

a. It runs counter to the intentions of the Framers by diminishing the separation of powers. b. It gives Congress the power to wage war without the president’s consent. c. It gives the president the power to deploy troops without advance congressional approval. d. It gives the president absolute discretion in allocating how funds are used in war.

Answer: c Topic: The President’s Job Description (Structure) Learning Objective: 11.2 Analyze the scope of presidential power.

Skill Level: Analyze It Difficulty Level: Moderate 31.

Which of the following is a policy office within the White House? a. the press office b. the National Economic Council c. the presidential campaign committee d. the Environmental Protection Agency Answer: b Topic: How the Presidency Works (Action) Learning Objective: 11.3 Describe the organization and functions of the Executive Office of the President.

Skill Level: Understand the Concepts Difficulty Level: Easy

32.

The notion of inherent powers is derived from which clause? a. due process b. take care c. veto power d. enumeration Answer: b Topic: The President’s Job Description (Structure) Learning Objective: 11.2 Analyze the scope of presidential power.

Skill Level: Understand the Concepts Difficulty Level: Moderate

33.

Why does Lyndon Johnson’s presidential ranking tend to be lower than the rankings of Abraham Lincoln, Woodrow Wilson, and Franklin Delano Roosevelt? a. He escalated U.S. involvement in Vietnam. b. He showed an inability to pass meaningful legislation. c. He was unable to avoid personal scandal. d. He was impeached by the House of Representatives.

165 .

Answer: a Topic: Presidential Greatness (Action) Learning Objective: 11.6 Identify the sources of presidential greatness.

Skill Level: Understand the Concepts Difficulty Level: Moderate 34.

In which way do modern presidents differ from the original intentions of the Framers of the Constitution? a. Modern presidents are considerably less democratic than the Framers originally intended. b. Modern presidents are much more influential in the legislative process than the Framers originally intended. c. Modern presidents are much less partisan than the Framers originally intended. d. Modern presidents are more subservient to the will of Congress than the Framers originally intended.

Answer: b Topic: The President’s Job Description (Structure) Learning Objective: 11.2 Analyze the scope of presidential power.

Skill Level: Analyze It Difficulty Level: Difficult

35.

Why was the War Powers Resolution (1973) adopted by Congress? a. to expand the powers of the president in the conduct of war b. to limit the powers of the military-industrial complex in influencing foreign policy c. to reinvigorate the role of Congress in the conduct of war d. to empower the president to act unilaterally to protect American troops Answer: c Topic: The President’s Job Description (Structure) Learning Objective: 11.2 Analyze the scope of presidential power.

Skill Level: Analyze It Difficulty Level: Difficult

36.

In the legislative process, the mere threat of what can strengthen a president’s negotiating position? a. a press conference b. a veto c. an executive agreement d. a mandate Answer: b Topic: The President’s Job Description (Structure) Learning Objective: 11.2 Analyze the scope of presidential power.

Skill Level: Understand the Concepts 166 .

Difficulty Level: Moderate 37.

In which capacity is a modern vice president particularly influential in American politics? a. as an adviser in the policy-making process b. as a leader of the cabinet c. as a lead negotiator for executive agreements d. as presiding officer of the Senate Answer: a Topic: How the Presidency Works (Action) Learning Objective: 11.3 Describe the organization and functions of the Executive Office of the President.

Skill Level: Analyze It Difficulty Level: Moderate

38.

Which of the following statements best characterizes the nature of the conflict between presidents and Congress? a. The conflict is a by-product of the weakening of American political parties. b. The conflict is integral to the design of the Constitution, deliberately intended by its authors. c. The conflict is a by-product of the recent polarization of the American party system. d. The conflict is a by-product solely of divided government.

Answer: b Topic: Presidents and Congress (Impact) Learning Objective: 11.5 Describe the relationship between the president and Congress.

Skill Level: Analyze It Difficulty Level: Difficult

39.

Which of the following statements best describes contemporary relationships between presidents and Congress? a. They are always passive, with Congress dominating the executive branch. b. They usually agree on economic policy more so than social policy. c. They are generally antagonistic. d. They are generally indirect.

Answer: c Topic: Presidents and Congress (Impact) Learning Objective: 11.5 Describe the relationship between the president and Congress.

Skill Level: Analyze It Difficulty Level: Difficult 167 .

40.

How has the office of vice president changed over the years? a. The vice president has faced increasing scrutiny by the media. b. The vice president, who once was very involved, is now frozen out of the policymaking process. c. The vice president has been more involved in the policy-making process in recent years than in the past. d. The vice president has often had to act on behalf of the president.

Answer: c Topic: How the Presidency Works (Action) Learning Objective: 11.3 Describe the organization and functions of the Executive Office of the President.

Skill Level: Analyze It Difficulty Level: Difficult

41.

The president’s power to persuade comes from two main sources: presidential action and what? a. executive privilege b. budgetary control c. public approval d. media coverage Answer: c Topic: Presidents and the Public (Action) Learning Objective: 11.4 Examine the relationship between the president and the public.

Skill Level: Apply What You Know Difficulty Level: Difficult

42.

How might domestic or international crises affect presidential politics? a. Crises make it difficult for presidents to enact their agendas. b. Crises make presidents more politically cautious. c. Crises tend to temporarily increase presidential approval ratings. d. Crises make reelection much more likely.

Answer: c Topic: Presidents and Congress (Impact) Learning Objective: 11.5 Describe the relationship between the president and Congress.

Skill Level: Apply What You Know Difficulty Level: Difficult

43.

A president’s ability to make a surgical strike against a suspected terrorist cell falls under which of the following authorities?

168 .

a. the vesting clause b. the war power c. the take care clause d. the head-of-state power Answer: b Topic: The President’s Job Description (Structure) Learning Objective: 11.2 Analyze the scope of presidential power.

Skill Level: Apply What You Know Difficulty Level: Moderate 44.

Which of these factors helps explain the growing difficulties faced by the president in carrying out their duties? a. foreign policy dominating presidential attention b. Americans becoming increasingly concerned about pocketbook issues c. Americans tending to trust Congress more than the president d. declining public trust in political institutions Answer: d Topic: Presidents and the Public (Action) Learning Objective: 11.4 Examine the relationship between the president and the public.

Skill Level: Apply What You Know Difficulty Level: Difficult

45.

In crafting the executive branch, what was the motive behind the decisions of the Constitution’s Framers? a. to create an effective national leader directly tied to the citizens b. to create a strong national leader who would have direct ties to state governors c. to create a leader who could protect the nation but would not jeopardize people’s liberty d. to create a weak national leader that could easily be dominated by Congress Answer: c Topic: The Constitutional Foundation of the Presidency (Structure) Learning Objective: 11.1 Identify the constitutional foundations of the presidency.

Skill Level: Analyze It Difficulty Level: Difficult

46.

In a parliamentary government, the prime minister a. can be replaced following a no confidence vote. b. requires the consent of opposition parties. c. is generally weaker than other governmental leaders. d. serves for a fixed amount of time established by the legislature.

169 .

Answer: a Topic: The Constitutional Foundation of the Presidency (Structure) Learning Objective: 11.1 Identify the constitutional foundations of the presidency.

Skill Level: Understand the Concepts Difficulty Level: Difficult 47.

Which of these developments was the most transformative in shaping the modern presidency? a. the social strife arising from the civil rights movement b. the economic and social turmoil of the Great Depression c. the demands of managing a modern army during World War I d. the rise and importance of television in modern politics Answer: b Topic: The President’s Job Description (Structure) Learning Objective: 11.2 Analyze the scope of presidential power.

Skill Level: Analyze It Difficulty Level: Difficult

48.

How did George Washington’s presidency impact the early development of American democracy? a. His use of executive power was affirmed by the judiciary. b. His early actions greatly increased the political legitimacy of the office. c. His military leadership as president was critical during the War of 1812. d. His ambitions set up an early struggle between Congress and the presidency.

Answer: b Topic: The Constitutional Foundation of the Presidency (Structure) Learning Objective: 11.1 Identify the constitutional foundations of the presidency.

Skill Level: Analyze It Difficulty Level: Difficult

49.

What distinguishes modern presidents from early presidents? a. Modern presidents are much more liberal than early presidents. b. Modern presidents are more prone to political conflict than early presidents. c. Modern presidents are much more active in the formulation of policy than early presidents. d. Modern presidents are much less prone to engage in international conflicts than early presidents.

Answer: c Topic: The President’s Job Description (Structure) Learning Objective: 11.2 Analyze the scope of presidential power.

Skill Level: Analyze It 170 .

Difficulty Level: Difficult 50.

How does the White House staff differ from the president’s cabinet? a. The White House staff has greater access to and more influence on the president than does the cabinet. b. The cabinet has more access to the president than does the White House staff. c. The president can fire the White House staff, but only Congress can dismiss a member of the cabinet. d. The cabinet is less democratic and less accountable than the White House staff.

Answer: a Topic: How the Presidency Works (Action) Learning Objective: 11.3 Describe the organization and functions of the Executive Office of the President.

Skill Level: Analyze It Difficulty Level: Difficult

51.

Which of the following statements best characterizes the members of the White House staff? a. The White House staff is a loose collection of bureaucrats who are loyal to executive agencies. b. The White House staff is composed of individuals chosen specifically to serve the president’s needs. c. The White House staff is composed of policy specialists who have little personal loyalty to the president. d. The White House staff is the link between executive agencies in the bureaucracy and Congress.

Answer: b Topic: How the Presidency Works (Action) Learning Objective: 11.3 Describe the organization and functions of the Executive Office of the President.

Skill Level: Understand the Concepts Difficulty Level: Moderate

52.

The Twenty-fifth Amendment to the Constitution was adopted to clear up ambiguities over the constitutional provisions surrounding a. presidential powers to conduct war. b. presidential succession should the president become incapacitated. c. the president’s powers to negotiate treaties with foreign governments. d. the separate election of the vice president.

Answer: b Topic: The Constitutional Foundation of the Presidency (Structure) Learning Objective: 11.1 Identify the constitutional foundations of the presidency.

171 .

Skill Level: Remember the Facts Difficulty Level: Moderate

172 .

12 The Federal Bureaucracy and Public Policy  Multiple-Choice Questions 1.

A form of government organization that delivers goods and services thru uniform regulations and procedures is known as what? a. administration b. bureaucracy c. cabinet d. civil service Answer: b Topic: The Constitutional Foundations of the Bureaucracy (Structure) Learning Objective: 12.1 Outline the development of the federal bureaucracy.

Skill Level: Remember the Facts Difficulty Level: Easy

2.

What are the four broad types of departments and agencies for which federal employees work? a. federal departments, state departments, independent agencies, and independent regulatory commissions b. departments, cabinet, independent agencies, and independent regulatory commissions c. departments, administrations, independent agencies, and independent regulatory commissions d. departments, independent stand-alone agencies, independent regulatory commissions, and government corporations Answer: d Topic: Organizing the Bureaucracy (Structure)

173 .

Learning Objective: 12.2 Describe how the federal bureaucracy is organized and staffed.

Skill Level: Remember the Facts Difficulty Level: Easy 3.

On the issue of global warming, the president has decided not to pursue a nationallevel policy, but rather to instruct the Environmental Protection Agency to study the issue. The knowledge produced by the EPA is an example of __________. a. the issue attention cycle b. a symbolic benefit of public policy c. a material benefit of public policy d. incremental policy Answer: b Topic: Defining and Making Public Policy (Impact) Learning Objective: 12.5 Explain public policy and identify the key steps in making public policy.

Skill Level: Apply What You Know Difficulty Level: Difficult

4.

Under the spoils system, who was awarded jobs in the federal bureaucracy? a. those who did not affiliate with a political party b. those who previously served in the military c. those who previously held elected office d. those who helped parties win elections Answer: d Topic: Organizing the Bureaucracy (Structure) Learning Objective: 12.2 Describe how the federal bureaucracy is organized and staffed.

Skill Level: Remember the Facts Difficulty Level: Easy

5.

Rules created by government agencies that determine how laws are implemented are called what? a. policies b. regulations c. standards d. statutes Answer: b Topic: The Bureaucracy’s Job (Action) Learning Objective: 12.3 Describe the roles and responsibilities of the federal bureaucracy.

Skill Level: Understand the Concepts 174 .

Difficulty Level: Easy 6.

Which law designates the steps that federal agencies must follow in issuing rules and regulations? a. the Administrative Procedure Act b. the Freedom of Information Act c. the Hatch Act d. the Pendleton Act Answer: a Topic: The Bureaucracy’s Job (Action) Learning Objective: 12.3 Describe the roles and responsibilities of the federal bureaucracy.

Skill Level: Remember the Facts Difficulty Level: Easy

7.

The discretionary budget includes spending for a. Social Security. b. Medicare. c. health research. d. disability payments.

Answer: c Topic: The Bureaucracy’s Job (Action) Learning Objective: 12.3 Describe the roles and responsibilities of the federal bureaucracy.

Skill Level: Understand the Concepts Difficulty Level: Moderate

8.

Which of the following departments is considered to be part of the president’s inner cabinet? a. Homeland Security b. Energy c. Interior d. State Answer: d Topic: Organizing the Bureaucracy (Structure) Learning Objective: 12.2 Describe how the federal bureaucracy is organized and staffed.

Skill Level: Remember the Facts Difficulty Level: Easy

9.

The second-largest and fastest-rising source of federal revenue is what kind of taxes?

175 .

a. income b. payroll c. corporate income d. excise Answer: b Topic: The Bureaucracy’s Job (Action) Learning Objective: 12.3 Describe the roles and responsibilities of the federal bureaucracy.

Skill Level: Understand the Concepts Difficulty Level: Moderate 10.

Which of the following was one of the first executive branch departments in the U.S. government? a. Department of Agriculture b. Department of the Interior c. Commerce Department d. Treasury Department Answer: d Topic: Organizing the Bureaucracy (Structure) Learning Objective: 12.2 Describe how the federal bureaucracy is organized and staffed.

Skill Level: Remember the Facts Difficulty Level: Easy

11.

Superior officers of government are appointed by the president and confirmed by which body? a. the Senate b. the House of Representatives c. the Supreme Court d. the Chief of Staff Answer: a Topic: Organizing the Bureaucracy (Structure) Learning Objective: 12.2 Describe how the federal bureaucracy is organized and staffed.

Skill Level: Remember the Facts Difficulty Level: Easy

12.

Presidential appointees in the federal bureaucracy a. may remain in office until there is a new party majority in Congress. b. generally leave their post at the end of the president’s term in office. c. often remain in office despite political changes. d. serve fixed terms of office lasting two years.

176 .

Answer: b Topic: Organizing the Bureaucracy (Structure) Learning Objective: 12.2 Describe how the federal bureaucracy is organized and staffed.

Skill Level: Remember the Facts Difficulty Level: Easy 13.

Which independent regulatory agency sets interest rates on Treasury notes? a. Federal Reserve Board b. Federal National Mortgage Association c. Federal Trade Commission d. Securities and Exchange Commission Answer: a Topic: Organizing the Bureaucracy (Structure) Learning Objective: 12.2 Describe how the federal bureaucracy is organized and staffed.

Skill Level: Remember the Facts Difficulty Level: Easy

14.

The Hatch Act prohibits federal employees from engaging in what activity? a. exercising administrative discretion b. participating in partisan activities c. refusing to implement laws passed by Congress d. ignoring the directives of the president Answer: b Topic: Organizing the Bureaucracy (Structure) Learning Objective: 12.2 Describe how the federal bureaucracy is organized and staffed.

Skill Level: Remember the Facts Difficulty Level: Moderate

15.

On what basis are people hired to be part of the Senior Executive Service? a. their party affiliation b. their campaign contributions and policy proposals c. their experience in international diplomacy d. their professional and technical skills Answer: d Topic: Organizing the Bureaucracy (Structure) Learning Objective: 12.2 Describe how the federal bureaucracy is organized and staffed.

Skill Level: Remember the Facts 177 .

Difficulty Level: Easy 16.

The central clearance system serves what purpose? a. ensuring that the actions of agencies and departments are in line with the president’s goals b. aiding Congress in investigating the actions of agencies and departments c. aiding policy makers in drafting legislation that is constitutionally sound d. ensuring that presidential nominees to key positions in the executive branch are confirmed by the Senate Answer: a Topic: Controlling the Federal Bureaucracy (Action) Learning Objective: 12.4 Identify the means of controlling the federal bureaucracy.

Skill Level: Understand the Concepts Difficulty Level: Moderate

17.

Which of the following is one way Congress can exercise control over agencies and departments in the federal bureaucracy? a. by withholding funding requested by the president b. by issuing reports through committee hearings c. by nominating appointees to oversee agency regulations d. by confirming appointees to key positions in federal agencies Answer: d Topic: Organizing the Bureaucracy (Structure) Learning Objective: 12.2 Describe how the federal bureaucracy is organized and staffed.

