Professor Vincent G. Moscardelli
Office: 224A Monteith
Office hrs: Thurs 3:30-5:00; Fri 9:30-11:00
Phone: 486-1956
Email: vin.moscardelli@uconn.edu
Political Science 1602, Section 001 (#1093)
Introduction to American Politics
Spring 2009
T/TH 12:30-1:45, Monteith (Room 143)
URL: https://lms.uconn.edu/webct/logon/414883571091
Course Description
This course is designed to serve two primary purposes. First, it will focus on the "nuts and
bolts" issues of American government. We will deal with, among other topics, the
legislative, executive, judicial, and electoral processes, both as they were designed, and as
they work today in the real world. Second, the course should enhance your understanding of
the fundamental principles underlying the modern system of governance in the United States.
You will be asked to step away from the details of contemporary political debates and come
to grips with the more fundamental political questions they address—questions that have
dominated American political discourse since the nation's founding.
There are two excellent teaching assistants in this course – Meredith Drum and Sarah
Hampson. They participate fully in every aspect of the course, so please do not hesitate to
contact your TA if you have any questions. Their contact information, office hours, office
locations, etc., may be found on HuskyCT.
Readings: The following texts are required and available at the Co-op. Readings designated with
(HuskyCT) in the course outline are available on the HuskyCT website. Note that the Co-op should sell
the Wilson and Lasser texts (both paperbacks) as a single package (ISBN: 978- 0-495-78240-8).
•
Wilson, James Q. 2009. American Government (9th/Brief ed.). Cengage.
•
Lasser, William. 2007. Perspectives on American Politics (5th ed.). Houghton Mifflin Company.
Grading and Examinations: (1) writing, quizzes, and participation in class 10%; (b) "basics" of
American government exam 15%; (c) midterm 20%; (d) essays 25%, (e) final examination 30%. I will be
happy to provide testing accommodations for students with proper documentation from the University’s
Center for Students with Disabilities (http://www.csd.uconn.edu).
Writing Requirement: All students will complete two short (approximately 2-3 pages) papers on topics
to be determined. Details TBA. Additional writing may be required throughout the semester.
Final Examination: All students are required to take the final exam at its scheduled time (tentatively
scheduled for Wednesday, May 6, at 3:30pm). No exceptions will be made without written approval, in
advance, from the Dean of Students. We have no discretion in this matter.
Course Outline
I.
Introduction
A. Organizational Meeting (T1/20)
•
Review course syllabus.
•
Assignment: Visit the course HuskyCT site at https://lms.uconn.edu/webct/logon/414883571091.
Download and print the entire course syllabus. Then, complete student biography assignment and
submit via HuskyCT as soon as possible (but no later than Thursday, 1/29).
B. Political Science and the Fundamental Questions of Politics (TH1/22)
•
Readings:
o
o
•
II.
Wilson, ch. 1
In-class reading and writing assignment
Discussion and Review Questions: What obligation do citizens have to “obey” the government?
"Who governs and to what ends?" Why study American government? What is political science?
The Creation and Development of the American Constitutional System
A. The Design of the Constitutional System, Part I: The Founding (T1/27, TH1/29)
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Readings:
o
o
o
o
o
o
•
Wilson, ch. 2;
Declaration of Independence (Wilson, pps. A1-A3)
Federalist #10 (Lasser-1.1)
Federalist #51 (L-1.4)
Storing, "What the Antifederalists Were For" (L-2.1)
“The Address and Reasons of Dissent . . . “ (L-1.5; this reading is recommended only)
Discussion and Review Questions: Is the view of human nature espoused in The Federalist (and
by Madison in particular) an accurate one? How committed were the Founders to the idea of
democracy? Summarize the major assertions of the Antifederalists and outline Madison’s
response(s) to each.
POLS 1602 Syllabus
Spring 2009
Moscardelli, Drum, and Hampson
Page 2 of 6
B. The Design of the Constitutional System, Part II: The Judicial Branch and Judicial Review (T2/3,
TH2/5)
•
Readings:
o
o
o
o
•
Wilson, ch. 12
Federalist #78 (L-12.1)
Marbury v. Madison (L-12.2)
Stevens and Thomas, “Should the Constitution . . .” (L-12.4)
Discussion and Review Questions: Contrast judicial activism and judicial restraint. Is judicial
activism consistent with the intentions of the Founders? Contrast strict and loose
constructionism. Does the Supreme Court make public policy? Should it?
C. Constitutional Development, Part I: Democratization (T2/10, TH2/12)
•
Readings:
o
•
Dahl, “Is the Constitution Democratic?” (L-1.7)
Discussion and Review Questions: Trace the growth (and decline) in political participation in the
United States. Describe several ways in which the American political system has become more
democratic over time.
D. Constitutional Development Part II: Civil Liberties and the Bill of Rights (T2/17, TH2/19)
•
Readings:
o
o
o
o
•
Wilson, ch. 3
“Incorporation” (HuskyCT)
Posner, “Security vs. Civil Liberties” (HuskyCT)
Glennon, “Terrorism and the Limits of Law” (L-3.3)
Discussion and Review Questions: Define incorporation. Describe the types of expression that
are not protected by the First Amendment. Should speech that is considered offensive by some
groups be banned? How has the scope of the Bill of Rights been altered since 9/11/01?
