Political Science An Introduction 13E by Roskin Test Bank

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Political Science An Introduction 13E by Roskin Test Bank

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WITH ANSWERS
Political Science An Introduction 13E by Roskin Test Bank

Chapter 5-      Constitutions and Rights

 

MULTIPLE CHOICE QUESTIONS

 

  1. Muslims in the United States, who make up a relatively small percentage of the population, would be classified as __________.

 

  1. minorities
  2. majorities
  3. conservatives
  4. liberals

 

Answer: A

Learning Objective: Introduction

Page Ref: 69

Topic/A-head: Introduction

Skill Level: Apply What You Know

 

  1. A written document outlining the structure of a political system is a __________.

 

  1. statute
  2. constitution
  3. state duma
  4. basic law

 

Answer: B

Learning Objective: 5.1

Page Ref: 70

Topic/A-head: Constitutions

Skill Level: Remember the Facts

 

  1. The Constitution of the United States is __________.

 

  1. relatively new
  2. relatively long
  3. relatively short
  4. absent of ambiguity

 

Answer: C

Learning Objective: 5.1

Page Ref: 70

Topic/A-head: Constitutions

Skill Level: Remember the Facts

 

  1. Japans Constitution was drafted by the United States in __________.

 

  1. 1940
  2. 1946
  3. 1956
  4. 1960

 

Answer: B

Learning Objective: 5.1

Page Ref: 70

Topic/A-head: Constitutions

Skill Level: Remember the Facts

 

  1. Which statement best depicts how Japans constitution varies from the Unites States?

 

  1. Japans constitution is shorter.
  2. Japans constitution is more detailed but provides fewer rights to the people.
  3. Japans constitution is more detailed and provides more rights to the people.
  4. Japans constitution is older.

 

Answer: C

Learning Objective: 5.1

Page Ref: 70

Topic/A-head: Constitutions

Skill Level: Understand the Concepts

 

  1. Which of the following might be said about the Brazilian Constitution?

 

  1. It conferred too few rights to protect the people.
  2. It conferred too many rights for the government to guarantee.
  3. It is outdated.
  4. It is too new to evaluate.

 

Answer: B

Learning Objective: 5.1

Page Ref: 70

Topic/A-head: Constitutions

Skill Level: Understand the Concepts

 

  1. Which statement best describes Britain in terms of providing codified rights to the people?

 

  1. Britain has had codified rights dating back to the 10th
  2. Britain has had codified rights dating back to the 15th
  3. Britain has had codified rights dating back to the 1940s.
  4. Britain has had codified rights since 2000.

 

Answer: D

Learning Objective: 5.1

Page Ref: 70

Topic/A-head: Constitutions

Skill Level: Understand the Concepts

 

  1. Based on your text, which provision might be in Germanys constitution?

 

  1. Guaranteed support for private schools
  2. Limitations on government involvement in economic matters
  3. Limitations on government involvement in social matters
  4. Provisions that provide support for the unemployed

 

Answer: D

Learning Objective: 5.1

Page Ref: 70

Topic/A-head: Constitutions

Skill Level: Apply What You Know

 

  1. Which of the following, if true, would make implementing a constitution more difficult?

 

  1. A democratic system of government
  2. A multi-party system of government
  3. A dictatorial system of government
  4. A laissez-faire system of government

 

Answer: C

Learning Objective: 5.1

Page Ref: 70

Topic/A-head: Constitutions

Skill Level: Analyze It

 

  1. Which of the following might you infer from a constitution that is relatively long and detailed?

 

  1. The constitution is probably relatively new.
  2. The constitution is probably relatively old.
  3. The constitution is probably relatively vague.
  4. The constitution is probably relatively restrictive on rights.

 

Answer: A

Learning Objective: 5.1

Page Ref: 70

Topic/A-head: Constitutions

Skill Level: Analyze It

 

 

  1. The ability of courts to decide if laws are constitutional is referred to as __________.

 

  1. judicial review
  2. judicial activism
  3. judicial restraint
  4. basic law

 

Answer: A

Learning Objective: 5.2

Page Ref: 72

Topic/A-head: The Highest Law of the Land

Skill Level: Remember the Facts

 

  1. The concept of Basic Law originated in which country?

 

  1. Britain
  2. France
  3. Germany
  4. United States

 

Answer: C

Learning Objective: 5.2

Page Ref: 72

Topic/A-head: The Highest Law of the Land

Skill Level: Remember the Facts

 

  1. The State Duma is the legislature in what country?

 

  1. Ireland
  2. Sweden
  3. Russia
  4. Germany

 

Answer: C

Learning Objective: 5.2

Page Ref: 74

Topic/A-head: The Highest Law of the Land

Skill Level: Remember the Facts

 

  1. A constituent assembly is __________.

 

  1. a legislature convened to draft a new constitution
  2. a term for the legislative branch in most countries
  3. a judicial body
  4. a meeting of potential voters

 

Answer: A

Learning Objective: 5.2

Page Ref: 75

Topic/A-head: The Highest Law of the Land

Skill Level: Remember the Facts

 

  1. The Magna Carta did which of the following?

 

  1. Granted democracy to the citizens
  2. Limited the Kings power
  3. Extended the Kings power
  4. Eliminated the monarchy

 

Answer: B

Learning Objective: 5.2

Page Ref: 74

Topic/A-head: The Highest Law of the Land

Skill Level: Understand the Concepts

 

  1. Japan and the United States have which of the following in common when it comes to amending their respective constitutions?

