CHAPTER 1
Gateways to American Democracy
Learning Objectives
1.1 Identify the successes we have achieved and the obstacles we face in establishing a “more perfect
union.”
1.2 Analyze how the constitutional system balances liberty and order.
1.3 Describe the political values and ideologies Americans share.
1.4 Evaluate American democracy in terms of responsiveness and equality.
1.5 List the responsibilities of individuals in a democracy.
Summary Overview
There are many opportunities for participation in American politics. These opportunities, or gateways,
help expand democracy by allowing citizens the ability to influence and shape the political system.
American democracy operates within a constitutional system that provides, not just gateways, but also
gates, which can be seen as barriers to participation. The Constitution is designed to balance protecting
liberty and establishing order. Thus, the Constitution serves as a gatekeeper, and is strong enough to rule,
but not so strong that it deprives the people of their rights. These were important concerns of the Founders
of the United States.
Values, political ideology, and party identification influence how people view the role of government in
society and the importance of issues. Political parties, groups, and individuals compete to determine who
gets what, when, and how—a process we call politics. While there is often variation in American political
cultures, many Americans favor individualism as opposed to community, at least in comparison to other
democracies. Similarly, Americans tend to favor capitalism over alternatives such as socialism. This often
explains the comparatively limited social welfare system in the United States relative to other
democracies, and the resistance among some Americans to new social welfare programs. Still, the United
States tries to maintain sensitivity to the people through responsiveness and promotion of equality.
The demands of democratic government also promote involvement in terms of self-interest and civic
interest. On one hand, we want government to provide benefits to individuals; however, at the same time,
involvement helps make people part of the larger community, which means a level of responsibility to
each other for the common good. Civic interest is served through participation in the public sphere in a
number of ways, including volunteering, writing letters, emailing, social networking, and attending
rallies. For college students, education is an important part of a democratic society, and it provides
avenues for economic and participatory opportunities. The question is what role should government play
© 2018 Cengage Learning. All rights reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
,2 Chapter 1: Gateways to American Democracy
in encouraging these educational, economic, and participatory opportunities?
Finally, it is important to consider the importance of understanding government, issues, and how to
participate in politics. These considerations were contemplated by the nation’s Founders, who believed
that an engaged public could best protect freedom and help meet the demands of democratic citizenship.
Chapter Outline
I. Gateways: Evaluating the American Political System
> Identify the successes we have achieved and the obstacles we face in establishing a “more perfect
union.”
II. Democracy and the American Constitutional System
>Analyze how the constitutional system balances liberty and order.
A. Liberty and Order
B. The Constitution as Gatekeeper
III. American Political Culture
>Describe the political values and ideologies Americans share.
IV. Responsiveness and Equality: Does American Democracy Work?
>Evaluate American democracy in terms of responsiveness and equality.
V. The Demands of Democratic Government
>List the responsibilities of individuals in a democracy.
A. Self-Interest and Civic Interest
B. Politics and the Public Sphere
VI. Your Gateway to American Democracy
Teaching Tools
Learning Objective 1:
Identify the successes we have achieved and the obstacles we face in establishing a “more perfect union.”
Critical Thinking Questions
Reflecting on the information in the chapter, what did the nation’s Founders think about democracy? How
is government thought of as a social contract? How do values and political ideologies influence how
people view government?
Lecture Launcher
Prior to lecture, ask the students:
What is the purpose of government?
What activities are more suited for the government as opposed to the private
sector?
© 2018 Cengage Learning. All rights reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
, Chapter 1: Gateways to American Democracy 3
How does government influence their own lives?
This can lead into a discussion about the functions of government, as well as public versus private goods.
In-Class Activity
Identify and list areas in American society that exemplify Democratic ideals, and that conflict or con-
tradict Democratic ideals. Share and discuss your list with the class. Discuss efforts, both historically
and in the present, to help the United States become more democratic.
Learning Objective 2:
Analyze how the constitutional system balances liberty and order.
Critical Thinking Questions
Why were the framers concerned about minority rights in a democracy? How did the framers respond to
this concern? Why are checks and balances and separation of powers necessary? Are there negative
consequences of checks and balances and separation of powers? Explain your answer. How does the
American constitutional system protect liberty and order?
Lecture Launchers
Before the lecture:
Present measures of democracy that social scientists regularly use in their work,
such as the Freedom House scores. One can talk about how Freedom House derives their scores
and ask students to weigh in on this method. This discussion can also be used to illustrate
differences between democracies and other types of governing structures, like autocracies and
monarchies, and to present the challenges that democracies face, linking the discussion back to
themes of the book. Looking at America’s place on the Freedom House scale may also be used to
spark discussion among students about evaluating democracy in America, a central theme of the
text.
