Florida Civic Literacy Student Resource
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Eastern Florida State College *
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1002 40C
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Political Science
Date
Feb 20, 2024
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docx
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34
Uploaded by GeneralStraw1191
Florida Civic Literacy Student Resource/Study Packet
This is a study guide that includes exam topics and sample questions on the content that is covered on the Florida Civic Literacy Exam. It is very large. Its purpose is for you to be able to have a resource that you can take away from this class that will assist you in preparing for the exam along with any other resources from the class that you retain. SHOULD YOU CHOOSE TO COMPLETE THE MULTIPLE-CHOICE PORTION AND ONLY MULTIPLE-CHOICE PORTION OF THE ATTACHED PACKET AND SUBMIT IT TO THE ASSIGNED DROP BOX ON CANVAS BY LISTED DUE DATE, YOU WILL RECEIVE EXTRA CREDIT IN THE CLASS.
SUBMISSIONS WILL NOT BE ACCEPTED AFTER THE DUE DATE AND TIME, NO EXCEPTIONS. I WILL NOT GIVE PARTIAL CREDIT. ALL OF THE MULTIPLE-CHOICE QUESTIONS NEED TO BE ANSWERED OR YOU WILL NOT RECEIVE ANY CREDIT. POS-2041 American National Government Professor Haman
Sections:
1.
Florida Civic Literacy Exam Topics
2.
Sample Multiple choice questions.
1. Florida Civic Literacy Exam Topics.
1. Explain the influence of ancient Greece on America’s constitutional republic (e.g., civic
participation, legislative bodies, polis, voting rights, written constitution).
2. Explain the influence of ancient Rome on America’s constitutional republic (e.g., civic
participation, republicanism, representative government, rule of law, separation of powers).
3. Identify and describe the Enlightenment ideas of separation of powers, natural law and social
contract.
4. Examine how Enlightenment ideas influenced the Founders’ beliefs about individual liberties
and government.
5. Evaluate the influence of Montesquieu’s and Locke’s ideas on the Founding Fathers.
6. Understand that national sovereignty, due process of law, natural law, self-evident truth,
equality of all persons, limited government, popular sovereignty, and unalienable rights of life,
liberty and property form the philosophical foundation of our government.
7. Recognize the influence of the Judeo-Christian tradition, republicanism, the English Constitution
and common Law, and the European Enlightenment in establishing the organic laws of the
United States in primary documents: Magna Carta (1215); the Mayflower Compact (1620); the
English Bill of Rights (1689); Common Sense (1776); Declaration of Independence (1776); the
Constitution of Massachusetts (1780); the Articles of Confederation (1781); U.S. Constitution
(1789).
8. Identify the weaknesses of the government under the Articles of Confederation, Congress had
no power to tax, to regulate trade or to enforce its laws; the national government lacked a
national court system [judicial branch] and central leadership [executive branch]; no national
armed forces; and changes to the Articles required unanimous consent of the 13 states.
9. Describe compromises made during the Constitutional Convention: The Great Compromise, the
Three-Fifths Compromise, the Electoral College.
10. Explain the concept of limited government in the U.S. Constitution.
11. Examine the constitutional principles of representative government, limited government,
consent of the governed, rule of law, and individual rights.
12. Differentiate between republicanism and democracy and discuss how the United States reflects
both.
13. Differentiate among the founding documents and determine how each one was individually
significant to the founding of the United States, documents include, but are not limited to, the
Declaration of Independence, Articles of Confederation, Federalist Papers (No. 10. No. 14, No.
31, No. 39, No. 51) and the U.S. Constitution.
14. Examine the Northwest Ordinances of 1784, 1785, 1787.
15. Identify key individuals who contributed to the founding documents: Thomas Jefferson,
Alexander Hamilton, John Jay, James Madison, George Mason.
16. Understand that the Federalist Papers argued for a federal system of government, separation of
powers and a representative form of government that is accountable to its citizens.
17. Analyze Federalist and Anti-Federalist arguments concerning ratification of the U.S. Constitution
and inclusion of a bill of rights.
18. Examine the role the Great Compromise had on the eventual establishment of a federal system
of fifty equal states.
19. Examine the preamble to the United States Constitution.
20. Examine Article 1 of the Constitution.
21. Examine the Expressed/Enumerated/Delegated/Implied Powers.
22. Examine the Commerce Clause and The Necessary and Proper Clause.
23. Examine Article 2 of the Constitution.
24. Examine Article 3 of the Constitution.
25. Describe and distinguish between separation of powers and checks and balances.
26. Analyze how government power is limited by separation of powers and/or checks and balances.
27. Examine the role of the judicial branch in terms of its relationship with the legislative and
executive branches of the government.
28. Describe the role of the Supreme Court and lesser federal courts.
29. Describe the powers delegated to the courts by Article III including, but not limited to, treason,
jurisdiction and trial by jury.
30. Examine Article 4 of the Constitution, The Full faith and Credit Clause and the admittance of new
states.
31. Examine Article 5 of the Constitution.
32. Examine the methods used to propose and ratify amendments to the U.S. Constitution.
33. Examine Article 6 and The Supremacy Clause.
34. Examine Article 7 of the Constitution.
35. Identify the individual rights protected by the U.S. Constitution, the Bill of Rights and other
constitutional amendments.
36. Explain the role founding documents, such as the Declaration of Independence and the
Constitution, had on setting precedent for the future granting of rights.
37. Examine Federalism and identify its advantages and disadvantages.
38. Identify specific rights that are granted to the states in the language of the U.S. Constitution and
its amendments (e.g., 10th Amendment, defense and extradition).
39. Identify examples of the powers reserved and shared among state and the national
governments in the American federal system of government.
