NEW HAMPSHIRE COMMUNITY TECHNICAL COLLEGE
2020 Riverside Drive, Berlin, NH 03570
COURSE OUTLINE
BPOL 231
American Government
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Course Number
Title
Fall 2006
Berlin
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Semester
Location
Prepared by
Glenn R. Gagne
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Instructor
September, 2006
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Date
COURSE OUTLINE
COURSE NUMBER AND TITLE: BPOL 231
American Government
CATALOGUE DESCRIPTION: This introductory course in government examines the
relationship between government, politics, and power. It discusses how people in a
representative democracy can effect change in government to address current and future needs.
(3 credits)
PREREQUISITE(S) (IF ANY):
COREQUISITE: BENG 120
Class Hours: 3
Lab Hours: 0
Credit Hours: 3
INSTRUCTOR:
Phone:
752-1113 x 2082
Office Hours: Posted on office door Room 210 each semester
E-mail:
ggagne@nhctc.edu
TEXTBOOK(S) REQUIRED:
Author:
Thomas E. Patterson
Title:
The American Democracy (Alternate Edition)
Edition:
Seventh Edition/Alternate Edition, 2005
Publisher:
McGraw Hill
ISBN:
0-07-298930-0
RECOMMENDED SUPPLEMENTARY READING:
COURSE OBJECTIVE: To develop an understanding of the basic theories and structures of
American government at the national, state and local levels; it’s role in the overall context of
American political life; and it’s the interrelationships among the various levels of government.
LEARNING ACTIVITIES: Exams: Five, and two article reviews of three page length, each
activity carries the same weight. Seven graded activities. Each carries the weight of 14.29% of
the final course grade.
GRADING POLICY: Exams and article analysis carry the same weight.
INSTRUCTOR’S POLICIES: One make-up exam permitted. After three consecutive weeks
of absences, or six cumulative absences, (eg: day class meets twice per week) prior to the 60%
mark of the semester, a student will receive an AF for the course. For evening classes, that meet
once per week, after three consecutive weeks of absences or three cumulative absences, prior to
the 60% mark of the semester, a student will receive an AF for the course. After the 60% mark
of the semester, a student will receive a WF or AF as appropriate to their academic performance
at the time contingent upon the above stated absence policy. In the event that a student’s cell
phone, beeper, pager, etc. goes off during class time the student will be removed from class for
the remaining portion of the period. If this occurs during the exam the exam will be collected,
student removed from class and the student will be allowed to complete the exam in the
instructor’s office immediately at the conclusion of the class period. No exceptions. Only one
make up exam is permitted and must be made up during the instructors next regularly scheduled
office hour following the exam. Failure to make up the exam as noted will result in a ZERO for
the exam.
REQUIRED TOOLS OR EQUIPMENT: None
ATTENDANCE: Attendance is in keeping with all College Policies (See College Handbook).
One make-up exam permitted. Article reviews due on date assigned, and are due at the start of
class session, e-mailed reviews posted after the class time start will not be accepted. eg: class
begins at 1:00 p.m. Thursday, e-mail posted 6:00 p.m. that same day. Papers may be turned in
earlier than due date. Late papers (article reviews) will not be accepted. Should a student not
attend class the number of times the class meets per week, they will forfeit the opportunity for
any make up exam. This policy will be adhered to for this course.
SPECIFIC DIRECTIONS OR RECOMMENDATIONS: Complete chapter readings prior to
their weekly coverage in class.
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The student will at the conclusion of the
learning activities be able to demonstrate
through class discussions, written essay
materials and test examination material
the knowledge of the following:
LEARNING ACTIVITY
READING ASSIGNMENT
Ch. 1
Lecture/discussion
Video
American Political Culture: Seeking a More
Perfect Union
Learning Objectives
1. Identify the core principles that constitute
the American political culture. Discuss the
influence of these conflicting, inexact, and
mythic beliefs on American politics.
2. Explain why politics is a “struggle for control”
and define the relationships among power,
authority, and policy.
3. Discuss constitutionalism, capitalism, and
democracy as rules guiding the play of politics
in the United States. Also, explain how
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American politics involves the elements of
conflict and consensus.
