Political Science 1 - Introduction To Political Science - Power Point #10

46
Dr. Tabakian’s Political Science 1 US Government Spring 2013 Power Point Presentation #10

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Political Science 1 - Introduction To Political Science - Spring 2013 - Power Point Presentation #10 - © 2013 Tabakian, Inc.

Transcript of Political Science 1 - Introduction To Political Science - Power Point #10

Page 1: Political Science 1 - Introduction To Political Science - Power Point #10

Dr. Tabakian’s Political Science 1 US Government – Spring 2013

Power Point Presentation #10

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COURSE LECTURE TOPICS

• American Federalism

• Powers Flow To The National Elite

• Five Patterns Of Federalism

• Redefining Federalism Patterns

• California Political History

• Pressure Groups In The Golden State

• Protecting Interests From Sacramento

• Citizen Use Of Media For Manipulation

• Progressive Movements

• Civil Rights Movement

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POLITICAL MESSAGE

Comedy serves as the

best medium for

promoting a message.

Is this the case with this

cartoon? If this is the

case then can you

identify the message?

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AMERICAN FEDERALISM

AMERICAN FEDERALISM: STATES AND COMMUNITIES

American federalism involves the distribution of power

between the national government and the state governments.

• Constitution originally defined federalism in terms of powers

government exercised.

• Powers are delegated to the national government.

• There is national supremacy.

• Powers are reserved to the states.

• Powers are denied to both government levels.

• States have a role in national government composition.

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FLOW OF POWER

Powers flowed to the national elite.

1. Necessary and proper or implied powers gave Congress

numerous responsibilities.

2. Commerce power of Congress was broadly defined.

3. Power went to the national government through grants of

money to states.

American federalism evolved into different arrangements of

government power and different state structures.

1. There have been five patterns of federalism.

2. Congress and the Supreme Court have redefined the

federalism patterns.

3. There have been four patterns of elite structures in the states.

4. Old community economic elites have been replaced by new

community political elites.

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The Constitution divides power between two separate authorities,

the nation and the states, each of which can directly enforce its

own laws on individuals through its own courts. There are more

than 86,000 separate governments in the US, of which more than

60,000 have the power to levy taxes. The Constitution endows

states with all governmental powers not vested specifically in the

national government or reserved to the people. All other

governmental jurisdictions are subdivisions of states. States may

create, alter, or abolish these other units of government by

amending state laws or constitutions.

FEDERALISM DIVISION OF POWER – 1

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American federalism does not allow the central government the

constitutional authority to determine, alter, or abolish the power of

the states. The American system shares authority and power

constitutionally and practically. The Constitution defined

federalism in terms of delegated powers (powers exercised by the

national government) and the national supremacy clause, the

powers reserved to the states, powers denied by the Constitution

to both levels of government, and provisions giving the states a

role in the composition of the national government.

FEDERALISM DIVISION OF POWER – 2

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POWERS TO CONGRESS

The Constitution lists eighteen grants of power to Congress, the last of which is the power “to make all laws which shall be necessary and proper for carrying into execution the foregoing powers and all other powers” of the federal government. This is the “necessary and proper” clause. When coupled with the assertion of “national supremacy” in Article VI, these ensure a powerful national government.

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RESERVED POWERS

The states retained considerable governing power. The Tenth

Amendment states that “the powers not delegated to the United

States . . . are reserved to the states respectively, or to the

people.” The states generally retain control over property and

contract law, criminal and family law, education, and social-

welfare activities. The states control the organization and

powers of their own local governments. Finally, the states, like

the federal government, retain the power to tax and spend.

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POWERS DENIED

The Constitution denies some powers to both national and

state government, namely, the powers to abridge individual

rights. The first eight amendments apply to the national

government, and since the Fourteenth Amendment 1866,

provided that the states must also adhere to fundamental

guarantees of individual liberty. The Constitution denies the

states some powers to promote national unity: to coin money,

to make treaties with foreign nations, to interfere with the

“obligations of contracts,” to levy taxes on imports and exports,

and to engage in war, among others.

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THE STATE’S ROLE

The states are the basic units in the organizational scheme

of the national government. The House of Representatives

apportions members to the states by population, and state

legislatures draw up their districts. Each state elects two

U.S. senators, regardless of its population. The president is

chosen by the electoral votes of the states. Finally, three-

fourths of the states must ratify amendments to the

Constitution.

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POWER FLOWS TO THE ELITE

Governmental power has centralized in Washington. This

has come from the broad interpretation of the “necessary and

proper” clause to obscure the notion of “delegated powers”

and allow the national government to do anything not

specifically prohibited by the Constitution, the victory of the

national government in the Civil War, demonstrating that

states could not successfully resist federal power by force of

arms, the establishment of a national system of civil rights

based on the Fourteenth Amendment, the growth of federal

power under the interstate commerce clause as a national

industrial economy emerged, and the growth of federal

grants-in-aid to state and local governments as a major

source of revenues for these governments and a major

source of federal intervention into state and local affairs.

