Course Syllabus:PSCI 101H:American Federal Government (Spring, 2002)
 

Course objectives:The College Catalog states that this course involves: “A study of the functions and administration of the government of the United states.”However, one can only understand the latter if one also understands the context of American politics in its historic and contemporary environment.The goal of this course is to have each student understand American political history and political culture, as well as the politics and processes of American political institutions and government.This course takes a behavioral, descriptive and empirical, approach to understanding a political system that is set within a democratic framework.Each student coming to an understanding of his or her own political value system is another important objective of this course.

At the conclusion of this course each student should be able to: (1) demonstrate an understanding of the difference between: empirical, behavioral analysis, and normative analysis; (2) define politics and reflect on the meaning of politics; (3) define and reflect on the meaning of democratic politics; (4) demonstrate a knowledge of American political history; (5) identify processes of the Congress, the Courts, the Presidency, and other basic American political institutions and processes; (6) define hers or his political values.

Required Books:

Christopher J. Bosso, John H. Portz and Michael C. Tolley,American Government, 

Conflict, Compromise and Citizenship (Boulder: CO: Westview Press, 2000).

Douglas M. Brattebro and Eloise F. Malone, eds., The Lanahan Cases in Leadership,

Ethics & Decision-Making(Baltimore, MD: Lanahan Publishers, Inc., 2002).

Basis for Course Grade (where a total of 90% or better = A; 80-89% = B; 70-79% = C; 60-69% = D; and below 60% = F):
 

1.Discussion group (3 @ 5 points each):	15%
(Each student will participate in three (3) discussion groups  during the semester. Criteria for grade: demonstrated knowledge  of topic and depth and extent of discussion participation. )
2.Three five (5) page papers based on discussion groups (@10 points):	30%
(Each paper will be double-spaced and in APA or MLA format. Papers are due the week following participation in discussion.)
3.Pop quizzes (5 @ 5 points each):	25%
(6 pop quizzes will be given during the semester.The lowest grade, or an absence from one quiz, will not count.)
4.One final comprehensive examination:	20%
(The final examination is focused on the course objectives.)
5.Class participation: TOTAL	10% 100%

Below are class topics, the schedule of readings, examinations and assignment due dates. (Dates for readings, examinations and assignments may be altered at the discretion of the instructor.)The readings are due on the date assigned, e.g., Bosso, et al., chapters 1 and 2 are to be read by January 22.
 

