Terms 1. Civics 2. Political Engagement 3. Civic Engagement 4. Duty-based Citizenship 5. Engaged Citizenship 6. Citizenship according to Dalton 7. Political Socialization 8. Political Culture 9. Political Self 10. Five Agents of Socialization 11. Federalism 12. Dual Federalism 13. Cooperative Federalism 14. Grant-in-Aid 15. Regulated Federalism 16. Unfunded Mandates 17. New Federalism 18. Block Grants 19. Redistributive Programs 20. Devolution 21. Authorization Process 22. Appropriations Process 23. Categorical Grant 24. Project Grant 25. Formula Grant 26. Matching Funds Requirement 27. Full Faith & Credit Clause 28. Privileges & Immunities Clause 29. Reserved/Residual Powers 30. Concurrent Powers 31. Civil Liberties 32. Civil Rights 33. Bill of Rights 34. Suffrage 35. Disenfranchisement Short Answer Questions ( must be 4-6 sentences each) 1. How do you think mass media affects your political socialization? What role do you think new forms of media (Twitter, Facebook, blogs, Tumblr etc.) have played in this process? 2. What do you think it means to be a citizen? Why? 3. What do you feel is the most important agent of socialization? Why? 4. Does a system of checks and balances, helps or hurts civic organizations? Why? Essay Question (must be at least 3 paragraphs) 1. What are political engagement and civic engagement? How do they differ and how are they related? Do you believe that they should be considered together or separately? Why or why not? How are they carried out in today’s society? Provide examples. 2. What is federalism? What system of federalism are we in currently? Why is it important to civic organizations? What are grant-in-aid programs? Why are these programs and the way they are handled important to civic organizations? Provide examples. Chapter 5 Civil Rights Bettmann/Corbis Copyright © 2012, 2011 Pearson Education, Inc. All rights reserved. Learning Objectives • LO 5.1 What is the constitutional basis for civil rights in America? • LO 5.2 How does the Equal Protection Clause affect civil rights for African Americans and other groups? • LO 5.3 What is the history of voting rights in America? • LO 5.4 What steps has government taken to protect women and minorities from discrimination? • LO 5.5 How can universities and employers use affirmative action to increase enrollment and employment of women and minorities? Copyright © 2012, 2011 Pearson Education, Inc. All rights reserved. LO 5-1 To Learning Objectives The Constitution and Civil Rights • 14th and 15th Amendments: – 14th Amendment recognizes citizenship rights. • Equal Protection Clause • Due Process Clause – 15th Amendment recognizes voting rights. • Right to vote cannot be denied on “account of race, color, or previous condition of servitude.” Copyright © 2012, 2011 Pearson Education, Inc. All rights reserved. LO 5-2 To Learning Objectives Equal Rights • Civil Rights – Protections of the individual from arbitrary or discriminatory acts by the government or by other individuals based on an individual’s group status – Racial Equality • Plessy v. Ferguson (1896), separate-but-equal • Brown v. Board of Education of Topeka (1954) • Swann v. Charlotte-Mecklenburg Board of Education (1971), de jure segregation Copyright © 2012, 2011 Pearson Education, Inc. All rights reserved. LO 5-2 To Learning Objectives Andersen Ross/Blend Images/PhotoLibrary Copyright © 2012, 2011 Pearson Education, Inc. All rights reserved. LO 5-2 To Learning Objectives Equal Rights • Other Equal Rights Issues – Suspect Classification • This is the doctrine used when considering discrimination. • Certain types of distinctions among persons violate the Equal Protection Clause. • Race, ethnicity, and citizenship status are suspect classifications. – Gender Discrimination: the Court has not added gender to its list of suspect classifications. – Sexual Orientation: Romer v. Evans (1996) Copyright © 2012, 2011 Pearson Education, Inc. All rights reserved. LO 5-3 To Learning Objectives Voting Rights • Suffrage: the legal right to vote. Bettman/Corbis • Disenfranchisement: taking away the right to vote. Copyright © 2012, 2011 Pearson Education, Inc. All rights reserved. North Wind Picture Archives LO 5-3 To Learning Objectives Hulton Archive/Getty Images Copyright © 2012, 2011 Pearson Education, Inc. All rights reserved. LO 5-3 To Learning Objectives Voting Rights • Voting Rights and Representation – Many states employed different tools to disfranchise African Americans. • White Primary • Tests of Understanding • Grandfather Clause – Voting Rights Act (VRA) 1965 Copyright © 2012, 2011 Pearson Education, Inc. All rights reserved. LO 5-4 To Learning Objectives Freedom from Discrimination – Public Accommodations - Civil Rights Act of 1964 • Fought discrimination in public housing and urban renewal • Criminalized discrimination based on race, religion, color, sex, or national origin in public places including private businesses such as hotels and restaurants • Fair Housing Act of 1968 – Racially restrictive covenants prevented home sales to African Americans. Shelly v. Kraemer (1948) – Congress has enacted