Full Test #1 DUE October 4

Each answer should be two pages long, double spaced, for a total of four pages. You do not need to restate the question on your paper. There is a lot of information you could potentially use here. Do your best to summarize while touching on a variety of topics. Show that you have broad and precise knowledge of these topics:




1. Describe the difference between a confederation and a federal system. Use examples from the text of the two constitutions we discussed. How does the composition of Congress differ in each case and how is this important to the functioning of each government under each constitution? Make a case for which constitution is more or less democratic using source material from the class.

2. Examine the first ten amendments to the 1787 Constitution, as well as the 13th and 14th amendments. Do these apply to both the states and the federal governments or are they limited to just one level of government? Did this change over time? Explain. What are the origins of the Bill of Rights and why was it added? Historically, how have states attempted to restrain federal power? 

Introduction to fiscal and monetary policy

We'll watch this video in class today: Click here.

The video on the fifth amendment.

Here's the video we watche din class with Prof. James Duane. I also recommend the second half of this with Officer George Bruch.

Lecture 3 - Federalism and Fiscal Policy

The third lecture is available online here:
http://www.box.com/s/7g1qg2dezjruxdrdkpqf

Thomas Jefferson on rebellions and constitutions

Thomas Jefferson to William Smith, 1787

"Yet where does this anarchy exist? Where did it ever exist, except in the single instance of Massachusetts? And can history produce an instance of a rebellion so honourably conducted? I say nothing of it's motives. They were founded in ignorance, not wickedness. God forbid we should ever be twenty years without such a rebellion. The people cannot be all, and always, well informed. The part which is wrong will be discontented, in proportion to the importance of the facts they misconceive. If they remain quiet under such misconceptions, it is lethargy, the forerunner of death to the public liberty. And what country can preserve its liberties, if it's rulers are not warned from time to time, that this people preserve the spirit of resistance? Let them take arms. The remedy is to set them right as to the facts, pardon and pacify them. What signify a few lives lost in a century or two? The tree of liberty must be refreshed from time to time, with the blood of patriots and tyrants. It is its natural manure."

Thomas Jefferson to James Madison, 1789

On similar ground it may be proved that no society can make a perpetual constitution, or even a perpetual law. The earth belongs always to the living generation. They may manage it then, and what proceeds from it, as they please, during their usufruct. They are masters too of their own persons, and consequently may govern them as they please. But persons and property make the sum of the objects of government. The constitution and the laws of their predecessors extinguished then in their natural course with those who gave them being. This could preserve that being till it ceased to be itself, and no longer. Every constitution then, and every law, naturally expires at the end of 19 years. If it be enforced longer, it is an act of force, and not of right.--It may be said that the succeeding generation exercising in fact the power of repeal, this leaves them as free as if the constitution or law has been expressly limited to 19 years only. In the first place, this objection admits the right, in proposing an equivalent. But the power of repeal is not an equivalent. It might be indeed if every form of government were so perfectly contrived that the will of the majority could always be obtained fairly and without impediment. But this is true of no form. The people cannot assemble themselves. Their representation is unequal and vicious. Various checks are opposed to every legislative proposition. Factions get possession of the public councils. Bribery corrupts them. Personal interests lead them astray from the general interests of their constituents: and other impediments arise so as to prove to every practical man that a law of limited duration is much more manageable than one which needs a repeal.

Pre-test written question

Your answer should be two pages long, double spaced. You do not need to restate the question on your paper. There is a lot of information you could potentially use here. Do your best to summarize while touching on a variety of topics. Show that you have broad and precise knowledge of these topics:

Using the readings and the lectures and the text, discuss and define and major components of the development of classical liberalism such as natural law, rights, the bourgeoisie, etc., and the role of this ideology in the American revolution and its aftermath. Which elements of the Articles of Confederation reflect classical liberal ideals, and note any portions that seem anti-liberal to you.

Sample test question

Sample test question
Here's a sample written test question. This should help you with the written portion of your tests. Note that the format is two pages, double spaced for one question. Link: http://www.box.net/shared/q5v9aezq9c

The answer obviously doesn't come from this class, but use its format, style and method to write your test question. Note how the sample test uses information from different sources, how it uses examples, and how it uses specifics.

Criteria for grading written tests

Regarding the written tests:
I urge you to concentrate on communicating your knowledge of the subject and applying it to the question. Do not spend your time on your personal opinions, but on showing that you understand all sides of an issue where relevant. Be sure to answer all portions of each question in an organized fashion.

Criteria:
1. Am I being specific rather than vague?
2. Am I using examples?
3. Am I using information from BOTH the lecture and readings whenever possible?
4. Am I using vocabulary and concepts from the class to answer these questions?
5. Do I show that I know what the vocabulary I use actually means?
6. Did I quote the readings?
7. Have I shown that I can summarize information?