Chapter 3© 2013, McGraw-Hill Education. All Rights Reserve.docx

Chapter 3
© 2013, McGraw-Hill Education. All Rights Reserved.
3-2
Federalism: National and
State Sovereignty
power by sharing
3-3
State Sovereignty

for secure defense and
stable commerce
support of
enumerated powers
3-4
State Sovereignty
not delegated to the national government are reserved for
the states

3-5© 2013, McGraw-Hill Education. All Rights Reserved.
3-6
Federalism in Historical Perspective
–1865)
ruling in favor of national power and supremacy clause
he states’-rights view: the Dred Scott decision (1857);
ruling for states rights in conflict over legality of slavery
3-7
-faire capitalism (1865–1937)
national power

3-8
3-9
Contemporary Federalism
tion of programs

3-11
for state programs
programs
a general concern
3-13
r

decades of twentieth century
Bush: education and security policy
3-14
The Public’s Influence: Setting the
Boundaries of Federal-State Power
—jobs during the Great
Depression
—increased social
services in 1960s
—rolled back federal authority in
1990s
in 2009
Chapter 2

2-2
Before the Constitution:
Colonial and Revolutionary Experiences
th democratic institutions; English
Parliament and colonial charters
—including trial by jury
document
nental Congress
2-3

—liberty, equality, individual rights, self-
government, lawful powers
rights
nsent of the governed
2-4

States retained “sovereignty, freedom and independence”
policies
2-5
—nation dissolving
foreclosures on their land
ble to raise army to quell rebellion
Philadelphia to revise Articles of Confederation

2-6
Negotiating Toward a Constitution
: a two-chamber Congress
-state) Plan
-state) Plan
romise: two-chamber Congress
2-7
-Fifths Compromise: issues of slavery and trade

-Fifths Compromise: three-fifths of enslaved
population counted for apportionment of taxes and political
representation
2-9
itution
-Federalists: against a strong national government
2-10

-Federalists raised arguments that still echo in American
politics
-government and personal liberty at risk
James Madison, John Jay
2-11

2-13
Protecting Liberty:
Limited Government
Constitution
Total of seventeen powers
Constitution
2-14
Protecting Liberty:
Limited Government
ng power to offset power

overbearing majorities
powers
2-16
Protecting Liberty:
Limited Government
utions—checks and balances
president,
Supreme Court
Congress, Supreme Court

Congress
2-18
Protecting Liberty:
Limited Government
2-19

Protecting Liberty:
Limited Government
ine if governmental institution is acting within
its constitutional powers
Madison (1803)
2-20
Providing for Self-Government
y versus republic
democracy
through elected representatives
rights

2-21
through election of officials
al College
2-23
ering the Constitution: more power to the people

; referendums and initiatives
2-25
Constitutional Democracy Today
through elections to be
exercised in accordance with law and with due respect for
individual rights
moderates the power of the others

Thomas E. Patterson
By Diane Feibel, Ed.D.
1-3
Chapter 1
1-4
Learning to Think Politically
form a knowledgeable view about a political issue
1-5

self-inform
biased cable television and Internet blogs
prevalent
1-6
olitical science can contribute to political thinking
politics
to think politically

1-7
was important obstacle to whole-scale healthcare reform
society
1-8
Political Culture:
Americans’ Enduring Beliefs
lture:

the first white settlers
1-10
Political Culture:
-government
1-11
Political Culture:

1-12
Political Culture:
mericans’ chief aim is to “remain their own
masters”
1-13

Political Culture:
al
treatment
under the law
free
while others were enslaved
1-14
Political Culture:
-government
-determination

consent of the governed”
1-15
Political Culture:
-slavery “Jim Crow” era
l immigration and property restrictions
1-16
Political Culture:

movements
1-19
Politics and Power in America
and allocates the resulting benefits and costs
influence political developments
uthoritarian and totalitarian governments:
nondemocratic, repressive regime types