Skill Level: Understand the Concepts Difficulty Level: Moderate

18.

Which of the following is an example of a bureaucratic organization? a. the Department of Defense b. the U.S. House of Representatives c. the U.S. Supreme Court d. the Democratic Party Answer: a Topic: Organizing the Bureaucracy (Structure) Learning Objective: 12.1 Describe how the federal bureaucracy is organized and staffed.

Skill Level: Apply What You Know Difficulty Level: Easy

19.

The interaction of the president, Congress, and the judiciary means that

178 .

a. there is a clear and consistent structure to policy making. b. policy implementation is a process that never really ends. c. policy implementation has become more efficient over time. d. there is an organized and rigid process when making policy.

Answer: b Topic: Defining and Making Public Policy (Impact) Learning Objective: 12.5 Explain public policy and identify the key steps in making public policy.

Skill Level: Analyze It Difficulty Level: Difficult 20.

In the area of veterans’ affairs, what would be the components of an iron triangle? a. the president, the Defense Department, the Department of Veterans Affairs b. the Defense Department, the Department of Veterans Affairs, the Senate Veterans Committee c. the Department of Veterans Affairs, the National Security Agency, the Senate Veterans Committee d. the Department of Veterans Affairs, the Senate Veterans Committee, the Veterans of Foreign Wars Answer: d Topic: Defining and Making Public Policy (Impact) Learning Objective: 12.5 Explain public policy and identify the key steps in making public policy.

Skill Level: Apply What You Know Difficulty Level: Moderate

21.

What method was used to create the Department of Homeland Security? a. A congressional committee created it. b. An independent agency was elevated to department-level status. c. An existing department was broken up. d. Already-existing agencies were merged into a new organization.

Answer: d Topic: Organizing the Bureaucracy (Structure) Learning Objective: 12.2 Describe how the federal bureaucracy is organized and staffed.

Skill Level: Understand the Concepts Difficulty Level: Moderate

22.

Which of the following is a function of departments and agencies within the federal bureaucracy? a. issuing executive orders b. issuing executive agreements 179 .

c. implementing public policies d. reviewing court decisions Answer: c Topic: The Bureaucracy’s Job (Action) Learning Objective: 12.3 Describe the roles and responsibilities of the federal bureaucracy.

Skill Level: Understand the Concepts Difficulty Level: Moderate 23.

One purpose of the Administrative Procedure Act was to a. ensure opportunities for public participation in the rule-making process. b. give federal agencies greater discretion in the rule-making process. c. streamline bureaucratic activities in the rule-making process. d. give the president greater control over the rule-making process.

Answer: a Topic: The Bureaucracy’s Job (Action) Learning Objective: 12.3 Describe the roles and responsibilities of the federal bureaucracy.

Skill Level: Understand the Concepts Difficulty Level: Moderate

24.

Which of the following is a way the president exercises control over agencies and departments in the federal bureaucracy? a. by providing funding for agencies b. by nominating federal appointees c. by signing executive agreements d. by creating or abolishing agencies Answer: b Topic: Organizing the Bureaucracy (Structure) Learning Objective: 12.2 Describe how the federal bureaucracy is organized and staffed.

Skill Level: Understand the Concepts Difficulty Level: Moderate

25.

A woman has never served as the administrative head of which of these departments? a. the Department of Interior b. the Department of Defense c. the Department of Energy d. the Department of Transportation Answer: b 180 .

Topic: Organizing the Bureaucracy (Structure) Learning Objective: 12.2 Describe how the federal bureaucracy is organized and staffed.

Skill Level: Remember the Facts Difficulty Level: Moderate 26.

Independent regulatory commissions are not completely independent, as indicated by the fact that a. their decisions can be overturned by state laws. b. commissioners can be removed from office at any time. c. their decisions are subject to judicial review. d. the president has input into their decisions.

Answer: c Topic: The Bureaucracy’s Job (Action) Learning Objective: 12.3 Describe the roles and responsibilities of the federal bureaucracy.

Skill Level: Understand the Concepts Difficulty Level: Moderate

27.

Federal policies that reduce benefits for all groups, often by imposing regulations or taxes that govern everyone, rich or poor, are called what kind of policies? a. agenda setting b. redistributive c. distributive d. public Answer: c Topic: Defining and Making Public Policy (Impact) Learning Objective: 12.5 Explain public policy and identify the key steps in making public policy.

Skill Level: Remember the Facts Difficulty Level: Easy

28.

What term refers to efforts by Congress and the president to assure faithful execution of the laws? a. administrative discretion b. oversight c. the civil service system d. executive privilege Answer: b Topic: Controlling the Federal Bureaucracy (Action) Learning Objective: 12.4 Identify the means of controlling the federal bureaucracy.

Skill Level: Remember the Facts 181 .

Difficulty Level: Easy 29.

You are a federal employee who has recently learned that a newly hired staff member in your agency may have been chosen based on criteria other than qualifications for the position. What body should you take this information to? a. the Department of Labor b. the Merit Systems Protection Board c. the Public Whistleblowers Office d. the Government Accountability Office Answer: b Topic: Organizing the Bureaucracy (Structure) Learning Objective: 12.2 Describe how the federal bureaucracy is organized and staffed.

Skill Level: Apply What You Know Difficulty Level: Moderate

30.

Public policies typically reproduce what two types of benefits? a. economic and social b. national and international c. material and symbolic d. federal and state Answer: c Topic: Defining and Making Public Policy (Impact) Learning Objective: 12.5 Explain public policy and identify the key steps in making public policy.

Skill Level: Understand the Concepts Difficulty Level: Easy

31.

What role is the Environmental Protection Agency taking when it sets limits on air pollution from power plants? a. regulation b. adjudication c. intervention d. oversight Answer: a Topic: The Bureaucracy’s Job (Action) Learning Objective: 12.3 Describe the roles and responsibilities of the federal bureaucracy.

Skill Level: Understand the Concepts Difficulty Level: Moderate

32.

Which of the following is an entitlement program?

182 .

a. student loans b. Medicare c. highway construction d. health research Answer: b Topic: The Bureaucracy’s Job (Action) Learning Objective: 12.3 Describe the roles and responsibilities of the federal bureaucracy.

Skill Level: Understand the Concepts Difficulty Level: Moderate 33.

What phenomenon is illustrated by a sudden spike in public concern about global warming followed by a gradual fading of the issue from the center of public and governmental attention? a. the public policy process b. the issue-attention cycle c. incremental policy change d. the power of iron triangles Answer: b Topic: Defining and Making Public Policy (Impact) Learning Objective: 12.5 Explain public policy and identify the key steps in making public policy.

Skill Level: Understand the Concepts Difficulty Level: Moderate

34.

Congress and the president share which of the following powers over agencies and departments in the federal bureaucracy? a. the power to influence budgets b. the power to audit bureaucratic procedures c. the power to hold oversight hearings d. the power to use inspectors general Answer: a Topic: Does the Bureaucracy Work? (Impact) Learning Objective: 12.6 Identify the challenges the federal government faces in implementing public policy.

Skill Level: Analyze It Difficulty Level: Moderate

35.

Based on Downs’s issue-attention cycle, what is one reason that policy issues fade from public attention? a. The problem has no known solution.

183 .

b. Congress blocks action on the policy proposal. c. People realize that solving the problem will require sacrifices and new costs. d. The policy is enacted, and people believe that nothing more can be done.

Answer: c Topic: Defining and Making Public Policy (Impact) Learning Objective: 12.5 Explain public policy and identify the key steps in making public policy.

Skill Level: Analyze It Difficulty Level: Moderate 36.

One way an issue becomes a part of the public policy agenda is through a. consistent newspaper coverage. b. congressional inaction. c. a citizen referendum. d. a Supreme Court decision.

Answer: a Topic: Defining and Making Public Policy (Impact) Learning Objective: 12.5 Explain public policy and identify the key steps in making public policy.

Skill Level: Understand the Concepts Difficulty Level: Moderate

37.

How do independent regulatory commissions differ from independent stand-alone agencies? a. Unlike independent agencies, regulatory commissions are headed by a single administrator. b. Unlike independent agencies, regulatory commissions are part of the president’s cabinet. c. Unlike independent agencies, regulatory commissions do not report directly to the president. d. Unlike independent agencies, regulatory commissions are allowed to charge for their services.

Answer: c Topic: Organizing the Bureaucracy (Structure) Learning Objective: 12.2 Describe how the federal bureaucracy is organized and staffed.

Skill Level: Analyze It Difficulty Level: Difficult

38.

In Downs’s issue-attention cycle, what last stage is described as a “prolonged limbo—a twilight realm of lesser attention or spasmodic recurrences of interest”? a. public awareness of the issue 184 .

b. the solution stage c. decline of public interest d. the post-problem stage Answer: d Topic: Defining and Making Public Policy (Impact) Learning Objective: 12.5 Explain public policy and identify the key steps in making public policy.

Skill Level: Remember the Facts Difficulty Level: Easy 39.

Which department enforces the laws by representing the nation in court cases and investigates crimes through the Federal Bureau of Investigation? a. Department of Homeland Security b. Department of State c. Department of Justice d. Department of Defense Answer: c Topic: Organizing the Bureaucracy (Structure) Learning Objective: 12.2 Describe how the federal bureaucracy is organized and staffed.

Skill Level: Apply What You Know Difficulty Level: Moderate

40.

What was the purpose of the Hatch Act? a. to prohibit federal employees from engaging in partisan political activity b. to promote transparency in the federal bureaucracy c. to prohibit awarding government jobs based on partisan loyalty d. to authorize greater use of discretion in bureaucratic decision-making Answer: a Topic: Organizing the Bureaucracy (Structure) Learning Objective: 12.2 Describe how the federal bureaucracy is organized and staffed.

Skill Level: Understand the Concepts Difficulty Level: Moderate

41.

Which of the following groups is likely to have the most influence over the construction of regulations during the rule-making stage of the policy process? a. unions b. interest groups c. Congress d. the media

185 .

Answer: b Topic: Defining and Making Public Policy (Impact) Learning Objective: 12.5 Explain public policy and identify the key steps in making public policy.

Skill Level: Analyze It Difficulty Level: Difficult 42.

How are cabinet secretaries similar to independent agency administrators? a. Both are appointed by the president. b. Neither can be fired by the president. c. Both are part of the federal civil service system. d. Both can be removed from office by Congress.

Answer: a Topic: Organizing the Bureaucracy (Structure) Learning Objective: 12.2 Describe how the federal bureaucracy is organized and staffed.

Skill Level: Analyze It Difficulty Level: Difficult

43.

Which of the following is a redistributive policy? a. an increase in defense spending to build more ships b. an improvement program for national parks c. an educational program for poor minority high school students d. a tax cut for business leaders Answer: c Topic: Defining and Making Public Policy (Impact) Learning Objective: 12.5 Explain public policy and identify the key steps in making public policy.

Skill Level: Apply What You Know Difficulty Level: Moderate

44.

Which of the following is an example of police patrol oversight? a. A newspaper investigation uncovers fraud. b. The president appoints a new agency head. c. Congress conducts a routine audit of an agency’s budget. d. The Supreme Court rules on the constitutionality of a policy.

Answer: c Topic: Controlling the Federal Bureaucracy (Action) Learning Objective: 12.4 Identify the means of controlling the federal bureaucracy.

Skill Level: Understand the Concepts Difficulty Level: Moderate

186 .

45.

What advantage do cabinet departments have over other organizations in the federal bureaucracy? a. Cabinet departments may operate independently from the presidency. b. Cabinet officers cannot be fired as easily as other bureaucrats. c. Cabinet departments typically have larger budgets. d. Cabinet departments are more isolated and protected from partisan politics.

Answer: c Topic: Organizing the Bureaucracy (Structure) Learning Objective: 12.2 Describe how the federal bureaucracy is organized and staffed.

Skill Level: Analyze It Difficulty Level: Difficult

46.

What did the Framers assume about the executive branch of the federal government? a. that the bureaucracy would be run by the president b. that it would make use of a patronage or spoils system c. that it would shrink over time d. that it would be largely overseen by Congress Answer: a Topic: The Constitutional Foundations of the Bureaucracy (Structure) Learning Objective: 12.1 Outline the development of the federal bureaucracy.

Skill Level: Understand the Concepts Difficulty Level: Moderate

47.

Under what circumstance are bureaucrats most likely to exercise discretion? a. when an agency is creating environmental regulations b. when an agency is under congressional investigation c. when an agency is implementing a law that contains ambiguity d. when an agency is elevated to the status of a cabinet department Answer: c Topic: The Bureaucracy’s Job (Action) Learning Objective: 12.3 Describe the roles and responsibilities of the federal bureaucracy.

Skill Level: Analyze It Difficulty Level: Difficult

48.

Why was the Senior Executive Service created? a. to give the president flexibility and mobility in managing government b. to make recommendations to reduce financial waste c. to make federal bureaucrats more accountable to voters d. to reduce the influence of interest groups on agency decision-making 187 .

Answer: a Topic: Organizing the Bureaucracy (Structure) Learning Objective: 12.2 Describe how the federal bureaucracy is organized and staffed.

Skill Level: Understand the Concepts Difficulty Level: Moderate 49.

Which of the following is a widely recognized flaw in the federal bureaucracy? a. duplication and overlap among programs b. the small size of the executive branch c. the high degree of turnover in government jobs d. the lack of transparency in rule-making Answer: a Topic: Does the Bureaucracy Work? (Impact) Learning Objective: 12.6 Identify the challenges the federal government faces in implementing public policy.

Skill Level: Understand the Concepts Difficulty Level: Moderate

50.

Over time, iron triangles a. have created distrust between the public and the government. b. have improved the efficiency of the bureaucracy. c. have become much less stable and consistent. d. have been frowned upon by congressional leaders.

Answer: c Topic: Defining and Making Public Policy (Impact) Learning Objective: 12.5 Explain public policy and identify the key steps in making public policy.

Skill Level: Understand the Concepts Difficulty Level: Moderate

51.

Iron triangles have been replaced by issue networks for which of the following reasons? a. The increase in corporate-sponsored interest groups made one corner of the iron triangle too powerful. b. Because interest groups no longer have the kinds of influence they once had, public opinion as gleaned through polls has taken their place. c. Issue networks consist of large numbers of individuals who are specialized in different fields. d. Increasing numbers of small, highly specialized groups have made one corner of the iron triangle harder to fill with a steady occupant.

188 .

Answer: d Topic: Defining and Making Public Policy (Impact) Learning Objective: 12.5 Explain public policy and identify the key steps in making public policy.

Skill Level: Analyze It Difficulty Level: Difficult 52.

Why do some scholars consider issue networks as a form of elitism? a. because they are small, well financed, and influential in shaping policy b. because they focus on technical issues that the public cannot understand c. because they require their members to have advanced educational degrees d. because they focus on issues of concern to wealthy people Answer: a Topic: Defining and Making Public Policy (Impact) Learning Objective: 12.5 Explain public policy and identify the key steps in making public policy.

Skill Level: Analyze It Difficulty Level: Difficult

53.

When would Congress be most likely to allow a federal agency significant discretion in rule-making? a. following a congressional election b. following a presidential election c. following the passage of a law that required multiple compromises d. following the passage of a law supported by both political parties Answer: c Topic: The Bureaucracy’s Job (Action) Learning Objective: 12.3 Describe the roles and responsibilities of the federal bureaucracy.

Skill Level: Analyze It Difficulty Level: Difficult

54.

What is an advantage of incremental policy over breakthrough policy? a. Incremental policies are easier to create. b. Incremental policies tend to involve greater participation of citizens. c. Incremental policies distribute benefits more broadly. d. Incremental policies typically require less government spending.

Answer: a Topic: Defining and Making Public Policy (Impact) Learning Objective: 12.5 Explain public policy and identify the key steps in making public policy.

Skill Level: Analyze It 189 .

Difficulty Level: Difficult

190 .

13 The Judiciary  Multiple-Choice Questions 1.

Which article of the Constitution created the federal judiciary? a. Article I b. Article II c. Article III d. Article IV Answer: c Topic: The Three Types of Federal Courts (Structure) Learning Objective: 13.2 Describe the structure of the federal judiciary.

Skill Level: Remember the Facts Difficulty Level: Easy

2.

According to the U.S. Constitution, which political body must confirm all federal judges appointed by the president? a. House of Representatives b. Department of Justice c. Senate d. Cabinet Answer: c Topic: The Politics of Appointing Federal Judges (Structure) Learning Objective: 13.3 Explain the criteria for selecting and the process of approving federal judges and Supreme Court justices.

Skill Level: Remember the Facts Difficulty Level: Easy

3.

On the lowest tier of the federal judiciary are the a. state courts.

191 .

b. municipal courts. c. circuit courts. d. district courts.

