Comparative Government
A. AP COMPARATIVE GOVERNMENT Syllabus
I. INTRODUCTION: Comparative Government is a college freshman survey course that
provides students a conceptual knowledge of global studies by evaluating six world
political systems: Great Britain, the former Soviet Union (Russia), China, Mexico, Iran
and Nigeria. With this study, students will comprehend the vast diversity of political
structures, its practices, and how these societies fit into the global realm. NOTE: This is
the first course in an international relations course sequence.
II. THE CHALLENGE: Advanced Placement offers to provide high school
students the rigors of post-secondary education. Interested students
will find a vast array of challenges through out the 18 week course, including analytical
study, research and the development of fundamental concepts, and processes of the
comparative theory.
A. Rewards:
1. COLLEGE CREDIT, based on your scores earned on the College Board exam
scheduled May 3, 2010. The exam is a nation-wide examination and you will be
competing against Comparative students nationwide. A 55 point multiple choice exam
(50 per cent of total) 45 minutes; and three essay format questions, (50 per cent of total)
100 minutes, will culminate into a 1-5 evaluation: 5 = extremely well qualified 4 = well qualified 3 =
qualified 2 = possibly qualified 1 = no way
The college of your choice will dictate how that College Board examination score will be
credited in your program. Most colleges provide credit for “3, 4, or 5.”
2. A RIGOROUS LEARNING EXPERIENCE-- This course is based on the precedent
that one will receive what one deserves. If you are willing to put in the time and the effort,
you will receive the just rewards. Students are expected to provide at least 1 hour of
study per day.
III. SYLLABUS: A course outline + primer are provided for each of the six units. Course
objectives, reading assignments, terminal objectives and questions will be part of each
syllabus. It is strongly recommended that you keep up with the heavy reading material.
The main text and supplementary materials will be utilized.
IV. CLASSROOM ENVIRONMENT: Course material is presented in four
formats: Lecture . . . Seminar . . . small group discussion or application, and personal
study time. During lectures I talk and ask the questions. During seminars, I will provide
the foundation of the discussion. One of our goals for this course is to teach you how to
THINK . . . rationally.
V. EVALUATION: There will be seven, two-part examinations. Each exam will have a
multiple choice exercise and an essay format, entailing two components. The exams will
be scored as close to College Board requirements as possible. Short “position” papers
(not more than three pages) will also be assigned periodically. Constant emphasis will be
placed on writing thesis statements and developing analytical essays.
Verbal interaction, in the form of Fishbowls, will be scored on a 20 point scale. All final
grades will be determined on a total point format. All exams are closed note.
LATE WORK: 25% deduction per day up to two days, then no credit.
VI. EXTRA CREDIT: Book Review or brain bursts (Economists or Annual Editions article
review--, 15 points per review, three reviews maximum)
VII. ADMINISTRIVIA: If you miss class, and are not excused, get a pass. We follow the 10 day policy.
Unexcused absences will facilitate a ZERO for the day and NO MAKE-UP work accepted. For excused
absences, make-up work is accepted following this formula: Miss 1 day -- work due 2nd day back ; Miss 2
days -- work is due 3rd day back; Miss 3 days -- work is due third day. Long term illness is an exception
to the rule but you must contact me and / or counselor for homework.
VII. CLASSROOM BEHAVIOR: Be nice, keep and open mind.
VIII. TEXTS:
Almond, Gabriel, and Powell, G., Comparative Politics Today: A World View, Eighth Edition,
Pearson Longman, 2007, ISBN 0-13-194568-8
Supplemental Readings:
Hauss, Charles. Comparative Politics: Domestic Responses to Global Challenges. 6th ed.
Belmont , Calif.: Wadsworth/Thomson, 2002
Soe, Harold, Annual Editions -- Comparative Politics, McGraw Hill/ Dushkin.
http://www.dushkin.com
AP Central Resource Guide; Comparative Government. http://apcentral.com
“The Economist”, www.economist.com/countries
IX. Current Events:
Students will summarize one current event per week from the Economist, BBC News,
the Washington Post, or the New York Times. The article must relate to one of the
themes of AP Comparative Government and Politics or one of the core countries.
