JOHNSON COUNTY COMMUNITY COLLEGE
Course Syllabus – College Now
St. James Academy
Social Sciences
American National Government
POLS 124
Spring 2015
INSTRUCTOR INFORMATION:
Name: Joe Walberg
Telephone: 913-254-4200
Email: jwalberg@sjakeepingfaith.org
Office: Room 2126
Office Hours: M-F before and after school 7:30 – 8:00 am and 3:15-3:45pm. Students who need extra assistance
may see me during Academic Support Time.
COURSE INFORMATION:
Credit: 3 Hours
Lab: None
Prerequisites: None
Lecture: 3 Hours
Course Type: General Education - Lecture and web work
TEXTBOOK:
Kenneth Janda: Jeffrey M Berry; Jerry Goldman; Deborah Schildkraut The Challenge of Democracy: American
Government in Global Politics 12th ed.. Wadsworth: 2012
INSTRUCTIONAL MATERIALS
Aplia. Aplia for Janda/Berry/Goldman’s The Challenge of Democracy: American Government in a Global World
Cengage Learning., 2012
SUPPIES:
Laptop, notebook, pen
CAVEATS:
You must be computer literate to succeed in this course. You will use multiple websites to complete assignments as
well as gain access to more course information.
This course of study satisfies requirements for POLS 124, American National Government at Johnson County
Community College and completes the Social Studies requirement for St. James Academy and the KC KS
Archdiocese as Honors American Government.
COURSE DESCRIPTION:
This course examines the components of the public policy-making process. Topics of study include American
political culture, constitutional principles, intergovernmental relations, public opinion, political parties, interest
groups, media, the influence of the constant campaign of candidate-centered politics, budget construction,
bureaucracy, and decision-making institutions.
COLLEGE NOW COURSE INFORMATION
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This class may be taken as a College Now class through Johnson County Community College
(JCCC). Should you choose to do this, you must complete an application for admission and enroll
in the class by JCCC deadlines.
Should you do this you may earn three (3) hours of college credit. It is not required you enroll in
the College Now program, it is an option. It is the student’s responsibility to find out if the
university/college they are planning on attending will accept credit transferred from JCCC.
All hours in this course are considered lecture hours. You receive no lab hours for this class.
You must earn at least a C in this class to receive credit from JCCC.
This is also a high School Required Government Class
This class will fulfill the state requirement for American Government that is mandated by the State
Board of Education.
Prerequisites: none
This course is a political science course for the highly motivated student. Reading materials are more extensive and
difficult than the Regular American Government course. Strong note taking skills are required to be successful in
this course. This course includes a study of modern political philosophies and processes. Emphasis will be on
Constitutional underpinnings of the US, Political Beliefs and Behaviors, Political Parties, Interest Groups and the
Mass media, The Three Branches of Government, Public Policies, Civil Rights and Civil Liberties.
COURSE OBJECTIVES:
Upon successful completion of this course the student should be able to:
1. Describe, using examples, the constitutional foundations of American government, including constitutional
government; the concepts of federalism, separation of powers, checks and balances and individual rights;
the evolution of intergovernmental relations; and the expansion of individual and civil rights as a result of
judicial review.
2. Describe, using examples, the fundamentals of American political culture, including the not entirely
compatible values upon which it rests, the interpretations of democracy embraced, and underlying
ideological principles.
3. Identify and explain the avenues open to the public to participate in the political decision-making process,
including public opinion polling, political parties, elections, interest groups, and the media.
4. Describe the working relationship among the legislative, executive, and judicial branches of government
with reference to their respective powers, limitations on those powers, areas of friction, and points of public
access.
This course complies with the Kansas Board of Regents (KBOR) mandated Core Outcomes. Course
content is built around Core Outcomes. Learning Objectives found in each Angel Study Guide describe
the content of assessments mandated by KBOR.
Kansas Regents System Number (KRSN) and Title: POL 1121 American Government
Institutions 1) Identify, distinguish, and analyze the roles, powers, and relationships among the 3 branches
of government (legislative/judicial/executive).
Political Behavior 2) Identify forms of political participation, differentiate among organizations engaged
in elections, and analyze participation in US democracy.
Public Policy 3) Understand and analyze how policy decisions are made and the impact of policy on the
public.
Constitution 4) Explain the origins and the evolution of United States Constitutional Democracy.
CONTENT OUTLINE AND COMPETENCIES:
I. Fundamentals of American Government
A. Describe, using examples, the constitutional foundations of American government, including:
1. The role played by a constitution in a political system both as a source of and a limitation on the power of
government.
2. The role played by federalism, separation of powers, checks and balances and individual rights, including:
a. Distribution of power within the government.
b. Limitations on the exercise of that power.