Date	Topic	Key Terms, Phrases, Names and Web Sites	Readings
1/15	Discussion of assignments and expectations. Class topics:Defining politics; empirical and normative approaches to politics; issues of political conflict--material and symbolic; democracy.	Politics; values; empirical theory; normative theory; democracy. Web source census data and the Statistical Abstract of the United States:(www.census.gov). The location for specific census data is at the latter location (/prod/3/98pubs/98stattab).	In-class: F. A. Walker, “Restriction of Immigration,” in B, pp. 36-39.
1/22 & 1/29	Politics, democracy and the United States Constitution.In-class student-leddiscussion will focus on questions 1 & 2 in B, p. 34. (with specific reference to the creation of the United States Constitution as discussed in Chapter 2 of B). Other possible discussion group questions: B&M questions 1 & 2, pp. 15-16; B&M Qs. 1-3, p. 59. Discussion groups on these days will be practice runs in which no grades will be given andin-class critiques and discussion will be used to help guide future student-led class discussions.	Classical liberalism; “natural rights;” John Locke; political equality and concepts of equality; limited government; Articles of Confederation; Annapolis Convention; Virginia plan and New Jersey Plan; Connecticut Compromise; separation of powers; division of powers; federalism; economic interpretation of the founding—Charles Beard; Federalist Papers; checks and balances. Web sources: Library of Congress (www.loc.gov). National Archives (www.nara.gov).	B, Chaps. 1 & 2; and “The Declaration of Independence,” with special emphasis on paragraphs 1, and 2 and the last two paragraphs (B, pp. 540-42). B&M, Chaps. 1 and 5.
2/5	(1) The Federal government and separation of powers-redux. (2) Federalism:the evolving relationship of the states and the federal government.  In-class student led discussion follows from B, p. 124: “Federalism imposes significant costs on the American system, but it also generates significant benefits.”“Discuss the relative benefits and costs of federalism.” (B: p. 125)	Federalism; confederation; unitary system of government; enumerated powers; implied powers; the “Necessary and Proper” clause; inherent powers; McCulloch v. Maryland (1819); the Supremacy Clause (Article VI); concurrent powers; reserved powers (10th Amendment); “full faith and credit clause”(Article IV);growth of national power; “Layer Cake federalism” vs. “Marble Cake Federalism;” privileges and immunities clause.  Web sources: National; Governors Association (www.nga.org). National Association of State Resource Executives (www.nasic.org). National League of Cities and the National association of Counties (www.localgov.org).	James Madison, “Federalist No. 10, ” (B, pp. 321-23); and James Madison, “Federalist No. 51,” (B, pp. 78-82); and “The Declaration of Sentiments,” Senecca Falls Conference, 1848,” (B, pp. 82-84);and B. Ch. 3.
2/12 & 2/19	Civil Rights and Civil Liberties Student-led discussions will flow from both B and B&M.Discuss: “The rights and liberties guaranteed to citizens are listed in the Constitution, but their actual application is a political matter.” (B, p. 171.) A second discussion topic: B&M, Ch. 2,questions 2 and 3, pp. 32-3. A third discussion group topic: B&M, Ch. 7, questions 1 and 3, especially in the light of events since September 11, 2001.	Bill of Rights; civil rights; civil liberties; the “nationalization of the Bill of Rights;”“incorporation of the Bill of Rights;” Dredd Scott decision; “Civil War Amendments;” Plessy v. Ferguson (1896); Jim Crow; Brown v. Board of Education of Topeka, Kansas (1954);“Civil Rights era;” affirmative action; gender discrimination; equal opportunity; the failed Equal Rights Amendment; First Amendment freedoms; “establishment clause;” Engel v. Vitale (1962); Lemon V. Kurtzman (1971); “freedom of expression” clause; “clear and present danger” standard of free speech—Schenck v. United States (1919); “due process;” obscenity—Miller v. California (1972); freedom of the press-New York Times v. Sullivan (1964); rights of the accused; due process; “exclusionary rule;” “cruel and unusual punishment;” “right to privacy”--Griswold v. Connecticut (1965); Abortion as a right--Roe v. Wade (1973) and Webster v. Reproductive Health Services (1989); the “right to die”—Dr. Kevorkian and the Oregon Right to Die Law; the Second Amendment and the “right to bear arms.” Web sources:U. S. Department of Justice (www.usdoj.gov/crt). American Civil Liberties Union—the most well-known absolutist defender of civil liberties (www.aclu.org).On the abortion controversy see the National Abortion and Reproductive Rights League (www.naral.org) and the National Right to Life Committee (www.nrlc.org).	B, Ch. 4; and “The Constitution of the United States,” (B, pp. 543-60); and  B&M. Ch. 2; And B&M, Ch. 3; and Martin Luther King, Jr., “Letter from the Birmingham Jail,” (B, pp. 176-78); and B&M, Ch. 7.
2/26	Public Values (Ideology), Public Opinion and Mass Media. Student-led discussion groups will focus on ideology, the role of the media and the polls (each group must develop a focus question that evolves from these topics) andB&M, questions 2 and 3, pp. 44.	Public values; ideology; ideological consistency; liberal; conservative;laissez-fair liberalism—Adam Smith; social Darwinism; the New Deal;populists; libertarians; political socialization; agents of socialization; public opinion; polling—margin of error and probability sampling; permissive opinion; directive opinion; the public agenda; issue-attention cycles; issue saliency. Web sources.Liberal bias is monitored by Accuracy in Media (www.aim.org), while Fairness and Accuracy in Reporting examines undue corporate influence (www.fair.org. The two contrasting ideological watchdogs are the Americans for Democratic Action-liberal (www.adaction.org) and the American Conservative Union-conservative (www.conservative.rog).The usual standby on polling information is the Gallup Poll (www.gallup.com/thepoll.htm).	B, Ch. 5; and B. pp 224-227,the contrasting ideological statements of President Ronald Reagan and President Franklin Delano Roosevelt. B&M, Ch. 4.
