Chapter 12 Working and Relaxing1. How could employers help pre

Chapter 12 Working and Relaxing
1. How could employers help prevent worker burnout?
2. Provide an example of each of Super’s phases of occupational
development (implementation, establishment, maintenance,
deceleration, and retirement).
3. Compare and contrast the glass ceiling and the glass cliff.
Chapter 13 Making it in Midlife
1. What are the characteristics of the adult learner that a new
college professor might need to understand?
2. Use the five-factor model to describe what you believe would
be an ideal grandparent. Be sure to explain your description.
Classmate 1
Chapter 12: Working and Relaxing
Employers should promote work-life balance within the
workplace by allowing family time, exercise and self-care.
Flexible scheduling is critical to accommodate individual
schedules. Furthermore, employers can encourage their
employees to use vacation time to refresh and rejuvenate.
Employers may also provide work from home options, which
potentially eliminates the stress of time management.
Implementation is exemplified by going to college to study a
specific field. An example of establishment is learning
collaborative and leadership skills at a workplace. Maintenance
may include keeping one job for a long time, working in the
same place. Working for shorter hours in an example of
deceleration. Lastly, dissociation from all work-related
activities is an example of retirement.
Glass ceiling alludes to stopping and individual from advancing

with an organization’s hierarchical levels based on factors, such
as racism and sexism. Contrastingly, glass cliff implies the
tendency to promote people into problematic organizational
situations, particularly women. As a result, the decision is mean
to make their performance falter. Primarily, both practices
entail erecting barriers to limit individuals from actualizing
their potential.
Chapter 13: Making it in Midlife
A college professor may be interested in the adult learners’ self-
direction a major characteristic of their education because they
understand what they want. Secondly, personal-experience-
oriented learning mostly drawn from their age. With advanced
age, adult learners have gained substantial experience over the
years and will apply it when learning. Thirdly, adult learners
emphasize on practical and outcome-based approach to gain
deeper knowledge. They recognize the whole reason of learning
is to attain positive outcomes on explored concepts.
The five-factor model recognizes an ideal grandparent as one
that shows openness. He/she should be willing to try new
things. Secondly, conscientiousness is a key factor for an ideal
grandparent and entails having self-discipline and control.
Thirdly, the grandparent should also exhibit a high level of
extraversion, which primarily entails high levels of outside
world engagement. Fourthly, agreeableness is a key element of
an ideal grandparent because it enables him/her harmoniously
get along with others. Lastly, neuroticism is an equally
fundamental factor and helps the grandparent tolerate stress. A
grandparent’s mental health affects the relationship with the
grandchildren.
Classmate 2
Chapter 12 Working and Relaxing
1. How could employers help prevent worker burnout?
It is said that it’s a good thing to want to be. Successful but
treating yourself in the process is very important, this will help
from being work burnout. Employers can prevent worker

burnout by providing employee with time away from work to
enjoy their success and also showing understanding putting
themselves in the shoe of their employees and being motivating.
2. Provide an example of each of Super's phases of occupational
development implementation, establishment maintenance,
deceleration, and retirement)
Implementation: A child in early 20’s working at places they
are interested in and gaining experience.
Establishment: at the age of 25 to 40 years, making
confirmation on what they want to do as occupational choice.
Maintenance: at age 45 to 65 years, settling in their occupation
and being rank for higher position ex. Manager etc.
Deceleration: at age 65 up most of their achieve has been
accomplished and ready to end.
Retirement: at this time occupation has ended and enjoying
more time with family.
3. Compare and contrast the glass ceiling and the glass cliff
Glass ceiling, refers to the barrier preventing women from
reaching the highest executive levels within their respective
organizations, the glass cliff addresses the tendency to promote
women into problematic organizational situations, making it
more likely their performance will falter. The metaphor of the
glass cliff is that women in this position are at risk of falling
off a cliff (and failing).
Chapter 13 Making it in Midlife
1. What are the characteristics of the adult learner that a new
college professor might need to understand?
Personality adjustment, developmental changes in terms of their
adaptive value and functionality such as whether one can
function effectively within society and how personality