3. The evolution of intergovernmental relations from dual federalism through cooperative, creative and new
federalism, including:
a. The influence of grants-in-aid on the relationship between the federal and state governments.
b. The role of the Supreme Court in the evolution of the relationship between federal and state governments.
4. The role of judicial review in the evolution of both individual rights and civil rights, including:
a. The due process clause of the Fourteenth Amendment and the expansion of individual rights.
b. The equal protection clause of the Fourteenth Amendment and the expansion of civil rights.
B. Describe, using examples, the fundamentals of American political culture, including:
1. The core values upon which it rests and the tension inherent in the relationship among these values.
2. The different interpretations of democracy embraced: response, procedural and substantive.
3. The basic principles of classical liberalism and their application in the Declaration of Independence.
II. Avenues of Participation in the Political Process
A. Describe, using examples, the sources of and influence of political opinion, including:
1. The key agents of the political socialization process.
2. The major divisions within American public opinion, including ideological currents.
3. Relationship between socio-economic background and political opinion.
4. The socio-economic factors that influence rates of political participation and voter turnout.
B. Describe the role of public opinion polls in both the election and policy-making processes, including:
1. The mechanical factors critical to the construction of accurate measures of public opinion.
2. The role of polling in the candidate-centered politics of the constant campaign.
3. The influence of public opinion on the policy-making process.
C. Compare and contrast the traditional role of political parties in competitive political systems with the role of
political parties in the American candidate-centered political system.
1. Explain both the presence and the persistence of a two-party system in the United States.
2. Analyze how each of the following has diminished the role of political parties in the election process:
candidate-centered politics, the constant campaign, primary elections, polling, interest groups, PACs, public
financing, media-dominated campaigns, and the television media.
3. Assess the effectiveness of elections as instruments of accountability and channels of citizen influence.
D. Evaluate the role of interest group activity in the policy-making process with reference to Madison’s system of
checks and balances as well as his concept of general welfare described in Federalist #10.
1. Compare and contrast the pluralist theory of interest group activity with Ted Lowi’s interest group liberalism.
2. Explain the role of interest groups and federal bureaucrats in iron triangles and issue networks.
E. Compare and contrast the normative role of the media in a competitive political system with those of signaler,
common-carrier, watchdog, and public representative roles. Evaluate the media’s performance in each role.
1. Explain how representatives of the media are held accountable for their actions.
2. Compare and contrast the legal protections accorded private individual and public figures against libel and
slander.
III. Governing Institutions
A. Explain how the candidate-centered politics of the constant campaign have influenced the Congressional
election process.
1. Discuss the role of primary elections, public opinion polling, campaign finance reform laws, interest groups
and PACs, media campaigns, and television media in congressional election and re-election strategy.
2. Analyze the role played by redistricting and gerrymandering, the advantages of incumbency, and campaign
finance reform legislation on the re-election of incumbents.
B. Explain how candidate-centered and entrepreneurial politics within the framework of the constant campaign
have reshaped the work of the members of legislative branch, including congressional staff.
1. Describe the organizational structure within which Congress develops public policy.
2. Compare and contrast party government with party-line voting.
3. Compare and contrast the differing interpretations of a representative’s role: trustee, delegate, politico and
broker.
C. Explain how the candidate-centered politics of the constant campaign have influenced the presidential election
process.
1. Discuss the role of primary elections, public opinion polling, public financing, interest groups and PACs,
media campaigns, television media, and the electoral college in presidential election and re-election strategy.
2. Identify and describe those factors outside the control of campaign strategists that are critical of the success of
a presidential election campaign.
D. Compare and contrast the role of the chief executive in a presidential and parliamentary system of government.
1. Identify those factors critical to a president’s ability to provide leadership for the country and direction for the
policy-making process.
2. Describe those factors that have affected the growth in power and size of the executive branch.
3. Compare and contrast the latitude of discretionary authority exercised by the president in the formulation and
conduct of foreign as opposed to domestic policy.
E. Distinguish among the following components of the federal bureaucracy, describing the differing roles
performed by each: departments, regulatory agencies, independent agencies, government corporations and
commissions.
F. Discuss the conflict inherent in a political system based on checks and balances and popular sovereignty and
our need for bureaucracy to implement legislation in a large complex society.
1. Compare and contrast Frederick W. Taylor’s bureaucratic theory of neutral competency with the reality of
bureaucratic practice.
2. Identify and describe the origins of the bureaucracy’s quasi-legislative and quasi-judicial powers.
3. Describe and evaluate the effectiveness of legislative executive and judicial branch oversight of bureaucratic
agencies.
4. Describe the role of agency personnel in issue networks and iron triangles.
G. Describe the U.S. dual court system, including:
1. The structure of the federal court system and areas of jurisdiction.
2. Access to judicial decision.
3. Method of judicial appointments and conditions under which offices are held.
H. Explain the Madisonian Dilemma (the conflict inherent in the practice of judicial review in a majority-rule
democracy).