Course Planner:
I. Comparative Thought:
A. Goals:
Length: 7 Days
1. The student will:
a. evaluate the purpose and methods of comparison.
b. identify government and political classifications.
c. decipher the problems created in cross-cultural analysis.
d. evaluate the world’s political scene via comparative analysis.
B. SCHEDULE:
Day 1-INTRO
Day 2-The Comparative Method
Day 3-Thesis; Library research
Day 4- Round table research + Pre-test
Day 5-State of the state address
Day 6-Art of Politics+ Globalization Take Home essay
Day 7- Objective exam
C. EXAMS: ESSAY; OBJ EXAM
D. READINGS:
Almond + Powell – pp. Chap 2, Chap 1.
AE: 04/05 pp. 160-161; pp. 210-214; pp. 227-231
E. TERMINAL CONCEPTS: (note capitalized terms are truly terminal)
1. Ethnocentrism
2. Behavioralism
3. Politics
4. INPUT
5. OUTPUT
6. STATE
7. System function
8. WITHINPUTS
9. POLITY
10. Demands/Supports
11. ENVIRONMENT
12. GNP
13. SOCIAL STRATIFICATION
14. Elites
15. GDP
16. POLITICALIZTION
17. ADJUDICATION
18. EJIDO
19. INTEREST AGGREGATION
20. Process function
21. INTEREST ARTICULATION
22. Welfare state
23. DEVELOPING COUNTRY
24. COLLECTIVIZATION
25. Post-industrial
26. Agrarian State
27. Decentralization
28. Ethnicity
29. Centralization
30. European Community
31. GATT
32. NAFTA
33. PPP
34. Service economy
35. Regime
36. Import substitution
37. Iron Rice Bowl
37. PPP
38. GDP
39. Globalization
40. Democratization
41. Underdeveloped state
42. Developing state
43. Developed state
44. Nation
45. State
II. Political Change-- Revolution to Evolution
A. GOALS:
Time: 11 Days
1. The students will:
a. Distinguish between the internal and external sources of political change (e.g. political upheaval,
industrialization, urbanization, economic crisis, international economy, foreign invasion, diffusion of new
ideas and ideologies, and revolution.)
b. Assess the nature of political change by:
1) identifying the differences between regime continuity and change (revolutionary and evolutionary,
violent and nonviolent regime change.)
2) formulate ideas related to the changing basis of regime legitimacy.
3) recognize the changing scope of governmental activity.
4) analyze the five revolutions that established the base for the five contemporary political systems.
c. Evaluate the consequences of political change (e.g. redistribution of land, change in ownership of
means of production, circulation of elites, changing nation of citizen participation, changing party
systems, the acquisition and/or loss of citizen rights.)
d. Determine the basis of social cleavages and analyze the depth and consequences of such cleavages.
e. Describe the translation of social cleavages into political conflict.
B. SCHEDULE –
1- Revolution components.
2- Rev research.
3- Revolution results.
4- Rev paper due. Revolution results.
5- Revolution results
6-Revolution Results- + Revolution Quiz
7- Quiz due Chasms- Gorbachev + Perestroika + video.
8 -Liberal democracies
9- China-Tinammen Square + video.
10- Mexico. +
11- Essay Exam,
12- MC Exam
C. EXAMS -- Essay exam - MC Exam - Quiz
D. READINGS: Almond-Powell –8TH: GB 157-167; Russ- 363-370, 391-395; Nigeria: pp. 311-321,
Mex-255-257, 260-266; China-233-236, 207-210, 248-249;
Iran- pp. 457-464, 491-497.
AE 04/05: GB-pp. 28-30; Mex-pp. 162-166;
China-pp. 175-179; Russ-pp. 131-142.Iran pp. 146-150 Nigeria pp. 155-159
College Board Briefing Paper: Democratization
E. TERMINAL CONCEPTS:
1. Revolution
3. conflictural political culture
5. legitimacy
7. democracy
9. liberal
11. reactionary
13. pluralism
15. great purge
17. Josef Stalin
19. Tsar
21. bolshevik
23. Caudillo
25. Perestroika
27. Xia Fang
29. William + Mary
31. No re-election
33. Shah Reza Pahlavi
35. Cultural Revolution
37. Majles
38. Biafran Civil War
40. Yoruba
42. Islamic Republic
44. Internal War
46. Clientelism
2. Agents of Political Socialization
4. consensual political culture
6. parochial
8. communist
10. conservative
12. radical
14. terrorist
16. Mao
18. taille
20. Xenophobia
22. Mestizo
24. Proletariot
26. Glasnost
28. Parliament
30. Effective Suffrage
32. CAP
34. Ayatollah Khomeini
36. Westoxication
37. Savak
39. Igbo
41. Hausa
43. Revolutionary Council
45. 419 Men
47.
