P SC 1113 1st EditionExam # 1 Study Guide Lectures: 1 - 9These notes cover all of the material the Lecture Concepts for Exam 1 (given to us in discussion) guides us to focus on. Please consult the textbook for more concepts, more terms, and a better understanding of the materialI. Lecture 1 (January 15)A. Potential explanations for the right track/wrong track survey results:1. The number one indicator of how people feel about the track the united States is on is the economy2. The split in opinion doesn’t vary much with good or bad news3. Diffuse support vs. specific supporti. Diffuse support: How we feel about the system we’ve chosenii. Specific support: How we feel about those who are running the systemiii. We like democracy (diffuse) but we are unhappy with who’s running it, how they’re running it, and their decisions (specific)II. Lectures 2 and 3 (January 20 and 22)A. Definitions of presidential power and reasons why it has grown1. Presidents in the pasti. Literalistsa. “I can only do what the constitution says I can do specifically” mindsetii. Reactive instead of proactive2. Today’s presidenti. Extensive policy ideas and policy infrastructureii. More proactive than reactivea. More warsb. U.S. has become a superpowerc. President’s staff expandsiii. Takes advantage of vaguely described poweriv. Independent but slightly insulatedv. Has the power to appoint, power to command military, power to veto, power to make treatiesvi. Stewardsa. Proactive, define what a president could beb. “If the constitution says I can’t then I won’t but if it doesn’t say anything about it then I’ll try to do it.”III. Lecture 3 (January 22)A. Levels of government and the pros and cons of having so many levels1. Federalismi. Idea: Government’s powers are shared by the national government and the statesii. Reality: Power shared by many, many entities(1) Federal(2) States(3) Counties(4) Municipalities(5) Townships(6) Special districts(7) School districtsa. Pros(1) Deals with the largeness of our nation(2) Experimentation(3) Respects subcultures(4) Opportunities for citizens to get involved & have accessb. Cons(1) Small units potentially dominated by factions(2) Laws not uniform from one place to the next(3) Legal red tape (more governments means more laws, possibly difficult to get things accomplished)(4) Confusion for citizens over where to turn to solve problemsIII. Lecture 4 (January 27)A. The expanding definition of representation1. According to Warren Miller and Donald Stokes: representation is congruence, or howwell what an elected official does matches public opinion2. Sociotropic (big issues relevant to a lot of people) vs. pocketbook (small issues only relevant to me)3. Heinz Eulau and Paul Karpesi. Said you could judge them based on other forms of servicea. How they respond to specific needs, wants, or problems in your areab. If they’re concerned with your tiniest little problemsc. Whether they bring a lot of money into the district (allocation)d. If they do any of these things the district may look more kindly to theme. Symbolic ways they can earn your support: getting things on the agenda done, listening to all voices, building relationships, getting the ball rolling on things you care about4. Collectivei. Your location may differ from state dynamics or national dynamics5. Symbolic vs. allocative vs. service vs. policy representation6. Descriptive (government looks like the people) vs. substantive (are you doing what the people want you to do)IV. Lecture 5 (January 29)A. How the First Amendment has been interpreted over time (and the implications)1. Not as straightforward as it seems2. A pendulum swinging between freedom and protectioni. Shifts based on state of affairs. Are we at war? Protection. Is it peacetime? Freedom.3. Historical and Modern Examplesi. Founders didn’t always live up to these idealsa. Alien and Sedition Acts(1) Attempting to curb discussion that’s against the governmentb. Earliest major speech case: 1919’s Schenck Case(1) Handing out pamphlets to encourage avoiding the draft(2) “Clear and present danger” as a test of 1917 Espionage Actc. Near vs. Minnesota of 1931(1) Near was a disliked newspaper editor critical of people in power, attempted to expose corruption in the federal government(2) Key case in frame of free expression by newspapersd. New York Times vs. United States (1971): Leaked classified documents on state of Vietnam War(1) Public was being fed one thing about the war, and these documents said something else that was much more negative(2) NYT thought the public needed to know that the war wasn’t as agreeable as they thought(3) NYT won, proving that the courts do what they can to protect Freedom ofExpression4. Shift from the “balancing doctrine” (balancing the pendulum between freedom and protection) to what some call “fundamental freedoms” doctrine (where government has to meet heavy burden, only limit speech in extreme cases)B. What makes Americans more or less tolerant?1. More: Good economy, no crisis, more education2. Less: current terrorist threat, attack, crisis3. Vague questions like “do you believe in freedom of speech?” lead to strong supporti. Start naming groups and support dropsii. Sullivan, Piereson, and Marcus: the “least liked group” changes over timea. Communists, atheists, etc. aren’t as feared latelyb. Why? Threats change, new issues pop onto agendaC. Types of prejudice and how prejudice affects who we’re willing to vote for1. Explicit vs. Implicit Prejudicei. Explicit: Consciously endorsed negative attitudes based on group membershipii. Implicit: associations that come to mind unintentionally, whose influence on thought and action may not be consciously recognized and can be difficult to controliii. Examples above known as “The Bradley Effect”a. Individuals say they’re open to diversity in office but when it’s time to vote, they actually vote differentlyV. Lecture 6 and 7 (February 3 and 5)A. Trends in willingness to vote for some types of candidates1. Least willing to vote for Muslims and atheists but more willing to vote for other groups over timeB. Post-WW2 changes in how we organize, how we interact/ Post 1960s changes in how weorganize, how we interact1. The 1950s and 1960si. Post-depression: number of community groups increases each yearii. Increasing affluence and education as welliii. Church attendance boomsiv. The “threat of leisure”a. More free time,