legislation extending civil rights protection to groups based on criteria other than race, religion, color, gender, or national origin. Copyright © 2012, 2011 Pearson Education, Inc. All rights reserved. LO 5-4 To Learning Objectives Freedom from Discrimination • Housing – Racially restrictive covenants – Fair Housing Act of 1968 prohibited discrimination in all transactions involving Realtors. • Employment – Civil Rights Act of 1991 declared that hiring practices that have a disproportionate impact on women and minorities must be job-related and necessary. – Sexual Harassment - Two forms: • Quid pro quo • Hostile work environment Copyright © 2012, 2011 Pearson Education, Inc. All rights reserved. LO 5-4 To Learning Objectives Freedom from Discrimination • Expanding and Limiting Protections – Americans with Disabilities Act: ended discrimination against disabled persons. – Title IX of the Education Amendments of 1972: prohibits gender discrimination in programs at educational institutions that receive federal funds. – Gay Marriage: many states have legalized gay marriage with several others legalizing a civil union for gay couples. – Boy Scouts of America v. Dale (2000): Court ruled in favor of Boy Scouts in its dismissal of a gay scout leader. Copyright © 2012, 2011 Pearson Education, Inc. All rights reserved. LO 5-5 To Learning Objectives Affirmative Action • Refers to steps taken to ensure equal opportunities in employment and college admissions for racial minorities and women • Equal Employment Opportunity Commission (EEOC) • Minority Business Set-Aside: a legal requirement that firms receiving government grants or contracts allocate a certain percentage of purchases to minority-owned businesses. • Regents of the University of California v. Bakke (1978): reverse discrimination; the Court disallowed quotas. Copyright © 2012, 2011 Pearson Education, Inc. All rights reserved. LO 5-5 To Learning Objectives Copyright © 2012, 2011 Pearson Education, Inc. All rights reserved. Chapter 4 Civil Liberties Christina Dicken/Chronicle-Tribune/AP Photo Copyright © 2012, 2011 Pearson Education, Inc. All rights reserved. Learning Objectives • LO 4.1 What is the constitutional basis for civil liberties in America? • LO 4.2 What freedoms does the First Amendment guarantee? • LO 4.3 What is the basis for a constitutional right to privacy, and to what sorts of controversies has the right to privacy been applied? • LO 4.4 What are the constitutional rights of people accused of crimes? • LO 4.5 What civil liberties issues are raised by the conduct of the War on Terror? Copyright © 2012, 2011 Pearson Education, Inc. All rights reserved. LO 4-1 To Learning Objectives The Constitution and Civil Liberties • The U.S. Constitution – Protections for the individual against the coercive power of the state – Bill of Rights - first 10 amendments. – 14th Amendment Due Process Clause: • Selective Incorporation • Fundamental Rights Copyright © 2012, 2011 Pearson Education, Inc. All rights reserved. LO 4-1 To Learning Objectives The Constitution and Civil Liberties • State Constitutions – State constitutions must grant their citizens all the protections guaranteed in the U.S. Constitution. – States may also guarantee citizens more rights than the federal Constitution. Copyright © 2012, 2011 Pearson Education, Inc. All rights reserved. LO 4-2 To Learning Objectives First Amendment Freedoms • Government and Religion – While the Bill of Rights guarantees individual rights, none of the rights are absolute. – However, the religious beliefs of some groups come into conflict with federal and state law. – Establishment of Religion • Supreme Court has attempted to strike a balance. • Rulings on government aid to parochial schools Copyright © 2012, 2011 Pearson Education, Inc. All rights reserved. LO 4-2 To Learning Objectives First Amendment Freedoms – Free Exercise of Religion • Disputes concerning freedom of religion fall under two general categories. – Deliberate effort of government to restrict activities of controversial religious groups – Impact on religious practice of general laws and government procedures that are otherwise neutral with respect to religion Copyright © 2012, 2011 Pearson Education, Inc. All rights reserved. UPI/Monika Graff /Landov LO 4-2 To Learning Objectives First Amendment Freedoms • Freedom of Expression – Free expression is a fundamental right. – The Supreme Court has ruled that restrictions on freedom of speech can exist. Copyright © 2012, 2011 Pearson Education, Inc. All rights reserved. LO 4-2 To Learning Objectives First Amendment Freedoms • Freedom of Expression – Antigovernment Speech – Expression that threatens the public order – Hate crimes legislation – Symbolic expression Copyright © 2012, 2011 Pearson Education, Inc. All rights reserved. LO 4-2 To Learning Objectives First Amendment Freedoms • Freedom of the Press – Obscenities – Defamation – Prior Restraint • Prevent publication or broadcast of material that the government finds objectionable Copyright © 2012, 2011 Pearson Education, Inc. All rights reserved. LO 4-3 To Learning Objectives