 

  1. Neither country has ever done it.
  2. Both countries do it frequently.
  3. It is difficult to do in both countries.
  4. The people of both countries must vote on constitutional amendments.

 

Answer: C

Learning Objective: 5.2

Page Ref: 71

Topic/A-head: The Highest Law of the Land

Skill Level: Understand the Concepts

 

  1. The facts that the President of the United States is Commander in Chief of the Military and that the judicial branch interprets laws are indicative of __________.

 

  1. basic Laws
  2. judicial activism
  3. judicial restraint
  4. separation of powers

 

Answer: D

Learning Objective: 5.2

Page Ref: 74

Topic/A-head: The Highest Law of the Land

Skill Level: Understand the Concepts

 

  1. Judicial activism refers to __________.

 

  1. liberal judges
  2. conservative judges
  3. judicial restraint by judges
  4. willingness to override legislatures

 

Answer: D

Learning Objective: 5.2

Page Ref: 72

Topic/A-head: The Highest Law of the Land

Skill Level: Understand the Concepts

 

  1. Yugoslavia demonstrates what potential problem when it comes to constitutions?

 

  1. The danger of providing too many rights
  2. The danger of providing too few rights
  3. The danger of constitutional experimentation
  4. The danger of failing to update their constitution

 

Answer: C

Learning Objective: 5.2

Page Ref: 71

Topic/A-head: The Highest Law of the Land

Skill Level: Apply What You Know

 

  1. Which of the following is a potential problem with judicial review?

 

  1. Conservative or liberal judges may rule based on their beliefs.
  2. Constitutions are always clear.
  3. Lawmakers make laws that comply with constitutions.
  4. Judicial review is spelled out in all constitutions.

 

Answer: A

Learning Objective: 5.2

Page Ref: 72

Topic/A-head: The Highest Law of the Land

Skill Level: Apply What You Know

 

  1. What does the lawgiver, Hammurabi, contribute to our current discussion of constitutions?

 

  1. Statutes are meant to adjust to the times.
  2. Laws are not necessary because of peoples good will.
  3. Constitutions should be easy to revise.
  4. Codified laws are necessary, as is a clear supreme law of the land.

 

Answer: D

Learning Objective: 5.2

Page Ref: 72

Topic/A-head: The Highest Law of the Land

Skill Level: Apply What You Know

 

  1. What can we conclude from the phrase ensure domestic tranquility in the U.S. Constitution?

 

  1. Little, because the Preamble is vague and has questionable legal force
  2. That the government must provide a peaceful society
  3. That the government must provide for the general welfare
  4. A great deal because of the clarity of the language

 

Answer: A

Learning Objective: 5.2

Page Ref: 74

Topic/A-head: The Highest Law of the Land

Skill Level: Analyze It

 

  1. The Internment of Japanese Americans during World War II demonstrates which of the following?

 

  1. The dangers of communism
  2. The dangers of the red scare
  3. That even democracies can do away with civil liberties during war time
  4. That even ordinary people can be a threat to society

 

Answer: C

Learning Objective: 5.2

Page Ref: 73

Topic/A-head: The Highest Law of the Land

Skill Level: Analyze It

 

  1. Which of the following, if true, best explains why Constitutions are difficult to amend?

 

  1. Lawmakers may change their views relatively quickly.
  2. Constitutions often include a great deal of detail.
  3. Constitutions are often vague.
  4. Constitutions are often very long.

 

Answer: A

Learning Objective: 5.2

Page Ref: 71

Topic/A-head: The Highest Law of the Land

Skill Level: Analyze It

 

  1. The Universal Declaration on Human Rights includes the rights to __________.

 

  1. a job
  2. a car
  3. assembly
  4. declare war

 

Answer: C

Learning Objective: 5.3

Page Ref: 75

Topic/A-head: Can Constitutions Ensure Rights?

Skill Level: Remember the Facts

 

  1. Proposition 227 in California dealt with which one of the following issues?

 

  1. Immigration
  2. Same-sex marriage
  3. Taxes
  4. Bilingual education

 

Answer: D

Learning Objective: 5.3

Page Ref: 75

Topic/A-head: Can Constitutions Ensure Rights?

Skill Level: Remember the Facts

 

  1. The issue of what role government should take in preserving cultural uniqueness is the basis for __________.

 

  1. immigration
  2. multiculturalism
  3. cultural pluralism
  4. ethnicism

 

Answer: B

Learning Objective: 5.3

Page Ref: 76

Topic/A-head: Can Constitutions Ensure Rights?

Skill Level: Remember the Facts

 

  1. In reaction to Nazi and Japanese actions during World War II, the UN General Assembly did which of the following?

 

  1. Revoked Germany and Japans charters
  2. Adopted the Universal Declaration on Human Rights
  3. Sent the UN armies into Germany and Japan
  4. Authorized a relocation program for refugees

 

Answer: B

Learning Objective: 5.3

Page Ref: 75

Topic/A-head: Can Constitutions Ensure Rights?

