Integrated Guide to the Text’s Resources (Instructor’s Resource Manual)
Chapter 1 – The Political Landscape
Table of Contents
I. Chapter Overview
A. Learning Objectives
B. Chapter Summary
II. Student Assignments – Pre-Lecture
III. Lecture Resources
A. Lecture Slides
B. Additional Lecture Suggestions
IV. Student Assignments – Post-Lecture
A. Class Discussion Questions
B. Class Activities
C. Research Assignments
V. Quantitative Assessment
VI. Resources for Further Study
A. Books
B. Articles
C. Media
D. Web Resources
Copyright © 2011, 2009, 2007 Pearson Education, Inc. All rights reserved.
1
I. Chapter Overview
A.
Learning Objectives
1.1 Trace the origins of American government
1.2 Show how European political thought provided the theoretical foundations of American
government
1.3 Describe American political culture, and identify the basic tenets of American democracy
1.4 Explain the functions of American government
1.5 Analyze the changing characteristics of the American public
1.6 Assess the role of political ideology in shaping American politics
1.7 Characterize changes in Americans’ attitudes toward and expectations of government
 Return to Chapter 1: Table of Contents
B.
Chapter Summary
The Preamble to the Constitution is a statement of principles and goals that the Founders
thought Americans should live by and live up to…whether we have done so, and how we might
better achieve these goals, are some of the things that I hope you keep in mind as we progress
through this course on American government.
In the early days of the American republic, the only people allowed to participate in
“democracy” were white, land-owning men over the age of 25 (the actual voting age depended
upon the state in which they lived). Therefore, the term “We the People” has changed
significantly in meaning since 1787. “People” now includes virtually the entire adult population
regardless of race, gender, religion, or other socioeconomic indicators. The only acceptable
limits are on felons and people currently suffering from severe mental illness. This is an example
of how our government and society have evolved and continue to evolve to “form a more perfect
union.”
In order for us to understand where the country is going, we must first look at where we
have been.
Roots of American Government: We the People
The Earliest Inhabitants
Prior to the arrival of European settlers and explorers, North America was inhabited by
millions of native peoples who themselves had emigrated as early as 30,000 years ago from
modern area of Russia. They were very diverse in culture, language and religion.
The First Colonists
Early European and English colonists came for a variety of reasons but primarily to seek
their fortunes. English, French, Dutch and Spanish settled in what is today the U.S. The rich
diversity of peoples began a history of cultural intermixing.
Religious Tradition Takes Root: The religious Reformation in Europe began with
individuals such as John Calvin and Martin Luther questioning the views and authority of the
Catholic Church and led to a splintering of Christianity. The Protestant Reformation was based
Copyright © 2011, 2009, 2007 Pearson Education, Inc. All rights reserved.
2
on the idea that individuals should be able to talk to God without going through a priest.
Enlightenment thinkers believed the world could be improved through the power of human
reason. This led to the idea of questioning the divine right of kings and the role of the church in
their lives. This individual empowerment is a major precursor to democracy because
Protestantism brought with it the idea of covenants.
In England the Reformation led to the founding of the Church of England headed by the
monarch. Pilgrims who were often persecuted came to the New World to worship in peace. They
were followed by Puritans, members of the Church of England who believe it had been corrupted
and needed to be purified from within. They set out to establish a pure Christian society that
would serve as a “shining city on the hill” for the world to emulate. They imposed religious
beliefs through laws and did not want a separation of church and state. Some Puritans disagreed
and openly dissented from this theocratic type of government.
Religious Tolerance Grows: Later English colonies offered more religious toleration
such as Maryland which was originally established as a safe haven for English Catholics who
feared persecution in England. Pennsylvania was founded by Quakers through the support of a
powerful benefactor William Penn.
Becoming Americans:
Colonial governments varied greatly. The first representative assembly began in Virginia
with the House of Burgesses and in Massachusetts Bay church members were allowed to make
decisions in town hall meetings. These representative structures allowed colonists to keep their
cultural and religious values as part of their governing structures. As they began to develop a
split with England, they would all come to see the King of England as out of touch with their
values and views of government.
Theoretical Foundations of Government
The Social Contract
Both Hobbes and Locke wrote about social contracts. However, they took different views
about the reasons for a social contract and what life was like prior to the social contract (the state
of nature).
Thomas Hobbes was a pessimist who believed that man's basic state was one of war.
Strong government was necessary to restrain man, and men must give up certain rights to a
government in order to survive. John Locke had a different view of human nature and
government. Locke argued that men formed governments in order to preserve property and
justice. If governments fail to do this, the people have a right to revolt since the government had
broken the contract.
Both philosophers contributed to the ideas on which the Founding Fathers built this
country. Our system tries to strike a balance between the two views of government and human
nature. The Protestant Reformation was based on the idea that individuals should be able to talk
to God without going through a priest. This individual empowerment is a major precursor to
democracy because Protestantism brought with it the idea of covenants. This idea of a selfgoverning congregation without the need for formal hierarchy led to the idea that secular matters
also could be self-governing. Covenants evolved into the idea of the social contract—that people
must give their consent to be governed. This is one of the bases of democracy.
Copyright © 2011, 2009, 2007 Pearson Education, Inc. All rights reserved.
3
Devising a National Government in the American Colonies
Not all governments have the same functions or goals. There are a number of different
types of government, ranging from the rule of one to the rule of many and varying by ‘who
participates, who governs, and how much authority those who govern enjoy.’ Monarchy is
generally defined as the rule of one in the interest of all. The Framers rejected monarchical
government due to their experience with the English king. The Framers also rejected aristocracy,
rule of the few for the benefit of the many. Tyranny was also rejected by the Framers. Tyranny is
the rule of a single person to benefit no one but the ruler. Oligarchy was a little better, broader
than tyranny, but still meant the rule of the few to benefit only the ruling group. The Framers
chose a polity—rule of the many for the public good (other theorists call this a ‘republic’). The
Framers disliked ‘democracy’ as mob rule—the rule of the many in their individual interests—
and preferred a more indirect representative democracy to some ideal type of absolute
democracy in which the many would run roughshod over the rights of the few.
Types of Government: The People Choose
At the time of the founding, several forms of government existed: monarchy, oligarchy,
and aristocracy. All are based on elite rule and give few rights to the subjects who live under
them. Aristotle had devised a table of government types based on who ruled and who
participates. Rule by the one is a form of tyranny while rule by the few would be an oligarchy.
According to Greek philosophy, rule by the many would help prevent corruption and tyranny and
so they turned to the power of the people or polity to rule.
American Political Culture and the Basic Tenets of American Democracy
Liberty & Equality: most important but concepts have changed over time and more
freedom to rather than freedom from
Popular Consent, Majority Rule, and Popular Sovereignty
Individualism: this emphasis almost uniquely American and differs greatly from other
democracies
Religious Faith and Religious Freedom: often proved to be more an ideal than a reality
Functions of Government
The Framers of the Constitution set out a democratic system designed to:
Establish Justice
Ensure Domestic Tranquility
Provide for the Common Defense
Promote the General Welfare
Secure the Blessings of Liberty
The Changing American Public
Changing Size and Population
During the 1790s, there were fewer than 4 million people in 13 states and each member
of Congress represented 30,000 people. Today, there are more than 300 million Americans in 50
states plus territories, commonwealths, and dependencies and most members of the House of
Copyright © 2011, 2009, 2007 Pearson Education, Inc. All rights reserved.
4
Representatives represent roughly many Americans. A member of Congress from Montana (with
only one seat in the House) roughly represents 974,000 Americans.
Changes in Racial and Ethnic Composition
During colonial times, most colonists came from Anglo-Saxon northern Europe and
shared a Protestant Christian heritage. Slaves came from Africa and the Caribbean but had no
rights. Laborers and indentured servants came from Asia but also had no rights. Both groups
were relatively small in number. Immigration peaked in the early 1900s and achieved a smaller
peak during the 1980s. The earlier peak consisted of immigrants from northern and eastern
Europe while the latter peak was predominantly from Asia and other parts of the world.
Obviously, over time, immigration patterns have changed. The U.S. is no longer an Anglo-Saxon
country.
The structure of racial minorities in America is also changing. By 2025, Latinos/Hispanic
Americans are projected to outnumber African Americans and the Asian American population is
expected to double.
Aging
The age structure is also changing. America is getting “grayer.” Today, we live longer
and are in better health. When the United States was founded, people lived to the ripe old age of
35, on average. Today, life expectancy is in excess of 75 years for men and 80 for women! This
has important implications for many public policies, but in particular on health care and Social
Security.
Political scientists and others refer to different age groups by generational labels that can
be useful in understanding public policy and the demands individuals and groups make of
governments. Each group is characterized by common characteristics that are formed on the
basis of common political experiences. The group born after WWII is called the “Baby Boom”
generation. This group tended to be experimental and quite liberal. They grew up with JFK, the
summer of love, and the Beatles. This group is now reaching retirement age. Those born from
the late 1960s through the 1970s are called “Generation X-ers.” Then comes “Generation Y” or
the Millennial Generation who are characterized by a faith in the capitalistic system and are
highly optimistic since their formative experiences occurred during the boom times of the 1980s.
These changes have significant policy impacts as each successive generation has distinct
political interests. As the Baby Boomers age and go on Social Security, the system will
experience new stresses. Working-aged people face huge deficits from the Iraq War and War on
Terror and share an aversion to raising taxes that could turn to cutting the benefits of the elderly.
Older people often resent paying property taxes for schools they no longer use and so vote
against school funding. There are other policies on which the generations disagree as well.
Religious Beliefs
Although early American roots emphasized Christianity and many people still consider
the U.S. as a “Christian” nation, there is a great diversity of religious beliefs. These beliefs bring
different political and social demands.
Copyright © 2011, 2009, 2007 Pearson Education, Inc. All rights reserved.
5
Regional Growth and Expansion
Sectional differences have played a role in politics from the beginnings of the new nation
and continue to affect policies. The North and South divide as well as East and West. There is
also a difference between the needs, demands and views of government from rural to urban
areas.
Family and Family Size
Families have changed as well. Family sizes have gotten smaller and single-parent
families are on the rise. The “ideal size” for a family, as measured by polls, was four children in
1949, while today most said that between none and two children were best. In 1940, 90 percent
of households were family households. In 2006, that number is just over 67.4 percent for twoparent households while another 27 percent are single-parent households. Years ago, most twoparent families had a single wage earner, now most are dual-income couples. These demographic
changes also have policy ramifications. Day care, flexible hours, and after school programs are
new demands that come from these demographic changes.
All of these changes have seemed to intensify “us” versus “them” attitudes in the country.
Attempts to redress inequalities in the 1960s and 1970s have led to backlash more recently.
Economic downturns always exacerbate relations between newer and more established groups in
society as well. Changes in immigration and perceptions that immigrants no longer “become
American” have contributed to governance problems in the U.S. and have complicated the public
policy arena.
Demographics matter because attitudes, values, and ideas affect views on politics and
government, on how and whether we vote, on what issues we support and oppose, and so on. A
few examples: Baby Boomers want to protect Social Security, young parents want to improve
the public schools their children attend, and many single people without children demand that
government also fund things in which they are interested.
Political Ideology
Political ideology is defined as a more or less consistent set of values that are reflected in
the political, economic, social, and moral make-up of society. Globally, ideology has been used
to justify incredible acts of carnage. Nazism was such an ideology and so was Communism. So is
democracy. Ideologies are powerful and can shape the world view of people who believe in
them. Ideologues are blind and unthinking adherents to that world view. Ideologues see
everything through the lens of their world view and discount anything that doesn’t fit. Ideologies
serve four functions: explanation, evaluation, orientation and a political program.
Finding an Ideology
Many Americans espouse liberalism or conservatism with a growing number saying that
they are libertarian. But what does this mean? (Often less than what we might think.)
Conservative: In the contemporary United States, a conservative favors state action over
federal action, emphasizes fiscal responsibility such as balanced budgets, and feels that many
social issues such as poverty and homelessness are best addressed by the private sector.
Liberal: A liberal tends to favor a more active government especially in terms of
regulation of the economy. Liberals tend to actively call for the protection of the rights of
minorities, the elderly, the women, and the environment. They advocate social services for the
Copyright © 2011, 2009, 2007 Pearson Education, Inc. All rights reserved.
6
poor and working classes as well. On the other hand, libertarians believe in free market
economics, personal privacy, and extremely limited government. Some hard-line libertarians
argue that the only legitimate role for government is to provide for the national defense. Some
more moderate libertarians favor severe limitations on government and government spending,
but foresee a larger role than simply defense.
Problems with Ideological Labels: The problem with these “labels” is that they tend to
be applied thoughtlessly and dogmatically. They obscure our ability to see gray areas and
common interests and instead polarize the political debate. They are often highly misleading.
People often have conflicting views instead of a true ideology. They feel that the government
should do more to help the poor (a “liberal” view) and yet strongly favor more defense spending
(a “conservative” view). They feel that civil rights for minorities are very important as are rights
for the elderly (“liberal”) and also argue that government regulation of the economy should be
very minimal (“conservative”). So these labels need to be used carefully and thoughtfully.
Toward Reform: People and Politics
Americans' expectations of the government are increasing and have been for a long time.
When people have problems, they often demand that the government fix them. This has been
happening for 200 years, so of course government today does much more than it did in the
1790s. In addition, the government has gotten larger and stronger in response to various crises
such as war, economic depression, and social unrest.
Campaigning also leads Americans to expect more of government. Every campaign
promise offered by a candidate leads some to expect the government to solve yet another
problem (and when it doesn’t solve these problems, it adds greatly to public cynicism!).
The political and economic systems have become far more complex, and the educational
system no longer plays the same socialization role it once did. Many Americans have no idea
what the government actually does for them.
In addition, personal responsibility seems to have declined and people often find it easier
to blame the government for their problems than to accept their own failings. This has many
implications for politics, including an ever larger and more powerful government.
We also have little sense of history. How many times have you heard someone say things
like the following: for the first time in history; this is the worst flood in history; there has never
been a crime wave like this before; government has never been more powerful than it is
today...and so on. Most of these statements are not true. Nor does it seem to be true that everyone
in this generation will be less well off than the previous generation. Life expectancy is up, as is
the quality of life. In 1970, only 11 percent of people graduated college; in 2002, 26 percent
graduated. Cable TV was virtually nonexistent in the 1970s; now almost 70 percent of
households have it. The same is true of computers; today more than 51 percent of homes have
PCs. The poverty rate has held fairly constant in the last 30 years, so things are not as bleak as
we often tend to think. However, that has also come under attack because it is predicated upon
outdated ideas about the percentage of one’s income used to pay for housing, food, and other
necessities.
Polls show that only 23 percent of Americans trust our politicians. Scandals have been
plentiful and the media cover them with great glee. Despite these attitudes, most politicians are
hard working, honest people who are trying to make their country better. The public servants
take pride in helping their constituents and their country.
Copyright © 2011, 2009, 2007 Pearson Education, Inc. All rights reserved.
