1STUDY GUIDEEXAM ONEFall 2013Pols 1101NOTE: This study guide is comprehensive but not exhaustive. I reserve the right to ask questions that are not included in this guide; especially to reward students who regularly attend class.Format:There will be approximately 50 multiple choice questions. Approximately 20 of the questions will be from the test bank from the book the other 20 will be from the lecture and discussion sections and 10 will be in the form of a structured multiple choice (see explanation below).What do I need to bring?You will need to bring a #2 pencil (two would be better) with an eraser. The rest of what you need will be supplied.Book Questions:The best way to study for the test is to take advantage of the study guide from the book located at the address that is posted on D2L. Those test bank questions are on the same topics (not the same questions, however) and at the same level of difficulty as the questions in the student resources guide.Lecture Questions:Posted PowerPoint slides are an outline of what goes on in class but not the full substance. I will write several questions from the lectures that are designed to reward students who come to class. Therefore, not coming to class and just studying the PowerPoint slides should not be enough (to get a high grade). Icannot take roll in such a large class but study after study has shown that students perform better and retain more knowledge when they attend class regularly. Therefore, I want to incentivize that behavior. These questions will be at roughly the same level of abstraction and difficulty as the questions from the book. For example:2John Locke suggests people have certain natural (or inalienable) rights that government cannot take away, including the right to life, liberty, and property. In the Declaration of Independence, Thomas Jefferson substituted “_______________” in place of “property.”a.orderb.just compensationc.national securityd.the pursuit of happinesse. interstate commerceAnswer at the end of the study guide.Structured Multiple Choice:There is a University wide effort to encourage critical thinking and learning (CTL). In an effort to introduce a CTL component to the course, these “structured” multiple choice questions are designed to reward students who can make an internally consistent argument. These questions are in essay structure but require multiple choice answers. (BTW making an argument is an essential skill in any endeavor. If you master this form, this may be the most valuable thing you take away from this course.)Example of a Multiple Choice “Skeleton Essay”Question: Do we live in a free country? (Support the question in the affirmative)Correct responses in bold.1. Hypothesis: The key here is to look for a testable proposition. I anticipate the main problem here being that the statement will be too vague.a. We do live in a free country because we live in a democracy where the laws are restrictions we placeupon ourselves. b. We don’t live in a free country because the way the Constitution is interpreted in the modern era violates the principles of freedom upon which our country was founded. (This is the opposite of the proposition.)c. Our country is not free because we have a less than perfect democracy. (This is too vague. Also perfection is an impossible standard to apply. This is not a testable proposition.)2. Supporting Evidence What evidence would suffice to support your hypothesis?a. The United States has all of the prerequisites of a democracy; voting, linkage and freedom of speechand the press. (The best evidence to support an argument consists of DATA; often in the form of examples that are the rule, not the exception to the rule.)b. Excessive taxes and regulations don’t reflect a democracy; they reflect a tyranny of the majority. (This is the opposite of the argument.)c. I can’t do whatever I want, therefore I’m not free. (This is an unworkable standard for freedom; if everyone did whatever they wanted to do, there would be chaos and the rule of the strong.)3. Counter Arguments: Anticipate at least one counter argument.3a. American democracy is a joke. The country is run by a small group of elites. (This is a fairly typical critique of American democracy. Note that this counterargument is also a hypothesis.)b. Almost everyone over the age of 18 has the right to vote, therefore we are a democracy. (This may befactually correct but it is an argument in support. It is not a counterargument.)c. I can’t put my finger on it, but I just don’t feel as if I am free. (This is not a hypothesis. It is not a testable proposition.)4. Respond to the Counter Argument (This is where it gets tricky; if you made a mistake above, you are going to miss this one too.)a. If an elite ruled, they would pay no taxes and the general public would get no government benefits. Redistribution may be skewed but it isn’t nonexistent. (This is a direct response to the counterargumentAND is consistent with your original hypothesis.)b. The Bill of Rights is in the Constitution too and it is being violated by the forced redistribution of income (This may or may not be true, but it is not consistent with your original hypothesis). c. No system is perfect. My argument is being held to an impossible standard. (This is true, but is not a response to any of the counterarguments.)5. So What? (What are the implications of supporting your argument? Remember, ideas have consequences)a. To remain free we need to do everything we can to preserve our democracy.b. We need to return to values upon which this country was founded. (This could be argued, but it is nota direct consequence of your hypothesis. Also, do we want to count slaves as 3/5’s of person for the purposes of congressional apportionment?)c. There is always room for improvement; especially to our democratic system. (This is a good “so what” but for another argument. Also it is so vague as to not give much direction.)4Practice Questions for Midterm OneTwo of These Questions will be on the Test in the Multiple Choice Essay Format.Practice Skeleton Essay #1Question: Is it still a good idea to divide power between the states and the Federal Government? (I could require you to answer YES or I could require you to answer NO)1. State a Hypothesis (no more than two sentences) 2. What Evidence would suffice to support your hypothesis? 3. What kind of Counter Argument do you anticipate? 4. What is