Course number: GOVT2305
Course title: American National Government
Semester hours: 3
Foundational Component Area
A. The course “focus[es] on consideration of the Constitution of the United States and the constitutions
of the states, with special emphasis on that of Texas.”
In this course, students will be introduced to the foundations of the US Constitution, and the transition
from the Articles of Confederation to the Constitutional Convention. Focus is placed on how and why
compromises were reached to construct a constitution that would allow for federalism. Federalism will be
emphasized in the class to explains how power is distributed among the central and state governments as
defined by the US Constitution; the separation of powers of each; limits of power of each; and shared
powers of each the state and national governments. Examples of laws and US Supreme Court decisions
will be used to help student understand how the civil liberties and civil rights affect the power of the
National and State governments.
B. The course “involve[s] the analysis of governmental institutions, political behavior, civic engagement,
and their political and philosophical foundations.”
This course introduces students to political behavior and how government and the public is affected.
Students will also be introduced to how interest groups, social movements, and the growth of Political
Action Committees in politics, public opinion and elections affect political activity in the US. Students
will also learn the effect the media has on politics, political behavior, and distribution of information to
the masses. Political behavior will also be explained with an emphasis on the development and role of
political parties in American politics and policy formation, along with civic engagement, voting as a
constitutional right, and how campaigns affect public opinion.
III. Core Objectives
A. Critical Thinking, Aspect 2: “Students will demonstrate effective inquiry strategies.”
Students in the class develop effective inquiry strategies by learning to select appropriate topics for
assignments. For example, an essay assignment which emphasis political behavior, current political
events and the media, is a political editorial cartoon essay. Students are required to select a current
political editorial cartoon to analyze (see Appendix A). This will them to analyze a current political event,
and inquire as to whether or not the media portrays the information in an adequate manner.
B. Critical Thinking, Aspect 3: “Students will analyze information effectively.”
Throughout the semester, students are required to analyze information to better understand the role of
government. One such example, is an essay that requires the student to choose topics important to them
and then analyze and explain the party platform position on the issues. They use a party they were most
matched with after taking a quiz (see Appendix B). This requires the student to compare his/her own
political beliefs to that of the political party platform based on research.
C. Critical Thinking, Aspect 4: “Students will evaluate information effectively.”
Students are expected to read all assignments carefully and to use various types of sources to evaluate and
explain information. The editorial cartoon analysis (Appendix A) and the party platform analysis
(Appendix B) assignments require the student to deeply and thoroughly analyze information that affects
government as well as public opinion. The public policy assignment (Appendix C) requires student’s to
summarize the development of public policy and how this may differ among the state and federal
government, and how other counties regulate the same policy.
D. Communication, Aspect 1: “Students will demonstrate effective development, interpretation, and
expressions of ideas through written communication.”
Students practice writing skills throughout the course, in multiple formats. For example, students are
required to read current media sources (See Appendix A), party platforms (See Appendix B); and
state/federal laws, the US Constitution, and policies of other countries (see Appendix C). All of these
assignments require the student to interpret and explain information, meeting specific writing standards.
E. Personal Responsibility: “Students will demonstrate the ability to connect choices, actions and
consequences to ethical decision-making.”
This course focuses government is defined and whether or not adopted policies reflect the proper role of
government within a democracy and a government based on federalism. Students are asked to complete
assignments that will require them to analyze whether or not they feel current public policy, decisions
made by State legislatures, Congress and the US Supreme Court reflect the meaning of the US
Constitution (See appendix C).
F. Social Responsibility, Aspect 2: “Students will demonstrate knowledge of civic responsibility.”