Ask students how the war on terror fits in to discussions of balancing the
protection of liberty and maintaining order?
In-Class Activity
Break students into groups. Each group receives a topic (or case study) about the following issues:
The use of drones in the war on terror.
Government response to protests against police brutality.
TSA pat downs
The dispute between the FBI and Apple over cell phone encryption (government access to locked
cell phones)
Ask each group to identify ways in which the U.S. constitutional system attempts to balance protection of
© 2018 Cengage Learning. All rights reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
, 4 Chapter 1: Gateways to American Democracy
both liberty and order in each case. What are the challenges to balancing liberty and order in each case?
Discuss as a class how the U.S. Constitution guides the government’s response to each issue, and how
challenging balancing both principles has proved to be throughout history.
Learning Objective 3:
Describe the political values and ideologies Americans share.
Critical Thinking Questions
What are the most important American political values? What values do most Americans share? What
values vary across the country? Do most Americans have a reasonable chance to make themselves heard
by the government?
Lecture Launcher
Ask students about the efforts of the “Occupy Wall Street” and “Tea Party” movements. What gateway is
each group using? What political values and ideologies does each organization represent? What gateways
to participation might a fledgling student organization use?
In-Class Activity
Divide the class into groups. Ask each group to create a list of widely-shared values and ideologies in the
United States. Then ask each group to develop a list of important issues facing the country. Using their
list of American values and ideologies and cultures and important issues, ask each group to develop pol-
icy positions. Each group will share its list and discuss with the class whether its position aligns with their
identified values and ideologies.
Learning Objective 4:
Evaluate American democracy in terms of responsiveness and equality.
Critical Thinking Questions
How is American democracy different from alternative models of government? What does government do
to respond to the demands of the public? What does government do to promote equality? What does it
mean to be a citizen?
Lecture Launcher
What are challenges to the U.S. achieving equality? What are challenges to living up to the principle of
government responsiveness? In what ways does the United States reflect these principles?
In-Class Activity
Show the students, Figures 1.4–1.5, which pertain to college costs, employment, and earnings. Ask them
to evaluate the pros and cons of a college education both financially and in terms of civic engagement.
What does the relationship between education, income and civic engagement say about responsiveness in
© 2018 Cengage Learning. All rights reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Gateways to American Democracy
Learning Objectives
1.1 Identify the successes we have achieved and the obstacles we face in establishing a “more perfect
union.”
1.2 Analyze how the constitutional system balances liberty and order.
1.3 Describe the political values and ideologies Americans share.
1.4 Evaluate American democracy in terms of responsiveness and equality.
1.5 List the responsibilities of individuals in a democracy.
Summary Overview
There are many opportunities for participation in American politics. These opportunities, or gateways,
help expand democracy by allowing citizens the ability to influence and shape the political system.
American democracy operates within a constitutional system that provides, not just gateways, but also
gates, which can be seen as barriers to participation. The Constitution is designed to balance protecting
liberty and establishing order. Thus, the Constitution serves as a gatekeeper, and is strong enough to rule,
but not so strong that it deprives the people of their rights. These were important concerns of the Founders
of the United States.
Values, political ideology, and party identification influence how people view the role of government in
society and the importance of issues. Political parties, groups, and individuals compete to determine who
gets what, when, and how—a process we call politics. While there is often variation in American political
cultures, many Americans favor individualism as opposed to community, at least in comparison to other
democracies. Similarly, Americans tend to favor capitalism over alternatives such as socialism. This often
explains the comparatively limited social welfare system in the United States relative to other
democracies, and the resistance among some Americans to new social welfare programs. Still, the United
States tries to maintain sensitivity to the people through responsiveness and promotion of equality.
The demands of democratic government also promote involvement in terms of self-interest and civic
interest. On one hand, we want government to provide benefits to individuals; however, at the same time,
involvement helps make people part of the larger community, which means a level of responsibility to
each other for the common good. Civic interest is served through participation in the public sphere in a
number of ways, including volunteering, writing letters, emailing, social networking, and attending
rallies. For college students, education is an important part of a democratic society, and it provides
avenues for economic and participatory opportunities. The question is what role should government play
© 2018 Cengage Learning. All rights reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
,2 Chapter 1: Gateways to American Democracy
in encouraging these educational, economic, and participatory opportunities?
Finally, it is important to consider the importance of understanding government, issues, and how to
participate in politics. These considerations were contemplated by the nation’s Founders, who believed
that an engaged public could best protect freedom and help meet the demands of democratic citizenship.
