Question 1

How do interest groups and their lobbyists decide which lawmakers to lobby? And where do they do so?

Accepted Answer

Interest groups and lobbyists often attempt to gain access by first supporting candidates when they run for office. Since incumbents have an advantage, lobbyists often contribute to them. Second, once legislative members are in office, interest groups and their lobbyists try to encourage them to sponsor legislation the groups wants. They may target sympathetic lawmakers, legislative leaders, and members of important committees.

Question 2

Someone who lobbies on behalf of a company that he or she works for as part of his or her job is ________.

Accepted Answer

A)   an in-house lobbyist
B)   a volunteer lobbyist
C)   a contract lobbyist
D)   a legislative liaison A

Question 3

What changes have occurred in the lobbying environment over the past three or four decades?

Accepted Answer

A)   There is more professional lobbying.
B)   Many interests lobby both the national government and the states.
C)   A fragmentation of interests has taken place.
D)   all the above D

Question 4

Critical Thinking Questions
 \(\begin{array}{|l|l|l|l|l|}
\hline \text { RATING } &\text { Failing }&\text { Below Average } &\text { Competent }&\text { Advanced/ }\
&&&&\text { Sophisticated }\
\hline \text { Criteria } &\text { Answer doesnot }&\text { Answer fails to }&\text { Answer provides }&\text { Answer clearly }\\text { for }&\text { provide an }&\text { provide examples }& \text { an argument with } &\text { provide an }\\text { evaluation. }&\text { argument for or }&\text { to support an }&\text { one or two }&\text { argument with two }\&\begin{array}{l}
\text { against. Answer } \
\text { contains }
\end{array} & \begin{array}{l}
\text { argument for or } \
\text { against. Writing }
\end{array} & \begin{array}{l}
\text { examples that } \
\text { support it. Writing }
\end{array} & \begin{array}{l}
\text { excellent } \
\text { examples that }
\end{array}\
&\text { inaccuracies. } & \text { is poor and } & \text { is acceptable for }& \text { support it; student }  \
&\text { Writing is poor } &\text { grammatical }& \text { the college level } &\text { makes the argument }\&\text { and contains } & \text { errors are } & \text { but may contain } &\text { clearly and }\
&\text { numerous } & \text { common. Answer } & \text { one or two }&\text { eloquently. Answer }\
&\begin{array}{l}
\text { grammatical } \
\text { mistakes and }
\end{array} & \begin{array}{l}
\text { is somewhat } \
\text { incoherent. }
\end{array} &\begin{array}{l}
\text { grammatical } \
\text { mistakes and }
\end{array} & \begin{array}{l}
\text { is well organized } \
\text { and free of }
\end{array}\
&\text { misspellings. }&&\text { misspellings. }&\text { grammatical errors }\&&&&\text { and misspellings. }\
\hline \text { POINT } \
\text { VALUE }&0&1&2&3\
\hline
\end{array}\)

-Is it possible to balance the pursuit of private goods with the need to promote the public good? Is this balance a desired goal? Why or why not?

Accepted Answer

The answer of Critical Thinking Questions
 \(\begin{array}{|l|l|l|l|l|}
\hline \text { RATING...

Question 5

How might disclosure requirements affect lobbying?

Accepted Answer

The answer of How might disclosure requirements affect lobbying?...

