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Assessment
Chapter 1
Assessment
Practicing the Vocabulary
1. sovereign
2. government
3. public policy
4. confederation
5. dictatorship
6. parliamentary government
7. unitary government
8. constitution
9. legislative power
10. mixed economy
Political Dictionary
government (p. 4)
public policy (p. 4)
state (p. 5)
sovereign (p. 6)
presidential government (p. 15)
parliamentary government (p. 16)
legislative power (p. 4)
executive power (p. 4)
judicial power (p. 4)
autocracy (p. 13)
oligarchy (p. 13)
unitary government (p. 14)
compromise (p. 20)
free enterprise system (p. 20)
law of supply and demand (p. 21)
constitution (p. 5)
dictatorship (p. 5)
democracy (p. 5)
federal government (p. 14)
division of powers (p. 14)
confederation (p. 15)
mixed economy (p. 21)
Reviewing Main Ideas
Practicing the Vocabulary
Section 1
Matching Choose a term from the list above that best matches
Fill in the Blank Choose a term from the list above that best
11. A state is a body of people living
in a defined territory, organized with
a government and the power to make
laws without the consent of a higher
authority.
12. The force theory says that one
person or group forced others to submit to its rule; the evolutionary theory
says that the state evolved from an
original family; the divine right theory
says that God created the state and
gave its rulers the right to rule; the
social contract theory says that people
joined together to form the state.
13. The social contract theory.
14. To form strong unions, to establish
justice, to secure peace and avoid anarchy, to provide defense against foreign
enemies, to promote the general welfare, and to ensure personal liberty.
15. To form a strong union, establish
justice, secure peace, defend against
foreign enemies promote the general
welfare, and secure liberty.
each description.
1. Describes a state that has supreme power within its territory
2. The institution through which society makes and enforces its
policies
3. That which a government decides to do
4. An alliance of independent states that expressly delegates
limited powers to a central government
5. A form of government that is often totalitarian and authoritarian;
can be led by one person or many people
completes the sentence.
6. In a ________, the executive branch of government is led by
members of the legislative branch.
7. A ________ is also known as a centralized government.
8. The basic structure and principles of a government may be
found in its ________.
9. ________ is the power to write new laws.
10. Government regulates and promotes businesses in a ______.
Section 2
16. Who may participate in governing?
Where is the geographic distribution
of power in the state? What is the
relationship between the legislative
and executive branches?
17. (a) The people. (b) No one; in a
dictatorship, the person(s) in power
has the final authority.
18. In an autocracy a single person
holds power, while in an oligarchy a
small group holds power.
19. Unitary: A centralized government
with the central agency controlling
all government powers; Federal: The
powers of government are divided
between a central government and
local governments; Confederate: An
alliance of independent states with a
central organization carrying out
powers the states give it.
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Reviewing Main Ideas
Section 1
11. What characteristics define a state?
12. Briefly describe the four most widely held theories that
attempt to explain the origin of the state.
13. What theory on the origin of the state was most influential in
the founding of the United States?
14. For what reasons do people form governments?
15. Describe briefly the purposes of government set out in the
Preamble to the Constitution.
Section 2
16. List the three questions that can be used to classify
governments.
17. (a) In a democracy, to whom is the government responsible?
(b) In a dictatorship, to whom is the government responsible?
18. What is the difference between an autocracy and an oligarchy?
20. The two branches, executive
and legislative, are separate and
serve to check and balance each
other.
Section 3
21. Concepts include worth of the
individual, equality of all people,
a rule by the majority but with
equal rights for the minority; the
necessity of compromise, and the
protection of individual freedom.
19. Name and briefly describe the three forms of government
that can result depending on how governmental power is
distributed geographically.
20. Explain how power is distributed in a presidential government.
Section 3
21. Briefly describe the five basic concepts of democracy.
22. What is the difference between equality of opportunity and
equality of condition?
23. Describe the relationship between the rights of the individual
and the rights of the overall society.
24. (a) What is the free enterprise system? (b) Why can it be
said that both a free enterprise system and a mixed economy
exist in the United States?
25. List one benefit and one drawback of using the Internet for
research.
22. Equality of condition means
that no person may be discriminated against on the basis of
race, religion, gender, or color;
equality of opportunity means
that each person is free to develop
as he or she can or wants to.
23. Individuals are free to do as
they please as long as the rights
of society as a whole are not
abridged; a balance must be
struck between the two.
24. (a) An economic system characterized by private ownership of
goods and private investment,
with profit and competition determined by a free market. (b) In the
American economy, private enterprise is combined with government regulation and participation.
25. Benefits include a wealth of
information and ease of use;
drawbacks include lack of regulation and difficulty determining
accuracy.
