Ps 1010 American Government 1learning Objectives Upon Completion O ✓ Solved
PS 1010, American Government 1 Learning Objectives Upon completion of this unit, students should be able to: 1. Perceive how the United States government regulates the economy. 2. Explain how the government serves to protect the environment. 3.
Identify issues that impact the economic policy, including complex situations between business and labor. 4. Describe how the federal government uses monetary policy to manage the economy. 5. Discuss the various programs that are in place to assist those at poverty level in the United States.
6. Explain the perceptions many Americans have in regards to social welfare. 7. Elaborate on how education can be seen as “equality of opportunity.†8. Contrast the American way of promoting economic security with the European way.
Unit Lesson Prior to the collapse of the economy in 1929 and the slide into the Great Depression, it was up to individual states to take care of those who were having economic problems. States themselves had few social welfare programs, and it was seen as an issue for charities and families to take care of. Herbert Hoover was noted for his unwillingness to help the people and telling them to “pull themselves up by their boot straps.†The impact of the Great Depression was such that the people needed more, and Franklin D. Roosevelt gave it to them in the form of the New Deal Programs. Before the New Deal, the government dealt mostly in laissez- faire economics, believing that businesses should make all production and distribution decisions.
The government did, however, take part in big business through such things as the Pacific Railways Act of 1862, by regulating the hours of women and children workers, and instituting worker safety rules. After the New Deal, the federal government would enact more regulations to try to gain more control over big business. Franklin Delano Roosevelt (Goldensky, 1933) Reading Assignments Chapter 15: Economic and Environmental Policy: Contributing to Prosperity Chapter 16: Welfare and Education Policy: Providing for Personal Security and Need Supplemental Reading Click here to view a PDF of the Chapter 15 presentation. Click here to view a PDF of the Chapter 16 presentation. Key Terms 1.
Balanced budget 2. Budget deficit/surplus 3. Capital-gains tax 4. Deregulation 5. Economic depression/recession 6.
Entitlement programs 7. Fiscal policy 8. Inflation 9. Laissez-faire doctrine 10. Means test 11.
National debt 12. Poverty line 13. Regulation 14. Social insurance programs 15. Supply-side economics UNIT VII STUDY GUIDE Economic, Environmental, and Education Policies PS 1010, American Government 2 The federal government believes in promoting efficiency and equity in big business today.
The Interstate Commerce Act was enacted in 1887 to regulate shipping. Later, Teddy Roosevelt and others would work hard to break up monopolies in the market place. The government still watches mergers within the market place to keep companies from creating monopolies. The AT&T phone company, also known as Ma Bell, controlled the telephone industry until the 1974 antitrust filing, which would break it up beginning in 1982. Because of this we now have AT&T, Sprint, T-Mobile, and various other phone companies.
While the government believed that some companies needed to be more heavily regulated, they also began the deregulation of other companies. Although deregulation of airlines made them more competitive, deregulation of the banking system made it more reckless. Due to the lack of regulation in the banking system, we would eventually see a financial downward spiral, beginning in 2008 that would rock the financial world. Efficiency in big business is one part of the puzzle, and equity is the other. In order for equity to occur the transaction must be fair to both sides.
The FDA (Food and Drug Administration) and the Consumer Product Safety Commission would be brought into play to help keep the consumer safe from the products big business was selling without testing. Where there are big business concerns, there are also environmental concerns. In the nineteenth and early twentieth centuries, there was a lack of care for the environment. Business was booming, money was being made, and no one thought about what was happening to the bi-products. Pesticides being used on crops were running off into the water supply and killing animals such as the American Bald Eagle, as well as increasing cancer in the human population.
The 1960s and 1970s would see the creation of the EPA (Environmental Protection Agency) as well as the Clean Air and Water Quality Acts. Earth Day was conceived in 1970 and is celebrated every year all over the world. A big worry for the world today is “global warming.†Some believe that the heat trapped in the atmosphere creates a “greenhouse effect†which is increasing the temperature levels around the globe. Others believe that this is just part of the earth’s cycle and has happened many times before. While many industrialized nations are attempting to control or reduce their “carbon footprints,†the rapid expansion of developing nations has increased carbon emissions.
How the cost of “going green†will be shared is a major sticking point of any agreement that might be made among nations. What runs fiscal policy? Is it demand or supply? John Maynard Keynes believes that if goods and services are being purchased, then companies will keep their employees and continue to hire (demand-side economics). According to this theory, if the economy begins to slump, it is up to the government to pump money into the economy so that the depression or recession will shorten.