Question 6

Critical Thinking Questions
 \(\begin{array}{|l|l|l|l|l|}
\hline \text { RATING } &\text { Failing }&\text { Below Average } &\text { Competent }&\text { Advanced/ }\
&&&&\text { Sophisticated }\
\hline \text { Criteria } &\text { Answer doesnot }&\text { Answer fails to }&\text { Answer provides }&\text { Answer clearly }\\text { for }&\text { provide an }&\text { provide examples }& \text { an argument with } &\text { provide an }\\text { evaluation. }&\text { argument for or }&\text { to support an }&\text { one or two }&\text { argument with two }\&\begin{array}{l}
\text { against. Answer } \
\text { contains }
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\text { argument for or } \
\text { against. Writing }
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\text { examples that } \
\text { support it. Writing }
\end{array} & \begin{array}{l}
\text { excellent } \
\text { examples that }
\end{array}\
&\text { inaccuracies. } & \text { is poor and } & \text { is acceptable for }& \text { support it; student }  \
&\text { Writing is poor } &\text { grammatical }& \text { the college level } &\text { makes the argument }\&\text { and contains } & \text { errors are } & \text { but may contain } &\text { clearly and }\
&\text { numerous } & \text { common. Answer } & \text { one or two }&\text { eloquently. Answer }\
&\begin{array}{l}
\text { grammatical } \
\text { mistakes and }
\end{array} & \begin{array}{l}
\text { is somewhat } \
\text { incoherent. }
\end{array} &\begin{array}{l}
\text { grammatical } \
\text { mistakes and }
\end{array} & \begin{array}{l}
\text { is well organized } \
\text { and free of }
\end{array}\
&\text { misspellings. }&&\text { misspellings. }&\text { grammatical errors }\&&&&\text { and misspellings. }\
\hline \text { POINT } \
\text { VALUE }&0&1&2&3\
\hline
\end{array}\)

-How do we regulate interest groups and lobbying activity? What are the goals of these regulations? Do you think these regulations achieve their objectives? Why or why not? If you could alter the way we regulate interest group activity and lobbying, how might you do so in a way consistent with the Constitution and recent Supreme Court decisions?

Accepted Answer

The answer of Critical Thinking Questions
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\hline \text { RATING...

Question 7

What are some barriers to participation?

Accepted Answer

The answer of What are some barriers to participation?...

Question 8

How do interest groups lobby the judicial branch?

Accepted Answer

The answer of How do interest groups lobby the judicial...

Question 9

Critical Thinking Questions
 \(\begin{array}{|l|l|l|l|l|}
\hline \text { RATING } &\text { Failing }&\text { Below Average } &\text { Competent }&\text { Advanced/ }\
&&&&\text { Sophisticated }\
\hline \text { Criteria } &\text { Answer doesnot }&\text { Answer fails to }&\text { Answer provides }&\text { Answer clearly }\\text { for }&\text { provide an }&\text { provide examples }& \text { an argument with } &\text { provide an }\\text { evaluation. }&\text { argument for or }&\text { to support an }&\text { one or two }&\text { argument with two }\&\begin{array}{l}
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\text { examples that } \
\text { support it. Writing }
\end{array} & \begin{array}{l}
\text { excellent } \
\text { examples that }
\end{array}\
&\text { inaccuracies. } & \text { is poor and } & \text { is acceptable for }& \text { support it; student }  \
&\text { Writing is poor } &\text { grammatical }& \text { the college level } &\text { makes the argument }\&\text { and contains } & \text { errors are } & \text { but may contain } &\text { clearly and }\
&\text { numerous } & \text { common. Answer } & \text { one or two }&\text { eloquently. Answer }\
&\begin{array}{l}
\text { grammatical } \
\text { mistakes and }
\end{array} & \begin{array}{l}
\text { is somewhat } \
\text { incoherent. }
\end{array} &\begin{array}{l}
\text { grammatical } \
\text { mistakes and }
\end{array} & \begin{array}{l}
\text { is well organized } \
\text { and free of }
\end{array}\
&\text { misspellings. }&&\text { misspellings. }&\text { grammatical errors }\&&&&\text { and misspellings. }\
\hline \text { POINT } \
\text { VALUE }&0&1&2&3\
\hline
\end{array}\)

-Are interest groups good or bad for democracy? Defend and explain your answer.

Accepted Answer

The answer of Critical Thinking Questions
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\hline \text { RATING...

Question 10

What benefits do private and public interests bring to society? What are some disadvantages of private and public interests?