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Critical Thinking Skills
Critical Thinking Skills
26. Face the Issues Stephen D. Krasner wrote, “For many
states, there is no longer a sharp distinction between citizens
and noncitizens. Permanent residents, guest workers,
refugees, and undocumented immigrants are entitled to some
bundle of rights even if they cannot vote. [This is due to] ease
of travel and the desire of many countries to attract either
capital or skilled workers.” How would supporters of international organizations respond to this statement?
27. Recognizing Point of View Consider Martin Luther
King, Jr.’s statement that “injustice anywhere is a threat to
justice everywhere.” (a) What is your understanding of that
statement? (b) Why is such a belief necessary to maintain a
democratic society?
28. Drawing Inferences Review the discussion of Thomas
Hobbes’ views. (a) How did did Hobbes describe the conditions under which human beings lived in the “state of
nature”? (b) How does he say human beings overcame those
conditions? Does this seem to you a reasonable explanation
of the origin of the state? Why or why not?
29. Making Comparisons The equality of all persons is a
basic democratic concept. (a) Can a democracy possibly exist
without both equality of opportunity and equality before the
law? (b) Is an equality of conditions (in income, housing, and
the like) a necessary ingredient of democracy?
Analyzing Political Cartoons
Using your knowledge of government and this cartoon, answer the
questions below.
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answer can help you define your role as an activist.
Participation Activities
32. Current Events Watch Separatist movements—efforts
to win the independence of some region in a country—can be
found in many places in the world today. Select one of them—
for example, the Parti Québecois in Canada or the Basques in
Spain. Learn as much as you can about that movement from
current news reports and other sources. By what means,
peaceful or violent, do the separatists pursue their goal? How
do you rate their chances for success?
33. Time Line Activity Identify a country that has become a
functioning democracy within the span of your lifetime.
Discover the political events that highlighted that country’s
transition from dictatorship to democracy. Then construct a
time line that includes those events and shows the length of
time it took for the transition to occur.
34. It’s Your Turn Write your own “social contract” in which
you express your feelings about what should be required of
members of a political society, and what government should
provide the people. Start by creating a chart with two columns.
In one column, list the responsibilities of the citizens in your
proposed social contract. In the other column, list what you feel
government should provide its citizens. Then detail your ideas
for the contract. Proofread and revise for corrections. Then,
prepare a final copy. (Creating a Chart)
Progress Monitoring Online
“The Athenians are here, Sire, with an offer to back us with ships, money,
arms, and men—and of course, their usual lectures about democracy.”
30. What form of government is represented by the King in this
cartoon?
31. What does this cartoon imply about the origins of democracy?
For: Chapter 1 Self-Test Visit: PHSchool.com
Web Code: mqa-1014
As a final review, take the Magruder’s Chapter 1 Self-Test
and receive immediate feedback on your answers.
The test consists of 20 multiple-choice questions designed
to test your understanding of the chapter content.
Point-of-Use Resources
PHSchool.com
Additional support materials and activities for Chapter 1
of Magruder’s American Government can be found in the
Social Studies area at the Prentice Hall School Web site.
PHSchool.com
Guide to the Essentials of
American Government Chapter 1
Test, page 17 provides multiple-choice
questions to test students’ knowledge
of the chapter.
ExamView ®Test Bank CD-ROM
Chapter 1 Test
Chapter Tests Chapter Tests
booklet
26. Supporters of international
organizations would welcome the
ease of travel and movement and
looser ties to national governments.
They might argue that increased
mobility helps individuals succeed
and improves international understanding.
27. Answers will vary, but should
demonstrate an understanding that
injustice invalidates the very rights
that are central to a democratic
society.
28. (a) Hobbes wrote that, in this
state, no government or authority
existed. That which people could
take by force belonged to them.
Individuals were free, but were only
as safe as their own strength and
intelligence could make them.
(b) People overcame these conditions
by agreeing to create a state.
Answers will vary as to the reasonableness of this explanation, but
should reveal an understanding of
the theories of the origin of the state.
29. (a) Possible answer: Democracy
strives for both equality of opportunity and equality before the law. This
is an ongoing process, but to have a
democracy, both must be held as
goals. (b) Democracy does not
require equality of conditions.
Analyzing Political Cartoons
30. Autocracy.
31. Possible answer: That its originators thought that monarchy should
give way to democracy. Students
may also mention that the cartoon
pokes fun at the Athenians as being
rather arrogant about their choice of
government.
You Can Make a Difference
Refer students to the Close Up on
Participation booklet in the Teaching
Resources for ideas on planning and
implementing service learning projects.
Participation Activities
32. Answers should show that students have done their research and
are able to apply the principles of
government to the separatist movement they have chosen to study.
33. Time lines should include all relevant political and historical events, and
be clearly organized and easy to read.
34. “Social contracts” should clearly
outline the rights and responsibilities
of citizens and governments.
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