Exam Prep Chapter 3 The President And White House Leadership

Test Bank

Chapter 3: The President and White House Leadership

Multiple Choice

1. Presidential roles have evolved throughout the history of the United States through ______.

a. constitutional amendments, legislation, judicial rulings, and customs

b. treaties and executive agreements

c. direct democracy tools, such as ballot initiatives and referenda

d. movements, protests, and demonstrations

Learning Objective: 3-1: Know the meaning and significance of the paradox of presidential power.

Cognitive Domain: Comprehension

Answer Location: Formal Roles and Powers

Difficulty Level: Medium

2. The origins of presidential roles are rooted in the ______.

a. Declaration of Independence

b. US Constitution

c. Federalist Papers

d. Thomas Paine’s Common Sense

Learning Objective: 3-1: Know the meaning and significance of the paradox of presidential power.

Cognitive Domain: Knowledge

Answer Location: Formal Roles and Powers

Difficulty Level: Easy

3. Which of the following presidential roles is considered to be symbolic?

a. head of state

b. chief diplomat

c. chief executive

d. commander in chief

Learning Objective: 3-1: Know the meaning and significance of the paradox of presidential power.

Cognitive Domain: Application

Answer Location: Head of State

Difficulty Level: Easy

4. The ______ role originates with the president’s constitutional duty to nominate the secretary of state and ambassadors to countries abroad and to receive foreign ambassadors.

a. chief diplomat

b. chief legislation

c. commander in chief

d. head of state

Learning Objective: 3-1: Know the meaning and significance of the paradox of presidential power.

Cognitive Domain: Application

Answer Location: Chief Diplomat

Difficulty Level: Easy

5. Which of the following branches of government share constitutional powers over war and the military?

a. the states and the president

b. the Supreme Court and Congress

c. the president and the Supreme Court

d. the president and Congress

Learning Objective: 3-1: Know the meaning and significance of the paradox of presidential power.

Cognitive Domain: Application

Answer Location: Commander in Chief

Difficulty Level: Medium

6. Which of the following duties is part of the chief executive role?

a. representing the United States abroad

b. commanding the military and declaring war

c. entering into executive agreements with foreign governments

d. appointing high-level officials in executive-level department’s agencies

Learning Objective: 3-1: Know the meaning and significance of the paradox of presidential power.

Cognitive Domain: Comprehension

Answer Location: Chief Executive

Difficulty Level: Easy

7. Which of the following informal powers allows presidents to take or order action?

a. singularity

b. bully pulpit

c. initiative

d. speed and information

Learning Objective: 3-1: Know the meaning and significance of the paradox of presidential power.

Cognitive Domain: Application

Answer Location: Informal Sources of Leadership

Difficulty Level: Medium

8. Much of the president’s knowledge is acquired through ______.

a. advisors and the vice president

b. previous experience

c. congressional research

d. on-the-job training

Learning Objective: 3-1: Know the meaning and significance of the paradox of presidential power.

Cognitive Domain: Comprehension

Answer Location: Information

Difficulty Level: Easy

9. Which of the following is considered to be an advantage that allows bureaucratic organizations to remain relatively autonomous and free of presidential control?

a. All bureaucratic organizations have the same goals, subcultures, and tasks over time that may be at odds with the policies preferred by the current president.

b. The bureaucracy determines not only the quantity of information available to the president, but also its quality.

c. Bureaucrats can function without the help from Congress.

d. Bureaucrats are elected officials who do not have the advantage of time.

Learning Objective: 3-1: Know the meaning and significance of the paradox of presidential power.

Cognitive Domain: Application

Answer Location: The Bureaucracy

Difficulty Level: Hard

10. Which of the following “uncertain elements” plays a role in the politics and processes of US foreign policy?

a. the courts

b. the media

c. public opinion

d. global and historical context

Learning Objective: 3-1: Know the meaning and significance of the paradox of presidential power.

Cognitive Domain: Application

Answer Location: Global and Historical Context

Difficulty Level: Medium

11. Pitting advisers against each other to gain the president’s ear and support, as President Roosevelt did, is an example of which leadership style?

a. competitive model

b. formal model

c. collegial model

d. chief of staff model

Learning Objective: 3-2: Understand the nature of the president’s individual characteristics and style and the office of the presidency and their importance to US foreign policymaking.

Cognitive Domain: Application

Answer Location: The Person: Individual Characteristics

Difficulty Level: Hard

12. President John F. Kennedy’s leadership style emphasized teamwork and shared responsibility. He employed a ______ model.

a. formal

b. collegial

c. chief of staff

d. competitive

Learning Objective: 3-2: Understand the nature of the president’s individual characteristics and style and the office of the presidency and their importance to US foreign policymaking.