Answer: d Topic: The Three Types of Federal Courts (Structure) Learning Objective: 13.2 Describe the structure of the federal judiciary.

Skill Level: Remember the Facts Difficulty Level: Easy 4.

How many justices most commonly serve on the modern Supreme Court? a. five b. six c. twelve d. nine Answer: d Topic: How the Supreme Court Decides (Action) Learning Objective: 13.4 Outline the process by which the Supreme Court makes decisions and the factors that influence judicial decision making.

Skill Level: Remember the Facts Difficulty Level: Easy

5.

When the Senate delays or rejects a federal judicial nomination, the president can still appoint justices by a. changing the jurisdiction of federal courts. b. focusing on state courts. c. issuing an executive order. d. using a recess appointment.

Answer: d Topic: The Politics of Appointing Federal Judges (Structure) Learning Objective: 13.3 Explain the criteria for selecting and the process of approving federal judges and Supreme Court justices.

Skill Level: Understand the Concepts Difficulty Level: Moderate

6.

In which court do federal cases generally begin? a. district court b. appellate court c. Supreme Court d. state court Answer: a Topic: The Three Types of Federal Courts (Structure) 192 .

Learning Objective: 13.2 Describe the structure of the federal judiciary.

Skill Level: Remember the Facts Difficulty Level: Easy 7.

What kind of law governs relations between individuals and defines their legal rights? a. criminal b. judicial c. civil d. tort Answer: c Topic: Understanding the Federal Judiciary (Structure) Learning Objective: 13.1 Explain the differences between criminal and civil cases and the role of the adversarial system in resolving disputes.

Skill Level: Remember the Facts Difficulty Level: Easy

8.

The majority of in forma pauperis petitions seeking the Supreme Court’s review come from a. law clerks. b. corporations. c. prisoners. d. interest groups.

Answer: c Topic: How the Supreme Court Decides (Action) Learning Objective: 13.4 Outline the process by which the Supreme Court makes decisions and the factors that influence judicial decision making.

Skill Level: Remember the Facts Difficulty Level: Easy

9.

Which of the following is a main task of Supreme Court law clerks? a. granting or denying appeals b. screening petitions to the court c. hearing oral arguments d. summarizing legal arguments in written briefs Answer: b Topic: How the Supreme Court Decides (Action) Learning Objective: 13.4 Outline the process by which the Supreme Court makes decisions and the factors that influence judicial decision making.

Skill Level: Understand the Concepts Difficulty Level: Moderate

10.

The U.S. Department of Justice is led by the 193 .

a. U.S. attorney general. b. solicitor general. c. chief justice of the Supreme Court. d. president.

Answer: a Topic: Understanding the Federal Judiciary (Structure) Learning Objective: 13.1 Explain the differences between criminal and civil cases and the role of the adversarial system in resolving disputes.

Skill Level: Remember the Facts Difficulty Level: Easy 11.

How many tiers does the federal judiciary have? a. five b. six c. four d. three Answer: d Topic: The Three Types of Federal Courts (Structure) Learning Objective: 13.2 Describe the structure of the federal judiciary.

Skill Level: Remember the Facts Difficulty Level: Easy

12.

Enforcement of the federal judiciary’s decisions depends on a. the public’s willingness to accept its decisions. b. the complexity of judicial decisions. c. the authority it has over the military. d. the use of precedent in judicial decisions.

Answer: a Topic: Understanding the Federal Judiciary (Structure) Learning Objective: 13.1 Explain the differences between criminal and civil cases and the role of the adversarial system in resolving disputes.

Skill Level: Analyze It Difficulty Level: Difficult

13.

In a criminal case, a defendant might agree to which of the following to avoid facing a more serious charge? a. a trial with no jury b. a summary judgment c. a judicial decree d. a plea bargain

194 .

Answer: d Topic: Understanding the Federal Judiciary (Structure) Learning Objective: 13.1 Explain the differences between criminal and civil cases and the role of the adversarial system in resolving disputes.

Skill Level: Remember the Facts Difficulty Level: Easy 14.

What type of legal system is based on the theory that arguing over law and evidence guarantees fairness? a. appeals b. adversarial c. criminal d. civil Answer: b Topic: Understanding the Federal Judiciary (Structure) Learning Objective: 13.1 Explain the differences between criminal and civil cases and the role of the adversarial system in resolving disputes.

Skill Level: Remember the Facts Difficulty Level: Easy

15.

The federal judiciary is a passive and reactive branch, meaning that a. it is reluctant to reverse prior court decisions. b. it cannot initiate cases or conduct its own investigations. c. it is reluctant to exercise the power of judicial review. d. it only acts after the president has made their intentions clear.

Answer: b Topic: Understanding the Federal Judiciary (Structure) Learning Objective: 13.1 Explain the differences between criminal and civil cases and the role of the adversarial system in resolving disputes.

Skill Level: Understand the Concepts Difficulty Level: Moderate

16.

Who nominates U.S. federal judges? a. the president b. the solicitor general c. the chief justice of the Supreme Court d. the Senate majority leader Answer: a Topic: The Politics of Appointing Federal Judges (Structure) Learning Objective: 13.3 Explain the criteria for selecting and the process of approving federal judges and Supreme Court justices.

Skill Level: Remember the Facts 195 .

Difficulty Level: Easy 17.

What is the most common prior job experience for a Supreme Court justice? a. governor b. attorney general c. practicing lawyer d. federal judge Answer: d Topic: The Politics of Appointing Federal Judges (Structure) Learning Objective: 13.3 Explain the criteria for selecting and the process of approving federal judges and Supreme Court justices.

Skill Level: Remember the Facts Difficulty Level: Easy

18.

Circuit court decisions are usually made by a. panels of three judges. b. panels of nine judges. c. citizen juries. d. individual judges.

Answer: a Topic: The Three Types of Federal Courts (Structure) Learning Objective: 13.2 Describe the structure of the federal judiciary.

Skill Level: Remember the Facts Difficulty Level: Easy

19.

After the Supreme Court hears oral arguments in a case, what is the next step? a. granting the appeal b. writing the opinion c. meeting in conference d. briefing the case Answer: c Topic: How the Supreme Court Decides (Action) Learning Objective: 13.4 Outline the process by which the Supreme Court makes decisions and the factors that influence judicial decision making.

Skill Level: Understand the Concepts Difficulty Level: Easy

20.

Who brings cases before courts in civil cases? a. prosecutors b. district attorneys c. plaintiffs 196 .

d. appellees Answer: c Topic: Understanding the Federal Judiciary (Structure) Learning Objective: 13.1 Explain the differences between criminal and civil cases and the role of the adversarial system in resolving disputes.

Skill Level: Remember the Facts Difficulty Level: Easy 21.

How does the Constitution protect the judiciary from Congress? a. by establishing the principle of judicial review b. by granting justices lifetime appointments c. through the creation of oversight procedures d. through the use of impeachment trials Answer: b Topic: Understanding the Federal Judiciary (Structure) Learning Objective: 13.1 Explain the differences between criminal and civil cases and the role of the adversarial system in resolving disputes.

Skill Level: Analyze It Difficulty Level: Difficult

22.

What kind of brief is submitted by someone who is not a party to the case? a. an amicus curiae b. an appellate c. a habeas corpus d. a coram nobis Answer: a Topic: How the Supreme Court Decides (Action) Learning Objective: 13.4 Outline the process by which the Supreme Court makes decisions and the factors that influence judicial decision making.

Skill Level: Understand the Concepts Difficulty Level: Moderate

23.

What kind of court can review the decisions of a lower court in the United States? a. a trial b. an administrative c. a constitutional d. an appellate Answer: d Topic: The Three Types of Federal Courts (Structure) Learning Objective: 13.2 Describe the structure of the federal judiciary.

Skill Level: Understand the Concepts 197 .

Difficulty Level: Moderate 24.

The U.S. courts of appeals are divided into how many judicial circuits? a. nine b. five c. thirteen d. eleven Answer: d Topic: The Three Types of Federal Courts (Structure) Learning Objective: 13.2 Describe the structure of the federal judiciary.

Skill Level: Remember the Facts Difficulty Level: Easy

25.

The ruling in which of the following cases struck down state-mandated segregation in public schools? a. Gideon v. Wainwright b. McCulloch v. Maryland c. Brown v. Board of Education d. Plessy v. Ferguson Answer: c Topic: How the Supreme Court Decides (Action) Learning Objective: 13.4 Outline the process by which the Supreme Court makes decisions and the factors that influence judicial decision making.

Skill Level: Remember the Facts Difficulty Level: Easy

26.

Most appeals to the Supreme Court a. are denied. b. are decided by law clerks. c. come from state governments. d. involve death penalty cases.

Answer: a Topic: How the Supreme Court Decides (Action) Learning Objective: 13.4 Outline the process by which the Supreme Court makes decisions and the factors that influence judicial decision making.

Skill Level: Apply What You Know Difficulty Level: Moderate

27.

Who attempted to expand the number of Supreme Court justices in 1937? a. Chief Justice Warren b. President Herbert Hoover 198 .

c. Chief Justice Marshall d. President Franklin Roosevelt Answer: d Topic: Judicial Power and Its Limits (Impact) Learning Objective: 13.5 Evaluate the role of the Supreme Court in national policy making.

Skill Level: Remember the Facts Difficulty Level: Easy 28.

Proponents of which of the following believe that judges should use their power to strike down laws that violate norms of justice? a. judicial constructionism b. judicial activism c. judicial originalism d. judicial implementation Answer: b Topic: The Politics of Appointing Federal Judges (Structure) Learning Objective: 13.3 Explain the criteria for selecting and the process of approving federal judges and Supreme Court justices.

Skill Level: Understand the Concepts Difficulty Level: Moderate

29.

Federal courts have what writ of jurisdiction, or the power to release persons from custody if a judge determines they are not being detained constitutionally? a. amicus b. certiorari c. in forma pauperis d. habeas corpus Answer: d Topic: The Three Types of Federal Courts (Structure) Learning Objective: 13.2 Describe the structure of the federal judiciary.

Skill Level: Remember the Facts Difficulty Level: Easy

30.

You are an attorney representing a defendant in a criminal case at the state level.

Your client was convicted and would like to appeal. On what basis could your client appeal the case to a federal court? a. on the basis that the case concerned a federal issue b. on the basis that the client’s constitutional rights had been violated c. on the basis that the client believes this is a wrongful conviction d. on the basis that the state law in question violated the state’s constitution

199 .

Answer: b Topic: The Three Types of Federal Courts (Structure) Learning Objective: 13.2 Describe the structure of the federal judiciary.

Skill Level: Apply What You Know Difficulty Level: Difficult 31.

Which of the following was an important precedent set by George Washington in his judicial appointments? a. He sought the advice of senators in appointing justices. b. He appointed individuals with no affiliation with a political party. c. He appointed individuals with prior experience as attorneys. d. He appointed political and ideological allies to the federal courts.

Answer: d Topic: The Politics of Appointing Federal Judges (Structure) Learning Objective: 13.3 Explain the criteria for selecting and the process of approving federal judges and Supreme Court justices.

Skill Level: Analyze It Difficulty Level: Difficult

32.

The Supreme Court explains the legal reasoning behind its decisions through what? a. amicus curiae briefs b. writs of certiorari c. written opinions d. press conferences Answer: c Topic: How the Supreme Court Decides (Action) Learning Objective: 13.4 Outline the process by which the Supreme Court makes decisions and the factors that influence judicial decision making.

Skill Level: Understand the Concepts Difficulty Level: Moderate

33.

Although the Supreme Court resolves many issues, it also sometimes sends it back to the lower court with instructions to act in accordance with its opinion. This is an example of a. a case being remanded. b. precedent being enforced. c. a split decision. d. a failed appeal.

Answer: a Topic: How the Supreme Court Decides (Action) Learning Objective: 13.4 Outline the process by which the Supreme Court makes decisions and the factors that influence judicial decision making. Outline the process 200 .

by which the Supreme Court makes decisions and the factors that influence judicial decision making.

Skill Level: Understand the Concepts Difficulty Level: Moderate 34.

In 1869, Republicans altered the Supreme Court’s appellate jurisdiction to prevent Supreme Court review of the constitutionality of legislation related to which of the following? a. Prohibition b. voter’s rights c. Reconstruction d. the New Deal Answer: c Topic: Judicial Power and Its Limits (Impact) Learning Objective: 13.5 Evaluate the role of the Supreme Court in national policy making.

Skill Level: Remember the Facts Difficulty Level: Easy

35.

How do President Obama’s judicial nominees compare to those of past presidents? a. Obama’s nominees are much less likely to have law degrees. b. Obama’s nominees are more likely to be male. c. Obama’s nominees tend to be slightly younger. d. Obama’s nominees are more diverse in terms of gender and ethnicity.

Answer: d Topic: The Politics of Appointing Federal Judges (Structure) Learning Objective: 13.3 Explain the criteria for selecting and the process of approving federal judges and Supreme Court justices.

Skill Level: Analyze It Difficulty Level: Difficult

36.

What are the two types of jurisdiction courts can have? a. original and appellate b. constitutional and statutory c. trial and appeals d. legislative and constitutional Answer: a Topic: The Three Types of Federal Courts (Structure) Learning Objective: 13.2 Describe the structure of the federal judiciary.

Skill Level: Understand the Concepts Difficulty Level: Easy

201 .

37.

Which of the following is within the original jurisdiction of the Supreme Court? a. federal criminal matters b. interstate tax disputes c. military tribunals d. lawsuits between states Answer: d Topic: The Three Types of Federal Courts (Structure) Learning Objective: 13.2 Describe the structure of the federal judiciary.

Skill Level: Understand the Concepts Difficulty Level: Moderate

38.

Before being considered by the Senate Judiciary Committee, nominees for what court generally must survive a preliminary vote by the nominee’s two home-state senators? a. the Supreme Court b. circuit court c. district court d. state Supreme Court Answer: c Topic: The Politics of Appointing Federal Judges (Structure) Learning Objective: 13.3 Explain the criteria for selecting and the process of approving federal judges and Supreme Court justices. Explain the criteria for selecting and the process of approving federal judges and Supreme Court justices.

Skill Level: Understand the Concepts Difficulty Level: Moderate

39.

Just because judges make independent decisions does not mean they are free to do whatever they wish. Which of the following concepts constrains judicial decision making? a. judicial review b. supremacy c. originalism d. precedent Answer: d Topic: The Three Types of Federal Courts (Structure) Learning Objective: 13.2 Describe the structure of the federal judiciary.

Skill Level: Understand the Concepts Difficulty Level: Moderate

40.

The Constitution gives who the power to create lower federal courts? a. Congress 202 .

b. the president c. the Supreme Court d. states Answer: a Topic: The Three Types of Federal Courts (Structure) Learning Objective: 13.2 Describe the structure of the federal judiciary.

Skill Level: Remember the Facts Difficulty Level: Easy 41.

How are interest groups involved in judicial nominations? a. Interest groups typically stay out of federal nominations but are active in endorsing judicial candidates who are elected at the state level. b. Even before justices are nominated, interest groups vet candidates and make recommendations to the president. c. Interest groups wait for the president to announce federal nominees, and then they either endorse or oppose them. d. Even before justices are nominated, interest groups rank candidates and inform the media about their support for or opposition to potential nominees.

Answer: d Topic: The Politics of Appointing Federal Judges (Structure) Learning Objective: 13.3 Explain the criteria for selecting and the process of approving federal judges and Supreme Court justices.

Skill Level: Understand the Concepts Difficulty Level: Moderate

42.

What role does political party play in presidents’ selection of judicial nominees? a. It is the most predictive variable in determining whether nominees will be confirmed. b. It is an important factor but one of many, including ideology, race, and gender. c. Presidents are careful to exclude political party as a factor in the selection process. d. Nominees may not be registered with a political party.

Answer: b Topic: The Politics of Appointing Federal Judges (Structure) Learning Objective: 13.3 Explain the criteria for selecting and the process of approving federal judges and Supreme Court justices.

Skill Level: Analyze It Difficulty Level: Difficult

43.

A person who sues their neighbor over damage to their property would be referred to as the a. defendant.

203 .

b. plaintiff. c. claimant. d. appealant.

Answer: b Topic: Understanding the Federal Judiciary (Structure) Learning Objective: 13.1 Explain the differences between criminal and civil cases and the role of the adversarial system in resolving disputes.

Skill Level: Apply What You Know Difficulty Level: Difficult 44.

A court that hears and weighs evidence to reach the first decision in a civil or criminal case is a court of what type of jurisdiction? a. appellate b. trial c. original d. mandatory Answer: c Topic: The Three Types of Federal Courts (Structure) Learning Objective: 13.2 Describe the structure of the federal judiciary.

Skill Level: Apply What You Know Difficulty Level: Moderate

45.

The nomination of Merrick Garland was not considered by the full Senate because a. a filibuster prevented a vote. b. the two political parties disagreed on whether he was qualified. c. he withdrew his nomination because of his controversial opinions. d. it was in a presidential election year.