Students will be presented with information throughout the semester regarding civic responsibility. There
are many levels of government that involve civic responsibility, such as activity through political parties
and or interest groups, as well as expansion of voting laws and policies in the US. Sample exam
questions regarding the expansion of voting rights are contained in Appendix D.
G. Social Responsibility, Aspect 2: “Students will demonstrate the ability to engage effectively in
regional, national and global communities.”
Students will consider how public policy in the US is affected by regional, national and global
communities, which may include laws, government bodies, interest groups, political parties, media, etc.
Students will also be asked to compare policies within the US to other states and countries. An example
of such an essay is the Public Policy Issue Paper (see appendix C) in which students must consider the
evolution of the public policy topic selected with respect to federal/state government regulation. How
does the U.S. Constitution affect the government’s power to govern/regulate this area? How has the U.S.
Supreme Court (of if no S. Ct. decisions, federal and states courts) ruled and defined the topic selected.
How have the states regulated the topic selected? What are the policies of other countries regarding this
policy?
Appendix A:
Issue Paper I : Editorial Cartoon
Using www.cagle.com, Daily Editorial Cartoons, a newspaper or any other reputable cartoon
source, select one current (must have been published within the last two months) political editorial
cartoon and provided information regarding the following questions:
1. What is the cartoon’s title or caption? Who drew the cartoon? When and where was the
cartoon published? Is the Cartoonist associated with any publications? What is known about
the background of this cartoonist? (minimum of two sources required for cartoonist)
2. Editorial cartoonists combine pictures and words to communicate their opinions. What is
familiar to you in this cartoon? Describe important people, places and/or objects shown in
the cartoon. What tools does the cartoonist use to make his or her point and how are they
used?
Humor; caricature; symbols; stereotypes; speech balloons; labels; analogy to another
historical current event; and/or references to popular culture, art, literature (cite to
sources as needed here)
3. Briefly describe the message of the cartoon.
4. Provide a detailed explanation of the current event that influenced this cartoon? (minimum of
four sources)
5. What groups would agree/disagree with the cartoon’s message? (minimum two sources)
Why?
6. Do you think this cartoon is effective in its message? Is it representative of the actually
current event?
7. Paper must be typed, 12 font, using standard MLA, APA, CHA, etc. A minimum of 9
credible sources must be used, cited within the paper, and a works cited page included. The
text of the paper should be approximately 1000 words (works cited is separate). No more
than two quotes can be used within the paper, and if used, the significance must be clearly
explained.
8. The paper (not cartoon) must be submitted to the turnitin drop box found in Angel under
lessons. Students have the ability to review the plagiarism report prior to the due date. The
student must also submit a hard copy of the paper with the cartoon attached in class.
*adapted from the Opper Project 2007
Points Matrix:
# 1
5 pts
2-3
10
4
25
5
5
6
5
7
10
Appendix B:
Political Identification Quiz
1. Using On the Issues, take the Party March Quiz of Party Platforms (2000)
http://www.ontheissues.org/quizeng/xPartyMatch/start.asp and the 2012 Votematch quiz for
political philosophy http://www.ontheissues.org/Quiz/Quiz2010.asp?quiz=Pres2012 . Summarize
the results of the two quizzes for you.
2. Choose and describe three issues important to you (may or may not be issues in the quiz).
3. Where does the party you were most linked to stand on your three issues? The party platforms
can be found on angel under election resources. You need to use these platforms for the
assignment.
4. Do you believe you were properly linked to the correct party? Why or why not?
#3 Alternative: If you were linked to the libertarian party under the political philosophy quiz, use the
libertarian platform to research issues.
Grading Matrix:
#1 : 5 pts
#2&3:15 pts
#4: 5pts.
Appendix C:
Public Policy Issue Paper
Physician-Assisted Suicide
Same Sex Marriage
Legalization of Medicinal Marijuana
Gun Regulation (Handgun; Registration; banning of)
Health Care Reform
Select one issue from the topic list that you are interested in researching. THIS PAPER
SHOULD FOCUS ON THE ROLE OF GOVERNMENT AND IS NOT AN OPINION PAPER. In
writing your paper, you will need to cover the following areas:
1) Briefly describe the issue you have selected. How does the issue affect society?
