One of the many aims of this course is not only to highlight the major topics in political science but also to expose
you to the world of politics. One of the greatest parts of political science is political discourse concerning current
issues. One of the oldest and greatest formats for this type of current political discourse is “Meet the Press,” a
program that began airing in 1947. Each week you will be expected to watch the show and then participate in a
class discussion on the political topics of the show. Additionally, you will be asked to run a weekly discussion once this
semester, as well as, keep a journal of your thoughts, research, and analysis of our political discourse.
Your Roles in Meet The Press
Weekly Participant
Each week you will be expected to watch the weekly episode of Meet the Press. This can be found on NBC
at 10am, MSNBS at 2pm on Sundays, or you can download podcasts via iTunes or Zune. While watching the
episode, take notes on major points and themes, as well as, comments that you find interesting, poignant, or well
thought out. Your notes should be placed in your “Meet the Press” journal. You will be discussing the episode in
class in detail so you should have a nice set of notes to aid in your class discussion. Should there be topics that
you do not understand or are confused about, you ought to spend some time researching those concepts and
topics. You should include your research notes in your “Meet the Press” journal. Finally, in class you will be
expected to participate in the class discussion. You will receive credit for the weekly discussion, so be prepared
with several comments or points that you think are worth making.
Moderator
Once during the course of the semester you will be required to moderate the class discussion. Ms. Muraca
will be the moderator of the class discussion for the first several weeks in order for everyone to get a feel
for how the discussion should run. As the moderator you are expected to run a class discussion of your
week’s “Meet the Press” episode. You need to plan to fill the entire 40 minute class and have several
talking points for the class. You should be well versed on all issues discussed in your week’s episode and
should be able to not only run the discussion but be able to answer questions on the topics of the day.
When it is your week to be moderator you should be sure that you have planned extensively and
researched the topics of that week. This is your largest grade for Meet the Press so be prepared. Should
you be absent on your day to present you will be automatically given another day to present (so don’t be
absent on your day).
Political Analyst
After each class you will be expected to write your weekly analysis of both the episode of “Meet the Press”
as well as our in-class discussion. This is to be recorded in your “Meet the Press” journal. There should be a
clear delineation in your notebook from your notes and your weekly analysis of the discussion. This
reflection should be a minimum of two to three paragraphs (remember a good paragraph is 6-8 wellwritten sentences). Your journal will be graded as a whole at the end of the semester and should include
viewing notes, class discussion notes, and a weekly political analysis of our discussion.
Grading Criteria
Your Meet the Press grade will be based on the following criteria:
1. Weekly Participant — 10 points for each weekly participation (If you are absent you receive the points
by showing your notes to the teacher.)
2. Moderator — 100 points based on the level of your performance
3. Political Analyst — 50 points based on your journal and reflection when turned in at end of semester
Weekly Participant Rubric
Level
Criteria
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
A Level Participant
Participation is
Outstanding
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
B Level Participant




Participation is very
good

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C Level Participant
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Participation is
satisfactory


D or F Level
Participant
Participation is needs
improvement

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
Participant offers enough solid analysis, without prompting, to move the conversation forward.
Participant, through his or her comments, demonstrates a deep knowledge of the content and the
question.
Participant has come to the discussion prepared, with notes and/or additional research.
Participant, through his or her comments, shows that s/he is actively listening to other
participants.
S/he offers clarification and/or follow-up that extends the conversation.
Participant’s remarks often refer back to specific parts of the news program.
Participant offers solid analysis without prompting.
Through his or her comments, participant demonstrates a good knowledge of the content and the
question.
Participant has come to the seminar prepared, with notes.
Participant shows that s/he is actively listening to others. S/he offers clarification and/or followup.
Participant offers some analysis, but may need prompting.
Through his or her comments, participant demonstrates a general knowledge of the content and
question.
Participant is less prepared, with few notes.
Participant is actively listening to others, but does not offer clarification and/or follow-up to
others’ comments.
Participant offers little/no commentary.
Participant comes to the seminar ill-prepared with little understanding of the content.
Participant does not listen to others, offers no commentary to further the discussion.
Moderator Rubric
Level
Criteria
A Level Moderator
Moderation is
Outstanding
B Level Moderator
Moderation is very
good
C Level Moderator
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










Moderation is
satisfactory



D/F Level
Moderator

Moderation needs
improvement


Develops central questions for discussion
Keeps students focused on the question at hand before moving on to the next topic
Allows for alternative opinions to be considered and refined
Develops the discussion to its fullest extent through additional questioning
Incorporates everyone in the class into the discussion
Shows a command of the subject matter through the moderation of the discussion.
Develops central questions for the discussion
Student discussion remains focused around central items before moving on to the next topic
Discussion itself is centered around core items, but these topics are not fully developed
Shows a command of the subject matter through the moderation of the discussion
Attempts to incorporate every one into the class discussion.
Develops central questions prior to the discussion
o These questions in some instances are not central topics for discussion
Topics are not fully developed
Shows a basic working knowledge of the material through the moderation of the discussion
Attempts to incorporate everyone into the class discussion.
Demonstrates a clear lack of prior preparation
o Questions are not central to the program
Lacks control of the discussion
Shows a surface/limited level knowledge of the topic
Political Analyst Rubric
Level
Criteria
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
A


The language is clear and expressive.
The learning experience being reflected upon is relevant and meaningful to student and course learning goals.
The reflection moves beyond simple description of the experience to an analysis of how the experience
contributed to student understanding of self, others, and/or course concepts.
The reflection demonstrates connections between the experience and material from other courses; past
experience; and/or personal goals.
The reflection demonstrates ability of the student to question their own biases, stereotypes, preconceptions,
and/or assumptions and define new modes of thinking as a result.
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C
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F
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There are frequent lapses in clarity and accuracy.
Student makes attempts to demonstrate relevance, but the relevance is unclear to the reader.
Student makes attempts at applying the learning experience to understanding of self, others, and/or course
concepts but fails to demonstrate depth of analysis.
There is little to no attempt to demonstrate connections between the learning experience and previous other
personal and/or learning experiences.
There is some attempt at self-criticism, but the self-reflection fails to demonstrate a new awareness of personal
biases, etc.
Language is unclear and confusing throughout. Concepts are either not discussed or are presented
inaccurately.
Most of the reflection is irrelevant to student and/or course learning goals.
Reflection does not move beyond description of the learning experience(s).
No attempt to demonstrate connections to previous learning or experience.
Not attempt at self-criticism.