7
Politics involves conflict. Since each of us has different ideas, values, and ideologies—
particularly as we become more diverse as a society—we will most likely not be able to govern
ourselves on the basis of consensus. There will be winners and losers in the policy process.
Government cannot cure all problems but serves many important purposes and will always play a
major role in addressing societal problems.
Frustration and dissatisfaction come with change and perhaps we are in a period in which
we redefine our expectations of government and of ourselves in light of all the changes of the
last few decades. Government is responding to the changes in society. An unprecedented number
of retirements from the Congress in 1994 and 1996 might be an indicator that it is harder today to
please voters and less pleasant to work in public service.
The United States has lived through many trying times with our Constitution and system
intact. National crises can be crucibles for difficult political and social changes. We have
survived and thrived through slavery and emancipation, wars and depressions, terrorist attacks,
and anthrax…chances are we will adapt to the changes yet to come as well.
 Return to Chapter 1: Table of Contents
Copyright © 2011, 2009, 2007 Pearson Education, Inc. All rights reserved.
8
II. Student Assignments – Pre-Lecture
A.
B.
C.
Student Required Reading: Chapter 1 – The Political Landscape
Administer Reading Comprehension Quiz (see Test Bank, Chapter 1)
Student Self-Test – This is the Test Yourself section that appears in the textbook. Review
these questions with your class to see how well they grasped the material and identify any
problem areas before moving on.
Test Yourself
1.1 Trace the origins of American government, p. 4–7.
Which of the following settlements was not founded for religious reasons?
A. Pennsylvania
B. Portsmouth
C. New Amsterdam
D. Massachusetts Bay Colony
E. Boston
Answer: C
1.2 Show how European political thought provided the theoretical foundations of
American government, p. 7–11.
Because the Declaration of Independence outlined natural rights that no government could
abridge, the document could be described as consistent with the views of
A. John Locke.
B. Thomas Hobbes.
C. Isaac Newton.
D. Puritans.
E. Jean-Jacques Rousseau.
Answer: A
1.3 Describe American political culture, and identify the basic tenets of American
democracy, p. 11–13.
Natural law forms the basis for which of the following principles?
A. Majority rule
B. Political equality
C. Popular sovereignty
D. Indirect democracy
E. Civil law
Answer: B
Copyright © 2011, 2009, 2007 Pearson Education, Inc. All rights reserved.
9
1.4 Explain the functions of American government, p. 13–14.
Which of the following is NOT a function of American government, as outlined in the Preamble
of the U.S. Constitution?
A. Providing for the common defense
B. Promoting the general welfare
C. Securing the blessings of privacy
D. Establishing justice
E. Insuring domestic tranquility
Answer: C
1.5 Analyze the changing characteristics of the American public, p. 15–20.
Which of the following statements best describes recent population trends in the United States?
A. The size of the U.S. population has leveled out in the past twenty years.
B. African Americans have consistently comprised the second largest minority group.
C. Couples favor having more children than in the mid-twentieth century.
D. The average age in the United States has increased in recent years.
E. Nearly 40 percent of American children today live with only one parent.
Answer: D
1.6 Assess the role of political ideology in shaping American politics, p. 20–22.
Approximately 35 percent of the American population today identifies as
A. conservative.
B. liberal.
C. libertarian.
D. moderate.
E. socialist.
Answer: D
1.7 Characterize changes in Americans’ attitudes toward and expectations of
government, p. 22–25.
The ideal of being able to live a happy and successful life in the United States is often called
A. the American expectation.
B. the American dream.
C. a constitutional right.
D. the American Creed.
E. impossible to reach.
Answer: B
Copyright © 2011, 2009, 2007 Pearson Education, Inc. All rights reserved.
10
Essay Questions
1. Describe the differences between the views on human nature of John Locke and Thomas
Hobbes.
2. What are the implications of the changing demographics of the U.S. population?
3. Why do Americans hold unrealistically high expectations of government and its ability to
institute reform?
 Return to Chapter 1: Table of Contents
Copyright © 2011, 2009, 2007 Pearson Education, Inc. All rights reserved.
11
III. Lecture Resources
A.
Lecture Slides
Slide 1
Copyright © 2011 Pearson Education, Inc. Publishing as Longman
Your first lecture should warm up your students to
what they can expect for the rest of the semester. A
fun and interesting activity is to set up some
surveys to see where your students stand on the
issues. How many favor the current president?
How many oppose the health care bill? What about
the war in Afghanistan? What do they think of the
BP oil spill? Tax cuts? Hit all the current topics.
Have your students write down their responses and
hand them in. Display the final counts; e.g., 12
votes for Obama, 15 against, etc. Ask if any would
like to discuss their answers. Your students will
learn a little about each other, and you will get a
feel for where your students stand on the issues.
Slide 2
Chapter 1
The Political Landscape
Copyright © 2011 Pearson Education, Inc. Publishing as Longman
Slide 3
Chapter Outline and Learning
Objectives
Roots of American Government: We the
People
LO 1.1: Trace the origins of American
government.
The Theoretical Foundations of
American Government
LO 1.2: Show how European political
thought provided the theoretical.
foundations of American government.
Copyright © 2011 Pearson Education, Inc. Publishing as Longman
LO 1.1: American government is rooted in the
cultures and experiences of early European
colonists as well as interactions with the
indigenous populations of the New World. The first
colonists sought wealth. Later pilgrims came
seeking religious freedom. The colonies set up
systems of government that differed widely in
terms of form, role, and function. As they
developed, they sought more independence from
the British monarchy.
LO 1.2: The ideas of social contract theorists John
Locke, Charles- Louis, the Second Baron of
Montesquieu, Thomas Hobbes, and Jean- Jacques
Rousseau have had continuing implications for our
ideas of the proper role of government in our
indirect democracy. They held the belief that
people are free and equal by natural right and
therefore must give their consent to be governed.
Copyright © 2011, 2009, 2007 Pearson Education, Inc. All rights reserved.
12
Slide 4
Chapter Outline and Learning
Objectives
American Political Culture and the Basic
Tenets of American Democracy
LO 1.3: Describe American political culture,
and identify the basic tenets of American
democracy.
Functions of American Government
LO 1.4: Explain the functions of American
government.
LO 1.3: Political culture is a group’s commonly
shared attitudes, beliefs, and core values about how
government should operate. Key tenets of
Americans’ shared political culture are liberty and
equality; popular consent, majority rule and
popular sovereignty; individualism; and religious
freedom.
LO 1.4: The functions of American government
include establishing justice, insuring domestic
tranquility, providing for the common defense,
promoting the general welfare, and securing the
blessings of liberty.
Copyright © 2011 Pearson Education, Inc. Publishing as Longman
Slide 5
Chapter Outline and Learning
Objectives
The Changing American Public
LO 1.5: Analyze the changing
characteristics of the American public.
Political Ideology
LO 1.6: Assess the role of political ideology
in shaping American politics.
Toward Reform: People and Politics
LO 1.7: Characterize changes in Americans’
attitudes toward and expectations of
government.
Copyright © 2011 Pearson Education, Inc. Publishing as Longman
Photo caption: How did Roger Williams establish
Providence?
Providence was established on land previously
owned by the Narragansett Indians. Here, Williams
meets with members of the tribe.
Slide 6
Roots of American Government:
We the People
LO 1.1: Trace the origins of American government.
•
•
LO 1.5: Several characteristics of the American
electorate can help us understand how the system
continues to evolve and change. Among these are
changes in size and population, racial and ethnic
composition, age, religious beliefs, regional growth
and expansion, and family and family size.
LO 1.6: Ideologies, the belief systems that shape
the thinking of individuals and how they view the
world, affect people’s ideas about government. The
major categories of political ideology in America
are conservative, liberal, and moderate.
LO 1.7: Shifts in population have created
controversy in the American electorate throughout
America’s history. Americans have high and often
unrealistic expectations of government, yet often
fail to appreciate how much their government
actually does for them. Americans’ failing trust in
institutions also explains some of the apathy among
the American electorate.
The earliest inhabitants
of the Americas
The first colonists
–
A religious tradition takes
root
• Calvin and Newton
• Protestant Puritans
– Religious tolerance grows
•
Becoming Americans
Copyright © 2011 Pearson Education, Inc. Publishing as Longman
To Learning Objectives
Copyright © 2011, 2009, 2007 Pearson Education, Inc. All rights reserved.
13
Slide 7
In which state did the Puritans first
settle?
A.
B.
C.
D.
E.
Massachusetts
Virginia
New York
Rhode Island
New Hampshire
Copyright © 2011 Pearson Education, Inc. Publishing as Longman
Slide 8
In which state did the Puritans first
settle?
A.
B.
C.
D.
E.
To Learning Objectives
LO 1.1
Massachusetts
Virginia
New York
Rhode Island
New Hampshire
Copyright © 2011 Pearson Education, Inc. Publishing as Longman
Slide 9
LO 1.1
To Learning Objectives
The Theoretical Foundations of American
Government
LO 1.2: Show how European political thought provided the theoretical.
foundations of American government.
• Social contract theory
• Devising a national government in
the American colonies
• Types of government
Copyright © 2011 Pearson Education, Inc. Publishing as Longman
Slide 10
To Learning Objectives
LO 1.2
Social Contract Theory
• The Mayflower
Compact
• Hobbes’s Leviathan
• Locke’s Second Treatise
on Civil Government
Photo Caption: Why did Hobbes support a single
ruler?
Hobbes favored a single ruler to protect the weak
from the strong. The title page from Thomas
Hobbes’s Leviathan (1651) depicts a giant ruler
whose body consists of the bodies of his subjects.
This is symbolic of the people coming together
under one ruler.
• Montesquieu’s Spirit of
the Laws
• Rousseau’s Social
Contract
Copyright © 2011 Pearson Education, Inc. Publishing as Longman
To Learning Objectives
Copyright © 2011, 2009, 2007 Pearson Education, Inc. All rights reserved.
14
Slide 11
LO 1.2
Devising a National Government in the
American Colonies and Types of
Government
• Direct democracy versus indirect
democracy
• Republics
• Monarchy
• Totalitarianism
• Oligarchy
Copyright © 2011 Pearson Education, Inc. Publishing as Longman
To Learning Objectives
Slide 12
LO 1.2
Which political philosopher had the
greatest influence on the
Declaration of Independence?
A.
B.
C.
D.
E.
Thomas Hobbes
Charles Montesquieu
Jean Jacques Rousseau
John Locke
Jesus
Copyright © 2011 Pearson Education, Inc. Publishing as Longman
To Learning Objectives
Slide 13
LO 1.2
Which political philosopher had the
greatest influence on the
Declaration of Independence?
A.
B.
C.
D.
E.
Thomas Hobbes
Charles Montesquieu
Jean Jacques Rousseau
John Locke
Jesus
Copyright © 2011 Pearson Education, Inc. Publishing as Longman
Slide 14
To Learning Objectives
American Political Culture and the Basic
Tenets of American Democracy
LO 1.3: Describe American political culture, and identify the basic tenets
of American democracy.
•
•
•
•
Liberty and equality
Popular consent,
majority rule, and
popular sovereignty
–
Photo Caption: Why is religious freedom a tenet of
American democracy?
Many of the first settlers came to the United States
to escape religious persecution. Here, American
Catholics greet Pope Benedict XVI during his visit
to the United States.
Natural law
Individualism
Religious faith and
religious freedom
Copyright © 2011 Pearson Education, Inc. Publishing as Longman
To Learning Objectives
Copyright © 2011, 2009, 2007 Pearson Education, Inc. All rights reserved.
15
Slide 15
LO 1.3
What is the idea that society should be
governed by certain ethical principals that
are part of nature and, as such, can be
understood by reason?
A.
B.
C.
D.
E.
Biblical law
Natural law
Majority rule
Oligarchy
Both B and D
Copyright © 2011 Pearson Education, Inc. Publishing as Longman
Slide 16
To Learning Objectives
LO 1.3
What is the idea that society should be
governed by certain ethical principals that
are part of nature and, as such, can be
understood by reason?
A.
B.
C.
D.
E.
Biblical law
Natural law
Majority rule
Oligarchy
Both B and D
Copyright © 2011 Pearson Education, Inc. Publishing as Longman
To Learning Objectives
Slide 17
Functions of American Government
LO 1.4: Explain the functions of American government.
•
•
•
•
•
Establishing justice
Insuring domestic tranquility
Providing for the common defense
Promoting the general welfare
Securing the blessings of liberty
Copyright © 2011 Pearson Education, Inc. Publishing as Longman
Slide 18
To Learning Objectives
LO 1.4
Which function of government is
most concerned with economic well
being?
A.
B.
C.
D.
E.
Establishing justice
Insuring domestic tranquility
Providing for the common defense
Promoting the general welfare
Securing the blessings of liberty
Copyright © 2011 Pearson Education, Inc. Publishing as Longman
To Learning Objectives
Copyright © 2011, 2009, 2007 Pearson Education, Inc. All rights reserved.
16
Slide 19
LO 1.4
Which function of government is
most concerned with economic well
being?
A.
B.
C.
D.
E.
Establishing justice
Insuring domestic tranquility
Providing for the common defense
Promoting the general welfare
Securing the blessings of liberty
Copyright © 2011 Pearson Education, Inc. Publishing as Longman
To Learning Objectives
Slide 20
The Changing American Public
LO 1.5: Analyze the changing characteristics of the American public.
•
•
•
•
•
Racial and ethnic
composition
Aging
–
Baby boomers
Religious beliefs
Regional growth and
expansion
Family and family size
Copyright © 2011 Pearson Education, Inc. Publishing as Longman
Photo Caption: What does the typical American
family look like?
As the demographics of American society change
over time, the composition of American families
has become increasingly heterogeneous. Here, the
characters in the sitcom Modern Family exemplify
the age, ethnic, and sexual diversity in families
today, making the “typical American family”
difficult to describe.
To Learning Objectives
Slide 21
LO 1.5
In 2010, the Texas Board of
Education required textbooks to do
which of the following?
A.
B.
C.
D.
E.
Stress the positive effects of capitalism
Question the Framers’ concept of a purely secular
government
Present conservative beliefs in a much more positive
light
All of the above
None of the above
Copyright © 2011 Pearson Education, Inc. Publishing as Longman
To Learning Objectives
Slide 22
LO 1.5
In 2010, the Texas Board of
Education required textbooks to do
which of the following?
A.
B.
Stress the positive effects of capitalism
Question the Framers’ concept of a purely secular
government
C. Present conservative beliefs in a much more positive
light
D. All of the above
E. None of the above
Copyright © 2011 Pearson Education, Inc. Publishing as Longman
To Learning Objectives
Copyright © 2011, 2009, 2007 Pearson Education, Inc. All rights reserved.
17
Slide 23
Political Ideology
LO 1.6: Assess the role of political ideology in shaping American politics.
Functions of ideologies
• Explanation – provide reasons for why
things are the way they are
• Evaluation – provide standards for
evaluating conditions, institutions, and
events
• Orientation – provide individuals with an
orientation toward issues
• Political program – guide individuals in
choices and political actions
Copyright © 2011 Pearson Education, Inc. Publishing as Longman
Slide 24
Finding a Political Ideology and
Problems with Ideological Labels
•
•
•
•
To Learning Objectives
LO 1.6
Conservative
Liberal
Moderate
Libertarian
Copyright © 2011 Pearson Education, Inc. Publishing as Longman
Slide 25
To Learning Objectives
LO 1.6
Which ideology seeks to change the
political, economic, and social status quo
to foster the development of equality and
the well-being of individuals?
A.
B.
C.
D.
E.
Conservative
Liberal
Libertarian
Social conservative
Moderate
Copyright © 2011 Pearson Education, Inc. Publishing as Longman
Slide 26
To Learning Objectives
LO 1.6
Which ideology seeks to change the
political, economic, and social status quo
to foster the development of equality and
the well-being of individuals?
A. Conservative
B. Liberal
C. Libertarian
D. Social conservative
E. Moderate
Copyright © 2011 Pearson Education, Inc. Publishing as Longman
To Learning Objectives
Copyright © 2011, 2009, 2007 Pearson Education, Inc. All rights reserved.
18
Slide 27
Toward Reform: People and Politics
LO 1.7: Characterize changes in Americans’ attitudes toward and
expectations of government.
Redefining our
expectations
Copyright © 2011 Pearson Education, Inc. Publishing as Longman
Slide 28
To Learning Objectives
LO 1.7
What has happened to faith in public
institutions over the last half
century?
A.
B.
C.
D.
E.
It
It
It
It
It
has
has
has
has
has
stayed the same.
risen.
risen dramatically.
declined.
ceased to exist.
Copyright © 2011 Pearson Education, Inc. Publishing as Longman
Slide 29
To Learning Objectives
LO 1.7
What has happened to faith in public
institutions over the last half
century?
A.
B.
C.
D.
E.
It has stayed the same.
It has risen.
It has risen dramatically.
It has declined.
It has ceased to exist.
Copyright © 2011 Pearson Education, Inc. Publishing as Longman
To Learning Objectives
Slide 30
Figure 1.1: What did colonial settlement
look like before 1700?
Copyright © 2011 Pearson Education, Inc. Publishing as Longman
To Learning Objectives
Copyright © 2011, 2009, 2007 Pearson Education, Inc. All rights reserved.
19
Slide 31
Figure 1.2: How has the U.S. population
grown over time?
Copyright © 2011 Pearson Education, Inc. Publishing as Longman
To Learning Objectives
Slide 32
Figure 1.3: How does the racial and ethnic
composition of America now differ from that
of 1967?
Back
Copyright © 2011 Pearson Education, Inc. Publishing as Longman
To Learning Objectives
Slide 33
Figure 1.4: Is America getting older?
Back
Copyright © 2011 Pearson Education, Inc. Publishing as Longman
To Learning Objectives
Slide 34
Figure 1.5: What are Americans’ political
ideologies?
Back
Copyright © 2011 Pearson Education, Inc. Publishing as Longman
To Learning Objectives
Copyright © 2011, 2009, 2007 Pearson Education, Inc. All rights reserved.
20
Slide 35
Table 1.1: What were Aristotle’s classifications
of government?
Copyright © 2011 Pearson Education, Inc. Publishing as Longman
To Learning Objectives
 Return to Chapter 1: Table of Contents
Copyright © 2011, 2009, 2007 Pearson Education, Inc. All rights reserved.
21
B.
Additional Lecture Suggestions
1.1 Describe American political culture, and identify the basic tenets of American
democracy