Cognitive Domain: Comprehension

Answer Location: The Person: Individual Characteristics

Difficulty Level: Easy

13. Presidents with high energy and high satisfaction from the role, who exhibit optimism and readiness to act, represent which type of presidential character?

a. active-positives

b. passive-positives

c. active-negatives

d. passive-negatives

Learning Objective: 3-2: Understand the nature of the president’s individual characteristics and style and the office of the presidency and their importance to US foreign policymaking.

Cognitive Domain: Comprehension

Answer Location: The Person: Individual Characteristics

Difficulty Level: Easy

14. Presidents with low energy and high satisfaction from the role, who exhibit optimism, agreeability, and cooperation, are considered ______.

a. active-positives

b. passive-positives

c. active-negatives

d. passive-negatives

Learning Objective: 3-2: Understand the nature of the president’s individual characteristics and style and the office of the presidency and their importance to US foreign policymaking.

Cognitive Domain: Comprehension

Answer Location: The Person: Individual Characteristics

Difficulty Level: Easy

15. Presidents with high energy and low satisfaction, who tend to be rigid and exhibit aggressive, power-seeking behavior, represent which type of presidential character?

a. active-positives

b. passive-positives

c. active-negatives

d. passive-negatives

Learning Objective: 3-2: Understand the nature of the president’s individual characteristics and style and the office of the presidency and their importance to US foreign policymaking.

Cognitive Domain: Comprehension

Answer Location: The Person: Individual Characteristics

Difficulty Level: Easy

16. Presidents with low energy and low satisfaction, who tend to display low self-esteem, a strong sense of duty and service, and an aversion to the job, are considered ______.

a. active-positives

b. passive-positives

c. active-negatives

d. passive-negatives

Learning Objective: 3-2: Understand the nature of the president’s individual characteristics and style and the office of the presidency and their importance to US foreign policymaking.

Cognitive Domain: Comprehension

Answer Location: The Person: Individual Characteristics

Difficulty Level: Easy

17. Which type of leader prefers formal authority patterns and a focus on the process?

a. chief executive officers

b. director/ideologues

c. team-builder/players

d. analyst/innovators

Learning Objective: 3-2: Understand the nature of the president’s individual characteristics and style and the office of the presidency and their importance to US foreign policymaking.

Cognitive Domain: Comprehension

Answer Location: The Person: Individual Characteristics

Difficulty Level: Easy

18. ______ prefer formal authority patterns and a focus on the substance of the problem/decision.

a. Chief executive officers

b. Director/ideologues

c. Team-builder/players

d. Analyst/innovators

Learning Objective: 3-2: Understand the nature of the president’s individual characteristics and style and the office of the presidency and their importance to US foreign policymaking.

Cognitive Domain: Comprehension

Answer Location: The Person: Individual Characteristics

Difficulty Level: Easy

19. Presidents Johnson and Ford preferred informal authority patterns and focused on the process. They represent which leadership style?

a. chief executive officers

b. director/ideologues

c. team-builder/players

d. analyst/innovators

Learning Objective: 3-2: Understand the nature of the president’s individual characteristics and style and the office of the presidency and their importance to US foreign policymaking.

Cognitive Domain: Comprehension

Answer Location: The Person: Individual Characteristics

Difficulty Level: Easy

20. Franklin Roosevelt and Clinton preferred informal authority patterns and focused on the substance of problems/decision. Which leadership style did they have?

a. chief executive officers

b. director/ideologues

c. team-builder/players

d. analyst/innovators

Learning Objective: 3-2: Understand the nature of the president’s individual characteristics and style and the office of the presidency and their importance to US foreign policymaking.

Cognitive Domain: Comprehension

Answer Location: The Person: Individual Characteristics

Difficulty Level: Easy

21. Which of the following agencies was created to cope with a rapidly growing bureaucracy?

a. White House Office (WHO)

b. National Economic Council (NEC)

c. Executive Office of the Presidency (EOP)

d. Office of Management and Budget (OMB)

Learning Objective: 3-2: Understand the nature of the president’s individual characteristics and style and the office of the presidency and their importance to US foreign policymaking.

Cognitive Domain: Application

Answer Location: The Office: Presidential Staff and Advisers

Difficulty Level: Easy

22. Which of the following individuals interacts with the president more frequently than anyone else?

a. chief of staff

b. press secretary

c. agencies secretaries

d. attorney general

Learning Objective: 3-2: Understand the nature of the president’s individual characteristics and style and the office of the presidency and their importance to US foreign policymaking.