On the supply side of the aisle, it is believed that instead of the government spending massive amounts of money to jump start the economy, tax breaks should be given to businesses and upper-income individuals. These tax breaks are supposed to be incentives for business and the wealthy to invest in business and increase employment and wages. It is thought that this will keep consumers spending and increase economic growth. This form of economic thinking became known as Reaganomics after President Ronald Reagan. According to the Tenth Amendment to the Constitution, social welfare was considered a state power.
Another aspect of FDR’s New Deal and later Lyndon Johnson’s (LBJ) Great Society was an increase in the federal government’s PS 1010, American Government 3 involvement in social welfare and education. As with everything else political, while the Republicans believe that the federal government should only play a small part, the Democrats believe that the federal government’s part should be expanded. Of the many social insurance or public assistance programs out there, few programs are fully funded by the federal government. Most are partly funded by the federal government by grants given to the states, which then add their money to the mix. Social insurance programs are programs such as Social Security, which working people pay into in order to receive money back at a later date.
Public assistance programs on the other hand are programs such as TANF (Temporary Assistance for Needy Families) funded through tax dollars and available only to the financially needy. Education in America is essentially standardized across the board (English, math, science, history) but has never been the same from place to place. The Supreme Court ruled while all children must be given and “adequate†education, they do not have to be given an “equal†one. Many state courts on the other hand have ruled that schools must have equal funding throughout the state. Due to the lagging behind of American students in math and science, mandatory high-stakes testing was implemented with the passing of No Child Left Behind.
Some of the other tools used in NCLB include taking over or closing poorly performing schools as well as giving vouchers for students of those schools to attend private or parochial schools or better performing public schools. Charter schools, which do not have to follow the same rules as public schools, have also been opened in many areas. In 2009, President Obama started a program called “Race to the Topâ€, which rewards states for school performance and innovation. Compared to other democracies, the United States has a high level of income inequality but does try to make sure all of its children are equally educated. Reference Goldensky, E. (1933).
FDR in 1933 [Photograph]. Retrieved from Patterson, T. (2013). The American democracy (11th ed.). New York, NY: McGraw-Hill, Inc. Souza, P. (2012, December 6).
President Barack Obama [Photograph]. Retrieved from Barack_Obama.jpg. Barack Obama (Souza, 2012) Chapter 16 © 2013, McGraw-Hill Education. All Rights Reserved. 16-2 Poverty in America: The Nature of the Problem ï‚— The poor: who and how many? ï‚— The poverty line ï‚— Children; single-parent families headed by females ï‚— Minority-group members ï‚— Rural and inner-city dwellers ï‚— Living in poverty: by choice or by chance? ï‚— Many Americans believe poverty is a choice ï‚— Most poor are in poverty as result of circumstance © 2013, McGraw-Hill Education.
All Rights Reserved. 16-3© 2013, McGraw-Hill Education. All Rights Reserved. 16-4 Politics and Policies of Social Welfare ï‚— Negative government: staying out of people’s lives, giving people maximum freedom ï‚— Positive government: intervention necessary to buffer economic and social forces beyond a person’s control © 2013, McGraw-Hill Education. All Rights Reserved.
16-5 Politics and Policies of Social Welfare ï‚— Social insurance programs ï‚— Widely supported by public ï‚— Heavily funded ï‚— Benefits to individuals of all income levels ï‚— Seen as an earned entitlement ï‚— Social security ï‚— Unemployment insurance ï‚— Medicare © 2013, McGraw-Hill Education. All Rights Reserved. 16-6 Politics and Policies of Social Welfare ï‚— Public assistance programs ï‚— Less public support ï‚— Receive less funding ï‚— Restricted to people of low income ï‚— Seen as a hand-out ï‚— Supplemental Security Income (SSI) ï‚— Temporary Assistance for Needy Families (TANF) ï‚— Head Start ï‚— Earned Income Tax Credit (EITC) © 2013, McGraw-Hill Education. All Rights Reserved. 16-7© 2013, McGraw-Hill Education.
All Rights Reserved. 16-8 Politics and Policies of Social Welfare ï‚— Public assistance programs ï‚— In-kind benefits: food stamps and housing vouchers ï‚— Medicaid ï‚— The SCHIP program ï‚— The 2010 Health Care Reform Act © 2013, McGraw-Hill Education. All Rights Reserved. 16-9 Politics and Policies of Social Welfare ï‚— Culture and social welfare ï‚— U.S. has most inefficient welfare system in the Western world ï‚— Scores of separate programs that may overlap ï‚— Large bureaucracy needed to monitor eligibility ï‚— Inequity ï‚— Social security and Medicare: many high-income earners receive benefits © 2013, McGraw-Hill Education. All Rights Reserved.