Privacy Rights – Not specifically mentioned in the Constitution – Based on the Due Process Clause of the 14th Amendment – Key cases • Access to contraceptives • Banning abortion • Criminalizing private consensual sexual contact between adults of the same sex Copyright © 2012, 2011 Pearson Education, Inc. All rights reserved. LO 4-3 To Learning Objectives Susan Steinkamp/CORBIS Copyright © 2012, 2011 Pearson Education, Inc. All rights reserved. LO 4-4 To Learning Objectives Due Process of Law and the Rights of the Accused – Searches and Seizures • Protected by 4th Amendment • Judicial warrant or probable cause needed for most searches • Court allows “good faith exceptions.” • Exclusionary Rule: Mapp v. Ohio (1961) Copyright © 2012, 2011 Pearson Education, Inc. All rights reserved. LO 4-4 To Learning Objectives Due Process of Law and the Rights of the Accused – Miranda Warning • Originated in Miranda v. Arizona (1966) – Double Jeopardy – 5th Amendment – Fair Trial • 6th Amendment guarantees a speedy trial, a public trial, a trial by an impartial jury, and the right to legal counsel. – Cruel and Unusual Punishments • Capital punishment Copyright © 2012, 2011 Pearson Education, Inc. All rights reserved. LO 4-4 To Learning Objectives Copyright © 2012, 2011 Pearson Education, Inc. All rights reserved. LO 4-5 To Learning Objectives Civil Liberties and the War on Terror • Hamdi v. Rumsfeld: Court held that the president could not deprive detainees of their right to due process. • Boumediene v. Bush: Court declared that terror suspects held at Guantánamo have a constitutional right to seek their release in federal court. Copyright © 2012, 2011 Pearson Education, Inc. All rights reserved. To Learning Objectives LO 4-5 Northwestern University Library Copyright © 2012, 2011 Pearson Education, Inc. All rights reserved. Dr. Hunt Discovery Civics   In the early stages of the U.S. voluntary groups flourished locally in the absence of any strong national state. A weak state and autonomous religious institutions made it both necessary and possible for local groups of Americans to do things on their own.   First only groups like the Masons and most churches formally linked translocally. In the area between the Revolution and the Civil War, voluntary groups multiplied and formed links across localities, spurred on by government activities and religious evangelism in a nation without an establish church.  The Industrial revolution however brought change. ◦ Economic ◦ Geographic  Localism began to be challenged.   Expansion of the US not only opened the localities to new realities but it brought more political and social awareness. Politics went from being considered very local to local and national. All politics is local even if it is national in nature.  Casting Wide Nets – is a pattern of association-building employed by voluntary membership groups between the Civil War and 1920. Leaders would fan out across the states and localities in order to stimulate “native” leaderships to create local clubs or lodges as quickly as possible. Everywhere leaders went, they tried to put state as well as local units in place.  Measures such as the Post Office Act of 1792, helped the expansion of voluntary organizations. ◦ It shaped US government institutions. ◦ Legislators wanted mail and news to be carried into even the smallest communities & to be able to travel and to form the national capital. ◦ As a result, they subsidized stagecoach travel and set cheap postal rates.   Voluntary organizations took advantage of these postal subsidies by disseminating their messages in newspapers and later magazines. As a result, many civic associations and voluntary organizations have modeled themselves off of the US government. ◦ Questions: What do I mean by that? How are these organizations similar to the US government in structure?  Impact of Industrialization: Robert Wiebe’s The Search for Order, 1877-1920 found that key actors are rising “new middle-class” professionals and businesspeople, who fashioned new associations and service groups in response to the unsettling transformation of immigration, industrialization, and urban concentration .    Membership organizations worked because of economic add these groups provided in times of an emergency, because they provided a social outlet. People loved being a part of larger ‘brotherhoods’ and ‘sisterhoods’. Inspired individuals to join endeavors that thousands of others across their state and nation were also committed.    Elite “Service” groups—mainly Rotary clubs, Exchange Clubs, and Lions Club—also spread from city-to-city during industrialization. They emphasized fellowship and service to the broader community and accepted only a few leading people from each business or profession. Meaning of “Brother hood” changed.   Contemporary conservative theorists believe that voluntary groups were hurt by the growth of the national state—and especially by the rise of the modern ‘welfare state’ with its social expenditures and market regulations. Question: Do you agree with this statement?   