Government 2305 - Federal Government
Course Syllabus: Fall 2013
“Northeast Texas Community College exists to provide responsible, exemplary learning opportunities.”
John Hicks
Office Hours
Office: Room 113
Phone: 903-537-3700
Email: jhicks@ntcc.edu
Monday
Tuesday
Wednesday
Thursday
Friday
7:55-8:40 A.M.
7:55-8:40 A.M.
7:55-8:40 A.M.
7:55-8:40 A.M.
7:55-8:40 A.M.
Online
per request
The information contained in this syllabus is subject to change without notice. Students are expected to be aware of
any additional course policies presented by the instructor during the course.
Course Description: 3 credit hours. Lecture/Lab/Clinical: Three hours of class each week.
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.
Required Textbook(s):
Thomas E. Patterson and Gary M. Halter, The American Democracy, 11th Edition, Texas
Edition.
Publisher: McGraw-Hill
ISBN Number: 978-0-07-733906-7
Recommended Reading(s): None
Student Learning Outcomes:
1. To understand the evolution and current role of the U.S. in the world
2. To differentiate and analyze historical evidence (documentary and statistical) and
differing points of view.
3. To analyze, critically assess, and develop creative solutions to public policy problems.
4. To recognize and assume one’s responsibility as a citizen in a democratic society by
learning to think for oneself, by engaging in public discourse, and by obtaining information
through the news media and other appropriate information sources about politics and
public policy.
5. To identify and understand differences and commonalities within diverse cultures.
Course Objectives:
1. To bring students to the outcomes described above
2. To encourage civic responsibility and political participation
Lectures & Discussions:
See the list of assignments below for topics and dates on which they will be covered.
Evaluation/Grading Policy:
1. Grading Area One: Two major exams, will be given and will together count 25% of the
final grade. The second or final exam will cover only material in the syllabus following the
administration of the first exam. Students will be tested on assigned readings, lectures, and
other class presentations. Students should take notes on everything assigned for study and
everything that goes on in the classroom.
2. Grading Area Two: Another 25% of the final grade will come from tests over the
chapters covered in the course schedule below, with each test given in the class session
following that chapter’s coverage in lecture and discussion. Not all test items will come
from the textbook; some will come from the lectures related to the chapter covered by the
test; and some will come from assigned study.
3. Grading Area Three: Attendance and participation will comprise 25% of the final grade.
Students will receive credit for attendance and for taking an active role in class discussions
of assigned readings. Students should pay attention to the assigned preparation, with
occasional instructions to prepare written materials and to bring them to class. Pop
quizzes will occasionally be given to contribute to this component of the course grade. The
instructor appreciates explanation of absences but will require administrative notice of a
student’s excused absence in computation of this component of the grade. Evident
distractions such as use of cell phones will result in points being deducted from the
participation grade; and continual disruption may result in removal from class under
provisions in the faculty and student handbooks.
4. Grading Area Four: Each student will write a five-page paper for 25% of the final grade.
In the paper the student will develop a public policy for a recognized issue in national
government. The class session for presentation of the policy paper is given below in the
course schedule. Students not submitting the paper on or before that class session will
receive a grade of "0." Detailed instructions for writing are included below; failure to
follow them will result in reduction of the student's grade and may lead to an examination
for plagiarism.
Tests/Exams:
See numbers 1 and 2 of the grading policy given above.
Assignments:
08/26/2013 Introduction to the Course
Study the syllabus for this course; discuss ways in which government affects our
lives.
Each student picks a policy initiative from the instructor’s list and makes a
preliminary proposal for a paper on the creation or revision of a public policy and a
collection of materials to go with it in a folder and to be turned in at the end of the
semester. The instructor will distribute a set of instructions regarding this
assignment.
08/27/2013 Chapter 1: “American Political Culture: Seeking a More Perfect Union”
Discuss “Debating the Issues: Should the United States Have a Temporary
Worker Program for Mexican Citizens?”
08/28/2013 Supplemental Reading: “Generation ‘We’”
The instructor will distribute news magazines for the students to use; they will clip
articles that lead to reflection on the American political culture and share those in
oral reports with the class. Students will place articles, properly identified with the
source’s bibliographical information, in the folder mentioned earlier.
