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| to have shortened a text, for example, by cutting or summarizing it |
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| Regulations passed by Southern State government during Reconstruction to prohibit African Americans from voting |
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| An Act of Congress that attempted to protect the rights of African Americans following the Civil War. The act was ineffective because the president refused to enforce it and the Supreme Court refused to hear cases about it. |
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| act of Congress that gave the federal government the power to enforce the protections of citizens’ right under the 14th Amendment. The act was not enforced by the president and was declared unconstitutional by the Supreme Court |
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| o The 13th, 14th, and 15th Amendments, passed following the Civil War, which freed the slaves, granted them citizenship, and guaranteed them the rights of citizens |
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| o laws passed by Southern states to prevent African Americans from voting by requiring that a voter’s grandfather voted in the past |
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| o a terrorist secret society organized the South after the Civil War that used violence and murder to promote its white supremacist beliefs |
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| o a suffrage qualification used to determine fitness for voting by means of a reading or “understanding” test. The use of literacy tests to discriminate against prospective voted caused Congress to suspend their use in the Voting Right Act. |
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| amendment to the US Constitution, adopted in 1920, that prohibits any state from denying the right to vote to any citizen because of gender |
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| Voters in many Southern states were required to pay taxes before voting. The Supreme Court declared the levying of a poll tax to be unconstitutional Harper v. Virginia State Board of Elections (1966) |
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| Privileges and immunities clause |
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| Special rights and exemptions provided by law. The US Constitution contains two clauses that use the term “privileges and immunities”: Article IV, Section 2, and the 14th Amendment |
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| period after the Civil Rights |
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| group of Supreme Court cases in which the Court determined that the privileges and immunities clause of the 14th Amendment applies only to the privileges of the individual b virtue of national citizenship |
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| somebody who punishes lawbreakers personally and illegally rather than relying on the legal authorities |
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| brown v. Board of Education of Topeka |
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| o the supreme court case which declared that separate but equal educational facilities are inherently unequal and therefore a violation of the equal protection of the laws guaranteed by the 14th amendment |
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| the active refusal to obey certain laws, demands and commands of a government, or of an occupying power, without resorting to physical violence. |
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| a landmark piece of legislation in the United States that outlawed racial segregation in schools, public places, and employment |
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| states that Congress has the power to regulate commerce with foreign nations, among the states, and with the Indian tribes. |
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| Laws requiring the segregation of the races. In 1896, the supreme court upheld such laws under the separate but equal doctrine |
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| letter from birmingham jail |
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| letter written by Martin Luther King Jr. during his time in jail |
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| apolitical and social protest campaign started in 1955 in Montgomery, Alabama, intended to oppose the city's policy of racial segregation on its public transit system. |
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| National Association for the Advancement of Colored People |
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| an interracial group founded in 1909 to advocate the rights of African Americans, primarily through legal and political action |
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| Peaceful tactics used as a means of gaining one’s civil or political ends |
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| the separation or isolation of a race, class, or ethnic group from the rest of society |
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| Separate but equal doctrine |
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| the argument, once upheld by the Supreme Court, that separate public facilities were constitutional if the facilities were of equal quality |
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| a form of protest in which demonstrators occupy a place, refusing to leave until their demands are met. |
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| Southern Christian Leadership Conference |
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| the origins of the Southern Christian Leadership Conference lie in the Montgomery Bus Boycott that began after Rosa Parks was arrested for refusing to give her bus seat to a white man. |
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| Students Nonviolent Coordination Committee |
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| one of the principal organizations of the American Civil Rights Movement in the 1960s |
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| Legal tactics employed to impede racial integration of schools through the use of placement tests and other administrative procedures |
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| A show of accommodation to the principle of racial integration by small, merely formally concessions |
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| Groups of white people who created private schools, private swimming pools, and other facilities to avoid racial integration in the 1950s and 1960s |
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| the power of the courts to declare laws and actions of the local, state, or national government invalid if the courts decide they are unconstitutional |
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| Previous court decisions upon which legal issues are decided |
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| What is the current American political system we have today? |
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| What composes a Parliamentary system? |
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| prime minister and a parliament |
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| What type of system cannot exist in a democracy? |
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| What is a government run by religious rule called? |
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| How would you describe the Republican Party’s main beliefs? |
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| They hold views that leaving the economy alone will allow for growth, giving people the ability to help themselves |
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| How would you describe the Democratic Party’s main beliefs? |
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| the believed in a powerful national government and a strong president |
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| Under what type of system do Communist China, Cuba and North Korea operate? |
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| How many electoral votes does it take for a candidate to win the Presidential election in the United States? |
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| How many senators does Tennessee have in federal government; how many representatives? |
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| 2 senators; 9 representatives |
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| Identify and explain three ideas that John Locke thought should exist in government. |
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• Law of nature→ he felt that the state of nature has a law of nature to govern it which obliges every one.. No one ought to harm another in his life, health, liberty, or possession
• Legitimate government→ consent
• Self-interest→ protect against self-interest, tyranny
• Protect against rebellion
• Rights would be insecure without government
• Natural rights→ life, liberty, property |
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| What is the difference between limited and unlimited government? Provide examples of each and explain. |
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• Limited government has a constitution and laws. A democracy is a limited government.
• An unlimited government has no constitution and is ruled by a leader. A dictatorship is an example of unlimited government. |
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| Compare and contrast a constitutional government to a government with a Constitution. What is the main difference between the two? |
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• Compare
- the powers of the person or group controlling the government are limited by a set of laws and customs (constitutional government-constitution) & constitution is a set of customs, traditions, rules, and laws that set forth the basic way of a government is organized and operated
-good governments and bad governments may have constitutions
- in constitutional government the constitution is a form of higher or fundamental law that must be obeyed by everyone, even those in power
• contrast
- having a constitution does not mean that a nation has a constitutional government
- if constitution provides for unlimited exercise of political power |
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| What did Madison introduce to limit the power of government? Identify and explain the two main methods, provide specific examples of how they limit government. |
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• Madison introduced separation of powers and checks and balances.
• Separation of powers
- Executive
- President
- Can veto a bill
- Judicial
- Supreme court
- Can make and decide on laws
- Legislative
- Congress
- Can override a veto by majority 2/3 vote |
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| What was the Magna Carta, when was it written, and what was the main purpose? |
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• The Magna Carta contained such ideas as trial by a jury of one’s peers and the guarantee against loss of life, liberty, or property, except in accordance with law
• It was written to address grievances against the King (John); barons had renounced authority to king
• Written as a way to restrict powers of the corrupt monarchy
• Written in 1215 |
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| What were the two main reasons that immigrants came to America? |
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| Identify and explain three main ideas included in Declaration of Independence. |
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• No trail without jury
- Had to be innocent until proven guilty
• Right to own land
• Right to vote
• Right to a speedy trial
• Freedom of speech
• Right to form a new constitution
• Freedom of religion |
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| What powers were given to Congress in Article I of the Constitution? How does Article I limit the powers of state and national government? |
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| In Article one of the constitution, congress is given powers of to lay and collect taxes, to pay depts. And provide from common defense, to regulate commerce, with foreign nations and states, to declare war, to raise, army and navy and to coin money. Article 1 limits the powers of both state and national governments by national governments could no longer be dependent on states for income or law enforcement and state governments kept important powers over daily people’s lives. |
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