Skill Level: Understand the Concepts

 

  1. Which can be said of minority groups?

 

  1. They exist in most countries
  2. They generally have greater protections of civil liberties than majorities
  3. Few countries have significant minority populations
  4. Most minority groups live in the Northern hemisphere

 

Answer: A

Learning Objective: 5.3

Page Ref: 75

Topic/A-head: Can Constitutions Ensure Rights?

Skill Level: Understand the Concepts

 

  1. Algerians in France and Pakistanis in Great Britain have what in common?

 

  1. They have both been placed in internment camps.
  2. They generally have greater protections of civil liberties than majorities.
  3. They are pressured to conform with their dominant cultures.
  4. They speak the same native languages.

 

Answer: C

Learning Objective: 5.3

Page Ref: 75

Topic/A-head: Can Constitutions Ensure Rights?

Skill Level: Understand the Concepts

 

  1. How many votes are needed to overcome the filibuster in the U.S. Senate?

 

  1. 50
  2. 60
  3. 67
  4. 75

 

Answer: B

Learning Objective: 5.4

Page Ref: 76

Topic/A-head: The Adaptability of the U.S. Constitution

Skill Level: Remember the Facts

 

  1. The District of Columbia v. Heller case dealt with which one of the following issues?

 

  1. Immigration
  2. Bilingual education
  3. Taxes
  4. Gun rights

 

Answer: D

Learning Objective: 5.4

Page Ref: 77

Topic/A-head: The Adaptability of the U.S. Constitution

Skill Level: Remember the Facts

 

  1. The District of Columbia v. Heller case dealt with which one of the following U.S. Constitutional Amendments?

 

  1. First
  2. Second
  3. Fifth
  4. Tenth

 

Answer: B

Learning Objective: 5.4

Page Ref: 77

Topic/A-head: The Adaptability of the U.S. Constitution

Skill Level: Remember the Facts

 

  1. Some people view the right of having a job as a(n) __________ right.

 

  1. natural
  2. human
  3. economic
  4. civil

 

Answer: C

Learning Objective: 5.4

Page Ref: 76

Topic/A-head: The Adaptability of the U.S. Constitution

Skill Level: Understand the Concepts

 

  1. The right to vote is usually viewed as a(n) __________ right.

 

  1. human
  2. civil
  3. economic
  4. natural

 

Answer: B

Learning Objective: 5.4

Page Ref: 76

Topic/A-head: The Adaptability of the U.S. Constitution

Skill Level: Understand the Concepts

 

  1. Examples of __________ rights include life and liberty.

 

  1. constructed
  2. civil
  3. economic
  4. natural

 

Answer: D

Learning Objective: 5.4

Page Ref: 76

Topic/A-head: The Adaptability of the U.S. Constitution

Skill Level: Understand the Concepts

 

  1. Which of the following might Jeremy Bentham have agreed with?

 

  1. Rights are natural in origin.
  2. Higher level rights should be protected.
  3. Rights are a social construction.
  4. Economic rights are natural rights.

 

Answer: C

Learning Objective: 5.4

Page Ref: 76

Topic/A-head: The Adaptability of the U.S. Constitution

Skill Level: Apply What You Know

 

  1. Which is an example of a socially constructed concept?

 

  1. Something that is Gods will according to early thinkers.
  2. The right to life shall not be deprived without good cause.
  3. The right to liberty shall not be deprived without good cause.
  4. The right to unemployment insurance is guaranteed by some governments.

 

Answer: D

Learning Objective: 5.4

Page Ref: 76

Topic/A-head: The Adaptability of the U.S. Constitution

Skill Level: Apply What You Know

 

  1. Which ordering places rights from most basic to highest?

 

  1. Natural, economic, civil
  2. Natural, civil, economic
  3. Economic, civil, natural
  4. Civil, economic, natural

 

Answer: B

Learning Objective: 5.4

Page Ref: 76

Topic/A-head: The Adaptability of the U.S. Constitution

Skill Level: Analyze It

 

  1. The red scare involved fear of __________.
  2. the Supreme Court
  3. judicial activism
  4. Socialism
  5. Communism

 

Answer: D

Learning Objective: 5.5

Page Ref: 78

Topic/A-head: Freedom of Expression in the United States

Skill Level: Remember the Facts

 

  1. Which U.S. Constitutional Amendment protects free speech rights?

 

  1. First
  2. Second
  3. Third
  4. Fourth

 

Answer: A

Learning Objective: 5.5

Page Ref: 78

Topic/A-head: Freedom of Expression in the United States

Skill Level: Remember the Facts

 

  1. __________ rights protect detainees from guilt without a trial.

 

  1. Economic
  2. Habeas corpus
  3. Sedition
  4. Imprisonment

 

Answer: B

Learning Objective: 5.5

Page Ref: 78

Topic/A-head: Freedom of Expression in the United States

Skill Level: Understand the Concepts

 

  1. The Clear and Present danger doctrine deals with what issue?

 

  1. Sedition
  2. Gun rights
  3. Communism
  4. Economic rights

 

Answer: A

Learning Objective: 5.5

Page Ref: 79

Topic/A-head: Freedom of Expression in the United States

Skill Level: Understand the Concepts

 

  1. How do American free speech rights compare to European nations?

 

  1. In America, free speech rights are more extensive than in Europe.
  2. In America, free speech rights are less extensive than in Europe.
  3. In America, free speech rights are about the same than in Europe.
  4. In America, free speech is prohibited unless it presents a Clear and Present Danger.