Democracy requires the active participation of citizens in making public policy. Individuals
in the United States have multiple pathways of action that they can use to try and influence
policy. Pathways of action include:
 The election pathway: Individuals can vote, demonstrate and gather support for
candidates, provide campaign funding and other campaign support, or run for office.
 The lobbying pathway: Individuals can present information or persuasive arguments
to government officials.
 The court-centered pathway: Individuals can initiate litigation to pursue their goals.
 The cultural change pathway: This form of action involves large-scale changes in
public opinion as a result of changes in contemporary values and visions.
 The grassroots mobilization pathway: Individuals can encourage and mobilize other
citizens to support their goals, and can form groups to show widespread support for
their cause.
Two other themes to consider: First, the diversity of the American public has played an
important role in defining issues and determining their outcomes. Second, the long-term
stability of the American political system is due to several factors, including the existence of
pathways to bring about peaceful change and a shared political culture.

Lecture Notes for American Democracy:
a. Government policy has direct influence on the daily lives of individuals. In the United
States, individuals can attempt to influence government policy making via many
avenues.
b. Governments can be classified along a continuum of freedom, from fully free to not
free, based on levels of citizen participation and individual freedom.
c. Focus on ways that citizens can participate in government, the pathways individuals
and groups can use to bring about change, and the impact of diversity on the
American government system and policies.
d. Unlike citizens in totalitarian regimes, people in the United States have both the right
and the opportunity to attempt to influence government. However, many do not take
advantage of that opportunity, even through such obvious means as voting in
elections.
e. Diversity in the United States has been the source of many issues, including
guaranteeing civil rights and full political participation for all, affirmative action
programs, and immigration-related issues. Individuals and groups involved in these
issues use a variety of pathways to achieve their goals.
f. The existence of pathways that allow people to pursue change through peaceful
means is central to the stability of the American system.
g. American political stability rests on widespread acceptance of a capitalist economic
system, democratic political institutions, and shared political values. Compare the
Copyright © 2011, 2009, 2007 Pearson Education, Inc. All rights reserved.
22
1.2 Analyze the changing characteristics of the American public