Cognitive Domain: Application

Answer Location: The Office: Presidential Staff and Advisers

Difficulty Level: Easy

23. The president must make which of the following types of general appointments?

a. congressional staffers

b. major policy advisors

c. governors

d. state legislators

Learning Objective: 3-2: Understand the nature of the president’s individual characteristics and style and the office of the presidency and their importance to US foreign policymaking.

Cognitive Domain: Comprehension

Answer Location: The Office: Presidential Staff and Advisers

Difficulty Level: Easy

24. According to the text, which of the following roles has the chief of staff used to great advantage?

a. singularity

b. persuasion

c. bully pulpit

d. gatekeeping

Learning Objective: 3-2: Understand the nature of the president’s individual characteristics and style and the office of the presidency and their importance to US foreign policymaking.

Cognitive Domain: Application

Answer Location: The Office: Presidential Staff and Advisers

Difficulty Level: Medium

25. Which of the following presidents was identified as the first modern president to expand his personal staff?

a. Johnson

b. Nixon

c. Roosevelt

d. Adams

Learning Objective: 3-2: Understand the nature of the president’s individual characteristics and style and the office of the presidency and their importance to US foreign policymaking.

Cognitive Domain: Application

Answer Location: The Office: Presidential Staff and Advisers

Difficulty Level: Easy

26. Richard Neustadt’s basic argument is that the key to presidential power is the power to ______.

a. persuade

b. avoid

c. bully

d. choose

Learning Objective: 3-3: Identify the elements of presidential and White House leadership.

Cognitive Domain: Comprehension

Answer Location: Leadership From the White House

Difficulty Level: Easy

27. According to Neustadt, presidents who enter office and expect to ______ are quickly disappointed and frustrated.

a. impress

b. demand

c. organize

d. command

Learning Objective: 3-3: Identify the elements of presidential and White House leadership.

Cognitive Domain: Application

Answer Location: Leadership From the White House

Difficulty Level: Medium

28. By using ______, the president should arrive at decisions that push the Constitution to its limits in exercising presidential power.

a. the power to persuade

b. prerogative government

c. singularity

d. the bully pulpit

Learning Objective: 3-3: Identify the elements of presidential and White House leadership.

Cognitive Domain: Comprehension

Answer Location: Leadership From the White House

Difficulty Level: Easy

29. ______ can occur if presidents push prerogative government too far during national emergency such as war.

a. Backlash

b. Overshoot

c. Collapse

d. Frontlash

Learning Objective: 3-3: Identify the elements of presidential and White House leadership.

Cognitive Domain: Application

Answer Location: Leadership From the White House

Difficulty Level: Medium

30. ______ is defined as the ability to influence the surrounding environment in ways one prefers.

a. Power

b. Singularity

c. Persuasion

d. Initiative

Learning Objective: 3-4: Assess and explain key patterns of White House leadership in US foreign policy.

Cognitive Domain: Knowledge

Answer Location: Power, Issue Area, and White House Leadership

Difficulty Level: Easy

31. The ability to ______ is a negative exercise of power.

a. initiate

b. block others from doing something

c. implement

d. make something happen

Learning Objective: 3-4: Assess and explain key patterns of White House leadership in US foreign policy.

Cognitive Domain: Comprehension

Answer Location: Power, Issue Area, and White House Leadership

Difficulty Level: Easy

32. Which of the following is example of intermestic issues?

a. healthcare

b. immigration

c. welfare

d. education

Learning Objective: 3-4: Assess and explain key patterns of White House leadership in US foreign policy.

Cognitive Domain: Application

Answer Location: Power, Issue Area, and White House Leadership

Difficulty Level: Medium

33. By the end of a presidential term, presidents may be so weak that they are reduced to a ______.

a. honeymoon status

b. lame-duck status

c. electoral mandate status

d. singularity status

Learning Objective: 3-4: Assess and explain key patterns of White House leadership in US foreign policy.

Cognitive Domain: Comprehension

Answer Location: The Presidential Life Cycle and White House Leadership

Difficulty Level: Easy

34. The ______ posits that as a result of World War II and the rise of the Cold War, the presidency became powerful in foreign policy, but weak in domestic policy.

a. paradox of presidential power

b. two presidencies thesis

c. imperial presidency

d. presidential life cycle

Learning Objective: 3-4: Assess and explain key patterns of White House leadership in US foreign policy.

Cognitive Domain: Comprehension

Answer Location: World War II and the Cold War Consensus

Difficulty Level: Hard

35. When the president and Congress are led by people of opposing political parties, it is referred to as ______.

a. an imperial presidency

b. divided government

c. singularity

d. sovereignty

Learning Objective: 3-4: Assess and explain key patterns of White House leadership in US foreign policy.