1-20
representative means
of representatives
government does
1-21
determines what government does

power
1-22
Rights
government’s power
exercise power
1-24

and spending policies
ower exercised by the influential few
1-26
widespread
sharing of power
steadily grow over time

1-27
The Text’s Organization
citizens and intermediaries
appointive bodies
important it is to try
PS 1010, American Government 1
Learning Objectives
Upon completion of this unit, students should be able to:
1. Identify the core values of American government and the

limits and
power of these values.
2. Explain how democracy, constitutionalism, and the free
market
function together to keep certain groups from having power
over other
groups.
3. Examine the reasons behind the failure of the Articles of
Confederation.
4. Perceive how the Virginia Plan, the New Jersey Plan, the
Great
Compromise, and the Three-Fifths Compromise led to the
establishment of the current U. S. Congress.
5. Discuss the four major goals of the Constitution’s framers
and how the
Constitution meets these goals.
6. Elaborate on the various ways the Constitution has evolved
over the
years.
7. Analyze the concept of federalism and how it is utilized
within the U. S.
government.
8. Compare and contrast federalism in 1787 to federalism today.
Unit Lesson
What is politics? What part do we, as citizens, have in the

political process?
Patterson (2013) tells us the following: “The major barrier to
political thinking is
the unwillingness of citizens to make the effort. Political
thinking requires close
attention to politics, a responsibility that many people refuse to
accept.” (p. 5)
The United States has a political culture that was begun during
colonial times
and refined during the Revolutionary War. The purpose of this
class is not to
tell you what to think about politics but to give you the tools to
not just voice
your opinions, but to create and act upon an informed “political
judgment”
(Patterson, 2013, p. 4).
In a poll run by USA Today in July and August of 2012, around
800 people
were asked various questions about the presidential race. When
they were
asked why they do not pay much attention to politics, 59% said
because
nothing ever gets done and that it is a bunch of empty promises.
Another 54%
said it was corrupt while 42% said there was no difference
between the two
parties. Thirty-seven percent said it did not make much
difference to their lives
(Loehrke, 2012).
When the colonists declared their independence from Great
Britain, the
founding fathers declared that Americans were entitled to life,
liberty, and the
pursuit of happiness. Along with this entitlement also comes a

duty, because
nothing is ever free. It should be our active goal as U. S.
citizens to understand
how politics impacts every part of our lives from the moment
we are conceived,
and even after we depart this world. We should be informed of
what those who
Reading
Assignments
Chapter 1:
Political Thinking and
Political Culture:
Becoming a Responsible
Citizen
Chapter 2:
Constitutional
Democracy: Promoting
Liberty and Self-
Government
Chapter 3:
Federalism: Forging a
Nation
Supplemental
Reading
Click here to view a PDF
of the Chapter 1
presentation.

of the Chapter 2
presentation.
of the Chapter 3
presentation
Learning Activities
(Non-Graded)
See information below.
Key Terms
1. Anti-Federalists
UNIT I STUDY GUIDE
Foundations of American
Government
http://online.columbiasouthern.edu/CSU_Content/courses/Gener
al_Studies/PS/PS1010/13L/UnitI_Chapter1Presentation.pdf

“represent” us are doing so that we can guide their steps and
keep them
somewhat honest.
Early American core values for governing were centered on the
ideas of liberty,
individualism, equality, and self-government. While we have
attempted over the
years to transplant these ideas to other areas around the world,
the United
States is, to date, the only place they have worked. America is
unique among
the countries of the world because, while most countries are
built on a shared
heritage, we come from everywhere and work from a shared
ideal.
When the founding fathers put
together the original laws that were to
govern the new America, they created
the Articles of Confederation. These
Articles were based on states’ rights
first and foremost, due to our recent
conflict with the king in England. The
central government had no power to
tax and no power to maintain a proper
military. We also had no Chief
Executive and that made us weak.
Once the Revolution ended and we
began the everyday business of
running a country, the forefathers realized that the Articles of
Confederation
would not work.

