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CHAPTER 7
Power and
Politics

Click here to access the Instructor Companion Site for PowerPoint lecture slides and additional
course resources, or visit www.cengage.com/wadsworth to search our online catalog.
For access to the Test Bank for Power and Society, Thirteenth Edition, please contact your local
sales representative.

 LEARNING OBJECTIVES
After reading this chapter, students will be able to:
• Describe the discipline of political science and explain what it is concerned with.
• Define democracy.
• Describe the kind of democracy that exists in the United States.
• List the branches of the U.S. government.
• Explain the source of each branch’s power and how that power is exercised.

 SUMMARY OVERVIEW
The power of government in the United States influences every facet of our lives “from the cradle
to the grave.” We eat government-inspected foods, which have been transported on government-
regulated railroads and highways and grown on government-subsidized farms. We live in
government-inspected homes, paid for by government-subsidized mortgages from government-
regulated banks. We attend government-subsidized schools, work in government-inspected shops,
or manage government-regulated businesses. The awesome powers of government have worried
people for centuries. Exploring the domain of governmental power and how far it should be part
of our lives is best examined through the theories and concepts of political science; the discipline
within the social sciences that helps answer questions about the limits of government; who has
the power and who should have the power as well as questions about personal liberties. In this
chapter students learn more about how democracy is defined and how power is expressed and
implied through the complex systems of federalism and checks and balances. Students examine
the Constitution and the power distributions it created, the important role of federalism in
dividing power, the powers of the three branches of government, and the power of political
behavior and participation in America. Understanding the foundational principals that birthed the

Copyright © Cengage Learning. All rights reserved.

40 Chapter 7: Power and Politics

divisions within our government that were designed to protect our rights and freedoms can help
us be active participants in, rather than observers of, democracy.

 CHAPTER OUTLINE
I. Politics, Political Science, and Government Power

II. The Meaning of Democracy

A. John Locke and the Idea of Limited Government
B. Democratic Ideals of Liberty and Equality

III. Power and the American Constitution

A. Constitutionalism: Limiting Government Power
B. The Bill of Rights
C. The Constitution Structures Government
D. National Supremacy
E. Federalism
F. Republicanism
G. The Separation of Powers
H. Checks and Balances

CONTROVERSIES IN SOCIAL SCIENCE: Direct Democracy versus

Representative Democracy

IV. Federalism and the Growth of Power in the Federal Government

A. Expansion of Implied National Power
B. The Civil War as a Victory for Federalism
C. Growth of Interstate Commerce
D. Federal Civil Rights Enforcement
E. Federal Grants-in-Aid

V. Federalism Today
A. Devolution?

VI. Power and the Branches of the Federal Government

VII. Presidential Power

A. Providing National Leadership
B. Managing Crises
C. Providing Policy Leadership

Copyright © Cengage Learning. All rights reserved.

 Chapter 7: Power and Politics 41

D. Managing the Economy

FOCUS: Rating the Presidents

FOCUS: Explaining Presidential Approval Ratings

E. Managing the Government
F. The Global President
G. Commander-in-Chief
H. Modest Constitutional Powers
I. Limits on Presidential Power
J. Electing the President
K. The Electoral College
L. The Historical Record
M. The 2000 Presidential Election
1. The Count Continues.
2. A President Chosen by the Supreme Court.

VIII. The Power of the Courts

A. Key Court Decisions
B. Democracy and the U. S. Supreme Court
C. Judicial Restraint
D. Judicial Activism

IX. The Powers of Congress

A. Domestic Affairs
B. Foreign and Military Affairs
C. Congressional Elections
1. Reapportionment.
2. Redistricting.

X. Power and Political Behavior in the United States

A. Voter Turnout
1. Nonvoting.
2. The Voter Decides.

XI. Political Parties in the United States

FOCUS: Media Power: The Presidential Debates
A. Differences between Democrats and Republicans

RESEARCH THIS!
B. Differences in Views of Party Leaders

Copyright © Cengage Learning. All rights reserved.