contributes to everyday life running smoothly.
Personality growth, form of personality that refers to ideal end
states such as increased self-transcendence, wisdom, and
integrity.
2. Use the five-factor model to describe what you believe would
be an ideal grandparent. Be sure to explain your description
Grandparents are the best, they are humble and knows how to
keep things calm and in control. They are respected in
everything they do and can always be called on because of their
tolerance and ways of giving encouragement and care. On my
mother side of family, we were all cared for by our
grandparents not left alone with them, but everyday we would
go by other grandparent’s house instead of staying home with
our parents on weekend days we would spend the entire day and
night their and still not wanting to go home after Sunday. This
was because they would always find exciting things to do, and
we were always willing to help them in any and every task also
they made the best meals.
POL 2301, United States Government 1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
1. Summarize the origins of American political thought.

1.1 Define the key characteristics of American democracy.
1.2 Explain the importance of various components of a
democracy.
Course/Unit
Learning Outcomes
Learning Activity
1.1
Unit Lesson
Chapter 1, pp. 9–31
Unit I Scholarly Activity
1.2
Unit Lesson
Chapter 1, pp. 9–31
Unit I Scholarly Activity
Required Unit Resources
In order to access the following resource, click the link below.
Throughout this course, you will be provided with sections of
text from the online textbook American
Government 2e. You may be tested on your knowledge and
understanding of the material presented in the
textbook as well as the information presented in the unit lesson.
Chapter 1: American Government and Civic Engagement, pp. 9–
31

Unit Lesson
Democracy is an idea that has a variety of meanings. In its most
basic
form, democracy refers to a political system in which the
government is
established by citizens, and citizens live by
the laws they make (i.e., the rule of the
people). In Unit I, key characteristics and
practices of American democracy, such as
direct democracy, indirect democracy,
government, common good, and civic
engagement, will be introduced and
explained. These fundamental concepts will
lay the foundation for the remainder of the
course.
Origins of American Democracy
As this is a course in American government,
the idea of democracy is an appropriate place
to begin. In its pure form, direct democracy
means that all citizens must engage in creating
the laws under which everyone lives. However, as Greek
philosopher Aristotle
pointed out over 2,000 years ago, democracy can exhibit
negative qualities.
UNIT I STUDY GUIDE
U.S. Government and Civic Engagement

(McLeod-Simmons, n.d.)
Plato and Aristotle
(Image Editor, n.d.)
http://files.civiced.org/podcasts/60SecondCivics/60SecondCivic
s-Episode3700.mp3
http://files.civiced.org/podcasts/60SecondCivics/60SecondCi vic
s-Episode3700.mp3
https://online.columbiasouthern.edu/bbcswebdav/xid-
124834678_1
s-Episode3700.mp3
s-Episode3700.mp3
s-Episode3700.mp3
s-Episode3700.mp3
s-Episode3700.mp3
In order to access the following podcast, click the link below.
Listen to the podcast 60-Second Civics: Episode 3700, which is
sponsored by the website Center
for Civic Education and speaks on Aristotle’s influence on
modern U.S. government. The transcript
for the podcast 60-Second Civics: Episode 3700 is also
available for your viewing.

Though the Athenian city-state’s democracy was a popular form
of government for ancient Greeks,
Aristotle considered it an imperfect or deviant political system
(Aristotle & Ellis, 2009). Like many later political
theorists, Aristotle considered democracy, or rule by the poor
masses, to mean mob
rule. People are attentive to advancing their own interests and,
if given political power,
will more than likely use that power to their own advantage.
Centuries later, Thomas Hobbes made a similar argument about
human nature.
sponsored by
the Center for Civic Education and speaks on Thomas Hobbes’s
view on
human nature. The transcript for the podcast 60-Second Civics:
Episode 91
is also available for your viewing.
The Hobbesian view saw life without government as “poor,
nasty, brutish, and
short” (Hobbes & Gaskin, 1998, p. XLIII). However, for
Aristotle, democracy had a
redeeming quality. While individuals may be self-interested,
they are not entirely
egocentric and selfish. They possess a spark of virtue, whi ch,
under certain
circumstances, allows them to work together toward a collective