Discovery Civics Dr. Hunt  The process of adaption and integration by which one becomes politically (& civically) aware.  It’s a continual process that begins at birth and continues throughout one’s life.  Transmits and shapes the political culture of the nation.  Older generations influence politics by showing their children how to play “political game.”  Is the pattern of distribution of orientations of members of a political community have towards politics.  Political socialization shapes and transmits a nation’s political culture.  Political socialization also: (1) maintains, (2) transforms, and (3) creates political culture.  Political Socialization produces a political self (Richard Dawson and Kenneth Prewitt).  Is ones entire complex of orientations regarding his/her political world, including his/her views toward his/her own political role.  Includes: o Feelings of nationalism, patriotism, or tribal loyalties. o Identification with particular partisan faction or groups. o Attitudes and evaluations of specific political issues and personalities. o Knowledge regarding political structures and procedures, self-image of rights, responsibilities, and position in the political world.  Mass: Learning what behavior is appropriate for the citizen or subject. Behavior that may be performed by the overwhelming majority of people in a particular society, people who are amateurs in politics in the sense that they spend most of their time in non political pursuits. o Examples: • Being Patriotic • Singing the National Anthem, Pledge of Alliance, etc. • Voting • Signing Petitions  Elite: How members of society who will become public officials acquire their orientation.  Doesn’t differ from mass socialization.  Actions they carry out in positions of power are going to differ from the masses.  Elites drawn from high social classes.  Child experience is important.  Learn leadership from organizations.  Political socialization occurs through both primary & secondary relationships.  Primary: highly personalized & relatively unstructured. o Family, close friends, & work associates.  Secondary: more formal, impersonal, & involve less total involvement by the individual o Political parties, labor unions, educational institutions, & mass media. Five Agents:  Family  Peers  Schools  Mass Media  Political Parties/Leaders/Institutions  Most significant & universal social institution.  Influence depends on other agents & how they effective the family performs the socialization process.  Important in the development of the political self. o Monopoly over child during formative years. o Relationship and personal ties are emotionally intense.  Influences on political socialization: o Examples & direct teaching or indoctrination. o Personality traits & social attitudes. o Network of social & economic relationships.  Children tend to have same political attitudes and values as parents.  Parents non political involvement = child non political involvement.  The influence of the family on an individual will be stronger if the family is homogenous in their viewpoints and if the family structure is close knit and communicate frequently.  Basic form of social relationships & serve as important instruments of social learning and adjustment in all societies.  Are widespread and important in modern highly developed societies.  Replace the influence of family around the age of 13-14.  Provide: o Personal contact o High levels of interaction o Motivation or pressure to conform  Pressure members to accept their orientations & behaviors.  If political or civic engagement is important to the group, one will typically value these ideals.  Linked to the political self: o Shape education by providing instruction in appropriate political values. o Amount of education affects the understanding of the world of politics.  May or may not teach the same values as the other agents.  Items that help to shape the political development of youth: o Curriculum o Classroom Ritual Life o The Teacher  Curriculum – Instills values via what is taught, textbooks, & assignments.  Classroom Rituals – Transmits political values through activities. (i.e. saluting the flag, singing patriotic songs, etc.)  The Teacher - Represents an authoritative spokesperson of society & established a learning culture.  Important because of exposure of youth to diversity. o Student body o Groups (Political & Non-Political) o Various programs/festivals  How do you think the mass media effected your parent’s political socialization?  How do you think the mass media effects your political socialization?  What role do you think the new forms of news media (Twitter, Facebook, blogs, Tumblr, etc.) are affecting the way people are socialized?  What role do you think political parties/leaders/institutions have had on previous generation’s political socialization?  What impact do political parties/leaders/institutions have on your political socialization?  What impact do political events have on your political socialization?  Do you think that the lack of trust in the government makes this agent of socialization valid in today’s society?
Purchase answer to see full attachment