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DUAL FEDERALISM

The pattern of federal-state relations during the nation’s first

hundred years has been described as dual federalism. The

states and the nation divided most governmental functions.

The national government concentrated its attention on the

delegated powers while the states decided the important

domestic policy issues. This separation of policy

responsibilities is like a layer cake, with local governments at

the base, state governments in the middle, and the national

government at the top.

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COOPERATIVE FEDERALISM

The development of a national economy, the income tax, two

world wars and the Great Depression all combined to end the

strict distinction between national and state concerns. The new

pattern of federal–state relations was labeled cooperative

federalism. Both the nation and the states exercised

responsibilities for welfare, health, highways, education, and

criminal justice. This merging of policy responsibilities is

compared to a marble cake. Congress generally

acknowledged that it had no direct constitutional authority to

regulate public health, safety, or welfare. Congress relied

primarily on its powers to tax and spend for the general welfare

in providing financial assistance to state and local

governments to achieve shared goals. Congress did not

usually legislate directly on local matters.

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CENTRALIZED FEDERALISM

It became increasingly difficult to maintain the fiction that the

national government was merely assisting the states in

performing their domestic responsibility. By the time of

Johnson and the Great Society in 1964, the federal

government clearly set forth national goals. Virtually all

problems confronting America were declared to be national

problems. Congress legislated directly on any matter it chose.

The Supreme Court no longer concerned itself with the

reserved powers of the states; the Tenth Amendment lost most

of its meaning. The pattern of federal–state relations became

known as centralized federalism.

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NEW FEDERALISM

The term new federalism refers to efforts to return power and

responsibility to states and communities. Nixon first used the

term in the 1970s to describe his general-revenue-sharing

proposal with the direct allocation of federal tax revenues to

state and local governments to use for general purposes with no

strings attached. Later, the term referred to a series of proposals

by Reagan to reduce state and local dependency on federal

revenues and return powers to states and communities through

the consolidation of categorical grants into block grants. These

block grants provide greater flexibility in the use of federal funds

and allow state and local officials to exercise more power over

programs within their jurisdictions. These efforts succeeded for a

time in slowing the growth of federal grant money to the states

and in reducing state and local reliance on federal funds.

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REPRESENTATIONAL FEDERALISM

Despite the attempts at the new federalism, the flow of power

toward federal government continued. The Supreme Court ended

all pretense of constitutional protection of state power in its 1985

Garcia decision. Before this case it was generally believed that

the states were constitutionally protected from direct

congressional coercion in matters traditionally “reserved” to the

states. In this case, the Supreme Court upheld a federal law

requiring state and local governments to obey federal wage and

hour rules. The Court declared that there were no constitutionally

protected state powers and that the only protection given the

states is in congressional and presidential elections. This

weakened view of American federalism has been labeled

representational federalism.

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COERCIVE FEDERALISM

Federal mandates are direct orders to state and local

governments to perform a particular activity or service to

comply with federal laws and performance of their

functions. Federal mandates occur in a wide variety of

areas, for example the Age Discrimination Act (1986), the

Safe Drinking Water Act (1986), the Clean Air Act (1990),

the Americans with Disabilities Act (1990), the National

Voter Registration Act (1993 and the No Child Left Behind

Act (2001). Many of these mandates impose heavy costs

on state and local governments. When no federal monies

are provided to cover these costs, the mandates are said

to be unfunded mandates.

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ELITES RESPONDING TO MASS PROTEST

Protest movements and organizations are used to achieve

civil rights and feminist goals.

1. Slavery and segregation were ended by protest against them.

2. Women rights were granted by protest against their denial.

Equality of opportunity and equality of results are goals used

to petition the government.

1. The Supreme Court said segregation was unconstitutional in

Brown v. Topeka (1954).

2. Congress passed the Civil Rights Act of 1964.

3. Presidents ordered, Congress passed, and the Supreme Court

supported affirmative action programs.

4. Congress passed the Civil Rights and Women’s Equity of 1991

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BARRIERS

Barriers to equality of opportunity and equality of

results persist.

• There are mass opinions against affirmative action.

• The Supreme Court is indecisive about affirmative action.

• A dual labor market and earnings gaps hurt women and

African Americans.

• A glass ceiling prevents women from achieving many elite

positions.

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PRESIDENTIAL USE OF FORCE

LITTLE ROCK SCHOOL INTEGRATION

Each branch of the federal government

may “check” the other. The Executive

Branch, or the President, may choose

to “check” the Judicial Branch by

refusing to use force in order to

enforce a judicial ruling by the

Supreme Court. The 1954 Brown

decision was made meaningful when

President Dwight D. Eisenhower

decided to use military force in 1957 to

secure the enforcement of a federal

court order to desegregate Little

Rock’s Central High School.