good. Thomas
Jefferson, who had similar reservations about a direct
democracy, also held that
mob rule can be tempered by the collective wisdom of the
people and that the
average citizen can pursue not only private interests but also
those things that
benefit everyone in a democratic republic (Jefferson, 1801).
View the video Thomas
Jefferson Biographical Vignette to learn more about his life and
work (transcript for
the video Thomas Jefferson Biographical Vignette).
One of the key features of Aristotle’s seminal work on
government, The Politics, is
his typology of different types of government. He categorized
governments based
on the chief aim of government and the number of leaders. Can
you guess what he considered to be good
constitutions (i.e., good government)? Using the types of
governments provided in the following interactivity
activity, fill in the chart, and see how many you get right.
In order to access the following activity, click the link below.
Interactive Activity 1.1: Types of Government
Click here to access the PDF version of Interactive Activity 1.1:
Types of Government.
A key Enlightenment-age political philosopher who championed
democratic government was John Locke. In
his Two Treatises of Government written in 1689, Locke argued

that government should be based on popular
consent and majority rule, and he suggested that government’s
primary function is to protect individuals’
natural rights to life, liberty, and property (Locke & Shapiro,
2003).
Thomas Hobbes
(Wright, 1670)
Thomas Jefferson
(Peale, 1800)
(Chernetskaya, n.d.)
s-Episode91.mp3
https://www.c-span.org/video/?c4814455/jefferson
s-Episode3700.mp3
https://files.civiced.org/podcasts/60SecondCivics/60SecondCivi
cs-Episode91.mp3
125045221_1
s-Episode3700.mp3
http://www.civiced.org/
124834613_1
124834613_1
cs-Episode91.mp3

124834610_1
124834609_1
124834609_1
125045221_1
124835175_1
124835175_1
s-Episode91.mp3
s-Episode3700.mp3
cs-Episode91.mp3
125045221_1
s-Episode91.mp3
s-Episode3700.mp3
cs-Episode91.mp3
125045221_1
s-Episode91.mp3
s-Episode3700.mp3

cs-Episode91.mp3
125045221_1
s-Episode91.mp3
s-Episode3700.mp3
cs-Episode91.mp3
125045221_1
s-Episode91.mp3
125045221_1
sponsored by the
Center for Civic Education and provides insight into John
Locke’s philosophy.
The transcript for the podcast 60-Second Civics: Episode 92 is
also available
for your viewing.

Following in the tradition of Hobbes in the Leviathan, which
was written in 1651, Locke
argued that government is formed as a social contract between
citizens and government.
In exchange for protecting the rights of citizens and maintaining
order and stability,
citizens agree to submit themselves to the rule of government
(Locke & Shapiro, 2003).
Government, Politics, and
Power
The ancient Greeks and
Enlightenment philosophers
were engaged in discussion of
the best form of government.
In doing so, they laid the
foundation for the great
American experiment in
democratic government.
According to acclaimed
political scientist Harold
Lasswell (1936), politics is
about who gets what, when,
and how. Power centers on
the capacity to engage in
decision-making. Political
power is defined as the ability
to acquire political position and
determine resource
distribution. Government refers
to the institutions, procedures,
and people who have the

political power to conduct
politics by establishing rules
that are binding on everyone in order to ensure that society runs
smoothly, safely, and peacefully. In the
United States, four key institutions operate at the national level
to make such decisions: Congress, the
presidency, the courts, and the federal administrative agencies
(bureaucracy). These institutions use
established procedures to develop and implement public
policies, including elections, lawmaking (Congress
and the president), judicial proceedings (courts), and
administrative discretion (bureaucracy). Working in
tandem, these institutions and procedures produce a variety of
public goods for citizens, such as security,
health care, clean air and drinking water, education, and
transportation infrastructure.
Who Governs
As a republic or representative democracy, citizens elect other
citizens to make decisions for everyone;
however, political power is not always evenly distributed. As
Aristotle noted over 2,000 years ago, the elite
few often seek to monopolize political power either for thei r
own advantage or, in some cases, to the
collective benefit. This is known as elitism. While this view of
political power may seem to contrast democratic
government, the argument can be made that most U.S. founders
were the educated, wealthy, and landowning
elite of their time. Consider the number of U.S. presidents who
are wealthy, successful, and well-educated.
Your textbook notes that one-third of all U.S. presidents and all
five of the presidents between and 1989 and
2020 have attended Ivy League universities (Krutz, 2019). A
recent Congressional Research Service report