2) Describe the evolution of your topic with respect to federal/state government regulation.
How does the U.S. Constitution affect the government’s power to govern/regulate this area?
How has the U.S. Supreme Court (of if no S. Ct. decisions, federal and states courts) ruled
and defined the topic selected. How have the states regulated the topic selected? What are
the policies of other countries?
3) Complete your paper by explaining how your research ultimately affected your final position
regarding this issue: What is/is not the proper role of government dealing with this issue?
4) The paper must be typed, and the text of the paper should be a minimum of 900 words
(double-spaced pages, 12 font).
5) You must use a minimum of four scholarly/primary sources. These sources can include
internet sites; however, they should be limited to official government websites, law journals,
scholarly books and journals, etc. Feel free to use additional sources as needed. Wikipedia,
or any similar source, cannot be used as a source for this paper. Using MLA formatting,
document all sources within the paper and attach a works cited page. Students may not use
more than one short quote and one long quote in this paper.
6) Papers must be submitted to the turnitin drop box on Angel found under lessons. Plagiarism
will result in a 0.
Appendix D:
Civic Responsibility Exam Questions
The 15th Amendment no longer allowed states to keep people from voting based on
a) Race
b) Literacy
c) Sex
d) Poll tax
States cannot require that voters be registered more than ______ days prior to an election.
a) 10
b) 30
c) 60
d) 90
Which of the following was passed for the purpose of ending discriminatory state laws such as literacy
tests and annual registration, which kept people from voting?
a) 1965 Voting Rights Act
b) 1993 Motor Voter Law
c) 15th Amendment
d) 19th Amendment
Which of the following best describes the United States?
a) Voter turnout has sharply increased.
b) Voter turnout has increased at almost the same rate as voter registrations.
c) Voter registration has increased, but voter turnout has not.
d) Voter registration and voter turnout have both decreased.
Which of the following is the best indicator of how an individual will vote?
a) Race
b) Sex
c) Party Identification
d) Name Recognition
One reason people are not voting is due to the decline in “social capital” which is lack of:
a) Americans being integrated and involved in community
b) Americans ability to cooperate with one another
c) money in corporate American.
d) Americans investing money wisely.
___________ voting is when people do not analyze the specific issues, but the general question of “am I
off now than I was four years age”?
a) Issue
b) Familiarity
c) Image
d) Retrospective
Low voter turnout may indicate which of the following?
a) Mistrust of government by the voters
b) Lack of confidence in the governmental system
c) People feel it is not worth the cost of obtaining information to vote
d) An apathetic, lazy populous
e) All of the above
NORTH CENTRAL TEXAS COLLEGE
COURSE SYLLABUS
The North Central Texas College (NCTC) Course Syllabus provides the following as required by the Texas
Higher Education Coordinating Board (THECB): (1) a brief description of the course including each major
course requirement, assignment and examination; (2) the learning objectives for the course; (3) a general
description of the subject matter of each lecture or discussion; and (4) any required or recommended
readings. Contact information for the instructor is also provided. The Course Syllabus also provides
institutional information to indicate how this course supports NCTC’s purpose and mission. Information
specific to a particular section of the course will be included in the Class Syllabus and distributed to
enrolled students.
Course Title: American National Government
Course Prefix & Number: Govt 2305
Section Number: 450
Term Code: 131S
Semester Credit Hours: 3
Lecture Hours: 3
Lab Hours:
Course Description: Origin and development of the U.S. Constitution, structure and powers of the
national government including the legislative, executive, and judicial branches, federalism, political
participation the national election process, public policy, civil liberties, and civil rights.
Course Prerequisite(s): None
Course Type:
 - Academic General Education Course (from Academic Course Guide Manual but not in NCTC Core)
 - Academic NCTC Core Curriculum Course
 - WECM Course
Name of Instructor:
Donna Hooper
Campus/Office Location:
Corinth Campus, Room 209
Telephone Number:
940-498-6266
E-mail Address:
dhooper@nctc.edu
Name of Chair/Coordinator:
Donna Hooper
Office Location:
Corinth Campus, Room 209
Telephone Number:
940-498-6266
E-mail Address:
dhooper@nctc.edu
REQUIRED OR RECOMMENDED COURSE MATERIALS
Dautrich and Yalof. The Enduring Democracy, Third Edition. Wadsworth, Cengage Learning. ISBN:
9781285921013