 

Answer: A

Learning Objective: 5.5

Page Ref: 77-78

Topic/A-head: Freedom of Expression in the United States

Skill Level: Apply What You Know

 

  1. Which of the following is generally the case for restrictions of free speech in America?

 

  1. Speech has never been restricted in America.
  2. Speech rights are usually restricted in America.
  3. Speech rights are more restricted during war times or when the nation is under threat.
  4. Speech rights are less restricted during war times or when the nation is under threat.

 

Answer: C

Learning Objective: 5.5

Page Ref: 77-79

Topic/A-head: Freedom of Expression in the United States

Skill Level: Apply What You Know

 

  1. The Pentagon Papers case would generally be seen as __________.

 

  1. a victory for those concerned with sedition against the government
  2. a victory for those concerned about the threat of communism
  3. a victory for those concerned with abuses by President Nixons opponents
  4. a victory for those concerned with rights of the press

 

Answer: D

Learning Objective: 5.5

Page Ref: 78

Topic/A-head: Freedom of Expression in the United States

Skill Level: Apply What You Know

 

  1. Gitlow v. New York and Scales v. the United States have which of the following in common?

 

  1. These cases demonstrated the limits of government in dealing with terrorism.
  2. These cases demonstrated the limits of governments in dealing with sedition.
  3. These cases demonstrated that civil liberties and rights are curtailed when the government is under threat.
  4. These cases established unrestricted freedom of speech rights for citizens.

 

Answer: C

Learning Objective: 5.5

Page Ref: 77-78

Topic/A-head: Freedom of Expression in the United States

Skill Level: Analyze It

 

  1. Which of the following, if true, best supports arguments in favor of comparing campaign contributions to speech rights?

 

  1. Corporations and Super-PACs express themselves through contributions.
  2. Corporations and Super PACs have extensive influence through their campaign contributions.
  3. Corporations and Super-PACs do not represent the will of the people.
  4. Corporations and Super-PACs can contribute more than other interests.

 

Answer: A

Learning Objective: 5.5

Page Ref: 78

Topic/A-head: Freedom of Expression in the United States

Skill Level: Analyze It

 

  1. Which scenario would most likely result in restrictions of free speech?

 

  1. Joining the American Communist Party
  2. Criticizing the president when the nation goes to war
  3. Attempting to discourage people from enlisting in the military during a draft
  4. Expressing unpopular opinions in the newspaper

 

Answer: A

Learning Objective: 5.5

Page Ref: 78

Topic/A-head: Freedom of Expression in the United States

Skill Level: Analyze It

 

  1. Which conclusion comports with the current rights of prisoners held captive as part of the United States war on terrorism?

 

  1. Suspected terrorists do not have any constitutional protections.
  2. Suspected terrorists have all constitutional protections of ordinary citizens.
  3. Suspected terrorists have some access to the court system, but there is still a lack of clarity on the matter.
  4. Suspected terrorists must be deported within 60 days of their detention.

 

Answer: C

Learning Objective: 5.5

Page Ref: 80-81

Topic/A-head: Freedom of Expression in the United States

Skill Level: Analyze It

 

TRUE/FALSE QUESTIONS

 

  1. A 40-hour work week is specified in the Brazilian Constitution.

 

Answer: TRUE

Learning Objective: 5.1

Page Ref: 70

Topic/A-head: Constitution

Skill Level: Understand the Concepts

 

  1. Britain was the first nation to guarantee individual rights and freedoms in its Constitution.

 

Answer: FALSE

Learning Objective: 5.1

Page Ref: 70

Topic/A-head: Constitution

Skill Level: Understand the Concepts

 

  1. During World War II, the United States government deprived Japanese Americans of due process rights and interned them.

 

Answer: TRUE

Learning Objective: 5.2

Page Ref: 73

Topic/A-head: The Highest Law in the Land

Skill Level: Understand the Concepts

 

  1. In the United States, the separation of powers gives Congress lawmaking authority, while the presidency administers the law.

 

Answer: TRUE

Learning Objective: 5.2

Page Ref: 74

Topic/A-head: The Highest Law in the Land

Skill Level: Apply What You Know

 

  1. Proposition 227 ended bilingual education in California in 1998.

 

Answer: TRUE

Learning Objective: 5.3

Page Ref: 76

Topic/A-head: Can Constitutions Ensure Rights?

Skill Level: Remember the Facts

 

  1. Your book demonstrates that civil rights and liberties, even today, are still violated by both the developing world and western democracies.

 

Answer: TRUE

Learning Objective: 5.3

Page Ref: 75-76

Topic/A-head: Can Constitutions Ensure Rights?

Skill Level: Apply What You Know

 

  1. In District of Columbia v. Heller (2008), the Supreme Court ruled that the District of Columbias gun restrictions did not violate the Second Amendment of the Constitution.

