Political Science 102
T 4-6:40 pm
R. Hofstetter AH-4116
richard.hofstetter@gmail.com
(22384)
AH 3110
594-6244
MT 6-7 p.m.
INTRODUCTION TO AMERICAN AND CALIFORNIA GOVERNMENT AND
POLITICS
Course Objectives:
This course focuses on political processes and institutions in the United States and of
California. It considers a variety of public policy issues such as environmental quality, health,
education, relation between government and business, taxation, and foreign affairs as reflected in
the dynamics of national and state politics. When taken with Political Science 101, the course
will satisfy the graduation requirement in American Institutions. Credit will not be allowed for
both Political Science 102 and 320.
If you intend to pursue studies in the political science major/minor field, it will provide
the necessary background for more advanced courses in political science. If you are not pursuing
studies in political science, the course will inform you about how the federal and state
governments work, both in theory and in practice. The overriding goal of this course is to
provide you with tools that will help you to be a more intelligent consumer of political news and
information and to better understand the civic responsibilities that attend to American
citizenship.
I hope that you understand how politics and government affect students personally, and
the means students have as citizens to influence government and public policy. Politics basically
concerns who receives benefits and who pays for them. Politics is never neutral--it never
benefits everyone. Those who are left out of the political process pay a particularly high price in
America and in California. My goal is to help you to explore and understand the world of
politics as it exists. I will be posting material on Blackboard for important information
concerning the course.
Prerequisite:
Lose whatever sense of entitlement that you have, I expect students to work hard in this
class but hard work does not guarantee a passing grade. Willingness to work hard, learn about
serious research, and have open mind facilitates success in this class and elsewhere.
Announcement:
Be sure to check your e-mail and blackboard for various information concerning this
class. Public Safety escorts to your car are available dusk to dawn at 619-594-6659.
Learning Objectives:
Students successfully completing this course will:
1. Develop critical thinking skills that are applied to both oral and written assignments.
2. Demonstrate the ability to take appropriate notes during lecture and utilize those notes to
prepare for examinations.
3. Develop sophisticated information about the nature of American and California public
policy and how they may influence political policies that directly affect them.
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Materials--Texts:
Cut costs by checking out rentals, especially used book rentals, and e-books.
Jacob S. Hacker and Paul Pierson. (2010). Winner Take All Politics: How Washington Made the
Rich Richer—And Turned Its Back on the Middle Class. New York: Simon & Schuster.
Available new, used, rent (Paperback).
Thomas E. Patterson. (2011). We the People: A Concise Introduction to American Politics.
New York: McGraw Hill, 9th edition. Available new, for rent, electronic.
CREATE. (2012). American and California Government. New York: McGraw Hill. ISBN:
9781121563506.
Other reading material will be required as well, and will be accessible through the Blackboard.
Recommended but not required:
George McKenna and Stanley Feingold. (2012). Taking Sides: Clashing Views on Political
Issues. New York: McGraw Hill. 18th edition. Available new, for rent, or electronic.
Policies and Procedures:
Students are responsible for all material in the assigned portions of the texts, class
discussions, debates, or on blackboard whether I discuss it explicitly or not. Once the class has
begun, please enter the class as unobtrusively as possible or wait until a break to enter the room.
If you must leave the class before it is over, it is polite to inform me before the class begins
unless you suddenly become ill.
Students should complete reading and assignments in a manner that maintains pace with
the topics being discussed and the lectures according to the syllabus. Students are required to
attend all class meetings and to take examinations in class. (Please note that the purchase of
airplane tickets, vacations, athletic events, etc., in the absence of a bona fide personal
emergency are not excuses for missing classes.) Midterms will be given during the semester
and will include multiple choice and short answer questions and short essays. They are closed
book. If I cannot read what you have written (because it is illegible or because it is messy or for
other reasons), then I will not give points for the work. Points will also be deducted for improper
English grammar and spelling errors. No extra credit assignments will be given. No makeup
examinations will be given except in extraordinary situations and then only at my discretion and
with written documentation.
One to three hours credit for POLS 499 working on research under my supervision may
also be available, depending on the semester. Interested students should contact me while there
is still time to add a class early in the semester.
SDSU students should also open e-mail accounts since I will communicate with you via
blackboard on occasion. My e-mail address is available on this syllabus to enable students to
communicate with me outside my scheduled office hours. I anticipate that students will make use
of this opportunity in case they wish to communicate with me, since I do not use telephone voice
mail at SDSU.
I do not allow cell phones or personal computers to be operated in this classroom.