08/29/2013 Chapter 1 Test with Essay Question Raised in the Above Supplemental
Reading
(Constitutional Underpinnings of United States Government – Exam Content 5-15%)
08/30/2013 Reading through the Declaration of Independence and the Constitution
Make the assignment of a book report to be completed on or before October 1.
See the instructor’s list of popular books on American politics.
09/03/2013 Chapter 2: “Constitutional Democracy: Promoting Liberty and SelfGovernment”
Discuss “Debating the Issues: Is Warrantless Domestic Surveillance
Constitutional When Authorized Only by the President?”
09/04/2013 Chapter 2: “Constitutional Democracy” (continued)
Discuss considerations that influenced the formulation and adoption of the
Constitution:
a. Separation of powers
b. Checks and balances
c. Federalism
d. Theories of democratic government
Watch and discuss a portion of the 20-minute segment of the DVD Constitutional
Concepts that deals with separation of powers (with a focus on Youngstown v.
Sawyer) – the DVD is accessible at the NTCC LRC (KF/5130.89/K3/2006) or the
Franklin Co. Library.
09/05/2013 Supplemental Reading: “Is Judicial Review Obsolete?”
09/06/2013 Chapter 2 Test with Essay Question Raised in the Above Supplemental
Reading
09/09/2013 Supplemental Readings: Federalist Papers No. 10 and No. 51
09/10/2013 Chapter Three: “Federalism: Forging a Nation”
Discuss “Debating the Issues: Should the Federal Government Have
the Authority to Prevent States from Legalizing Marijuana Use for Medical
Purposes?”
09/11/2013 Chapter 3: “Federalism” (continued)
Discuss the development of our federal structure of government:
a. government under the Articles of Confederation too weak to accomplish its
expected
goals, particularly those of a strong national defense and an integrated economy
b. a stronger national government with power in of taxation and regulation of
commerce
c. constitutional division of governing authority between two levels, the result of
political compromise made necessary in 1787 by the prior existence of the states
d. a principle that has changed in response to changing political needs and has
passed through several distinct changes during the nation’s history
e. increased interdependence of society, national authority, but devolution of power
f. the unique character of policy-making in a federal system
09/12/2013 Supplemental Reading: “Identity Problems”
For class discussion, students will report on news items related to state politics.
Discussion will focus on how to distinguish state concerns from federal issues.
09/13/2013 Chapter 3 Test with Essay Question Raised in the Above Supplemental
Reading
(Civil Rights and Civil Liberties – Exam Content 5-15%)
09/16/2013 Chapter 4: “Civil Liberties: Protecting Individual Rights”
Discuss “Debating the Issues: Should Flag Burning Be Made Unconstitutional?”
Watch and discuss a portion of the 20-minute segment of the DVD Constitutional
Concepts: that deals with protection of individual rights (focus on procedural due
process and Gideon v. Wainwright)
09/17/2013 Chapter 4: “Civil Liberties” (continued)
Discuss the development of civil liberties and civil rights by judicial interpretation:
a. impact of the Fourteenth Amendment on constitutional development of rights
b. First Amendment freedoms (speech, religion, assembly, expression)
c. due process of law and the procedural safeguards designed to ensure that rights
of the accused are respected by government.,
09/18/2013 Supplemental Reading: “Surveillance Standoff”
09/19/2013 Chapter 4 Test with Essay Question Raised in the Above Supplemental
Reading
09/20/2013 Chapter 5: "Equal Rights: Struggling Toward Fairness"
Discuss “Debating the Issues: Should Same-Sex Marriage Be Legalized?”
Watch and discuss the presentation Women’s Rights – on a videocassettes produced
by Encyclopedia Britannica.