III. SOURCES OF PUBLIC AUTHORITY AND POLITICAL POWER
LENGTH: 8-10 Days
A. GOALS:
1. The students will:
a. Evaluate the nature and sources of government’s legitimacy (social contracts, constitutionalism,
ideologies and other claims to political legitimacy
b. Assess the historical evolution of national political traditions.
c. Formulate the different political cultures and the socialization of political values.
B. SCHEDULE:
1- Hand back exam, critique - Legitimacy / Nature intro.
2 – GB
3 – GB video
4- China , China Web site
5-USSR + Stalin,.
6. Nigeria + Islam /Iran
7. Mexico
8-Exam Essay MC take-home
C. EXAMS Essay + Obj Exam take-home
D. READINGS: Almond/Powell –
8th Ed: pp. 46-61; GB pp. 159-167, 177-183; Nig: pp. 321-332, Russia: pp. 365-370,
379-383; China: pp. 210-216, 226-230. Mexico: pp. 258-264, 266-269; Iran- pp. 459462, 474-482.
AE 02/03 GB: 10-15; Russ-pp. 121-123.
AE 04/05 China pp. 184-186; FR pp 43-44
E. TERMINAL CONCEPTS:
1. Political Institutions
3. Ideologies
5. Magna Carta
7. Boxer rebellion
9. Caciguismo
11. Stalin
13. Charles DeGaulle
15. Guanxi
17. Meritocracy
19. Collective responsibility
21. European Community
23. nationalization
25. nomenclature
27. Cultural revolution
29. Great Leap Forward
31. mass line
33. Zhou Enlai
35. Rule of Law
2. Political Culture
4. Political Symbols
6. Pays Legal/Pays Reel
8. Long March
10. Crillos
12. Mao
14. PLA
16. Xenophobia
18. Camarilla
20. legitimacy of authority
22. Fifth Republic
24. Communist party (CPSU
26. Cadre
28. Democracy Wall
30. Hundred Flowers Campaign
32. warlordism
34. Legitimacy
36. CCP
IV. Political Frameworks
Time: 15 days
A. The student will
1. Differentiate between types of regimes (communist, authoritarian, democratic etc.)
2. Evaluate the source of government activity (social and economic policy, planning and control.)
3. identify and qualify the institutions of national governments (legislatures, executives, bureaucracies and
courts.)
(a) the major formal and informal institutional arrangements and powers.
(b) relations among these institutions
(c) relations to subnational political units
B. SCHEDULE:
1- State intro;
2- Govt overview
3- Govt overview;
4- Quiz Exec Action Essay to Library.
5- Russia
6 -FSU;
7- China, Exec Action Essay is due.
8- Mexico;
9- G. Britain;
10- Iran
11. Nigeria.
12- Articular quiz- Rule of Law;
13- Review
14- Essay
15- objective exam.
C. EXAMS: State quiz ; Articular quiz- ; Essay ; Objective
D. Readings:
8th Ed: Almond-Powell pp. 101-128
GB 167-177; Russia pp. 370-379, 401-405. China pp. 216-226; Mex pp.270-281, 482493; Nigeria- 334-340; Iran – pp. 462-470.
;
AE 02/03:GB pp. 20-21;; Mexico: pp. 138-145; China: pp. 163-165.
AE 04/05: Russia pp. 143-151.