Students have many options to secure the text book. The text is available in the NCTC
bookstore for purchase or rental. Students can also go directly to
www.cengagebrain.com for additional purchasing options
COURSE REQUIREMENTS, EVALUATION METHODS AND GRADING CRITERIA
# of Graded Course
Elements
Graded Course Elements
Points Values
4
Exams
280
3
Class Assignments
60
1
Issue Paper
50
5-7
Class Participation
50
2
Local Government Meetings
40
10
Current Event Presentations
100
17
Aplia Assignments
170
INSTITUTIONAL LEARNING GOALS

A quality general education curriculum in all associate degree programs.

Quality freshman and sophomore level courses in arts and sciences which parallel the lower
division offerings of four-year colleges and universities.

Quality technical programs leading directly to careers in semi-skilled and skilled occupations,
and quality technical education programs up to two years in length leading to certificates and
associate degrees.

Quality programs and services in support of adult literacy and basic skills development as a
mean of workforce enhancement and expanding access to higher education.
PROGRAM PURPOSE STATEMENT
NCTC seeks to implement its goal of offering quality general education curriculum in all associate
degrees by offering a core of general education courses designed to help students achieve academic,
career and lifelong goals. Acquiring knowledge, thinking critically, and utilizing the methodologies of
various disciplines exposed students to experiences that serve to advance their personal growth. The
chief focus of the General Education Core Curriculum at NCTC is to emphasize Exemplary Educational
Objectives and Basic Intellectual Competencies.
DEPARTMENTAL PURPOSE STATEMENT
The NCTC Social Science Department of Government and Economics provides students at NCTC a strong
foundation in the liberal arts that is essential for career success, leadership, global citizenship, and a
lifetime of learning. The department provides students with a broad knowledge and understanding of
the world; significant intellectual, critical thinking and practical skills; and a strong sense of civic
responsibility for enriching their lives and making a difference in society.
STATEMENT OF SKILLS AND KNOWLEDGE EXPECTED OF NCTC GRADUATES
NCTC seeks to implement its goal of offering a core of general education courses designed to help
students achieve academic, career and lifelong goals. The chief focus of the General Education Core
Courses at NCTC is to emphasize basic intellectual competencies and broad intellectual perspectives.
FOUNDATION COMPONENT AREA
1. The course “focus[es] on consideration of the Constitution of the United States and the constitutions
of the states, with special emphasis on that of Texas.”
2. The course “involve[s] the analysis of governmental institutions, political behavior, civic engagement,
and their political and philosophical foundations.”
GOVERNMENT CORE OBJECTIVES
Critical Thinking Skills

to include creative thinking, innovation, inquiry, and analysis, evaluation and synthesis of
information
Communication Skills

to include effective development, interpretation and expression of ideas through written, oral
and visual communication
Social Responsibility

to include intercultural competence, knowledge of civic responsibility, and the ability to engage
effectively in regional, national, and global communities.
Personal Responsibility