Students should turn off cell phones and avoid bringing computers to class. Except in
emergencies and only with prior permission from me, DO NOT look at, have out, let ring,
or talk on a cell phone or computer in this class! I am willing to discuss exceptions to these
policies, but exceptions will not be given outside of severe medical or other reasons.
Academic dishonesty will not be tolerated. All written work must be your own original
work (i.e., not previously submitted for credit in any other course, either at SDSU or at any other
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academic institution) and also not copied from anyone else or any other source. Purchased or
downloaded papers de facto constitute cheating. Penalties for academic dishonesty are severe,
and may include explusion. Please familiarize yourself with the University Policy regarding
Cheating and Plagiarism at: http://www-rohan.sdsu.edu/dept/ senate/policy/pfacademics.html
Also be aware of the Student Grievances procedure, available on-line at:
http://www.sa.sdsu.edu/srr/statement/sectionVII.html
Plagiarism not only includes a student representing the works, ideas, and writings of
others as his or her own. It also includes a student using a previous work product (published or
unpublished) that the student was involved in (e.g., as sole writer or co-writer) for any academicrelated activity (e.g., class assignments past or present, etc.), representing it as original work that
was performed for the new academic-related activity. Unpublished works include, but are not
limited to unpublished manuscripts, grant proposals, and web-based material. Plagairism is
treated as a flagrant form of cheating and will be reported as such with expulsion from SDSU a
possible outcome.
NOTICE:
Do not come into this class expecting any particular grade. I do not give grades;
students earn grades by their performance in class participation and on assignments and
tests. Please do not try to game me for a higher grade since any special consideration is
grossly unfair to all others in the class.
Except in the case of a written documented illness requiring medical attention or a
death in the immediate family, late assignments and missed tests will be graded 0 points.
Students who fail to turn in all assigned work by the last class meeting will fail this course
with a grade of F regardless of other performance. All work must be turned in by 4 pm,
December 3, 2012, in order to avoid an F.
Grading:
Midterm 1
20 Points
Midterm 2
20 Points
Midterm 3
20 Points
Policy Analysis Paper 20 Points (Due October 30 at 4 pm)
Debates
20 Points
Total 100 Points
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Assignments
1.Readings
This course is divided into a series of topics, described below. Approximately one week of lecture
and discussion is allocated to each topic. Nearly all the other readings are quite short. Read them as well as
the text and give the pros and cons of the arguments in each some thought.
Week 1
Aug 28.
Introduction: Review of course and its organization, textbooks, requirements,
blackboard, science, how to study, think, analyze political situations, and issues.
Assigned Readings on BlackBoard in Course Documents:
Week 2
Sept. 4.
Patterson. We the People. Chapter 1, “Political Thinking: Becoming a
Responsible Citizen,” pp. 3-25. The Declaration of Independence.
pp. 629-632.
Other Assigned Readings on BlackBoard in Course Documents:
Armageddon Politics, Los Angeles Times.
Flaws in California Finances, Los Angeles Times.
So You Hate Taxes, Anonymous.
Students Face Class Struggle, Los Angeles Times.
Week 3
Sept. 11
Patterson. We the People. Chapter 2, “Constitutional Democracy:
Promoting Liberty and Self-Government,” pp. 26-65. Chapter 3,
“Federalism: Forging a Nation,” pp. 66-104. The Constitution of the
United States of America, pp. 633-650. Federalist No. 10, pp. 651-655.
Federalist No. 51, pp. 656-658.
Other Readings on BlackBoard in Course Documents:
Governors React to Obama Care, Los Angeles Times in course documents.
31% MD’s Refuse Medicaid Aid for Patients in course documents.
Nearly 4 Million Struggle for Food in course documents.
Week 4
Sept. 18
Patterson. We the People. Chapter 4, “Civil Liberties: Protecting
Individual Rights,” pp. 105-148. Chapter 5.
Debates 1
Other Readings on BlackBoard in Course Documents:
Causes of Death, Los Angeles Times in course documents.
Inequalities in Health Effects in Bad Times
Distribution of Race and Income in Anaheim, Los Angeles Times in course
documents.
Religion of American Founders in course documents.
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Week 5
Sept. 25
Patterson. We the People. Chapter 6, “Public Opinion and Political
Socialization: Shaping the People’s Voice,” pp. 189-222. Chapter 7,
“Political Participation: Activating the Popular Will,” pp. 223-249.
Debates 2-3
Other Readings on BlackBoard in Course Documents:
Gentry Liberals, Los Angeles Times.
Proposed San Diego School District Split, in course documents.
Voter Knowledge of Campaign 2012. PEW Research Center, in course documents.
Drug Policy Debate, in course documents.
Budget Cuts in California, in course documents.
Midterm 1.