College Board Briefing Paper: Iran
F. Terminal concepts
1. Constitution
3. Federal
5. sovereignty
7. parliamentary
9. succession
11. prime minister
13. backbenchers
15. cabinet
17. politburo
19. Congress of Peoples’ Deputies
21. State Council
23. political parties
25. legitimacy
27. bicameral
29. fusion of powers
31. crypto-politics
33. rational-legal leadership
35. Democracy Movement
37. presidentialism
39. Zampolit
41. European Community
43. permanent/Career Civil service
45. motion of censure
47. comrades courts
49. Soviet
51. Constitutional Council
2. Unitary
4. confederation
6. presidential
8. adhoc
10. departments
12. head of state
14. House of Lords/ Commons
16. extralegal
18. Supreme Soviet
20. National Peoples Congress
22. PRI
24. Patron Client
26. confederal
28. coalition
30. minority government
32. nomenclature
34. vertical division of powers
36. premier
38. Komsomol
40. caciques
42. ombudsman
44. Shadow Cabinet
46. Council of Ministers
48. democratic centralism
50. Federal Assembly
52. Rule of Law
V. Citizens + Society -- Political Parties + Interest Groups
Length: 16 days
A. Political participants:
The student will:
1. Compare the strengths and weaknesses of political parties and interest groups.
a. compare functions, organization and development.
b. analyze the range of interests that are or are not represented.
c. indicate the links to institutions of government and effects on political process.
2. Analyze the different political leaderships; their recruitment and succession
3. Analyze the impact of the military on the political structure and legitimacy of the
current administration.
4. Evaluate the role of media in democracies and authoritarian societies.
5. Compare and contrast the political participation of the various polities.
6. Analyze how minorities (including women) have attempted to become incorporated within the
polity.
B. SCHEDULE:
1 Pol Game;
2- intro pol parties;
3- GB - First past the poll;
4- Russ.
5-6 Russ assembly Simulation
7- Pol Participation + Voting
8- Mex- Fox Rules;
9- China’s Quanxi
SCHEDULE CONTINUED
10- Iran
11- Nigeria,
12- Party Quiz,
13- POL Participation;
14- Interest groups + Factions + Military.
15- Women - EXAM Essay take-home
16- EXAM Obj.
C. EXAMS: QUIZ; ESSAY EXAM; OBJ EXAM
D. READINGS: Almond-Powell
pp. 62-100. GB 183-194; Russia: pp. 372-381.
China pp. 219-226, 230-242; Mex pp. 269, 281-296. Nig- pp. 340-349.
Iran- pp. 468-474, 483-487.
AE 02/03: pp. GB pp. 20-21; Mex pp. 138-145; China 163-165
AE 04/05 Russia pp. 143-151.
E. Terminal concepts:
1. PRI
2. interest groups
5. functional representation
7. cell
9. representative + direct democracy
11. political efficacy
13. cadres
15. CPSU
17. CCP
19. Hua Kuo Feng
21. Gang of Four
23. Ejidtitarious/ ejidios
25. CTM
27. CROC
29. CEN
31. corporatism
33. proportional representation
35. gulag
37. associational groups
39. consociational party systems
41. exclusive governing body
43. Alliance
45. Labor party
47. Liberal Democrats
49. Thatcherism
51. Communist Party (PCF)
53. CGT
55. FNSEA
57. National Front
58. RPR
60. UDF
62. CPSU
64. CCP
66. mobilized participation
68. CTM
70. Corrienge Democratica
2. political parties
4. advisory commission
6. polarization
8. democratic centralism
10. patron client
12. single member plurality
14. apparatchiki
`
16. nomenclature
18. samizdat
20. Teng Hsiao Ping
22. CNC
24. BUO
26. CROM
28. CNOP
30. PARM
32. Hegemonic party system
34. collectivist
36. anomic interest groups
38. nonassociational groups
40. consociational party systems
42. inclusive governing party
44. First-past-the-post electoral system
46. New Labor Party
48. privatization
50. blocked vote
52. CFDT
54. CNPF
56. Jean Marie Le Pen
58. Prefects
59. Socialist Party
61. UDC
63. procuracy
65. PLA
67. Camarilla
69. PAN
71. Charismo
VI. Citizen + State + Public Policy
Objectives:
LENGTH: 9-10 DAYS
The Student will:
A. Explain the beliefs that citizens hold about their governments and its leaders.
B. Evaluate the processes by which citizens learn about politics.
C. Analyze the way in which citizens vote and otherwise participate in political life.
D. Differentiate between the variety of factors that influence citizens from one another in terms of their
political beliefs and behavior.
E. Determine the impact of the political culture on one’s current economic system.
Calendar:
1-Review
2- Stability Rankings
3 EU Development
4- Establishing public policy.
5- Conceptual reviews.
6- Jeopardy game
7- Final Essay.
8- Final objective.