 

Answer: FALSE

Learning Objective: 5.4

Page Ref: 77

Topic/A-head: The Adaptability of the U.S. Constitution

Skill Level: Remember the Facts

 

  1. The term constructed refers to something that is recent and artificial, often wrongly assumed to be old and hallowed.

 

Answer: TRUE

Learning Objective: 5.4

Page Ref: 76-77

Topic/A-head: The Adaptability of the U.S. Constitution

Skill Level: Remember the Facts

 

  1. Sedition is heavy criticism of the government or officials aimed at producing discontent or rebellion.

 

Answer: TRUE

Learning Objective: 5.5

Page Ref: 78

Topic/A-head: Freedom of Expression in the United States

Skill Level: Remember the Facts

 

  1. The Pentagon Papers dealt with freedom of religion.

 

Answer: FALSE

Learning Objective: 5.5

Page Ref: 78

Topic/A-head: Freedom of Expression in the United States

Skill Level: Understand the Concepts

 

FILL-IN-THE-BLANK QUESTIONS

 

  1. A(n) __________ is a written document outlining the structure of a political system.

 

Answer: constitution

Learning Objective: 5.1

Page Ref: 70

Topic/A-head: Constitutions

Skill Level: Remember the Facts

 

  1. __________ is the unwillingness of judges to overturn statutes passed by the legislature.

 

Answer: Judicial restraint

Learning Objective: 5.2

Page Ref: 72

Topic/A-head: The Highest Law of the Land

Skill Level: Remember the Facts

 

  1. If a legislature passes a law that violates the Constitution, a judge might practice __________ and strike the law down.

 

Answer: judicial activism

Learning Objective: 5.2

Page Ref: 72

Topic/A-head: The Highest Law of the Land

Skill Level: Apply What You Know

 

  1. People in the American South may prefer a limited role of government in the economy, while those in the Northeast may favor greater government involvement. These two areas have very different __________.

 

Answer: political cultures

Learning Objective: 5.2

Page Ref: 72

Topic/A-head: The Highest Law of the Land

Skill Level: Apply What You Know

 

  1. The fact that in the United State there are a variety of ethnic groups and some speak languages other than English deals with the issue of __________.

 

Answer: multiculturalism

Learning Objective: 5.3

Page Ref: 76

Topic/A-head: Can Constitutions Ensure Rights?

Skill Level: Understand the Concepts

 

  1. Voting is typically viewed as a __________ right.

 

Answer: civil

Learning Objective: 5.4

Page Ref: 77

Topic/A-head: The Adaptability of the U.S. Constitution

Skill Level: Remember the Facts

 

  1. To the Founders of the United States, life and liberty are examples of __________, which should be automatically granted.

 

Answer: natural rights

Learning Objective: 5.4

Page Ref: 76

Topic/A-head: The Adaptability of the U.S. Constitution

Skill Level: Understand the Concepts

 

  1. The Constitutions militia clause is found in the __________.

 

Answer: Second Amendment

Learning Objective: 5.4

Page Ref: 77

Topic/A-head: The Adaptability of the U.S. Constitution

Skill Level: Understand the Concepts

 

  1. Exaggerated fear of Communist subversion was known as a __________.

 

Answer: red scare

Learning Objective: 5.5

Page Ref: 72

Topic/A-head: Freedom of Expression in the United States

Skill Level: Remember the Facts

 

  1. The Bush Administration denied unlawful enemy combatants __________ rights prior to the 2004 Supreme Court decision dealing with the matter.

 

Answer: habeas corpus

Learning Objective: 5.5

Page Ref: 80

Topic/A-head: Freedom of Expression in the United States

Skill Level: Understand the Concepts

 

SHORT ANSWER QUESTIONS

 

  1. Distinguish between constitutions and statutes.

 

Learning Objective: 5.1

Page Ref: 70-71

Topic/A-head: Constitutions

Skill Level: Understand the Concepts

 

  1. What are the dangers of changing Constitutions frequently? Give an example where this has been a problem.

 

Learning Objective: 5.2

Page Ref: 71

Topic/A-head: The Highest Law of the Land

Skill Level: Apply What You Know

 

  1. Explain the debate over multiculturalism.

 

Learning Objective: 5.3

Page Ref: 75-76

Topic/A-head: Can Constitutions Ensure Rights?

Skill Level: Apply What You Know

 

  1. How can a red scare limit speech?

 

Learning Objective: 5.4

Page Ref: 78

Topic/A-head: Freedom of Expression in the United States

Skill Level: Analyze It

 

  1. Evaluate the controversy over whether or not terrorists have rights in the United States.

 

Learning Objective: 5.5

Page Ref: 80-81

Topic/A-head: Freedom of Expression in the United States

Skill Level: Analyze It

 

ESSAY QUESTIONS

 

  1. Explain the purposes of constitutions. Why are they necessary?

 

Answer: The ideal response will:

  1. Discuss how a Constitution is a written document outlining the structures of a political system. It includes the rules and customs, written or unwritten by which a government is run.
  2. Discuss how many constitutions specify individual rights and freedoms. They specify limits of government and balance minority and majority interests. Some are short, while others are long and much more detailed. These may provide a variety of rights including legal and political freedoms, as well as social and economic safeguards.
  3. Discuss how Constitutions allow nations to functions. They also protect the citizens by establishing limits to the state and protections of the people.