4. Explain majoritarianism, pluralism, elitism,
and Bureaucratic rule.
5. Define and explain the importance of the
“political system” model.
6. Explain the “five encompassing tendencies” of
American politics.
The student will at the conclusion of the
learning activities be able to demonstrate
through class discussions, written essay
materials and test examination material
the knowledge of the following:
Constitutional Democracy: Promoting
Liberty and Self-Government
Learning Objectives
1. Describe the system of checks and balances
on the powers of the three branches of
American government and assess its
effectiveness in controlling the abuse of
political power.
2. Explain and analyze the “roots of limited
government” in America.
3. Compare “separation of power” and
“separated institutions sharing power.”
Assess why the second, which characterizes
the U.S. system, is the more substantial check
on political power.
4. Explain what is meant by the term “judicial
review,” and assess its significance in a system
based on limited government. Be sure to
explain the constitutional significance of
Marbury v. Madison.
5. Discuss the distinction the Framers made between
the terms “democracy” and “republic.”
6. Summarize the arguments for and against direct
government, as compared to an indirect,
representative government.
7. Analyze the development of American political
institutions in terms of the conflicting concerns
Ch. 2
Lecture/discussion
Video
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about expanded popular rule, protection of
minority rights, and elite influence.
The student will at the conclusion of the
learning activities be able to demonstrate
through class discussions, written essay
materials and test examination material
the knowledge of the following:
Ch. 3
Lecture/discussion
Exam
Federalism: Forging a Nation
Learning Objectives
1. Define federalism and describe the bargaining
process at the Philadelphia Convention resulting
in its inception.
2. Specify the difference between enumerated,
implied, and reserved powers. Explain the
purpose underlying this distribution of power.
3. Distinguish between the “necessary and proper,”
“supremacy,” and “commerce” clauses,
explaining how their constitutional
interpretations have affected the division
of powers in American government.
4. Outline the different stages in the Supreme
Court’s interpretation of federalism, referring
to its major decisions and their significance.
The student will at the conclusion of the
learning activities be able to demonstrate
through class discussions, written essay
materials and test examination material
the knowledge of the following:
Civil Liberties: Protecting Individual Rights (Ch. 4)
Learning Objectives
1. Explain why issues of constitutional individual
rights or civil liberties have become more
complex in contemporary times.
2. Trace the evolution of the Supreme Court’s
interpretation of the right of free expression
through both the “early” and “modern” periods.
Important concepts such as the “preferred
position” doctrine, prior restraint, libel, and
Ch. 4-6
Exam end of 6
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4.
5.
6.
7.
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slander should also be understood. Discuss the
extension of its guarantees to state governments
through the Fourteenth Amendment.
Distinguish between procedural and substantive
due process. Outline the historical development
of the federal judiciary’s application of due
process protections.
Review key Supreme Court decisions relating to
the right of privacy.
Discuss the significance of the establishment and
free exercise clauses in relation to freedom of
religion.
Explain how the rights of the accused have been
protected through Supreme Court rulings.
Summarize the role of the courts in a free society.
Equal Rights: Struggling Toward Fairness (Ch. 5)
Learning Objectives
1. Distinguish between “civil liberties” and “civil
rights,” and determine whether constitutional
devices intended to provide “equality under the
law” have been successful.
2. Distinguish between “reasonable basis,” “strict
scrutiny,” intermediate scrutiny,” as well as
comment on the implicit assumptions about
appropriate means and ends which underlie them.
3. Trace the development of measures to promote
racial equality in America, concentrating on the
most significant milestones and analyzing the
actions which proved necessary in order to
achieve them.
4. Discuss the similarities and differences between
the dilemmas faced, strategies implemented, and
rewards gained by the respective struggles for
African Americans, women, and other historically
disadvantaged groups.
Public Opinion and Political Socialization: Shaping
the People’s Voice (Ch. 6)
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Learning Objectives
1. List some of the major factors influencing the
formation of public opinion and identify the
factors which tend to have the strongest and
more permanent influence.