16-10© 2013, McGraw-Hill Education. All Rights Reserved. 16-11 Education as Equality of Opportunity ï‚— Public education: leveling through the schools ï‚— America’s heavy investment in public education ï‚— Goal is equality of opportunity ï‚— 1964 Elementary and Secondary Education Act is the cornerstone of the federal government’s public-school efforts ï‚— The 1964 Higher Education Act ï‚— Pell Grants ï‚— Federal loans © 2013, McGraw-Hill Education. All Rights Reserved. 16-12 Education as Equality of Opportunity ï‚— Improving America’s schools ï‚— American students not high performers relative to other advanced countries, though America spends very highly on education ï‚— Inequality of wealth in communities © 2013, McGraw-Hill Education.
All Rights Reserved. 16-13© 2013, McGraw-Hill Education. All Rights Reserved. 16-14© 2013, McGraw-Hill Education. All Rights Reserved.
16-15 Education as Equality of Opportunity ï‚— Improving America’s schools ï‚— School choice ï‚— Has gained momentum in recent years ï‚— Vouchers ï‚— Mandatory high-stakes testing ï‚— No Child Left Behind ï‚— Controversial increase in weight on testing © 2013, McGraw-Hill Education. All Rights Reserved. 16-16 The American Way of Promoting the General Welfare ï‚— Democracy and economic security ï‚— The American way of welfare ï‚— Differences between the European and American approach © 2013, McGraw-Hill Education. All Rights Reserved. 16-17© 2013, McGraw-Hill Education.
All Rights Reserved. Chapter 15 © 2013, McGraw-Hill Education. All Rights Reserved. 15-2 Government as Regulator of the Economy ï‚— Efficiency through government intervention ï‚— Promoting competition ï‚— Making business pay for indirect costs ï‚— Deregulation and underregulation ï‚— Equity through government intervention ï‚— The politics of regulatory policy © 2013, McGraw-Hill Education. All Rights Reserved.
15-3© 2013, McGraw-Hill Education. All Rights Reserved. 15-4 Government as Protector of the Environment ï‚— Conservationism: the older wave ï‚— Environmentalism: the newer wave ï‚— Environmental protection ï‚— Global warming and energy policy © 2013, McGraw-Hill Education. All Rights Reserved. 15-5© 2013, McGraw-Hill Education.
All Rights Reserved. 15-6 Government as Promoter of Economic Interests ï‚— Promoting business ï‚— Government promotion of business ï‚— Government-provided loans ï‚— Special tax breaks ï‚— Traditional services: education, transportation, and defense ï‚— Tax burden has shifted from business to individuals © 2013, McGraw-Hill Education. All Rights Reserved. 15-7 Government as Promoter of Economic Interests ï‚— Promoting labor ï‚— National Labor Relations Act of 1935 ï‚— Minimum wage ï‚— Maximum work week ï‚— Unemployment benefits ï‚— Nondiscriminatory hiring practices © 2013, McGraw-Hill Education. All Rights Reserved.
15-8 Government as Promoter of Economic Interests ï‚— Promoting agriculture ï‚— Homestead Act of 1862 ï‚— Farm programs to eliminate some farming risk ï‚— Federal payments account for more than a fourth of net agricultural income ï‚— American farmers among the most heavily subsidized in the world © 2013, McGraw-Hill Education. All Rights Reserved. 15-9 Fiscal Policy as an Economic Tool ï‚— Demand-side policy ï‚— Emphasizes the consumer (demand) component of the supply–demand equation. ï‚— Government spending to alleviate economic depression or recession ï‚— Generally preferred by Democratic lawmakers ï‚— Can result in budget deficit/increased national debt © 2013, McGraw-Hill Education. All Rights Reserved.
15-10 Fiscal Policy as an Economic Tool ï‚— Supply-side policy ï‚— Emphasizes the business (supply) component of the supply–demand equation ï‚— Tax breaks for firms and upper-income individuals intended to encourage business investment with resulting increases in employment and income ï‚— Generally preferred by Republican lawmakers ï‚— Can result in budget deficit/increased national debt © 2013, McGraw-Hill Education. All Rights Reserved. 15-11 Fiscal Policy as an Economic Tool ï‚— Fiscal policy: practical and political limits ï‚— Demand-side or supply-side work most effectively with smaller government and balanced budgets ï‚— Republican and Democratic lawmakers are miles apart on how best to deal with recessionary periods © 2013, McGraw-Hill Education.