 

Learning Objective: 5.1

Page Ref: 70-71

Topic/A-head: Constitutions

Skill Level: Understand the Concepts

 

  1. How are powers separated in the United States? How might this separation change over time?

 

Answer: The ideal response will:

  1. Discuss how the U.S. Constitution is a blueprint that lays out the power and responsibilities of the Congress, presidency, and judiciary in Articles I, II, and III respectively. The Constitution divides power and responsibilities and limits the power of the other branches.
  2. Discuss some of the powers that each branch has. The president, for example, is Commander in Chief of the armed services. The Congress can collect taxes. The Judiciary interprets the laws.
  3. Discuss the way power is checked. For example, some power is shared. The president can enter into treaties with the advice and consent of the Senate. The Supreme Court can determine whether laws passed by Congress or actions taken by the president are Constitutional.

 

Learning Objective: 5.2

Page Ref: 74

Topic/A-head: The Highest Law of the Land

Skill Level: Apply What You Know

 

  1. Where do rights come from? Evaluate the arguments for whether or not they are artificial.

 

Answer: The ideal response will:

  1. Discuss the debate over whether natural rights are the basis for human rights. Classic thinkers, including many of the U.S. founders, argued that life and liberty were natural.
  2. Discuss civil rights, which are newer and of a higher level. They include things like speech, press, and assembly.
  3. Discuss economic rights, which are newer and include things like the right to an education or health care.
  4. Discuss whether rights are natural or artificial. That is, the answer should evaluate the claims of the founders that rights are something we are all entitled to or whether they are merely social constructions. The answer should address Benthams argument that something only becomes a right when it is codified into law. To Bentham, rights are social constructions.

 

Learning Objective: 5.4

Page Ref: 76

Topic/A-head: The Adaptability of the U.S. Constitution

Skill Level: Analyze It

 

  1. Evaluate the Constitutional claims on the issue of gun rights in the United States.

 

Answer: The ideal response will:

  1. Discuss how in 1939, the Supreme Court in the United States v. Miller argued against the transportation of sawed-off shotguns.
  2. Discuss the 2008 Supreme Court case, District of Columbia v. Heller, where the court argued that the right to bear arms is an individual right. Thus, the District of Columbias strict gun law violated the Second Amendment to the Constitution.
  3. Discuss that the issue hinges on interpretation of the well-regulated militia clause in the Second Amendment. To some, this means that restrictions on fire arms should only apply to well-regulated militias. To others, this grants a wide-ranging right to bear arms because it applies to ordinary citizens.
  4. Discuss what the term arms means. To some, this should only apply to the type of arms that the founders had access to. To others, arms might refer to any type of firearm.

 

Learning Objective: 5.4

Page Ref: 77

Topic/A-head: The Adaptability of the U.S. Constitution

Skill Level: Analyze It

 

  1. Trace the right of free speech as it relates to sedition in the United States. How has interpretation of the Constitution changed over time?

 

Answer: The ideal response will:

  1. Discuss sedition, which is the heavy criticism of government or officials aimed at producing discontent or rebellion.
  2. Discuss how Congress and presidents have sought to limit what people can say against the government. For example, the Sedition Act of 1798 and one passed during the Civil War were designed to limit criticism of the government.
  3. Discuss more recent examples of the government limiting speech. During World War I, the Espionage Act produced the clear and present danger doctrine designed to limit those who sought to limit the war effort with their speech.
  4. Discuss how in the 1940s and 1950s, sedition acts were directed against communism. The Smith Act was ultimately upheld by the Supreme Court in 1951. It wasnt until Yates v. the United States that the Court reversed the conviction of communist leaders. The McCarthy era McCarran Act, placed sweeping restriction on communists working for government and established a Subversive Activities Control Board to enforce legislation. The government did much less to restrict speech when it came to criticism of the Vietnam War.

 

Learning Objective: 5.5

Page Ref: 79-80

Topic/A-head: Freedom of Expression in the United States

Skill Level: Apply What You Know

Chapter 17-    Violence and Revolution

 

MULTIPLE-CHOICE QUESTIONS

 

  1. Several decades ago political scientists tended to overlook __________.

 

  1. A) revolutions
  2. B) dictatorships
  3. C) government legitimacy
  4. D) violence and upheaval

 

Answer: D

Learning Objective: 17.1

Page Reference: 279

A-Head: System Breakdown

Skill Level: Remember the Facts

 

  1. At the 1968 Democratic convention, Chicago police attacked __________ protestors, as well as many who just happened to be passing.

 

  1. A) Vietnam War
  2. B) feminist
  3. C) anarcho-syndicalist
  4. D) Cuban Missile Crisis

 

Answer: A

Learning Objective: 17.1

Page Reference: 280

A-Head: System Breakdown

Skill Level: Remember the Facts

 

  1. Thousands of __________ occur in China each year in which citizens gather to protest corrupt local officials, the seizure of farmland, toxic factories, or police cover-up of crimes.

 

  1. A) mass incidents
  2. B) acts of enormous violence
  3. C) public actions
  4. D) upper class movements

 

Answer: A

Learning Objective: 17.1

Page Reference: 281

A-Head: System Breakdown

Skill Level: Remember the Facts

 

  1. Rarely the work of small bands and conspirators alone, __________ are usually the result of system collapse, which permits small but well-organized groups (often military) to take over.