Cognitive Domain: Knowledge

Answer Location: World War II and the Cold War Consensus

Difficulty Level: Easy

36. The Reagan Administration’s covert organization and support of the rebels in an effort to overthrow the leftist Sandinista government in Nicaragua is known as ______.

a. the Cold War

b. the consensus years

c. the Iran-Contra affair

d. Watergate

Learning Objective: 3-4: Assess and explain key patterns of White House leadership in US foreign policy.

Cognitive Domain: Knowledge

Answer Location: The Cold War Dissensus and the Struggle for White House Leadership

Difficulty Level: Easy

37. According to the text, the president is the most powerful in which of the following policy areas?

a. economics

b. education

c. healthcare

d. national security

Learning Objective: 3-4: Assess and explain key patterns of White House leadership in US foreign policy.

Cognitive Domain: Comprehension

Answer Location: Power, Issue Area, and White House Leadership

Difficulty Level: Easy

38. Which of the following posits that the presidency has virtually unlimited ability to exercise prerogative government and could ignore or override laws of Congress that interfere with his duties as commander in chief?

a. two presidential thesis

b. imperial presidency

c. unitary executive theory

d. power to persuade

Learning Objective: 3-4: Assess and explain key patterns of White House leadership in US foreign policy.

Cognitive Domain: Application

Answer Location: The Post-Cold War and Post-9/11 Years

Difficulty Level: Medium

39. According to the text, the president is the least powerful in which of the following areas?

a. immigration

b. national security

c. welfare

d. trade

Learning Objective: 3-4: Assess and explain key patterns of White House leadership in US foreign policy.

Cognitive Domain: Application

Answer Location: Power, Issue Area, and White House Leadership

Difficulty Level: Medium

40. In which of the following “stages” did White House leadership over foreign policy decline and become much more complex?

a. during World War II and the Cold War Consensus years

b. in the Cold War Consensus years

c. in the post-Cold War period

d. in the post-9/11 period

Learning Objective: 3-4: Assess and explain key patterns of White House leadership in US foreign policy.

Cognitive Domain: Application

Answer Location: White House Foreign Policy Leadership in Context

Difficulty Level: Medium

True/False

1. The president can both initiate and veto legislation.

Learning Objective: 3-1: Know the meaning and significance of the paradox of presidential power.

Cognitive Domain: Knowledge

Answer Location: Chief Legislator

Difficulty Level: Easy

2. The president faces three problems in terms of information: scarcity, overabundance, and understanding.

Learning Objective: 3-1: Know the meaning and significance of the paradox of presidential power.

Cognitive Domain: Comprehension

Answer Location: Information

Difficulty Level: Easy

3. Appointments to staff agencies within the EOP, such as the WHO and the NSC, require Senate approval.

Learning Objective: 3-2: Understand the nature of the president’s individual characteristics and style and the office of the presidency and their importance to US foreign policymaking.

Cognitive Domain: Knowledge

Answer Location: The Office: Presidential Staff and Advisers

Difficulty Level: Easy

4. Presidents do not typically experience political backlash if they exercise prerogative government.

Learning Objective: 3-3: Identify the elements of presidential and White House leadership.

Cognitive Domain: Comprehension

Answer Location: Leadership From the White House

Difficulty Level: Easy

5. The exercise of negative power is very demanding.

Learning Objective: 3-4: Assess and explain key patterns of White House leadership in US foreign policy.

Cognitive Domain: Comprehension

Answer Location: Power, Issue Area, and White House Leadership

Difficulty Level: Easy

Short Answer

1. Explain the paradox of presidential power.

Learning Objective: 3-1: Know the meaning and significance of the paradox of presidential power.

Cognitive Domain: Analysis

Answer Location: The Paradox of Presidential Power

Difficulty Level: Hard

2. Identify the different presidential roles.

Learning Objective: 3-1: Know the meaning and significance of the paradox of presidential power.

Cognitive Domain: Knowledge

Answer Location: Formal Roles and Powers

Difficulty Level: Easy

3. Explain each of the four types of presidential character.

Learning Objective: 3-2: Understand the nature of the president’s individual characteristics and style and the office of the presidency and their importance to US foreign policymaking.

Cognitive Domain: Comprehension

Answer Location: The Person: Individual Characteristics

Difficulty Level: Hard

4. When are presidents more likely to exercise presidential power and prerogative government?

Learning Objective: 3-3: Identify the elements of presidential and White House leadership.

Cognitive Domain: Comprehension

Answer Location: Leadership From the White House

Difficulty Level: Hard

5. Provide an example of an intermestic issue.

Learning Objective: 3-4: Assess and explain key patterns of White House leadership in US foreign policy.

Cognitive Domain: Application

Answer Location: Power, Issue Area, and White House Leadership

Difficulty Level: Medium