GOVT 2302
Summer 2003
Study Guide – Exam #4
ESSAY QUESTIONS. Answer the following questions in a thorough essay (separate
essay for each question). Organize your essay(s) around a thesis statement. Include
an introduction, separate paragraphs developing your supporting arguments, and a
conclusion. A complete answer is one that addresses all parts of the question. Write
complete sentences and pay attention to spelling, grammar, and word choice. Do
NOT assume that “the instructor will know what you mean.”
1. Explain the significance of the exclusionary rule. What USSC decisions are
relevant to the exclusionary rule? What provision(s) of the Constitution is (are)
relevant to the exclusionary rule? How has the Supreme Court modified
exclusionary rule over the last 15-20 years?
2. Compare the effort of the United States Congress in pursuing a civil rights agenda
in the late 19th century to the effort made by Congress during the middle part of
the 20th century. Discuss the position of the Supreme Court in response to
challenges raised to the congressional efforts in each era.
3. Discuss the role of Congress in developing policy with respect to the death
penalty issue.*
4. Discuss the role of the president in developing policy with respect to the death
penalty issue.*
5. Discuss the role of federalism (state and local governments) in developing policy
with respect to the death penalty issue.*
6. Outline and discuss the main features of public opinion with respect to the death
penalty issue.*
7. Identify the major interest groups that have been active in the policy debates over
the death penalty issue.* Discuss the positions that these groups take on the
issue.
* For possible variations on this question, substitute affirmative action for the death penalty
issue.
SHORT ANSWER QUESTIONS. Answer the following questions in a paragraph (a
separate paragraph for each question). Do NOT answer specific parts as separate
items. Integrate your responses into a well-organized, well-constructed paragraph.
A complete answer is one that addresses all parts of the question. Write complete
sentences and pay attention to spelling, grammar, and word choice. Do NOT assume
that “the instructor will know what you mean.”
1. Discuss three “schools” of thought on the causes of crime and the implications of
each for the death penalty.
2. Explain the significance of the Miranda warnings in the process of a criminal
investigation.
3. Discuss potential conflicts that may exist between the 1st Amendment’s provision
of freedom of the press and the 6th Amendment’s guarantee to an impartial jury
trial.
4. List and explain at least five “criminal due process” protections found in the
Constitution and the Bill of Rights.
5. Identify and discuss case law (USSC decisions) relating to the following: searches
and seizures, self-incrimination, and right to counsel.
6. List the major civil rights statutes passed by Congress during the middle part of
the 20th century and discuss the major provisions of these acts.
7. Discuss the significance of PLESSY V FERGUSON and of BROWN V BOARD OF EDUCATION
by contrasting the facts, decisions, and legacies of the cases.
8. What is the current law with respect to affirmative action in admissions policies of
universities?
9. Identify two general conclusions that can reasonably be drawn about the role of
Congress* with respect to the “moral controversies” or social regulatory policy
issues covered during the second half of the semester.
* For possible variations on this question, substitute the following for Congress: presidents,
courts, bureaucracies, federalism, interest groups, public opinion.
IDENTIFICATION ITEMS. Define and identify the importance of the following items.
These items can generally be answered in two or three sentences. Students should
go beyond simple definitions of the terms or concepts to say why each is important.
It is possible that two terms may be paired in identification items. Your answer
should be written to demonstrate your familiarity with and understanding of both
terms or concepts in each pair. In this case, you should explain why the two are
juxtaposed.
[These columns are not necessarily intended to represent pairs of terms that might be
juxtaposed on the exam.]
-sociogenic school
-psychogenic school
-biogenic school
-“hot pursuit”
-“good faith” exception
-inevitable discovery
-U.S. V LEON
-ESCOBEDO V ILLINOIS
-GIDEON V WAINWRIGHT
-WEEKS V U.S.
-MAPP V OHIO
-MIRANDA V ARIZONA
-FURMAN V GEORGIA
-GREGG V GEORGIA
-4th Amendment
-5th Amendment
-6th Amendment
-8th Amendment
-Emancipation Proclamation
-Jim Crowism
-equality of opportunity
-equality of results
-de jure segregation
-de facto segregation
-affirmative action
-set-aside program
-reverse discrimination
-comparable worth
-glass ceiling
-14th Amendment
th
-18 Amendment
-19th Amendment
-DRED SCOTT V SANFORD
-CIVIL RIGHTS CASES of 1883
-PLESSY V FERGUSON
-BROWN V BOARD OF EDUCATION
-SWANN V CHARLOTTE-MECHLENBURG -BAKKE V UC, DAVIS
-HOPWOOD V TEXAS
-GRUTTER V BOLLINGER, GRATZ V BOLLINGER
-KATZENBACH V MCCLUNG, HEART OF ATLANTA MOTEL V U.S.