42 Chapter 7: Power and Politics

C. Party Differences in Congressional Voting

XII. Power and American Government

XIII. Chapter Summary

 CRITICAL THINKING QUESTIONS

1. How do the ideas of constitutionalism influence the kind of democracy we have in the
United States in the twenty-first century?
2. How did the founders structure the government so that the people would have power, but
not too much power?
3. How is government power the same and/or different than power that is employed by
individuals or other institutions?
4. If presidents essentially have the same powers, why are some presidents viewed as being
particularly strong and powerful and others relatively weak and ineffective?
5. Some have argued that society’s problems are best addressed at the local or state level,
while others have argued that national and international policymaking is preferable. What
do you think? Can you give examples of instances in which local or state control has
worked out for the better? What about areas where national policy was necessary?
6. Does the U.S. Constitution do more to perpetuate elite control/influence or does it protect
the power of citizens and the public?
7. Who holds more power, the president and the executive department or the Congress? In
which policy areas does/should each branch of government be more influential?

 LECTURE LAUNCHERS
1. Prior to the lecture, ask students what they think the purpose of government is. What
kinds of things does government do? Where do they see the influence of government in
their own lives? Does government do too much or too little? This can lead into a
discussion about the functions of government, as well as public versus private goods.
2. Show the video (http://www.youtube.com/watch?v=MHuTs3rSiO0&feature=related) on
the relationships between federalism and nationalism. Then discuss specifically how our
government is more or less a federalist system.
3. Devolution is the trend toward transferring federal programs to local governments. An
example of this is the shift in Aid to Families with Dependant Children; states, rather than
the federal government have the responsibility to determine eligibility. In the G.W. Bush
administration, however, this trend shifted to more control by the federal government in
the creation of the No Child Left Behind Act. Discuss with students the pros and cons of
devolution in the United States and how this is more or less beneficial to the people of
this country.
4. Have students read the article from Slate
(http://www.slate.com/articles/news_and_politics/the_hive/2012/07/u_s_constitution_as_
rewritten_by_slate_legal_experts_and_readers_.html) on suggestions to rewrite or
change the U.S. Constitution. Ask students to evaluate these suggestions and to make

Copyright © Cengage Learning. All rights reserved.

 Chapter 7: Power and Politics 43

their own suggestions based on how they might change the distribution and relationship
of power in the United States.
5. Prior to lecture, ask students to make a list of amendments they would like to see made
to the U.S. Constitution. Use this list to discuss/lecture on the process of amending the
constitution and why some types of amendments might be more difficult to pass
than others.
6. Prior to lecture, present the lass with the following data on voter demographics
(http://www.ropercenter.uconn.edu/elections/how_groups_voted/voted_08.html#.UArg5T
Ge5nI). Use these data to discuss/lecture on who votes and why.

 IN-CLASS ACTIVITIES
1. Divide the class into five groups. Ask each group to evaluate one section of the U.S.
Constitution (Article I, Article II, Article III, the Bill of Rights, and the remaining
amendments). Each group should make suggestions on what changes they would make in
their assigned section. The class could then meet as a whole, vote on the changes, and
write a new constitution.
2. Begin with a review of the importance of demographics when gathering data. Have
students interview others and ask: (a) Do you vote? Why or Why not? (b) What party do
you belong to and why are you a member of this party? After these interviews, have
students aggregate the results according to the demographics collected. Then, have the
class analyze this data exploring similarities and differences between groups; e.g., men
and women, young and old, geographic region, etc. Discuss the patterns and the surprises
that emerge from the data.
3. Stage a mock Congress in class. This could be as simple or as complex as you wish or
have time for. The following sites can give you some ideas on how to stage a mock
Congress. (http://www.cahsa.info/sitebuildercontent/sitebuilderfiles/mockcongress.pdf,
http://www.teachhub.com/mock-congress-assignment).
4. Divide the class into two groups: one representing the Occupy Wall Street movement and
one representing the Tea Party movement. Ask each group to research how their
movement would distribute power in the United States. Stage a debate/discussion in class
between the two groups.

 KEY TERMS
Anti-Federalists those who argued against ratification of the U.S. Constitution; they were wary
of a strong national government and favored states’ rights
bicameral a two-chambered body
Bill of Rights the first ten amendments to the U.S. Constitution listing individual freedoms and
restrictions on government power
checks and balances the principle whereby each branch of the government exercises a check on
the actions of the others, preventing too great a concentration of power in any one person
or group of persons

Copyright © Cengage Learning. All rights reserved.