09/23/2013 Chapter 5: "Equal Rights" (continued)
Discuss the development of equal rights by judicial interpretation:
a. the struggle of disadvantaged groups for equal rights – African Americans,
women, Native Americans, Latino Americans, Asian Americans, and others
b. substantial equality under the law: equal protection of the laws, equal access
to accommodations and housing, and an equal right to vote
c. de facto equality still sought as disadvantaged groups have a disproportionately
small share of America’s opportunities and face discriminatory practices
d. Brown vs. Board of Education, busing, affirmative action, and racial balance
09/24/2013 Supplemental Reading: “A Tough Sell Gets Tougher”
09/25/2013 Chapter 5 Test with Essay Question Raised in the Above Supplemental
Reading
(Political Beliefs and Behaviors – Exam Content 10–20%)
09/26/2013 Chapter 6: “Public Opinion and Political Socialization: Shaping the People’s
Voice”
Discuss “Debating the Issues: Should Politicians Base Their Stands on
Opinion Polls?”
09/27/2013 Chapter 6: “Public Opinion and Political Socialization” (continued)
Discuss the major points brought out in the readings:
a. beliefs that citizens hold about their government and its leaders
b. processes by which citizens learn about politics
c. socialization during childhood via family and school, with influences
of ideology, group attachments, political culture, and partisanship
d. socialization continuing into adulthood, during which peers, political leaders,
events, and the news media influence political values and beliefs
e. the nature, sources, and consequences of public opinion
f. how public opinion – as expressed by elections, demonstrations, and opinion
polls – does not directly determine the actions of policymakers, but directs and
imposes limits on them
09/30/2013 Supplemental Reading: “The People v. Washington”
For a class assignment, each student uses the chapter's list of websites to find
results of a poll or survey related to a particular policy concern selected from the
instructor’s list.
10/01/2013 Chapter 6 Test with Essay Question Raised in the Above Supplemental
Reading
10/02/2013 Chapter 7: “Political Participation: Activating the Popular Will”
Discuss “Debating the Issues: Should Citizens Be Required to Have a
Government-Issued Photo Identification Card in Order to Register to Vote?”
For a class assignment, students will act in collaborative groups of four to design,
conduct, and analyze their own public opinion poll on the above topic.
10/03/2013 Chapter 7: “Political Participation” (continued)
Discuss the major points brought out in the readings:
a. ways in which citizens vote and otherwise participate in political life
b. voter registration and voter turnout (including demographic differences in
turnout)
c. the relationship between participation and factors such as political culture, class,
age, race, gender, and demographic features
Discuss Table 7-1 and write a brief reflection on the relationship between the
“factors” just named and persons’ attitudes regarding political obligation.
10/04/2013 Supplemental Reading: “Pennsylvania: Voter Participation in a Schizophrenic
State”
Write a Letter to the Editor of The Dallas Morning News. Use the newspaper’s own
instructions, taken from the Editorial Page, under "How to Send a Letter to the
Editor of The Dallas Morning News": “Letters should be 200 words or fewer in
length and include the writer's name, address and phone number for verification
purposes. Only the name and city of the writer will be published. Letters will be
edited for length, clarity and style.” The letter should develop a theme related to
your choice of a topic for a policy paper. State the problem that concerns you and
offer a solution. Prepare the letter in the standard format described on the back of
this page – to mail to the following address:
Editor
The Dallas Morning News
P. O. Box 655237
Dallas, TX 75265
10/07/2013 Chapter 7 Test with Essay Question Raised in the Above Supplemental
Reading
(Political Parties, Interest Groups, and Mass Media – Exam Content 10–20%)
10/08/2013 Chapter 8: “Political Parties, Candidates, and Campaigns: Defining the Voter’s
Choice”
Discuss “Debating the Issues: Should Campaign Contributions Be Limited?”
10/09/2013 Chapter 8: “Political Parties, Candidates, and Campaigns” (continued)
Discuss the major points brought out in the readings:
a. the function, organization, and development of political parties
b. the effects of parties on the political process
c. formation of policy agendas in the two-party system
d. different electoral systems throughout the world
e. current trends in partisan identification, party decline, and party resurgence
With regard to this last point, discuss the bar graphs given in Figure 8-4, “The
Vote of Selected Demographic Groups.”