indicates that 96% of members of the 116th Congress hold
bachelor degrees, 40% hold law degrees, and
11% have doctorate degrees (Manning, 2019). Additionally,
95% of House and Senate members were men
John Locke
(Kneller, 1697)
Fashionable attendees at a French literary salon listen to a
reading from
Voltaire, an Enlightenment writer and philosopher. During the
Enlightenment, these salons or drawing room gatherings were
popular
among the upper classes of Europe, who assembled to listen to
literary
readings and music.
(Lemonnier, 1812)
s-Episode92.mp3
s-Episode92.mp3
s-Episode92.mp3
124834611_1
s-Episode92.mp3
s-Episode92.mp3
s-Episode92.mp3
s-Episode92.mp3

s-Episode92.mp3
s-Episode92.mp3
as of 2020. The vast majority of U.S. presidents have had a peak
net worth of over $1 million in today’s
currency with Donald Trump’s peak net worth topping the list
with $3.1 billion (Suneson, 2019).
How Much Are They Worth?
Unlike the elitist model of political power, which focuses on the
elite few competing for and holding power,
pluralism’s view centers on groups organizing and influencing
government. According to pluralist theory,
citizens who want to engage in politics do so most successfully
through groups, such as interest groups and
political parties. When dealing with the distribution of goods,
pluralism attempts to balance the demands of
competing groups. This is the perspective of American life
observed by
Alexisis de Tocqueville in his Democracy in America (de
Tocqueville, 2009).

sponsored by the Center for Civic Education and speaks on the
point of view of Alexis de Tocqueville. The transcript for the
podcast 60-Second Civics: Episode 3702 is also available for
your
viewing.
Pluralists like elitists can seek to acrue benefits for their own
group members
to the exclusion of the collective good. James Madison (2008),
one of the
Founding Fathers and the author of The Federalist
Paper #10, suggested that this could pose a threat to
America’s representative democracy (Madison, 2008). However,
the forward-looking
Madison saw that groups, or factions, as he called them, could
not be eliminated, as
people naturally join together. To control the tyrannizing effects
of groups, Madison
contended that in a large, diverse country like the United States
(even back then), if
groups were allowed to flourish, there would be a sufficient
number of factions to allow
for a balance in competition between them. In a republican form
of government,
Madison reasoned that freely operating groups would naturally
create a check on each
other. Competing for political power, these diverse factions
would lobby government,
bargain with each other, and, in the end, create sound public
policies based on
compromise and consensus.

James Madison
(Harding, 1829)
Alexis de Tocqueville
(Chasseriau, 1850)
s-Episode3702.mp3
s-Episode3702.mp3
s-Episode3702.mp3
124834614_1
124834614_1
s-Episode3702.mp3
s-Episode3702.mp3
http://files.civiced.org/podcasts/6 0SecondCivics/60SecondCivic
s-Episode3702.mp3
s-Episode3702.mp3
s-Episode3702.mp3
http://files.civiced.org/podcasts/60SecondCivics/60 SecondCivic
s-Episode3702.mp3

Learn more about Madison’s political views by listening to the
podcast 60-Second Civics: Episode
382, which is sponsored by the Center for Civic Education. The
transcript for the podcast 60-
Second Civics: Episode 382 is also available for your viewing.
The Political Spectrum
For most people in the United States, some form of democracy
immediately comes
to mind when they think about government. However, as
Aristotle reminds us, there
are various forms of government with different numbers of
leaders and varying goals
for those who hold political power. You can think of the
variations in government as a
spectrum. Throughout the spectrum are ideologies, which are
the beliefs and ideals
that help to shape political opinion and public policy. As you
move out from the
center in either direction, power becomes more
focused in the hands of an increasingly few
individuals, such as in Hitler’s Germany, or specific
groups, such as the Communist Party of the old
Soviet Union. In totalitarian systems, the state and
its leadership have unlimited power, and they
exercise control over all aspects of political, soci al,
and economic life. A modern example of
totalitarianism is North Korea. For more information
on North Korea, see the Central Intelligence
Agency’s (CIA) webpage “The World Factbook” on
North Korea. In authoritarian states, such as the