 

  1. A) the erosion of legitimacy
  2. B) acts of genocide
  3. C) dictatorships
  4. D) coup dtat

 

Answer: C

Learning Objective: 17.1

Page Reference: 279

A-Head: System Breakdown

Skill Level: Understand the Concepts

 

  1. What is the most common response to serious domestic unrest?

 

  1. A) Revolution
  2. B) Coup dtat
  3. C) Military takeover
  4. D) UN diplomatic action

 

Answer: C

Learning Objective: 17.1

Page Reference: 280

A-Head: System Breakdown

Skill Level: Understand the Concepts

 

  1. Despite thousands of young black South Africans being willing to risk jail or worse by taking up arms against the whites-only regime, that regime imagined for decades that the massive African majority would __________.

 

  1. A) continue to rebel, but to no avail
  2. B) simply keep their place
  3. C) peacefully be folded into the political system
  4. D) emigrate over time

 

Answer: B

Learning Objective: 17.1

Page Reference: 280

A-Head: System Breakdown

Skill Level: Understand the Concepts

 

  1. What is the relationship between a high sense of government legitimacy among the people and police officers? Where legitimacy is high __________.

 

  1. A) spending on policing is low
  2. B) it is because there are fewer police interfering in civilian life
  3. C) fewer police are needed
  4. D) it is because police use a particularly heavy hand

 

Answer: C

Learning Objective: 17.1

Page Reference: 279

A-Head: System Breakdown

Skill Level: Apply What You Know

 

  1. What was the relationship between the rough handling by army troops of World War I veterans known as the Bonus Army and then-President Herbert Hoovers election outcome?

 

  1. A) Public support for the veterans rough treatment helped turn the country decisively equally in support of President Herbert Hoover in that falls election.
  2. B) Public revulsion at the veterans rough treatment helped force President Herbert Hoover to replace his Vice President in that falls election.
  3. C) Public revulsion at the veterans rough treatment helped turn the country decisively against President Herbert Hoover in that falls election.
  4. D) Public support at the veterans rough treatment helped turn the country decisively equally in support of Hoovers sending of American forces to protect American interests during the Japanese occupation of Shanghai, and hence his campaign in that falls election.

 

Answer: C

Learning Objective: 17.1

Page Reference: 280

A-Head: System Breakdown

Skill Level: Apply What You Know

 

  1. Why did Hubert Humphrey lose the election to Richard Nixon in 1968?

 

  1. A) Specifically because he supported the feminist movement
  2. B) Mostly because he stood against secret U.S. bombing campaigns in Laos and Cambodia
  3. C) Largely because of his enormous support of the protestors at the convention
  4. D) Primarily because of his ambiguous position on the Vietnam War

 

Answer: D

Learning Objective: 17.1

Page Reference: 280

A-Head: System Breakdown

Skill Level: Analyze It

 

  1. Why did the South African government finally begin a dialogue leading to the release of Nelson Mandela from prison in 1990, among other concessions?

 

  1. A) The government was running out of the money it needed to fund police and military actions against black South-Africans.
  2. B) The escalating violence between armed black South Africans and the government
  3. C) The escalating violence among armed black South Africans
  4. D) The government was infiltrated by less and less-racist whites.

 

Answer: B

Learning Objective: 17.1

Page Reference: 280

A-Head: System Breakdown

Skill Level: Analyze It

 

  1. Thinkpieces are often justifiable because we know that many data are __________.

 

  1. A) flawed
  2. B) falsified
  3. C) analogous
  4. D) always based on facts rather than estimates

 

Answer: A

Learning Objective: 17.2

Page Reference: 281

A-Head: Types of Violence

Skill Level: Remember the Facts

 

  1. Until recently, Central America and Southern Africa were home to __________ violence.

 

  1. A) unrecognized
  2. B) revolutionary
  3. C) mild
  4. D) non-revolutionary

 

Answer: B

Learning Objective: 17.2

Page Reference: 282

A-Head: Types of Violence

Skill Level: Remember the Facts

 

  1. In 1976, black students in South Africas Soweto township protested against the issue of being forced to __________.

 

  1. A) modernize
  2. B) have no more than one child per family
  3. C) learn Afrikaans in school
  4. D) take part in military service

 

Answer: C

Learning Objective: 17.2

Page Reference: 283

A-Head: Types of Violence

Skill Level: Remember the Facts

 

  1. Describe what can often happen in a changing society when, during times of prosperity, some people get rich faster than others.

 

  1. A) Jealousy is aroused.
  2. B) Politicians pay more attention to poverty.
  3. C) The very poor revolt.
  4. D) Economists become confused.

 

Answer: A

Learning Objective: 17.2

Page Reference: 284

A-Head: Types of Violence

Skill Level: Understand the Concepts

 

  1. What did anthropologist Eric R. Wolf argue regarding societal changes?

 

  1. A) The shift from simple subsistence farming to cash crops dependent on markets, landlords, and banks brings greater wealth to many peasants and yet fails to prevent them from fomenting revolution.
  2. B) The shift from simple subsistence farming to cash crops dependent on markets, landlords, and banks impoverishes many peasants but is enough to prevent them from fomenting revolution.
  3. C) The shift from simple subsistence farming to cash crops dependent on markets, landlords, and banks brings wealth to many peasants and turns them away from revolution.
  4. D) The shift from simple subsistence farming to cash crops dependent on markets, landlords, and banks impoverishes many peasants and turns them from quietude to revolution.