10/10/2013 Supplemental Reading: “Looking Back: A ‘Maverick’ Nominee but Still the
Same GOP”
For class discussion bring a written outline of the major differences between the
Democratic and Republican political parties; include both general conservative and
liberal ideals and specific party policy proposals. Then, be prepared to say which
one of the major or minor parties would support a policy proposal of your own.
10/11/2013 Chapter 8 Test with Essay Question Raised in the Above Supplemental
Reading
The instructor will give the students an assignment of a research paper on political
parties. Note that this will not be the same as the public policy paper to be turned in
with a folder at the end of the semester.
10/14/2013 Watch and discuss the presentation Electing the President – on a
videocassette by Encyclopedia Britannica.
In any remaining time work on the research paper on political parties.
10/15/2013 Work on the assignment of a research paper on political parties.
10/16/2013 Chapter 9: “Interest Groups: Organizing for Influence”
Discuss “Debating the Issues: Have Interest Groups Hijacked the
Initiative Process?”
10/17/2013 Chapter 9: “Interest Groups” (continued)
Discuss the major points brought out in the readings:
a. the range of interests represented
b. the various strategies and activities of interest groups
c. the unique characteristics and roles of PACs in the political process
d. political effects of interest groups and their role of providing avenues for citizen
input into the selection of political leaders and the development of public policy
10/18/2013 Supplemental Reading: “Why They Lobby”
For class discussion, each student should be prepared to tell the class about an
interest group associated with his or her policy proposal.
10/21/2013 Chapter 9 Test with Essay Question Raised in the Above Supplemental
Reading
10/22/2013 Review for the Mid-Term Exam
10/23/2013 Mid-Term Exam
10/24/2013 Chapter 10: “The News Media: Communicating Political Images”
Discuss “Debating the Issues: Have Interest Groups Hijacked the
Initiative Process?”
10/25/2013 Chapter 10: “The News Media” (continued)
Discuss the major points brought out in the readings:
a. the functions and structures of the news media
b. the impact of the news media on politics
c. the development of the news media industry and its consequences
d. the relevance of mass media in elections, governing, and politics in general
10/28/2013 Supplemental Reading: “New Media As the Message”
10/29/2013 Chapter 10 Test with Essay Question Raised in the Above Supplemental
Reading
(Institutions of National Government: The Congress, the Presidency, the
Bureaucracy, and the Federal Courts – Exam Content 35–45%)
10/30/2013 Chapter 11: “Congress: Balancing National Goals and Local Interests”
Discuss “Debating the Issues: Should Partisan Gerrymandering Be
Abolished?”
10/31/2013 Chapter 11: “Congress” (continued)
Discuss the formal and informal linkages that relate the congress, the presidency,
the bureaucracy, and the courts as the major institutions of the federal government:
a. public opinion and voters
b. interest groups and political parties
c. media
d. state and local governments
11/01/2013 Study the chart given in Figure 11-5, “How a Bill Becomes Law.”
Each student will write a letter to his or her congressional representative
and/or one of the state’s senators in support of the policy proposal chosen earlier.
Letters will be written in standard business style and prepared as if for mailing;
after they are checked by the instructor, they will be placed in the students’ publicpolicy folders.
11/04/2013 Today the students turn in the paper on the creation or revision of a
particular public policy chosen earlier, together with assigned materials collected in
a pocket folder.
Each student gives a brief summary of his or her findings.
11/05/2013 Continue summaries of policy papers.
11/06/2013 Supplemental Reading: “A Rookie Congressman: Savvy, Minus the Seniority”
11/07/2013 Chapter 11 Test with Essay Question Raised in the Above Supplemental
Reading
11/08/2013 Chapter 12: “The Presidency: Leading the Nation”
Discuss “Debating the Issues: Should the Electoral College Be Abolished?”
11/11/2013 Chapter 12: “The Presidency” (continued)
Watch and discuss the 35-minute DVD presentation Mandate: The President and the
People examining the relationship between the presidency and public opinion, in 3
parts:
1. Founding Fathers through President Johnson
2. President Lincoln and the Civil War
3. President Franklin Roosevelt and The New Deal
The DVD is found in the NTCC LRC (JK/511.M35/2006).