Week 6
Oct. 2
Patterson. We the People. Chapter 7, “Political Participation: Activating the Popular
Will,” pp. 223-249.
Debates 4-5
Other Readings on BlackBoard in Course Documents:
Gentry Liberals, Los Angeles Times.
Proposed San Diego School District Split, in course documents.
Voter Knowledge of Campaign 2012. PEW Research Center, in course documents.
Drug Policy Debate, in course documents.
Budget Cuts in California, in course documents.
Week 7
Oct. 9
Patterson. We the People. Chapter 8, “Political Parties, Candidates,
and Campaigns: Defining Voter’s Choice,” pp. 250-292.
Debates 6-7
Other Readings on BlackBoard in Course Documents:
Bush Popularity Ratings, Los Angeles Times.
Partisan Polarization Issues, in course documents.
Voter Blocks, in course documents.
Taxing Unhealthy Food, in course documents.
Week 8
Oct. 16
Patterson. We the People. Chapter 9, “Interest Groups: Organizing for
Influence,” pp. 293-328.
Debate 8-9
Other Readings on BlackBoard in Course Documents:
Budget Cuts in California, Los Angeles Times.
American Lung Association, in course documents.
Silent Money Election, in course documents.
Interest Group Expenditures, in course documents.
Race, Ethnicity, Pain, in course documents.
What is Wrong in San Diego (review, Ron King) , in course documents.
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Week 9
Week 10
Week 11
Oct. 23
Oct. 30
Nov. 6
Patterson. We the People. Chapter 10, “The News Media: Communicating
Political Images,” pp. 329-364. Hacker and Pierson. Winner Take
All Politics, pp. 1-40.
Debate 10-11
Other Readings on BlackBoard in Course Documents:
Prior News vs. Entertainment, Public Knowledge, in course documents.
Notes Prior News vs. Entertainment, in course documents.
Source of Information Politics, in course documents.
Misinformation on Politics, in course documents.
White Power Music, in course documents.
Patterson. We the People. Chapter 11, “Congress: Balancing National
Goals and Local Interests,” pp. 366-410. Hacker and Pierson. Winner Take
All Politics, pp. 41-94.
Debate 12-13
Other Readings on BlackBoard in Course Documents:
Medical Caregivers Poor, in course documents.
MD Looks at Obama Care, in course documents.
Mechanics of Taxes and Politics, in course documents.
Patterson. We the People. Chapter 12, “The Presidency: Leading the
Nation,” pp. 411-452. Hacker and Pierson. Winner Take All Politics,
pp. 95-136.
Debate 14-15
Policy Analysis Paper Due Next Week (No Late Papers Accepted)
Other Readings on BlackBoard in Course Documents:
50 Obama Accomplishments, in course documents.
Drug Policy Debate, in course documents.
Krugman Absence of Jobs, in course documents.
Midterm 2.
Week 12
Nov. 13
Patterson. We the People. Chapter 13, “The Federal Bureaucracy:
Administering the Government,” pp. 453-487. Hacker and Pierson.
Winner Take All Politics, pp. 137-193.
Debates 16-17
Policy Analysis Paper Due
Week 13
Nov. 20
Patterson. We the People. Chapter 14, “The Federal Judicial System:
Applying the Law,” pp. 488-524. Hacker and Pierson. Winner Take
All Politics, pp. 194-252.
Debates 20-21
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Week 14
Nov. 27
Patterson. We the People. Chapter 16, “Welfare and Education Policy:
Providing for Personal Security and Need,” pp. 563-595. Patterson. We
the People. Chapter 17, “Foreign Policy: Protecting the American
Way,” pp. 596-628.
Debates 22-23
Week 15
Dec. 4
CREATE. California Government.
Other Readings on BlackBoard in Course Documents:
What’s Wrong with California, The Economist
Chapters 1-7, pp. 1-92.
Midterm 3.
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2. Debate Assignments
Each student will participate in two debates about important issues during the semester by
joining a team of two students each. One team of two will support a position, while the other
team will oppose the position.
1) Two opposing teams of two persons will debate a topic from the list of topics below.
One member of each team will argue the issue and the other member of each team will
rebut the argument of the other team.
2) Teams will form around issues and be randomly assigned to the proponent or opposing
side of the issue to be debated. One team member will argue in support of his/her team’s
position on the issue, and the other team member will rebut the other team’s argument.
3) Teams should be developed at the end of the first class, which means that all students
must remain until their teams are developed. Lists of who is on each team should be
given to me at the end of today’s class (August 28). The list should include the names of
all students and their Red ID’s.