Answer: d Topic: The Politics of Appointing Federal Judges (Structure) Learning Objective: 13.3 Explain the criteria for selecting and the process of approving federal judges and Supreme Court justices.

Skill Level: Remember the Facts Difficulty Level: Moderate

46.

Which of the following is true of the philosophy of judicial activism? a. It is the favored approach of legal scholars. b. It is the favored approach of presidents. c. It has been advocated by almost all chief justices. d. It can be applied to both liberals and conservatives.

Answer: d Topic: The Politics of Appointing Federal Judges (Structure) 204 .

Learning Objective: 13.3 Explain the criteria for selecting and the process of approving federal judges and Supreme Court justices.

Skill Level: Analyze It Difficulty Level: Difficult 47.

What impact does stare decisis have on the judicial system? a. It promotes adherence to the Constitution. b. It promotes responsiveness of judicial decisions to changing social conditions. c. It promotes open discussion of competing legal arguments. d. It promotes uniformity and stability.

Answer: d Topic: Judicial Power and its Limits (Impact) Learning Objective: 13.5 Evaluate the role of the Supreme Court in national policy making. Evaluate the role of the Supreme Court in national policy making.

Skill Level: Analyze It Difficulty Level: Difficult

48.

When the U.S. Supreme Court agrees to hear a case appealed to it from a circuit court, it is exercising what kind of jurisdiction? a. original b. constitutional c. mandatory d. appellate Answer: d Topic: The Three Types of Federal Courts (Structure) Learning Objective: 13.2 Describe the structure of the federal judiciary.

Skill Level: Understand the Concepts Difficulty Level: Moderate

49.

Why might it be important to diversify the federal judiciary? a. A more diverse judiciary could boost the courts’ legitimacy. b. A more diverse judiciary will lead to more balanced decisions. c. A more diverse judiciary could boost the courts’ transparency. d. A more diverse judiciary could rein in judicial activism.

Answer: a Topic: The Politics of Appointing Federal Judges (Structure) Learning Objective: 13.3 Explain the criteria for selecting and the process of approving federal judges and Supreme Court justices.

Skill Level: Analyze It Difficulty Level: Difficult

50.

The federal judiciary is reluctant to hear what type of cases?

205 .

a. cases involving conflict between federal and state laws b. cases involving foreign policy questions c. cases involving executive power d. cases involving legislative intent Answer: b Topic: Understanding the Federal Judiciary (Structure) Learning Objective: 13.1 Explain the differences between criminal and civil cases and the role of the adversarial system in resolving disputes.

Skill Level: Understand the Concepts Difficulty Level: Moderate 51.

Which of the following can modify a decision of the Supreme Court? a. executive order b. federal statute c. constitutional amendment d. writ of certiorari Answer: c Topic: Understanding the Federal Judiciary (Structure) Learning Objective: 13.1 Explain the differences between criminal and civil cases and the role of the adversarial system in resolving disputes.

Skill Level: Understand the Concepts Difficulty Level: Moderate

52.

All federal judicial nominations are first referred to which of the following for a hearing? a. House Judiciary Committee b. Senate Nominations Committee c. Supreme Court d. Senate Judiciary Committee Answer: d Topic: The Politics of Appointing Federal Judges (Structure) Learning Objective: 13.3 Explain the criteria for selecting and the process of approving federal judges and Supreme Court justices.

Skill Level: Understand the Concepts Difficulty Level: Moderate

53.

Meetings when the Supreme Court meets in conference are a. open to the justices and the public. b. limited to the justices themselves. c. open to the justices and other court staff. d. limited to justices and elected officials.

206 .

Answer: b Topic: How the Supreme Court Decides (Action) Learning Objective: 13.4 Outline the process by which the Supreme Court makes decisions and the factors that influence judicial decision making.

Skill Level: Understand the Concepts Difficulty Level: Moderate 54.

Who represents the federal government in lower federal courts? a. public defenders b. the chief justice c. the attorney general d. U.S. attorneys Answer: d Topic: Understanding the Federal Judiciary (Structure) Learning Objective: 13.1 Explain the differences between criminal and civil cases and the role of the adversarial system in resolving disputes.

Skill Level: Understand the Concepts Difficulty Level: Moderate

207 .

14 Civil Liberties  Multiple-Choice Questions 1.

Which of these constitutional provisions primarily ensure the protection of civil liberties? a. Article I and the Fourteenth Amendment b. the Bill of Rights and the Fourteenth Amendment c. Article II and the Bill of Rights d. the Bill of Rights and the Sixteenth Amendment Answer: b Topic: The Basis for Our Civil Liberties (Structure) Learning Objective: 14.1 Explain the roots of civil liberties in the Constitution and their development in the Bill of Rights.

Skill Level: Remember the Facts Difficulty Level: Easy

2.

Under which of these circumstances is a law regulating speech most likely to be upheld? a. if the law targets profane language b. if the law is viewpoint neutral c. if the law invokes prior restraint d. if the law avoids endorsing government entanglement Answer: b Topic: First Amendment Freedoms (Structure, Action, and Impact) Learning Objective: 14.3 Outline the First Amendment rights to and limitations on the freedoms of speech, press, assembly, and petition.

Skill Level: Analyze It Difficulty Level: Moderate

208 .

3.

Which clause prevents the national government from authorizing an official state religion? a. establishment b. free exercise c. full faith and credit d. equal protection Answer: a Topic: Religious Liberties; Establishment and Exercise (Structure, Action, and Impact) Learning Objective: 14.2 Distinguish between the establishment and the free exercise clauses of the First Amendment.

Skill Level: Remember the Facts Difficulty Level: Easy

4.

What was the Supreme Court’s main purpose in adopting the exclusionary rule? a. to force the disclosure of evidence in trials b. to allow journalists to protect their sources c. to protect individuals against self-incrimination d. to remove incentives for police misconduct Answer: d Topic: Rights of Criminal Suspects (Structure, Action, and Impact) Learning Objective: 14.6 Outline the constitutional rights of defendants and the issues involved in protecting defendants’ rights.

Skill Level: Understand the Concepts Difficulty Level: Moderate

5.

The U.S. Constitution a. does allow for states to enforce privacy rules on other states. b. does not explicitly endorse a right to privacy. c. does not allow Congress to restrict privacy rights. d. does create an expectation of privacy using the establishment clause.

Answer: b Topic: Privacy Rights and Due Process (Structure, Action, and Impact) Learning Objective: 14.5 Explain the origin and significance of the right to privacy.

Skill Level: Understand the Concepts Difficulty Level: Moderate

6.

The U.S. Supreme Court held that material must lack meaningful artistic, literary, political, or scientific worth to be considered what? a. obscene b. hate speech 209 .

c. fighting words d. a prior restraint Answer: a Topic: First Amendment Freedoms (Structure, Action, and Impact) Learning Objective: 14.3 Outline the First Amendment rights to and limitations on the freedoms of speech, press, assembly, and petition.

Skill Level: Remember the Facts Difficulty Level: Easy 7.

Selective incorporation makes the protections of the Bill of Rights applicable to the states through which of the following amendments? a. Fourth b. Tenth c. Ninth d. Fourteenth Answer: d Topic: The Basis for Our Civil Liberties (Structure) Learning Objective: 14.1 Explain the roots of civil liberties in the Constitution and their development in the Bill of Rights.

Skill Level: Remember the Facts Difficulty Level: Moderate

8.

Which of the following is a consequence of selective incorporation? a. It has led to restrictions on freedom of religion. b. It has given greater power to state governments. c. It has given greater power to the national government. d. It has led to restrictions on freedom of speech.

Answer: c Topic: The Basis for Our Civil Liberties (Structure) Learning Objective: 14.1 Explain the roots of civil liberties in the Constitution and their development in the Bill of Rights.

Skill Level: Analyze It Difficulty Level: Difficult

9.

Utterances that have the power to provoke individuals to acts of violence are considered a. slander. b. libel. c. defamation. d. fighting words.

Answer: d 210 .

Topic: First Amendment Freedoms (Structure, Action, and Impact) Learning Objective: 14.3 Outline the First Amendment rights to and limitations on the freedoms of speech, press, assembly, and petition.

Skill Level: Remember the Facts Difficulty Level: Easy 10.

Which amendment protects the right to bear arms? a. First b. Second c. Third d. Fourth Answer: b Topic: Fundamental Liberties: Property and Arms (Structure, Action, and Impact) Learning Objective: 14.4 Explain how the Constitution protects property rights and the right to bear arms.

Skill Level: Remember the Facts Difficulty Level: Easy

11.

The Constitution protects against search of an individual’s person, home, or vehicle without a. due process. b. permission. c. a warrant. d. compensation.

Answer: c Topic: Rights of Criminal Suspects (Structure, Action, and Impact) Learning Objective: 14.6 Outline the constitutional rights of defendants and the issues involved in protecting defendants’ rights.

Skill Level: Remember the Facts Difficulty Level: Easy

12.

How is an impartial jury defined? a. as one that represents a fair cross section of the community b. as one that is racially diverse c. as one that contains multiple genders d. as one that is agreed to by both the defendant’s attorney and the prosecutor Answer: a Topic: Rights of Criminal Suspects (Structure, Action, and Impact) Learning Objective: 14.6 Outline the constitutional rights of defendants and the issues involved in protecting defendants’ rights.

Skill Level: Remember the Facts Difficulty Level: Easy 211 .

13.

When the government exercises the power of eminent domain, it must a. be approved by multiple courts. b. fairly compensate the property owner. c. exhaust a reasonable number of alternatives. d. first pursue funding from other agencies.

Answer: b Topic: Fundamental Liberties: Property and Arms (Structure, Action, and Impact) Learning Objective: 14.4 Explain how the Constitution protects property rights and the right to bear arms.

Skill Level: Understand the Concepts Difficulty Level: Moderate

14.

What did Mapp v. Ohio find to be unconstitutional? a. admitting illegally obtained evidence b. segregated education c. discrimination against homosexuals d. imprisonment without a trial Answer: a Topic: Rights of Criminal Suspects (Structure, Action, and Impact) Learning Objective: 14.6 Outline the constitutional rights of defendants and the issues involved in protecting defendants’ rights.

Skill Level: Remember the Facts Difficulty Level: Easy

15.

Why do journalists generally support a right to withhold information from the government? a. This right is essential to protect reporters from self-incrimination. b. This right is essential to prohibit government censorship of the press. c. Without this right, reporters will be less likely to gain the confidence of sources. d. Without this right, journalists will be discouraged from filing controversial stories.

Answer: c Topic: First Amendment Freedoms (Structure, Action, and Impact) Learning Objective: 14.3 Outline the First Amendment rights to and limitations on the freedoms of speech, press, assembly, and petition.

Skill Level: Analyze It Difficulty Level: Difficult

16.

Obscenity and fighting words are examples of which of the following?

212 .

a. hate speech b. slander c. unprotected speech d. libel Answer: c Topic: First Amendment Freedoms (Structure, Action, and Impact) Learning Objective: 14.3 Outline the First Amendment rights to and limitations on the freedoms of speech, press, assembly, and petition.

Skill Level: Understand the Concepts Difficulty Level: Moderate 17.

Which of the following is a right specified in the original drafted Constitution outside of the Bill of Rights? a. trial by jury b. freedom of speech c. right to bear arms d. freedom of assembly Answer: a Topic: The Basis for Our Civil Liberties (Structure) Learning Objective: 14.1 Explain the roots of civil liberties in the Constitution and their development in the Bill of Rights.

Skill Level: Remember the Facts Difficulty Level: Moderate

18.

The Court has held that there must be proof of which of the following to find libel against a public figure? a. property loss b. actual malice c. a written record d. actual harm Answer: b Topic: First Amendment Freedoms (Structure, Action, and Impact) Learning Objective: 14.3 Outline the First Amendment rights to and limitations on the freedoms of speech, press, assembly, and petition.

Skill Level: Understand the Concepts Difficulty Level: Moderate

19.

Prior restraint has been determined to be constitutional in some circumstances in which of the following settings? a. investigative reporting b. a criminal trial c. high school 213 .

d. congressional testimony Answer: c Topic: First Amendment Freedoms (Structure, Action, and Impact) Learning Objective: 14.3 Outline the First Amendment rights to and limitations on the freedoms of speech, press, assembly, and petition.

Skill Level: Apply What You Know Difficulty Level: Moderate 20.

The Supreme Court ruled that detainees like those at Guantanamo Bay have a right to which of the following? a. due process b. the assistance of counsel c. equal protection d. habeas corpus Answer: d Topic: The Basis for Our Civil Liberties (Structure) Learning Objective: 14.1 Explain the roots of civil liberties in the Constitution and their development in the Bill of Rights.

Skill Level: Understand the Concepts Difficulty Level: Moderate

21.

The First Amendment forbids government practices that a reasonable observer would view as supporting religion. The Court developed which test to ensure that this criterion is met? a. prior restraint b. strict separation c. Lemon Law d. endorsement Answer: d Topic: Religious Liberties: Establishment and Exercise (Structure, Action, and Impact) Learning Objective: 14.2 Distinguish between the establishment and the free exercise clauses of the First Amendment.

Skill Level: Remember the Facts Difficulty Level: Easy

22.

In Employment Division v. Smith, the Supreme Court altered the interpretation of which of the following? a. the exclusionary rule b. the due process clause c. the free exercise clause d. the incorporation doctrine 214 .

Answer: c Topic: Religious Liberties: Establishment and Exercise (Structure, Action, and Impact) Learning Objective: 14.2 Distinguish between the establishment and the free exercise clauses of the First Amendment.

Skill Level: Remember the Facts Difficulty Level: Easy 23.

The USA PATRIOT Act made it easier for a. free speech to be violated when discussing national security. b. warrants to be approved in cases involving terrorism. c. prior restraint to be applied to national security reporting. d. civil disobedience to be restricted in the name of defense.

Answer: b Topic: Rights of Criminal Suspects (Structure, Action, and Impact) Learning Objective: 14.6 Outline the constitutional rights of defendants and the issues involved in protecting defendants’ rights.

Skill Level: Understand the Concepts Difficulty Level: Moderate

24.

Miranda rights include the right to which of the following? a. due process b. a jury trial c. privacy d. counsel Answer: d Topic: Rights of Criminal Suspects (Structure, Action, and Impact) Learning Objective: 14.6 Outline the constitutional rights of defendants and the issues involved in protecting defendants’ rights.

Skill Level: Understand the Concepts Difficulty Level: Moderate

25.

The USA PATRIOT Act enhances the government’s ability to do which of the following? a. examine private records b. take personal property c. imprison citizens without trial d. indict foreign enemies Answer: a Topic: Rights of Criminal Suspects (Structure, Action, and Impact)

215 .

Learning Objective: 14.6 Outline the constitutional rights of defendants and the issues involved in protecting defendants’ rights.

Skill Level: Understand the Concepts Difficulty Level: Moderate 26.

Which Supreme Court case applied the exclusionary rule to the states? a. New York Times Co. v. Sullivan b. Mapp v. Ohio c. Wolf v. Colorado d. Gideon v. Wainwright Answer: b Topic: Rights of Criminal Suspects (Structure, Action, and Impact) Learning Objective: 14.6 Outline the constitutional rights of defendants and the issues involved in protecting defendants’ rights.

Skill Level: Understand the Concepts Difficulty Level: Moderate

27.

Lawrence v. Texas applied equal protection from government intrusion into a. multimedia corporations. b. educational facilities. c. established religions. d. intimate relationships.

Answer: d Topic: Privacy Rights and Due Process (Structure, Action, and Impact) Learning Objective: 14.5 Explain the origin and significance of the right to privacy.

Skill Level: Understand the Concepts Difficulty Level: Moderate

28.

Which of the following was temporarily suspended in the 1970s as a result of Supreme Court’s concerns that it violated the Eighth Amendment? a. capital punishment b. court-appointed attorneys c. plea bargaining d. the exclusionary rule Answer: a Topic: Rights of Criminal Suspects (Structure, Action, and Impact) Learning Objective: 14.6 Outline the constitutional rights of defendants and the issues involved in protecting defendants’ rights.

Skill Level: Remember the Facts Difficulty Level: Moderate

216 .

29.

Which of the following is offered the least protection under the First Amendment freedom of speech? a. beliefs b. values c. speech d. actions Answer: d Topic: First Amendment Freedoms (Structure, Action, and Impact) Learning Objective: 14.3 Outline the First Amendment rights to and limitations on the freedoms of speech, press, assembly, and petition.

Skill Level: Analyze It Difficulty Level: Moderate

30.

What type of due process protects citizens from arbitrary or unjust state or federal laws? a. procedural b. constitutional c. substantive d. individual Answer: c Topic: Privacy Rights and Due Process (Structure, Action, and Impact) Learning Objective: 14.5 Explain the origin and significance of the right to privacy.