9. Review
EXAMS: Essay; Obj MC
D. READINGS:
Almond-Powell -- pp. 129-154; GB – 194-202, RUSS- 397-406. CH-237-250;
MEX-296-306; Nig- pp. 349-358. Iran- pp. 487-498.
AE02/03: GB: pp. 21-22; 92-93; 96-98; 187-193.
E. TERMINAL CONCEPTS:
1. Command Economy
3. distributive policies
5. feedback
7. neotraditional political system
9. opportunity cost
11. political performance
13. public policies
15. regulative policies
17. technocratic
19. welfare state
21. Keynesian
23. EEC
25. PEMEX
27. GOSPLAN
29. Centralized
31. Welfare state
33. EMU
2. direct taxes
4. extractive policies
6. indirect taxes
8. OECD
10. outputs and outcomes
12. progressive taxes
14. regressive taxes
16. symbolic policies
18. tradeoff
20. Political efficacy
22. NAFTA
24. Command Socialism
26. Market economy
28. GOSBANK
30. Decentralized
32. European Union
B. Analysis
Starpower Debriefing
1.
Directions: Complete the following in a one page synopsis. It must be typed and at least one page
in length.
Questions to consider:
a. What was the purpose of this demonstration?
b. What was the symbol of power in this demonstration?
c. How did one know their standing?
d. How did the simulation involve the quest for power, human nature, greed,
competition?
e. How did you respond to the rule changes in the context of your role?
f. What two democratic institutions could prevent such an abuse of power?
g. Would this “abuse of power” be more prevalent in a developing country, or
a developed country? Explain
Rubric
8
__
6
__
4
__ Thesis statement ( topic statement + five supporting sentences)
__
__
__ Power assessments are accurate
___
___
__ Role Play interpretation was accurate.
___
___
__ Democratic institutions are explained.
___
___
__ Developing country v. developed country abuse of power analysis
___
__ Syntax, spelling, grammar is accurate
___ Deadline is met.
Total (50) ____
Comments:
2.
THESIS POLITY #1
“Human beings as physical organisms are subject to continual change . . . Bound together in
an increasingly interdependent world; all governments confront challenges that demand the
best of their capabilities.”
Assess the validity of this statement by examining how a political scientist compares
the polities of developed countries, developing countries and lesser developed countries in
determining how well a system meets its people’s needs
3.
Thesis statement #2
. "The
task of government is to identify problems (or to anticipate them) and
provide for solutions. Our study then is to ask ourselves constantly --How well is
the art performed."
In the context of one's research, how does one perceive the state of Mexico
politically in the performance of meeting the needs of its people; and compare and
contrast this performance with any of the other four states.
4.
Revolutionary Components Essay
Directions: Complete a 2-3 page typed essay, describing the revolution that established
one’s current political system. Within your essay include
• the revolutionary components, explaining how they were a part of the
revolutionary era.
• Why the revolution began . . . explaining three reasons for its development.
• Why the revolution ended . . . explaining three reasons, or policies, that
were implemented that ended the political strife and created the
current
government.
Revolutions:
Iran – Islamic Revolution of 1979
Russia -- Downfall of the Soviet Union, 1984 - 1991
China -- Chinese revolution, 1920-1948
Mexico -- Mexican revolution, 1920-1945
Great Britain -- Glorious Revolution of 1688
Nigeria-- Revolution of 1960
Revolution Essay Check Rubric
8
5
3
__
___ ___ Thesis states one’s position.
__
___ ___ Three causes of the revolution are stated accurately.
__
___ ___ Three revolutionary solutions are stated accurately.
__
___ ___ Punctuation, spelling, syntax are accurate.
__
___ ___ Proper end noting procedures are utilized. (LaShomb pg2)
Work Cited section is included
___ ___ ___ Key revolutionary components are defined.
___ Deadline is met.
Total (51) _______
Due: _________
Thesis example
Beset by economic difficulties and an authoritarian government, 13 fledgling colonies
banned together against a perennial world power in an attempt to promote democracy and a free
enterprise system. Relying upon the Bostonian influence to insight the masses, upper middle
class businessmen incited the British government into forcing them into an untenable situation.