COMPARATIVE POLITICS AND ETHNIC DIVERSITY
The United States is certainly not the only country to have a population of great
ethnic diversity. However, it is unusual in the fact that despite the existence of conflicts, so
far the diversity in the United States has not been the source of deep cleavages that threaten
to fracture society and polity. (That is, such a threat has not existed since the Civil War.) In
fact, public officials of every stripe, at least publicly, glory in the diversity and both political
parties make some effort to capture the major ethnic voting blocs, although with varying
degrees of success.
Most of the other democracies in the world have had much more homogeneous
populations, and their governments have not had to deal with ethnic conflict. The examples
of most of Western Europe and Japan are most notable. When diversity has grown in some of
these countries, governments have had great difficulties in dealing with the social conflict
between the dominant group and small, but growing minorities. Again, the examples of
Western Europe—the presence of Asians and West Indians in Britain, North African Arabs
in France, “guest workers” from southern Europe and Turkey in Germany—come to mind.
Each of these countries has had official policies of tolerance but has had occasional outbreaks
of violent group conflict. Nationalist parties dedicated to the cause of limiting immigration
have attracted portions of the vote, especially in France and Germany.
Other countries in Europe have not been as ethnically homogeneous and have had
serious problems, at times threatening territorial unity. Belgium is split between Frenchspeaking Walloons and the Dutch-speaking Flemish. Spain has an active, sometimes violent,
separatist movement in the Basque-speaking areas of the North, and a more peaceful but still
serious movement in Catalonia (the regional government of which placed advertisements in
U.S. media during the 1992 Barcelona Olympics calling Catalonia “a separate country in
Spain”).
In Eastern Europe—which is only recently, and still not totally, democratic—a lid
was placed on ethnic conflict by the old authoritarian communist governments. But with the
collapse of the old order, the conflicts have surfaced and have become, in some areas, very
hot. Czechoslovakia voted peacefully to split into two separate countries, one Czech, the
other Slovak. Of course, the recent examples of the breakup of the old Soviet Union and
Yugoslavia show the extreme cases of ethnic conflict, resulting in violent confrontations and
fragmentation. The tragedy which befell Kosovo in 1999 speaks for itself.
In fact, only a few other democratic countries can point to both ethnic diversity and
reasonably well-functioning polities. Australia and Switzerland readily come to mind, and to
lesser degrees Brazil (only recently democratic) and Canada (certainly democratic and with
major success in handling its diversity in all cases except one—Quebec).
The lecture can conclude with those qualities that seem to be common to the
democratic countries that have handled racial and ethnic diversity well. A culture of tolerance
and a system of government allowing substantial decentralization in policy making and
administration are the two most obvious qualities. Other qualities are present in some, but not
all, of the countries that have had some success.
Copyright © 2011, 2009, 2007 Pearson Education, Inc. All rights reserved.
23

