Political Science 1100: AMERICAN GOVERNMENT
Section 002 (Fall, 2015)
MWF 11:30 – 12:20
Bartley Hall 1064
Instructor: Dr. John R. Johannes
Office: St. Augustine Center 264
Hours: Mon and Wed, 9:00 -11:00 a.m.
2:00 – 3:00 p.m. and by appointment
Phone: 610-519-4524
Email: John.Johannes@Villanova.edu
Home page:
http://www09.homepage.villanova.edu/john.johannes/
GOALS
This course provides an introduction to and overview of American national politics for students with minimal
background. By the end of the course, you should be able to demonstrate: (a) your knowledge of basic facts and
concepts concerning how the federal government works and why it produces the policies that it does; (b) an enhanced
ability to read accurately and critically, to think clearly about politics, and to speak and to write clearly and
persuasively.
Learning is a challenge, as we stumble through successes and mistakes in logic, analysis, and writing. This class is
difficult: the material may be new and confusing; the workload can be heavy; the pace is rapid; and the standards are
high. Your active engagement – in and out of class -- is crucial. The instructor does not teach you; rather, you learn
and he serves as the “coach.” The responsibility for learning is yours.
ASSIGNMENTS AND RELATED MATTERS
Careful reading of assigned materials is crucial – before the topic is discussed in class, and then again after. Most
of your learning takes place outside of class; class time is for explanations, clarifications, and discussion. The
textbook and volume of material covered will challenge you. Stay on top of the assignments; if you fall behind, it is
almost impossible to catch up.
Attendance and participation are required. Class participation is essential. Formal attendance will not be taken, but
absences will be noted and can do you harm. Be active, not passive, during class; this is your learning opportunity.
There is no such thing as a bad answer or question. If we are wrong, so what? Said John Powell: “The only real
mistake is the one from which we learn nothing.”
Exams: There will be two exams, a mid-term and a semi-comprehensive final.
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Quiz: There will be one quiz, as indicated.
Assignment 1 – issue summary statements: For those topics indicated on the schedule of classes by “Issue
Summary,” prepare a one-half to one page statement (sentences, bullet points, phrases, whatever – typed or
handwritten) listing: (a) your name; (b) items you do not understand or are curious about and want clarified; (c) the
three most important lessons found in the readings; and (d) a one sentence (or one word!) answer to each of the “What
you should think about (class discussion)” questions for a given topic. These provide the basis for class discussion; be
prepared to explain and defend your answers! These will almost always be collected. They will be noted for the
record and graded as satisfactory or unsatisfactory. Two failures to fulfill this assignment, or submitting more than
two unsatisfactory statements, will reduce your final grade by one half of a letter (0.5 points). Students will be called
on, randomly, to present their issue summaries.
Assignment 2 – two short papers: You will complete two assignments listed in the outline under the heading “Write
– three pages.” The assignments will also be posted on Blackboard. These papers may not exceed three pages,
double spaced, typed. Submit them via Blackboard. Note: do not waste words on introductions or fluffy language.
Get to the point stipulated in the assignment! Think in terms of the key values and criteria with which we begin the
course. Prepare the assignment using WORD, and write correctly (see below under Writing). In Blackboard, click on
the assignment topic; browse your computer to locate your paper; and upload it as called for in the assignment. A
tutorial can be found at: http://ondemand.blackboard.com/r91/movies/bb91_student_submit_assignment.htm. For
additional assistance, please contact the UNIT Help Desk: 610-519-7777.
Citations for these papers may be casual (a parenthetical reference to the author, title of article, chapter, and/or book,
date, and page). Do not cite items of common knowledge or facts found in the textbook. Due dates are listed on the
syllabus; unexcused late papers are penalized 0.3 points for each calendar day late.
Assignment 3 – debate: This is your opportunity to become an expert on one aspect of American government and
politics and have some fun as well. You will participate in one debate as a member of a team, to be assigned early in
the term. Topics are listed on a separate “debate topics” sheet. Teams will (a) meet to prepare their presentations –
which must “make a case” for the team’s position, (b) submit to the instructor in advance their presentations, and (c)
and exchange outlines, documents, slides, etc. with the other side at least two days before the debate is scheduled.