11/12/2013 Analysis of a Political Cartoon: The students will select political cartoons and
write complete sentences in response to the questions below.
1. Identify the issue addressed by the artist in the cartoon.
2. Identify the audience with addressed by the cartoon.
3. Identify the bias of the artist and position taken by the artist on the issue
addressed.
4. What visual images suggest that the artist wants to share a definite opinion with
you?
5. How do these images support the artist’s position on the issue?
6. Identify the tone the artist is using in the cartoon.
7. Identify the purpose the artist has in drawing the cartoon, and tell what appeal
the cartoon represents to the reader: logical, emotional, or authoritative?
8. Are you persuaded to accept the artist’s position? Why or why not?
9. Is this cartoon a credible source of information? What caused you to have the
impression of either credibility or unreliability?
10. Give examples of attempt on the part of the artist to misrepresent information
and thus to influence the reader.
11/13/2013 Chapter 12 Test with Essay Question Raised in the Above Supplemental
Reading
11/14/2013 Chapter 13: “The Federal Bureaucracy: Administering the Government”
Discuss “Debating the Issues: The Case of Iraq’s Weapons of Mass
Destruction: Did the CIA Play Politics?”
11/15/2013 Chapter 13: “The Federal Bureaucracy” (continued)
11/18/2013 Supplemental Reading: “Birth of Number”
11/19/2013 Chapter 13 Test with Essay Question Raised in the Above Supplemental
Reading
11/20/2013 Chapter 14: “The Federal Judicial System: Applying the Law”
Discuss “Debating the Issues: Should All the Florida Ballots Have Been Counted?”
11/21/2013 Chapter 14: “The Federal Judicial System” (continued)
For a class assignment, each student finds and analyzes a current case being heard
in the federal court system; he or she predicts how that case will turn out and, in an
oral report to the class, explains why.
Supplemental Reading: “Brains in the Dock”
11/22/2013 Chapter 14 Test with Essay Question Raised in the Above Supplemental
Reading
11/25/2013 Chapter 15: “Economic and Environmental Policy: Contributing to Prosperity”
Discuss “Debating the Issues: Should the Fed Bail Out Troubled
Financial Institutions?”
(Public Policy – Exam Content 5–15%)
11/26/2013 Chapter 15: “Economic and Environmental Policy” (continued)
Supplemental Reading: “Bubble Watch”
Discuss major points covered in the readings on public policy:
a. roles in the enactment, interpretation, and implementation of policy played by
Congress, the presidency, the bureaucracy, the states, and the federal courts
b. linkages between policy processes and (1) parties, elections, and
campaigns, and (2) interest groups, public opinion, and policy networks
12/02/2013 Chapter 16: “Welfare and Education Policy: Contributing to Prosperity”
Discuss “Debating the Issues: Are Tax Cuts for High-Income Taxpayers
Good for America?”
12/03/2013 Chapter 16: “Welfare and Education Policy” (continued)
Supplemental Reading: “Global Warming: From Lukewarm to Hot”
For a class assignment, student will prepare in advance and then participate in a
class discussion of healthcare legislation being considered in Congress.
12/04/2013 Test over Chapters 15 and 16 with Essay Questions from the Above Readings
12/05/2013 Review for the Final Exam.
12/06/2013 Continue the review for the Final Exam.
12/09/2013 Continue the review for the Final Exam.
12/10/2013 Final Exam
12/11/2013 Conclude coursework with required discussion of the following:
Chapter 17: “Foreign and Defense Policy: Protecting the American Way”
Discuss “Debating the Issues: Should U. S. forces be withdrawn from Iraq?”
Supplemental Reading: “Enemy of My Enemy”
12/12/2013 Visit the site http://www.psow.com for the Protocol School of Washington's
material on manners, etiquette, and conduct with foreigners – discuss this material
in class.