40. Examine the 14th, 15th, 19th, 25th and 26th amendments
41. Identify historical examples of government-imposed restrictions on rights (e.g., suspension of
habeas corpus, rationing during wartime and limitations on speech).
42. Examine the Emoluments Clause, Due Process Clause, Equal Protection Clause, First Amendment
Clauses.
43. Identify the different primary formats and how political parties nominate candidates using
primaries.
44. Compare and contrast the different ways in which elections are decided (e.g., Electoral College,
proportional representation, popular vote, winner-take-all).
45. Describe the different methods used to tabulate election results in state and national elections
(i.e., electronic voting, punch cards, fill-in ballots).
46. Explain trends in voter turnout and discuss attempts to increase voter turnout (e.g., get out the
vote campaigns, social movements).
47. Explain how governmental action has affected voter participation (e.g., 15th, 19th and 26th
Amendments; Jim Crow laws; poll tax; efforts to suppress voters).
48. Explain how different groups of people; African Americans, immigrants, Native Americans,
women had their civil rights expanded through legislative action; Voting Rights Act, Civil Rights
Act; executive action; Truman’s desegregation of the army, Lincoln’s Emancipation
Proclamation.
49. Examine the foundational constitutional issues underlying landmark Supreme Court decisions:
Marbury v. Madison; McCulloch v. Maryland; Dred Scott v. Sandford; Plessy v. Ferguson; Brown
v. Board of Education; Gideon v. Wainwright; Miranda v. Arizona; Korematsu v. United States;
Mapp v. Ohio; In re Gault; United States v. Nixon; Regents of the University of California v.
Bakke; Hazelwood v. Kuhlmeier; District of Columbia v. Heller; Schenk v U.S; Baker v Car; Engel v
Vitale; Tinker v Des Moines; New York Times v United States; Wisconsin v Yoder; Roe V Wade;
Hazelwood v Kuhlmeier; Texas v Johnson; Shaw v Reno; U.S v Lopez; Bush v Gore; McDonald v
Chicago; Citizens United v FEC.
50. Examine landmark legislation: the Compromise of 1850; Kansas-Nebraska Act of1854;
Homestead Act of 1862; Pendleton Act of 1883; Alien and Sedition Acts of 1798; USA PATRIOT
Act of2001; Great Society-related acts; New Deal-related acts; Patient Protection and Affordable
Care Act of 2010; Clean Air Act of 1970; Tonkin Gulf Resolution of 1964.
51. Examine landmark Executive Actions: Treaty of Paris of 1898; Louisiana Purchase of 1803;
Adams-Onis Treaty of 1821; Japanese-American internment; enforcement of civil rights-related
Supreme Court decisions; military desegregation; affirmative action; advocacy for various
programs and reforms particularly in the 20th and 21st centuries; presidential war powers.
2. Sample Multiple choice questions. 1. Why did the Founding Fathers separate the power to make, enforce, and interpret laws between
different branches of government?
A. to prevent one branch of government from becoming too powerful
B. to make the national government more efficient
C. to increase the power of the presidency
D. to ensure Congress would act according to the will of the people
2. What pamphlet denounced British rule and fanned the flames of revolution?
A. Magna Carta
B. Two Treatises of Government
C. Mayflower Compact
D. Common Sense
3. Use the quotation below to answer the question.
“THE HORRID MASSACRE IN BOSTON, Perpetrated in the evening of the fifth day of March, 1770, by soldiers of the Twenty-ninth Regiment, which with the Fourteenth Regiment were then quartered there;
with some observations on the state of things prior to that catastrophe.”
—anonymous account, A Short Narrative of the Horrid Massacre in Boston, 1770
Who most likely wrote this passage and for what reason?
A. a Redcoat, to describe the risks faced by soldiers
B. a Patriot, to raise fears about the British army in the colonies
C. a Loyalist, to gain support for quartering British troops
D. an eyewitness, to promote nonviolent protest
4. What is the most likely reason it was difficult to pass laws under the Articles of Confederation
?
A. Passage required a unanimous vote of the 13 states.
B. Passage required the votes of 9 of the 13 states.
C. The government did not have a legislature.
D. Americans were content to follow British laws.
5. The Preamble of the Constitution lists six goals, including which of the following?
A. to separate from Britain
B. to form a more perfect union
C. to decide who can be a Supreme Court justice
D. to decrease the power of the federal government
6. Use the information below to answer the question.
Speaker 1: “We can’t ratify the Constitution. It has no bill of rights!”
Speaker 2: “I think the states should have more power.”
Speaker 3: “We just fought for liberty. Why submit to a new tyrant?”
Who are the speakers and what are they afraid of?
A. Patriots; ineffective government
B. Federalists; the loss of liberty
C. Antifederalists; a strong national government
D. Loyalists; the loss of property rights
8. What is meant by “the rule of law”?
A. the idea that people are the source of government power
B. the idea that all people, including rulers and leaders, must obey the law
C. the theory that power should be divided among three branches of government
D. the power of the courts to interpret the Constitution and other laws
9. A court decides that the First Amendment permits a journalist to write an article on something the
government wants to keep secret. What type of law was most involved in the decision?
A. constitutional law
B. common law
C. statutory law
D. administrative law
10. How does registering to vote fulfill a responsibility of U. S citizenship?
A. Registering to vote communicates your opinions to your representatives.
B. Registering to vote makes you eligible to be called for jury duty.
C. Without registering, you cannot express your political views through voting.
D. Without registering, you cannot give money to a political campaign.
11. Use the quotation below to answer the question.
“The enumeration in the Constitution, of certain rights, shall not be construed to deny or disparage others retained by the people.”
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