Each team gets ten minutes to make its case, followed by rebuttals back and forth. Then members of the class and the
instructor will ask you questions and challenge your arguments and evidence. Debaters may use notes but may not
read from a prepared text. You may use audio-visual aids (power point, film clips, etc.) – no more than ten slides per
presentation – but do not merely read what is on the screen. Follow this format in your presentation:
(a)
(b)
(c)
(d)
Clearly identify the issue and its components – what is the problem or question; why is it a problem?
Is this a constitutional issue? A legal issue? A public policy issue? A political issue?
Offer your answer/solution; explain and defend it. Persuade your audience; they will be critical!!
Show why the other team is wrong.
NOTE: The instructor will “set up” each debate with a five minute lecture summary that will explain the basic “facts”
about the issue in question. You, as debaters, need not and should not, repeat these facts. Begin your debate with your
position on the issue. Consult in advance with the instructor, who will outline his “set up” piece.
You will be graded on content (60 %), presentation effectiveness (20%), and ability to answer questions (20 %).
Assignment 4 – longer paper: Working independently as individuals, you will write one paper, not to exceed eight
pages (double spaced) in length, plus a bibliography page, on your debate topic. Your views may have changed as a
result of the debate. Your paper need not take the same position you took in debate. Organize the papers as follows:
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(a) Introductory paragraph with thesis statement clearly identifying the issue or problem, stating why it is
important, and stating your conclusion (thesis). Depending on the topic, you may need to include constitutional,
policy, political, and (as relevant) ethical or moral considerations.
(b) Data and analysis paragraphs indicating what data, facts, and assumptions would enable you definitively to
decide the issue – and its component parts (constitutionality, policy wisdom, political wisdom) – and persuade the
skeptics. Note: you probably cannot actually obtain, and are not expected to find, all the data. But where would
you look? For example, what do you need to “prove” that a law is or is not constitutionally permissible? What do
you need to prove that your solution is the right solution, in policy and political terms?
(c) Counterarguments should at least be noted, and the major ones should be addressed, even if briefly. Do you
see objections to your arguments? How do and can you deal with them?
(d) Solution paragraphs: what is your answer – where do you stand on the issue and its component parts? What is
your evidence and reasoning – how do you reach your conclusion? Couch your answers in terms of the key values
and criteria set forth on the second day of class. Prove your case!
(e) Number the pages
Sources for papers and debates. Wikipedia and YouTube, as well as blogs written by any but clearly
authoritative and credentialed commentators are unacceptable sources. You should use, academic, governmental,
and journalistic sources of information appropriate to the topic. See the useful information at this site;
http://library.villanova.edu/research/course-guides/political-science-course-guides/american-government/.
Particularly good is the CQ Electronic Library, especially the CQ Researcher. To get to CQ, go to the Falvey
Library page. Click on “GUIDES,” then on “COURSE GUIDES.” Look for American Government; click on it.
Go down the list to “CQ Electronic Library.
Citations should be done via modified APA style, found at http://owl.english.purdue.edu/owl/resource/560/01/.
Do not include an abstract or title page, however. Citation style will not be graded (but writing will be); the key
here is for the reader to know where you got the information. Do not over-cite. Matters considered as “common
knowledge” or readily available need not be cited. Do not hesitate to consult the instructor if you have questions.
Due Dates: Papers are to be submitted electronically via email (John.Johannes@Villanova.edu) no later than the
tenth calendar day following the class during which the debate took place or by the date of the final exam,
whichever comes first. If your due date falls on a weekend, spring break, or Easter break,, the paper is due on the
first day of classes thereafter. Late papers are penalized 0.3 points (on a 4 point scale) for each calendar day late.
NO EXCEPTIONS unless you are in the hospital! The longer paper will be graded using the “rubric” for this
course (which serves as a guide to good writing), also found on Blackboard
Writing: Writing is extremely important now, as you move through college, and surely in your careers. One goal of
this course is to help you strengthen writing skills. Remember: writing formally is different from writing casually
(Twitter, emails to friends, etc.), and wholly different from speaking. Read and digest the “Study Aids: Reading and
Writing Tips” on the Blackboard site for this course. On the first short paper, the instructor will identify and usually
correct mistakes of grammar, spelling, punctuation, syntax, and capitalization. On the second short paper and the
debate paper, he will read the paper, identifying mistakes. He will allow three (3) of them; if he sees a fourth, he will
stop reading and return the paper for you to work on – but he will not identify additional mistakes. If that occurs, you
have five (5) calendar days to return the paper. On that paper, as well as on your third short paper, he will take off
points for every writing mistake, deducting three tenths of a point (.3 – the equivalent of a “plus” or “minus”) for each
error. If you have trouble writing effectively, please visit the writing Center in Falvey or consult the instructor.