Skill Level: Apply What You Know Difficulty Level: Moderate

31.

Selective incorporation has been used by the Supreme Court to a. protect states from one another. b. limit the power of the states. c. expand the authority of the legislature. d. enforce due process protections.

Answer: b Topic: The Basis for Our Civil Liberties (Structure) Learning Objective: 14.1 Explain the roots of civil liberties in the Constitution and their development in the Bill of Rights.

Skill Level: Analyze It Difficulty Level: Difficult

32.

The right of the individual to contract, to acquire useful knowledge, and to marry are liberties that are expressly protected by which type of due process? a. civil b. substantive 217 .

c. criminal d. procedural Answer: d Topic: Privacy Rights and Due Process (Structure, Action, and Impact) Learning Objective: 14.5 Explain the origin and significance of the right to privacy.

Skill Level: Apply What You Know Difficulty Level: Moderate 33.

Before 1990, the Supreme Court allowed government infringement on religious practices if a. such infringement reinforced the “wall of separation” between church and state. b. the law was not targeted at particular religious groups. c. the government had a compelling interest in doing so. d. the religious practices in question were widely condemned.

Answer: c Topic: Religious Liberties: Establishment and Exercise (Structure, Action, and Impact) Learning Objective: 14.2 Distinguish between the establishment and the free exercise clauses of the First Amendment.

Skill Level: Understand the Concepts Difficulty Level: Moderate

34.

What type of jury privately hears evidence presented by the government to determine whether persons should be required to stand trial? a. petit jury b. private jury c. secret jury d. grand jury Answer: d Topic: Rights of Criminal Suspects (Structure, Action, and Impact) Learning Objective: 14.6 Outline the constitutional rights of defendants and the issues involved in protecting defendants’ rights.

Skill Level: Remember the Facts Difficulty Level: Easy

35.

In what year did the Supreme Court lift the moratorium on the death penalty? a. 1966 b. 1963 c. 1981 d. 1976 Answer: d 218 .

Topic: Rights of Criminal Suspects (Structure, Action, and Impact) Learning Objective: 14.6 Outline the constitutional rights of defendants and the issues involved in protecting defendants’ rights.

Skill Level: Remember the Facts Difficulty Level: Easy 36.

Which Supreme Court case upheld California’s three felonies rule, which allowed a 25-years-to-life sentence for certain convictions? a. Ewing v. California b. Gideon v. Wainwright c. Miller v. California d. Allegheny v. ACLU Answer: a Topic: Rights of Criminal Suspects (Structure, Action, and Impact) Learning Objective: 14.6 Outline the constitutional rights of defendants and the issues involved in protecting defendants’ rights.

Skill Level: Remember the Facts Difficulty Level: Easy

37.

Efforts to regulate content on the Internet have been a. generally opposed by Congress. b. upheld by the Supreme Court. c. enormously popular. d. generally unsuccessful.

Answer: d Topic: First Amendment Freedoms (Structure, Action, and Impact) Learning Objective: 14.3 Outline the First Amendment rights to and limitations on the freedoms of speech, press, assembly, and petition.

Skill Level: Understand the Concepts Difficulty Level: Moderate

38.

The “right to remain silent” is a citizen’s protection against which of the following? a. governmental intrusion b. search and seizure c. religious establishment d. self-incrimination Answer: d Topic: Rights of Criminal Suspects (Structure, Action, and Impact) Learning Objective: 14.6 Outline the constitutional rights of defendants and the issues involved in protecting defendants’ rights.

Skill Level: Understand the Concepts Difficulty Level: Easy 219 .

39.

If a grand jury agrees that a trial is justified, its next step is to a. make an offer for a plea bargain. b. assign jurors to the case. c. issue an indictment. d. conduct an investigation.

Answer: c Topic: Rights of Criminal Suspects (Structure, Action, and Impact) Learning Objective: 14.6 Outline the constitutional rights of defendants and the issues involved in protecting defendants’ rights.

Skill Level: Understand the Concepts Difficulty Level: Moderate

40.

The double jeopardy clause keeps an individual who is acquitted of a crime from which of the following? a. media coverage b. being tried again c. asserting innocence d. requesting an attorney Answer: b Topic: Rights of Criminal Suspects (Structure, Action, and Impact) Learning Objective: 14.6 Outline the constitutional rights of defendants and the issues involved in protecting defendants’ rights.

Skill Level: Understand the Concepts Difficulty Level: Moderate

41.

Procedural due process a. limits what laws can be passed. b. limits how the law is applied. c. limits regulation of speech. d. only applies to the government.

Answer: b Topic: Privacy Rights and Due Process (Structure, Action, and Impact) Learning Objective: 14.5 Explain the origin and significance of the right to privacy.

Skill Level: Understand the Concepts Difficulty Level: Moderate

42.

The establishment clause was created, in part, as a reaction to which of these? a. Native American principles b. French civil law c. the English legal system 220 .

d. Spanish jurisprudence Answer: c Topic: Religious Liberties: Establishment and Exercise (Structure, Action, and Impact) Learning Objective: 14.2 Distinguish between the establishment and the free exercise clauses of the First Amendment.

Skill Level: Understand the Concepts Difficulty Level: Easy 43.

How did the Supreme Court’s decision in Kelo v. City of New London broaden the power of eminent domain? a. by expanding eminent domain to environmental regulations b. by including more rights for property owners c. by extending the power of eminent domain to the states d. by including economic development as a public use Answer: d Topic: Fundamental Liberties: Property and Arms (Structure, Action, and Impact) Learning Objective: 14.4 Explain how the Constitution protects property rights and the right to bear arms.

Skill Level: Understand the Concepts Difficulty Level: Difficult

44.

Which of the following Supreme Court cases applied selective incorporation? a. Barron v. Baltimore b. Roe v. Wade c. New York Times Co. v. Sullivan d. Gitlow v. New York Answer: d Topic: The Basis for Our Civil Liberties (Structure) Learning Objective: 14.1 Explain the roots of civil liberties in the Constitution and their development in the Bill of Rights.

Skill Level: Analyze It Difficulty Level: Difficult

45.

A four-letter profanity worn on a sweatshirt in reference to a politician would most likely be considered a. hate speech. b. fighting words. c. obscenity. d. protected speech.

221 .

Answer: d Topic: First Amendment Freedoms (Structure, Action, and Impact) Learning Objective: 14.3 Outline the First Amendment rights to and limitations on the freedoms of speech, press, assembly, and petition.

Skill Level: Apply What You Know Difficulty Level: Difficult 46.

“I know it when I see it” is how Justice Potter Stewart defined what? a. slander b. protected speech c. obscenity d. fighting words Answer: c Topic: First Amendment Freedoms (Structure, Action, and Impact) Learning Objective: 14.3 Outline the First Amendment rights to and limitations on the freedoms of speech, press, assembly, and petition.

Skill Level: Apply What You Know Difficulty Level: Moderate

47.

Which amendment was most recently incorporated to the states by the Supreme Court? a. First Amendment right to free speech b. First Amendment right to religious freedom c. Fifth Amendment rights of the accused d. Second Amendment right to bear arms Answer: d Topic: The Basis for Our Civil Liberties (Structure) Learning Objective: 14.1 Explain the roots of civil liberties in the Constitution and their development in the Bill of Rights.

Skill Level: Understand the Concepts Difficulty Level: Moderate

48.

Convicted criminals whose sentences increase during their prison term due to a change in the law have been illegally subjected to what kind of law? a. cruel and unusual b. habeas corpus c. ex post facto d. bill of attainder Answer: c Topic: The Basis for Our Civil Liberties (Structure) Learning Objective: 14.1 Explain the roots of civil liberties in the Constitution and their development in the Bill of Rights.

222 .

Skill Level: Apply What You Know Difficulty Level: Difficult 49.

Which type of speech has the Supreme Court given the highest level of protection? a. commercial speech b. fighting words c. political speech d. libel Answer: c Topic: First Amendment Freedoms (Structure, Action, and Impact) Learning Objective: 14.3 Outline the First Amendment rights to and limitations on the freedoms of speech, press, assembly, and petition.

Skill Level: Analyze It Difficulty Level: Difficult

50.

Which test only allows the government to regulate speech that is immediately hazardous? a. clear and present danger b. bad tendency c. preferred position d. prior restraint Answer: a Topic: First Amendment Freedoms (Structure, Action, and Impact) Learning Objective: 14.3 Outline the First Amendment rights to and limitations on the freedoms of speech, press, assembly, and petition.

Skill Level: Understand the Concepts Difficulty Level: Moderate

51.

Under the bad tendency test, which of the following would be prohibited? a. withholding of information from grand juries b. speech advocating the use of illegal drugs c. published defamation or false statements d. government entanglement with religion Answer: b Topic: First Amendment Freedoms (Structure, Action, and Impact) Learning Objective: 14.3 Outline the First Amendment rights to and limitations on the freedoms of speech, press, assembly, and petition.

Skill Level: Apply What You Know Difficulty Level: Difficult

52.

Which of these statements best describes how the Supreme Court has approached the Second Amendment?

223 .

a. It has created an inconsistent record, leaving the law up to interpretation. b. It is often swayed by interest groups to rule against gun control laws. c. It rarely ruled on cases in the second half of the twentieth century. d. It consistently upholds state restrictions on gun ownership.

Answer: c Topic: Fundamental Liberties: Property and Arms (Structure, Action, and Impact) Learning Objective: 14.4 Explain how the Constitution protects property rights and the right to bear arms.

Skill Level: Analyze It Difficulty Level: Moderate

224 .

15 Civil Rights  Multiple-Choice Questions 1.

The Civil Rights Act of 1957 makes it a crime to a. discriminate in public accommodations on the basis of race. b. create voting districts to purposely exclude African American voters. c. intimidate or threaten African Americans exercising their right to vote. d. require voters to pay poll taxes.

Answer: c Topic: The Quest for Equal Justice (Action) Learning Objective: 15.3 Compare and contrast the efforts of various groups to obtain equal protection of the law.

Skill Level: Remember the Facts Difficulty Level: Easy

2.

The Fourteenth Amendment attempted to guarantee which of the following to formerly enslaved people? a. compensation for injustices b. economic equality with White people c. citizenship rights d. debt forgiveness Answer: c Topic: The Quest for Equal Justice (Action) Learning Objective: 15.3 Compare and contrast the efforts of various groups to obtain equal protection of the law.

Skill Level: Remember the Facts Difficulty Level: Easy

225 .

3.

In striking down Colorado’s constitutional amendment barring sexual orientation as a protected category in antidiscrimination lawsuits, the Supreme Court used a test based on a. due process. b. heightened scrutiny. c. rational basis. d. strict scrutiny.

Answer: c Topic: Equal Protection of the Laws: What Does It Mean? (Structure and Impact) Learning Objective: 15.4 Evaluate the standards by which civil rights are protected today.

Skill Level: Remember the Facts Difficulty Level: Easy

4.

The Fifteenth Amendment guarantees citizens the right to vote regardless of what? a. race b. gender c. age d. property ownership Answer: a Topic: The Quest for Equal Justice (Action) Learning Objective: 15.3 Compare and contrast the efforts of various groups to obtain equal protection of the law.

Skill Level: Remember the Facts Difficulty Level: Easy

5.

In which instance did the Court extend Fourteenth Amendment protection? a. b. c. d.

to define sexual harassment to ensure equal pay for women to legalize same-sex marriage to grant women suffrage

Answer: c Topic: The Quest for Equal Justice (Action) Learning Objective: 15.3 Compare and contrast the efforts of various groups to obtain equal protection of the law.

Skill Level: Understand the Concepts Difficulty Level: Moderate 6.

When did women obtain the guaranteed right to vote through the Nineteenth Amendment? a. during the Civil War 226 .

b. immediately after the Civil War c. at the same time that Black males won the right to vote d. decades after Black males won the right to vote Answer: d Topic: The Quest for Equal Justice (Action) Learning Objective: 15.3 Compare and contrast the efforts of various groups to obtain equal protection of the law.

Skill Level: Remember the Facts Difficulty Level: Moderate 7.

Approximately how many Asian Americans are there? a. 2 million b. 6 million c. 10 million d. 20 million Answer: c Topic: The Quest for Equal Justice (Action) Learning Objective: 15.3 Compare and contrast the efforts of various groups to obtain equal protection of the law.

Skill Level: Remember the Facts Difficulty Level: Easy

8.

When did the civil rights movement take place? a. during Reconstruction b. during the early 1900s c. during the 1950s and 1960s d. during World War II Answer: c Topic: The Quest for Equal Justice (Action) Learning Objective: 15.3 Compare and contrast the efforts of various groups to obtain equal protection of the law.

Skill Level: Remember the Facts Difficulty Level: Easy

9.

In what ways does the Constitution protect civil rights? a. by declaring that all people are created equal and by stating that all are equally entitled to life, liberty, and the pursuit of happiness b. by granting federal and state governments power to protect citizens against discrimination by private individuals c. by granting the states the power to ignore any federal laws that it considers discriminatory against its citizens

227 .

d. by declaring that all people are created equal and that all forms of discrimination are wrong Answer: b Topic: Equality and Equal Rights (Structure) Learning Objective: 15.1 Explain why the concept of equality is integral to our understanding of civil rights.

Skill Level: Understand the Concepts Difficulty Level: Moderate 10.

Which policy was mandated by federal courts to overcome school segregation due to residential clustering by race? a. affirmative action b. busing c. school vouchers d. the quota system Answer: b Topic: Education Rights (Impact) Learning Objective: 15.7 Evaluate the history of school integration and the current state of affirmative action.

Skill Level: Remember the Facts Difficulty Level: Easy

11.

Which of the following occurred during the first half of the twentieth century and facilitated employment and social gains for African Americans? a. the end of segregation of African Americans in the South b. dissolution of segregation in war factories to recruit more African Americans c. migration of African Americans to northern cities to seek jobs d. greater need for African Americans to work in agricultural production in the South Answer: c Topic: The Quest for Equal Justice (Action) Learning Objective: 15.3 Compare and contrast the efforts of various groups to obtain equal protection of the law.

Skill Level: Understand the Concepts Difficulty Level: Moderate

12.

When did African Americans begin challenging the doctrine of segregation in the courts? a. in the 1870s b. in the 1930s c. in the 1950s d. in the 1960s 228 .

Answer: b Topic: The Quest for Equal Justice (Action) Learning Objective: 15.3 Compare and contrast the efforts of various groups to obtain equal protection of the law.

Skill Level: Remember the Facts Difficulty Level: Easy 13.

Which presidents used their executive authority to fight racial discrimination, despite congressional resistance? a. Hoover and Roosevelt b. Truman and Eisenhower c. Clinton and George W. Bush d. Johnson and Grant Answer: b Topic: The Quest for Equal Justice (Action) Learning Objective: 15.3 Compare and contrast the efforts of various groups to obtain equal protection of the law.

Skill Level: Remember the Facts Difficulty Level: Easy

14.

Naturalization requirements are defined by a. the Constitution. b. the legislative branch. c. the Supreme Court. d. the executive branch.

Answer: b Topic: Citizenship and the Rights It Affords (Structure) Learning Objective: 15.2 Explain the concept of citizenship and the rights of U.S. citizens.

Skill Level: Remember the Facts Difficulty Level: Easy

15.

Rosa Parks was arrested for challenging which of the following? a. poll taxes b. grandfather clauses c. Jim Crow laws d. affirmative action Answer: c Topic: The Quest for Equal Justice (Action) Learning Objective: 15.3 Compare and contrast the efforts of various groups to obtain equal protection of the law.

229 .

Skill Level: Understand the Concepts Difficulty Level: Moderate 16.

The Framers believed that natural rights a. belonged to all human beings. b. had to be enumerated to be respected. c. differ depending on societal norms. d. cannot effectively be protected by a government.

Answer: a Topic: Equality and Equal Rights (Structure) Learning Objective: 15.1 Explain why the concept of equality is integral to our understanding of civil rights.

Skill Level: Remember the Facts Difficulty Level: Moderate

17.

Romer v. Evans (1996) was a victory for a. voting rights activists. b. gay rights activists. c. disability rights activists. d. Asian Americans.

Answer: b Topic: Equal Protection of the Laws: What Does It Mean? (Structure and Impact) Learning Objective: 15.4 Evaluate the standards by which civil rights are protected today.

Skill Level: Understand the Concepts Difficulty Level: Moderate

18.

What did the Founders consider to be natural rights? a. the rights of all people regardless of race b. the rights of all people to be free of arbitrary government action c. the rights of all people regardless of sexual orientation d. the rights of all people to be free from irrational discrimination Answer: b Topic: Equality and Equal Rights (Structure) Learning Objective: 15.1 Explain why the concept of equality is integral to our understanding of civil rights.

Skill Level: Remember the Facts Difficulty Level: Moderate

19.