THE 2010 CENSUS
The final results of the 2010 Census can form the basis of a lecture that draws on the
social and economic statistics to show the changes in population characteristics from 2000.
Themes that could be developed include:
 The aging of America: the increased median age; the large percentage of the
population in the older age cohorts;
 The growth in minority population: This has several aspects, one of which is
the increase in African Americans, rising to 13 percent of the total population;
the black percentage of the young population (age cohorts of under 30 years)
is even higher;
 The growth in Hispanic population, due both to immigration from Mexico and
other parts of Latin America and natural population increase of the existing
Hispanic population;
 The increase in immigration rates generally over the past decade and the
patterns in countries of origin (now a much larger percentage from Latin
America, and substantial increases in the percentages from Asia and Africa);
 Patterns in the geographic distribution of population: one aspect being the
relative decline of central cities and the growth of suburbs and exurbs (on the
fringe of metro areas), and the decline of rural areas not in commuting
proximity to metro areas;
 The growth of the Sun Belt and the relative decline of the Frost Belt (but it
should be noted that these patterns are generalizations and hide the facts that
some northern areas, such as New Hampshire and Maine, are growing, and
that growth in the Sun Belt is largely in Florida, Texas, and the metro areas of
Georgia, North Carolina, and Virginia)
The major purpose of covering some of the population changes is to show their impact on
politics and government. For example, the aging of the population has major impact on social
security and health care; the decline of the central cities and rural areas means the need for
economic development efforts (as well as programs in crime control, antipoverty, health care,
etc.); the growth of suburbs and the Sun Belt means major infrastructure needs (new public
buildings, schools, roads, water and sewer systems, etc.); the increase in minority populations
has major effects on educational systems; and so on. In the electoral arena, changing
populations mean changes in voting power and representation. There is certainly no shortage
of topics to cover.

Discuss the impact of income disparity on democratic stability, then track median income
over time to indicate recent decline. Compare this figure with the GDP, which has grown
over the same period. Discuss what impact, if any, this has on American democracy.
1.3 Assess the role of political ideology in shaping American politics

Differentiate between individualism and statism.
 Return to Chapter 1: Table of Contents
Copyright © 2011, 2009, 2007 Pearson Education, Inc. All rights reserved.
24
IV. Student Assignments – Post-Lecture
A.
Class Discussion Questions
1.1 Trace the origins of American government




What is a democracy?
How does a democracy differ from other forms of government in both practical and
theoretical terms?
What requirements must be met for a government to be called a democracy?
Which of the democratic ideals do you foresee as not being achieved in Iraq, and why? Will
Iraq still be considered a democracy without this ideal? From the other forms of government
mentioned in this chapter, argue for a better form of government for Iraq than a democracy
1.2 Show how European political thought provided the theoretical foundations of
American government




Can socialism coexist with democracy? Is extensive economic freedom essential to
democracy? Can the unequal economic outcomes of capitalism be considered
“undemocratic”?
In his 1651 Leviathan, Thomas Hobbes observed that without government, life would be
“solitary, poor, nasty, brutish, and short.” Justify his argument. With this justification, justify
the existence of government as it presently operates in the United States today.
What demographic and socioeconomic factors do you think are related to democracy?
Wealth? Education? A homogeneous population? Can you find countries that don’t meet
your expectations?
Does democracy require equality of income and wealth? Does majority rule undermine
freedom and threaten individual rights? What was James Madison's view, and what is your
reaction?
1.3 Describe American political culture, and identify the basic tenets of American
democracy





Discuss the theories of elitism and pluralism as explanations of how American government
works.
Harold Lasswell’s book, Politics: Who Gets What, When, and How, can be seen as associated
with the often-made statement “It’s not what you know, but who you know.” How do the two
different statements relate to each other, as well as to present-day political realities?
Americans often possess a healthy cynicism of government, whether large or small. Identify
the reasons for such beliefs and how government should attempt to address these.
Can a few elite decision makers control all important decisions made in the United States
today?
Some leaders are made by climbing the “ladder of success” rather than being born into power
classes. How does this approach compare to “elitism” versus the approach defined as
“pluralism”?
Copyright © 2011, 2009, 2007 Pearson Education, Inc. All rights reserved.
25






How does democracy in America compare to democracy in other parts of the world?
What are the most important sources of stability in American government?
What are the most important forces for change in American government?
Suppose the United States passed a constitutional amendment requiring all eligible citizens to
vote, what would be the advantages and disadvantages of this measure?
Do you agree with the statement, “Equality, individualism, and openness are the crucial
values of American politics in the twenty-first century”?
Although there is widespread support for the concepts of freedom and liberty in America,
there have been many intrusions into basic rights in American history. Can you explain why
we find such discrepancies in an area where we also find almost complete public support for
the general principle?
1.4 Explain the functions of American government





What are some of the goals of terrorist acts? How can terrorism affect the paradox of
democracy? How can/should democracies respond? Must security come at the price of
liberties? How can democracies, particularly the United States, deal with new restrictions
imposed as a result of terrorist acts/threats?
Identify the roles of government and the concept of “public goods.” Are there any other
institutions, other than government, which might be charged with performing the roles of
government. Is such a consideration realistic?
What can individual American citizens do to influence the actions and policies of their
government?
Ask students to think about the ways government policies influence their normal work/school
day.
Study the statements of President George Bush on the need to encourage the spread of
democracy in the Middle East. Is this a good goal for the United States? Is it a practical goal?
1.5 Analyze the changing characteristics of the American public