Among the most troubling writing errors are:
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Using a % sign instead of writing out “per cent” in the text (% is okay in a table or chart)
Beginning a sentence with a numeral (e.g., “87 of 100 students agree with this view.”)
Lacking proper agreement between subject and reflexive pronouns (pronouns such as “he,” “she,” or “they”
that refer back to an antecedent subject) or between pronominal adjectives as in: “ a person cannot bring their
lunch to class.” The subject is singular; “their” is plural. This is a cardinal sin.
Misuse of commas (too many, too few, misplaced) and semi-colons. Two independent clauses in a single
compound sentence must be properly separated by a comma plus “and” or “but,” or separated by a semi colon.
Putting a period or comma outside of quotation marks. They belong inside.
Using the phrase “based off of” when you mean “based on.” Nothing can be “based off of” something else.
Failure to capitalize the “c” in Congress or Constitution, “D” in Democrat, or “R” in Republican.
Capitalizing common words such as representatives, congressmen, congressional, constitutional, senators –
except when referring to a person as in “Senator Jones.”
In a sequence of items, using “firstly” or “secondly” – “first” is just fine, followed by “second,” etc.
Using “amount” when you mean “number.”
Mistaking “then” for “than”
Confusing “less” with “fewer”
Writing “try and” when you mean “try to”
Using “impact” when you mean “effect”
Writing “different than” when you mean “different from”
Writing the way one speaks. Talking and writing are very different; they are not to be confused
Academic Integrity: The work you submit must be your own, for this course alone. Do not plagiarize; do your own
research and your own thinking! We rely on the University’s academic integrity policy. Please take a careful look at
the policy, which may be found at: www.villanova.edu/vpaa/office/studentservices/policies/integrity/index.htm
Learning Disabilities: Reasonable accommodations will be made for qualified individuals with certified learning
disabilities. Registration with the Learning Support Office (610-519-5636) is required in order to receive
accommodations. If you have such a certified disability, please contact the instructor at once.
Classroom Etiquette and Demeanor: Cell phones, pagers, and all other electrical devices are to be turned off. If
you anticipate a critical call or text that requires an immediate response, inform the instructor and put your phone on
vibrate; when the call or message comes, you may leave the room to take it. Laptops, Ipads, tablets, and similar
electronic devices may not to be used in class except by explicit permission of the Instructor. Gentlemen do not wear
hats in class, and, unless you are near starvation, eating and drinking are out of order. Bathroom breaks should be
taken before, not during, class time
Study assistance and enrichment: Please consult www.wwnorton.com/studyspace for all sorts of study aides,
including quizzes, flashcards, videos, outlines, and so on. This is an extremely valuable source..
Grading Policy: Grading Policy: All assignments will be graded on a scale whereby:
A = 3.8 - 4.0;
B = 2.8 - 3.2;
C = 1.8 - 2.2;
D = 0.8 - 1.2;
A-minus = 3.6 - 3.7;
B-minus = 2.6 - 2.7;
C-minus = 1.6 - 1.7;
D-minus = 0.6 - 0.7;
AB = 3.5;
BC = 2.5;
CD = 1.5;
DF = 0.5;
B-plus = 3.3 - 3.4;
C-plus = 2.3 - 2.4;
D-plus = 1.3 - 1.4;
F = 0.0 - 0.4
These scores are then weighted and combined to determine final grades. The quiz accounts for 5 per cent of the final
grade; each of the two three-page papers counts for 10 per cent; the mid term exam is worth 20 per cent; the final is
worth 30 per cent; the classroom debate performance counts 5 per cent, and your long paper counts 20 per cent.
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Quality of everyday class participation will determine borderline situations. You may monitor grades on Blackboard.