4) The two opposing teams will then meet and select an issue to debate, define the specific
aspect of the issue they will argue, who will argue each position and who will rebut each
position, and attach the names and Red ID’s of each student on the team. This
information should be e-mailed to me at rhofstet@mail.sdsu.edu with a subject line
reading POLS 102 debate as quickly as possible. As teams and topics are sent to me, I
will check off the topics, record the teams, and circulate a list of topics that can still be
selected. The initial list is attached to this syllabus. Additional teams selecting the same
topic will then have to select another topic.
5) Each student will present an argument in support of their view. First, one student for
each team will present an argument in favor of its position on the issue in question. After
the position of each team has been presented one student (who did not present an
argument in favor) will present a rebuttal of the other team’s argument. The class may
ask questions for five minutes after each debate and debaters must respond.
6) Finally, the class will vote on which team won.
7) I will grade the debates based on the effectiveness of their arguments and the level of
factual information they contain. Arguments must be developed indelpendently by team
members although the persons presenting the position and the person presented the
rebuttal must coordinate their arguments. Winners will earn an additional 5 points. In
case of a tie, both teams will win an additional 5 points. I will assign 0-20 points to each
debater based on the following.
8) Each member of a team will give me a sheet of paper stating the issue to be debated,
his/her team’s position on the issue, his/her name, whether he/she is advocating a position
or rebutting the opposing team’s arguments, and his/her red ID immediately prior to the
debate immediately prior to the debate.
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9) Participants will have up to 10 minutes each to present positions or rebuttals. Participants
may use notes but may not read their presentations.
Remember:
1. The objective of a debate is to win an argument. Keep this in mind at all times.
2. You are a member of a team. You and your partner should use team work, which means that
you should use each person to increase the power of the team's argument. Coordinate your
arguments and rebuttal points with your partner. The first debater will present the basic
arguments for the team’s position on an issue, while the second debater will present a rebuttal to
the opposition’s arguments. The team therefore needs to anticipate what the opposition will
argue. Whatever tactic you use, be sure it reflects team work.
3. So what constitutes winning? There are four components I look for to determine who "won":
a. Evidence -- the best debaters are those who marshal evidence to back up an argument
in a convincing and careful way. Rely on data, conclusions and quotations from the readings. I
expect you to use the readings we have covered in class and also what you read in newspapers
and news magazines and legitimate sources on the internet. Please also cite sources of
information for your arguments when you present them, the objectivity and credibility of which
will count in grading (e.g., Rush Limbaugh counts much less than CBS news, the National
Enquirer counts less than the Los Angeles Times or the New York Times or Time, Newsweek, or
The Economist, and anonymous sources do not count at all. Campaign sources can be used but
what they claim must be verified by independent sources). You may also use the recommended
but not required book for this class, George McKenna and Stanley Feingold. (2012). Taking
Sides: Clashing Views on Political Issues. New York: McGraw Hill.
b. Argument -- a debate argument should be well organized, logical, and forceful. Make
sure your debate argument is going somewhere, that you have an endpoint in mind. You should
then lay the groundwork for what will be your big punch or big punches.
c. Anticipation -- a debate inherently assumes an opponent, whose main goal is also to
win. You should therefore anticipate your opponents' arguments. By doing so, you can
undermine their position, put them on the defensive, and secure points for your own team.
d. Creativity -- in any debate there are obvious arguments you can make. These obvious
points are likely to be anticipated by your opponents. A winning argument, therefore, is often
creative and thoughtful, raising ideas or evidence that may be unanticipated. Try to think of a
unique twist for your argument that may catch people off guard.
Remember:
1. The objective of a debate is to win an argument. Keep this in mind at all times.
2. You are a member of a team. You and your partner should use team work, which means that
you should use each person to increase the power of the team's argument. Coordinate your
arguments and rebuttal points with your partner. The first debater will present the basic
arguments for the team’s position on an issue, while the second debater will present a rebuttal to
the opposition’s arguments. The team therefore needs to anticipate what the opposition will
argue. Whatever tactic you use, be sure it reflects team work.