State policies on affirmative action in college admissions are best characterized as

230 .

a. consistent. b. stable. c. in flux. d. solid.

Answer: c Topic: Education Rights (Impact) Learning Objective: 15.7 Evaluate the history of school integration and the current state of affirmative action.

Skill Level: Analyze It Difficulty Level: Difficult 20.

The Reverend Martin Luther King Jr. insisted that protest aimed at ending discrimination in the South should be conducted a. in accordance with the law. b. nonviolently. c. anonymously. d. with all deliberative speed.

Answer: b Topic: The Quest for Equal Justice (Action) Learning Objective: 15.3 Compare and contrast the efforts of various groups to obtain equal protection of the law.

Skill Level: Understand the Concepts Difficulty Level: Moderate

21.

The basic concept of citizenship was not given constitutional protection until the passage of what amendment? a. First Amendment b. Tenth Amendment c. Fourteenth Amendment d. Nineteenth Amendment Answer: c Topic: Citizenship and the Rights It Affords (Structure) Learning Objective: 15.2 Explain the concept of citizenship and the rights of U.S. citizens.

Skill Level: Understand the Concepts Difficulty Level: Moderate

22.

To what extent were the civil rights of African Americans protected after the Civil War? a. They increased in the immediate aftermath of the Civil War but were rarely respected until the civil rights movement.

231 .

b. There were no attempts to protect the civil rights of African Americans until Reconstruction ended. c. Attempts to protect the civil rights of African Americans after the Civil War were largely unsuccessful for decades. d. It was two decades after the Civil War before African Americans had civil rights that were comparable to those of White people.

Answer: c Topic: The Quest for Equal Justice (Action) Learning Objective: 15.3 Compare and contrast the efforts of various groups to obtain equal protection of the law.

Skill Level: Understand the Concepts Difficulty Level: Moderate 23.

What did the Supreme Court decide in Korematsu v. United States (1944) regarding the internment of those with Japanese ancestry living in the United States? a. It was permissible because the United States was at war. b. It was permissible because it only applied to noncitizens. c. It was terminated because it did not pass the strict scrutiny test. d. It was terminated because it was considered unconstitutional.

Answer: a Topic: The Quest for Equal Justice (Action) Learning Objective: 15.3 Compare and contrast the efforts of various groups to obtain equal protection of the law.

Skill Level: Understand the Concepts Difficulty Level: Moderate

24.

What strategy did the National Association for the Advancement of Colored People (NAACP) use most effectively to advance civil rights for African Americans? a. boycotts b. litigation c. nonviolent direct action d. marches and rallies Answer: b Topic: Education Rights (Impact) Learning Objective: 15.7 Evaluate the history of school integration and the current state of affirmative action.

Skill Level: Understand the Concepts Difficulty Level: Moderate

25.

What was the basis for the Supreme Court’s decision in Plessy v. Ferguson (1896) that upheld the constitutionality of a state law requiring segregated railroad facilities?

232 .

a. Formerly enslaved people are not entitled to full citizenship rights because they did not immigrate to the United States willingly. b. The Constitution does not prohibit segregation; it only mandates equal protection under the law. c. Railroad transportation involves interstate commerce, which is regulated by Congress; there is no provision in federal law that prohibits segregation. d. Each state has the right to interpret the Constitution as it sees fit, as long as the interpretation is “reasonable and without malice.”

Answer: b Topic: Rights to Equal Access: Accommodations, Jobs, and Homes (Structure) Learning Objective: 15.6 Describe congressional legislation forbidding discrimination in housing, employment, and accommodations.

Skill Level: Understand the Concepts Difficulty Level: Moderate 26.

The Supreme Court’s decision in Lawrence v. Texas (2003) primarily enhanced the civil liberties of a. Black Americans. b. Native Americans. c. gays and lesbians. d. Americans with disabilities.

Answer: c Topic: The Quest for Equal Justice (Action) Learning Objective: 15.3 Compare and contrast the efforts of various groups to obtain equal protection of the law.

Skill Level: Understand the Concepts Difficulty Level: Easy

27.

In the South after Reconstruction, what did the Democratic Party use to prevent African Americans from having a meaningful impact on the outcome of elections? a. class action lawsuits b. White-only primaries c. majority–minority districts d. de facto segregation Answer: b Topic: Voting Rights (Structure) Learning Objective: 15.5 Trace the evolution of voting rights and analyze the protections provided by the 1965 Voting Rights Act. Skill Level: Understand the Concepts Difficulty Level: Moderate

28.

Opponents of Obergefell v. Hodges turned to which of the following tactics?

233 .

a. reinstituting the Defense of Marriage Act b. supporting religious freedom reform bills c. pushing state governments to ignore the ruling d. creating new interpretations of Title VII rules Answer: b Topic: Equal Protection of the Laws: What Does It Mean? (Structure and Impact) Learning Objective: 15.4 Evaluate the standards by which civil rights are protected today.

Skill Level: Understand the Concepts Difficulty Level: Moderate 29.

What is the immediate source of de facto segregation and discrimination? a. practice b. law c. the Constitution d. affirmative action Answer: a Topic: Education Rights (Impact) Learning Objective: 15.7 Evaluate the history of school integration and the current state of affirmative action.

Skill Level: Understand the Concepts Difficulty Level: Moderate

30.

Which of the following is an accurate statement about naturalization? a. It refers to being a citizen of two countries. b. It is the process by which people born in the U.S. become citizens. c. It is a legal act that confers citizenship on a resident alien. d. It refers to the natural rights of people provided by the Constitution.

Answer: c Topic: Citizenship and the Rights It Affords (Structure) Learning Objective: 15.2 Explain the concept of citizenship and the rights of U.S. citizens.

Skill Level: Remember the Facts Difficulty Level: Moderate

31.

Which of the following would be considered a fundamental right, as defined by the Supreme Court? a. the right to vote b. the right to an education c. the right to housing d. the right to welfare benefits

234 .

Answer: a Topic: Equal Protection of the Laws: What Does It Mean? (Structure and Impact) Learning Objective: 15.4 Evaluate the standards by which civil rights are protected today.

Skill Level: Understand the Concepts Difficulty Level: Moderate 32.

The Supreme Court case of Boumediene v. Bush dealt with which of the following? a. detention of citizens without counsel or access to a court of law b. affirmative action plans at Michigan universities c. the Ten Percent Plan used to increase diversity in university enrollment d. sexual orientation as a protected category in antidiscrimination laws Answer: a Topic: Citizenship and the Rights It Affords (Structure) Learning Objective: 15.2 Explain the concept of citizenship and the rights of U.S. citizens.

Skill Level: Understand the Concepts Difficulty Level: Moderate

33.

In 1960, the Supreme Court ruled that racial gerrymandering violated which amendment? a. Fifteenth Amendment b. Fourteenth Amendment c. Tenth Amendment d. Fifth Amendment Answer: a Topic: Voting Rights (Structure) Learning Objective: 15.5 Trace the evolution of voting rights and analyze the protections provided by the 1965 Voting Rights Act. Skill Level: Understand the Concepts Difficulty Level: Moderate

34.

Proponents of same-sex marriage argue that laws that barred same-sex marriage violate which amendment of the Constitution? a. Fifth b. Fourteenth c. Ninth d. First Answer: b Topic: Equal Protection of the Laws: What Does It Mean? (Structure and Impact) Learning Objective: 15.4 Evaluate the standards by which civil rights are protected today.

235 .

Skill Level: Understand the Concepts Difficulty Level: Moderate 35.

What provision of the Constitution did Congress use to justify laws prohibiting discrimination in public accommodations, such as hotels and restaurants? a. the due process clause b. the full faith and credit clause c. the commerce clause d. the supremacy clause Answer: c Topic: Rights to Equal Access: Accommodations, Jobs, and Homes (Structure) Learning Objective: 15.6 Describe congressional legislation forbidding discrimination in housing, employment, and accommodations.

Skill Level: Understand the Concepts Difficulty Level: Moderate

36.

According to the text, in what area has progress on civil rights been the slowest? a. health care b. education c. employment d. housing Answer: d Topic: Rights to Equal Access: Accommodations, Jobs, and Homes (Structure) Learning Objective: 15.6 Describe congressional legislation forbidding discrimination in housing, employment, and accommodations.

Skill Level: Understand the Concepts Difficulty Level: Moderate

37.

The burden of proof is on government to justify the classification based on a “compelling government interest” when which of these tests is applied? a. heightened scrutiny b. strict scrutiny c. rational basis d. suspect classification Answer: b Topic: Equal Protection of the Laws: What Does It Mean? (Structure and Impact) Learning Objective: 15.4 Evaluate the standards by which civil rights are protected today.

Skill Level: Understand the Concepts Difficulty Level: Moderate

236 .

38.

Which of the following accommodations would an employer most likely have to make to be in compliance with the Americans with Disabilities Act? a. hiring a person with a disability instead of a better-qualified person without a disability b. providing better medical insurance for employees who have a disability c. lowering expectations for the quality of work performed by employees with disabilities d. installing a ramp and other physical accommodations for someone who uses a wheelchair Answer: d Topic: Voting Rights (Structure) Learning Objective: 15.5 Trace the evolution of voting rights and analyze the protections provided by the 1965 Voting Rights Act. Skill Level: Apply What You Know Difficulty Level: Difficult

39.

Which of the following statements is true? a. Women gained the right to vote as a result of the Civil War. b. Women make more per hour than men. c. The Supreme Court has never used the Fourteenth Amendment to protect women’s rights. d. Women earn more bachelor’s degrees than men do.

Answer: d Topic: The Quest for Equal Justice (Action) Learning Objective: 15.3 Compare and contrast the efforts of various groups to obtain equal protection of the law.

Skill Level: Analyze It Difficulty Level: Difficult

40.

In many southern areas, tests asking more-difficult questions to African American than to White people have been used to discriminate against African Americans in what area? a. employment b. serving on juries c. admission to college d. voting Answer: d Topic: Voting Rights (Structure) Learning Objective: 15.5 Trace the evolution of voting rights and analyze the protections provided by the 1965 Voting Rights Act. Skill Level: Understand the Concepts Difficulty Level: Moderate 237 .

41.

Which of the following strategies for expanding civil rights would the Reverend Martin Luther King Jr. have been most likely to support? a. sabotaging the electricity supply to the homes of segregationist leaders b. intimidating elderly White people to discourage them from supporting Jim Crow laws c. boycotting stores that enforced segregationist policies d. boycotting elections to underscore the problem of African American disenfranchisement Answer: c Topic: The Quest for Equal Justice (Action) Learning Objective: 15.3 Compare and contrast the efforts of various groups to obtain equal protection of the law.

Skill Level: Apply What You Know Difficulty Level: Moderate

42.

Which of the following is an example of de jure segregation? a. laws that require literacy tests to vote b. the tendency for churches to be racially homogeneous c. the lack of diversity amongst elected officials d. sequestering the jury to ensure a fair trial Answer: a Topic: Education Rights (Impact) Learning Objective: 15.7 Evaluate the history of school integration and the current state of affirmative action.

Skill Level: Understand the Concepts Difficulty Level: Moderate

43.

Which of the following affirmative action programs would be a clear violation of the Supreme Court’s decision in Regents of the University of California v. Bakke (1978)? a. setting a minimum threshold for standardized test scores for admission b. considering how an applicant would contribute to the diversity of the university c. considering applicants’ academic and extracurricular achievements d. setting aside a certain percentage of admissions slots for African American students Answer: d Topic: Education Rights (Impact) Learning Objective: 15.7 Evaluate the history of school integration and the current state of affirmative action.

Skill Level: Apply What You Know Difficulty Level: Difficult

238 .

44.

Why did the Supreme Court rule against the 2011 class action suit alleging sex discrimination against Wal-Mart? a. The Court ruled that the plaintiffs had not established that their cases were similar enough to proceed as a class. b. The Court did not find sufficient evidence of sex discrimination. c. The Court found that the classification based on sex passed the heightened scrutiny test. d. The Court found that the classification based on sex passed the rational basis test.

Answer: a Topic: Rights to Equal Access: Accommodations, Jobs, and Homes (Structure) Learning Objective: 15.6 Describe congressional legislation forbidding discrimination in housing, employment, and accommodations.

Skill Level: Analyze It Difficulty Level: Difficult

45.

Which of the following situations would most likely be a violation of Title IX? a. an election jurisdiction that does not provide bilingual ballots when there is a large bilingual community b. a college that spends significantly more on sports programs for men than for women c. job applications that are not made accessible to the blind d. an employer who systematically pays women less than men for doing comparable work Answer: b Topic: Voting Rights (Structure) Learning Objective: 15.5 Trace the evolution of voting rights and analyze the protections provided by the 1965 Voting Rights Act. Skill Level: Apply What You Know Difficulty Level: Difficult

46.

What measure did the federal government take to enforce the Supreme Court decision in Brown v. Board of Education? a. It forced schools to diversify their hiring practices for educators. b. It withdrew federal funding for schools that engaged in segregation. c. It withdrew accreditation to any segregated educational institution. d. It forced colleges to establish affirmative action practices in admissions.

Answer: b Topic: Education Rights (Impact) Learning Objective: 15.7 Evaluate the history of school integration and the current state of affirmative action.

Skill Level: Apply What You Know Difficulty Level: Difficult 239 .

47.

Under the Fourteenth Amendment, who of the following would automatically be a U.S. citizen? a. a Finnish immigrant who marries an American in Ohio b. someone born in Hong Kong who has moved to Detroit c. someone born in California to Japanese parents d. the children born in the United States to foreign ambassadors Answer: c Topic: Citizenship and the Rights It Affords (Structure) Learning Objective: 15.2 Explain the concept of citizenship and the rights of U.S. citizens.

Skill Level: Apply What You Know Difficulty Level: Moderate

48.

Why have some politicians and civil rights leaders begun to focus attention on the concept of equality between groups rather than equality of individual opportunity? a. because there are large disparities in wealth and advantage between groups that lead to social and economic disadvantages for most of the individuals within certain groups b. because there is far more power in group protest against discrimination and inequality than in individual actions c. because the courts are more willing to review accusations of discrimination when they are submitted by large groups of people than when they come from a single person d. because there are large disparities in political opportunities between groups that individual opportunity cannot address Answer: a Topic: Equality and Equal Rights (Structure) Learning Objective: 15.1 Explain why the concept of equality is integral to our understanding of civil rights.

Skill Level: Analyze It Difficulty Level: Difficult

49.

In the 1970s and 1980s, advocates for equal rights between men and women focused on which of the following tactics? a. Mobilizing a significant expansion in elected female politicians. b. Applying the strict scrutiny test to wage and employment discrimination. c. Using the legal process to secure Supreme Court victories. d. Lobbying for an Equal Rights Amendment to the Constitution.

Answer: d Topic: The Quest for Equal Justice (Action)

240 .

Learning Objective: 15.3 Compare and contrast the efforts of various groups to obtain equal protection of the law.

Skill Level: Analyze It Difficulty Level: Difficult 50.

What of the following is true regarding Supreme Court rulings on affirmative action? a. Affirmative action policies are generally permissible, but they cannot involve racebased quotas or numerical point systems. b. Affirmative action policies are assumed to be unconstitutional unless the university can demonstrate the need to promote racial tolerance. c. Affirmative action policies are assumed to be constitutional unless an applicant can demonstrate that race affected the admissions decision. d. Affirmative action policies are generally permissible, but they must apply similar rules to all people regardless of the color of their skin.

Answer: a Topic: Education Rights (Impact) Learning Objective: 15.7 Evaluate the history of school integration and the current state of affirmative action.

Skill Level: Analyze It Difficulty Level: Difficult

51.

How might the Supreme Court decisions in Korematsu v. United States (1944), involving the Japanese internment, and in Boumediene v. Bush (2008), involving the detention of citizens and foreign nationals who were declared to be “enemy combatants,” be viewed in retrospect? a. Both decisions might be viewed as upholding important constitutional principles. b. The first might be viewed as a step toward protecting civil rights of citizens, and the second as a step backward in the struggle for civil rights protection. c. Both decisions might be viewed as hindering the civil rights of citizens. d. The first might be viewed as a missed opportunity for the Supreme Court to protect civil rights, and the second as a step toward protecting civil rights.

Answer: d Topic: Citizenship and the Rights It Affords (Structure); The Quest for Equal Justice (Action) Learning Objective: 15.2 Explain the concept of citizenship and the rights of U.S. citizenships; 15.3 Compare and contrast the efforts of various groups to obtain equal protection of the law.

Skill Level: Analyze It Difficulty Level: Difficult

52.

Which of the following was a reason for southern states enacting poll taxes? a. to raise revenue for the government b. to pay poll workers 241 .

c. to circumvent constitutional protections d. to pay for new polling facilities Answer: c Topic: Equal Protection of the Laws: What Does It Mean? (Structure and Impact) Learning Objective: 15.4 Evaluate the standards by which civil rights are protected today.