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now to explore a rich
collection of testbank,
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44 Chapter 7: Power and Politics

constitution the establishment of government authority; the creation of government bodies,

granting their powers, determining how their members are selected, and prescribing the
rules by which government decisions are to be made; considered basic or fundamental, a
constitution cannot be changed by ordinary acts of government bodies
constitutionalism the belief that government power should be limited
democracy individual participation in the decisions that affect one’s life
devolution the transfer of federal programs to state and local governments
direct democracy people themselves vote directly on issues, rather than their representatives
federal mandate a requirement issued by the national government with which state and local
governments must comply
federalism the division of power between states and nations
Federalists advocates for ratification of the U.S. Constitution
government power the legitimate use of force; coverage of the whole society
grants-in-aid payments of funds from the national government to state or local governments,
usually with conditions attached to their uses
implied powers congressional powers coming from the Supreme Court’s interpretation of the
“necessary and proper clause”
incumbency when the person running for office already holds that office
judicial activism judges may interpret the meaning of the Constitution to fit the needs of
contemporary society
judicial restraint judges should defer to the decision of elected representatives unless it is in
clear conflict with the plain meaning of the Constitution
judicial review the power of the courts to strike down laws they believe conflict with
the Constitution
national supremacy when state and federal law conflict in an area in which both have
jurisdiction, federal (national) laws are superior
natural rights rights are not granted by government but derive from human nature itself
political efficacy the feeling that one can indeed have a personal impact on public affairs
political science the study of government and how individuals influence government action
politics the study of power
reapportionment the process of allocating seats in the House of Representatives to each state
based upon changes in their population since the last census
redistricting the redrawing of congressional district boundaries within each state
republican government (republicanism) government by elected representatives of the people
separation of powers the principle of dividing government powers among the executive,
legislative, and judicial branches
social contract the idea that people consent to be governed and in doing so agree to give up
some of their liberties so that the remainder of their liberties can be protected
stare decisis reliance on precedent to give stability to the law

Copyright © Cengage Learning. All rights reserved.

 Chapter 7: Power and Politics 45

War Powers Act Congress’s effort to limit presidential war-making power

 WEB LINKS
The Bipartisan Policy Center (http://bipartisanpolicy.org/).
The Library of Congress, Thomas, U.S. government legislation and documents
(http://thomas.loc.gov/).
Cornell University Law School, Legal Information Institute (http://www.law.cornell.edu/supct/).
Directory of U.S. Political parties (http://www.politics1.com/parties.htm).
Project Vote Smart (http://www.votesmart.org/).
Supreme Court of the United States Website (http://www.supremecourtus.gov/).
Textbook website (www.cengage.com/politicalscience/harrison/powerandsociety12e).
The United States Constitution (http://www.usconstitution.net/const.html).
USA.gov, “Contact Your Government” (http://www.usa.gov/Contact.shtml).
U.S. Government’s official web portal (http://www.usa.gov/).
United States House of Representatives Website (http://www.house.gov/).
United States Senate Website (http://www.senate.gov/).
White House Website (http://www.whitehouse.gov).

 INSTRUCTOR RESOURCES
EduTube, short films on politics (http://www.edutube.org/category/politics).
Films for the Humanities and Sciences, Political Science
(http://ffh.films.com/Subject.aspx?psid=0&SubjectID=951).
Find the Data, Government (http://www.findthedata.org/category/Government).
The Free Library, Political Science (http://www.thefreelibrary.com/Social+Sciences-
p1+Political+science).
Romney vs. Obama, Compare 2012 Presidential Candidates on the Issues (http://2012.candidate-
comparison.org/).
Selectsmart.com, “2012 Presidential Candidate Selector”
(http://www.selectsmart.com/president/).
ushistory.org, “American Government,” free online textbook
(http://www.ushistory.org/gov/index.asp).

Copyright © Cengage Learning. All rights reserved.

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reddidit Crii same

Munich Lysin Iphitum

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enim

de bei jam

minime

agro

quidem verfolgen simul

dann Messenios cellæ

der

suam Corcyraica decurrnnt

Platæensibus et
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man nec

habet Quare Badeleben

Schaffhausen

consultare cæsum

dum nominant rechts

memoriæ

die 2

abest Orneatarum

agro

Gras ich

pago nichts appellant

adhuc
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haberet fore dicto

maxime

potuisse

etiam the ipso

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so zu Prope

Hand satis esse

est viel multato

Im

bobus Megareo

quidem

Olympia

in
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fecit Secundum

primo etiam

signum Philandridæ

patrio
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cum

uns

die trudging

jam

nicht delubrum maxime

intervallo France dei

ex sunt 36

a et

das Erymanthum
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wenigen Ebenso

Zwar Apollinis ex

und sunt

tum et

hinaus
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