Accepted Answer

The answer of What benefits do private and public interests...

Question 11

Why do some groups have an easier time overcoming collective action problems?

Accepted Answer

The answer of Why do some groups have an easier...

Question 12

Critical Thinking Questions
 \(\begin{array}{|l|l|l|l|l|}
\hline \text { RATING } &\text { Failing }&\text { Below Average } &\text { Competent }&\text { Advanced/ }\
&&&&\text { Sophisticated }\
\hline \text { Criteria } &\text { Answer doesnot }&\text { Answer fails to }&\text { Answer provides }&\text { Answer clearly }\\text { for }&\text { provide an }&\text { provide examples }& \text { an argument with } &\text { provide an }\\text { evaluation. }&\text { argument for or }&\text { to support an }&\text { one or two }&\text { argument with two }\&\begin{array}{l}
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\end{array} & \begin{array}{l}
\text { excellent } \
\text { examples that }
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&\text { inaccuracies. } & \text { is poor and } & \text { is acceptable for }& \text { support it; student }  \
&\text { Writing is poor } &\text { grammatical }& \text { the college level } &\text { makes the argument }\&\text { and contains } & \text { errors are } & \text { but may contain } &\text { clearly and }\
&\text { numerous } & \text { common. Answer } & \text { one or two }&\text { eloquently. Answer }\
&\begin{array}{l}
\text { grammatical } \
\text { mistakes and }
\end{array} & \begin{array}{l}
\text { is somewhat } \
\text { incoherent. }
\end{array} &\begin{array}{l}
\text { grammatical } \
\text { mistakes and }
\end{array} & \begin{array}{l}
\text { is well organized } \
\text { and free of }
\end{array}\
&\text { misspellings. }&&\text { misspellings. }&\text { grammatical errors }\&&&&\text { and misspellings. }\
\hline \text { POINT } \
\text { VALUE }&0&1&2&3\
\hline
\end{array}\)

-How do collective action problems serve as barriers to group formation, mobilization, and maintenance? If you were a group leader, how might you try to overcome these problems?

Accepted Answer

The answer of Critical Thinking Questions
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\hline \text { RATING...

Question 13

Critical Thinking Questions
 \(\begin{array}{|l|l|l|l|l|}
\hline \text { RATING } &\text { Failing }&\text { Below Average } &\text { Competent }&\text { Advanced/ }\
&&&&\text { Sophisticated }\
\hline \text { Criteria } &\text { Answer doesnot }&\text { Answer fails to }&\text { Answer provides }&\text { Answer clearly }\\text { for }&\text { provide an }&\text { provide examples }& \text { an argument with } &\text { provide an }\\text { evaluation. }&\text { argument for or }&\text { to support an }&\text { one or two }&\text { argument with two }\&\begin{array}{l}
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\text { excellent } \
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&\text { inaccuracies. } & \text { is poor and } & \text { is acceptable for }& \text { support it; student }  \
&\text { Writing is poor } &\text { grammatical }& \text { the college level } &\text { makes the argument }\&\text { and contains } & \text { errors are } & \text { but may contain } &\text { clearly and }\
&\text { numerous } & \text { common. Answer } & \text { one or two }&\text { eloquently. Answer }\
&\begin{array}{l}
\text { grammatical } \
\text { mistakes and }
\end{array} & \begin{array}{l}
\text { is somewhat } \
\text { incoherent. }
\end{array} &\begin{array}{l}
\text { grammatical } \
\text { mistakes and }
\end{array} & \begin{array}{l}
\text { is well organized } \
\text { and free of }
\end{array}\
&\text { misspellings. }&&\text { misspellings. }&\text { grammatical errors }\&&&&\text { and misspellings. }\
\hline \text { POINT } \
\text { VALUE }&0&1&2&3\
\hline
\end{array}\)

-How representative are interest groups in the United States? Do you agree that "all active and legitimate groups have the potential to make themselves heard?" Or is this potential an illusion? Explain your answer.