Define and discuss politics in the business setting, the health-care setting, and the educational
institution setting. What are the similarities and differences between politics in government
and in the identified settings?
Discuss the argument that most of American life is organized in antidemocratic fashion. In
the family, the school, the factory, the office, and the church, decisions are made by the
powerful, without much concern for majority opinion.
Discuss ways whereby more Americans would be more likely to participate in U.S. political
life.
Use the beginning of the twenty-first century to stimulate a discussion on how we should be
governed. What are the strengths of our democracy in the new millennium? Our weaknesses?
Why? And what should we do about them? This topic could also be used for a reading and
writing connection, asking students to keep a journal that focuses on these questions
throughout the semester.
Copyright © 2011, 2009, 2007 Pearson Education, Inc. All rights reserved.
26



Today's Americans often question the “American Dream.” What is the American Dream and
how could you go about proving that the Dream is still alive or that the Dream is dying?
What types of evidence would you need and where might you find it?
Discuss the idea that if more citizens could attend college, then democracy would be
strengthened in America. Is this assumption true or not and why?
Given the remarkable diversity in America, how is the country able to function as smoothly
as it does? Does this diversity threaten to make the country less governable now than in the
past?
1.6 Assess the role of political ideology in shaping American politics



Debate over the role and size of government as central to contemporary American politics. Is
the scope of government too broad, too narrow, or just about right? Ask students to discuss,
using contemporary examples, what is meant by government being “too big.” Do students
disagree with what “too big” is? Why? Ask students to develop a set of criteria, or values,
with which they could evaluate what is “too big” about government today.
Why don’t Americans divide themselves into social classes? Why hasn’t the Communist
Party caught on in America?
What are both the weaknesses and strengths of “direct democracy”? Assume that millions of
American televisions could be hooked up to a centralized computer system that in turn could
register instantaneously the public’s views on issues (“yes” or “no” responses). Would this be
a plus or minus for American democracy?
1.7 Characterize changes in Americans’ attitudes toward and expectations of government






Periodically, civil disobedience has been used to reform government processes, procedures,
and even law. In the light of often-identified needs of society, what subjects today appear to
justify civil disobedience?
Today, large proportions of Americans believe that most or all politicians are corrupt, that
government serves the interest of the few, and that government is dominated by the wealthy
and powerful. Ask your students to evaluate these statements.
Discuss whether or not the tragic events of September 11, 2001 changed the increasingly
detached behavior of Americans.
Ask students whether or not they feel the events of September 11, 2001 changed the way
Americans view immigrants and/or foreign visitors/tourists.
Should English be the official language of the United States, and should all governmental
business be conducted in English? Why, or why not?
Discuss what could be done, either by the media or by politicians themselves, to refurbish the
image of elected officials today vis-à-vis the public. How can the idea of politics as “an
honorable profession” be inculcated, perhaps even in contemporary American youth?
 Return to Chapter 1: Table of Contents
Copyright © 2011, 2009, 2007 Pearson Education, Inc. All rights reserved.
27
B.
Class Activities
1.1 Trace the origins of American government

Separate the class into three (or six) groups representing three different regime types:
authoritarianism, democracy, and monarchy. Have each group design a government
simulating the basic principles of their regime. Each group should then present its findings to
the class and explain why its principles and institutions fit that regime type.
1.2 Show how European political thought provided the theoretical foundations of
American government

Stage a debate about human nature and the nature of government. Have one side research and
argue the ideas of John Locke and his implications for government and the other side take
Thomas Hobbes.
1.3 Describe American political culture, and identify the basic tenets of American
democracy



Divide the class into “elitists” and “pluralists.” Identify a headline topic, and have the two
groups identify how their group would respond to the topic. Putting the two groups back
together, compare and contrast differences and similarities between the two groups. (As
instructor, you will serve as the moderator, putting differences and similarities on the board.)
Discuss expectations or surprises found from this exercise.
If you have the resources, create a simple web page for your classes. The page could contain
links to other Web sites, course syllabi and assignments, suggestions on how to study, and
assignments for electronic research. An Internet scavenger hunt is an interesting and
educational way for students to learn about the power of using electronic searches for
political research. A number of Web sites are listed in the textbook at the end of each
chapter.
Most Americans believe in democracy as a general principle, but there have been numerous
violations of the substance of democracy. Divide your class into several groups and ask each
group to compile information on a number of violations of basic rights in American history,
such as the Japanese war-relocation centers during World War II and the era of McCarthyism
during the Cold War. Suggest that your students try to evaluate these events both with the
hindsight of history and within the context of the times within which the events occurred.
You could also compare these examples with similar national and international security
issues raised in the aftermath of the 9/11 terrorist attacks and the passage of the Patriot Act.
1.4 Explain the functions of American government

One of the responsibilities of government is to enforce laws. But the perceived failure of
government in protecting the southern borders of the United States has led some groups and
citizens to take the law into their own hands to prevent illegal immigrants from entering the
country. Break students into small groups and have them discuss what they believe is
appropriate action for citizens to take when they feel as though government is not providing
Copyright © 2011, 2009, 2007 Pearson Education, Inc. All rights reserved.
28




Student-created journals can be effective teaching and learning tools. One method is for the
instructor to ask students to maintain a journal of work accomplished during the semester. At
the end of the semester, the journals should include both the results of assignments made in
class and student-initiated research (such as newspaper clippings with key information
highlighted and descriptions of Internet resources) and notes on attendance or participation in
several political activities (such as attendance at political speeches and forums).
Split the students into two sections. Assign one section the task of defending the importance
of high citizen political participation. The other section will have the task of defending the
argument that only politically knowledgeable citizens should participate in politics. Give
each section time to discuss its position and then have them select one or two students to
present their arguments to the class.
Suppose your class wanted to get the local government to build more bike paths near your
college or university. Assign small groups to consider strategies based on using different
pathways.
Have students list community, city, state, or regional problems and discuss what government
programs have been established to address them, if any, as well as their effectiveness. After a
class discussion, have each student (or groups of students) choose a problem and write a brief
paper on what roles government could and should play in the resolution of the problem.
1.5 Analyze the changing characteristics of the American public

In California, a significant percentage of the population is foreign-born. What relationship
does this fact have to anti-immigrant legislation passed in California, such as Proposition 187
(1994), which attempted to bar welfare, health, and education benefits to undocumented
immigrants and their children? Create a list of five major benefits of immigration and five
consequences of immigration.
1.6 Assess the role of political ideology in shaping American politics



American corporations are becoming more closely aligned with corporations from other
countries, either through outright purchases of stock or through joint ventures. Ask your
students whether they would favor more protectionist policies to protect the interests of
purely American businesses and consumers, or whether they favor a more open, free-market
economy. Similarly, one can use the example of the 1999 World Trade Organization (WTO)
meeting and violent protests in Seattle to spark a related discussion about globalization and
unilateral-versus-multilateral involvement in economic and trade issues.
Stage an episode (if a large class, more than one) of a popular Sunday morning (or other)
news show such as The McLaughlin Group, Face The Nation, Meet the Press, Crossfire, etc.
Choose a layout that allows some members on the panel to be “conservative” and some to be
“liberal.” Choose an important issue of the week and assign them to discuss it by role-playing
their parts on the ideological spectrum. Schedule time at the end of class for a discussion of
why certain opinions are liberal, conservative, or what.
American corporations are becoming more closely aligned with corporations from other
countries, either through outright purchase of stock or through joint ventures. Would you
Copyright © 2011, 2009, 2007 Pearson Education, Inc. All rights reserved.
29
1.7 Characterize changes in Americans’ attitudes toward and expectations of government



Within the first days of regular classes, ask students to write a question they have about
government. Collect all of the questions and “slot” each of them in the chapter concerning its
answers. When one of the written questions falls into the normal sequence of classroom
activities, read the question, with the name of the questioner. Address the answer, or even
devote the entire lecture, to that individual personally. (Note: This will personalize lectures
throughout the semester. It seems to be particularly effective with large introductory-format
classes.)
One of the responsibilities of government is to enforce laws. But the perceived failure of
government in protecting the southern borders of the United States has led some groups and
citizens to take the law into their own hands to prevent illegal immigrants from entering the
country. Break students into small groups and have them discuss what they believe is
appropriate action for citizens to take when they feel as though government is not providing
essential services. Then bring the groups back into a class discussion and have them explore
the various points of view expressed in the small groups.
Ask students to consider to what extent the terrorist attacks of September 11, 2001 were
related to globalization, especially, the export of American culture (movies, music, lifestyle)
to other nations of the world, along with the ability of terrorist groups to use the benefits of
globalization (computers, air transportation, international investments, etc.) for their attacks.
 Return to Chapter 1: Table of Contents
Copyright © 2011, 2009, 2007 Pearson Education, Inc. All rights reserved.
30
Research Assignments
C.
1.1 Trace the origins of American government