Definition of Grades: “C” connotes satisfactory, acceptable work indicating general if perhaps sometimes
inconsistent or imperfect comprehension of material. One’s work and one’s thinking contain both strengths and
weaknesses. “D” represents work that indicates minimal and basic, but limited and inconsistent, understanding that
fails to achieve a satisfactory level. Weaknesses, errors, omissions, sloppy thinking, failure to distinguish the
important from the unimportant, and failure to integrate facts and concepts into a bigger picture are more common than
signs of clear and strong thinking. Of course, an “F” grade characterizes failure to do the work, inability to understand
and relate concepts and supporting data, and/or a pattern of weak reasoning. A “B” grade denotes demonstrably good
work, clearly above the satisfactory level, in which strengths greatly outnumber and outweigh weaknesses. In addition
to mastery of the subject matter, it suggests thoughtfulness; perception in identifying complicated issues; ability to
distinguish more important from less important concepts; perception of the values in competing arguments; ability to
express ideas cogently in both written and oral format; and perhaps a bit of originality and creativity. An “A” grade
denotes truly excellent work, including mastery of the material, perception of implications, insight, creativity, some
originality of thought, and excellence of expressing complex ideas. Weaknesses are absent or very minor.
Required readings:
(1) For purchase: Alan R. Gitelson, Robert L. Dudley, and Melvin J. Dubnick, American Government: Myths and
Realities, 2014 Election Edition (Oxford University Press, 2014). ISBN 978-0-19-937422-9. (paperback). Listed as
“AG” below. Make sure you get the 2014 edition.
(2) Several required short readings are available on electronic reserve via Blackboard, as indicated below. Many of
these bear on the debates and papers. Marked “E-reserve” below.
(3) John R. Johannes, Thinking About Political Reform (Oxford University Press, 2015); also available on e-reserves
on Blackboard. Marked “E-reserve” below. Book also available at Villanova bookstore.
COURSE TOPICS TO BE COVERED: Note: the indicated schedule may need to be adjusted as the semester
progresses to accommodate debates and unforeseen events. If so, notice will be provided.
Note: Dates after September 21 will be determined after the debate schedule is established.
DATE
TOPIC
READINGS & TASKS
AG = American Government
Part One: Theory and Design of American Government
M 8/24
Introduction to the course:
1) Course overview
2) Story time: U. S. Agriculture Policy – What’s going on?
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W 8/26
F 8/28
M 8/31
W 9/2
Politics and Political Institution: How Are We to Understand?
Read by 8/26:
(1) What is government? What is its role?
(2) What is politics, and how does it differ from other modes of
decision-making?
(3) Who should govern? Who does govern?
(4) What myths about government do we share? How do myths
differ from reasoned analysis, from beliefs and ideologies?
(5) Types of ideologies
(6) What do you value in government? What are the criteria,
values, and standards by which you want to judge government?
AG, chap 1
The Constitution and the Theory of American Government
Read by 8/31:
What you must know
- AG, chap. 2
(1) Why the framers drafted the constitution as they did.
(2) Madison’s constitutional theory (the Federalist #10 and
51): the l problems of government and solutions he offers
(3) Content of the Constitution – in detail!
(4) Five principles: Rule of Law, Republicanism, Separation of
powers, checks and balances, national supremacy
E-reserve: Federalist Papers #10, #51
Quiz on August 31, covering course
syllabus and U.S. Constitution
What you should think about (class discussion)
(1) What are Madison’s arguments in Federalist 10 and 51? Do
you agree?
(2) What other model of democratic government might the
founders have chosen?
(3) What are the consequences of separation of powers and
federalism?
F 9/4
W 9/9
Federalism
Read by 9/4:
What you must know
- AG, chap 3
- Constitution, article 4 and
Amendments 9, 10, 11
- E-reserve: McCollough v. Maryland.
(1) The differences between state functions and powers and
those of the federal government, i.e., the states’ “police
power” over the health, safety, and welfare of citizens
(2) How states and the federal government interact
(3) Techniques by which the federal government gets the states
to do what the “feds” want.
Issue summary due 9/4
What you should think about (class discussion)
(1) Should the federal government give money to states and
cities? With what conditions (“strings”)?
(2) How strong should the federal government and the states be
with respect to each other? Which should have the upper
hand? States’ rights vs national supremacy.
(3) Should the states be abolished?
Optional reading:
- E reserve: Johannes, Thinking About
Reform, chap. 2
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Part Two: Popular Inputs and Controls
F 9/11
Public Opinion and Political Culture
What you must know
(1) Sources of and influences on public opinion
(2) How polling is done and whether polls can be trusted.
(3) Functions and importance of public opinion for government
and politics (agenda-setting, priming, framing)
(4) Political ideology (liberal/conservative/etc.)
(5) Functions and importance of the media
What you should think about (class discussion)
(1) Should government do what the people want?
(2) Can public opinion guide those who govern? What would it
take for government to follow popular opinion?