With shouts of “No Taxation, Without Representation; and Give Me Liberty, or Give Me Death;” the
radicals mobilized their forces to undo the imperial wrong doings of the British monarchy. Faced
with the alternatives presented by radical Ben Franklin: “Gentlemen, we are either going to swing
together or we are going to swing separately,” the colonists began the movement to evict their
political antagonists, eventually ousting Great Britain from their shores.
5.
II. Tiananmen Square Thesis
In 1981, Deng implemented the Democracy Movement. Eight years later China’s
leaders snuffed out democracy at Tiananmen Square. Why? Compare and
contrast how China dealt with its chasms with how Gorbachev dealt with his
cleavages?
6.
MAO"S WAY
Directions: Write a 2-3 page paper concerning the following issue. Endnote and provide
a bibliography outlining your sources.
How did Mao, who inherited a country beset by political, social and economic
deprivation, mobilize the Chinese masses in just 30 years, and strive for an economic
recovery that some analysts equate to the American industrial revolution, a socioeconomic change that encompassed 150 years of development. Describe four factors
that influenced Mao’s revival.
7.
Legit thesis #1
Which institutions have the British utilized in establishing a legitimate government for over
900 years and compare and contrast those institutions with Nigeria’s. Explain why a
developing country would have it far more difficult to attain legitimacy while a developed
country would not.
9.
Mao’s Legacy
By researching the following websites, answer the following
Websites: http://www.iisg.nl/~landsberger/glf.html
http://www.iisg.nl/~landsberger/cult2.html
http://www.chinaleadershipmonitor.org/20024/
1. What was the purpose of the Great Leap Forward (GLF)?
2. What symbols were used to promote GLF?
3. Why was Mao held in such high esteem?
4. How did Mao remain legitimate in the eyes of the Chinese people?
5. How was Mao’s presence found in every home?
6. How did Mao use the Mass Line approach to maintaining order?
7. Who did the Gang of Four wish to rule?
8. How did Hua Quofeng deal with this threat?
9. Why was Deng’s Democracy Movement of 1981 so rapidly embraced by the Chinese people
and
its party leadership?
10. Why was Mao considered to be the greatest propagandist in the 20th century?
What propaganda techniques did he use so skillfully?
11. What is the purpose of the Mishu? Who was part of Mao’s Mishu; Zemin’s? Wen’s?
12. On the back, design a propaganda poster for the British system, using the sources of
legitimacy previously discussed, i.e., symbols, ideology, institutions and political problems. Use
examples of your Chinese experience as a template.
10.
Russia v. China Fishbowl
Question: Why has China’s economic and political development been far more successful than Russia’s
over the last 15 years?
Consider the following:
1. What are three reasons behind Russia’s slow development?
2. Do Chinese believe in Communism? What is the purpose of this ideology if it is not there to control the
economic sector?
3. What is “authoritarian” capitalism? What other concepts could be used to identify this system?
4. Why does one follow the Communist Party?
5. What major event coincides with China’s 80th anniversary of the CCP?
6. What is today’s focus of the Chinese peoples?
7. What is the purpose of one party rule today?
8. What happens to those who wish to promote a more “liberal” China?
9. Is there corruption in China? Who has benefited from it and how have the Chinese people reacted to it?
10. What organizations are not permitted in this capitalistic society? Why?
11. Will China be able to peacefully transition to a democratic society?
12. What has happened in China’s history in comparison to Russia’s history?
13. Does Russia have a problem with corruption? How does Russia deal with it compared to the Chinese?
14. Have the Chinese become more efficient?
15. Do the Chinese have “faith”? How is that important in a one party rule?
Resource: O’Neil, Patrick, Essential Readings in Comparative Politics, pp. 353-360: “What Beijing Can
Learn from Moscow” W.W. Norton, 2004.
C.
1.
Evaluation
I. Comparative Theory Exams
I. Type: Definition and Description
Time: 30 minutes
Directions: Students will provide brief definitions or descriptions of five concepts or terms, noting their
significance. Students may be asked to provide an example of the concept in one or more of the countries
studied or to contrast concepts.
1. How has Globalization impacted economic and political relationships between nations?
2. Define Sovereignty?
3. Often times nation states turn to other organizations to promote one’s culture. What does one need to
establish this type of Civil Society/Civic Culture?
4. Identify two reasons why multinational corporations play an increasingly large role in globalization.
5. Identify two conditions that would indicate a country has successfully moved beyond a procedural
democracy to a substantive democracy.