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GOVERNOR WALLACE RESISTING

Governor George Wallace of Alabama is best

known for a line used in his inaugural speech

given on January 14, 1963, “In the name of the

greatest people that have ever trod this earth, I

draw the line in the dust and toss the gauntlet

before the feet of tyranny, and I say segregation

now, segregation tomorrow, segregation forever.”

To stop desegregation by the enrollment of black

students, he stood in from of Foster Auditorium at

the University of Alabama on June 11, 1963. He

only stood aside after being confronted by federal

marshals, Deputy Attorney General Nicholas

Katzenbach, and the Alabama National Guard.

Enjoy this example of presidential use of force.

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HOW ELITES MAKE DECISIONS

Public Policy Making is the Power Domain of the Elite.

• There is an elite preference in the policy process.

• Elites achieve policy goals through foundations, policy-planning

organizations, the media, and other elites in government.

• Agenda setting is the result of decisions and non decisions by

the same institutional structures.

Republicanism and Federalism are Elite Protection Against

Mass Threats to the Status Quo.

• Early elites like James Madison recommended a republican

and federal government to regulate agenda setting.

• Today elites use the republican, federal government to realize

their preferences in the policy process.

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What was to be a peaceful march for

Civil Rights instead became a

bloody clash in 1965 in Selma,

Alabama. A voter registration protest

resulted in a violent clash with police

at the Edmund Pettus bridge. Known

thereafter as “Bloody Sunday” this

confrontation helped to foster

national attention and passage of

the Voting Rights Act .

PROGRESSIVE MOVEMENTS – 1

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PROGRESSIVE MOVEMENTS – 2

This is the famous march on

Washington DC where Dr. Martin

Luther King Jr. made his famous

“I Have A Dream” speech. Many

of you have watched just the

speech in past classes or at

home. What makes this video

interesting is that it is not clipped.

This was shown to the nation in

its entirety. Enjoy the video.

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PROGRESSIVE MOVEMENTS – 3

Producer Richard D. Heffner of the

NBC Sunday television program

"The Open Mind" interviews King

and former federal Judge J.

Waties Waring, who wrote the sole

dissenting decision against school

segregation in Briggs v. Elliott.

NAACP youth secretary Herbert

Wright helped enlist King for this

NBC Negro History Week program

on "The New Negro." Heffner's

first question followed a brief

introduction of his two guests.

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HOW THE MASSES PERCEIVE THE PARTIES

Activists are most likely to participate

in campaign activities. These are the

most partisan among typical voters.

Two of the most common activities

aside from voting is donating personal

labor and financial resources. Political

pandering refers to how parties cater

to their core base of activists. Those

found in the Republican Party tend to

be more conservative than the

average Republican voter.

Democratic activists on the other

hand tend to be more liberal than the

average Democratic voter.

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HOW THE MASSES VIEW THE PARTIES

Let us now see how Hollywood views the parties from the perspective of the average Joe or Jane. Our example comes from the movie “Bulworth” starring Warren Beatty. Two scenes are shown to demonstrate pandering as seen from the perspective of Hollywood. What are your thoughts after watching these clips? Do they coincide with your personal belief systems in any way?

Hollywood + Religion Race Based Politics

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OBAMA & APPLE

Constituents have witnessed influential campaign advertisements

that are authored by the average person. The clip on the left was

created from an Obama supporter with commonly available computer

equipment who manipulated the famous 1984 Apple commercial that

introduced the world to Macintosh.

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CULTURAL CONFLICT - NEW COLD WAR?

• Tensions between civilizations are supplanting the

political and ideological rivalries persistent during the

Cold War.

• Samuel Huntington argue, "the values that are most

important in the West are least important worldwide.”

• World politics will be directed in the future by conflicts that according to Kishore Mahbubani will be between "the West and the Rest".

• Samuel P. Huntington adds "...and the responses of non-Western civilizations to Western power and values.”

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CONFLICT, VIOLENCE, AND WAR

1. Non-Western civilizations isolate themselves from the

Western-dominated global community.

2. "Band-Wagoning" can lead non-Western countries to

join with the West and accept its values and

institutions.

3. Non-Western countries can attempt to "balance" the

West by developing an alternative economic and

military power and ally with one another to effective

counter Western dominance.

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CAUSES OF WAR

• Nationalism

• Ethnicity

• Religion

• Culture

• Natural Resources

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“KIN-COUNTRY” SYNDROME

• States try to rally support from states that

share a similar culture.

• Replaces political ideology and traditional

balance of power as the principal basis for

cooperation and coalitions.