Skill Level: Analyze It Difficulty Level: Difficult 53.

Why did Congress pass the Voting Rights Act of 1965? a. because it was clear that the South had no intention of living up to the spirit of the Fifteenth Amendment b. because Congress was afraid that Reverend Martin Luther King Jr. was about to lead a boycott of White-owned businesses c. to prevent riots from spreading from African American neighborhoods into traditionally White neighborhoods d. because the Supreme Court had failed to effectively enforce previous civil rights legislation Answer: a Topic: Equal Protection of the Laws: What Does It Mean? (Structure and Impact) Learning Objective: 15.4 Evaluate the standards by which civil rights are protected today.

Skill Level: Analyze It Difficulty Level: Difficult

54.

How are the Fourteenth Amendment and the Civil Rights Act of 1964 similar? a. They both were enacted quickly and easily. b. They both passed the strict scrutiny test administered by the Supreme Court. c. They were both based on Congress’s power to regulate interstate commerce. d. They both sought equal rights for African Americans.

Answer: d Topic: Equal Protection of the Laws: What Does It Mean? (Structure and Impact) Learning Objective: 15.4 Evaluate the standards by which civil rights are protected today.

Skill Level: Analyze It Difficulty Level: Difficult

55.

How do the rational basis and the quasi-suspect or heightened scrutiny standards of review differ? a. The rational basis standard requires an important governmental objective for classification; the quasi-suspect standard does not.

242 .

b. The rational basis standard applies only to racial classifications; the quasi-suspect standard applies to age and sexual orientation classifications. c. The quasi-suspect standard of review is typically applied to a broader array of classifications than the rational basis standard. d. It is easier for the government to demonstrate that there is a rational basis for a law than to meet the requirements of the quasi-suspect standard.

Answer: d Topic: Equal Protection of the Laws: What Does It Mean? (Structure and Impact) Learning Objective: 15.4 Evaluate the standards by which civil rights are protected today.

Skill Level: Analyze It Difficulty Level: Difficult 56.

What was the Supreme Court’s justification for overturning the separate-but-equal doctrine? a. The Supreme Court did not have all of the facts when it adopted the separate-butequal doctrine. b. The quality of life for African Americans had deteriorated considerably since the adoption of the separate-but-equal doctrine. c. The Supreme Court needed to step in because the South had been unwilling to desegregate educational facilities. d. Segregated schools are inherently unequal and lead to a lower quality of education for minority students.

Answer: d Topic: Education Rights (Impact) Learning Objective: 15.7 Evaluate the history of school integration and the current state of affirmative action.

Skill Level: Analyze It Difficulty Level: Difficult

57.

Which of the following arguments would most likely be made by an opponent of affirmative action policies? a. Affirmative action helps to compensate for past discrimination. b. Discrimination is a natural part of the human experience. c. Affirmative action discriminates on the basis of race. d. Diversity helps Americans better understand each other.

Answer: c Topic: Education Rights (Impact) Learning Objective: 15.7 Evaluate the history of school integration and the current state of affirmative action.

Skill Level: Analyze It Difficulty Level: Moderate

243 .

16 Economic and Social Policy  Multiple-Choice Questions 1.

Inflation is best understood as the rate at which a. gross domestic product expands. b. banks charge customers to take out a loan. c. prices for goods and services increase. d. the federal government increases taxes to raise revenue.

Answer: c Topic: Measuring Economic and Social Conditions (Structure) Learning Objective: 16.2 Describe the five measures used in making economic and social policy.

Skill Level: Remember the Facts Difficulty Level: Easy

2.

If the Federal Reserve raises the federal funds rate, what is likely to happen? a. There will be more money in the money supply. b. Inflation will increase, and unemployment will decrease. c. Both inflation and unemployment will decrease. d. There will be less money available for investment and growth.

Answer: d Topic: The Tools of Economic and Social Policy (Action) Learning Objective: 16.3 Analyze the basic tools used to make economic and social policy.

Skill Level: Apply What You Know Difficulty Level: Difficult

244 .

3.

Worries about international competition often lead domestic producers to call for which of the following? a. antitrust legislation b. an international trade injunction c. protectionism d. a value-added tax Answer: c Topic: The Evolution and Goals of Economic Policy (Action) Learning Objective: 16.4 Describe the evolution and goals of economic policy.

Skill Level: Understand the Concepts Difficulty Level: Moderate

4.

The annual cost-of-living adjustment impacts participants in which of these federal programs? a. Medicare b. Social Security c. Medicaid d. Supplemental Nutritional Assistance Program Answer: b Topic: The Economic and Social Policy Future (Impact) Learning Objective: 16.6 Assess the future of economic and social policy.

Skill Level: Understand the Concepts Difficulty Level: Moderate

5.

Which organization provides an international forum for reaching trade agreements and resolving disputes among its 177 members? a. GATT b. UN c. SEC d. WTO Answer: d Topic: The Evolution and Goals of Economic Policy (Action) Learning Objective: 16.4 Describe the evolution and goals of economic policy.

Skill Level: Remember the Facts Difficulty Level: Easy

6.

When imported goods exceed exported goods, the effect increases the a. federal funds rate.

245 .

b. budget deficit. c. national debt. d. trade deficit.

Answer: d Topic: The Evolution and Goals of Economic Policy (Action) Learning Objective: 16.4 Describe the evolution and goals of economic policy.

Skill Level: Understand the Concepts Difficulty Level: Moderate 7.

The Constitution gives who the power to borrow, coin, and print money? a. Congress b. the Treasury Department c. the Federal Reserve Board d. the president Answer: a Topic: The Constitutional Foundations of Economic and Social Policy (Structure) Learning Objective: 16.1 Describe the constitutional foundations and competing philosophies of economic and social policy.

Skill Level: Remember the Facts Difficulty Level: Easy

8.

Who is included in the unemployment rate? a. people who have taken jobs below their skill levels b. stay-at-home parents who are not looking for jobs c. workers who are looking for jobs but cannot find them d. people who would like to work but have given up on finding a job Answer: c Topic: The Constitutional Foundations of Economic and Social Policy (Structure) Learning Objective: 16.1 Describe the constitutional foundations and competing philosophies of economic and social policy.

Skill Level: Understand the Concepts Difficulty Level: Easy

9.

Which of the following is the total market value of all goods and services produced in an area during a year? a. gross economic output b. gross domestic product c. maximum national product d. national economic performance 246 .

Answer: b Topic: The Constitutional Foundations of Economic and Social Policy (Structure) Learning Objective: 16.1 Describe the constitutional foundations and competing philosophies of economic and social policy.

Skill Level: Remember the Facts Difficulty Level: Easy 10.

Which of the following are the three steps of the federal budget process? a. The president proposes a budget; Congress rejects or revises through the appropriations process; the president approves all appropriations bills. b. Congress proposes a budget; the president rejects or revises through the appropriations process; the Congress approves all appropriations bills. c. The president proposes a budget; the president writes all appropriation bills; Congress oversees funding distribution. d. Congress proposes a budget; Congress writes all appropriations bills; the president oversees funding distribution.

Answer: a Topic: The Tools of Economic and Social Policy (Action) Learning Objective: 16.3 Analyze the basic tools used to make economic and social policy.

Skill Level: Remember the Facts Difficulty Level: Easy

11.

The Federal Reserve Board plays an indirect role in setting which of the following? a. taxes on foreign goods b. limits on government spending c. bank interest rates d. welfare benefits Answer: c Topic: The Tools of Economic and Social Policy (Action) Learning Objective: 16.3 Analyze the basic tools used to make economic and social policy.

Skill Level: Understand the Concepts Difficulty Level: Easy

12.

Which of the following entities is responsible for setting the federal funds rate in the United States? a. the Congressional Budget Office b. the Executive Office of the President 247 .

c. the Federal Reserve Board d. the Office of Management and Budget Answer: c Topic: The Tools of Economic and Social Policy (Action) Learning Objective: 16.3 Analyze the basic tools used to make economic and social policy.

Skill Level: Understand the Concepts Difficulty Level: Easy

13.

What is the main purpose of monetary policy? a. to affect how much money is circulating through the economy b. to control the amount of public debt sold to foreign states c. to equalize income disparity among citizens of the United States d. to expand the government’s revenue base so as to reduce the deficit Answer: a Topic: The Tools of Economic and Social Policy (Action) Learning Objective: 16.3 Analyze the basic tools used to make economic and social policy.

Skill Level: Understand the Concepts Difficulty Level: Moderate

14.

What is the main goal of fiscal policy? a. to affect how much money is available to state governments for capital projects b. to determine how much interest the government will pay on the federal debt c. to stimulate the economy by increasing the number of exports sent abroad d. to use taxes and government spending to help stimulate or slow economic growth Answer: d Topic: The Tools of Economic and Social Policy (Action) Learning Objective: 16.3 Analyze the basic tools used to make economic and social policy.

Skill Level: Understand the Concepts Difficulty Level: Moderate

15.

Laissez-faire economics holds which of the following to be true? a. The government should go into a budget deficit to stimulate the economy. b. The government should not take an active role in the economy. c. The government should do everything possible to reduce unemployment. d. The government should lower interest rates during a recession.

248 .

Answer: b Topic: The Constitutional Foundations of Economic and Social Policy (Structure) Learning Objective: 16.1 Describe the constitutional foundations and competing philosophies of economic and social policy.

Skill Level: Understand the Concepts Difficulty Level: Moderate 16.

Which of the following is a consequence of protectionism? a. It increases the balance of the trade deficit. b. It artificially lowers prices by reducing competition. c. It gives labor unions too much political power. d. It puts too much pressure on domestic businesses.

Answer: a Topic: The Evolution and Goals of Economic Policy (Action) Learning Objective: 16.4 Describe the evolution and goals of economic policy.

Skill Level: Understand the Concepts Difficulty Level: Moderate

17.

In a free market economic system, the goal of the government is to a. ensure competition. b. lower unemployment. c. restrain labor unions. d. support agriculture.

Answer: a Topic: The Evolution and Goals of Economic Policy (Action) Learning Objective: 16.4 Describe the evolution and goals of economic policy.

Skill Level: Understand the Concepts Difficulty Level: Moderate

18.

Which of the following is a direct consequence of government subsidies to the farming industry? a. lower food exports b. higher food prices c. better agricultural products d. fewer jobs in agriculture Answer: b Topic: The Evolution and Goals of Economic Policy (Action) Learning Objective: 16.4 Describe the evolution and goals of economic policy.

249 .

Skill Level: Analyze It Difficulty Level: Difficult 19.

Which of the following best describes how the Social Security system is funded? a. through income tax revenue b. through payroll tax contributions from employers and employees c. through property tax revenue d. through value-added taxes paid for by consumers and producers Answer: b Topic: The Evolution and Goals of Social Policy (Action) Learning Objective: 16.4 Describe the evolution and goals of social policy.

Skill Level: Understand the Concepts Difficulty Level: Moderate

20.

If the Federal Reserve wanted to slow the rate of economic growth, it would most likely a. encourage the president to lower taxes. b. increase interest rates. c. increase the money supply. d. lower the budget deficit.

Answer: b Topic: The Tools of Economic and Social Policy (Action) Learning Objective: 16.3 Analyze the basic tools used to make economic and social policy.

Skill Level: Understand the Concepts Difficulty Level: Moderate

21.

In general, a recession most likely does which of these? a. reduces the budget deficit b. leads to higher unemployment c. leads to tax increases d. leads to higher inflation Answer: b Topic: Measuring Economic and Social Conditions (Structure) Learning Objective: 16.2 Describe the five measures used in making economic and social policy.

Skill Level: Understand the Concepts Difficulty Level: Moderate

22.

Which of the following is true regarding entitlement spending?

250 .

a. It is designed to increase the money supply to improve economic growth. b. It creates a serious ongoing financial burden on the federal government. c. It reduces the overall cost of compliance for major industrial sectors. d. It reduces the overall cost of doing business overseas.

Answer: b Topic: The Tools of Economic and Social Policy (Action) Learning Objective: 16.3 Analyze the basic tools used to make economic and social policy.

Skill Level: Understand the Concepts Difficulty Level: Moderate 23.

The 1935 Wagner Act guaranteed a. a right-to-work for employees b. the right to engage in strikes. c. the right to form employee unions. d. a right-to-boycott for consumers.

Answer: c Topic: The Evolution and Goals of Economic Policy (Action) Learning Objective: 16.4 Describe the evolution and goals of economic policy.

Skill Level: Understand the Concepts Difficulty Level: Moderate

24.

U.S. monetary policy involves which of the following? a. import and export policies b. interest rates and the money supply c. collecting and distributing tax revenue d. the national debt and the budget deficit Answer: b Topic: The Tools of Economic and Social Policy (Action) Learning Objective: 16.3 Analyze the basic tools used to make economic and social policy.

Skill Level: Understand the Concepts Difficulty Level: Easy

25.

Which of the following characterizes the latest trends in income inequality in America? a. inequality is based on federal economic policy b. inequality has been growing consistently in recent years c. inequality is based on global economic health 251 .

d. inequality has been volatile and is reaching new lows Answer: b Topic: The Economic and Social Policy Future (Impact) Learning Objective: 16.6 Assess the future of economic and social policy.

Skill Level: Analyze It Difficulty Level: Difficult 26.

The Great Depression prompted a long-running debate between economists who favor a. regulatory policy and deregulation. b. monetary and fiscal policy. c. protectionism and free trade. d. laissez-faire and Keynesian economics.

Answer: d Topic: The Constitutional Foundations of Economic and Social Policy (Structure) Learning Objective: 16.1 Describe the constitutional foundations and competing philosophies of economic and social policy.

Skill Level: Understand the Concepts Difficulty Level: Moderate

27.

The cost to banks to borrow money is directly linked to the a. federal funds rate. b. GDP. c. fixed rate. d. adjustable rate.

Answer: a Topic: The Tools of Economic and Social Policy (Action) Learning Objective: 16.3 Analyze the basic tools used to make economic and social policy.

Skill Level: Understand the Concepts Difficulty Level: Moderate

28.

Upon taking office in 2009, which of the following policies did President Obama advocate to deal with the economic crisis? a. increasing exports b. increasing government spending c. raising interest rates d. enacting stricter tax policies Answer: b 252 .

Topic: The Constitutional Foundations of Economic and Social Policy (Structure) Learning Objective: 16.1 Describe the Constitutional foundations and competing philosophies of social and economic policy.

Skill Level: Understand the Concepts Difficulty Level: Moderate 29.

What is the historical significance of “Black Friday” in 1929? a. Economic events led to the establishment of the Securities and Exchange Commission. b. The federal government started playing a smaller role in setting national economic policy. c. An oil shortage sparked a global recession. d. The stock market was restructured to prevent recessions.

Answer: a Topic: The Evolution and Goals of Economic Policy (Action) Learning Objective: 16.4 Describe the evolution and goals of economic policy.

Skill Level: Understand the Concepts Difficulty Level: Moderate

30.

Crop subsidies to farmers is an example of a. b. c. d.

categorical aid. entitlement aid. a social safety net. monetary policy.

Answer: a Topic: The Tools of Economic and Social Policy (Action) Learning Objective: 16.3 Analyze the basic tools used to make economic and social policy.

Skill Level: Apply What You Know Difficulty Level: Moderate 31.

Which of these is most consistent with the philosophy of Keynesianism? a. interest rate increases by the Federal Reserve b. government decisions to increase the money supply c. increases in government spending during recession d. deregulation of the economy Answer: c Topic: The Constitutional Foundations of Economic and Social Policy (Structure)

253 .

Learning Objective: 16.1 Describe the constitutional foundations and competing philosophies of economic and social policy.

Skill Level: Apply What You Know Difficulty Level: Difficult 32.

What statistic is defined as a means of measuring inflation that shows how much more or less consumers are paying for the same goods and services? a. b. c. d.

consumer price index poverty income inequality GDP

Answer: a Topic: Measuring Economic and Social Conditions (Structure) Learning Objective: 16.2 Describe the five measures used in making economic and social policy.

Skill Level: Understand the Concepts Difficulty Level: Moderate 33.

Republicans were able to remove the health insurance mandate from Obamacare by attaching a provision to a a. grant. b. new health care law. c. tax cut. d. appropriations bill.

Answer: c Topic: The Evolution and Goals of Social Policy (Action) Learning Objective: 16.5 Describe the evolution and goals of social policy.

Skill Level: Remember the Facts Difficulty Level: Difficult

34.

If you support laissez-faire economic policies, you would generally favor a. a reduction in economic regulation. b. a reduction in the federal funds rate. c. an increase in the collective bargaining rights for labor unions. d. an increase in the tariffs assessed on imported goods.