Chapter Outline
I. Gateways: Evaluating the American Political System
> Identify the successes we have achieved and the obstacles we face in establishing a “more perfect
union.”
II. Democracy and the American Constitutional System
>Analyze how the constitutional system balances liberty and order.
A. Liberty and Order
B. The Constitution as Gatekeeper
III. American Political Culture
>Describe the political values and ideologies Americans share.
IV. Responsiveness and Equality: Does American Democracy Work?
>Evaluate American democracy in terms of responsiveness and equality.
V. The Demands of Democratic Government
>List the responsibilities of individuals in a democracy.
A. Self-Interest and Civic Interest
B. Politics and the Public Sphere
VI. Your Gateway to American Democracy
Teaching Tools
Learning Objective 1:
Identify the successes we have achieved and the obstacles we face in establishing a “more perfect union.”
Critical Thinking Questions
Reflecting on the information in the chapter, what did the nation’s Founders think about democracy? How
is government thought of as a social contract? How do values and political ideologies influence how
people view government?
Lecture Launcher
Prior to lecture, ask the students:
What is the purpose of government?
What activities are more suited for the government as opposed to the private
sector?
© 2018 Cengage Learning. All rights reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
, Chapter 1: Gateways to American Democracy 3
How does government influence their own lives?
This can lead into a discussion about the functions of government, as well as public versus private goods.
In-Class Activity
Identify and list areas in American society that exemplify Democratic ideals, and that conflict or con-
tradict Democratic ideals. Share and discuss your list with the class. Discuss efforts, both historically
and in the present, to help the United States become more democratic.
Learning Objective 2:
Analyze how the constitutional system balances liberty and order.
Critical Thinking Questions
Why were the framers concerned about minority rights in a democracy? How did the framers respond to
this concern? Why are checks and balances and separation of powers necessary? Are there negative
consequences of checks and balances and separation of powers? Explain your answer. How does the
American constitutional system protect liberty and order?
Lecture Launchers
Before the lecture:
Present measures of democracy that social scientists regularly use in their work,
such as the Freedom House scores. One can talk about how Freedom House derives their scores
and ask students to weigh in on this method. This discussion can also be used to illustrate
differences between democracies and other types of governing structures, like autocracies and
monarchies, and to present the challenges that democracies face, linking the discussion back to
themes of the book. Looking at America’s place on the Freedom House scale may also be used to
spark discussion among students about evaluating democracy in America, a central theme of the
text.
Ask students how the war on terror fits in to discussions of balancing the
protection of liberty and maintaining order?
In-Class Activity
Break students into groups. Each group receives a topic (or case study) about the following issues:
The use of drones in the war on terror.
Government response to protests against police brutality.
TSA pat downs
The dispute between the FBI and Apple over cell phone encryption (government access to locked
cell phones)
Ask each group to identify ways in which the U.S. constitutional system attempts to balance protection of
© 2018 Cengage Learning. All rights reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
, 4 Chapter 1: Gateways to American Democracy
both liberty and order in each case. What are the challenges to balancing liberty and order in each case?
Discuss as a class how the U.S. Constitution guides the government’s response to each issue, and how
challenging balancing both principles has proved to be throughout history.
Learning Objective 3:
Describe the political values and ideologies Americans share.
Critical Thinking Questions
What are the most important American political values? What values do most Americans share? What
values vary across the country? Do most Americans have a reasonable chance to make themselves heard
by the government?
Lecture Launcher
Ask students about the efforts of the “Occupy Wall Street” and “Tea Party” movements. What gateway is
each group using? What political values and ideologies does each organization represent? What gateways
to participation might a fledgling student organization use?
In-Class Activity
Divide the class into groups. Ask each group to create a list of widely-shared values and ideologies in the
United States. Then ask each group to develop a list of important issues facing the country. Using their
list of American values and ideologies and cultures and important issues, ask each group to develop pol-
icy positions. Each group will share its list and discuss with the class whether its position aligns with their
identified values and ideologies.
Learning Objective 4:
Evaluate American democracy in terms of responsiveness and equality.
Critical Thinking Questions
How is American democracy different from alternative models of government? What does government do
to respond to the demands of the public? What does government do to promote equality? What does it
mean to be a citizen?
Lecture Launcher
What are challenges to the U.S. achieving equality? What are challenges to living up to the principle of
government responsiveness? In what ways does the United States reflect these principles?
In-Class Activity
Show the students, Figures 1.4–1.5, which pertain to college costs, employment, and earnings. Ask them
to evaluate the pros and cons of a college education both financially and in terms of civic engagement.
What does the relationship between education, income and civic engagement say about responsiveness in
© 2018 Cengage Learning. All rights reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