2. Describe the different methods used to measure
public opinion and discuss why some are more
accurate than others.
3. Describe the frames of reference, particularly
ideological classifications and group characteristics,
that help to explain how Americans think politically.
4. Assess the degree to which American policy makers
are responsive to public opinion, and comment on
how this question relates to the issue of
“representation” in American politics.
5. Describe how partisan thinking influences
opinions about issues and candidates.
The student will at the conclusion of the
learning activities be able to demonstrate
through class discussions, written essay
materials and test examination material
the knowledge of the following:
Political Participation and Voting: Expressing
the Popular Will (Ch. 7)
Learning Objectives
1. Discuss the factors that cause lower voter
turnout in U.S. elections as compared with
other democracies.
2. Note the significant constitutional amendments
and legislative actions which have extended
suffrage in America, and discuss their effects on
American politics.
3. Compare prospective and retrospective voting.
Describe the effect of each voting strategy on the
electorate’s power to shape public policy.
4. List the personal characteristics that are associated
with higher and lower levels of political interest.
5. Discuss forms of conventional participation other
than voting.
Ch. 7-9
Exam end of 9
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6. Discuss unconventional political participation and
assess its legitimacy and policy impact during
different periods in American history.
7. Discuss the relationship between Americans’
belief in individualism and their inclination to
engage in or avoid political action.
Political Parties, Candidates, and Campaigns:
Defining the Voter’s Choice (Ch. 8)
1. Describe the role of the political parties in
democratic political systems.
2. Trace the evolution of the American two-party
system and discuss the dynamics of realigning
or critical elections.
3. Discuss the role and nature of minor parties in
American politics.
4. Explain the endurance of the two-party system
and describe the obstacles inherent in the
American electoral system preventing minor
parties from successfully competing for
governing power.
5. Compare and contrast the American two-party
system and the more common multi-party system
with regard to popular representation and
accountability. Discuss the influence of each
system on coalition building and public policy
formulation.
6. Offer reasons for the organizational weakness of
American political parties and the decline in their
influence as compared to the powerful role of
parties in European politics.
7. Describe the effects of the decline of parties and
candidate-centered campaigns on popular
influence on government, and list other methods
through which segments of the public exert
control over candidate nomination, election,
and policy implementation.
8. Discuss the role played by parties, money, and
media in today’s candidate-centered campaigns.
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Interest Groups: Organizing for Influence (Ch. 9)
1. Explain what an interest group is and how these
groups differ from a political party.
2. Discuss the different types of interest groups and
their constituencies, and compare and contrast the
organizational advantages and disadvantages of
economic and non-economic groups.
3. Define lobbying and explain its objective; list the
tactics employed by interest groups in the lobbying
process.
4. Compare and contrast the processes of inside and
outside lobbying, their targets in the power structure,
and the circumstances in which either are most
effective.
5. Discuss the activities of political action committees
and their influence on the election process.
6. Explain pluralist theory and “interest group
liberalism.” Discuss the major weaknesses of the
pluralist argument.
7. Discussion the conflict between the advocacy of
self-interest as the basic prerequisite for a free
society and the government’s responsibility to
protect and preserve the public interest (the
Madisonian dilemma). Also, explain how James
Madison’s constitutional system of checks and
balances gives special interests precedence over
the common good.
The student will at the conclusion of the
learning activities be able to demonstrate
through class discussions, written essay
materials and test examination material
the knowledge of the following:
The News Media: Communicating Political Images
(Ch. 10)
1. Trace the development of the news media from
the establishment of the first American newspapers
to the modern system of broadcast networks, chain
papers, and news services. Describe how the
newspapers of the different historical periods have
Ch. 10-12
Exam end of 12
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dealt with the issue of political partisanship.
2. Give reasons for the high degree of uniformity
characterizing the news coverage offered by the
American media.
3. Define the four roles of the media (signaler,
common-carrier, watchdog, and public
representative); assess the importance of the
various roles to a democratic society; and
identify the roles most or least suitable for the
press and the extent to which media officials
perform the various roles.
Congress: Balancing National Goals and Local
Interests (Ch. 11)
1. Explain why incumbents have such great
electoral success and why they sometimes lose.