All Rights Reserved. 15-12© 2013, McGraw-Hill Education. All Rights Reserved. 15-13© 2013, McGraw-Hill Education. All Rights Reserved.
15-14© 2013, McGraw-Hill Education. All Rights Reserved. 15-15 Monetary Policy as an Economic Tool ï‚— The Fed ï‚— Control over money supply ï‚— Raise/lower the cash reserve required of member banks ï‚— Raise/lower interest rate on member banks ï‚— Fighting an economic downturn ï‚— Decreasing interest rate on loans to member banks ï‚— Lowering reserve rate ï‚— Buying government securities (bonds, notes, etc.) © 2013, McGraw-Hill Education. All Rights Reserved. 15-16© 2013, McGraw-Hill Education.
All Rights Reserved. 15-17© 2013, McGraw-Hill Education. All Rights Reserved. 15-18 Monetary Policy as an Economic Tool ï‚— The Fed and control of inflation ï‚— Opposite of fighting an economic downturn ï‚— Increasing interest rate on loans to member banks ï‚— Raising reserve rate ï‚— Selling government securities (bonds, notes, etc.) ï‚— The politics of the Fed © 2013, McGraw-Hill Education. All Rights Reserved.
15-19© 2013, McGraw-Hill Education. All Rights Reserved. Question . Analyze the government’s role in the protection of the environment. Be sure that your analysis includes a look at one of the following: conservation, environmentalism, protection, global warming, and energy concerns.
How has the regulation of one of these issues resulted in better protection? Who are the major stakeholders in this process? Your response should be at least 200 words in length. Question . Explain how the federal government promotes business, labor, and agriculture in the United States.
Also, describe how the federal government uses its monetary policy as an economic management tool. Your response should be at least 200 words in length. Question . Discuss the various ways federal, state, and local governments attempt to promote education as equality of opportunity. What are the some positives and negatives you see in the involvement of government in the education system?
Your response should be at least 200 words in length. Question . Discuss the differences that exist between social insurance programs and public assistance programs. What is your opinion regarding how far the government should go in providing assistance to those who need these programs? Your response should be at least 200 words in length.
Paper for above instructions
Assignment Solutions for PS 1010 American Government
Question 1: Analyze the government’s role in the protection of the environment.
The government's role in environmental protection has evolved significantly since the late 20th century, largely prompted by the rise of environmentalism and growing public awareness of ecological issues. A notable example of regulatory success in this area is the establishment of the Environmental Protection Agency (EPA) in 1970. The EPA was created to address pollution and oversee compliance with environmental laws (McMahon, 2020).
One key regulatory measure implemented by the EPA is the Clean Air Act, which sets limits on air pollutants and requires states to develop State Implementation Plans (SIPs) to comply with national standards. This has resulted in marked decreases in key pollutants such as sulfur dioxide and nitrogen oxides, which contribute to acid rain and smog (U.S. EPA, 2021). Interventions governed under federal regulation have led to an overall improvement in air quality across the United States, ultimately benefiting public health.
Major stakeholders in environmental protection include federal and state regulators, non-profit environmental organizations, industries that have to comply with regulations, and the general public. For example, organizations like the Sierra Club advocate for stricter environmental policies while businesses in industries such as manufacturing might lobby against stringent regulations to reduce operational costs (Goldberg, 2019). While the government's regulatory role strives for a balance between ecological sustainability and economic viability, the diverging interests of these stakeholders often lead to complex interactions and sometimes conflicts.
Question 2: Explain how the federal government promotes business, labor, and agriculture in the United States.
The federal government employs various strategies to promote and protect business, labor, and agriculture in the United States, recognizing their vital roles in economic stability and growth. For businesses, the government provides loans, tax breaks, and grants to stimulate economic activity. Programs like the Small Business Administration (SBA) facilitate access to capital and resources for entrepreneurs (U.S. SBA, 2021). Additionally, regulatory policies such as antitrust laws help maintain free market competition, ensuring no single company can monopolize trade (Patterson, 2013).
On the labor aspect, the National Labor Relations Act (NLRA) plays a crucial role by protecting employees' rights to unionize and collectively bargain, thus reinforcing labor rights against exploitative practices (Blum, 2017). Unemployment benefits and minimum wage laws also underline the government's commitment to providing security and fair compensation for workers.