People’s Republic of China and Cuba, power is
expansive, but there are some areas of individual freedom. In
both systems, civic
engagement is nonexistent or highly limited. While in an
authoritarian state, there
may be some areas in which citizens can engage in politics or
economics. These
areas are not freely chosen by citizens but, rather, are selected
by political leaders.
They are often areas that benefit political leadership, such as
economic development
of markets or limited political freedoms, which help mitigate
widespread political
protests. For more information on China, see the CIA’s webpage
“The World
Factbook” on China. For more information on Cuba, see the
CIA’s webpage “The
World Factbook” on Cuba.
On the political spectrum, note that representative democracy is
in the center. Characteristics of
representative democracy include popular consent; popular
sovereignty; limited government; majority rule;
protection of minority rights; protection of free and regular
elections; protection of basic freedoms, such as
speech and press; provision of public goods; and at least
moderate levels of civic engagement. As you move
away from the center in either direction, you become less of a
centrist. Movement toward the left is a liberal
ideology associated with the Democrat Party, and movement
toward the right is a conservative ideology
associated with the Republican Party.

Interactive Activity 1.2: Political Spectrum
Click here to access the PDF version of Interactive Activity 1.2:
Political Spectrum.
The United States boasts a wide variety of ideologies and
political parties, but most Americans remain faithful
to one of the two major parties and ideologies. A Gallup poll
shows that in 2019 just over half of Americans
consider themselves either Republican (29%) or Democrat
(27%); 38% of Americans call themselves
Kim Jong Un
(Scavina, 2018)
Josef Stalin and Vladimir
Lenin
(Vladimir Lenin and Joseph
Stalin, 1919, 1919)
Che Guevara and
Fidel Castro
(Korda, 1961)
s-Episode382.mp3
125044961_1

s-Episode382.mp3
s-Episode382.mp3
124834612_1
124834612_1
https://www.cia.gov/library/publications/resources/the-world-
factbook/geos/kn.html
factbook/geos/kn.html
factbook/geos/ch.html
factbook/geos/ch.html
factbook/geos/cu.html
factbook/geos/cu.html
125044961_1
124835176_1
124835176_1
http://files.civiced.org/podcasts/60SecondCivics/60SecondCivi c
s-Episode382.mp3
125044961_1
s-Episode382.mp3
125044961_1
s-Episode382.mp3

125044961_1
s-Episode382.mp3
125044961_1
125044961_1
Independent (Gallup, n.d.). Of those affiliating with either
Republicans or Democrats, about one-third are
solidly conservative or liberal, respectively (Desilver, 2014).
However, Americans tend to be more diverse.
While the United States has a strong two-party system,
Americans also align themselves with other ideologies
and parties, such as libertarianism and populism. Review the
chart below to see the political beliefs of these
four ideologies.
What are you? Take an online quiz to see if you are
conservative or
liberal and how conservative or liberal you really are.
Interactive Activity 1.3: Political Typology Quiz

https://www.people-press.org/quiz/political-typology/
Civic Engagement in American Democracy
Can the United States remain a democratic system if citizens do
not actively participate in government and
politics? What do citizens need in order to become and remain
engaged in politics? What are some of the
common avenues through which citizens can participate in
government and politics? How can government
facilitate civic engagement? What are the advantages and
disadvantages of high- and low-level civic
engagement? Civic engagement refers to citizen participation in
political society, whether through voting or
holding elective office. Civic engagement is a critical
component of democracy.
For nearly 250 years, the U.S. Constitution has proven to be
amazingly resilient, withstanding vast upheavals
in American politics and society, including massive population
growth and expanding diversity, as well as civil
and global wars. Throughout the history of the United States,
one key evolutionary feature that has withstood
time and change has been the country’s ability to continually
broaden opportunities for civic engagement.
Perhaps it is this founding principle of civic engagement that
has enabled the manifestation of Aristotle and
Jefferson’s vision of a democratic republic in which collective