Student Responsibilities/Expectations:
1. Making a high grade in the class requires certain things of students:
a. Attendance: Students who expect to achieve high grades in the course come to class
regularly and on time. If they are late or absent for a legitimate reason, they let their
professor know and ensure that an administrative notice is filed in the case of an excused
absence. If they arrive late to class, they slip in quietly and do not disrupt the class. During
class they face the professor and pay attention. They assist with the class by asking
questions or making comments when appropriate. They complete all class assignments as
directed and do not ask for alternate make-ups on undone class work.
b. Missed classes and tests: They get the names and telephone numbers of classmates who
can help them to keep up with what is missed in the case of an absence. If they miss a test
or an assignment, they do not wait for the instructor to approach them but instead
approach the instructor as soon as possible and make up work as directed. Likewise, if
they need time extensions for completion of an assignment, they ask ahead of time, and not
after the due date.
c. Conferences: If for any reason they feel that their progress in the course is not
satisfactory, they go to the instructor and request a conference. Once scheduled, a
conference is not to be missed without prior notification.
d. In general: They cooperate and communicate with the instructor. They do not place him
or her in a position of having to second-guess their behavior and possibly to come to
incorrect assumptions regarding it.
2. Students are expected to pay close attention to instructions for writing the public policy
paper:
a. Select a problem that requires government action and write out a proposal to present in
class.
b. After the instructor's approval, develop the public policy. A public policy can be defined
as action taken by the government to solve a problem. Chapter 25 of the textbook will
detail several stages of policy development.
c. Format the paper into four headings that are the same as the stages in the policy making
process, and write about one and one-fourth pages in each section.
(1) Identification of the problem that requires government action
(2) Various policy options for solving the problem
(3) Adoption and implementation the policy that best addresses the problem
(4) How a government agency would evaluate the policy’s effectiveness
d. Use one-inch margins, double-spacing, a standard 12-point font, and at least five pages in
length.
e. Clip or print out at least five research sources to be submitted with the policy paper.
(1) At least one from a print source such as a newspaper or magazine
(2) At least one from an interview with a person such as a business owner or government
official
f. Submit the policy paper and research documents in a pocket folder. In the left pocket of
the folder, place the original policy proposal page followed by the policy paper. In the right
pocket, place the research documents behind a Works Cited page. Make sure that the
source of each research document is fully identified on its first page as well as on a Works
Cited page.
g. Within the text of the paper use parenthetical annotation. There should be at least one
reference to each of the five research documents listed in Works Cited.
NTCC Academic Honesty Statement:
"Students are expected to complete course work in an honest manner, using their intellects and
resources designated as allowable by the course instructor. Students are responsible for
addressing questions about allowable resources with the course instructor. NTCC upholds the
highest standards of academic integrity. This course will follow the NTCC Academic Honesty
policy stated in the Student Handbook."
Academic Ethics
The college expects all students to engage in academic pursuits in a manner that is beyond
reproach. Students are expected to maintain complete honesty and integrity in their academic
pursuit. Academic dishonesty such as cheating, plagiarism, and collusion is unacceptable and
may result in disciplinary action. Refer to the student handbook for more information on this
subject.
ADA Statement:
It is the policy of NTCC to provide reasonable accommodations for qualified individuals who are
students with disabilities. This College will adhere to all applicable federal, state, and local laws,
regulations, and guidelines with respect to providing reasonable accommodations as required to
afford equal educational opportunity. It is the student’s responsibility to arrange an appointment
with a College counselor to obtain a Request for Accommodations form. For more information,
please refer to the NTCC Catalog or Student Handbook.
Family Educational Rights And Privacy Act (Ferpa):
The Family Educational Rights and Privacy Act (FERPA) is a federal law that protects the
privacy of student education records. The law applies to all schools that receive funds under an
applicable program of the U.S. Department of Education. FERPA gives parents certain rights
with respect to their children’s educational records. These rights transfer to the student when he
or she attends a school beyond the high school level. Students to whom the rights have
transferred are considered “eligible students.” In essence, a parent has no legal right to obtain
information concerning the child’s college records without the written consent of the student. In
compliance with FERPA, information classified as “directory information” may be released to
the general public without the written consent of the student unless the student makes a request
in writing. Directory information is defined as: the student’s name, permanent address and/or
local address, telephone listing, dates of attendance, most recent previous education institution
attended, other information including major, field of study, degrees, awards received, and
participation in officially recognized activities/sports.