Agricultural policy includes extensive subsidies, insurance programs, and price supports aimed at stabilizing farmers' incomes and ensuring food security. For instance, the Agricultural Risk Coverage (ARC) and Price Loss Coverage (PLC) programs mitigate risk for farmers facing market fluctuations (U.S. Department of Agriculture, 2021).
Through a blend of fiscal policy tools such as monetary policy, the federal government fundamentally influences macroeconomic conditions and trade environments. The Federal Reserve manages interest rates and controls the money supply to address inflation and economic growth, playing a critical role in fostering an environment where businesses can thrive (Blinder & Yellen, 2019).
Question 3: Discuss the various ways federal, state, and local governments attempt to promote education as equality of opportunity.
Promoting education as equality of opportunity is a multi-tiered effort involving federal, state, and local government cooperation. At the federal level, landmark legislation such as the Elementary and Secondary Education Act (ESEA) was introduced in 1965 with the purpose of providing equal access to quality education (U.S. Department of Education, 2021). Programs like Title I provide supplementary funding to schools in low-income areas, enabling them to acquire adequate resources and improve their educational offerings (Davis, 2018).
State governments also play a crucial role by establishing education funding formulas aimed at providing equitable funding across school districts. For instance, many states have shifted towards a weighted student funding model, which allocates additional resources based on economic need, English language proficiency, and disability status (Frankenberg et al., 2019). Local school districts have discretion in their operations, further customizing their approaches to create fair educational opportunities tailored to their community’s needs.
However, the involvement of government in education does have both positives and negatives. On the positive side, federal and state initiatives have helped bridge gaps in funding and access, especially for marginalized groups (Carnoy, 2020). Conversely, critics argue that such government involvement often leads to bureaucracy, stifled innovation, and varies significantly in implementation, leading to inconsistencies in educational quality across geographical areas (Hanushek & Rivkin, 2019).
Question 4: Discuss the differences that exist between social insurance programs and public assistance programs.
Social insurance programs and public assistance programs represent two fundamentally different approaches to social welfare in the United States. Social insurance programs, such as Social Security, Medicare, and unemployment insurance, are primarily funded through contributions from workers and employers. They are seen as entitlements earned through prior contributions to the system and are generally widespread in public support (Soss, 2017). For example, Social Security benefits are available to retirees and, therefore, provide a safety net for older adults regardless of their financial state (U.S. Social Security Administration, 2021).
In contrast, public assistance programs, like Temporary Assistance for Needy Families (TANF) and food assistance, are funded through general tax revenues and are intended specifically for low-income individuals and families. These programs often come with stricter eligibility requirements and are often perceived as "hand-outs," leading to mixed public attitudes and less political support (Soss, 2017).
In my opinion, the government should ensure a safety net for all citizens, combining the strengths of social insurance with targeted assistance measures for those in immediate need. While social insurance programs create a sense of entitlement and stability, public assistance programs must address the immediate consequences of economic hardship while encouraging pathways toward self-sufficiency. Striking this balance is critical for the development of a more equitable society.
References
1. Blinder, A. S., & Yellen, J. L. (2019). The key to economic recovery: Monetary policy. Journal of Economic Perspectives, 33(3), 23-40.
2. Blum, R. (2017). The role of labor in economic recovery. American Journal of Politics, 29(4), 501-520.
3. Carnoy, M. (2020). Equity in educational accountability: The role of government. Educational Researcher, 49(2), 97-108.
4. Davis, J. (2018). The impact of Title I funds on educational equity. Educational Policy Analysis Archives, 26(24), 1-29.
5. Frankenberg, E., Siegel-Hawley, G., & Wang, H. (2019). School finance reform and opportunity: A review of the evidence. Educational Evaluation and Policy Analysis, 41(3), 411-434.
6. Goldberg, D. (2019). Stakeholders in environmental regulation: A case study. Environmental Politics, 28(6), 1105-1122.
7. Hanushek, E. A., & Rivkin, S. G. (2019). The productivity of schools and the role of public policy. Educational Evaluation and Policy Analysis, 41(1), 76-91.
8. McMahon, J. (2020). The emergence of the EPA: A historical perspective. Environmental History Review, 44(1), 33-52.
9. Patterson, T. E. (2013). The American democracy (11th ed.). New York, NY: McGraw-Hill.
10. Soss, J. (2017). The politics of social insurance: The state, the market, and the public. American Political Science Review, 111(1), 58-74.
These responses aim to provide a nuanced understanding of the complexities in American governance concerning economic, environmental, educational, and social welfare policies.