wisdom and individualism are combined in the
masses of democracy to establish what Alexis de
Tocqueville(2009) called self-interest rightly understood or
what has come to be known as enlightened self-interest.
The founding principles of the United States are based on the
supposition that its citizens will be actively
engaged in civic and political life. The rights of popular consent
and popular sovereignty necessarily entail the
responsibility to engage in balancing self-interest meaningfully
and knowledgeably with the common good.
This dovetails with the expectation that while citizens are
entitled to protect their own rights and expect
government to do so as well, they must be willing to act as
custodians and sentinels of the rights of others. No
one citizen’s rights are superior or subordinate to another’s. In
his first inaugural address, Thomas Jefferson
remarked:
All too will bear in mind this sacred principle, that though the
will of the majority is in all cases
to prevail, that will to be rightful must be reasonable; that the
minority possess their equal
rights, which equal law must protect, and to violate would be
oppression. Let us, then, fellow-
citizens, unite with one heart and one mind. Let us restore to
social intercourse that harmony
and affection without which liberty and even life itself are but
dreary things. (Jefferson, 1801,
para. 2)
As a fundamental principle of American democracy, self-
government depends not on presidents or judges or
legislators but, rather, on citizens. This first unit began with the

classical influences on democratic
government. It closes with perhaps the most essential
requirement of democracy, which is the active
engagement of citizens in political life.
References
Aristotle, & Ellis, W. (2009). The politics of Aristotle: A
treatise on government. The Floating Press.
https://libraryresources.columbiasouthern.edu/login?url=http://s
earch.ebscohost.com/login.aspx?direc
t=true&db=nlebk&AN=313807&site=ehost-live&scope=site
Chasseriau, T. (1850). Alexisis de Tocqueville [Painting].
Wikimedia.
https://commons.wikimedia.org/wiki/File:Alexisis_de_tocquevil
le.jpg
Chernetskaya. (n.d.). Time to engage [Image].
https://www.dreamstime.com/composition-phrase-time-to-
engage-written-notebook-composition-phrase-time-to-engage-
written-notebook-wooden-
image107147494
Desilver, D. (2014). A closer look at who identifies as
Democrat and Republican. Pew Research Center.
https://www.pewresearch.org/fact-tank/2014/07/01/a-closer-
look-at-who-identifies-as-democrat-and-

republican/
de Tocqueville, A. (2009). Democracy in America. Pacific
Publishing Studio.
Gallup. (n.d.). Party affiliations.
https://news.gallup.com/poll/15370/party-affiliation.aspx
Gilbert, S. (1825). Thomas Jefferson, third President of the
United States [Portrait].
https://www.loc.gov/item/96523332/
Gilbert, S. (1828). George Washington, first President of the
United States [Portrait].
Harding, C. (1829). James Madison [Painting].
https://commons.wikimedia.org/wiki/File:James_Madison_by_C
hester_Harding_(detail),_1829-1830_-
_DSC03224.JPG
Hobbes, T., & Gaskin, J. C. A. (1998). Leviathan. Oxford
University Press.

t=true&db=nlebk&AN=12309&site=eds-live&scope=site
Image Editor. (n.d.). Plato and Aristotle [Image].
https://ccsearch.creativecommons.org/photos/2fb7b300-
697a-4952-9a6f-52d46c06b427
Jefferson, T. (1801). First inaugural address. The Papers of
Thomas Jefferson, 33, 148–152.
https://jeffersonpapers.princeton.edu/selected-documents/first-
inaugural-address-0
Kneller, G. (1697). John Locke [Painting]. Wikimedia.
https://commons.wikimedia.org/wiki/File:John_Locke_Crop.png
Korda, A. (1961). Che Guevara & Fidel Castro [Photograph].
Wikimedia.
https://commons.wikimedia.org/wiki/File:CheyFidel.jpg
Krutz, G. (2019, February 21). American governme nt 2e (S.
Waskiewicz, Ed.). OpenStax.
https://openstax.org/details/books/american-government-2e
Lasswell, H. (1936). Politics: Who gets what, when, how.
McGraw-Hill.
Lemonnier, A. C. G. (1812). Reading of Voltaire’s L’Orphelin
de la Chine in the salon of Madame Geoffrin