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REDEFINING CIVILIZATION IDENTITY

Samuel Huntington’s Three Requirements For Torn

Countries To Redefine Its Civilization Identity:

• The Country’s economic and political elites have to

enthusiastically endorse the transition.

• Its public has to endorse whatever new definition is

adopted.

• Dominant groups in the recipient civilization have to

embrace the convert.

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WEST VS. THE REST

• Samuel P. Huntington stresses that civilization-

consciousness is increasing and that global politics will

be focused on "the West and the Rest".

• This applies to conflicts between the Western powers,

especially the United States, against "others".

• The first conflict(s) will be between the West and

several Islamic-Confucian states.

• Samuel Huntington made these arguments in the

article “The Clash of Civilizations (1993)”.

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AMERICAN MILITARY POWER

• The main reasons for the US to maintain such a high

military expenditure are:

• US commitments on a global basis. US military forces

must be able to project power to regions located

thousands of miles away.

• US forces require high technology in order to defeat its

enemies with limited casualties.

• US maintains a much more expensive all-volunteer

force.

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Human beings are the ultimate weapon. Biological

weapon development is presented in this PBS Special

“The Living Weapon. All slides from this point

incorporate information from the PBS website

dedicated to “The Living Weapon”:

http://www.pbs.org/wgbh/amex/weapon/index.html.

Chapter 1: (2:37)

"Teaser" introduction for The Living Weapon

on American Experience.

Chapter 2: (3:15)

In December 1942, the U.S.

government holds a secret meeting at

the National Academy of Sciences to

discuss a biological warfare program.

BIOLOGICAL WEAPONS – ETHICS (1)

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Chapter 3: (4:16)

During the summer of 1942, the British

conduct secret anthrax tests on the

Scottish island of Gruinard.

Chapter 4: (5:11)

American scientists begin secret biological

warfare research at Camp Detrick in

Maryland.

Chapter 5: (4:00)

New weapons of mass destruction are

deployed during World War II.

Chapter 6: (10:32) Surprising news of German and Japanese biowarfare research emerge at the end of World War II.

BIOLOGICAL WEAPONS – ETHICS (2)

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Chapter 7: (5:59)

The U.S. biological weapons program

escalates during the Cold War.

Chapter 8: (10:05)

In 1954, American scientists begin testing

biological agents on human subjects.

Chapter 9: (5:13)

The U.S. biological weapons program

comes under public scrutiny.

Chapter 10: (1:38)

The United States ratifies international

agreements leading to the end of the U.S.

biological weapons program.

BIOLOGICAN WEAPONS – ETHICS (3)

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Title Unknown (Botulism) (9:43)

This experiment was conducted to determine

whether primates would make suitable research

subjects in a study of botulism. Researchers inject

a monkey with botulisum toxin to determine if he

will exhibit the same effects as human victims.

Operation Cover Up (9:04)

This film questions how long military

personnel would be able to remain in

protective suits and gas masks in the event

of an operation within a biological or

chemical weapons area.

Incapacitation by Enterotoxin (5:40)

The film shows the effect of enterotoxin, a

form of food poisoning, when delivered as

an aerosol spray to monkeys.

BIOLOGICAN WEAPONS – ETHICS (4)

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• Foreign policies are the strategies

governments use to guide their actions in

the international arena.

– Spell out the objectives state leaders

have decided to pursue in a given

relationship or situation.

– Foreign policy process: How policies

are arrived at and implemented.

MAKING FOREIGN POLICY (1)

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• Range of views on foreign policy issues

held by the citizens of a state.

• Has a greater influence on foreign policy in

democracies than in authoritarian

governments.

– Legitimacy

– Propaganda

– Journalists as gatekeepers

PUBLIC INFLUENCES POLICY (1)

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• In democracies, public opinion generally

has less effect on foreign policy than on

domestic policy.

– Attentive public

– Foreign policy elite

– Rally ’round the flag syndrome

– Diversionary foreign policy

PUBLIC INFLUENCES POLICY (2)

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• Comparative foreign policy.

– Study of foreign policy in various states

in order to discover whether similar

types of societies or governments

consistently have similar types of foreign

policies.

• Foreign policy outcomes result from

multiple forces at various levels of

analysis.

MAKING FOREIGN POLICY (2)

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• Conduit through which interest groups and public opinion

can wield influence.

– Presidential systems; separate elections.

• Legislatures play a direct role in making foreign

policy.

• Different rules apply, however, to the use of military

force.

– Rally ’round the flag.

– May challenge the president if they have power

of the “purse”.

LEGISLATURES (1)

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• Parliamentary systems; political parties are

dominant

• Often parliamentary executives do not need

to submit treaties or policies for formal

approval by the legislature.

• Call elections; new executive

• Legislatures play a key role in designing

and implementing foreign policy.

LEGISLATURES (2)