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3. So what constitutes winning? There are four components I look for to determine who "won":
a. Evidence -- the best debaters are those who marshal evidence to back up an argument
in a convincing and careful way. Rely on data, conclusions and quotations from the readings. I
expect you to use the readings we have covered in class and also what you read in newspapers
and news magazines and legitimate sources on the internet. Please also cite sources of
information for your arguments when you present them, the objectivity and credibility of which
will count in grading (e.g., Rush Limbaugh counts much less than CBS news, the National
Enquirer counts less than the Los Angeles Times or the New York Times or Time, Newsweek, or
The Economist, and anonymous sources do not count at all. Campaign sources can be used but
what they claim must be verified by independent sources). You may also use the recommended
but not required book for this class, George McKenna and Stanley Feingold. (2012). Taking
Sides: Clashing Views on Political Issues. New York: McGraw Hill.
b. Argument -- a debate argument should be well organized, logical, and forceful. Make
sure your debate argument is going somewhere, that you have an endpoint in mind. You should
then lay the groundwork for what will be your big punch or big punches.
c. Anticipation -- a debate inherently assumes an opponent, whose main goal is also to
win. You should therefore anticipate your opponents' arguments. By doing so, you can
undermine their position, put them on the defensive, and secure points for your own team.
d. Creativity -- in any debate there are obvious arguments you can make. These obvious
points are likely to be anticipated by your opponents. A winning argument, therefore, is often
creative and thoughtful, raising ideas or evidence that may be unanticipated. Try to think of a
unique twist for your argument that may catch people off guard.
4. Each debate is worth 20 points. The class will vote on the winning team in each debate, and
that team will receive a bonus of 5 points.
Feel free at any time to come in and talk to me about your debate performance and to find out
your debate points
*** VERY IMPORTANT***YOUR ROLE IN THE DEBATE EXCERSES IS NOT TO
REITERATE VERBATIM THE ARGUMENT FOUND IN TAKING SIDES. I AM LOOKING
FOR YOU TO USE THAT ARGUMENT FOR GROUND WORK ONLY. YOUR
ARGUMENT, ALTHOUGH PERMISSIBLE TO USE SIMILAR EVIDENCE, AND
CONCLUSIONS IS NOT TO BE THE SAME. YOUR ARGUMENT MUST BE YOUR OWN
AND IN YOUR OWN WORDS. SCHOLARS WHO DO THIS DO VERY WELL ON THIS
PORTION OF THE COURSE. SCHOLARS WHO MERELY REPEAT THE DEBATE
ARGUMENT FOUND IN TAKING SIDES DO NOT DO WELL.
Issues for debate include, mostly drawn from McKenna and Feingold:
1.
2.
3.
4.
5.
Americans should believe the country has a unique role in history.
The Tea Party revives America’s revolutionary ideals.
Bigger government is necessarily worse government.
We should prohibit private financing of campaigns.
The president has unilateral war powers.
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6. Courts should interpret legal cases in terms of original intent of the founders.
7. Congress is completely dysfunctional as an institution.
8. Americans should be required by Congress to purchase health insurance.
9. The president should be able to claim executive privilege.
10. Racial equality is advanced by affirmative action.
11. Abortion should be restricted.
12. The welfare state is obsolete.
13. Taxes are too high in this country.
14. Citizens in America are becoming less equal.
15. People should be allowed to marry regardless of their sexual orientation (i.e., same sex
marriage).
16. Church and state should be completely separated.
17. Corporations should have the same free speech rights as individuals.
18. Recreational drugs should be legalized.
19. We should detain suspected terrorists indefinitely.
20. Global warming is a threat to society.
21. Wiretapping should be allowed to protect national security without a judicial warrant.
22. America should increase taxes to provide basic services?
23. America has no friends or enemies, just interests.
24. We should deport anyone who is not in the U.S. legally.
25. Healthcare should be provided to anyone who needs it using taxpayer funds.
26. It is time to get back to Jeffersonian principals so that government is limited to national
security, law and order, and protection of property and nothing else.
27. We should elect Romney president.
28. We should reelect Obama president.
29. Taxes in America should be cut.
30. It is time to reign in multinational corporations to reinvigorate American industry.
31. America is a uniquely good nation and should spread its influence through the world.
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3.Policy Analysis Paper
Each person will submit an analysis of one of the issue positions advocated by either the Obama
or Romney campaigns in a typed summary not to exceed three typed double spaced pages, with
1” margins and 12 point type. Points will be subtracted for incorrect grammar or misspelled
words. This analysis should not be related to the issue you debated. It should demonstrate the
zero-sum aspects of all issues as we have discussed. The paper should follow these guidelines:
1) Define the contested issue precisely—what, essentially is the issue about? What are the
stakes?
2) Which groups are involved in the issue?
3) What are the stakes for groups if they win or if they lose?
4) Which side has the most evidence to support its views?
5) Present all citations and a reference list in a correct format.
6) Double check grammar and spelling.
Be sure to cite sources for your arguments beyond the assigned readings in the course. You may
base your arguments on those in McKenna and Feingold and/or other credible sources. But I you
should add substantial additional sources.
Purchase of papers and/or copying of papers constitutes cheating and will be handled in that way.
Sanctions can include expulsion.
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