Using the Internet, newspapers, or newsmagazines, find examples of authoritarian,
totalitarian, and democratic governments. Identify any patterns that this research reveals.
1.2 Show how European political thought provided the theoretical foundations of
American government

Have students write a paper on the following: Hobbes and Locke are often considered
extremely influential theorists who had a profound impact on the Framers of our government.
How did their theories influence the Framers? How influential are they in American thought
today? Are there any other philosophers who have been influential? Find out about two
others and discuss how they influenced our system of government.
1.3 Describe American political culture, and identify the basic tenets of American
democracy




Ask the class to speculate on what criteria could be used to measure the level of freedom in a
country. Go to http://www.freedomhouse.org/template.cfm page=35&year=2006 to see how
one organization measures political rights and civil liberties.
Have students use the Internet to visit some Web sites of civic groups devoted to encouraging
political participation or providing election information. Discuss in class what students
learned from these sites. Ask students if they think that the Internet can improve the quality
of democracy in the United States. Why?
Examine the democratic socialism of Sweden as an alternative to American-style capitalism.
Democracy is a complex concept that is a source of debate among political scientists.
Students seem to know democracy when they see it but often times have difficulty defining
the term. Break students into small groups and have them discuss the concept of democracy
using the exercise provided here. This exercise illustrates the complexities involved in the
study of politics.
 Think of two countries, one that has all of the characteristics you would associate
with democracy and another that has none of these characteristics. Using the table
below as a guide, list three polar-opposite characteristics of a country with a high and
a country with a low level of democracy.
A country with a high level of democracy ___________________________
___________________________
___________________________
A country with a low level of democracy ___________________________
___________________________
___________________________

Examine the list you have made. In your judgment, which one of these characteristics
best represents the essential difference between countries with a high level of
Copyright © 2011, 2009, 2007 Pearson Education, Inc. All rights reserved.
31


democracy and countries with a low level of democracy? Write a paragraph explaining
your choice.
Using the characteristic you have chosen, complete this conceptual definition: The
concept of democracy is defined as the extent to which __________ exhibit the
characteristic of __________.
Open the discussion to the whole class and have students compare their answers.
1.4 Explain the functions of American government

Find the email addresses of your national representative and senators. Send an email to one
or more of your elected representatives to tell them about some policy you would like to see
changed.
1.5 Analyze the changing characteristics of the American public





Ask students to view Spike Lee’s film, Do the Right Thing, and write a paper discussing
whether the conflict in the film was racial or economic.
Have your students research the population and social changes of their own state or of
particular groups (such as race, age, or regional distinctions). They will be able to use both
2000 and 2010 census data.
One controversy over the past several years has been the attempt, at some campuses, to
regulate expression that ridicules specific groups, and to change courses, curricula, and
programs so as to remove negative group stereotypes and reduce the prominence traditionally
given to Western, male, European-centered subjects. A challenging, but delicate assignment
could be to have students research the presence of “political correctness” on their campus.
(Of course, part of the assignment would be to have the students examine what the term itself
means and to try to establish whether the use of the term is valid, or is simply an attempt to
smear a well-intentioned effort to promote the awareness of cultural diversity.) Have the
faculty and administration changed conduct codes so as to regulate expression that is
negative to certain groups? Have there been changes in courses and curricula to introduce
women’s studies, Hispanic studies, African American studies, etc.? What has prompted the
changes?
One way to get students thinking about the political impact of structural factors (such as
raising new issues on the political agenda, altering political dynamics, and balances of power
between groups and types of people, etc.), is to have them consider how simple social
changes—irrespective of individual groups, parties, or people in power—force government
to act. Gather some trends from actual data from the 2010 U.S. census (either via their web
page at http://www.census.gov, or from reference sources in your library) such as change in
median income or age of population, percentages of racial and ethnic groups, regional
population shifts, etc. Break the students into groups, each focusing on a different trend, and
ask them to think about what the possible implications of such trends might be for future
political leaders (perhaps themselves). You can use this exercise as the basis for a stimulating
discussion on potential future developments in American politics, along with illustrating the
effect that simple population/demographic, economic, etc., changes have on politics.
Send students to the U.S. Census Bureau Web site (http://www.census.gov). Have them
explore the site and have each student in the class find out the demographic make-up of
Copyright © 2011, 2009, 2007 Pearson Education, Inc. All rights reserved.
32
his/her hometown and home state. Then compare these to national demographics. Have them
discuss what the implications of their findings might be for American democracy.
1.6 Assess the role of political ideology in shaping American politics

Have students explore the meaning of “conservative” and “liberal” by exploring the Web and
identifying sites that are conservative and liberal in nature. Also have them look at extremely
biased sites and discuss with them how many people subscribe to such views—is there a
majority at either end of the ideological spectrum or are most of us in the middle? What do
the results of this discussion mean particularly in regard to the media, elections, and other
polarizing events?
1.7 Characterize changes in Americans’ attitudes toward and expectations of government