(3) What role does public opinion serve? Should intensity of
people’s views matter?
(4) Consequences of political polarization of the electorate?
(5) What accounts for and shapes YOUR political attitudes?
Have they changed? Are you liberal or conservative or what?
M 9/14
W 9/16
Political Parties
What you must know
(1) The roles and functions of parties – what can and do they do?
(2) Types of parties: American-type coalitions (decentralized,
heterogeneous, little discipline) vs. “Responsible” parties
(European type) – centralized, cohesive, disciplined
(3) Duverger’s Law
What you should think about (class discussion)
(1) What kind of parties should we have? Weak or strong?
Loose coalitions or responsible, cohesive, and disciplined
parties?
(2) What is the problem with our parties today?
(3) Why do we have only two parties? Should we have more than
two? What would be the consequences?
F 9.18
M 9/21
Elections: Nominating the Candidates
What you must know
(1) How nominations (congressional and presidential) work
(2) The differences between nomination via caucus and
convention and nomination via primary elections
(3) Differences and consequences of open vs. closed primaries.
What you should think about (class discussion)
(1) Is the current system of nominating presidential candidates
the best way to do so? What would be better?
Read by 9/11 :
-AG chap 6, pp.183-201; 212-217
-http://www.peoplepress.org/2014/06/12/politicalpolarization-in-the-american-public/
Issue summary due 9/11
====================
For the fun of it: take the quiz and
analyze the results found at:
http://www.peoplepress.org/quiz/political-typology/
and
http://www.peoplepress.org/2014/06/26/typologycomparison/
Read by 9/14
- AG, chap. 7
Write #1 – three pages due 9/16. Should
we have more than two major political
parties? Why or why not? If so, what
should the third, fourth, etc. parties look
like? What would be the consequences of
that kind of third party in terms of our
criteria for good democratic government?
Is it likely that such a party would
develop?
Optional: - E reserve: Johannes,
Thinking About Reform, chap. 5
Read by 9/18:
-AG, chap. 8, pp. 251-256
- E reserve: Johannes, Thinking About
Reform, chap. 4
Watch:
https://www.youtube.com/watch?v=Q4Sfn_ti-U
Issue summary due
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Dates to
be
determined
by
debate
schedule
Elections: Participation
What you must know
(1) Who can and who does vote?
Read by
-AG, chap. 8, pp. 271-274
- AG, chap. 6, pp. 201-209
- Constitution amendments 15, 19, 24,
26
What you should think about (class discussion)
Issue summary
(1) Is voting turnout low? Is it a problem? What should be done?
Elections: Voting Behavior
What you must know:
Read by
- AG, chap 8, pp.274-276, 280-281
(1) The factors that influence how voters cast their votes.
(2) Consequences of elections
What you should think about (class discussion)
(1) Are voters fools? Can we trust them to cast their ballots
responsibly? If not, what can be done?
(2) Why are presidential elections close but so many
congressional elections safe and one-sided?
(3) Can elections confer a mandate? What do they mean?
Elections: What It Takes to Win: Campaigns, Money, and Media
Read by
What you must know from the book
(1) Political Action Committees (PACs)
(2) In general, campaign finance rules
-AG chap 8, pp 257-271
- AG, chap 10\
Issue summary due
What you should think about (class discussion)
(1) Are elections too expensive? What should be done?
(2) Can elections be bought? Can politicians?
Optional reading:
- E reserve: Johannes, Thinking About
Reform, chap. 7.
The Media
Read by 9/
What you must know
- AG, chap 10
(1) Nature, size, and structure of the mass media
(2) Influence of the media on politics
What you should think about (class discussion)
(1) Are the media too influential?
(2) Are the media too negative? Why?
(3) Are the media biased? So what? What can be done?
Issue summary due
Optional reading:
- E reserve: Johannes, Thinking About
Reform, chap. 7.
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The Electoral College
Read by
What you must know from the book:
- Constitution Article II, Section 1;
Amendments 12, 25
- AG, chap 8., pp. 276-280
(1) How the electoral college works and criticisms
What you should think about (class discussion)
(1) Should the Electoral College be abolished or modified?
How? Why?
Interest Groups
What you must know
(1) How and why interest groups form, and impediments to
formation (Mancur Olson’s theory of collective action)
(2) How groups seek to influence government: targets, tools,
tactics (lobbying, litigation, elections, public opinion)
(3) Difference between parties and interest groups
Read by
-AG, chap.9
-Constitution: Amendment 1
- E-reserve: (Birnbaum, “Lobbyists –
Why the Bad Rap?”