2. Discuss the relationship between incumbency
success and democratic responsiveness.
3. Identify the major leadership positions in Congress
and explain the sources of leadership powers.
4. Explain the argument concerning internal and
external democracy in Congress.
5. Discuss the role of the congressional committee
system.
6. Identify the major parts of the legislative
bureaucracy and assess the impact of those
agencies on the performance of Congress.
7. Define and explain the three major policy making
functions of Congress. Analyze to what degree
these roles are complementary, competitive, or
mutually exclusive.
8. Describe how the increasing preoccupation of
representatives with local concerns has affected
their ability to carry out Congress’ functions.
9. Explain the effect of partisanship on congressional
effectiveness, and summarize recent trends in the
rise and fall of partisan and other influences on
voting patterns in Congress.
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The Presidency: Leading the Nation (Ch. 12)
1. Trace the historical evolution of presidential
powers and explain why a conception of an
activist president replaced earlier theories of
presidential power.
2. Review the strategies employed by candidates in
the presidential nomination process; note the
factors that influence the process; and contrast
the nomination strategies with the strategies and
influences characterizing the general election.
3. List the major organizations which make up the
Executive Office of the President and explain
each organization’s area of policy expertise and
its powers under the modern presidency.
4. Assess the affects of staffing on the president’s
control of executive authority.
5. Discuss and explain the factors that make for a
successful presidency.
6. Summarize the “two presidencies” thesis.
Explain the strengths and weaknesses of the
thesis, citing historical examples where appropriate.
7. List the major stipulations of the War Powers Act
and discuss the extent to which the legislation has
accomplished its purpose.
8. Analyze the relationship between the executive
and Congress and assess the ability of either
institution to set policy to set policy independently
of the other.
The student will at the conclusion of the
learning activities be able to demonstrate
through class discussions, written essay
materials and test examination material
the knowledge of the following:
The Federal Bureaucracy: Administering the
Government (Ch. 13)
1. Describe the major functions of the executive
bureaucracy.
2. Identify the major types of organizations within
the federal bureaucracy and provide examples
of each type.
Ch. 13-15
Exam end of 15
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Contrast the patronage, merit, and executive
leadership systems and discuss the strengths
and weaknesses of each system.
Comment on how the bureaucracy functions as
a creative political agent and policy maker.
List some of the ways in which bureaucratic
agencies are held accountable for their activities.
Evaluate the relative effectiveness of these measures.
Define the comment on “the agency point of view.”
Describe the implications of this perspective on
bureaucratic politics, policy making, and
accountability.
Discuss the inherent conflict between bureaucratic
power and democratic values.
Assess the impact and effectiveness of “downsizing”
the federal bureaucracy.
The Federal Judicial System: Applying the Law
(Ch. 14)
1. Distinguish between the federal and state courts
systems, indicating the conditions under which a
case originating in a state court can be appealed to
the federal courts; differentiate further between
trial and appellate courts.
2. Discuss the role of partisan politics in the
appointment of federal judges and justices.
3. Discuss the criteria underlying the Supreme
Court’s selection of cases, and describe the
procedures employed in case selection.
4. Provide an account of the political factors both
inside and outside the Court which influence the
decision making of the justices.
5. Describe the Supreme Court’s policy making
process and discuss the effect of this process on
the related issues of legitimacy and compliance.
6. Distinguish between the philosophies of judicial
activism and restraint and provide a critique of
each doctrine, discussing their underlying
assumptions relating to the proper role of the
court in the American political system.
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Economic and Environmental Policy: Contributing
To Prosperity (Ch. 15)
1. Trace the historical development of the system
of government regulation in the United States,
and discuss efficiency and equity as these
concepts apply to regulation.
2. Discuss the precise ways that government
promotes the interests of business, labor, and
agriculture.
3. Discuss fiscal policy as a means of maintaining a
stable economy and distinguish between supplyside and demand-side.
4. Explain monetary policy as a means of
maintaining a stable economy and describe how
the Federal Reserve influences the economy.
5. Trace the development of environmental policy
at the federal level.