Although Alexander Hamilton, James Madison, and the others at
the
convention in Pennsylvania understood that they would need to
throw out the
Articles and start over by creating a stronger centralized
government, they still
feared tyranny from the government. These men were
committing treason
when they put together the new government. Working a
compromise, they
created the executive branch (president and his staff), the
judicial branch, and
the legislative branch. The legislative branch consisted of the
Senate (two
senators from each state appointed by the state they
represented) and the
House of Representatives (based on population and elected by
the people),
and the judicial branch consisted of the Supreme Court and
various lower
federal courts. The Progressive Era would bring changes with
the passing of
the 17th Amendment, which stated that Senators would be
directly elected
instead of appointed. The new Constitution of the United States
spelled out the
job of each branch of the federal government within the first
three Articles.
Checks and balances were laid out within the Constitution so
that no one
branch would be able to overpower the other two.
Within the Constitution, Congress would now have legislative
power. However,
to keep Congress in check, the president has the power to veto

acts of
Congress. The president can also recommend legislation and can
call them
into special session. Another avenue of checks and balances is
the Supreme
Court. The Court, within its power to interpret (judicial review)
which was
cemented with Marbury v. Madison (1803), can rule an act of
Congress void if
they find that it goes against the Constitution. Congress also
checks itself by
needing to have a majority in each chamber of Congress in
order for legislation
to pass.
The president holds the power within the executive branch but
is also checked
by both the legislative branch (Congress) and the judicial
branch. While the
president can make treaties and appoint judges and cabinet
members, he can
only do so with the approval of Congress. Congress can also
impeach and
remove a president for cause. To date, only two presidents have
been through
the impeachment process: Andrew Johnson and Bill Clinton,
and both
remained in office. The biggest check that Congress has on the
president is its
2. Block grants
3. Constitutional
democratic republic
4. Constitutionalism
5. Cooperative

federalism
6. Democracy
7. Devolution
8. Dual federalism
9. Federalism
10. Fiscal federalism
11. Free market system
12. Grants-in-aid
13. Majoritarianism
14. Republic
Signing of the Declaration of
Independence (Trumbull, 1786-1820)
ability to enact laws and apportion money. The president cannot
act without
laws and must have money to pay the bills. The judicial
branch’s biggest check
on the executive branch is its ability to rule an act or action
unlawful.
The Supreme Court holds the judicial power along with the
lower federal
courts. Congress’ check on the judicial system is its power to
change the
number of justices. It can also restrict the Supreme Court’s

appellate
jurisdiction and can impeach and remove justices. If the courts
rule a law
unconstitutional, Congress can go back and rewrite the law for a
better
interpretation or can initiate an amendment to the Constitution
(not an easy
thing to have done). The president’s check over the Court is the
ability to
appoint justices with the consent of the Senate. The president is
also in charge
of carrying out court decisions. During Indian Removal, Andrew
Jackson
refused to follow the Court’s ruling in Worcester v. Georgia and
removed the
Native Americans from their land anyway.
Even with the checks and balances placed within the new
Constitution many
states still felt that a Bill of Rights was needed. James
Madison’s first act when
Congress first met was to propose the first ten amendments to
the Constitution
known collectively as the Bill of Rights. While these rights are
guaranteed to
the citizens of the United States, they are not all inclusive.
Federalism: What is it and how does it work in the United
States? It is a
government system in which authority is divided between the
state and national
government. There have been different forms of federalism
throughout our
history. The first era of federalism ran from 1789 when the
Constitution was
enacted, until 1865 when the Civil War ended. Then we had