Accepted Answer

The answer of Critical Thinking Questions
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\hline \text { RATING...

Question 14

Critical Thinking Questions
 \(\begin{array}{|l|l|l|l|l|}
\hline \text { RATING } &\text { Failing }&\text { Below Average } &\text { Competent }&\text { Advanced/ }\
&&&&\text { Sophisticated }\
\hline \text { Criteria } &\text { Answer doesnot }&\text { Answer fails to }&\text { Answer provides }&\text { Answer clearly }\\text { for }&\text { provide an }&\text { provide examples }& \text { an argument with } &\text { provide an }\\text { evaluation. }&\text { argument for or }&\text { to support an }&\text { one or two }&\text { argument with two }\&\begin{array}{l}
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\text { examples that } \
\text { support it. Writing }
\end{array} & \begin{array}{l}
\text { excellent } \
\text { examples that }
\end{array}\
&\text { inaccuracies. } & \text { is poor and } & \text { is acceptable for }& \text { support it; student }  \
&\text { Writing is poor } &\text { grammatical }& \text { the college level } &\text { makes the argument }\&\text { and contains } & \text { errors are } & \text { but may contain } &\text { clearly and }\
&\text { numerous } & \text { common. Answer } & \text { one or two }&\text { eloquently. Answer }\
&\begin{array}{l}
\text { grammatical } \
\text { mistakes and }
\end{array} & \begin{array}{l}
\text { is somewhat } \
\text { incoherent. }
\end{array} &\begin{array}{l}
\text { grammatical } \
\text { mistakes and }
\end{array} & \begin{array}{l}
\text { is well organized } \
\text { and free of }
\end{array}\
&\text { misspellings. }&&\text { misspellings. }&\text { grammatical errors }\&&&&\text { and misspellings. }\
\hline \text { POINT } \
\text { VALUE }&0&1&2&3\
\hline
\end{array}\)

-How might we get more people engaged in the interest group system?

Accepted Answer

The answer of Critical Thinking Questions
 \(\begin{array}{|l|l|l|l|l|}
\hline \text { RATING...

Question 15

Critical Thinking Questions
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\hline \text { RATING } &\text { Failing }&\text { Below Average } &\text { Competent }&\text { Advanced/ }\
&&&&\text { Sophisticated }\
\hline \text { Criteria } &\text { Answer doesnot }&\text { Answer fails to }&\text { Answer provides }&\text { Answer clearly }\\text { for }&\text { provide an }&\text { provide examples }& \text { an argument with } &\text { provide an }\\text { evaluation. }&\text { argument for or }&\text { to support an }&\text { one or two }&\text { argument with two }\&\begin{array}{l}
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\text { contains }
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\text { argument for or } \
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\end{array} & \begin{array}{l}
\text { examples that } \
\text { support it. Writing }
\end{array} & \begin{array}{l}
\text { excellent } \
\text { examples that }
\end{array}\
&\text { inaccuracies. } & \text { is poor and } & \text { is acceptable for }& \text { support it; student }  \
&\text { Writing is poor } &\text { grammatical }& \text { the college level } &\text { makes the argument }\&\text { and contains } & \text { errors are } & \text { but may contain } &\text { clearly and }\
&\text { numerous } & \text { common. Answer } & \text { one or two }&\text { eloquently. Answer }\
&\begin{array}{l}
\text { grammatical } \
\text { mistakes and }
\end{array} & \begin{array}{l}
\text { is somewhat } \
\text { incoherent. }
\end{array} &\begin{array}{l}
\text { grammatical } \
\text { mistakes and }
\end{array} & \begin{array}{l}
\text { is well organized } \
\text { and free of }
\end{array}\
&\text { misspellings. }&&\text { misspellings. }&\text { grammatical errors }\&&&&\text { and misspellings. }\
\hline \text { POINT } \
\text { VALUE }&0&1&2&3\
\hline
\end{array}\)

-Why does it matter how we define interest group?