POLS 1602 Syllabus
Spring 2009
Moscardelli, Drum, and Hampson
Page 3 of 6
E. Constitutional Development, Part III: Federalism (T2/24, TH2/26)
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Readings:
o
o
o
o
•
Wilson, ch. 5
Federalist #45 (L-2.2)
McCulloch v. Maryland (HuskyCT)
Wright, “How Did Intergovernmental Relations Fail … After Katrina?” (L-2.6)
Discussion and Review Questions: How has the relationship between the states and the federal
government changed from that envisioned by the Founders? What are some of the costs/benefits
of current attempts by Congress to return more autonomy to state and local governments? How
would the Founders respond to this trend?
Tuesday, March 3: Midterm Examination
Thursday, March 5: No Class Meeting
March 9-13: Spring Break
F. Constitutional Development, Part IV: Civil Rights (T3/24, TH3/26)
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Readings:
o
o
o
o
•
Wilson, ch. 4
Brown v. Board of Education (L-4.2)
Schuck, “Affirmative Action--Don't Mend or End It--Bend It” (L-4.4)
Reading on Barack Obama’s bid for the presidency or his early days as President (TBA)
Discussion and Review Questions: To what extent has federalism aided or impeded the
achievement of racial equality in the United States? Describe how (1) constitutional
amendments, (2) actions by interest groups, (3) actions by the courts, (4) actions by Congress,
and (5) actions by the executive branch furthered the cause of racial equality in the United States
over the past 150 years.
POLS 1602 Syllabus
Spring 2009
Moscardelli, Drum, and Hampson
Page 4 of 6
III.
The People
A. American Political Culture (T3/31, TH4/2)
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Readings:
o
o
o
•
Tocqueville, “Democracy in America” (L-5.1; focus on section on participation);
Putnam, “Bowling Alone: America’s Declining Social Capital” (HuskyCT);
Brooks, “One Nation, Slightly Divisible” (L-5.2)
Discussion and Review Questions: Define political culture. Describe the elements of American
political culture observed by Tocqueville in the 1830s. What are the differences between the
American political culture observed by Tocqueville and that of today? What elements have
changed? Which have remained stable?
B. Ideology and Public Opinion (TH4/2, T4/7)
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Readings:
o
o
•
Wilson, pps. 90-107
Asher, “Polling and Democracy” (L-5.4)
Discussion and Review Questions: Define ideology. What issues divide the American public?
Are UConn students “liberal,” “conservative,” or neither?
Thursday, 4/9: Basics of American Government Quiz (first 15 minutes of class)
IV.
Linking the People to Government
A. Parties, Campaigns and Elections (TH4/9, T4/11)
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Readings:
o
o
•
Wilson, pps. 123-141, and ch. 8
Reading on the 2008 elections TBA
Discussion and Review Questions: How strong are political parties in the United States? Should
they be stronger? Why is voter turnout so low and what are the prospects for increased turnout in
the future? How do the public opinion “gaps” we identified in the previous section play out on
election day?
POLS 1602 Syllabus
Spring 2009
Moscardelli, Drum, and Hampson
Page 5 of 6
B. The Media (TH4/16)
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Readings for Class:
o
o
o
•
V.
Wilson, pps. 107-122
Meyrowitz, “Lowering the Political Hero to Our Level” (HuskyCT)
Purdum, “Packaging the President” (HuskyCT)
Discussion and Review Questions: What is the effect of television/radio on American politics?
Is it possible to measure this effect scientifically? Is the traditional news media (network evening
news, major newspapers, etc.) biased? If so, in what way(s)?
The Institutions of Government
A. Congress and the Presidency (T4/21, TH4/23)
•
Readings:
o
o
o
•
VI.
Wilson, chs 9, 10, 11, 13, and 14 (all five Wilson chapters are recommended but not required)
Enda, “Great Expectations” (L-9.6)
Frum, “September 11, 2001” (L-10.6)
Discussion and Review Questions: What are the sources of presidential power? Is the American
president "powerful"? Are citizens' expectations about the nature of presidential leadership
consistent with the institutional powers of the presidency? To what extent does Congress
represent the public interest as opposed to special, or particular interests? What is representation?
Conclusion: Bringing it all Together (and catching up!)
A. Evaluating the American Political System (M12/1, W12/3, F12/5)
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Readings:
o
o
•
Wilson, ch. 15
Reading TBA
Discussion and Review Questions: Which of the competing theories of political power best
describes the American political system? Is the American political system "broken"? What types
of reforms would be likely to produce better governance in the United States?
Final Examination: Visit the Registrar’s website at http://www.registrar.uconn.edu/spring09.htm to
access the official Final Examination Schedule.
POLS 1602 Syllabus
Spring 2009
Moscardelli, Drum, and Hampson
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