to include the ability to connect choices, actions and consequences to ethical decision-making;
STUDENT LEARNING OUTCOMES
Explain the origin and development of constitutional democracy in the United States.
Demonstrate an understanding of our federal system.
Describe separation of powers and checks and balances in both theory and practice.
Demonstrate knowledge of the legislative, executive, and judicial branches of the federal
government.
Evaluate the role of public opinion, interest groups, and political parties in the political
system.
Analyze the election process.
Describe the rights and responsibilities of citizens.
Analyze issues and policies in U.S. politics.
Research and compose an essay assignment/argument using proper grammar/English and
basic computer skills.
GENERAL DESCRIPTION OF SUBJECT MATTER FOR EACH LECTURE/DISCUSSION
Topic
General Description of Subject Matter
Perspectives & theories of American
Govt
Freedom; order & equality; differing ideologies & forms of
democracy
The Founding & the Constitution
Growth and development of America’s political system from
colonization to present
Federalism
Ideology and structures of federalism; Key features of the
Constitution: Republicanism, Federalism, Separation of
Powers, and Checks & Balances; Role/Limits of the States
Rights and Liberties
Differentiate between Civil Liberties and Civil Rights;
Protections within the US Constitution, Bill of Rights and
additional amendments; role of the judiciary
Policy Making Institutions
The powers, responsibilities and organization of all three
branches of government; role and scope of bureaucracy in our
federal government;
The American Political Landscape
Public opinion, values & socialization; the growth of social
policy within the US
Campaigns and Elections
Growth of voting rights; participation; history and forms of
voting; nominations, campaigns and elections; electoral
college; campaign finance limitations
Media and Politics
Various forms of mass media & bias; effects on government
and social policy
Political Parties & Interest Groups
Development of political parties in America; role of Interest
Groups; campaign finance and assistance; affects of each on
the political and policy-making process
Politics of National Policy
Economic policy: budgeting, funding sources & expenditures;
Role and powers of the Legislative and Executive Branch in
Domestic and Foreign Policy; National security and Defense;
US involvement in world affairs
Last day to Withdraw
For the Fall 2013 semester, the last day to withdraw from a course with a “W”
is November 16, 2013.
Student Rights &
Responsibilities
NCTC Board policy FLB (Local) Student Rights and Responsibilities states that
each student shall be charged with notice and knowledge of the contents and
provisions of the rules and regulations concerning student conduct. These
rules and regulations are published in the Student Handbook published in
conjunction with the College Catalog. All students shall obey the law, show
respect for properly constituted authority, and observe correct standards of
conduct.
Scholastic Integrity
Scholastic dishonesty shall constitute a violation of college rules and
regulations and is punishable as prescribed by Board policies.
Scholastic dishonesty shall include, but not be limited to cheating on a test,
plagiarism, and collusion.
STUDENT SUPPORT SERVICES
Office for Students with Disabilities (OSD) provides accommodations for students who have a
documented disability. A disability is anything that can interfere with learning, such as a learning
disability, psychological challenge, physical illness or injury. Accommodations may include extra time on
tests, tests in a distraction reduced environment, volunteer note taker in class, etc.
On the Corinth Campus, go to room 170 or call 940-498-6207. On the Gainesville Campus, go to room
110 in the Administration (100) Building or call 940-668-4209. Students on the Bowie, Graham, Flower
Mound, and online campuses should call 940-668-4209 to arrange for an intake appointment with OSD.
North Central Texas College is on record as being committed to both the spirit and letter of
federal equal opportunity legislation, including the Americans with Disabilities Act (ADA) of
1990, ADA Amendments Act of 2009, and Section 504 of the Rehabilitation Act of 1973 (P.L. 93112).
Financial Aid Office is responsible for administering a variety of programs for students who
need assistance in financing their education. The first step for financial aid is to complete a
FAFSA. For more information, please visit your nearest Financial Aid Office.
Student Success Center is designed to help all students at NCTC develop tools to achieve their academic
goals. The center links students to FREE tutoring, including a Writing Center, a Math Lab, and free online
tutoring in the evening. The program helps students acclimate to college by providing students free
interactive workshops about Time Management, Study Skills, Test Anxiety, and much more. For more
information, please visit your nearest Student Success Center.
As of January 1, 2012, all campuses of North Central Texas College are tobacco-free. NCTC is committed
to providing a safe and healthy environment for its employees, students and visitors. As a result of
becoming a tobacco-free campus NCTC will restrict the use of any and all tobacco products at all NCTC
campus. Click Clearinthe Air for complete details.