2. <Format three (40 minutes)>
Comparative scientists are often drawing conclusions about the developmental state of various societies.
Select Mexico and United Kingdom, and by using the chart provided, compare and contrast the following.
A. Identify which country is at a developing country status and which country is at a developed country
status.
B. Describe two pieces of data pulled from the chart that explains the developing country’s status.
C. Describe two pieces of data pulled from the chart that explains the developed country’s status.
D. From your knowledge of comparative politics, compare and contrast how the two states indicated above
are involved in practicing the “art of politics” and how successful they are in implementing its practices.
(30)
2.
II. Comparative Change Essay
DIRECTIONS: SELECT BOTH of the following:
I. Format three – Country Context – 40 minutes
a. Briefly describe the objectives and strategies of a protest movement that
occurred in Iran in the 1970s and one that occurred in China in the 1980s.
b. Compare the state’s response to each movement in the respective countries.
c. Based on your comparison, discuss two conditions that affect a protest
movement’s chances of achieving change.
2. Type: Conceptual Analysis
Time: 30 minutes
Weight: 25% of free response grade
This question requires students to use major concepts from comparative politics,
identify and explain important relationships, and, where appropriate, discuss the
causes and implications of politics and policy.
Define revolution. Explain how revolutions are distinct from other forms of
political change. Describe one political institution and one public policy, and
explain how each would help reduce the chances of revolution.
3.
Revolutionary Quiz
“The argument of the broken window pane is the most valuable argument in politics.”
Assess the validity of this statement by comparing the success of three revolutions that we
have studied. Provide adequate examples to complete your analysis.
In your comparison
a. Assess the validity of the argument in explaining how it describes an atmosphere of
discontent.
b. Describe three reasons why the societies were in shambles prior to the revolution.
c. Explain three reasons why the societies were apparently successful in establishing new
regimes.
4.
III. Sources of Political Power Essay Exam
DIRECTIONS: Complete both of the following.
Format 3 Question: 40 minutes
1. The following characteristics are often associated with democracies.
• Sustained and recurring national elections
• Competitive political parties
• Civilian control over the military
• An independent judiciary
(a) Define two of the characteristics above and for each of these two characteristics,
explain how it contributes to democracy.
(a) Has each characteristic you selected in (a) contributed to democracy in Iran,
Great Britain and Russia. Explain your answer.
Format One: 25 minutes
1. Define how co-optation is used by a government in its attempt to make itself legitimate.
2. Define Legitimacy.
3. Compare the difference between a State and a nation.
4. How is Political Socialization involved in establishing an ideology?
5. Define Clientalism and the components thereof.
5.
IV. POLITICAL STRUCTURES ESSAY EXAM 07
Country Context: (40 minutes)
1. The expectations citizens have of their governments often play a major role in
determining the score of government policy or action.
a) Describe one example of public expectations affecting government policy or
action in the United Kingdom.
b) Describe one example of public expectations affecting government policy or
action in either Iran or Nigeria.
c) For each of these examples, describe a factor that limits the ability of the
government to totally meet the public expectations and how that factor limits the
government.
Conceptual Question: (30 minutes)
1. a. Define Democratization.
b) Describe one factor that inhibits democratization and one factor that
promotes democratization within a country.
c) Explain one external factor that impacts a countries’ democratization and
how that force encourages its development
6.
V. POLITICAL PARTIES/ SIG ESSAY EXAM
III. DIRECTIONS: Select One. You are to answer the questions in 40 minutes. Make
certain to number your answer as the question is numbered below.
1. The recruitment of political elites is important in any political system. (00)
(a) Identify and discuss two factors that affect recruitment in both China and
Nigeria.
(b) Is it easier to gain access into political elite membership in China or in Nigeria?
Explain your answer, using the two factors you identified in (a) and your
knowledge of the political systems of the countries.
2. Compare the electoral systems of Great Britain and Russia by doing all of the
following.
a. Describe the system used to elect members of the British House of Commons.
Describe the system used to elect members of the Russian Duma.
b. Describe how the electoral system in Great Britain affects the political party
system. Describe how the electoral system in Russia affects the political party
system.
c. Compare the impact of the electoral system in Great Britain and the electoral
system in Russia on legislative-executive relations in those countries. Explain
your answer. (01)