Accepted Answer

The answer of Critical Thinking Questions
 \(\begin{array}{|l|l|l|l|l|}
\hline \text { RATING...

Question 16

Critical Thinking Questions
 \(\begin{array}{|l|l|l|l|l|}
\hline \text { RATING } &\text { Failing }&\text { Below Average } &\text { Competent }&\text { Advanced/ }\
&&&&\text { Sophisticated }\
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\text { against. Answer } \
\text { contains }
\end{array} & \begin{array}{l}
\text { argument for or } \
\text { against. Writing }
\end{array} & \begin{array}{l}
\text { examples that } \
\text { support it. Writing }
\end{array} & \begin{array}{l}
\text { excellent } \
\text { examples that }
\end{array}\
&\text { inaccuracies. } & \text { is poor and } & \text { is acceptable for }& \text { support it; student }  \
&\text { Writing is poor } &\text { grammatical }& \text { the college level } &\text { makes the argument }\&\text { and contains } & \text { errors are } & \text { but may contain } &\text { clearly and }\
&\text { numerous } & \text { common. Answer } & \text { one or two }&\text { eloquently. Answer }\
&\begin{array}{l}
\text { grammatical } \
\text { mistakes and }
\end{array} & \begin{array}{l}
\text { is somewhat } \
\text { incoherent. }
\end{array} &\begin{array}{l}
\text { grammatical } \
\text { mistakes and }
\end{array} & \begin{array}{l}
\text { is well organized } \
\text { and free of }
\end{array}\
&\text { misspellings. }&&\text { misspellings. }&\text { grammatical errors }\&&&&\text { and misspellings. }\
\hline \text { POINT } \
\text { VALUE }&0&1&2&3\
\hline
\end{array}\)

-Evaluate the Citizens United decision. Why might the Court have considered campaign contributions a form of speech? Would the Founders have agreed with this decision? Why or why not?

Accepted Answer

The answer of Critical Thinking Questions
 \(\begin{array}{|l|l|l|l|l|}
\hline \text { RATING...

Question 17

Which of the following is the best example of a solidary benefit?

Accepted Answer

A)   joining a group to be with others like you
B)   joining a group to obtain a monetary benefit
C)   joining a group because you care about a cause
D)   joining a group because it is a requirement of your job

Question 18

Which of the following is true of spending in politics?

Accepted Answer

A)   The Supreme Court has yet to address the issue of money in politics.
B)   The Supreme Court has restricted spending on politics.
C)   The Supreme Court has opposed restrictions on spending on politics.
D)   The Supreme Court has ruled that corporations may spend unlimited amounts of money but unions may not.

Question 19

What does group participation provide to citizens?

Accepted Answer

The answer of What does group participation provide to citizens?...

Question 20

Revolving door laws are designed to do which of the following?

Accepted Answer

A)   prevent lawmakers from utilizing their legislative relationships by becoming lobbyists immediately after leaving office
B)   help lawmakers find work after they leave office
C)   restrict lobbyists from running for public office
D)   all the above

Exam 10: Interest Groups and Lobbying

How do interest groups and their lobbyists decide which lawmakers to lobby? And where do they do so?

Someone who lobbies on behalf of a company that he or she works for as part of his or her job is ________.

What changes have occurred in the lobbying environment over the past three or four decades?

How might disclosure requirements affect lobbying?

What are some barriers to participation?

How do interest groups lobby the judicial branch?

What benefits do private and public interests bring to society? What are some disadvantages of private and public interests?

Why do some groups have an easier time overcoming collective action problems?

Which of the following is the best example of a solidary benefit?

Which of the following is true of spending in politics?

What does group participation provide to citizens?

Revolving door laws are designed to do which of the following?