 

Answer: D

Learning Objective: 17.2

Page Reference: 285

A-Head: Types of Violence

Skill Level: Understand the Concepts

 

  1. What was the consequence of the separatist Ibo attempting to break away from Nigeria with their new state of Biafra in the late 1960s?

 

  1. A) The Nigerian government defeated the Ibo, but only with assistance from a number of European nations.
  2. B) The Nigerian government allowed the Ibo to secede without any violence.
  3. C) The Ibo were defeated in a lengthy, costly war.
  4. D) The Ibo were victorious in a relatively brief war.

 

Answer: C

Learning Objective: 17.2

Page Reference: 282

A-Head: Types of Violence

Skill Level: Understand the Concepts

 

  1. Riots triggered by police beating youths, protests against globalization, and labor strikes against austerity are all examples of __________.

 

  1. A) purely traditional violence
  2. B) issue-oriented violence
  3. C) violence carried out by civilian institutions of government
  4. D) coups

 

Answer: B

Learning Objective: 17.2

Page Reference: 283

A-Head: Types of Violence

Skill Level: Apply What You Know

 

  1. Fighting between Arabs and Darfuris in Sudan, Sunni and Shia in Iraq, and Tibets and Chinese in Tibet are all examples of __________.

 

  1. A) underground violence
  2. B) primordial violence
  3. C) rebellions based on Communist politics
  4. D) self-defense

 

Answer: B

Learning Objective: 17.2

Page Reference: 282

A-Head: Types of Violence

Skill Level: Apply What You Know

 

  1. Why might even a period of prosperity bring about revolution?

 

  1. A) When people move in and out of poverty, they have no hope for the future, and so see nothing to lose in rebelling.
  2. B) When things improve for the wealthy, they start imagining an even better future. No longer content with their already luxurious lot, they want improvement faster than even a growing economy can deliver.
  3. C) When things improve for the poor, they realize just how bad theyve had it and their anger is unleashed.
  4. D) When things improve for the poor, people start imagining a better future, and no longer content with their lot, they want improvement faster than even a growing economy can deliver.

 

Answer: D

Learning Objective: 17.2

Page Reference: 284

A-Head: Types of Violence

Skill Level: Analyze It

 

  1. How is high unemployment relevant to civil conflict?

 

  1. A) Unemployed young men incline naturally to unrest.
  2. B) The unemployed tend to be passive, keeping civil conflict at bay.
  3. C) Unemployed mothers, desperate for their children, tend to take to the streets.
  4. D) The unemployed tend to be uninformed about politics, and therefore rarely take part in civil conflict.

 

Answer: A

Learning Objective: 17.2

Page Reference: 285

A-Head: Types of Violence

Skill Level: Analyze It

 

  1. Because of its support of __________ governments in the Middle East, the United States is hated by Muslim terrorists.

 

  1. A) primordial violence
  2. B) secularism
  3. C) corrupt and repressive
  4. D) jihad

 

Answer: C

Learning Objective: 17.3

Page Reference: 285

A-Head: Terrorism

Skill Level: Remember the Facts

 

  1. Occupying powers in Vietnam, whether French or American, deceived themselves into thinking they had __________ villages because they were able to drive through them in armored convoys.

 

  1. A) infused democracy into
  2. B) killed enough guerillas in
  3. C) administrative control of
  4. D) won the battle of hearts and minds in

 

Answer: C

Learning Objective: 17.3

Page Reference: 286

A-Head: Terrorism

Skill Level: Remember the Facts

 

  1. Some states engage in __________, despite officially denouncing terrorism.

 

  1. A) sharing intelligence with nongovernmental militias
  2. B) state-sponsored terrorism
  3. C) targeting specific groups for violence
  4. D) democracy

 

Answer: B

Learning Objective: 17.3

Page Reference: 287

A-Head: Terrorism

Skill Level: Remember the Facts

 

  1. What about U.S. agencies, like the Department of Homeland Security, the FBI, and the CIA, make them so ill-prepared to fight terrorism?

 

  1. A) They have extremely different missions when it comes to terrorism.
  2. B) They are poorly funded.
  3. C) They have a great deal of red-tape to get through in order to be able to communicate.
  4. D) They are often unwilling to communicate with each other.

 

Answer: D

Learning Objective: 17.3

Page Reference: 287

A-Head: Terrorism

Skill Level: Understand the Concepts

 

  1. What are the aims of terrorists via their calculated acts of terrorism?

 

  1. A) To panic their enemies, to gain publicity and recruits, and to get the foe to overreact and drive more people to side with the terrorists
  2. B) To destroy as much of the economic strength of a nation as possible
  3. C) To kill national leaders
  4. D) To kill their enemies, to gain recruits, and to get the UN to overreact and cause more people to side with the terrorists

 

Answer: A

Learning Objective: 17.3

Page Reference: 285

A-Head: Terrorism

Skill Level: Understand the Concepts

 

  1. A lesson learned from the Vietnam War was that while the insurgent is__________, the occupier or government is impatiently trying to substitute firepower for legitimacy.

 

  1. A) planting tripwire bomb de

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