[Painting]. Wikimedia.
https://commons.wikimedia.org/wiki/File:Salon_de_Madame_G
eoffrin.jpg
Locke, J., & Shapiro, I. (2003). Two treatises of government:
And a letter concerning toleration. Yale
University Press.
t=true&db=nlebk&AN=187734&site=eds-live&scope=site
Madison, J. (2008). The federalist. In L. Goldman (Ed.), The
federalist papers.
t=true&db=nlebk&AN=264957&site=eds-
live&scope=site&ebv=EB&ppid=pp_48
McLeod-Simmons, L. (n.d.). U.S. capitol [Photograph].
OpenStax. (2019). American government (2nd ed) [eBook].
Retrieved from
https://openstax.org/details/books/american-government-2e
Peale, R. (1800). Thomas Jefferson [Painting].
https://commons.wikimedia.org/wiki/File:Thomas_Jefferson_by
_Rembrandt_Peale,_1800.jpg
Suneson, G. (2019, February 13). The net worth of every US
president from George Washington to Donald

Trump. USA Today.
https://www.usatoday.com/story/money/2019/02/13/donald-
trump-george-
washington-net-worth-us-presidents/39011559/
U.S. Navy. (1961). President John F. Kennedy, head-and-
shoulders portrait, facing front [Photograph].
The White House. (2016). Portrait of President-elect Donald
Trump [Photograph].
Vladimir Lenin and Joseph Stalin, 1919. (1919). [Photograph].
Wikimedia.
https://commons.wikimedia.org/wiki/File:Vladimir_Lenin_and_
Joseph_Stalin,_1919.jpg
Wright, J. M. (1670). Thomas Hobbes [Painting].
https://commons.wikimedia.org/wiki/File:Thomas_Hobbes_(port
rait).jpg

Suggested Unit Resources
The following films provide distinct insight into political
theories and practices. You are encouraged to view the
films to further your knowledge, and they can be found at
various online vendors.
The Grapes of Wrath film is based on John Steinbeck’s 1939
Pulitzer Prize-winning book of the same name.
The film is set in the Midwest Dust Bowl during the Great
Depression. With clear populist undertones, it
provides a clear and realistic view of poverty and plight of the
“common man.”
Zanuck, D. F. (Producer), Johnson, N. (Producer), & Ford, J.
(Director). (1940). The grapes of wrath [Film].
20th Century Fox.
The Fountainhead film is based on Ayn Rand’s 1943 book of the
same name, and the film exemplifies the
highly individualistic focus of libertarianism pushed to its
limits. The story follows an architect who refuses
to yield to social and economic conventions as he faces
challenges with the vision he has of himself and
his goals.
Blanke, H. (Producer), & Vidor, K. (Director). (1949). The
fountainhead [Film]. Warner Bros.
Mr. Smith Goes to Washington is certainly a less weighty film
than The Grapes of Wrath and The
Fountainhead, but it presents a wonderful introduction to
politics, political corruption, and political redemption.

Capra, F. (Producer & Director). (1939). Mr. Smith goes to
Washington [Film]. Columbia Pictures.
Learning Activities (Nongraded)
Nongraded Learning Activities are provided to aid students in
their course of study. You do not have to submit
them. If you have questions, contact your instructor for further
guidance and information.
Review
In order to check your understanding of the materials presented
in this unit, you are encouraged to complete
the following exercises that can be found at the end of Chapter
1. Once you have completed the activities,
check your answers using the Answer Key.
Chapter 1: Review Questions, pp. 33–34
Chapter 1: Critical Thinking Questions, p. 34
124834676_1
Terminology

Engage with the terminology that
plays an integral role in U.S.
politics by reviewing the Unit I
Flash Cards (PDF version of the
Unit I Flash Cards).
Reference
Luckydoor. (n.d.). ID 50718023 [Photograph].
https://www.dreamstime.com/stock-photo-flash-cards-box-
vocabulary-image50718023
(Luckydoor, n.d.)
124834628_1
124834628_1
124834628_1
124834663_1
124834663_1
124834628_1

Chapter 12 Working and Relaxing1. How could employers help pre

Chapter 12 Working and Relaxing1. How could employers help pre

Recommended

Recommended

More Related Content

Similar to Chapter 12 Working and Relaxing1. How could employers help pre

Similar to Chapter 12 Working and Relaxing1. How could employers help pre (14)

More from EstelaJeffery653

More from EstelaJeffery653 (20)

Recently uploaded

Recently uploaded (20)

Chapter 12 Working and Relaxing1. How could employers help pre