Answer: a Topic: The Constitutional Foundations of Economic and Social Policy (Structure) Learning Objective: 16.1 Describe the constitutional foundations and competing philosophies of economic and social policy.

Skill Level: Apply What You Know 254 .

Difficulty Level: Moderate 35.

When does the federal government’s fiscal year begin? a. January 1 b. June 1 c. October 1 d. December 1 Answer: c Topic: The Tools of Economic and Social Policy (Action) Learning Objective: 16.3 Analyze the basic tools used to make economic and social policy.

Skill Level: Remember the Facts Difficulty Level: Easy

36.

Which of the following is an example of monetary policy? a. decreasing federal spending b. increasing taxes on the wealthy c. lowering interest rates d. lowering state property and sales tax Answer: c Topic: The Tools of Economic and Social Policy (Action) Learning Objective: 16.3 Analyze the basic tools used to make economic and social policy.

Skill Level: Apply What You Know Difficulty Level: Difficult

37.

If government wanted to prevent or break up monopolies, it would do which of the following? a. reduce economic regulation b. pass antitrust legislation c. pass an economic stimulus package d. reduce interest rates Answer: b Topic: The Evolution and Goals of Economic Policy (Action) Learning Objective: 16.4 Describe the evolution and goals of economic policy.

Skill Level: Apply What You Know Difficulty Level: Difficult

38.

A system that involves one source of funding for a government program is known as what?

255 .

a. b. c. d.

a pay-as-you-go system a monetary system an austerity system a single-payer system

Answer: d Topic: The Evolution and Goals of Social Policy (Action) Learning Objective: 16.5 Describe the evolution and goals of social policy.

Skill Level: Understand the Concepts Difficulty Level: Easy 39.

The failure of the federal government to raise the minimum wage in recent years has led to a. states to taking action on their own. b. a decline in investments in new businesses. c. an expansion of welfare spending. d. turbulence in the stock market.

Answer: a Topic: The Evolution and Goals of Economic Policy (Action) Learning Objective: 16.4 Describe the evolution and goals of economic policy.

Skill Level: Analyze It Difficulty Level: Difficult

40.

What is the purpose of Medicare? a. b. c. d.

to insure children to insure poor people to insure all citizens to insure older citizens

Answer: d Topic: The Evolution and Goals of Social Policy (Action) Learning Objective: 16.5 Describe the evolution and goals of social policy.

Skill Level: Remember the Facts Difficulty Level: Easy 41.

What is the purpose of government regulation of the economy? a. to increase the revenue collected by the federal government b. to increase the level of profits for multinational corporations c. to minimize the costs of doing business for corporations d. to minimize abuses and promote competition

256 .

Answer: d Topic: The Evolution and Goals of Economic Policy (Action) Learning Objective: 16.4 Describe the evolution and goals of economic policy.

Skill Level: Analyze It Difficulty Level: Difficult 42.

Advocates of aggressive monetary policy contend that the key factor affecting the economy’s performance is what? a. the federal funds rate b. inflation c. the money supply d. tax expenditures Answer: c Topic: The Tools of Economic and Social Policy (Action) Learning Objective: 16.3 Analyze the basic tools used to make economic and social policy.

Skill Level: Analyze It Difficulty Level: Difficult

43.

What is the purpose of Social Security in the United States? a. b. c. d.

to provide income to impoverished Americans to provide health care to young children to provide income to older Americans to provide health care to poor people

Answer: c Topic: The Economic and Social Policy Future (Impact) Learning Objective: 16.6 Assess the future of economic and social policy.

Skill Level: Understand the Concepts Difficulty Level: Moderate 44.

If a government wanted to use monetary policy to increase economic growth, which of the following steps should be taken? a. decrease interest rates to increase the amount of money in supply b. increase the amount of foreign currency kept on reserve in U.S. banks c. increase the amount of public revenue for investment by raising taxes d. decrease government spending on public works projects Answer: a Topic: The Tools of Economic and Social Policy (Action) Learning Objective: 16.3 Analyze the basic tools used to make economic and social policy.

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Skill Level: Apply What You Know Difficulty Level: Difficult 45.

The United States has a free trade deal with which two countries? a. Mexico and Canada b. Japan and China c. France and Germany d. Brazil and Argentina Answer: a Topic: The Evolution and Goals of Economic Policy (Action) Learning Objective: 16.4 Describe the evolution and goals of economic policy.

Skill Level: Remember the Facts Difficulty Level: Easy

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17 Foreign and Defense Policy  Multiple-Choice Questions 1.

Sometimes American foreign and defense policy has been largely guided by cold calculations of the costs and benefits of action. This reflects what foreign policy approach? a. realist b. unilateralist c. isolationist d. opportunistic Answer: a Topic: The Constitutional Foundations of Foreign and Defense Policy (Structure) Learning Objective: 17.1 Understand the constitutional foundations and current philosophies that guide foreign and defense policy.

Skill Level: Apply What You Know Difficulty Level: Difficult

2.

The longest war in American history was the war in a. Korea. b. Iraq. c. Afghanistan. d. Vietnam.

Answer: d Topic: The Tools of Foreign and Defense Policy (Action) Learning Objective: 17.2 Evaluate the options for achieving foreign and defense policy goals.

Skill Level: Remember the Facts Difficulty Level: Easy

3.

One of the primary reasons for the prolonged nature of the war in Afghanistan was a. to achieve the goal of nation building.

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b. the protection of religious freedom. c. retaliation for the bombing of the USS Cole. d. protection of Iraq from Afghan military attacks.

Answer: a Topic: Foreign Policy Goals (Impact) Learning Objective: 17.4 Assess the goals and impacts of America’s foreign policy.

Skill Level: Apply What You Know Difficulty Level: Difficult 4.

What is the most serious common threat posed to the United States by both Iran and North Korea? a. fundamentalist ideology b. trade wars c. weapons of mass destruction d. communism Answer: c Topic: Defense Policy Goals (Impact) Learning Objective: 17.5 Assess the goals and impacts of America’s defense policy.

Skill Level: Analyze It Difficulty Level: Difficult

5.

Which is a role of the National Security Advisor? a. to provide the president with information that reinforces the president’s foreign policy positions b. to act as a liaison between government departments c. to lead the Department of Homeland Security d. to brief the president about foreign and defense information as it flows through the White House Answer: d Topic: Administering Foreign and Defense Policy (Action) Learning Objective: 17.3 Outline the structure of the foreign and defense policy bureaucracy.

Skill Level: Remember the Facts Difficulty Level: Moderate

6.

Who serves on the Joint Chiefs of Staff? a. the cabinet secretaries b. the commanding officers of each of the services c. the president’s foreign policy advisers d. the secretaries of defense and homeland security Answer: b Topic: Administering Foreign and Defense Policy (Action) Learning Objective: 17.3 Outline the structure of the foreign and defense policy bureaucracy.

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Skill Level: Remember the Facts Difficulty Level: Easy

7.

Which international organization was created in 1945 by the victors of World War II? a. the League of Nations b. the United Nations c. the World Trade Organization d. the North Atlantic Treaty Organization Answer: b Topic: The Tools of Foreign and Defense Policy (Action) Learning Objective: 17.2 Evaluate the options for achieving foreign and defense policy goals.

Skill Level: Remember the Facts Difficulty Level: Easy

8.

Which of the following statements most accurately reflects Americans’ views about foreign aid? a. The United States spends too much on foreign aid. b. The United States should focus more on economic development than military aid. c. The United States can use trade as an alternative to aid. d. The United States spends much less on foreign aid than do other Western democracies.

Answer: a Topic: The Tools of Foreign and Defense Policy (Action) Learning Objective: 17.2 Evaluate the options for achieving foreign and defense policy goals.

Skill Level: Understand the Concepts Difficulty Level: Moderate

9.

The Bush Doctrine, announced shortly after 9/11, reserved the right of the United States to attack any nation under which of the following circumstances? a. only with the support of U.S. allies b. even without the support of U.S. allies c. even without the support of U.S. allies but only after all diplomatic attempts had failed d. only with the support of U.S. allies and only after all diplomatic attempts failed Answer: b Topic: The Constitutional Foundations of Foreign and Defense Policy (Structure) Learning Objective: 17.1 Understand the constitutional foundations and current philosophies that guide foreign and defense policy.

Skill Level: Understand the Concepts Difficulty Level: Moderate

10.

Which of the following countries is a permanent member of the United Nations Security Council?

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a. Germany b. Spain c. Italy d. France Answer: d Topic: The Tools of Foreign and Defense Policy (Action) Learning Objective: 17.2 Evaluate the options for achieving foreign and defense policy goals.

Skill Level: Remember the Facts Difficulty Level: Easy 11.

What role did the United States play in the Libyan civil war in 2011? a. The United States supplied arms to anti-Gaddafi forces and participated in the air war. b. The United States committed troops to support Libyans’ resistance to Gaddafi. c. The United States picked Gaddafi’s successor. d. The United States supplied arms to the Gaddafi regime.

Answer: a Topic: Foreign Policy Goals (Impact) Learning Objective: 17.4 Assess the goals and impacts of America’s foreign policy.

Skill Level: Understand the Concepts Difficulty Level: Moderate

12.

The notion of mutually assured destruction played the biggest role in preventing the escalation of the a. Persian Gulf War. b. Afghanistan War. c. Cold War. d. Vietnam War. Answer: c Topic: The Tools of Foreign and Defense Policy (Action) Learning Objective: 17.2 Evaluate the options for achieving foreign and defense policy goals.

Skill Level: Understand the Concepts Difficulty Level: Moderate

13.

Who was the direct beneficiary of the Marshall Plan? a. the Soviet Union b. European nations c. Asian nations d. the United States Answer: b Topic: The Constitutional Foundations of Foreign and Defense Policy (Structure) Learning Objective: 17.1 Understand the constitutional foundations and current philosophies that guide foreign and defense policy.

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Skill Level: Remember the Facts Difficulty Level: Easy 14.

Which of the following is organized around a series of “desks” representing different parts of the world and foreign policy missions? a. The Department of Homeland Security b. The State Department c. The Department of Defense d. The Office of Terrorism and Finance Answer: b Topic: Administering Foreign and Defense Policy (Action) Learning Objective: 17.3 Outline the structure of the foreign and defense policy bureaucracy.

Skill Level: Remember the Facts Difficulty Level: Easy

15.

How are members of the military currently selected? a. They are all volunteers. b. They are all conscripted. c. About half volunteer and half are conscripted. d. Officers are conscripted and enlisted soldiers are drafted.

Answer: a Topic: Administering Foreign and Defense Policy (Action) Learning Objective: 17.3 Outline the structure of the foreign and defense policy bureaucracy.

Skill Level: Remember the Facts Difficulty Level: Easy

16.

The Obama administration a. embraced the Bush Doctrine, but with a different rhetorical approach. b. applied the Bush Doctrine to threats in Latin America. c. believed the Bush Doctrine would work, but only with the support of allies. d. actively sought to reverse the effects of the Bush Doctrine.

Answer: a Topic: The Constitutional Foundations of Foreign and Defense Policy (Structure) Learning Objective: 17.1 Understand the constitutional foundations and current philosophies that guide foreign and defense policy.

Skill Level: Analyze It Difficulty Level: Difficult

17.

Although the Obama administration favored diplomacy in international affairs, it showed a willingness to use military force in what country? a. Afghanistan

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b. China c. North Korea d. Russia Answer: a Topic: The Constitutional Foundations of Foreign and Defense Policy (Structure) Learning Objective: 17.1 Understand the constitutional foundations and current philosophies that guide foreign and defense policy.

Skill Level: Remember the Facts Difficulty Level: Easy 18.

What was the main purpose of the Marshall Plan? a. to protect Eastern Europe from undue influence of the Soviet Union in the wake of World War II b. to help rebuild Europe after World War II so that it would be less vulnerable to communist influences c. to prevent the spread of weapons of mass destruction to unstable governments d. to repair relations between the United States and the Soviet Union near the end of the Cold War Answer: b Topic: The Constitutional Foundations of Foreign and Defense Policy (Structure) Learning Objective: 17.1 Understand the constitutional foundations and current philosophies that guide foreign and defense policy.

Skill Level: Understand the Concepts Difficulty Level: Moderate

19.

Which of the following is an example of hard power? a. the use of persuasion b. the imposition of sanctions c. providing economic assistance to North Korea d. multilateral institutions like the U.N. Answer: b Topic: The Tools of Foreign and Defense Policy (Action) Learning Objective: 17.2 Evaluate the options for achieving foreign and defense policy goals.

Skill Level: Understand the Concepts Difficulty Level: Moderate

20.

In signing “The Road Map for Peace,” what did Israel agree to do? a. dismantle settlements of Israeli citizens in the occupied territories b. dismantle its nuclear weapons facilities c. stockpile nuclear weapons to deter Iran from launching a nuclear attack d. arrest and restrain individuals planning to conduct violent attacks

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Answer: a Topic: Foreign Policy Goals (Impact) Learning Objective: 17.4 Assess the goals and impacts of America’s foreign policy.

Skill Level: Remember the Facts Difficulty Level: Easy 21.

What is the primary responsibility of the secretary of state? a. intelligence b. foreign policy c. homeland security d. military policy Answer: b Topic: Administering Foreign and Defense Policy (Action) Learning Objective: 17.3 Outline the structure of the foreign and defense policy bureaucracy.

Skill Level: Understand the Concepts Difficulty Level: Moderate

22.

What is the main foreign and defense policy threat posed by Iran? a. nuclear weapon capability b. economic collapse c. trade disagreements d. conventional arms Answer: a Topic: Defense Policy Goals (Impact) Learning Objective: 17.5 Assess the goals and impacts of America’s defense policy.

Skill Level: Understand the Concepts Difficulty Level: Moderate

23.

Starting in 2013, the international community forced the Syrian government to take what action? a. reveal the location of suspected terrorists hiding in the country b. relinquish control of the national government to the rebel fighters c. dismantle its nuclear facilities d. destroy its chemical weapons Answer: d Topic: Defense Policy Goals (Impact) Learning Objective: 17.5 Assess the goals and impacts of America’s defense policy.

Skill Level: Remember the Facts Difficulty Level: Easy

24.

Which of the following was a fundamental part of the George W. Bush administration’s case for the 2003 war in Iraq?

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a. Iraq attacked Israel in 2002 with SCUD missiles and was threatening to do so again. b. Iraq had weapons of mass destruction and would likely use them against other nations. c. Saddam Hussein had provided Al-Qaeda with military intelligence and training. d. Saddam Hussein had permitted Osama bin Laden to use Iraq for training terrorists.

Answer: b Topic: The Constitutional Foundations of Foreign and Defense Policy (Structure) Learning Objective: 17.1 Understand the constitutional foundations and current philosophies that guide foreign and defense policy.

Skill Level: Understand the Concepts Difficulty Level: Moderate 25.

The Obama administration argued that it is in the world’s best interests to limit access to nuclear materials. This is an example of which of the following policy approaches? a. realism b. idealism c. isolationism d. containment Answer: b Topic: The Constitutional Foundations of Foreign and Defense Policy (Structure) Learning Objective: 17.1 Understand the constitutional foundations and current philosophies that guide foreign and defense policy.

Skill Level: Apply What You Know Difficulty Level: Difficult

26.

President Obama’s approach to securing peace between Israel and its neighbors is an illustration of a. the power of deterrence. b. the power of economic sanctions. c. hard power. d. soft power.

Answer: d Topic: The Tools of Foreign and Defense Policy (Action) Learning Objective: 17.2 Evaluate the options for achieving foreign and defense policy goals.

Skill Level: Analyze It Difficulty Level: Difficult

27.

Congress can exercise influence over foreign policy through its power to do which of the following? a. command the armed forces b. ratify treaties c. recognize the sovereignty of foreign countries d. receive diplomats Answer: b

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Topic: The Constitutional Foundations of Foreign and Defense Policy (Structure) Learning Objective: 17.1 Understand the constitutional foundations and current philosophies that guide foreign and defense policy.

Skill Level: Understand the Concepts Difficulty Level: Moderate 28.

Which of the following comprises a broad array of the president’s foreign policy advisers and is housed within the White House? a. the State Department b. the Department of Homeland Security c. the National Security Council d. the Central Intelligence Agency Answer: c Topic: Administering Foreign and Defense Policy (Action) Learning Objective: 17.3 Outline the structure of the foreign and defense policy bureaucracy.

Skill Level: Understand the Concepts Difficulty Level: Moderate

29.

According to realism, what is the main aim of foreign policy? a. protecting natural resources worldwide b. promoting a country’s self-interest c. finding solutions to problems shared by several nations d. reducing conflict in the interest of global peace Answer: b Topic: The Constitutional Foundations of Foreign and Defense Policy (Structure) Learning Objective: 17.1 Understand the constitutional foundations and current philosophies that guide foreign and defense policy.

Skill Level: Understand the Concepts Difficulty Level: Moderate

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