Issue summary due
What you should think about (class discussion)
(1) Do organized groups help or hinder good democratic
government? Do they have too much influence?
(2) Should they be regulated more? How?
Mid-term exam on everything to date
Part Three: Government Institutions and Structures – The Policymakers
Congress
What you must know
(1) Differences between the House and the Senate: functions,
powers, structures
(2) Organization and distribution of power in each chamber;
party and committee structures; issues of centralization vs.
decentralization vs. individualism; House v. Senate
(3) Electoral politics issues in Congress: motives, tactics
(4) Legislative process
(5) Delegate and Trustee
Read by
- AG, chap. 11
- Constitution, article 1, amendments
17, 27
Issue summary due
Optional reading:
- E reserve: Johannes, Thinking About
Reform, chap. 9.
What you should think about (class discussion)
(1) Is Congress effective, efficient, accountable, deliberative,
responsive?
(2) If not, who or what is to blame?
(3) What are the solutions to the problem? Can Congress be
fixed?
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The Presidency
Read by
What you must know
(1) Presidential Functions and roles:
(2) Presidential advantages, formal powers, and resources –
(a) Constitutional, legal (delegated), inherent powers
(b) Structure of the Presidential Government (E.O. P.)
(3) Presidential weaknesses and constraints
(4) Problems of decision-making
-AG, chap 12
-Constitution, article 2, amendments
12, 20, 22, 25
- E-reserve: Cronin and Genovese,
“Paradoxes of the Presidency”
What you should think about (class discussion)
(1) How do the President’s functions interact with each other?
Are there too many roles to play and duties to fulfill?
(2) Are presidents too powerful . . . or not powerful enough?
What has caused his power to grow . . . or weaken?
(3) How does the president control and direct the federal
Executive branch? What tools and constitutional/legal
powers, what support sytstems, does he\have? ?
The Bureaucracy
Optional reading:
- E reserve: Johannes, Thinking About
Reform, chap. 10
What you must know
(1) The role and function of the executive bureaucracy
(2) The structure of the federal executive branch
(3) Operational issues and patterns of the bureaucracy
(4) Issues of democratic control of the bureaucracy
-AG, chap 13
What you should think about (class discussion)
(1) Should public administration be neutral? Is it? So what?
(2) Where does the bureaucracy get its power, and how do we
control it?
(3) Does the bureaucracy deserve its bad reputation?
The Judiciary
Issue summary due
Read by
- E-reserve:
(1) Heclo, ”Government of Strangers;”
(2) Reich,“ Locked in the Cabinet”
(3) W. Wilson and J. Q. Wilson,
“Bureaucracy in a Democratic
System,”
(4) J, Q, Wilson, “The Bureaucracy
Problem”
Issue summary due
Read by
What you must know
(1) Organization and functioning of the federal judicial system
– types of courts
(2) Power of the judiciary; judicial review
(3) Judicial decision-making
(4) Good constitutional law vs. good policy vs. good politics
(5) “Standing to Sue”
(6) Original vs appellate jurisdiction
(7) Civil law, criminal law, public law
(8) Precedent; stare decisis; amicus curiae
-AG, chap. 14
- Constitution, articles 3, 6
- E-reserve:
(1) Marbury v Madison;
(2) Scalia – Breyer Debate
(3) Stevens and Thomas, “Should
the Constitution be Interpreted
According to Its Original
Meaning?
What you should think about (class discussion)
(1) Is “Judicial review” wise, safe, and democratic? Does it
contribute to good democratic government?
Write #2 – three pages, due date TBD:
Explain clearly the difference between
how Scalia and Breyer think a Justice
ought to decide cases. What is the basis
of their disagreement? Which one is
correct? Why? Why is the other
wrong?
(2) How should Supreme Court justices decide issues? Should
they adhere strictly to what the framers intended or should
they be adaptive and creative? Is the constitution fixed or is
it a “living and changing set of rules?” Should they give
deference to the political branches, or should they “do what
is needed?”
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Part Four: The Results – Public Policy
Civil Liberties – Speech, Press, and Assembly
What you must know
Types of speech protected by first amendment
What you should think about (class discussion)
When are restrictions on speech and assembly reasonable and
thus constitutionally permissible? When not? What is the
criteria to judge?
