GOVT 2302
Fall 2002
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.”
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, wellconstructed 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.”
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. Here is an example:
[example] Article I, sec. 8:18 v 10th Amendment – Article I, sec 8:18 implies
that the national government has powers beyond those that are expressly
delegated in the Constitution while the 10th Amendment reserves for the states
any powers not delegated by the Constitution to the national government.
These provisions reflect the competing political philosophies of the
Federalists and the Anti-Federalists respectively; consequently, the question
of the balance of constitutional powers between the two levels of government
must be resolved by judicial interpretation.
[These columns are not necessarily intended to represent pairs of terms that might be
juxtaposed on the exam.]
1. What is 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?
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 and discuss the three responses of blacks to the imposition of
segregation.
7. Explain Martin Luther King’s nonviolent direct action and its impact on the civil
rights movement.
8. Explain why the USSC believed that the 14 th Amendment’s Equal Protection
Clause failed to provide a constitutional basis for Congress’ positive civil
rights agenda in the late 19th century. Discuss the constitutional provision
that the USSC used to uphold congressional legislation in the mid-20th
century.
9. List the major civil rights statutes passed by Congress and discuss the major
provisions of these acts.
10. Discuss the significance of PLESSY V FERGUSON and of BROWN V BOARD OF
EDUCATION by contrasting the facts, decisions, and legacies of the cases.
11. What is the current law with respect to affirmative action in admissions
policies of universities? [What is the significance of the federal court’s
decisions in BAKKE V UC, DAVIS and HOPWOOD V TEXAS?]
**SPECIAL NOTE: Be prepared to answer possible questions on the exam regarding the role of any
of the institutions discussed in the photocopied articles with respect to the abortion, gay rights,
pornography, death penalty, and affirmative action issues. For example,
Discuss the role of Congress (alternatively president, bureaucracies, courts, public opinion,
interest groups, or federalism) in developing policy with respect to the abortion, gay rights,
pornography, death penalty, and affirmative action issues.
6. Discuss the role of Congress in developing policy with respect to the freedom of
religion, abortion, and gay rights issues.
7. Discuss the role of the president in developing policy with respect to the freedom of
religion, abortion, and gay rights issues.
8. Discuss the role of federalism (state and local governments) in developing policy
with respect to the freedom of religion, abortion, and gay rights issues.
9. Outline and discuss the main features of public opinion with respect to the freedom
of religion, abortion, and gay rights issues.
10. Identify the major interest groups that have been active in the policy debates over
the freedom of religion, abortion, and gay rights issues. Discuss the positions that
these groups take on each issue.
16. What is 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?
17. What are the Miranda warnings? Explain their significance in the process of a criminal
investigation.
18. What potential conflict exists between the 1st Amendment’s provision of freedom of the press
and the 6th Amendment’s guarantee to an impartial jury trial? Discuss.
19. List and explain at least five “criminal due process” protections found in the
Constitution and the Bill of Rights.
20. Identify and discuss case law (USSC decisions) relating to the following: searches and
seizures, self-incrimination, and right to counsel.
21. List and discuss the three responses of blacks to the imposition of segregation.
22. Explain Martin Luther King’s nonviolent direct action and its impact on the civil rights
movement.
23. Explain why the USSC believed that the 14th Amendment’s Equal Protection Clause failed to
provide a constitutional basis for Congress’ positive civil rights agenda in the late 19th century.
Discuss the constitutional provision that the USSC used to uphold congressional legislation in
the mid-20th century.
24. List the major civil rights statutes passed by Congress and discuss the major provisions of
these acts.
25. Discuss the significance of PLESSY V FERGUSON and of BROWN V BOARD OF EDUCATION by
contrasting the facts, decisions, and legacies of the cases.
26. What is the current law with respect to affirmative action in admissions policies of universities?
[What is the significance of the federal court’s decisions in BAKKE V UC, DAVIS and HOPWOOD
V TEXAS?]
27. Identify the following:
12. Identify the following:





















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
18th 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





















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
18th 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