Many people are talking about the impact of the Web/Internet on democracy. Have students
get online and find examples of the ways in which political information is available on the
Web. Find campaign sites, party sites, sites about political philosophy, and so on. Be
prepared to discuss why each one is political and how it might affect our political system.
Ask them to determine which sites are reliable and why. Be sure to consider how many
people have access to the Web and their demographics in your conclusions.
Are Americans truly frustrated with and cynical about their government and politicians?
Have students go to the Web and find some reliable polling data (try Gallup and Roper polls
to begin with) on this question. Also, do some empirical research. Read newspapers, listen to
the radio, watch television, and talk to friends and family. Does their personal research
correspond with the polls and the conclusions in the book? Have a class discussion of why or
why not.
THE AMERICAN DREAM: Have students prepare an annotated bibliography of ten popular
books published during the past decade that are concerned with the current American
political, social, and economic scene. As a second step, have them write a short essay that
summarizes the tone of their bibliographical list. Is it optimistic? Pessimistic? Contradictory?
How does current writing about the American future compare with the long-standing hopes
and aspirations that make up the American Dream?
 Return to Chapter 1: Table of Contents
Copyright © 2011, 2009, 2007 Pearson Education, Inc. All rights reserved.
33
V. Quantitative Assessment
Administer Chapter Exam (see Test Bank, Chapter 1)
 Return to Chapter 1: Table of Contents
Copyright © 2011, 2009, 2007 Pearson Education, Inc. All rights reserved.
34
VI. Resources for Further Study
A.
Books
1. Bellah, R. N., Madsen, R., & Sullivan, W. M. (2007). Habits of the heart: Individualism and
commitment in American life. Berkeley: University of California Press.
2. Bennett, R. (2002). Talking it through: Puzzles of American democracy. Ithaca: Cornell
University Press.
3. Black, E., & Black, M. (2002). The rise of Southern Republicans. Cambridge: Harvard
University Press.
4. Bok, D. (1996). The state of the nation: Government and the quest for a better society.
Cambridge: Harvard University Press.
5. Carey, G. W., et al. (1998). Freedom and virtue: The conservative libertarian debate.
Wilmington: Intercollegiate Studies Institute.
6. Church, F. F. (2002). The American creed: A spiritual and patriotic primer. New York: St.
Martin's Press.
7. Crick, B. (1983). In defense of politics (Rev. ed.). Harmondsworth: Pelican Books.
8. Crotty, W. J. (Ed.). 2001. The state of democracy in America. Washington, DC: Georgetown
University Press.
9. Dahl, R. (1982). Democracy and its critics. New Haven: Yale University Press.
10. De Tocqueville, A. (2003). Democracy in America: And Two Essays on America. (G. E.
Bevan & I. Kramnick, Trans.). London: Penguin Classics.
11. Deweil, B. (2001). Democracy: A history of ideas. Seattle: University of Washington Press.
12. Dogan, M., & Pelassy, D. (1990). How to compare nations: Strategies in comparative
politics. London: Chatham House Publishers.
13. Eliasoph, N. (1998). Avoiding politics: How Americans produce apathy in everyday life.
Cambridge: Cambridge University Press.
14. Fein, B. (2008). Constitutional peril: The life and death struggle for our Constitution and
democracy. New York: Palgrave Macmillan.
15. Freedman, S. G. (1998). The inheritance: How three families and the American political
majority moved from left to right. Clearwater: Touchstone Books.
Copyright © 2011, 2009, 2007 Pearson Education, Inc. All rights reserved.
35
16. Gibson, A. R. (2006). Interpreting the founding: Guide to the enduring debates over the
origins and foundations of the American Republic. Lawrence: University Press of
Kansas.
17. Goddard, T. D. (1998). You won – Now what? How Americans can make democracy work
from City Hall to the White House. New York: Scribner.
18. Hamilton, A., Jay, J., & Madison, J. (1990). The federalist: A collection of essays written in
favor of the new Constitution. In G. W. Carey &J. McClellan (Eds.). Dubuque:
Kendall/Hunt Publishing Co.
19. Hartz, L. (1955). The liberal tradition in America. New York: Harcourt Brace, and World.
20. Hibbing, J. R., & Theiss-Morse E. (2002). Stealth Democracy: Americans’ beliefs about how
government should work. Cambridge: Cambridge University Press.
21. Hudson, W. (2000). American democracy in peril: Seven challenges to America’s future.
London: Chatham House Publishers.
22. Huntington, S. P. (1981). American politics: The promise of disharmony. Cambridge:
Harvard University Press.
23. Kramer, M. (2004). John Locke and the origins of private property: Philosophical
explorations, and equality. Cambridge: Cambridge University Press.
24. Lien, P-T., Conway, M. M., & Wong, J. (2004). The politics of Asian Americans: Diversity
and community. New York: Routledge.
25. Lipset, S. M. (1990). Continental divide: The values and institutions of the United States and
Canada. New York: Routledge.
26. Loeb, P. R. (1999). Soul of a citizen: Living with conviction in a cynical time. New York: St.
Martin's Press.
27. Mara, G. M. (2008). The civic conversations of Thucydides and Plato: Classical political
philosophy and the limits of democracy. Albany: State University of New York Press.
28. Martin, J. (2003). Nader: Crusader, spoiler, icon. New York: Basic Books.
29. Matthews, C. (2002). American: Beyond our grandest notion. New York: Free Press.
30. Meese, E. (2005). The heritage guide to the Constitution. Washington, DC: Regnery
Publishing, Inc.
31. Moyers, B. (2008). Moyers on democracy: Speeches 2004–2007. New York: Doubleday.
32. Plano, J., & Greenberg, M. (2002). The American political dictionary (11th ed.). Belmont:
Wadsworth.
Copyright © 2011, 2009, 2007 Pearson Education, Inc. All rights reserved.
36
33. Putnam, R. D. (2001). Bowling alone. New York: Simon & Schuster.
34. Putnam, R. D. (Ed.). (2004). Democracies in flux: The evolution of social capital in
contemporary society. New York: Oxford University Press.
35. Ravitch, D. (2000). The American reader: Documents that moved a nation. New York:
HarperCollins Publishers.
36. Schlesinger, A. M., Jr. (1993). The disuniting of America: Reflections on a multicultural
society. New York: W. W. Norton & Company.
37. Schuck, P. H. (2003). Diversity in America: Keeping government at a safe distance.
Cambridge: Belknap Press.
38. Schuck, P. H., & Wilson, J. Q. (Eds.). (2008). Understanding America: The anatomy of an
exceptional nation. New York: Public Affairs.
39. Schudson, M. (1999). The good citizen: A history of American civic life. Cambridge: Harvard
University Press.
40. Simon, J. (2002). What kind of nation: Thomas Jefferson, John Marshall, and the epic
struggle to create a United States. New York: Simon & Schuster.
41. Stanley, H. W., & Niemi, R. G. (2008). Vital statistics on American politics, 2007–2008.
Washington, DC: Congressional Quarterly Press.
42. Stone, D. (2008). The Samaritan’s dilemma: Should government help your neighbor? New
York: Nation Books.
43. Tinder, G. (1995). Political thinking: The perennial questions (6th ed.). New York:
HarperCollins Publishers.
44. Wilentz, S. (2009). The rise of American democracy, brief version. Boston: W. W. Norton &
Company.
45. Wood, G. S. (2006). Revolutionary characters: What made the founders different. New
York: Penguin Press.
46. Zinn, H. (2001). A people's history of the United States: 1492 to present. New York:
HarperCollins Publishers.
 Return to Chapter 1: Table of Contents
B.
Articles
1. U.S. Department of Commerce, Bureau of the Census. (2008). Statistical Abstract of the
United States, 2008. U.S. Government Printing Office.
Copyright © 2011, 2009, 2007 Pearson Education, Inc. All rights reserved.
37
2. Cohen, J. L. (Ed.) (1985, Winter) Social movements. Social Research, 52(4).
3. Lapham, L. (1992, January). Who and what is American? Harper’s Magazine, 284 (1700),
43–49.
4. Macbeth, A. (1990, August). Education and society: Studies in the politics, sociology and
geography of education. Urban Studies.
5. Martis, K. C. (1996, November). Politics, geography and political geography: A critical
perspective. The Professional Geographer.
6. Wald, K. D. (1986, December). The geography of English politics: The 1983 general
election. American Political Science Review, 72(2), 523–534.
7. Webster, G. R. (1992, January). Demise of the Solid South. The Geographical Review, 82(1),
43–55.
 Return to Chapter 1: Table of Contents
C.
Media
1. 1984. (1984). Dir. M. Anderson. United Kingdom: Holiday Film Productions Ltd., 1956 and
Nineteen Eighty-four. Dir. M. Radford. United Kingdom: Umbrella-Rosenblum Films
Production. A movie dramatization of George Orwell’s classic novel depicting a grim
perspective on a society where individualism is suppressed and information is distorted by
government to achieve ultimate control over its population. The 1956 version is less haunting
and grim than the 1984 remake, but not nearly as good. (And the 1984 version has full frontal
nudity.)
2. Crash. (2004). The random clash of ethnic prejudice and tensions in Los Angeles.
3. Tocqueville’s Europe: The Paradoxes of Tocqueville’s Democracy in America. (1995).
Insight Media. An analysis of Tocqueville’s observations and criticisms of American
democracy.
 Return to Chapter 1: Table of Contents
D.
Web Resources
1. Amnesty International. http://www.amnesty.org/
2. The Australian National University offers a Virtual Library of Demographic
Information that has a large number of links to huge amounts of data about most parts of the
world. Includes population studies centers, data centers, and more.
http://demography.anu.edu.au/VirtualLibrary/
Copyright © 2011, 2009, 2007 Pearson Education, Inc. All rights reserved.
38
3. The Avalon Project/Yale University is a collection of historical documents of importance to
the study of American government, ranging from the Magna Carta and the colonial charters
to state constitutions, historical variants of the plans put forward at the Constitutional
Convention, and ratification debates. http://avalon.law.yale.edu/
4. Capitalism. http://www.capitalism.org
5. Core Documents of American Democracy is the Government Printing Office page that lists
a large number of documents considered integral to American democracy, ranging from the
Articles of Confederation, Declaration of Independence, and Emancipation Proclamation to
judicial decisions and congressional testimony.
http://www.gpoaccess.gov/coredocs.htmlhttp://www.gpoaccess.gov/coredocs.html
6. deTocqueville.com offers lots of information and links to sites related to Alexis de
Tocqueville, who visited America in 1831 and published two volumes on his observations of
American culture and democracy. http://www.tocqueville.org/
7. The Economist. The home page of the world’s leading publication on the U.S. and
international economies. http://www.econamist.com/
8. Fedstats—Statistical information on the U.S. economy and society from more than 100
government agencies. http://www.fedstats.gov/
9. Freedom House. http://www.freedomhouse.org/
10. Globalization and Democracy Homepage. Information on a National Science Foundationfunded graduate training and research program, directed by one of the authors of this
textbook. http://www.colorado.edu/IBS/GAD/gad.html
11. Human Rights Watch. http://www.hrw.org
12. INS Self Test for Naturalization. Find out what aspiring citizens need to know to gain their
citizenship. Click on “Education and Resources” for civics flash cards and more.
http://www.uscis.gov/portal/site/uscis
13. International IDEA: Supporting Democracy Worldwide. http://www.idea.int/
14. Keele University Political Science Resources offers a section on political thought that
includes a large collection of documents on democracy, constitutions, limited government,
ideology, and political theory. http://www.psr.keele.ac.uk
15. The Pew Research Center for the People and the Press. http://people-press.org/
16. New York Times, Political Points. http://www.nytimes.com/library/politics/polpoints.html
Copyright © 2011, 2009, 2007 Pearson Education, Inc. All rights reserved.
39
17. PBS American Experience. A Shifting Political Landscape. 2008.
http://www.pbs.org/wgbh/amex/lincolns/politics/es_shift.html
18. Statistical Abstract of the United States. A vast compendium of statistical information on
the government, the economy, and society. http://www.census.gov/compendia/statab/
19. ThisNation.com has lots of information including an online textbook and current events.
Some parts of the site are open to the public and others require purchasing the online text.
http://www.thisnation.com
20. U.S. Census Bureau offers information on the demographic, geographic, and economic
make-up of our country. Includes the ability to search for state-level data.
http://www.census.gov
21. Weblinks: A Guide to Internet Resources in Political Science.
http://www.abacon.com/internetguides/pol/weblinks.html
22. World Socialist Movement. http://www.worldsocialism.org
 Return to Chapter 1: Table of Contents
Copyright © 2011, 2009, 2007 Pearson Education, Inc. All rights reserved.
40