3/5	Politics, Parties and Elections. Student discussion groupwill start from thestatement in Pomper’s article: “The Presidential election of 2000 stands at best as a paradox, at worst as a scandal.” A second group may focus on Watergate, B&M, Ch. 11.	Purposes of elections; parliamentary system elections; winner-take-all versus proportional representation; plurality versus majority rule; the electoral college; primary election; general election; the suffrage; poll tax; surge and decline of voter turnout; roles of political parties; the enduring two-party system; dynamics of coalition building; retrospective voting; multi-party election systems. Web sources.For nonpartisan election information see the League of Women Voters (www.lwv.org) and Project Vote Smart (www.vote-smart.org).The Democratic Party siteis at www.democrats.organd the republican Party site is at www.rnc.org.	B, Ch. 6; and Gerald M. Pomper, “The 2000 Presidential Election: Why Gore Lost,” Political Science Quarterly, v. 116.no. 2 (2001) 201-223; and B&M, Ch. 11.
3/12	Interest Groups, Conflict and Power. Student –led discussion: What does interest money buy? The importance of access.Another discussion point, from B, p. 314:Groups do not represent all sectors of society .… there is a class bias in interest group representation.”The Enron case.	Interest group; the group basis of society—pluralism; What interest groups do; disturbances; group mobilization; material benefits; solidary benefits; purposive benefits; free-rider problem; collective goods; public interest groups; private interest groups; factors in interest group influence; lobbying-direct and indirect; the “iron triangle;” political action committees; the “military industrial complex.”  Web sources:The nonpartisan Center for responsive Politics tracks the movement of money in politics (www.opensecrets.org). The Federal Election Committee provides data on campaign contributions (www.fec.gov).	B, Ch. 7; and President Dwight D. Eisenhower, “Farewell Address,” January 17, 1961 (B, pp. 319-21).
3/19	RECESS	NO CLASSES FROM 3/18 TO 3/24.
3/26	Congress. Student-led discussion may focus on such topics as: Why do “we love our congressman and hate our Congress?”  A group may focus on the politics of districting and redistricting.  A group may examine thestatement: “The key to passage of a bill is compromise and the creation of majorities of support at every stage of the process.” (B, p. 364.)	Article I of the Constitution; roles of Congress; Party Government and Parliamentary systems; party responsibility model; the representative system; constituency biases; gerrymander; “majority-minority districts;” incumbency; “the gap between the composition of Congress and that of society;” congress as decentralized;Congressional parties; party caucus; committee system; seniority system;Tobacco Iron Triangle; House and Senate differences in the legislative process; stages of lawmaking; models of decision-making: delegate, party responsibility; trusteeship; voting cues. Congressional Quarterly Weekly Reportexamines national issues, and analyzes and documents congressional roll-call votes. Web sources:The Congressional Budget office advises Congress on the federal budget (www.cbo.gov) and the General Accounting Office assesses federal programs (www.gao.gov).The site operated by the International Association of Firefighters is insightful on “How to Lobby Congress,” (www.iaff.org/iaff/GovAff/index.html).	B, Ch. 8; and “The Case for Term Limits” and “The Case Against Term Limits,” (B, pp. 368-72).
4/2	The Presidency. The student group centers on the statement,“it is no exaggeration to suggest that members of Congress and the president live in entirely different worlds.These differences help to explain why presidents succeed or fail in achieving their legislative work.” (B, p. 405.) Second group discussion: B&M, Ch. 10, Q’s. 1-3, p. 106.	Article II of the Constitution; the symbolic presidency; presidential authority; presidential power as the “power to persuade;” the veto; the “State of the Union” address; president as Commander-in-Chief; war powers; War Powers Resolution; Presidential Character-James David Barber’s typology; contextual factors of presidential leadership; presidential approval ratings by the public. Web sources.The White House site is (www.whitehouse.gov).A source forexcellent materials on each president is (www.nara.gov/nara/president/address.html).	B, Ch. 9; and James Bryce, “Why Great Men are Not Chosen Presidents,” (B, pp. 414-26); and B&M, Ch. 10.
4/9	The Federal Bureaucracy. The student-led discussion group will focus on the topic: “The bureaucracy is no different from the more openly political parts of the government. Like Congress and the president, it lives within a world of conflict, and must seek compromises….” (B, p. 455).	The bureaucracy—“it translates intent into action;” Bureaucracy defined; hierarchy of authority; functions of the bureaucracy; the civil service system; the principal-agent relationship; bureaucracy and the president-relationships; the bureaucracy and the Congress-relationships; deregulation; privatization;	B, Ch. 10; and  Upton Sinclair, The Jungle (B, pp. 460-62); and Ralph Nader, “The Unelected Power of Alan Greenspan,” (B, pp. 462-64).
4/16	The Judiciary. Student group discussion:Is judicial review a democratic process?	Article III of the Constitution; Functions of the Judicial System; structure of the Judiciary-dual court system; Judicial jurisdiction; original and appellate jurisdiction; amicus curiae; selecting judges; judicial review-Marbury v. Madison (1803), the case of the midnight judges; writ of mandamus; judicial policymaking; judicial activism and judicial restraint; original intent and precedent; President Franklin D. Roosevelt’s court-packing plan (1936) and the “switch in time that saved nine.” Project Hermes of Cornell Law School, provides a site on historic and contemporary Supreme Court opinions: (www.law.cornell.edu/supct).The U.S. Federal Judiciary site is (www.uscourts.gov).	B, Ch. 11; and Oral Arguments, Roe v. Wade, (B, pp. 497-505) andB&M, Ch. 11.
4/23	Challenges for Democracy: Conflict and Compromise. Student discussion group focus: B&M, Ch. 9, question 3, p. 106.  A second focus: B&M, Ch. 11, questions 1-3, pp. 152-53.	Policy studies; Who has power? What is the proper role of the U.S. in the world?Social Capital. Web sources.AmeriCorps, operated by the Corporation for National service (www.americorps.gov).Points of Light Foundation (www.pointsoflight.org) and Americas Promise (www.americaspromise.org/pol) support volunteerism.	B, Ch.12; and B&M, Ch. 9 and B&M, Ch. 11.
4/30	REVIEW	SUMMING UP COURSE OBJECTIVES
5/7		Final Examination.

Your discussion groups:

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