dual federalism,
which ran from 1865-1937 and was based on the idea that a
separation of
state and national power was possible and desirable. Since
1937, we have
been in contemporary federalism with an increase of national
control. Under
this contemporary federalism, we have an interdependency that
has come to
be known as cooperative federalism. Patterson (2013) tells us
that “the
difference between the older dual federalism and cooperative
federalism has
been likened to the difference between a layer cake, whose
levels are
separate, and a marble cake, whose levels flow together.“ (p.
70)
National programs are rarely ended, due to a better taxing
system of the
national government as well as the tenacity of those who have
been served
under a program not wanting to give it up. Under cooperative
federalism, many
programs are jointly funded, administered, and determined
(eligibility and
benefit levels) by both the state and national government. Since
the national
government hands out the money, they get to determine how it
is to be used.
Money is often disbursed as grants-in-aid (cash payments) to
the states with
stipulations as to how it is to be handled.
In the end, it is up to each of us to be responsible citizens. Our
government is
based on “we the people” not “we the government”, but it is up

to us to make
sure that the government is doing what it is supposed to do.
Public opinion
ebbs and flows, and as it does, our government tries to keep up
by changing
policies. It is our role to “determine the boundaries between
federal and state
power.” (Patterson, 2013, p 78) We must stay informed and
make our voices
be heard, or we will allow tyranny to rule.
Click here to view an interactive lesson on cooperative
federalism.
http://media.pearsoncmg.com/pcp/pls/pls_mycoursetools/fufillm
ent/mct_12566
89785_csu/american_government/lesson_02/topic_02_interactiv
e/contentplaye
r.html
ent/mct_1256689785_csu/american_government/lesson_02/topic
_02_interactive/contentplayer.html

References
Kennerly, D. H. (1976, September 23). President Ford and
Jimmy Carter
Debate [Photograph]. Retrieved from
http://commons.wikimedia.org/wiki/File:President_Ford_and_Ji
mmy_C
arter_debate.jpg
Page, S. (2012, August). Why 90 Million Americans won’t vote
in November.
Retrieved from
usatoday30.usatoday.com/news/politics/story/2012-08-
15/non-voter-obama-romney/57055184/1
Patterson, T. (2013). The American democracy (11th ed.). New
York, NY:
McGraw-Hill, Inc.
Trumbull, J. (1786-1820). The Declaration of Independence,
July 4, 1776
[Painting]. Retrieved from
http://commons.wikimedia.org/wiki/File:The_Declaration_of_In
depende
nce_July_4_1776_by_John_Trumbull.jpeg
U. S. Government. (n.d.). Protestors at the White House

[Photograph].
Retrieved from
http://commons.wikimedia.org/wiki/File:Protestors_at_the_whit
ehouse.j
pg.
Worcester v. Georgia, 31 U.S. 515 (1832).
Learning Activities (Non-Graded)
Political Socialization Autobiography
There are many factors that create our opinions and ideologies:
family, friends,
religion, and economic status. Let us stop and consider how
these factors
influenced you.
Using the questions below (and other factors you may think of),
write an
autobiography of the influences on your ideology.
What was your first political event? (Mock election, trip to
the polls with
a parent, etc.)
political ideas?
(9/11, started a family, viewed a trial in session, etc.)
nservative or liberal? Why?

collar, union
member, single parent, etc.)
goals
you have set?
ountry?
What are
your experiences?
NOTICE: These is a non-graded Learning Activities, so you do
not have to
submit it. If you experience difficulty in mastering any of the
concepts, contact
your instructor for additional information and guidance.
Question 1
1.
Explain the concepts of democracy, constitutionalism, and the

free market system. How are these three systems designed to
work together to maintain a balance of power in the United
States? Do they actually maintain a balance of power? Why or
why not?
Your response should be at least 200 words in length.
Question 2
1.
Define federalism and discuss how it relates to national and
state sovereignty. What are the similarities and differences
between today’s version of federalism and the federalism that
was established in 1787?
Question 3
1.
What were the major goals of the framers of the U. S.
Constitution? How does the Constitution in its completed form
meet these goals?
Question 4
1.
How did the Virginia Plan, the New Jersey Plan, the Great
Compromise, and the Three-Fifths Compromise lead our current
form of Congress?

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