1. Compare and contrast the following theories of judicial policy-making authority: judicial activism and judicial
restraint, including the concepts of judicial review and stare decisis.
2. Describe those factors that restrain the Court’s use of judicial power.
COURSE REQUIREMENTS:
This course will consist of various assignments and class activities that will promote critical thinking and analysis of
the subject matter. Your active participation in all matters pertaining to the course as well as thorough preparation is
vital to the success of the course. Attendance is imperative. The following types of assignments and/or activities are
required:
 Exams/Essays
 Quizzes
 Projects (Research, Group)
 Class work (Aplia, study guides, vocabulary, news summaries, etc.)
 Class discussions
EVALUATION AND GRADING SCALE:
EVALUATION TYPE
Process (homework, class work, formative assessments)
Product (unit exams, quizzes, research papers & projects, etc)
Participation (discussions, Prime Time!, etc)
Final Exam
PERCENT
40%
40%
5%
15%
Unless you have an excused absence, no late work is accepted. You will be allowed 2 days to make up homework
for every day absent. Though, with the tool of your laptop, you can email me, message me with any questions on
homework as well as send assignments to me digitally to not get behind on assignments. All assigned work must be
completed and turned in on the day it is due. Picking and choosing what assignments to do is not acceptable of the
Honors Program.
TENTATIVE COURSE SCHEDULE:
The schedule below is subject to change. See the online calendar for specific dates.
Day
01
02
03
04
05
06
07
08
09
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
Lesson
0-0 Introduction to American National Government
1-1 Freedom, Order or Equality
1-2 Majoritarian or Pluralist Democracy
1-3 The Constitution
1-4 Federalism
Unit 1 Exam: Constitutional Underpinnings
2-5 Public Opinion and Political Socialization
2-7 Participation and Voting
Unit 2 Exam: Political Beliefs and Behaviors
3-6 The Media
3-8 Political Parties
3-9 Nominations, Elections, and Campaigns
3-10 Interest Groups
Unit 3 Exam: Political Parties, Interest Groups, and Mass Media
4-11 The Legislature
4-12 The Presidency
4-12 The Presidency (day 2)
4-13 The Bureaucracy
4-14 The Courts
Unit 4 Exam: The Institutions of National Government
5-15 Order and Civil Liberties
5-16 Equality and Civil Rights
Unit 5 Exam Civil Rights and Civil Liberties
6-17 Economic Policy
6-18 Policymaking and Domestic Policy
6-19 Global Policy
Unit 6 Exam: Public Policy
Exam Practice
Exam Practice
Exam Practice
Exam Practice
Final Assessment
Homework
assigned
Read Ch 1
Read Ch 2
Read Ch 3
Read Ch 4
Study for Test
Read Ch 5
Read Ch 7
Study for Test
Read Ch 6
Read Ch 8
Read Ch 9
Read Ch 10
Study for Test
Read Ch 11
Read Ch 12
Breathe
Read Ch 13
Read Ch 14
Study for Test
Read Ch 15
Read Ch 16
Study for Test
Read Ch 17
Read Ch 18
Read Ch 19
Study for Test
Court Cases &
Readings
Plessy v Fer
Gitlow v NY
Federalst 10
Brown v Bd
Brown v Bd2
Brutus 1
Roe v Wade
NYT v US
Dec of Indp
CitzUntd v F
Buckley v Va
Art of Confd
Schenck v
Marbury
US Const
WI v Yoder
Tinker vDSM
Federalst 51
Engel vVitale
McDonald v
Ltr BHam J
Lemon v Kur
Mapp v Ohio
Federalst 70
Gideon v
McCulloch v
Federalst 78
Griswold v ct
US v Lopez
INFORMATION ON STUDENT ACCESS AND ACADEMIC DISHONESTY:
STUDENT ACCESS:
If you are a student with a disability, and if you will be requesting accommodations, it is your responsibility to
contact Access Services. Access Services will recommend any appropriate accommodations to your professor and
his/her director. The professor and director will identify for you which accommodations will be arranged.
JCCC provides a range of services to allow persons with disabilities to participate in educational programs and
activities. If you desire support services, contact the office of Access Services for Students With Disabilities (913)
469-8500, ext. 3521 or TDD (913) 469-3885. The Access Services office is located in the Success Center on the
second floor of the Student Center.
ACADEMIC DISHONESTY
This is an advanced course and you are expected to adhere to all class and school rules. This includes cheating –
blatant copying from a classmate on assignments, cheating, looking or using notes on a test or quiz. Plagiarism on
any papers is not acceptable. If caught cheating you will earn a zero as well as the person that allowed you to use or
look at their information will receive a zero and discipline action will be addressed to the administration.
RULES
All school and classroom rules apply at all times.