Should hate speech be banned, especially in universities?
Civil Liberties – Religion
What you must know
(1) Free Exercise: Religious liberty versus state needs
(2) Establishment: Prayer, religious symbols and speech, public
aid for parochial schools
Read by
-AG, chap 4 pp.115 -127
- Constitution: first amendment
- E-reserves: Lawrence and
Rauch, ”Should Hate Speech be
Punished?”
Read by
- AG, chap 4, (pp. 128 - 132
- Constitution: Bill of Rights
(esp. first amendment)
- E-reserves: Stevens and Scalia,
“Should There Be A Wall of
Separation”
What you should think about (class discussion)
(1) Is there a “wall of separation” between Church and State?
Should there be? How high? How much should government
accommodate religious practices?
(2) Should prayer be allowed in public schools? Public events?
Civil Liberties – Crime and punishment; Privacy
Read by 9:
What you must know
(1) Constitutional protections for the criminally accused
- AG, chap 4, pp. 132 -149
- Constitution: amendments 2 – 8)
- E-reserves:
(1) Lee and Freedman, “Is Capital
Punishment Justified?
(2) Bogus and Lott, “Do We Need
Tougher Gun Control Laws?
(3) Estrich and Sullivan, “Abortion
Politics”
What you should think about (class discussion)
(1) Are we coddling criminals? What needs to be done?
(2) Is the death penalty cruel and unusual punishment?
(3) Can and should abortion be restricted?
(4) Was Roe v. Wade correct?
(5) To combat terrorists, is racial profiling legitimate?
(6) Is warrantless wiretapping justified to protect security guns be
controlled?
Read by
Civil Rights
What you must know
Landmarks in the battle for civil rights
What you should think about (class discussion)
(1) Affirmative action: Continue as is? Enhance? End?
Modify? If so, how?
(2) Mandatory integration of elementary and secondary
schools? How?
-AG, chap 5
-Constitution, amendments 13, 14, 15, 24
- E-reserve:
(1) O’Connor and Thomas on Law
School Admissions
(2) Berry and Chavez, “Does
Affirmative Action Advance
Racial Equality?”
11
Economic Policy and the Budget
Read by:
What you must know
(1) Government functions in the economy
(2) Government tools and strategies:
(a) Regulatory policy
(b) Promotion and Subsidy
(c) Monetary Policy
(d) Fiscal policy (taxing and spending)
- AG chap. 15 , pp 14-28, found at:
What you should think about (class discussion)
- http://www.usdebtclock.org
pphttp://global.oup.com/us/companion.we
bsites/9780199374229/stud/pdf/ch15.pdf
(You can also get to it via
www.oup.com/us/gitelson, click on
student resources)
(1) What role should government play in directing the economy?
(2) Why is the U.S. running so large a deficit and accumulating so
large a national debt?
(3) Does the federal budget process work well?
(4) Are taxes fair?
Social Welfare Policy
What you must know:
(1) Definition and extent of poverty
(2) Social welfare policies to eliminate or ameliorate poverty
(a) Means-tested and non-means tested programs
What you should think about (class discussion)
(1) Is income distribution fair? What can and should be done?
(2) Who is poor? What causes poverty? What should/can be
done about it? (a) Eliminate the causes of poverty? (b)
Ameliorate the bad effects of poverty?(3) What is the difference between means-tested and non-meanstested anti-poverty programs?
(4) How extensive should American social welfare policy be?
(5) Should Social Security and Medicare be reformed? How?
T 12/9
(deemed
a
Friday)
Foreign and Defense Policy
T 12/9
and
W 12/10
Final Thoughts on American Government and Politics – is it
Hopeless?
Sat.,
Dec 12:
10:45 –
1:1 5
FINAL EXAM
Read by
- AG chap. 15, pp. 2 – 14, 28 – 35, found
at:
pphttp://global.oup.com/us/companion.we
bsites/9780199374229/stud/pdf/ch15.pdf
(You can also get to it via
www.oup.com/us/gitelson, click on
student resources)
Watch:
https://www.youtube.com/watch?v=5Wx5
PYZIWcQ
http://www.pewresearch.org/nextamerica/#Two-Dramas-in-Slow-Motion
Read by:
- AG, chap. 16
http://global.oup.com/us/companion.websi
tes/9780199374229/stud/ch16/
Everything, with emphasis on second
half of semester
12